MEASKIN

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1. INTRODUCTION

Measinki is a dream company started by two IT & Business professional consultants. The

motive is to provide international level technology & quality IT services to medium & small

scale business companies round the globe.

Now a days large scale companies outsource their business to specialized IT giants with huge

budget to maintain company & vendor standards. However Measinki is targeting the market

segment which is actually looking for similar level of services in a medium budget with the

same quality of service. Measinki leadership has tremendous experience in handling and

running large scale project with limited budgets & manpower. Measinki has a team of expert

web & software developers, Online marketing specialist and can deliver solutions with in

limited budget & strict deadlines.

Measinkis business model focuses on having long-term strategic relations with our clients by

providing a combination of high quality, cost effective and on time delivery of solutions. In

each client project, we work beyond the norms of a conventional client relationship by

investing more time to understand customer current and future business needs.

Product development center is located in New Delhi, India and Project Management / Sales

operations are done from USA & Canada.

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Measinki has been regularly investing in maintaining the infrastructure to provide best of

work environment to our team members and to serve clients satisfactorily.

Measinki Delhi development center has been equipped with leading edge hardware, software

and network infrastructure and assures to provide:

Completely networked work environment.

High-speed data communication links.

Round-the-clock physical security.

Network security and Disaster Management.

Maintenance of Software.

Technologies uses .NET, PHP, Joomla, Drupal, Magento, Wordpres, Flex, Silverlight, SQL

Server, Ruby on Rails, Mobile Platforms, PHP Zend, Ajax, ASP.Net, Flash.

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CORE VALUES:

KNOW

Always identify the key business functioning, delivery, challenges and propose solutions.

Fulfilling client requirements add the value in their vendors business.

LISTEN

Always listen to the clients, to what they are saying and design a solution for their

imagination. Also understand what they are not saying. Respond realistically and clearly.

COMMUNICATE

Always communicate regularly with the client. Ask for feedback & improvements, do listen

to the client and understand their direction, and always do the homework before a meeting.

CORE

Always keep the clients best interest at the core of everything we do. After all we are a name

because of your clients.

DELIGHT

Always delight the client. Strive for accurate results, quick turnarounds, and getting it right

the first time.

BUILD & SUSTAIN

Always build and sustain the client trust. Owe delivery outcomes, keep commitments, and

close every loop, no matter how small.

SERVICES

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SOFTWARE DEVELOPMENT & TESTING

HOME | SOFTWARE DEVELOPMENT & TESTING

Software testing is an investigation conducted to provide stakeholders with information about

the quality of the product or service under test. Software testing can also provide an

objective, independent view of the software to allow the business to appreciate and

understand the risks of software implementation. Test techniques include, but are not limited

to the process of executing a program or application with the intent of finding software bugs.

Software testing can be stated as the process of validating and verifying that a computer

program/application/product:

Meets the requirements that guided its design and development,

Works as expected,

Can be implemented with the same characteristics,

Satisfies the needs of clients.

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Software testing, depending on the testing method employed, can be implemented at any time

in the software development process. Traditionally most of the test effort occurs after the

requirements have been defined and the coding process has been completed, but in the Agile

approaches most of the test effort is on-going. As such, the methodology of the test is

governed by the chosen software development methodology.

SOFTWARE TESTING METHODS

Static vs. dynamic testing: There are many approaches to software testing. Reviews,

walkthroughs, or inspections are referred to as static testing, whereas actually executing

programmed code with a given set of test cases is referred to as dynamic testing. Static

testing can be omitted, and in practice often is. Dynamic testing takes place when the

program itself is used. Dynamic testing may begin before the program is 100% complete in

order to test particular sections of code and are applied to discrete functions or modules.

Typical techniques for this are either using stubs/drivers or execution from a debugger

environment. Static testing involves verification whereas dynamic testing involves validation.

Together they help improve software quality.

The box approach:

White-box testing tests internal structures or workings of a program, as opposed to the

functionality exposed to the end-user. In white-box testing an internal perspective of the

system, as well as programming skills, are used to design test cases. The tester chooses inputs

to exercise paths through the code and determine the appropriate outputs. This is analogous to

testing nodes in a circuit, e.g. in-circuit testing (ICT).

Techniques used in white-box testing include:

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API testing (application programming interface)

Code coverage

Fault injection methods

Mutation testing methods

Static testing methods>

Black-box testing treats the software as a black box, examining functionality without any

knowledge of internal implementation. The tester is only aware of what the software is

supposed to do, not how it does it. Black-box testing methods include: equivalence

partitioning, boundary value analysis, all-pairs testing, state transition tables, decision table

testing, fuzz testing, model-based testing, use case testing, exploratory testing and

specification-based testing.

Testing levels can be

Unit testing

Integration testing

System testing

Acceptance testing

TESTING TYPES

Installation testing

Compatibility testing

Smoke and sanity testing

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Regression testing

Acceptance testing

Alpha testing

Beta testing

Functional

Software performance testing

Usability testing

Accessibility testing

Security testing

Development testing

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QUALITY POLICY

We trust in the ideology of "Value for Money". It has been our guiding principle to deliver

high quality shoes at affordable prices, which is unmatchable by any of our competitors.

Each of our products incorporates the highest standards of quality achieved through stringent

quality control by adopting latest technologies, rigorous testing of raw materials, continuous

on-process monitoring , battery of post assembly checks and commitment of our employees

to achieve quality standards. Our products meet all relevant international standards and

regulations.

An urge to give even better product to the customer keeps us engaged with constant quality

up-gradation. Experimenting with new ideas in technology and design, an in-house research

and development cell equipped with the most advanced tools ensures a constant flow of new

ideas and breakthroughs.

PHILOSOPHY

Our company's corporate philosophy can be expressed in one sentiment "Customer Delight"-

by providing products of the highest quality within an economical and affordable price range.

Total consumer satisfaction is the most important component we pack into all our products

and absolute consumer confidence is our biggest reward. Perfection is a never ending pursuit

for us. With quality as the hallmark, it is our sincere endeavor that each product that comes

through our state-of-art production line should truly act as the ambassador of goodwill, with

the consumers-reinforcing their conviction in Red Chief.

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SOCIAL COMMITMENT

The company displays high level of social commitment by active participation in social

welfare activities. All packing material used for packing footwear and finished leather is

recyclable and environment friendly. The tannery at Ghari Industries Pvt Ltd has one of the

modern water treatment plants to treat effluent water and has high safety standards for

workers.

