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Content

CHAPTER NO.

TITLE

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INTRODUCTION 1.1. About the Study

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I I.

OBJECTIVE OF THE STUDY 2.1. Scope of the Study 2.2. Limitation of the Study

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III. IV V.

REVIEW OF LITERATURE RESEARCH METHODOLOGY ANALYSIS AND INTERPRETATION 5.1. Descriptive Analysis

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VI.

FINDINGS, SUGGESTIONS AND CONCLUSIONS BIBLIOGRAPHY ANNEXURE

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CHAPTER I

INTRODUCTION

Introduction to the Study Training is a process of learning and understanding the sequence of programmed activities. It is the application of knowledge it gives people an awareness of the rules and procedures to guide their behaviour. It attempts to improve their performance on the current job or prepare them for an intended job.

It is needless to say that every organization needs to have well-trained & experienced people to perform the activities that have to be done. If the current or potential job occupant can meet this requirement, training may not be necessary and important. But when this is not the case, always it is necessary to develop the employee's skill level and increase the versatility and adoptability of the employees to perform their jobs much better. In a rapidly changing society employee training and development is not only an activity that is desirable but also an activity that an organization must commit resources to maintain a viable and knowledgable work force.

Training can be defined as The act of increasing the knowledge and skills of an employee for doing a particular job.

Employee Training is an activity that an organization must commit resources to if it is to maintain a variable and knowledgeable work force.

Training is a; short - term process utilizing a systematic and organized by which non - managerial personnel learn technical knowledge and skills for a definite purpose.

The term training is used to indicate the process by which the attitude, skills and abilities of employees to perform specific jobs are increased.

Training of any kind should have as its objective the redirection or improvement of behaviors so that the performance of the trainee become more effective and productive for himself and for the organization of which he a part. Training normally concentrates on improvement of either operative skills (the basic skills related to the successful completion of the task), interpersonal skills (how to relate satisfactory causes of action), or a combination of these.

If a systematic training is imparted to the employees which results in, 1. Low dissatisfaction, complaints, grievances 2. Less Absenteeism. 3. Reduced employee turnover 4. Accidents reduction 5. Eliminating bad workmanship 6. Less spoilage of tools/machines and materials.

So the efficiency of the organization depends directly on how well its members are trained.

Importance of Training 1. It increases productivity. 2. Better and economic use of materials and equipments by trained employees. 3. Supervision and direction costs are reduced. 4. It satisfies the manpower needs. 5. It heightens the morale of the trained employees. 6. Standardization of methods becomes possible. 7. It gives an idea to reduce accidents and absenteeism. 8. Better management. 9. Versatility and adaptability.

Need and Basic Purpose of Training 1. To improve quality 2. To increase productivity 3. To help a company fulfill its future personnel needs 4. To improve organizational climate 5. To improve health and safety 6. Obsolescence prevention. 7. Personal growth.

Responsibility for Training Training is the responsibility of four main groups: a) The top management, which frames the training policy. b) The human resource, which plans, establishes and evaluates instructional programmes c) Supervisors, who implement and apply developmental procedures, and d) Employees, who provide feedback, revision and suggestion for corporate educational endeavors.

Steps in Training Programme Training programs are a costly affair and a time consuming process. Therefore they need to be drafted carefully. Usually in the training programs, the following steps are considered necessary. 1. Discovering or Identifying the training needs. 2. Getting ready for the job. 3. Preparation of the learner. 4. Preparation of operations and knowledge 5. Performances try-out 6. Follow-up and evaluation of the program

Training Policy Every organization should have well-established training policy. Such a policy represents the top managements commitment to the training of its employees and comprises rules and procedures governing the standard of scope of training. Training policy is considered necessary for the following reasons:

a) To indicate an organizations intention to develop its personnel, to provide guidance is the framing and implementation of programme and to provide information concerning them to all concerned. b) To discovers critical areas where training is to be given on a priority basis; and c) To provide suitable opportunities to the employees for his / her own betterment.

Training for Different Employees Employees at different levels require training, unskilled workers require training in improved method of handling machines and materials to reduce the cost of production, waste and to do the job in the most economical way.

Semiskilled workers require training to cope with the requirement of an industry arising out of the adoption mechanization, rationalization and technical processes. Skilled workers are given training the system of apprenticeship, which varies in duration from a year to three or five years.

