A STUDY ON EMPLOYEES TRAINING AND

DEVELOPMENT

A PROJECT

Submitted by

[Link]

(Register Number: 9922150049)

Under the Guidance of

Dr. N. MANIKANDAN

in Partial fulfillment for the award of the degree

of
MASTER OF BUSINESS ADMINISTRATION

DEPARTMENT OF BUSINESS ADMINISTRATION

KALASALINGAM BUSINESS SCHOOL
KALASALINGAM ACADEMY OF BUSINESS ADMINISTRATION
(DEEMED TO BE UNIVERSITY)

ANAND NAGAR, KRISHNANKOIL – 626 126

TAMIL NADU, INDIA
MAY 2024
 KALASALINGAM ACADEMY OF RESEARCH AND EDUCATION
(Deemed to be University)
ANAND NAGAR, KRISHNANKOIL – 626 126

DECLARATION

I do hereby declare that the Project entitled “A STUDY ON EMPLOYEES TRAINING AND
DEVELOPMENT ” submitted by me for the award of the Degree of Master of Business
Administration is the result of my original and independent research work carried out under the
guidance of Dr. [Link] Kalasalingam Academy of Research and Education, Anand
Nagar, Krishnankoil and it has not been submitted for the award of any Degree, Diploma,
Associateship, Fellowship of any University or Institution.

[Link]

Date:

Place: KrishnanKoil
 KALASALINGAM ACADEMY OF RESEARCH AND EDUCATION
(Deemed to be University)
ANAND NAGAR, KRISHNANKOIL – 626 126

BONAFIDE CERTIFICATE

Certified that this Project title “A STUDY ON EMPLOYEES TRAINING AND

DEVELOPMENT ” is the bonafide work of Mr. M. HARIPRASANTH who carried out the
Project Work under my supervision. Certified further, that to the best of my knowledge the work
reported herein does not form part of any other Project or dissertation on the basis of which a degree
or award was conferred on an earlier occasion on this or any other scholar.

Signature of Supervisor Signature of HOD

Dr. N. MANIKANDAN Dr. T. CHANDRASEKAR
SUPERVISOR HOD
Department of Business Administration Department of Business Administration

Date of Viva-voce:

INTERNAL EXAMINER EXTERNAL EXAMINER

 KALASALINGAM ACADEMY OF RESEARCH AND EDUCATION
DEPARTMENT OF BUSINESS ADMINISTRATION

ACKNOWLEDGEMENT
“Gratitude is a golden opportunity to knowledge’’
I convey my sincere and heartfelt gratitude our Dr. K. Sridharan chancellor, Dr. S. Shasi Anand, vice
president, Er. S. Arjun Kalasalingam, Vice President for giving us opportunity to conduct the project work.

I would like to convey gratitude to our Dr. S. Narayanan, vice chancellor and Dr. V. Vasudevan, Registrar for
their motivation and providing us moral during the course of work.

I sincere thank to my grateful guidance and giving the wonderful opportunity to our Dr. P. GANESAN, Dean-
KBS to do project work. It is my duty to express my gratitude to the Dr. T. CHANDRSEKAR, HOD-
Business Administration and Supervisor for his valuable guidance, sustained interest throughout the course
of the project and invaluable help extended towards for the completion of this work successfully.

I would like to express my sincere and heart filled thanks to Dr. A. Vignesh, Program Coordinator - Business
Administration for his eagerness to help me in all possible ways. I am also deeply thankful to
Dr N. MANIKANDAN for his assistance, feedback that significantly contributed to the completion of this
project.

I thank the organization for permitting me to do project work in their concern. I express my sincere thanks
to who gave the information and details that are essential to do my project work. I thank the almighty for
giving me knowledge, confidence and strength to complete the project work successfully.

Finally, I express my heartfelt thanks and gratitude to my family, professors and friends for their support and
encouragement through my entire project work.

M. HARIPRASANTH
 TABLE OF CONTENTS
CHAPTER
NO TITLE PAGENO
LIST OF TABLES
ABSTRACT
INTRODUCTION 1-27
1.1 INTRODUCTION 1
1.1.1 PRINCIPLES AND EVALUATION OF TRAINING
2
1.1.2 BENEFITS OF TRAINING 9
1.1.3 TECHNICAL CAPABILITIES 10
1.1.4 MANAGERIAL CAPABILITIES 10
1
1.2. BACKGROUND OF THE STUDY 11
[Link] PROFILE 20
[Link] PROFILE 22
[Link] OF THE STUDY 24
[Link] OF THE PROBLEM 25
[Link] OF STUDY 26
[Link] OF STUDY 27
2 REVIEW OF LITERATURE 28
3 RESEARCH METHODOLOGY 36
DATA ANALYSIS AND INTERPRETATION 39-58
4 4.1 DATA ANALYSIS 39
4.2 ANALYSIS TOOL 58
FINDINGS, SUGGESTIONS AND CONCLUSION 62-66
5.1 FINDINGS 62
5
5.2 SUGGESTION 64
5.3 CONCLUSION 65
BIBLIOGRAPHY 66
WEBSITES 66
 LIST OF CHART

TABLE PAGE
NO PARTICULARS NO
4.1 Table Show that Age of the Respondents 39
4.2 Table Show that Gender of the Respondents 40
4.3 Table shows the Working Experience in Years 41
4.4 Tables Shows that Training Programme Have You Attended Last Year 42
4.5 Methods of Training of your Concern 43
4.6 Table Shows that Training Program Useful To 44
4.7 Tables Shows That Opinion on the Training Environment & Infrastructure 45
4.8 Tables Shows That Training Material Useful to Your Job Situation 46
4.9 Tables shows That Rate the Faculty Trainer on Practical Approach 47
Table Shows Enhancing Knowledge, Skills, Attitude and Job Based To
4.10 Improve 48
4.11 Tables Shows that Prioritize Below Training Practice 49
4.12 Tables Shows That Ensure That Training Is Effective For an Employee 50
Table Shows that Evaluate Your Employee Performance Before and
4.13 After Training 51
4.14 Tables Shows that Type Of Equipment You Are Required To Use 52
4.15 Table Shows that Steps Undertake To Make Not a Boring Session 53
4.16 Table Shows that Work Type 54
4.17 Table Show that Works as Part of a Team, Same of Different Work 55
Table Shows that Job Require Working Closely with Other People in
4.18 Organization 56
4.19 Tables Shows that Training Do You Still Need TO Perform In Job 57

4.20 Tables show perform Other Job in Organization 58

ABSTRACT

This Project analyses the Study Would Analyze the Training and Development Performance Is
Handled in the JS Auto Caste Foundry India Private Limited, Coimbatore. Along with the
training and development materials, training and development staff, development centers,
development stages in the JS Auto Caste Foundry India Private Limited, Coimbatore. Training
and development level were selected using purposive sampling method for the study. Further,
a total respondent was selected randomly from the JS Auto Caste Foundry India Private
Limited located in Coimbatore, Tamil Nadu. The modified Training and Development was
used to gather data about the Training and development of respondents in the JS Auto Caste
Foundry India Pvt Ltd. The results indicate that almost of the employees are satisfied or highly
satisfied with their Training and development program conducted in the JS Auto Caste Foundry
India Private Limited, Coimbatore. ‘Training and Development’ is the most significant factor
of Job Improvement to the employees of JS Auto Caste Foundry India Private Limited,
Coimbatore. Level of Training and development is highly satisfied with the employee.