LOCATIONS COVERED

ANDHRA PRADESH HYDRABAD

CHHATTISGARH RAIPUR

BILASPUR

DELHI DELHI

GUJRAT AHMEDABAD

HARYANA PANIPAT

HIMANCHL PRADESHROORKEE

J&K ROORKEE

MADHYA PRADESH GWALIOR

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INDORE 1

INDORE 2

INDORE 4

JABALPUR

SAGAR

MAHARASHTRA AURANGABAD

BHIWANDI

ORISSA CUTTACK

BIHAR GOPALGANJ

MOHANIA

PATNA

JHARKHAND JAMSHEDPUR

PUNJAB LUDHIANA

RAJASTHAN ALWAR

JAIPUR

UTTAR PRADESH BHARTIA

BHOGNIPUR

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PURKAJI

RANIA

SAHIBABAD

UTTARANCHAL ROORKEE

WEST BENGAL HOWRAH, SILIGURI

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Organization Structure

CHAIRMAN

MANAGING DIRETOR

GM (ADMIN)

MR. RAVINDRA VASHISHTA

GM (FIN & SYSTEM)

MR. INISH ROY

GM (OPERATIONS)

MR. AMIT KAPUR

DGM ((FIN & SYSTEM,ADMIN)

(OPERATIONS)

MANAGERS

STAFF

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2. LITERATURE REVIEW

TRAINING:

Training is a short term process utilizing a systematic and organized procedure by which non

managerial person acquire technical knowledge and skill for a definite purpose. It refers to

instruction in technical and mechanical operation like operation of some machines. It is

designed prima MSP for non managers, short duration and specific job related purposes.

DEVELOPMENT:

Successful candidate placed on the job need training to perform their duties effectively.

Workers must be trained to operate machines, reduce scrap and avoid accidents. It is not only

the workers who need training.

Title:A Conceptual Review of Human Resource Management Systems in Strategic Human

Resource Management Research

Author: David P. Lepak, Hui Liao, Yunhyung Chung, Erika E. Harden

Book Series: Research in Personnel and Human Resources Management

Year: 2006

Volume:25

Abstract:

A distinguish feature of strategic human resource management research is an emphasis on

human resource (HR) systems, rather than individual HR practices as a driver of individual &

organizational performance. Yet, there remains a lack of agreement regarding what these

systems are, which practices comprise these systems, how these systems operate, and how

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they should be studied. Our goal in this paper is to take a step forward identifying and

addressing several conceptual and methodological issues regarding HR systems.

Conceptually we argue that HR system should be targeted towards some strategic objective

and operate by influencing (1) employee knowledge, skill and abilities (2) employee

motivation and effort (3) opportunities for employees to contribute. Methodologically, we

explore issues related to the relationship among policies and practices, sampling issues,

identifying the appropriate referent group, and who should serve as key informants for HR

system studies.

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3. RESEARCH METHODOLOGY

RESEARCH METHODOLOGY is a way to systemically solve the research problem. It may

be understood as a science of studying how research is done. and it to study the various steps

that are generally adopted by a researcher in studying his research problem it is necessary for

the researcher to design the methodology form the problem as a method differ from problem-

problem.

RESEARCH PROCESS

Before embarking on the detail of research methodology and the techniques it seems

appropriate to present the brief overview of the research process. Research process consists of

series of action or steps necessary to effectively carried out the research and the desired

sequencing of these steps one should remember that the desired sequencing of these steps.

any specific order and researcher have to be constantly anticipating at each steps in the

research process however the following order concerning various steps provide a useful

procedural guideline regarding the research process.

SWOT ANALYSIS

S- STRENGTH

W- WEAKNESS

O- OPPORTUNITIES

T- THREAT

STRENGTH:-

Skilled Manpower

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High Technology Devoted Management

WEAKNESS:-

Financial Crunch Unions Critical Approach

OPPPRTUNITIES:-

To Retain No.1 Position Easily Available Labor Force

THREAT:-

They are of two types:-

INTERNAL THREAT:-

Strike Union Interruption Lack of Appreciation

EXTERNAL THREAT:-

New Technology Globalization New Competitors

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3.1 PURPOSE OF THE STUDY

I have done my internship in Wave Sugar Industries unit so thats why I have focused on

workmens training because the better productivity of the company depends on the

productivity of its workforce. If the workforce is competent and efficient then it will lead to

increase productivity and reduce costs, accidents etc of the organization in whole.

The significance of this project is to give the understanding of how companys ER

department tries to improve their productivity, good working conditions, proper training and

motivation, reduce cycle time, reduce production cost etc.

In RSPL behavioral as well as technical both trainings are given to the workforce. The project

focuses on how different methods, techniques and policies adopted by the management to

identify training needs of workforce and to provide them proper training according to need

identified. It will help you to understand how organization provides training time to time and

provide chance to workmen to update him/her and to provide benefit to both him/her and

organization.

So in order to identify the training need I have conducted a descriptive and analytical

research based on skill matrix of workers of the different departments. I have observed and

interviewed the workers to know which way of the providing training is beneficial for both

worker and organization, which leads to improve the productivity and quality.

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3.2 RESEARCH OBJECTIVE OF THE STUDY

The objective for this project is to undertake a study, on training and development of the

employee working in the ROHIT SURFACTANTS PRIVATE LTD with a view to know the

improvement in the performance after the training program was imparted to them, and

to study the present situation of the company and to train workforce accordingly.

3.3 RESEARCH METHODOLOGY OF THE STUDY

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Methodology may be a description of process or may be expanded to include a

philosophically coherent collection of theories, concept or ideas as they relate to a particular

discipline or field of inquiry. This project requires a detailed understanding of the concept

TRAINING & DEVELOPMENT. Therefore ,firstly we need to have a clear idea of, what

is TRAINING & DEVELOPMENT , how it is applied in R.S.P.L. and what are the different

ways in which training provided to the employees in the organization etc.

3.3.1 RESEARCH DESIGN

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Research design is a conceptual structure within which research is conducted; it is basically

the blue print for a collection of data, measurement and analysis of data. A research design

is the arrangement of conditions for collection and analysis of data in manner that aims to

combine relevance to research purpose with economy in procedure.

My research design is of descriptive type. A descriptive research includes survey fact

finding and enquiries of different kinds with a major purpose of description of affairs as it

exist in present.

3.3.2 DATA COLLECTION TECHNIQUES

Data collection.

The task of data collection begins after research problem has been defined and research

design/ plan chalked out while deciding about the data collection to be used for studying two

types of data is used. I have used primary and secondary data for which a comprehensive

questionnaire was prepared and was got filled up by the employee of the organization

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Primary data:Are those which are collected fresh and for first time and thus happen to be

original in character . as:-

Questionnaires: A formal list of the questions answered by the employee ofROHIT

SURFACTANTS PRIVATE LTD. and later analysis the responses. We have used

structured questionnaire as a formal list of question produces more reliable results.

Direct personal:personal interview is versatile and flexible.

Interview: Direct face to face conversation help in getting accurate data.

Secondary data:On the other hand are those which have already been collected by some one

else and which have been already passed on.

the method of collecting primary and secondary data differs since primary data are to

be originally collected while in case in secondary data the nature of data collections works is

merely that of compilation. As:

Internet

Books

Journal

Manuals

Annual reports

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3.3.3 SAMPLE DESIGNA sampling design is a definite plan for obtaining a sample for a given population. It refers to

the techniques and procedure the researcher would adopt in selecting items for sample design

is determined before data is collected. The sample size should also be ascertained before

starting the research program.

I have choosen a sample size of the 20 employee.