Training Method Techniques The forms and types of employee training methods are interrelated. It is difficult, if not impossible to say which of the method or combination is more useful than other. In fact methods are multi faced in scope and dimension and each is suitable for a particular situation.

The best technique for one situation may not be best for different groups or situations over a period of time.

1. An effective training technique generally fulfills these objectives and provide motivation to the trainee to improve job performance. 2. Develop a willingness to change. 3. Provide for the trainees active participation in the learning process. 4. Provide knowledge of results about attempts to improve i.e., feedback and permit practice where appropriate.

Determination of training needs To determine the training needs of a organization information

should be collected on the following points. a) Whether training is needed b) Where training is needed. c) What training is needed d) Who are the trainers e) Who are the trainees.

a) Whether training is needed Training need probably result from problems such as: a) Standards of work performance not being met. b) Accidents c) High rates of transfer and employee turnover d) Low rates of transfer and higher percentage of conflict. e) Excessive fatigue and struggling with the same job.

b) Where training is needed After determining the need for training, a manager should determine where with in the organization training emphasis can and should be placed. The involves the analysis of the following factors. a. Structure of the organization b. Objectives c. Human resource future plans d. Cultural milieu

c) What training is needed This question deals with the type of training needed. This involves determining what knowledge, skills, or attitudes each individual employee should develop to be able to perform this task in an effective way. The three major skills, which the employee of any organization need, to successfully discharge their duties are:

1. Conceptual skill. Ability of the employee to take a broader and farsighted view of the organization.

2. Technical skill Employees understanding of the nature of the job to perform.

3. Human relation skill Ability to interest effectively with people and to build teamwork at all levels.

d) Who are the trainees? Fairness in applying the standards is required and can help boost employee morale.

The following procedures can be adopted to have a successful training programme. a. Selected or self-nomination. b. Recommendation of HRD department. c. Bringing several target audience together can be facilitate group progress such as problems solving and decision making. d. Elements useful in quality circle projects.

e) Who are the trainers Trainers are selected by the management based on the programme and the skill to be taught, ability a trainer can display in fulfilling the organizational objective also plays a major role.

The trainers might be: a. Immediate supervisors b. Members of the personal staff c. Supervisors of other departments d. Outside consultants e. Industry associates

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Training Cycle Determining training needs Setting instructional

Evaluating efforts and reporting

Understanding the principles of learning

Developing your presentation

Choosing training methods and techniques

Designing the training programmes

Using audio visual aids and teaching technology

Determining Training Needs A good training need assessment accurately predicts the exact training model to be framed. There are some promising tools that helps to solve this problem. Discrepancy analysis helps to determine the difference between wants and needs. This analysis estimates the present competency levels, to assess the goals of the participants the difference between the two levels in the learning gap or the discrepancy.

The most popular and efficient of approaches are listed below: a. Survey b. Checklists c. Slip writing

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d. Interviews e. Counselling f. Brain storming g. Buzzing

Out of the above, the survey techniques are found to be quite popular. This is done in the form of questionnaire.

Step for Training Needs Assessment 1. Assessment of already available data through preliminary meetings and materials. 2. Developing of questionnaire item pool high participation on the part members. The trainer will take responsibility for the quality and depth of questioning. 3. Final development and approval of need assessment questionnaire. 4. Analysis of the questionnaire results to assess trends and specific areas to be targeted for training. 5. Few days of interview by the committee to provide depth and this data is gathered, it will be analyzed. 6. Preparation of report from all the data sources. This report will specify in those areas, which can and should be addressed through training effort.

Principle of Learning Learning is the process of acquiring new knowledge, facts, skills, ability and attitudes. No two participants will be exactly alike. They are very intelligence, general education, post experience, emotional stability and the

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desire to achieve. The basic ten principles increase the probability of learning. a. Participants need to know what is expected of them. b. How to set expectation. c. Participation must be motivated before they will participate. d. Participate must recognize the utility of what he is learning. e. Participant must recognize the utility of what he is learning. f. Participant must be interested in the program. g. Learning is stimulated effectively through senses. h. Participants learn easily when they can be transferred. i. j. Participants must see the logic of the material. Participants must immediately apply better when actively participate in the programme.

Training Methods A good trainer should have a working knowledge of the techniques available to him. The following techniques are either one or in combinations.