KEY WORDS: Development, Efficiency, Knowledge, Methods, Organization, Skills,

Training.
 CHAPTER I
1.1 INTRODUCTION

The challenge of globalization, technological innovation increasing competition and

growth through expansion, diversification and acquisition has had a wide-ranging and far
reaching impact on hrd. There is a need for a continuous process that aims at providing fresh
knowledge and skill inputs to the employees so as to ensure the development of their
competencies, dynamism, motivation and effectiveness in a systematic and planned way,
thereby improving the productivity and overall organizational effectiveness. As a result,
training and development activities have acquired great significance and are now firmly
center-stage in most of the organizations. Hence it can be said that with the advent of free
market economy rapid change in the environment, training and development activities have
assumed an importance never before witnessed in Indian corporate history.

Training is the process of assisting a person in enhancing his efficiency and effectiveness
at work by improving and updating his professional knowledge developing his personal
skills relevant to his work and cultivating in him appropriate behavior and attitude towards
his work and people he is working with. Development takes place as a result of training and
essentially implies growth plus change. Thus, training and development go hand in hand.
My endeavor has been to gain an in-depth insight into the process of discovering, harnessing
and developing of the human capital to the benefit of both the individual and the
organization into days highly dynamic and competitive business world through a
comprehensive study and analysis of the latest training and development techniques used
by global textile alliance.

Corporate success depends upon having and retaining talented people. This is true today
as it has always been. The shortage of such people is widely accepted and training, at long
last, is beginning to be recognized as part of the solution and hence the total investment in
training is on the rise. This is true for all organizations. There really is no alternative than
to make sure that human skill so vital to the corporate success are recognized, harnessed,
developed and suitably maintained.

Training is not however, one ‘one-off’ investment. It is a continuing investment. Not only
is it needed to create the skilled workforce, but also maintain the high levels of skills
demanded by the ever changing, highly dynamic work place.

1
The return on investment on hrd is still controversial in view of the time variable in achieving the desired
change and effectiveness in the employees. The top management looks at the loss and profit equation for
any activity. It is interested in the benefits to the organization in the terms of increased productivity,
increased profitability, reduction in wastage etc in return for investment in training. Hence, evaluation of
training programmers and introduction of the necessary corrective measures also assumes considerable
significance.

Training is the most important function that contributes directly to the development of human resources. If
human resources have to be developed, the organization should create conditions in which people acquire
new knowledge and skills and develop healthy patterns of behavior and styles. One of the main
mechanisms of achieving this environment is training.

Training is essential because technology is developing continuously and at a fast rate. Systems and practices
get outdated soon due to new discoveries in technology, including technical, managerial and behavioral
aspects. Organizations, which do not develop mechanisms to catch up with and use the growing
technology, soon become outdated. However, developing individuals in the organization can contribute to
the effectiveness of the organization.

Training and development are important activities in all organizations, large and small. Every organization,
regardless of size, needs to have well-trained employees in its workforce who are prepared to perform their
jobs.

1.1.1 PRINCIPLES AND EVALUATION OF TRAINING

Training is the process of assisting a person for enhancing his efficiency and effectiveness at work by
improving and updating his professional knowledge, by developing skills relevant to his work and
cultivating appropriate behavior and attitude towards work and people. Training could be designed either
for improving present capabilities at work or for preparing a person for assuming higher. Responsibilities
in future which would call for additional knowledge and superior skills.

Training is different from education particularly formal education. While education is concerned mainly
with enhancement of knowledge, training aims essentially at increasing knowledge, stimulating aptitude
and imparting skills related to a specific job.

In India, considerable importance has been accorded to training in social development and this is evident
form the fact that the community spends roughly six million dollars annually on training every year. But
there are complains about the ineffectiveness of training and possible waste of resources because of the
use of stereotyped and conventional methods in training which are often not set completely in tune with
job requirements.

2
Training is a continuous and life long process. Right form the time a child is born he starts receiving
training form his mother for a variety of needs, so that he becomes a social being. His training
continues in the school and the college situations. However training as an organized effort, designed
with certain objectives, for example to help the trainees to be informed of the subject matter which
they have to use in their work situation. Apart from change of attitudes, their skills have to be
improved and knowledge or information has to be imparted through effective methods. In other
worlds, training provides and synthesizing with the help of the trainers, the information already
available on the subject. Training is a time-bound programme. Thus there is a separate specialized
discipline of trainers specializing in the field of human activity.

It is a continuous process

Prevailing concept New concept

1 The acquisition of subject matter knowledge 1 Motivation and skills lead to action.
by a participant leads to action. Skills are acquired through practice.

2 The participant learns what the trainer teaches. 2 Learning is a complex function of the
Learning is a simple function of the capacity motivation and capacity of the
of the participant to learn and the ability of individual participant, the norms of
the trainer to teach. the training groups the training
methods and the behavior of the
trainers and the general climate of the
institution. The participant's
motivation is influenced by the
climate of his work organization.

3 Individual action leads to improvement on 3 Improvement on the job is complex

the job. function of individual learning the
norms of the working group and the
general climate of the organization.
Individual learning used leads to
frustration.

3
 4 Training is the responsibility of three
partners: the participant organization
4 Training is the responsibility of the training
the participant, and the training
institution. It begins and ends with the course.
institution. It has a preparatory
pertaining and a subsequent, post-
training phase. All are equally
important to the success of training.

There has been in some quarter’s criticism of training and it is often argued that personnel can acquire
administrative capabilities and work skills through apprenticeship capabilities and work skills through
apprenticeship rather than through formal training. While the training cannot by itself guarantee the
success of a development programme, its untrained personnel are unlikely to prove effective. It is in
this context that expert; administrators and planners greatly appreciate the relevance of training in
development process.

INTERACTION BETWEEN TRAINING & DEVELOPMENT AND OTHER HUMAN

RESOURCE FUNCTIONS
Training and Training opportunities reduce the Staffing
development demand for highly qualified applicants

Careful Selection may reduce the need

for training. But hiring additional
employees adds to training needs
Training helps employees perform better Performance
evaluation
Performance evaluations provide
information that helps to assess training
needs
Training should improve performance Compensation
and result in higher levels of pay

Financial incentives can create greater

4
enthusiasm for training and increased
participation

5
The Training Cycle

A training cycle consists of a series of steps which lead to a training event being undertaken.
Evaluation provides feedback which links back to the initial stages of training design. Indeed,
it is the evaluation/ feedback process which makes this a cyclical event without it training would
be a linear process leading from initiating training through to its implementation. The steps
in the cycle are:-

Stage 1: Identification of training needs. Examining what skills and attributes are necessary
for the job to be undertaken, the skills and attributes of the job holder and the extent of the
gap.