CONCERNED WITH THE TOPIC: TRAINING & DEVELOPMENT

What is Training and Development:-

Training is a short term process utilizing a systematic and organized procedure by which non

managerial person acquires technical knowledge and skill for a definite purpose. It refers to

instruction in technical and mechanical operation like operation of some machines. It is

designed prima MSP for non managers, short duration and specific job related purposes.

NEED FOR TRAINING:

Every organization or established should provide training to all employees irrespective of

their qualification, skill, suitability for the job etc. Thus, no organization can choose whether

or not to train employees.

Training is not something that is done once to new employees; it is used continuously in

every well run establishment. Further, technological changes, automation, require up-dating

the skills and knowledge. As such an organisation has to retrain the old employees.

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An employees specification may not exactly suit to the requirements of the job and the

organisation irrespective of his past experience, qualification, skills, knowledge etc. Thus

every management finds deviations between employees present specifications and the job

requirements and organizational needs.

The primary goal or most of the organisations is their viability is continuously influenced by

environmental pressure. If the organisation desires to adapt these changes, first it has to train

the employees to impart specific skills and knowledge in order to enable them to contribute to

the organisational efficiency and to cope with the changing environment.

Every organization in order to survive and to be effective should adopt the latest technology,

i.e. mechanization, computerization and automation. Adoption of latest technological means

and methods will not be complete until they are manned by employees possessing skill to

operate them. So, organisation should train the employees to enrich them in the areas of

changing technical skills and knowledge from time to time.

This creates the complex problems of co-ordination and integration and integration of

activities adaptable for and adaptable to the expanding and diversifying situations. This

situation calls for training in the skills of co-ordination, integration and adaptability to the

requirements of growth, diversification and expansion. Companies constantly search for

opportunities to improve organisational effectiveness.

Trends in approach towards personnel management has changed from the commodity

approach to partnership approach, crossing the human relations approach. So training in

human relations is necessary to deal with human problems and to maintain human relations.

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Training is also necessary when the existing employee is promoted to the higher level in the

organisation and when there is some new job or occupation due to transfer, techniques or

technology.

The need for train ing also ari ses to:

o Increase productivity.o Improve quality of the product/service.o Help a company to fulfils it future personnel needs.o Improve organisational climate.o Improve health and safety.o Prevent obsolescence.o Effect the personal growth.o Minimize the resistance to change.

The factors discussed above are mostly external factors and they are beyond the personnel

managers control. These factors often determine the success of training objectives as shown.

Factors Purposes

Technological Advance Improved Productivity

Organisational Complexity Prevention of Obsolescence

Job Requirements Preparation for Higher Level Jobs

Human Relations Top Management Support

Learning Principles Improved Morale

TRAINING OBJECTIVES:

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Generally line managers ask the personnel manager to formulate the training

policies. The Personnel Manager formulates the following training objectives in seeping with

the Companys goals and objectives:

To prepare the employee both new and old to meet the present as well as thechanging requirements of the job and the organization.

To prevent obsolescence. To impart the new entrants the basic knowledge and skill they need for an

intelligent performance of definite job.

To prepare employees for higher level tasks. To assist employees to function more effectively in their present positions by

exposing them to the latest concepts, information and techniques and

developing the skills they will need in their particular fields.

To build up a second line of competent officers and prepare them to occupymore responsible positions.

To broaden the minds of senior managers by providing them withopportunities for an interchange of experiences within and outside with a view

to correcting the narrowness of outlook that may arise from over

specialistaion.

To develop the potentialities of people for the next level job.

To ensure smooth and efficient working of a department. To ensure economical output of required quality. To promote individual and collective morale, a sense of responsibility, co-

operative attitudes and good relationships.

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TRAINI NG METHODS:

As a result of research in the field of training, a number of programmes are available.

Some of these are new methods, while others are improvements over the traditional methods.

The training programmes commonly used to train operative and supervisory personnel are

discussed below. These programmes are classifield into on the job and off the job training

programmes.

On-the-job Methods Off-the-job Methods

* Job rotation * Vestibule training

* Coaching * Role playing

* Job instruction or * Lecture Methods

* Training through * Conference or Step-by-step Discussion

* Committee Assignments *Programmed Instruction

* Case Studies

* Brainstorming

On-TheJob Training Methods:

This type of training, also known as job instruction training, is the most commonly used

method. Under this method, the individual is placed on a regular job and taught the skills

necessary to perform that job. The trainee learns under the supervision and guidance of a

qualified worker or instructor. On the job training has the advantage of giving first hand

knowledge and experience under the actual working conditions. On-the-job training methods

include job rotation, coaching, job instruction or training through step-by-step and committee

assignments.

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(a) JOB ROTATION:This type of training involves the movement of the traineefrom one job to another. The trainee receives job knowledge and gains experience

from his supervisor or trainer in each of the different job assignments. Though this

method of training is common in training managers for general management

positions, trainees can also be rotated from job to job in workshop jobs. This

method gives an opportunity to the trainee to understand the problems of

employees on other jobs and respect them.

(b) COACHING:The trainee is placed under a particular supervisor functions as acoach in training the individual. The supervisor provides who feedback to the

trainee on this performance and offers him some suggestions for improvement.

Often the trainee shares some of the duties and responsibilities of the coach and

relieves him of his burden. A limitation of this method of training is that the

trainee may not have the freedom or opportunity to express his own ideas.

(c) JOB INSTRUCTION:This method is also known as training through step bystep. Under this method, trainer explains the trainee the way of doing the jobs, job

knowledge and skills and allows him to do the job. The trainer appraises the

performance of the trainee, provides feedback information and corrects the

trainee.

(d) COMMITTEE ASSIGNMENTS:Under the committee assignment, group oftrainees are given and asked to solve an actual organisational problem. The

trainees solve the problem jointly. It develops teamwork.

Off- The- Job Training Methods:

Under this method of training, trainee is separated from the job situation and his attention is

focused upon learning the material related to his future job performance. Since the trainee is

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not distracted by job requirements, he can place his entire commutation on learning the job

rather than spending his time in performing it. There is an opportunity for freedom of

expression for the trainees. Off-the-job training monads are as follows:

(a) VESTIBULE TRAINI NG: In this method, actual work conditions are simulatedin a classroom. Material, files and equipment those are used in actual job

performance are also used in training. This type of training is commonly used for

training personnel for clerical and semi-skilled jobs.

(b) ROLE PLAYING:It is defined as a method of human interaction that involvesrealistic behaviour in imaginary situations. This method of training involves

action, doing and practice. The participants play the role of certain characters,

such as the production manager, mechanical engineer, superintendents,

maintenance engineers, quality control inspectors, foreman, workers and the like.

This method is mostly used for developing interpersonal interactions and

relations.

(c) LECTURE METHOD:The lecture is a traditional and direct method ofinstruction. The instructor organise the material and gives it to a group of trainees

in the form of a talk. To be effective, the lecture must motivate and create interest

among the trainees. An advantage of lecture method is that it is direct and can be

used for a large group of trainees. Thus, costs and time involved are reduced.