1. Ice Breaker Introduction to achieve relax and friendly atmosphere. It tends to breeze shy participants to silence.

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2. Buzz group To explore all the possible avenues of an aspect. The participants would be asked be from buzz groups. All the participants participate in disposition to problem enthusiastically.

3. Discussion leading One the problem is designed, several alternative solutions obtained which can be examined skillfully and the most suitable decision can be planned for action.

4. Brain Storming It is the technique of attacking a problem to achieve the maximum member of ideas in the shortest possible time.

5. Role Playing A technique where learning process is dramatized and providing participants with realistic experience in dealing with the problem.

6. Lecture It is a prepared presentation of knowledge, information and attitude for the purpose of having understanding the message.

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COMPANY PROFILE

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CHAPTER II

OBJECTIVES OF THE STUDY

Primary objectives To analysis the effectiveness of training program at Bharat Starch Industries.

Secondary objectives

To know the satisfaction level of employs of training program are given. To identify the Behavioral change in workers the training program are given. To analysis the benefit of the training program. To analysis the training need of the employee.

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SCOPE OF THE STUDY


Training helps to determine the present competency.

Training and learning is their process acquiring knowledge, facts skills and attitudes.

To help in narrowing down the gap between expected level of performance and actual level of performance among the trainees.

The study can identify the employees opinion on various dimension about the training program of the company.

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LIMITATIONS

The study is conducted at Bharat Starch Industries. So the out come of the study is applicable only in Bharat Starch Industries. .

The respondents are very busy at the time considering survey. So it is little tough task for the researcher made survey from them.

Due to time and cost the researcher couldnt contact all the workers. .

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CHAPTER III

REVIEW OF LITERATURE

Aggris (1977) conducted a study for the effectiveness of attaining organization objectives can be achieved only through identification and method of training.

Rajasekaran (1996) conducted A study on the identification of training need at BHEL. The study revealed that more than 50% of respondents identified the need for training to develop their personality,

communication skills, leadership qualities, industrial relations, positive thinking and motivation as they found essential.

In a study of Government (1997), 140 State Government agencies in 30 states were surveyed. The surgery examined basic questions related to the assessment of training needs, collection of needs assessment data, training methods used and training evaluation. The result described standard training practices and the degree to which state government agencies adhere to accepted practices in determining training needs, developing programs with outcome variables incorporated in the design and assess training outcomes.

Samson Jose (1985) conducted A study on training need assessment in MRF. The objective of his study were and ascertain training and development needs keeping in view their present assignment and to suggest the board outline of formal training programme to meet their needs.

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The study was conducted in two phases. In the first phase training objectives were determined by examining the appraisal and job description. In the second phase, the climate and job behaviour were assessed and major problems were determined. The suggested training in the area such as communication, correspondence, time management, interpersonal conflict, planning, managing changing, team building, problem solving and counseling.

Saxena (1975) has evolved a group approach in identification of training needs.

Quinines, Miguel (1998) attended to a number of contextual actors. It must be considered in the design and implementation of a training program. These include participation by trainees in the training process, framing of training assignments and organizational climate and present a conceptual model linking these contextual factors with training and transfer outcomes. He argues that trainee characteristic such as motivation to learn, self efficacy and fairness perception are particularly sensitive to contextual influence.

Thayakesware (1996) conducted A study in zonal training school railways, Trichy on the effectiveness of the training programme. The objective of the study was to find the effectiveness of the training programme and it was revealed that the training effectiveness was found to only at moderate level.

Identification of training needs is the special elements and a critical one in the training activity. Some of the training functions depend greatly on

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the identification of the needs. Much research have been done in this field in the area of managerial development.

In a study conducted by Richard J. Brossetian (1969) it was reported that when the trainees themselves identify their training needs and design the corresponding programmes yield better results.

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CHAPTER IV

RESEARCH METHODOLOGY
Methodology is plan of action for a research project and explain in detail how data are collected, analyzed and presented. So that they will provide a meaningful information.

Research design Research design is a plan, structure and strategy of investigation conceived so as to obtain answer to research questions and to control variance. The research design can be classified under three broad categories. 1. Exploratory 2. Descriptive and 3. Conclusive

Methods of data collection


Most of the study is based on the primary data collection and secondary data leas to collect the data. The primary data refers to fresh data collected for the study by the researcher with own personal effort. Data is collected through primary and secondary data. The needed primary data is collected through survey method by the way of questionnaire. The secondary data has been collected through the various records, documents and others.