Stage 2: Design, preparation and delivery of training.

Stage 3: Discovering the trainee’s attitude to training (reaction) and whether the training
has been useful from the point of view of training. Reaction involves the participant’s feelings
towards the training process, including the training content, the trainer an d the training
methods used. Learning is the extent to which the trainee has actually absorbed the content
of the learning event.

Stage 4: Discovering whether the lessons learnt during training have been transferred to
the job and are being used effectively in doing the job.

Stage5: Evaluating the effects of the training on the organization. Thus is the area on which there is
perhaps most confusion, subsequently little real action to clear it.

Stage 6: Reinforcement of positive behavior. It is optimal that positive outcomes are maintained for
as long as possible. It is not rare event for changes in behavior to be temporary, with a gentle slide
back to previous ways of working. It is important to note the feedback loops. Feedback on the process
of actually delivering the training can come from the reaction and learning stage, the transfer of the
training to the work place and the evaluation of the impact of the training. The main, feedback for the
identification of training needs comes from an assessment of the transfer of work to the training and
the evaluation of the impact on the organization

It is important to note that these feedback loops may consist of two very different types of information.

 To determine the worth of training to the organization- a process best done by quantitative
methods and with hard, numerical data.

 Allowing insights into the method of learning, where the experience of those involved are the
main focus, thus using mainly softer, qualitative information.
6
 Identification of training needs

The procedure of identifying training and development needs is crucial for the success of the training
function and requires to be carried out systematically on a regular basis, preferably every year.

How are training needs identified to match the organizational requirements in terms of technology
/task/ people? Has the training bought the desired change in the individuals’ performance and if so,
how is it assessed? These are the focal points, which require attention of the HR professionals to
assess the training needs of the employees working in the organization.

Many organizations have their own system to identifying training needs every year. However, need
identification exercise can do real harm if the needs are not met by conducting suitable programs.
Managers must perceive that their recommendations are grown due consideration and suitable actions
are initiated to satisfy the felt needs. Only then, they will take this exercise seriously. Hence,
formulation of suitable and need based training programs and their timely implementation is very
important for the success of any training program.

Evaluation of Training Programs

Training programs are conducted with a view to help the employees to acquire the knowledge, skills
and attitude necessary to perform the task assigned to them. They are conducted in order to bring
about a planned change which in turn involves substantial investment of money, time and efforts.
Therefore, one has to know whether such an investment in training yielded the desired results. This
desire naturally leads to evaluation of training.

Evaluation means literally, the assessment of value or worth. Strictly speaking the act of evaluating
training is the act of judging whether or not it was worthwhile in terms of some criterion of value, in
the light of the information available. Evaluation is the tool whereby information about the result of
trainees, interaction with the learning experiences systematically collected and analyzed. Thus,
evaluation can provide useful data both for improvement of training and enhancement of learning. In
brief it is important in 3 ways.

 It indicates whether appropriate monetary investment is made on the implementation of

training programs.

7
  It determines the degree of effectiveness and success of the training programs.

 It provides a basis for introductory the necessary corrective measures.

The benefits of constructive, practical evaluation of training substantially outweigh the costs six direct
benefits of evaluating training programs are:-

Quality Control: Quality control systems are designed to ensure that products or services are fit for
their intended purpose. Evaluation in training will assess the extent to which work-related results can
be demonstrated to arise from the training. Successful, positive elements of training can be maintained
and reinforced, whilst negative elements removed or revised. If results cannot be justified, then it
becomes hard to justify the commitment of any resources to the training activity and they can be re-
allocated to

Where they may make a greater impact.

Efficient training design: It throws an emphasis on those elements of a training system which matter,
such as proper definition of objectives and setting criteria on now these objectives are to be measured.

Enhanced professional esteem: Training professionals can gain enhanced stature from having
systematic evaluation of data rather than intuitive assessment of their contribution to the business.
Being assessed on their contribution to the ‘bottom-line’ of the business puts the HRD function on
the same footing as other functions, instead of claiming that the nature of their work does not allow
an application of the same criteria. This helps to break down the barriers facing the integration of
HRD professionals within the organization.

Enhanced negotiating power: On much the same tack evaluation makes it possible for the HR function
to demonstrate a successful contribution to the business over a period of time. When resources are to
be allocated and new investment decisions to be made, them being able to show the outcomes of
training would be invaluable.

Appropriate criteria of assessment: Individuals within an organization will make judgments about
how effective the training function is, regardless of whether an evaluation system is in place or not.
Given this, it is very important that the HR controls the choices of appropriate criteria, which it can
most safely do on the back of a formal evaluation process. Intervention strategy: Evaluation can be a
tool for changing the way that training is integrated into the organization. It offers a means by which
the HR function can build on its enhanced esteem and negotiating power to play a more active role
in developing policies.

8
 1.1.2 BENEFITS OF TRAINING:
Training usually is a strategic human resource activity because it plays a major role in determining the
effectiveness and efficiency of an organization. A successful training and development program will
achieve the following benefits:

1.a.i.1 Improve the quality and quantity of work done.

1.a.i.2 Reduce the learning time required for employees to reach acceptable standards of
performance.

1.a.i.3 Create more favorable attitudes, loyalty and cooperation.

1.a.i.4 Satisfy human resource planning requirements.

1.a.i.5 Reduce the number and cost of accidents.

1.a.i.6 Help employees in their personal development and advancement.

1.a.i.7 Help organizations to respond to dynamic market conditions and changing consumer
demands.

Different jobs require different capabilities. These capabilities can be considered under four
categories:

1. Technical

2. Managerial

3. Behavioral

4. Conceptual

9
1.1.3 TECHNICAL CAPABILITIES:

They deal with the technology of the job or the tasks the employee is expected to perform. They
include information, skills and knowledge.

1.1.4 MANAGERIAL CAPABILITIES:

They include the ability to organize, coordinate, plan, monitor, evaluate and redesign a variety of
activities. As managers have the task of getting things done by others with optimal use of resources
for achieving the best possible results, they need to possess managerial capabilities. Knowledge of
management techniques like PERT, systems analysis, performance budgeting etc. are evidences of
managerial capabilities. Management skills involve the application of these techniques for better
planning, better coordination, better monitoring, and for better achievement of results.

BEHAVIOURAL CAPABILITIES:

These include leadership skills, ability to motivate others, communication skills, ability to work as a
team member, dynamism, initiative etc. Mere knowledge of behavioral sciences does not ensure that
person has behavioral capabilities. Attitudes and orientations play an important role in determining
the effectiveness of the employees to a great degree.