(d) CONFERENCE OR DISCUSSION:It is a method in training the clerical,professional and supervisory personnel. This method involves a group of people

who pose ideas, examine and share facts, ideas and data, test assumptions, and

draw conclusions, all of which contribute to the improvement of job performance.

(e) PROGRAMMED INSTRUCTION:In recent years this method has becomepopular. The subject matter to be learned is presented in a series of carefully

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planned sequential units. These units are arranged from simple to more complex

levels of instruction. The trainee goes through these units by answering questions

or filling the blanks. This method is expensive and time consuming.

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Repeat, but in different words. Take the material from standardised texts when it is available.

(d) Presenti ng the Operation:There are various alternative ways of presenting theoperation, viz., explanation, demonstration etc. An instructor mostly uses these

methods of explanation.

Explain the sequence of the entire job. Do the job step-by-step according to the procedure. Explain the step that he is performing. Have the trainee explain the entire job.

(e) Try out the Trainees Performance:As a Continuation of the presentationsequence given above, the trainee should be asked to start the job or operative

procedure.

(f) Follow-up:The final step in most training procedures is that of follow-up. Whenpeople are involved in any problem or procedure.

PRINCIPLES OF TRAINING:

Motivation:As the effectiveness of an employee depends on how well he is motivated by

management, the effectiveness of learning also depends on motivation. The trainee will

acquire a new skill or knowledge thoroughly and quickly if he or she is highly motivated.

Thus, the training must be related to the desires of the trainee.

It has been found by various research studies that there is a relation between learning rapidly

and effectively and providing right information specifically, and as such the trainer should

not give excessive information or information that can be misinterpreted. The trainee also

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wants to learn a new skill without much difficulty and without handing too much or receiving

excessive information or wrong type of progressive information. So, the trainer has to

provide only the required amount of progressive information specifically to the trainee.

The effectiveness of the trainee in learning new skills or acquiring new knowledge should be

reinforced by means of rewards and punishments. Punishments are also called negative

reinforcements. Management should take care to award the successful trainees.

A trainee should actively participate in the training programmes in order to make the learning

programme an effective one. Continuous and long practice is highly essential for effective

learning.

It is not clear whether it is best to teach the complete job at a stretch or dividing the job into

parts and teaching each part at a time. If the job is complex and requires a little to long to

learn, it is better to teach part of the job separately and then put the parts together into an

effective complete job.

Difference: Individual training is costly, and group training is economically viable and

advantageous to the organisation. But individuals very in intelligence and aptitude from

person to person. So the trainer has to adjust the training programme to the individual

abilities and aptitude.

Areas of Training:

Organisations provide training to their employees in the following areas:

1) Company policies and procedures.2) Training in Specific Skills.3) Human relations Training.4) Problem solving Training.

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5) Managerial and Supervisory Training.6) Apprentice Training.

Company policies and procedur es:This area of training is to be provided with a view toacquainting the new employee with the Company Rules, Practices, Procedures, Tradition,

Management, Organisation Structure, Environment Product Services offered by company etc.

This acquaintance enables the new employee to adjust himself with the changing

situations. Information regarding company rules and policies creates favorable attitudes of

confidence in the minds of new employee about the company and its products/services, as

well as it develops in him a sense of respect for the existing employees of the company and

the like.

The company also provides first hand information to the employee about the skills needed by

the company, its development programmes, quality of product/services and the like. This

enables the new employees to know his share of contribution to the organizations growth

and development.

Traini ng in Specifi c Ski ll s: This area of training is to enable the employee more effective

on the job. The Trainer trains the employee regarding various skills necessary to do the actual

job. For example, the clerk in the bank should be trained in the skills of making entries

correctly in the edge, skills and arithmetical calculations, quick comparison of figures, entries

and the like. Similarly, the technical officers are to be trained in the skills of project appraisal,

supervision, follow-up and the like.

Human Relations Training:Human relations training assumes greater significance in

organizations as employees have to maintain human relations not only with other employees

but also with their customers. Employees are to be trained in the areas of self-learning,

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interpersonal competence group dynamics, perception, leadership styles, motivation,

grievance redressal, disciplinary procedure and the like. This training enables the employees

for better team work, which leads to improved efficiency and productivity of the

organization.

Problem Solving Training:Most of the organisational problems are common to theemployees dealing the same activity at different levels of the organisation. Further some of

the problems of different managers may have the same root cause. Hence, management may

call together all managerial personnel to discuss common problems so as to arrive at effective

solutions across the table. This not only helps in solving the problems but also serves as a

forum for the exchange of ideas and information that could be utilised. The trainer has to

organise such meetings, train and encourage the trainees to participated actively in such

meetings.

Manager ial and Supervisory Traini ng: Even the non-managers sometimes performmanagerial and supervisory functions like planning, decision-making, organising,

maintaining inter-personal relations, directing and controlling. Hence management has to

train the employee in managerial and supervisory skills also.

Apprentice Training: The Apprentice Act, 1961 requires industrial units of specified

industries to provide training in basic skills and knowledge in specified trades to educated

employees /apprentices with a view to improving their employment opportunities or to enable

them to start their own industry. This type of training generally ranges between one year to

four years. This training is generally used for providing technical in the areas like trades,

crafts etc.

ADVANTAGES OF TRAINING:

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The contributions of imparting training to a Company should be readily apparent. The major

values are:

I ncreased Productivity:An increase in skill usually results in an increment in bothquality and quantity of output. However, the increasingly technical nature of modem jobs

demands systematic training to make possible even minimum levels of accomplishment.

Heightened Morale:Possession of needed skills help to meet such basic human needs assecurity and ego satisfaction. Collaborate personnel and human relations programmes can

make a contribution toward morale, but they are hollow shells if there is no solid core of

meaningful work down with knowledge, skill and pride.

Reduced Supervi sion:The trained employee is one who can perform with limitedsupervision. Both employee and supervisor want less supervision but greater

independence is not possible unless the employee is adequately trained.

Reduced Accidents:More accidents are caused by deficiencies in people than bydeficiencies in equipment and working conditions. Proper training in both job skills and

safety attitudes should contribute toward a reduction in the accident rate.

I ncreased Organisational Stabil ity:The ability of an organisation to sustain itseffectiveness despite the loss of key personnel can be developed only through creation of

a reservoir of employees. Flexibility, the ability to adjust to short-run variations in the

volume of work requires personnel with multiple skills to permit their transfer to jobs

where the demand is highest.

IMPORTANCE OF TRAINING:

Training Benefits the Organisation.

Leads to improved profitability and/or more positive attitudes toward profitsorientation.

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Improves the job knowledge and skills at all levels of the organisation. Improves the morale of the workforce. Helps people identify with organisational goals. Helps create a better corporate image. Aids in understanding and carrying out organisational policies. Provides information for future needs in all areas of the organisation. Organisation gets more effective decision-making and problem solving. Helps keep costs down in many areas, e.g. production, personnel, administration, etc. Develops a sense of responsibility to the organisation for being competent and

knowledgeable.