Sampling Only possibility is to make selection among the whole body thus reducing the number to a handy minimum called samples. Thus, the

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sample means a small group taken from large lot. This section process is called sampling.

Sampling techniques Sampling techniques adopted was random sampling. The researcher randomly choose the samples from the age group respective to education, experience, etc.,

Sample size Sample size for the survey is 70 employees.

Area and period of survey The survey was conducted in Bharat Starch Industries Period of survey was May to July 2011.

Scaling Techniques Used 1. Likert Type Scale This are developed by utilizing the item analysis approach where in a particular items is evaluated on the basis of how well it discriminates between those persons whose total score is high and those whose score is low. Statistical tool used for analysis Descriptive Analysis All readers know the sample machines of calculating percentages. We are all also aware that the general purpose of percentage is to solve as

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a relative measure that is they are used in indicate more clearly the relative size of a two or more numbers. The ease and simplicity of calculation the general understanding of its purpose and near universal applicability of the per cent statistic have made it the most widely used statistical tool in marking research.

In example, the relationship between two variables it is often clear from the context, that one variable is more of less the independent of control variable. While the other is the dependent of criterion variable. The rule is to compute percentage across the dependent variable chi-square test analysis.
Diagrammatic Presentation data

Simple bar diagrams and Pie charts

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CHAPTER V

ANALYSIS AND INTERPRETATION

Table 1 : Distribution of Respondents by Age Age Below 25 26-30 31-35 36-40 40-45 above 45 Total Frequency 6 14 18 22 7 3 70 Percentage 9% 20% 26% 31% 10% 4% 100%

The table-1 portrays the age wise classification of the workers. From the table, it is noted that 31 per cent of the workers are 3640years, 26 per cent of the workers are 31 35 years. 20 per cent workers are 26-30 year, 10 percent workers are 40 45 year, 9 percent workers are below 25 years and very less no. of employees i.e. only 3 of the employees are above 45 years old in the organization.

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Fig. 1 : Distribution of Respondents by Age

Distribution of Respondents by Age


40-45 10% above 45 4% Below 25 9%

26-30 20%

36-40 31%

31-35 26%

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Table 2 : Distribution of the Respondents by Educational Qualification

Educational Qualification

Frequency

Percentage

Up to School Level ITI / Diploma Degree Engineering PG Total

11 16 19 9 15 70

16% 23% 27% 13% 21% 100%

The table 2-shows the employees educational qualification. From the table, it is found that, 16 per cent of the workers are having school level education. 23 per cent of the workers are having ITI / Diploma, 27 per cent of the workers are having Degree , 9 per cent of the workers are having Engineering and 21 per cent of the workers are post graduate level. From this information, it is know that majority of these workers are having Degree.

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Fig. 2 : Distribution of the Respondents by Educational Qualification

Distribution of Respondents by Educational Qualification


Up to School Level 16%

PG 21%

Engineering 13% ITI / Diploma 23%

Degree 27%

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Table 3 : Distribution of the respondents by Experience

Experience

Frequency

Percentage

Below 5 yrs 5 - 10 yrs 10 -15 yrs Above 15 yrs Total

11 28 18 13 70

16% 40% 26% 19% 100%

The table 3:- shows that the workers experience level. From this table, it is identify that 16 per cent of the employees have below 5 years experience, 40 per cent of the employees have 5 to 10 years experience, 26 per cent of the employees have 10 to 15 years experience and 19 per cent of the employees have above 15 years experience.

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Fig. 3 : Distribution of the respondents by Experience

Distribution of Respondents by Experience.


30 25 20 15 11 10 5 0 Below 5 yrs 5 - 10 yrs 10 -15 yrs Above 15 yrs 18 13 28

Distribution of Respondents by Experience.


Above 15 yrs 18% Below 5 yrs 16%

10 -15 yrs 26%

5 - 10 yrs 40%

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Table-4 : Shows that Workers Satisfaction in the Training Programmes

Training Programme

Frequency

Percentage

Extremely Satisfied Satisfied Neutral Not Satisfied Extremely dissatisfied Total

6 33 20 5 6 70

9% 47% 29% 7% 9% 100%

The table-4 portrays the level of satisfaction among the workers relating to training provided by the company. From the table, it is noted that 47 per cent of workers are satisfied with training provided by the company, 9 per cent of workers are Extremely Satisfied at same time another 9 per cent of workers are extremely dissatisfied.