CONCEPTUAL CAPABILITIES:

These involve conceptual understanding of one's own tasks in relation to those of others, imagination,
futuristic thinking, model building capabilities and perception of various tasks and their
interrelationships within the organization and outside it.

10
1.2 BACKGROUND OF THE STUDY
TRAINING AND DEVELOPMENT OBJECTIVES
The main objective of training and development division is to make sure the availability of a skilled
and willing workforce to an organization. There are other objectives: Individual, Organizational,
Functional..
Functional Objectives:
Maintain the department’s contribution at a level suitable to the organization’s needs.
Individual Objectives:
Help employees in achieving their personal goals, which in turn, enhances the individual contribution
to an organization.
Organizational Objectives:
Assist t h e o r g a n i z a t i o n w i t h its primary objective by bringing individual effectiveness.

TRADITIONAL & MODERN APPROACH OF TRAINING & DEVELOPMENT

Traditional Approach: –
Mostly organizations before never used to believe in training. There were some views
that training is a very costly affair and not worth. Organizations used to believe more in executive
pinching.
Modern Approach: -
Training is now considered as more of retention tool than a cost. Training & development
is that Indian Organizations have realized the importance of corporate training.

TRAINING DEFINED
“Training refers to the method which gives to new or present employees to increase the
efficiency to perform their task.”
 It may not be quite the outcome you were aiming for, but it will be an outcome
 It’s not what you dream of doing, but it’s having the knowledge to do it
 It’s not where you want to go, but it’s knowing how to get there
 It’s not how high you want to rise, but it’s knowing how to take off
Training about knows where you stand no matter how good or bad the current situation looks at
present, and where you will be after some point of time. Training is about the acquisition of
knowledge, skills, and abilities through professional development.
“It is any attempt to improve current or future employee performance by increasing an employee’s
ability to perform through learning, usually by changing the employee’s attitude or increasing his or

11
her skills and knowledge. The need for training and development is determined by the employee’s
performance deficiency.”
Training and development need = Standard performance-Actual performance
ROLE OF TRAINING

TRAINING EVALUATION ‘S PURPOSES

Control - It helps in controlling the training program because if the training is not effective, then it
can be dealt with accordingly.
Feedback - It helps in giving feedback to the candidates by defining the objectives and linking it to
learning outcomes.
Intervention: It helps in determining that whether the actual outcomes are aligned with the expected
outcomes.
Before Training - The learner’s skills and knowledge are assessed before the training program.
During the start of training, candidates generally perceive it as a waste of resources because at most
12
of the times candidates are unaware of the objectives and learning outcomes of the program. Once
aware, they are asked to give their opinions and used and whether those methods confirm to the
Candidates preferences and learning style.

13
PURPOSES OF TRAINING & DEVELOPMENT

 To create resave managerial force

 To bridge the ever increasing gap between planning and implementation
project
 To meet challenge posted to improve quality of work force
 To enhance employee growth
 To prevent obsolescence
 To motivate personal
 Changing in technology to assist new comers
 To increase productivity
 To improve health and safety
 Develop human potential and give expressions to their creative talents
 To facilities exchange of give views and ideas between supervisor and
subordinates
 To develop and maintain labor relation
PRINCIPLES OF TRAINING
 Instruction in parts
 Re-enforcement
 Expert trainers
 Motivation
 Progress report
 Active involvement
 Individual differences
 Training period
 System of training
EFFECTS OF TRAINING
TO THE ORGANIZATION

 Increase efficiency and productivity

 Reduce supervision
 Reduce accident and wastages
 Reduce absenteeism and turnover

14
 Information about firm’s policies and programs
 Better labors relation
 Reduce grievances on the part of the employees
 Develop employees
TO THE CANDIDATES
 Confidence in employees
 Positive attitude
 Chance for promotion
 Refreshing
 High reward
 Co-operative with other

DETERMINE TRAINING NEEDS

Analysis of job requirement:-
The skills or knowledge specified in the appropriate job description are examined, and those
employee without necessary skill or knowledge become candidates for a training program.
Performance appraisal:-
Each employee’s work is measured against the performance standards or objective established for
his or her job.
Organization analysis:-
The effectiveness of organization and its success and meeting its goal is analysis to determine
where difference exit. For example, members of a department with a high turn over rate or a low
performance record might require additional training.
Employee survey:-
Managers as well as non managers are asked to describe what problems they are experience
in their work and what actions they believe are necessary to solvent them.
TRAINING METHODS
The job training is one of the best training methods because it is planned, organized, &
conducted at the employee’s worksite. It is particularly appropriate for developing proficiency skills
unique to an employee’s job –especially jobs that are relatively easy to learn and require locally –
owned equipment and facilities.

15
 TRAINING METHODS

On The Job Training Off The Job Training

ON THE JOB TRAINING:-

There are still very popular method of teaching new skills and method to employees. While
this has been forward on by recent commentators, particularly those involved in training
constituencies these old tradition methods still is very effective.

This method was designed by Nellie and is based on the requirements of the organization.
“Nellie” is not usually trained herself in the skills and method of training and therefore it can be
process that may be time consuming as a new comer struggles to cope with Nellie’s explanation.

 Mentoring: -
This is another version of the system whereby a senior or experienced employee takes change
of the training and development of a new employee. This suggests a much closer association than
master and elements of a father/son; mother/daughter relationship can exist whereby the mentor acts
as an advisor and protector to the training.

 Job rotation: -
This is another often practiced on the job training method. Job rotation method usually aims
to give trainee managers a “feel” for the organization by giving them experience of working in
different departments. This is an old technique and has been criticized, less for the concept, itself, but
for way it is often implemented.
Another version of training by switching roles is job rotations which become popular in the 1970
have to help relieve border and thereby raise productivity of shop floor workers. This can be an
excellent learning experience for workers and suitability fits with HRM concept of team working and
improvement whereby people are encouraged to take greater responsibility for their work and that of
the team.
It is not located in an artificial situation, either psychologically or physically. It permits the trained to

16
learn at the actual equipment and in the environment of the job and above ail on the job training
method are relatively cheaper and less time consuming. Also he adds that on the job training is the
most efficient and effective method of training the employees because it is in complete accord with
the three basics laws of learning.

17
 1 OFF THE JOB TRAINING:-
Off the job training simply means that training is not a part of every day job activity. The
actual locating many be in the company, class rooms or in the places which are owned by the
company. Those methods consist of:
Seminar or Team Discuss:-
This is an established method for training. A seminar is conducted in many ways. It may be
based on prepared by one or more trainees on a selected subject. It may be based on the statement
made by the person in-charge of the seminar. The person in-charge of the seminar distributes in
advance the material to be analyzed. The seminar compares the reaction of the trainees, encourages
discussion define the general trends and guides the participants to certain conclusion.