Improves labour-management relations. Benefits to the Individual, Which in Turn Ultimately Should Benefit the Organisation: Helps the individual in making better decisions and effective problem solving. Through training and development, motivational variables of recognition,

achievement, growth, responsibility and advancement are internalised and

operationalised.

Aids in encouraging and achieving self-development and self-confidence. Helps a person handle stress, tension, frustration and conflict.

Provides information for improving leadership knowledge, communication skills and

attitudes.

Increases job satisfaction and recognition. Moves a person toward personal goal while improving interactive skills. Satisfies, personal needs of the trainer (and trainee). Provides the trainee an avenue for growth and a say in his/her own future. Develops a sense of growth in learning.

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Benefits in Personnel and Human Relations, Intra and Inter group Relations andPolicy Implementation:

Improves communication between groups and individuals. Aids in orientation for new employees and those taking new jobs through transfer or

promotion.

Provides information on equal opportunity and affirmative action. Provides information on other governmental laws and administrative policies. Improves interpersonal skills. Makes organization policies, rules and regulations viable. Improves morale. Builds cohesiveness in groups. Provides a good climate for learning, growth, and co-ordination. Makes the organisation a better place to work and live.

TRAINING THE TRAINERS:

When an instructor is required for a training programme, the person should have a

comprehensive understanding of the training material, the subject matter, and the techniques

necessary for the effective presentation of the material. The roles of instructors can very

widely depending upon the training developers design for the instructor. Typical roles for the

instructor are those of traditional lecturer, administrator, facilitators, expert, and feedback

provider. An instructor may assume all the roles in a single programme or session or may rely

solely on one for a training programme. Trainer Training, Therefore, must include the entire

array of activities from classroom demeanor to discipline. Formal training for trainer

generally takes a three-fold course training principles and practices; techniques of classroom

behavior; and observation and practice; in the classroom. Trainer must also be taught the

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methods used for providing feedback. In a simple stimulus-response situation, such as in the

target shooting example where shooter must know where he hit in previous round to improve,

the feedback is simple. The trainer must suppress value judgment in giving feedback.

Feedback must be objective, unless the task is to please another person.

CHOOSING TRAINERS AND TRAINEES:

Great care must be exercised in choosing effective instruction or trainees, for in a

very real sense; the success or the training programme is dependent on the persons who

perform the training task. These are little doubt that trainers themselves need to be trained

and a group of trained trainers could from the nucleus around which the entire trainer effort

of the company can be built.

Another planning factor is the selection of trainees who will participate in the

programmes. In a large number of cases, this is fairly because many straining programmes

are resigned and developed with a particular segment or category of employees in mind. In

other cases, where more general courses are designed, groups of workers may be rotated

through them so that over a period of time, a large cross section is exposed to such

programmes.

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DEVELOPMENT

In contrast a development is along term process utilizing a systematic and organized

procedure by which managerial personnel get conceptual and theoretical knowledge it is not

technical knowledge or skills but philosophical theoretical educational concept. It is

considered more general than training and more oriented to individuals needs in addition to

organized needs and it is most often aimed towards management people. Usually the intent of

development is to provide knowledge and understanding function more effectively such as

problem solving decision making and relating to people

Successful candidate placed on the job need training to perform their duties effectively.

Workers must be trained to operate machines, reduce scrap and avoid accidents. It is not only

the workers who need training.

Another component of a training and development programme is development which is less

skill oriented but stresses on knowledge about business environment, management principles

and technique, human relations, specific industry analysis and the like is useful for better

management of a company. Supervisors, managers and executives also need to be developed

in order to enable them to grow and acquire maturity of though and action.

Training and development constitute an ongoing process in an organisation. In simple terms,

training and development refer to the importing of specific skills abilities and knowledge to

an employee.

NATURE AND SCOPE OF TRAINING AND DEVELOPMENT

In simple terms training and development refers to the imparting of specific skill and abilities

and knowledge to employee. A formal definition of training and development is a attempt to

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improve current future employee performance by increasing an employee ability to perform

through learning usually by changing the employee attitude and increasing his or her

knowledge. The need for training and development is determined by the employee

performance deficiency as follows:

TRAINI NG AND DEVELOPMENT NEED = STANDARD PERFORMANCEACTUAL

PERFORMANCE.

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TRAINING AND DEVELOPMENT DISTINCTION

LEARNING

DIMENSION

TRAINING

DEVELOPMENT

WHO Non-managers managers

WHAT Technical-mechanical

operation

Theoretical conceptual

ideas

WHY Specific job related

information

General knowledge

WHEN Short term Long run

Training is a continuous systematic development among all levels of employees of that

knowledge and their skills and attitude which contribute to their welfare and their company.

Manager development concerns the mean by which person cultivate those skills which

application will improve the efficiency and effectiveness with which the anticipated result of

the particular organizational segment are achieved.

Training is an organised procedure by which learning of knowledge or skill for definite

purpose.

Development is a systematic process of training and growth by which an individual gain or

apply knowledge skill etc. in short development brings about a change in personality also.

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THE TRAINING PROCESS

Important steps in a typical training process:

ORGANISATIONAL OBJECTIVE

ASSESSMENT OF TRAINING

NEEDS

ESTABLISHMENT OF TRAINING

GOALS

DEVISING OF TRAINING

PROGRAMME

IMPLEMENTATION OF

TRAINING PROGRAMME

EVALUATION OF RESULT

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EVALUATION OF TRAINING PROGRAM:

The specification of values forms a basis for evaluation. The basis of evaluation and the mode

of collection of information necessary for evaluation should be determined at the planning

stage. The process of training evaluation has been defined as any attemptto obtain

information of the effects of training performance, and to assess the value of training in the

light of that information. Evaluation leads to controlling and correcting the training

programme. Hamblin suggested five levels at which evaluation of training can take place, via

reactions, learning, job behavior, organization and ultimate value.

I. Reaction: Training programme is evaluated on the basis of trainees reactions tothe usefulness of coverage of the matter, depth of the course content, method of

presentation, teaching methods etc.

II. Learning: Training programme, trainers ability and trainee ability are evaluatedon the basis of quantity of content learned and time in which it is learned and

learners ability to use or apply, the content he learned.

III. Job Behaviour: This evaluation includes the manner and extent to which thetrainee has applied his learning to his job.

IV. Organisation: This evaluation measures the use of training, learning and changein the job behavior of the department/organisation in the form of increased

productivity, quality, morale, sales turnover and the like.

V. Ultimate Value : It is the measurement of ultimate result of the contributions ofthe training programme to the Company goals like survival, growth, profitability etc.,

and to the individual goals like development of personality and social goals like

maxmising social benefit.

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Essential Ingredients for a Successful Evaluation:

There are three essential ingredients in a successful evaluation. They are:

(a) Support throughout the evaluation process. Support items are human resources,time, finance, equipment and availability of data source, records etc.

(b) Existence of open communication channels among top management, participantsand those involved in providing data etc.

(c) Existence of sound management process.