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Fig. 4 : Shows that Workers Satisfaction in the Training Programmes

Workers Satisfaction in the Training Programmes


35 30 25 20 20 15 10 6 5 0 Extremely Satisfied Satisfied Neutral Not Satisfied Extremely dissatisfied 5 6 33

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Table 5 : Respondents Views About objectives of the Training Program Clearly defined by the Company

Training Objective Strongly Agree Agree Neutral Disagree Strongly disagree Total

Frequency 5 28 9 22 6 70

Percentage 7% 40% 13% 31% 9% 100%

The table shows that the respondents opinion about the objectives of the training program clearly stated by the company. From the table, it is identify that 40 per cent of the workers are agreed in the training objectives were defined ; but nearly 31 per cent of the workers are neutral.

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Fig. 5 : Respondents Views About objectives of the Training Program Clearly defined by the Company
Respondents Views About objectives of the Training Program Clearly defined by the Company
30 28

25 22 20

15 9 5 5 6

10

0 Strongly Agree Agree Neutral Dis agree Strongly disagree

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Table 6 : Shows that influencing behavior and attitude

Opinion Strongly Agree Agree Neutral Disagree Strongly disagree Total

Frequency 9 14 11 25 11 70

Percentage 13% 20% 16% 36% 16% 100%

The table 6 shows that the training influencing behavior and attitude. From the table it is observed that the 36 per cent of workers are disagreed and 16 per cent of workers are strongly disagreed in the training influencing workers behavior and attitude.

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FIG. 6 : Shows that influencing behaviour and attitude

Influencing Behavior and Attitude


30 25 25

20 14 11 10 9 11

15

0 Strongly Agree Agree Neutral Dis agree Strongly disagree

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Table 7 : Respondents views on training helps to increase in proficiency of doing job

Opinion Strongly Agree Agree Neutral Disagree Strongly disagree Total

Frequency 6 33 11 16 4 70

Percentage 9% 47% 16% 23% 6% 100%

The table-7 shows the respondents views on training helps to increase in proficiency of doing job. From the table, it is clear that 47 per cent of the workers are agreed and 9 per cent of the workers are strongly agreed with the training provided the job knowledge.

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Fig. 7 : Respondents Views About objectives of the Training Program helps to increase in proficiency of doing job

Respondents views on training helps to increase in proficiency of doing job

35 30 25 20 15 10 5 0 Strongly Agree Agree Neutral Dis agree Strongly disagree

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Table 8 : Shows that the training for new skill for future development Opinion Strongly Agree Agree Neutral Disagree Strongly disagree Total Frequency 11 28 11 16 4 70 Percentage 16% 40% 16% 23% 6% 100%

The table - 8 shows the training offered that new skill for future development. From the table, it is identify the 40 per cent of the employees are agreed and 11 per cent of the employees are strongly agreed with the training is opportunity for enhanced in new skill for further development.

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FIG. 8 : Shows that the training for new skill for future development

Training for new skill for future development


30

25

20

15

10

0 Strongly Agree Agree Neutral Dis agree Strongly disagree

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Table 9 : Shows the respondents opinion about training Additional Responsibilities of the workers

Opinion Strongly Agree Agree Neutral Disagree Strongly disagree Total

Frequency 6 17 5 33 9 70

Percentage 9% 24% 7% 47% 13% 100%

The table 9 shows the respondents views about the training additional responsibilities of workers. From the table, it is observed that 47 per cent of the employees are that the training is additional responsibility of them disagreed and 13 per cent of the employees are strongly disagreed that the same from this, it is clearly known that majority of the workers opined training does not provide additional responsibility to them.

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FIG 9 : Shows the respondents opinion about training Additional Responsibilities of the workers

Respondents opinion about training Additional Responsibilities of the workers

Strongly disagree 13%

Strongly Agree 9%

Agree 24%

Disagree 47%

Neutral 7%

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Table 10 : Shows that training programmes helpful for organization

Opinion Strongly Agree Agree Neutral Disagree Strongly disagree Total

Frequency 28 28 3 6 5 70

Percentage 40% 40% 4% 9% 7% 100%

The table 10 shows that training programmes helpful for organization. From the table value, it is noted that 40 per cent of the workers are strongly agreed and 40 per cent of the workers are agreed that training helpful for organizational development.