Lecture or classroom instruction:-

Lecture or classroom instructions are well adapted to conveying specific information. The
use of audio visuals or demonstrations can often make formal classroom presentation more interesting
while increasing retention and offering a vehicle for clarifying more difficult points. The lecture’s
liabilities include possible lack of feedback and the lack of active involvement by the trainees.

Case study:-
According to Vaughan, “The case study is based upon the belief that managerial competence can best
be attained through the study, contemplation and discussion of concrete cases”.

Conferences:-
In this method, the participating individuals confer to discuss points of common interest of each other.
A conference is basic of most participative group centered methods of development. Learning is
facilitated by building up on the ideas contributed by the conference.

Role playing: -
This method was developed by Morons a Venetian psychiatrist tie coined by term “role playing”
“role reversal”, “socio-drama”, “psychodrama” and a variety of specialized terms, which emphasis
on learning human relations skills through practice and insight into one’s own behavior and its effect

18
upon others. It has been defined as a “method of human interaction which involves realistic behaviors in
the imaginary situation”.

PROBLEM FACED BY TRAINERS

 Lake of feedback from the group
 Constant questions
 Personality clashes
 Stress
 Conflict of interest
 Lake of confident
 Sustaining interest

RESPONSIBILITY FOR THE EVALUTION OF TRAINING

Traditional, in the main, any evaluation or other assessment has been left to the trainers
“because that is their job….” My contention is that a ‘Training Evaluation Quintet’ should exist, each
member of the Quintet having roles and responsibilities in the process. Considerable lip service
appears to be paid to this, but the actual practice tends to be a lot less. The ‘Training Evaluation
Quintet’ advocated consists of:

 The trainer
 Line management
 The training manager
 The trainee

19
1.3 INDUSTRY PROFILE
The steel mounting, steel casting, and motor manufacturing industries are integral sectors within the
broader automotive and industrial manufacturing landscape, playing crucial roles in the production
of vehicles, machinery, and various equipment. Each of these industries contributes significantly to
the global economy and supports a wide range of downstream industries.

Steel Mounting Industry: Overview: Steel mounting refers to the process of fabricating and
assembling steel components used in various applications, including automotive, construction,
infrastructure, and machinery. These components often serve as structural supports, brackets, frames,
and mounting systems in diverse industries.

Market Trends:
✔ Demand Growth: The steel mounting industry is driven by the overall demand for steel
products across sectors such as automotive, construction, and manufacturing.
✔ Technological Advancements: Innovations in manufacturing processes, such as laser cutting,
CNC machining, and robotic welding, have enhanced efficiency and precision in steel
mounting operations.
✔ Customization and Specialization: With increasing demand for customized solutions, steel
mounting companies are focusing on offering specialized products tailored to the unique
requirements of their customers.
Key Players:
✔ Leading companies in the steel mounting sector include industrial fabricators, metalworking
shops, and specialized manufacturers with expertise in steel fabrication and assembly.
✔ These companies often serve as suppliers to industries such as automotive OEMs, construction
firms, and machinery manufacturers.

Steel Casting Industry:

Overview: Steel casting involves the manufacturing of complex metal components by pouring molten
steel into molds, which are then allowed to solidify. This process enables the production of intricate
shapes and designs with high precision and strength.

Market Trends:
✔ Demand from End-Use Industries: The steel casting industry caters to a wide range of end-
use sectors, including automotive, aerospace, energy, and machinery manufacturing.

20
 ✔ Focus on Material Quality Manufacturers emphasize the use of high-quality steel alloys to
meet stringent performance and durability requirements in demanding applications.
✔ Innovation in Casting Techniques: Continuous advancements in casting technology, such as
investment casting, sand casting, and centrifugal casting, drive improvements in product
quality and process efficiency.
Key Players:
✔ Major players in the steel casting industry include foundries, casting manufacturers, and
metalworking companies specializing in steel production.
✔ These companies supply components to diverse industries, including automotive (engine parts,
chassis components), aerospace (aircraft components), and machinery (gearboxes, hydraulic
systems).

Motor Manufacturing Industry:

Overview:
Motor manufacturing involves the production of electric motors used in various applications,
including automotive vehicles, industrial machinery, appliances, and renewable energy systems.
Electric motors are essential components for converting electrical energy into mechanical motion.

Market Trends:
✔ Rise of Electric Vehicles (EVs): The growing adoption of electric vehicles worldwide is
driving demand for electric motors, including traction motors for propulsion and auxiliary
motors for ancillary systems.
✔ Efficiency and Sustainability: Manufacturers focus on developing energy-efficient motors
with reduced carbon emissions to meet regulatory standards and address environmental
concerns.
✔ Integration of Smart Technologies: Motor manufacturers incorporate smart features such as
sensors, connectivity, and predictive maintenance capabilities to enhance performance,
reliability, and user experience.

Key Players:
✔ Key players in the motor manufacturing industry include automotive OEMs, electric vehicle
manufacturers, industrial motor suppliers, and specialized motor companies.
✔ These companies develop a wide range of motor types, including AC motors, DC motors,
synchronous motors, and brushless motors, catering to diverse applications and industries.

21
1.4 COMPANY PROFILE

J S AUTO CAST FOUNDRY INDIA PRIVATE LIMITED, based in Coimbatore, is a prominent

player in the automotive casting industry, renowned for its precision engineering and innovative
solutions. Established with a commitment to delivering high-quality castings, the company has carved
a niche for itself in the competitive market.

With a rich history spanning several years, J S AUTO CAST FOUNDRY has evolved into a trusted
name in the industry. The company specializes in manufacturing a wide range of automotive castings,
catering to the diverse needs of its clients. Its product portfolio includes engine components,
transmission parts, chassis components, and more, all manufactured using state-of-the-art technology
and processes.

One of the key strengths of J S AUTO CAST FOUNDRY is its dedicated team of skilled
professionals who possess extensive expertise in casting techniques and metallurgy. They work
tirelessly to ensure that each product meets the highest standards of quality and performance.
Additionally, the company prioritizes continuous innovation and invests in research and development
to stay ahead of the curve in terms of technology and product offerings.

Quality is at the forefront of everything J S AUTO CAST FOUNDRY does. The company adheres
to stringent quality control measures at every stage of the manufacturing process, from raw material
procurement to the final inspection of finished products. This commitment to quality has earned the
trust and loyalty of customers, both domestically and internationally.

Moreover, J S AUTO CAST FOUNDRY is committed to sustainability and environmental

responsibility. The company strives to minimize its carbon footprint by adopting eco-friendly
practices and ensuring efficient use of resources in its operations.

In addition to its focus on quality and sustainability, J S AUTO CAST FOUNDRY places a strong
emphasis on customer satisfaction. The company believes in building long-term partnerships with its
clients by understanding their unique requirements and providing customized solutions tailored to
their needs.

22
As a testament to its success and commitment to excellence, J S AUTO CAST FOUNDRY has
received several accolades and certifications over the years. These include ISO certifications for
quality management and environmental management, as well as recognition from industry bodies for
its contribution to the automotive sector.