Bases of Evaluation:

Training programme can be evaluated on the basis of various factors like production factor,

general observation, human resource factor, performance, tests, cost-value relationship etc.

Production F actors:In operative training, the prime measure of worth is that of productivity.

Productivity rates covering both quantity and quality are good indicators of the values of

training. In most business situations these rates will have to be obtained before and after

training. In an experimental situation, a control group that does not receive training could be

compared with the one that does in order to ascertain the effect of training. Management will

generally look first at production and wastage rates to determine the worth of operative

training. The other production factors are decrease in unit time and unit cost of production

and reduction in space or machine requirements.

General Observations:General observation should not be overlooked as a means of training

evaluation. The immediate supervisor is often a good judge of the skill level of his

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subordinates. For on-the-job training programmes, the supervisor is, in effect, the judged of

his or her own efforts. If the supervisor is treated as a part of the professional management of

the organisation and is properly selected and trained, this self-analysis and appraisal can be

quite accurate and objective. The efficient supervisor observes accurately the level of skill

and knowledge acquired by the trainee during the training programme. Me also observe how

effectively the trainees apply the acquired skill and knowledge to the present and future jobs.

Human r esource Factor:Training programme can also be evaluated on the basis of

employee satisfaction, which in turn can be viewed on the basis of:

(a) Decrease in employee turnover.(b) Decrease in absenteeism.(c) Decrease in number and severity of accidents.

(d) Betterment of employee morale.(e) Decrease in grievance and disciplinary cases.(f) Reduction in time to earn piece rates.(g) Decrease in number of discharges or dismissals.

Performance Tests:In the immediate sense, the specific source of training can be evaluated

in terms of written and performance tests. The test is supported by a sample of what the

trainee knows or can do. Successful accomplishment of the tests would indicate successful

training. But the true test is whether or not what has been learned in training is successfully

transferred and applied to the job. It is dangerous to rely upon tests alone to demonstrate the

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III. Knowing trainees expectations before the training programme and collectiontheir views regarding the attainment of the expectations after training.

IV. Seeking opinion of trainees superior regarding his/her job performance andbehaviour before and after training.

V. Evaluation of trainees skill level before and after training programme. VI. Measurement of improvement in trainees on the job behavior.

VII. Examination of testing system before and after sometime of the trainingprogramme.

VIII. Measurement of trainees attitudes after training programme.IX. Cost-benefit analysis of the training programme.X. Seeking opinion of trainees colleagues regarding his/her job performance and

behavior.

XI. Measurement of levels in absenteeism, turnover, wastage/scrap, accidents,breakage of the machinery during pre and post period of the training

programme.

XII. Seeking opinions of trainees subordinates regarding his/her job performanceand behaviour.

Feedback: Training evaluation information should be provided to the trainer and/ or

instructors, trainees and all other parties concerned for control, correction and improvement

of trainees activities. Further the training evaluator should follow it up to ensure

implementation of the evaluation reported every stage. Feedback information can be collected

on the basis of questionnaire or through interview. Model questionnaire for feedback

information regarding the programme of the Training.

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PHASES IN TRAINING PROGRAMS

VARIOUS PHASES OF TRAINING PROGRAM THROUGH WHICH A TRAINING IN THE ORGNISATION

PASSES.

FIRST PHASE - TRAINING ASSESMENT

1. TRAINING NEEDS: First identify the weakness in selling skill by management &

survey

of sales representatives and customer.

2. WHO SHOULD BE TRAINED: First identify the weakness in selling skill by

management and survey of sales representatives and customer recruits, existing sales force,

refresher course, independent representative dealers distributors, users.

3. HOW MUCH TRAINING IS NEEDED: half day, 2-3 days, 6 months, continual.

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SECOND PHASE PROGRAMS DESIGNING

1. WHO SHOULD IMPART THE TRAINING: Line personal, Staff - trainers, Outside

specialist.

2. WHEN SHOULD TRAINING TAKE PLACE: After field experience, Push them of

the dock (delayed) continual .

3. WHERE SHOULD TRAINING BE DONE: centralized, decentralized field sales

office, senior sales people, on the job training, local sales school, local sales seminar or clinic.

4. CONTENT OF TRAINING: attitude towards selling, company knowledge, and

application, knowledge of competitive products, knowledge of customers.

5.TEACHING METHOD USED IN TRAINING PROGRAMS: lectures, discussions,

demonstration, role playing, audio cassette, and video enhance training.

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THIRD PHASE - EVALUATION

1. WHAT OUTCOMES WOULD BE EVALUATED: reaction, learning,behaviour,

result.

2. WHAT MEASURES WOULD BE USED OR EVALUATION: quesstionnarie,

observational, performance appraisal reports, ranking.

Lectures, Discussion, Demonstration, Role playing, Audio cassette, Video enhance training,

On- TheJob training, Company assistance training, Business TV.

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3.4 LIMITATIONS

RSPL GROUPS LTDis making strenuous effort in imparting training and development

to their personnel. There are several problems are related to it which act as a tumbling blocks

hampering the effectiveness of their employees. These problems can be summarized as

follows:

Employees do not enjoy the training because same old patterns of training are usedevery time and they dont find it interesting.

There is a problem in identifying the needs of the employees.

Evaluation is an intrinsic part of the training and development process. No evaluationhas been made to find out the magnitude of the improvement in an employees

capabilities after the completion of the course. Without proper evaluation system, we

cannot measure the worth of the training programs for an organization and its

personnel.

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4. ANALYSIS & INTERPRETATION

ANALYSIS

MACRO

ANALYSIS

MICRO

ANALYSIS

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MACRO ANALYSIS

INTERPRETATION OF SKILL MATRIX OF HALL NO.1

LINE-1

In the Hall No. 1 on line-1, there are 13 workers and total number of machines is 12. With the

help of skill matrix of workers, prepared on the basis of the star level parameters we can

interpret the skill level of workers of line-1as follows:-

There are 45.51% workers on the star 1 level There are 19.87% workers on the star 2 level There are 13.46% workers on the star 3 level There are 00.00% workers on the star 4 level There are 07.05% workers on the star 5 levelRests of the 14.11% workers are those who are not rotated on all of the machines.

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Star- 1

46%

Star- 2

20%

Star- 3

13%

Star- 4

0%

Star- 5

7%

Not Rotated

14%

HALL 1

Line - 1

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LINE-2



interpret the skill level of workers of line-2 as follows:-

There are 52.27% workers on the star 1 level onLine-2 There are 18.18% workers on the star 2 level onLine-2 There are 13.18% workers on the star 3 level onLine-2 There are 03.18% workers on the star 4 level onLine-2 There are 08.18% workers on the star 5 level onLine-2Rests of the 05.01% workers are those who are not rotated on all of the machines.

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Star- 1

53%

Star- 2

18%

Star- 3

13%

Star- 4

3% Star- 5

8%

Not Rotated

5%

HALL 1

Line - 2

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LINE-3




There are 51.94% workers on the star 1 level on Line-3 There are 13.63% workers on the star 2 level onLine-3 There are 12.33% workers on the star 3 level onLine-3 There are 05.84% workers on the star 4 level onLine-3 There are 01.94% workers on the star 5 level onLine-3Rests of the 14.32% workers are those who are not rotated on all of the machines.