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FIG 10 : Shows that training programmes helpful for organization

Training programmes helpful for organization


30 25 20 15 10 6 5 0 Strongly Agree Agree Neutral Disagree Strongly disagree 3 5 28 28

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Table 11 : Shows that training of the organization depend on nature of job

Opinion Strongly Agree Agree Neutral Disagree Strongly disagree Total

Frequency 6 23 15 19 7 70

Percentage 9% 33% 21% 27% 10% 100%

The table 11 shows that training programmes offered by the organisation depend on nature of job. From the table value, it is observed that, 33 per cent of the employees are agreed and 9 per cent of the employees are strongly agreed. So, majority of the workers viewed that organisation training programmes are purely depends on the workers nature of job.

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Fig 11 : Shows that training of the organization depend on nature of job

Training of the organization depend on nature of job 25 23 19 15 15

20

10 6 5 7

0 Strongly Agree Agree Neutral Disagree Strongly disagree

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Table 12. Shows that efficiency of training

Opinion Strongly Agree Agree Neutral Disagree Strongly disagree Total

Frequency 14 36 3 12 5 70

Percentage 20% 51% 4% 17% 7% 100%

The table 12 shows that efficiency of training. From the table, it is find out that 20 per cent of the workers are strongly agreed and 51 per cent of the workers are agreed in the efficiency of training. From this information, it is concluded that the training helps to workers efficiency and skills.

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FIG. 12. Shows that efficiency of training

Efficiency of training programme


40 35 30 25 20 15 10 5 0 Strongly Agree Agree Neutral Disagree Strongly disagree

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Table 13 : Shows training helps to reduce supervision

Opinion Strongly Agree Agree Neutral Disagree Strongly disagree Total

Frequency 9 26 11 15 9 70

Percentage 13% 37% 16% 21% 13% 100%

The table 13 shows that training helps to reduced supervision from this it is observed that 37 per cent are agreed and 13 per cent are strongly agreed. From this it is concluded that training helps to reduce supervision.

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FIG.13 : Shows training helps to reduce supervision

Training helps to reduce the supervision 30 25 20 15 10 5 0 Strongly Agree Agree Neutral Disagree Strongly disagree

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Table 14 : Shows that reduction of break down maintenance

Opinion Strongly Agree Agree Neutral Disagree Strongly disagree Total

Frequency 8 28 6 21 7 70

Percentage 11% 40% 9% 30% 10% 100%

The table 14 shows that the training helps to reduced break down maintenance. It is observed that 40 per cent of agreed and 11 per cent are strongly agreed. From this it is concluded training helps to reduce break down maintenance.

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FIG. 14 : Shows that reduction of break down maintenance

Reduction of break down maintenance


30 25 20 15 10 5 0 Strongly Agree Agree Neutral Disagree Strongly disagree

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Table 15 : Shows training helps to reduce mental stress

Opinion Strongly Agree Agree Neutral Disagree Strongly disagree Total

Frequency 6 11 5 25 23 70

Percentage 9% 16% 7% 36% 33% 100%

Table -15 shows that training helps to reduce mental stress. It is found that 36 per cent of disagreed and 33 per cent are strongly disagreed and majority of respondent are disagreed with the statement.

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FIG. 15 : Shows training helps to reduce mental stress

Training helps to reduce mental stress


30

25

20

15

10

0 Strongly Agree Agree Neutral Disagree Strongly disagree

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Table 16 : Shows training helps to increase productivity

Opinion Strongly Agree Agree Neutral Disagree Strongly disagree Total

Frequency 22 20 16 11 1 70

Percentage 31% 29% 23% 16% 1% 100%

Table -16 shows that training helps to increase productivity. It is found that 31 per cent of strongly agreed and 29 per cent are agreed. From this information it is concluded that training helps to increase productivity.

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FIG. 16 : Shows training helps to increase productivity

Training helps to increase productivity


35% 31% 30% 25% 20% 16% 15% 10% 5% 1% 0% Strongly Agree Agree Neutral Disagree Strongly disagree 29% 23%

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Table 17: Respondent opinion about type of training provided by company.