In conclusion, J S AUTO CAST FOUNDRY INDIA PRIVATE LIMITED is a leading player in

the automotive casting industry, known for its commitment to quality, innovation, and customer
satisfaction. With a strong foundation built on expertise and integrity, the company continues to thrive
and set new benchmarks in the industry.

23
1.5 OBJECTIVES OF THE STUDY

 A detail study of training and development practices in J S Auto Cast Foundry India Private
Limited.

 To relate and assess employee output level for the company after the implementation of the
practice’s

 To objectives of training and development process is to give rise to a new and improved
management which is capable of handling the planning and control without any serious
problem.

 To induce employees are the main aim of training and this is the most essential for a company.

 To i have tried to take a view on the topic in a practical manner, so that the feedback can be
provided to the organization.

24
1.6 STATEMENT OF THE PROBLEM

It is a well-known fact that training and development enhances worker performance

and productivity in organizations. Many organizations in India and indeed the public sector
engage in training and development of staff and have departments, units and sectors in
charge of training and development.

A brief interaction with some employees did show that Management of India cements Ports
Authority see the cost incurred in the acquisition and maintenance of plant and equipment
as more relevant than that expense on training and development of its staff.

Employees who expressed the desire to pursue university education were not given any form
of assistance like study leave with pay. Their applications for study leave were turned down
with those who were persistent being advised to resign. Those who sought for part-time
programs were disengaged after their studies as management claimed their programs were
not relevant to the job. The few ones who were retained had no promotion to match their
added skills and competencies. This it is believed to have led to high labor turnover in the
organization. The study was therefore to assess the role of training on the human resource
and how this affects worker performance.

25
1.7 SCOPE OF STUDY

In this project I have tried to present details about the training and development programs being
presently followed in J S Auto Cast Foundry India Private Limited and the feedback, I collected from
different employees during my interaction with them.
 The scope of training and development can be explained with the help of following points
 exact position of performance of employees through their feedback
 Development of the employees through various training and development programs.
 Developing altered of unbiased treatment to all employees

26
1.8 LIMITATION OF STUDY

 During my training period although the management and plant personnel were very co-
operative & extended their full support, yet there were following limitations associates with
my study which I would like to mention:

 Due to the busy schedule of an organization I was unable to grasp the precious words of the
HRD Manager.

27
 CHAPTER - II

I) REVIEW OF LITERATURE
Dayal (2011) suggests that a detailed study of jobs and skill analysis is absolutely necessary.
The training, thus, imparted would help the employee to adjust to their job requirements. As far
as the supervisory category is concerned. Sundaram (19709) points out that the training
needs for supervisors can be identified through careful observation of their work which is
indicative of poor performance, low production, high cost, poor product quality, high scrap,
spoilage, wastage, accidents, absenteeism, and turnover. The day-to-day complaints and
grievances also form useful sources for identifying their training needs. Given that
supervisors are the first contact point for the workers. Ghosh (1984) stresses the need for
behavioral inputs in any training programmer organized for managers. Srinivasan (1977)
recommends that their training programmers should focus on corporate planning,
organizational development, and personnel management.

Bhatia (2012) sees a shift from knowledge to attitude as the main objective of training.
He identifies three areas of training- technical skills and knowledge, knowledge of
organization and external systems, and conceptual and interpersonal skills. He suggests
that the emphasis on these three must vary according to the level of the employee. The workers
training should focus on technical skills and knowledge followed by conceptual and
interpersonal skills, and knowledge of organization and external systems. In the case of
supervisors, conceptual and interpersonal skills should be emphasized followed by technical
skills and knowledge, and knowledge of organization and external environment. As far as
managers are concerned, the sequence is the same as that for supervisors except that the
order of knowledge of organization and external environment and technical skills and
knowledge is interchanged.

3 Seth (2014) administered a 720item questionnaire on 119 personnel managers. The cluster
analysis revealed personnel managers to be more employee oriented; able to recognize the
utility of group processes, and having fait in worker’s ability to take initiative and handle
responsibility. On the basis of results. Seth suggested that training for personnel managers
should be directed towards attitudes and beliefs underlying managerial philosophy and them
inter relatedness.

28
As far as identifying training needs by the company is concerned, Glaxo Laboratories considers
the following factors.

1. Level and rapidity of technological and administrative changes

2. Level of individual and group performance.

3. Changing organizational structure

4. Perceived organizational imbalances.

At the individual level, the person himself identifies the need for training and records it
or the appraise discusses the individuals training needs in view of this deficiencies on the
job. Since Glaxo uses the MBO system, this process helps a great deal in making training
useful to both the employees and the organization (lawande, 1980)

Studies on the identification of training needs thus emphasize not only the organizational
analysis but job and individual role analysis as well. It is also useful to note that many
studies emphasize the need for training in human resources management.

4 Johnson (2014) suggests that clues for training needs can also come from a number of written
sources. He lists 17 sources for identifying training needs. Some of them are highlighted below.

1. Articles: Articles published in journals or magazines often indicate individual

company’s experiences with personnel utilizations and the ways organizations improve
productivity. Such individual experiences could be a good source of learning from the
experiences of others.

2. Books: Knowledge in training and development is increasing at a faster speed today than
before. Many books are published every year on training and they provide useful sources in
learning newer techniques developed in identifying training needs.

3. Case studies: In an attempt to find solutions to specific problems people often show
gaps in understanding. These can become useful themes for training.

4. Companies: All organizations in organizations provide useful data for preparing

people to not only face such situations but learn to avoid them in future.

5. Crisis: Crisis situations in organizations provide useful data for preparing people to not
only face such situations but learn to avoid them in future.

29
6. Factual data: Factual information such aspects as absenteeism, wastage, turnover,
machine breakdown, sales, and the like also open avenues to identify what can possibly be
done to improve upon them.

7. Grievances: Formal grievances are important sources to identify training needs.

8. Reports: Often reports submitted by many departments provide useful clues on what is
lacking or what should be reinforced.

9. Rumors and grapevine: Taken seriously, they provide useful feed -back on the total
activity of an organization and may often identify gaps in various areas of organizational
functioning.

10. Suggestions: A number of organizations are very particular about suggestions and take
them very seriously. Since suggestions have a base in experience they provide useful clues for
training needs.

5 Kanitkar etc. al.(2014). Instead of going to HRM department, they approached section heads
and senior managers of 73 milk unions associated with National Dairy Development Board.
Their study revealed five contents of training that were identified by a very large majority of
respondents. These were cost consciousness, loss control, marketing, sanitation and hygiene,
and operations and maintenance of utilities.

6 Singh [Link]. (2015). In a study of 92 Anganwadi workers, they found that the need for training
correlated inversely with age and in service training. In other words those who were older
did not feel ten needs for training and if offered in service they did not want to go through
it. However the need for training correlated significantly and positively with education, years
of experience, communication skill, job satisfaction, knowledge level and attitude towards
integrated Child Development Service. Scheme.