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Star- 1

52%

Star- 2

14%

Star- 3

12%

Star- 4

6%

Star- 5

2% Not Rotated

14%

HALL 1

Line - 3

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LINE-4





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Star- 1

31%

Star- 222%

Star- 316%

Star- 4

7%

Star- 5

3%

Not Rotated

21%

HALL 1

Line - 4

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LINE-9

In the Hall No. 2 on line-9, there are 23workers and total number of machines is 18. With the




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Star- 1

0%

Star- 2

2%

Star- 3

11%

Star- 4

34%

Star- 5

4%

Not Rotated

49%

HALL 2

Line - 9

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LINE-10

In the Hall No. 2 on line-10, there are 21workers and total number of machines is 20. With

the help of skill matrix of workers, prepared on the basis of the star level parameters we can


There are 00.47% workers on the star 1 level There are 03.09% workers on the star 2 level There are 13.57% workers on the star 3 level There are 07.38% workers on the star 4 level There are 05.23% workers on the star 5 level

Rests of the 70.26% workers are those who are not rotated on all of the machines.

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Star- 1

1%

Star- 2

3%

Star- 3

14%Star- 4

7%

Star- 5

5%

Not Rotated

70%

HALL 2

Line - 10

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LINE-11






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Star- 1

0%

Star- 2

4%

Star- 3

11%

Star- 4

8%

Star- 5

1%

Not Rotated

76%

HALL 2

Line - 11

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LINE-12






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Star- 1

0%

Star- 2

0%

Star- 3

16%

Star- 4

0% Star- 5

1%

Not Rotated

83%

HALL 2

Line - 12

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INTERPRETATION OF SKILL MATRIX OF HEAT TREATMENT

In the Heat treatment section there is not any line system for machines, there are 24 workers

and total number of machines is 19. With the help of skill matrix of workers we can interpret

the skill level of workers of Heat Treatment on the basis of star level parameters as follows:-

There are 00.75% workers on the star 1 level There are 00.93% workers on the star 2 level There are 04.32% workers on the star 3 level There are 06.95% workers on the star 4 level

There are 11.27% workers on the star 5 level


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Star- 11%

Star- 2

1%

Star- 34% Star- 4

7%

Star- 5

11%

Not Rotated

76%

HEAT TERATMENT

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INTERPRETATION OF SKILL MATRIX OF TOOL ROOM

TURNING & MILLING SECTION:-

In the Turning & Milling section there is not any line system for machines, there are 15

workers and typeof machines is 7. With the help of skill matrix of workers we can interpret



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Star- 1

0%

Star- 2

9%

Star- 3

28%

Star- 4

2%Star- 5

2%

Not Rotated

59%

TURNING & MILLING

SECTION

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GRINDING, FITTING & WELDING SECTION:-

In the Grinding, Fitting & Welding section there is not any line system for machines, there

are 12 workers and typeof machines is 8. With the help of skill matrix of workers we can

interpret the skill level of workers of Heat Treatment on the basis of star level parameters as

follows:-



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Star- 1

2%

Star- 2

4%

Star- 3

16%

Star- 4

5%

Star- 5

2%

Not Rotated

71%

GRINDING, MILLING & WELDING

SECTION

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RESHARPNING & INSPECTION SECTION:-

In the resharpning& inspection section there is not any line system for machines, there are 5

workers and typeof machines is 5. With the help of skill matrix of workers we can interpret




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Star- 1

8%

Star- 2

4%

Star- 3

28%

Star- 4

28%

Star- 5

8%

Not Rotated

24%

RESHARPNING & INSPECTION

SECTION

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INTERPRETATION OF SKILL MATRIX OF QUALITY ASSURANCE

In the Quality Assurance department there are 22 workers who provide services to the plant.

With the help of skill matrix of workers, prepared on the basis of the star level parameters we

can interpret the skill level of workers of Central Services as follows:-

There are 00.00% workers on the star 1 level

There are 00.00% workers on the star 2 level There are 25.00% workers on the star 3 level There are 50.00% workers on the star 4 level There are 25.00% workers on the star 5 level

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Star- 10%

Star- 20%

Star- 3

25%

Star- 4

50%

Star- 5

25%

QUALITY ASSURANCE

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INTERPRETATION OF SKILL MATRIX OF CENTRAL SERVICES

In the Central Service department there are 22 workers who provide services to the plant.

With the help of skill matrix of workers, prepared on the basis of the star level parameters we

can interpret the skill level of workers of Central Services as follows:-

There are 09.09% workers on the star 1 level There are 13.63% workers on the star 2 level There are 50.00% workers on the star3 level There are 27.27% workers on the star4 level There are 00.00% workers on the star 5 level

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Star- 1

9% Star- 2

14%

Star- 3

50%

Star- 4

27%

Star- 5

0%

CENTRAL SERVICES

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MICRO ANALYSIS

ANALYSIS AND INTERPRETATION OF QUESTIONNAIRE-

Questionnaire was prepared in a view to study the changes in the performance skills and

abilities of the employees of RSPL GROUPS after the training programme was imparted to

them. For this I have taken a sample size of 20 employees and made an analysis.

Few questions are of general types consisting of employee name and their designation, age

sex etc.

1. Do you receive any kind of Training?

A. YES B. NO

All 20 workers taken as sample size said they all have attended many training

programmes. The ratio for Yes is 100% and 0% for No.

100%

0%

Do you receive any kind of Training?

Yes No

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2. Which type of training do you received?

A. Technical B. Behavioral C. Managerial

Out of 20 workers 28% workers said they have attended mostly technical training

programmes, 72% said they have attended mostly behavioral training programmes and no

one attended managerial training programme.

3 Are you aware of training policies?

a. YES b. No

0

20

40

60

80

Technical 28% Behavioral

72%

Managerial

0%

Which type of training do you received?

%

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Out of 20 workers 99% workers are not aware about the training policies of theorganization.

Only 1% workers aware to the policies.

4. Are you able to understand clearly whatever is covered during the training?a. YES b. NO

All the 20 workers said they understand clearly the topic covered in the training programme.

5. Do you feel that the training received by you is relevant to your work?a. YES b. NO

1%

99%

Are you aware of training policies?

Yes No

100%

0%

Are you able to understand clearly whatever is covered during

the training?

Yes No

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Out of sample size 9% workers think that the training received by them is not relevant to

their work. Rests 91% think the training is relevant.

6. Do you feel any kind of difficulty during the training?a. YES b. NO

All the 20 workers said that they dont feel any difficulty during the training programmes they

have attended till now.

0

20

40

60

80

100

Yes 91% N0 9%

Do you feel that the training received by you is relevant

to your work?

%

0%

100%

Do you feel any kind of difficulty during the training?

Yes No

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7. Is there a system of taking your feedback of the training that you receive?a. YES b. NO

All the 20 workers said yes there is a system of taking feedback of the training

programmes.