Types Orientation Training Safety Training Remedial Training Promotional Training Job Rotation Training Total

Frequency 15 35 2 1 17 70

Percentage 21% 50% 3% 1% 24% 100%

The table 17 shows that respondents views about type of training programmes provided by the company. From the table, it is find out, 50 per cent of the worker were attended safety training, 21 per cent of workers were undergone orientation training and only 1 percent of employees undergone for promotional training. From this information, we can say that majority of the workers were attended safety training programme.

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FIG. 17: Respondent opinion about type of training provided by company.


Job Rotation Training 24% Promotional Training 2% Remedial Training 3%

Orientation Training 21%

Safety Training 50%

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Table 18 : Respondents views about the purpose of training module in work pattern

Purpose Increase in earning capacity Job security Chances for Promotion Increase morale Total

Frequency 3 17 31 19 70

Percentage 4% 24% 44% 27% 100%

The table 18 portrays that the use of training module in work pattern. From the table value, it is observed, 44 per cent of the workers has opined that there is chance for promotion and 24 per cent of workers has viewed that training helps to their job security.

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FIG. 18 : Respondents views about the purpose of training module in work pattern

Increase in earning capacity 4% Increase morale 27%

Job security 25%

Chances for Promotion 44%

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Table 19 : Shows that training programmes to help in the development of the organization

Purpose Better Performance Reduction in Cost of Production Reduced Supervision Increased Organization Stability and Flexibility Increased Morale Total

Frequency 15 36 2 15 2 70

Percentage 21% 51% 3% 21% 3% 100%

The table 19 shows that the training programmes help in the development of the organization. From the tables it is find out, 51 per cent of reduce cost of product and 21 per cent better performance. From this it is concluded that training helps for development of organization.

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FIG.19 : Shows that training programmes to help in the development of the organization

Increased Organization Stability and Flexibility 21%

Increased Morale 3% Better Performance 22%

Reduced Supervision 3%

Reduction in Cost of Production 51%

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Table 20 : Shows that area which training is need.

Purpose House keeping Safety Measures Stress Management Inter personal skills Total

Frequency 18 20 24 8 70

Percentage 26% 29% 34% 11% 100%

The table 20 shows that area in which employee need training. It is found that, 34 per cent need stress management. 29 per cent safety measures. Majority of respondents need training in stress

management and safety measures.

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FIG. 20 : Shows that area which training is need.

Inter personal skills 11%

House keeping 26%

Stress Management 34% Safety Measures 29%

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CHAPTER VI

FINDINGS, RECOMMENDATION AND CONCLUSION FINDINGS


From this study it is observed that majority of the employees are 3640 age group. 27% of them are Degree holders and 13% of the employees are Engineers. 40% of the workers are having 5-10 years experience and 26% are having more than 10 years experience respectively. Training programmes are satisfied for 47% of the respondents and 29% of the respondents are normally satisfied with the training programmes. Majority of the respondents accepted the objectives of the training program clearly defined by the company. Due to training program the workers behaviour and attitude have not been changed. Training helps to increase the proficiency of doing job and it also helps to increase new skill for future development. Majority of the respondents felt that the training does not provide additional responsibility to the workers. Training helps for further development of organisation. Majority of the workers viewed that the training programs given by the company purely depends on workers nature of job. Respondents agreed that efficiency of the trainer is good. Respondents viewed that training help to reduce supervision in work.

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40% of respondent agreed breakdown maintenance was reduced after training programme and 11% strongly agreed.

Majority of respondent viewed that training fails to reduce the mental stress.

Most of respondent agreed that training helps to increase production. 21% of the respondents expressed that the company offered orientation training programs and 50% of them felt that the company conducted safety training programs.

Better performance and less cost of production are possible through training program.

Most of the respondents prefer house keeping and stress management programme which helps the employees to work efficiency and increase organization productivity.

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RECOMMENDATIONS

In this organisation majority of the employees are Degree holders. Hence the company should give more training programmes for increasing their human skill and conceptual skill. Most of worker has felt that training programmes has not change the behaviour and attitude hence the company should concentrate on behavioral training programme. Company should get feedback for training program from employees and change according to their views and suggestions. Training programme conducted by the company has fail to reduce the breakdown. So the company should concentrate on technical training programme. Company should provide house keeping training programme and stress management programme

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CONCLUSION

The study aims at understanding the effectiveness and the need for the training program in Bharat Starch Industries (A Division of English Indian Clays Ltd). The research has conducted a survey with help of questionnaire. The study reveals that the training program playing is a vital role in this organization. The workers are very much satisfied with the training programmes offered by the company. Moreover the company should ask the suggestions from the workers towards training programme and change the methods of training programme according to present situation.