7 Mayo and DuBois (2015) cite eight criteria for including a task in a training course.
Think about how you would apply these criteria to a task area that you teach (e.g., performance
appraisals,. World processing, project management, etc.)

8 Ellen A. Drost (2015) This study compares training and development practices within
and across nine countries and one region, and addresses whether there are universal training
and development practices. After a brief review of the literature on training and development
for the countries and region examined, the study identifies country‐specific

30
and region‐specific training and development practices. The results are descriptive in nature
and discussed as benchmarks of current and desired levels of training and development
practices within and across countries. While the results do not indicate any universal practices
across all countries studied, they do indicate significant similarities in practices within
country clusters. The common practices found within these clusters are believed to be
influenced by cultural values and industry trends. The st udy emphasizes the importance of
context and provides practitioners with guidelines in designing training and development
practices across countries and researchers with insight into future research questions. © 2002
Wiley Periodicals, Inc.

9 Jie Shen (2016) This paper aims to explore international training and development policies
and practices in Chinese multinational enterprises (MNEs). The issues examined in this
study include pre‐departure and post‐arrival training for expatriates and their spouses and
families, training for host‐country nationals (HCNs), reasons for Chinese MNEs not
providing adequate training and the approaches of Chinese MNEs to international
management development. This paper used a semi‐structured, interview‐ based survey for
collecting data from ten Chinese MNEs. The case companies consist of a range of industries
and economic ownership types. A total of 30 in ‐depth interviews involving general managers,
HR managers at headquarters and executive managers in subsidiaries were carried out.

10 Steven H. Appelbaum (2016) The commercial aviation industry is an extremely

competitive, safety sensitive high technology service industry. Socio ‐technical systems,
employees and customers must be the arenas of an organization’s core competencies. The
implications are vast and pervasive affecting no less than the organization’s structure, strategy,
culture and numerous operational activities. In this article, select findings of a human resource
management (HRM) audit are compared to the findings of a reeve ew of the literature on
diversity, organization development (culture) and training and development. The audit,
conducted by 13 executives from their respective organizations, contains extensive data on
airlines from nine countries from around the globe. In this article we seek to extend the
discussion of excellence in safety and customer service to applied systemic organizational
HRM issues and critical success factors. Human resource management (HRM) expertise is
required now, more than ever, to spearhead internal marketing strategies in order to gain
employee commitment in order to foster excellence in safety and customer service.

31
11 Janice Jones (2016) The principal objectives in this paper are to compare and contrast
training and development initiatives for a longitudinal sample of 871 small and medium - sized
enterprises in the Australian manufacturing sector that have embarked upon different growth
development pathways; and to examine possible connections between small and medium-
sized enterprise growth, and training and development. Statistical analysis reveals highly
significant differences in management training and qualifications, training changes, as well
as training methods, providers and fields, across the low-, moderate and high-growth small
and medium-sized enterprise development pathways. Furthermore, training is a relatively
consistent concomitant with small and medium -sized enterprise growth.

12 Peter J. McGunnigle (2016) Explores human resource management (HRM) and the
established relationships between HRM, the management of “commitment cultures”, the
recruitment and selection procedures, and the training and development practices considered
necessary to develop employee commitment. The literature suggests that organizations
adopting an HRM approach desire employee commitment, have in place sophisticated,
objective recruitment and selection methods in order to achieve this, and have structured
training and development systems to encourage commitment to the organization. Shows,
however, that while there is a clear desire for commitment, little evidence is found of
contemporary recruitment and selection methods commensurate with this aim. In contrast,
there is strong evidence of relatively sophisticated training and development systems
congruent with an HRM approach. Concludes that currently there is little to suggest a shift
towards HRM in UK hotels

13 Ian Cunningham (2016) Line managers and supervisors have a prime role in ensuring the
success of performance outcomes under HRM. They are required to take on new people
management roles, whether it be through a style which is “hard” and control centered or
more “soft” and facilitative. Presents findings from an in‐depth study of 45 establishments.
Highlights concerns over whether line managers and supervisors are sufficiently competent
to take on demanding roles required under change programmers, and the difficulties in
attempting to transfer an HR vision, which is senior management ‐led, down to the line.

32
14 Chee‐Yang Fong, Keng‐Boon Ooi (2016) The purpose of this paper is to investigate the
association between human resource management (HRM) practices and knowledge sharing
from the Malaysian industry context. The method of exploratory factor analysis and
confirmatory factor analysis were employed to evaluate the reliability and validity of the
measurement model. The structural equation modeling (SEM) method was applied to examine
the theoretical framework. The results indicate that recruitment and selection , teamwork,
training and development, and performance appraisal, showed a positive relationship with
knowledge sharing, as perceived by the managers in the Malaysian manufacturing and service
organizations.

15 Ooi Keng Boon (2017) The purpose of this paper is to examine the perceptions of individual
employees on the influence of eight elements of HRM/TQM (i.e. leadership, training and
development, employee participation, reward and recognition, customer focus,
empowerment, teamwork, and communication) on employees' job involvement in six major
Malaysian semiconductor contract manufacturing organizations. Despite extensive research
and voluminous literature on HRM/TQM, very little empirical research has examined this
scope of investigative study. Therefore, the hypotheses are developed with the intention of
examining this relationship.

Original researches using self‐completed questionnaires, distributed to employees within

these organizations, are thoroughly reported. The study sample consisted of 377 employees,
resulting in a response rate of 75.4 percent. A questionnaire developed by Kanungo was used
for ascertaining the level of overall job involvement. Data were analyzed by employing
correlation and multiple regression analysis.

16 Mohinder Chand (2017) The study has a two‐fold purpose: to investigate whether some
specific characteristics of hotels affect organizational performance in the hotel industry in
India; and to investigate whether some HRM systems affect organizational performance in the
hotel industry in India. A total of 439 hotels, ranging from three‐star to five‐star deluxe,
responded to a self‐administered questionnaire that measured 27 HRM practices, five
organizational performance variables, and ten demographic vary Ables. Factor analysis was
performed to identify HRM systems, one‐way ANOVA was employed to test the association
of the demographic variables with organizational performance, and correlation analysis was
used to test the relation between HRM systems and organizational performance.

33
17 Frank M. Horwitz (2019) Evaluates how HRD needs which arise from different business
strategies will depend on, among other things, the purpose and structure of the strategies
involved. Considers the motivation for strategic HRD, expenditure and responsibility.
Concludes that a strategic approach to training and development necessitates increased
theoretical rigor, more rigorous evaluation of effectiveness, and resolution of responsibility
for training.