8. Do you apply to your work situation whatever you learn during the training?a. YES b. NO

0%

100%

Is there a system of taking your feedback of the training

that you receive?

Yes No

0

20

40

60

80

Yes 75% No 25%

Do you apply to your work situation whatever you learn

during the training?

%

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Out of sample size 75% workers are capable to apply whatever they learn during the training

programme and rests of 25% are those who are not capable to apply the knowledge, they got

during the training session.

9. Are you satisfied with the existing training & development system?a. YES b. NO

b.

Out of sample size of 20 workers 63% are satisfied with the existing system of training &

development in organization. Rests of 37% workers are not on a satisfactory position

10.Does your company maintain the training records?a. YES b. NO c. Dont know

0 20 40 60 80

Yes 63%

No 37%

Are you satisfied with the existing training &

development system?

%

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Out of the sample size mostly workers dont know that the company maintains their training

record or not. About training record maintained or not by company 63% workers said they

dont know 24% said yes and 7% said no

11.Does your company identify Need for training?a. YES b. NO

Out of sample size mostly workers think that there is not training need is not identified by the

company. The ratio for the above question is 90% for no and 10% for yes.

0

10

20

30

40

5060

70

Yes 24% No 7% Don't know 69%

Does your company maintain the training records?

%

Yes

10%

No

90%

Does your company identify Need for training?

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12.Does your company identify Need for training for freshers as well as for presentemployers?

a. YES b. NO c. Cant say

Mostly workers said yes. Out of sample size 50% workers said yes, 44% nothing and 6% no.

13.Does your company use Job Rotation methods to train employees?a. YES b. NO c. Cant say

50%

6%

44%

Does your company identify Need for training for

freshers as well as for present employers?

Yes No Can't say

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Out of sample size about the above question everyone told, 98% workers said yes, 2% said

no.

14.Do you think evaluation is done properly?a. YES b. NO

Out of sample size about the above question 60% said no, and 40% said yes.

15.Do you think training policies are followed adequately?

0

20

40

60

80100

Yes 98% No 2% Can't say 0%

Does your company use Job Rotation methods to train

employees?

%

0

10

20

30

40

50

60

Yes 40% No 60%

Do you think evaluation is done properly?

%

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a. YES b. NO c. Cant say

Out of the sample size about the above question 29% employees said yes, 1% no, and 70%

said cant say.

29%

1%70%

Do you think training policies are followed adequately?

Yes No Can't say

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5. FINDINGS & SUGGESTIONS:

FINDINGS.

The top management rewards superiors for carrying out effective training.

The top management plans and budgets systematically made for training

Behavioral objectives are precise.

Trainers provide limited counseling and consulting services to the rest of theorganization.

The benefits of training and development are clear to the top management

SUGGESTIONS..

In the era of the globalization the organization has to face new challenges in the present

context and achieve its objectives. It must be dynamic, desalinated efficient especially in the

training, development placement and promotion of its personnel. The huge investment in the

industrial sectors demand better operational efficiency, better management of capital and

above all, better management & development of human resources.

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For enhancing the effectiveness of training & development programme there are few useful

suggestion which is implemented earnestly & sincerely may hopefully add to the luster &

improve the planning execution and follow-up of the training and development programme

in particular.

On the basis of my research I would like to suggest the following points for the organization:-

The appropriate person should be selected for the training.

Some changes to be made in feedback system so that unbiased feedback canbe achieved.

Most of the workers dont know that company is maintaining theirtrainingrecords.

Training program should be in a scheduled way so that gap doesnt be occur As the training is given to the workers the training programmes should be of

both types behavioral as well as technical.

Workers are not aware about the training policies of the company there shouldbe awareness programmes for their awareness.

Mostly workers think that training is given only to the workers who have lessworkload.

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6. CONCLUSION

Private sector occupies a pivotal position in the Indian economy. It is considered as a

pacesetter for the rest of the economy. It has expanded enormously and contributed a lot

towards the economic growth of country by adding a major share in the net national product

generating gainful employment & growth of every organization depends on the quality of the

manpower,& its people improvement & utilization in suitable challenging jobs. Training and

development is an important aspect of proffessionalisation of our executive cadre. There is no

doubt that training and development can do lot for development of its personnel. Training and

Development can do lot for its personnel. Training and Development is an integral part of the

Human Resource Development HRD. It is an important tool for the organization. To sharpen

executive knowledge with the object of strengthening & profit maximization of the

organization.

In ROHIT SURFACTANTS PVT LTD. also training is very helpful towards

organization and employees. The employee attended training program of the company the

were also benefited by it in terms that their performance increased, also almost 70% of the

employees also found changes in terms of productivity i.e. they gained more professional

knowledge also almost all of them can discuss their needs with their superiors. We can

therefore say, that training programs discuss their needs with their superiors. We can

therefore say, that training programs are not only beneficial for the company but also

beneficial for the employees working and personal life.

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Therefore training programs should be implemented in every organization for the survival in

the world and achievement of the objectives.

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7. BIBLOGRAPHY

Books referred

C.R Kothari - Research Methodology

BeriMarketing Research (Tata McGraw Hill) , 1993 , 2

nd

Edition K Aswathappa , Human Resource and management, (Tata McGraw - Hill)

HR and PM, 2003, 3rdEdition

Dessler - Human Resource management ( Prentice - Hall) 9thEdition Robbins S.P.Organizational Behaviour (Pearson Education , 2003 , 10thEdition) Pareek U.Training Instruments for HRD and OD (Tata McGraw Hill) , 2ndEdition

Websites

http://www.pdf-search-engine.com

http://www.mbajunction.com

http://www.hronline.com

http://www.gharidetergent.com
http://www.pdf-search-engine.com/http://www.mbajunction.com/http://www.hronline.com/http://www.hronline.com/http://www.mbajunction.com/http://www.pdf-search-engine.com/

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ANNEXURES

-: Questionnaire:-

1. Do you receive any kind of Training?a. YES

b. NO.

2. Which type of training do you receive?a. Technical

b. Managerial

c. Behavioral

3. Are you Aware of training policies?a. YES

b. NO

4. Are you able to understand clearly whatever is covered during the training?a. YES

b. NO

5. Do you feel that the training received by you are relevant to your work?

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a. YESb. NO

6. Do you feel any kind of difficulty during the training?a. YES

b. NO

7.

Is there a system of taking your feedback of the training that you receive?

a. YESb. NO

8. Do you apply to your work situation whatever you learn during the training?a.

YES

b. NO

9. Are you satisfied with the existing training & development system?a. YES

b. NO

10.Does your company maintain the training records?a. YES

b. NO

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11.Does your company identify Need for training?a. YES

b. NO

12.Does your company identify Need for training for freshers as well as for presentemployers?

a. YESb. NOc. CANT SAY

13.Does your company use Job Rotation methods to train employees?a. YES

b. NOc. CANT SAY

14.Do you think evaluation is done properly?a. YES

b. NO

MEASKIN

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