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BIBLIOGRAPHY
Books 1. Mamoria, C.B., Personnel Management, Himalaya Publishing House, Bombay, 1994. 2. Prof. Tripathi, P.C., Human Resource Development, Sultan Chand & Sons, New Delhi, Third Edition, 2001. 3. Prasad, L.M., Organization Behaviour, Sultan Chand & Sons, New Delhi, Third edition, 2000. 4. Kothari, c.A., Resource Methodology, Vishwa Prakashan, First Edition, 2002. 5. Rolf Lynton, Udai Pareek : Training for Development, New Delhi, Suge Publication India (P) Ltd., 1990. 6. Lynton, P. Pareek, U ; Training for Development, New Delhi, 2 nd Ed., 1990. 7. Mamoria, C.B., Personnel Management, Himalaya Publishing House, Bombay, 1994. 8. Prof. Tripathi, P.C., Human Resource Development, Sultan Chand & Sons, New Delhi, Third Edition, 2001. 9. Prasad, L.M., Organization Behaviour, Sultan Chand & Sons, New Delhi, Third edition, 2000. 10. Kothari, c.A., Resource Methodology, Vishwa Prakashan, First Edition, 2002. 11. Rolf Lynton, Udai Pareek : Training for Development, New Delhi, Suge Publication India (P) Ltd., 1990. 12. Lynton, P. Pareek, U ; Training for Development, New Delhi, 2 nd Ed., 1990.

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Questionnaire
Dear Sir/ Madam, I am Mr. Rajkumar, pursuing my M.B.A (International Business) in Pondicherry University. As part of my academic I am doing a project on A Study on Effectiveness of Training program at Bharat Starch Industries (A Division of English Indian Clays Ltd). I am requesting you to provide necessary information to complete my project and I assure you that the information provided by you only used for academic purpose, would be kept confidential. Thank you.

1. Name 2. Age Below 25

: : 26-30 31-35 36-40 40 -45 above 45

3. Educational Qualification: Up to school level Engineering 4. Period of Service : 0 to 5 yrs 5 to 10 yrs 10 to 15 yrs above 15yrs ITI / Diploma P G Degree

5.How much do you satisfy with training programme offered by the company.
Extremely Satisfied Not satisfied Satisfied Extremely dissatisfied Neutral

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6. Do you agree that the objectives of the training programe were clearly started
Strongly Agree Agree Neutral Disagree Strongly disagree

7. Do you feel that the training programmes that you have attended greatly influenced by behavior and attitude Strongly Agree Agree Neutral Disagree Strongly disagree

8. Do you feel that training programmes help you increase your


proficiency in doing your job Strongly Agree Agree Neutral Disagree Strongly disagree

9 Do you feel that the training has helped to acquire new skill for
the future development in job Strongly Agree Agree Neutral Disagree Strongly disagree

10 Do you feel that training help you to take additional


responsibilities? Strongly Agree Agree Neutral Disagree Strongly disagree

11 Do you feel that the training programmes that you have attended is helpful for your organisation Strongly Agree Agree Neutral Disagree Strongly disagree

12 Do you feel the training that you have taken is depend on the
nature of your job Strongly Agree Agree Neutral Disagree Strongly disagree

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13 Do you feel that the efficiency of trainer is good.


Strongly Agree Agree Neutral Disagree Strongly disagree

14 Does the Training Programme helps to reduces supervision.


Strongly Agree Agree Neutral Disagree Strongly disagree

15 Do you feel that break down maintance reduces after training


program. Strongly Agree Agree Neutral Disagree Strongly disagree

16 Do you feel that Training program help to reduce your mental


stress. Strongly Agree Agree Neutral Disagree Strongly disagree

17 Do you feel that Training Programme helps to increase the


productivity Strongly Agree Agree Neutral Disagree Strongly disagree

18 What type of training programmes have provided by the company? Orientation (or) induction Training Safety Training Remedial Training Promotional Training Refresher Training Job Rotation 19 Do you feel that training helps you in any manner in your work? Yes Some times No If yes, how it helped in your work? Please specify 20 In which area do you need training? House Keeping Safety measures Stress Management Interpersonal