18 Trevor Morrow (2019) With the emergence of human resource management models
and literature came a realization that in many cases personnel specialists were faced with
many new opportunities and challenges. There was a perception that a number of the key
functions of the specialism had been underdeveloped or even ignored. This article presents
a quantitative analysis of human resource management practices in the Northern Ireland
clothing industry. The findings are derived from a survey sample of 90 organ stations and
the data analyzed is based on the 69 company responses representing a 76 per cent response
rate. The article focuses on one area of the personnel function, which it was considered
would be dramatically changed by the implementation of a new approach to managing people;
namely, training and development. The article presents a positive view of human resource
interventions in the surveyed industry and of the progress specialists within the industry have
made.

19 Harry Barton (2019) Examines innovation, labor and human resource management in
contemporary manufacturing. Case study data are presented from automotive plants in the
USA and the UK. Reports on the human resource practices in use and considers the relationship
with the plants’ manufacturing and innovation activities. In particular, focuses on current
developments in the roles of employees and their training and development implications.

20 Len Holmes (2020) Despite debate and criticism, the notion of “competence” has risen
to prominence very rapidly and now has an important place in the vocabulary of human resource
management (HRM). Seeks to explain such a rapid rise by drawing on discourse theory. The
discourse of competence may be seen to arise through the convergence of discourses in four
separate domains, and thereby gain legitimacy from the stocks of already formulated
meanings in these separate domains. Taking a discourse theory approach also exposes the
control aspects of competence through the constitution of the

34
individual as a social subject in terms of the inscription of assessment judgements. However,
the convergence of discourses has not resulted in complete closure. Concludes with some
speculation about the degree to which the competence approach will successfully achieve
employer commitment.

35
 CHAPTER - III
RESEARCH METHODOLOGIES

Methodology of research used is descriptive study. This method was suitable for the study
because of the voluminous of data available and suits the title of the study. Questionnaires were
administered for the respondents, tabulated and analyzed.

RESEARCH DESIGN & SAMPLING DESIGN

Research methodology is a way to systematically solve the research problems. Convenience

sampling method is used for selecting samples.

A research design is the arrangement of conditions for collection and analysis of data in a manner that
aims to combine relevance to the research purpose with economy in procedure. Regarding this project,
descriptive research design concern with describing the perception of each individuals or narrating
facts on welfare measures and diagnostic design helps in determine the frequency with which
something occurs or it’s associated with something else.
In this research it deals with descriptive research type. It includes surveys and fact-finding enquiries
of different kinds.

Population: It represents the employees of J S Auto Cast Foundry India Private Limited..
Sample: The unit of population under study.

Sample size: The sample taken for study is 183.

METHOD OF DATA COLLECTION

1 Primary Data Collection:

Primary data is collected as follows:

 Questionnaire
 Interview and Discussion with employees

36
SECONDRY DATA COLLECTION

Secondary data was collected from reference

books ,internet.

TOOL FOR ANALYSIS

(i) Percentage Analysis:

Percentage is obtained when ratio are multiplied by 100. The percentage of respondents
coming under the same category was found out as it helped to know the option of respondents clearly.

Percentage Analysis = (No. of respondents/frequency of respondents) *100

(ii) Chi-square Analysis:

It is a statistical test which tests the significance of difference between observed frequencies
and corresponding theoretical frequencies of a distribution without any assumption about the
distribution of the population. Chi-square test one of the simplest and most widely used non
parametric tests in statistical work.

Chi-square test is calculated as;

ᵡ² = Σ (Oᵢ-Eј) ² / Eј

Where Oᵢ = Observed frequency

Eј = Expected frequency and

Eј = (Row total*Column Total)/no. of respondents

In the case of a contingency table degrees of freedom is worked out as follows; df

= (c-1)*(r-1)

Where “c” means the number of columns and “r” means the number of rows.

(iii) ANOVA

37
One-Way analysis of variance (ANOVA) is a statistical method for testing got difference in the means
of three or more groups. One-way ANOVA can only be used when investing a songe factor and a
single dependent variable. When comparing the means of three or more groups, it can tell us if at
least one pair of means is significantly different, but it can’t tell us which pair. Also, it requires that
the dependent variable be normally distributed in each of the groups and that the variability within
the groups is similar across the groups.
The test statistic for testing H0: μ1 = μ2 = ... = μk is:

and the critical value is found in a table of probability values for the F distribution with (degrees of
freedom) df1 = k-1, df2=N-k. The table can be found in "Other Resources" on the left side of the pages.

Hypothesis
Hypothesis testing is used to infer the result of a hypothesis performed on sample data from a larger
population. The test tells the analyst whether or not his primary hypothesis is true. Statistical analysts
test a hypothesis by measuring and examining a random sample of the population being analyzed.

38
 CHAPTER 4
DATA ANALYSIS
4.1.1 AGE OF THE RESPONDENTS
Table 4.1.1 Table Show that Age of the Respondents

Remarks Respondents Percentage

20 – 25 Years 108
59.02
26 – 35 Years 43
23.50
36 – 45 Years 26
14.20
Above 46 Years 6
3.28

Total 183 100

Chart Show that long standing employee of the company

AGE OF THE RESPONDENTS

70

59.02
60

50

40

30
23.5
20
14.2

10
3.28
0
20 – 25 Years 25 – 35 Years 25 – 45 Years Above 45 Years

Percentage

INTERPRETATION:

As shown of above graphical representation we can say that 59.02% people shows the 20 – 25 Years of
respondents of the working person in the organization. Only 23.50% people shows the 26 – 35 Years of
respondents of the working person in the organization

39
4.1.2 GENDER OF THE RESPONDENTS
Table 4.1.2 Table Show that Gender of the Respondents

Remarks Respondents Percentage

Male 130 71.03

Female 53 28.96

Total 183 100

Chart Show that long standing employee of the company

Gender of the Respondents

80
71.03
70

60

50

40

28.97
30

20

10

Male Female

Percentage

INTERPRETATION:
As shown of above graphical representation we can say that 71.03% people shows the male respondents
of the working person in the organization. Only 28.96% people shows the Female respondents of the
working person in the organization

40
4.1.3 WORKING EXPERIENCE IN YEARS
Table 4.1.3 Table shows the Working Experience in Years

Remarks Respondents Percentage

0 – 2 Yrs 43 23.49

3 – 5 Yrs 60 32.78

6 – 10 Yrs 61 33.33

More than 10Yrs 19 10.38

Total 183 100

Chart Shows the Working Experience in Years

Expereince of the Respondents

35 33.33
32.78

30

25 23.49

20

15

10.38
10

0 – 2 Yrs 3 – 5 Yrs 6 – 10 Yrs More than 10Yrs

Percentage

INTERPRETATION:
As shown of above graphical representation we can say that 33.78% people are experienceof
having the 3 – 5 yrs of the company and 33.33% of the people experience of having the 6 – 10 yrs
of the company. While 23.49% people are 0 – 2 yrs experience and more than 10 yrs experience
people are in the same 10.38% in the company.

41
4.1.4 TRAINING PROGRAMME HAVE YOU ATTENDED LAST YEAR
Table 4.1.4 Tables Shows that Training Programme Have You Attended Last Year
Remarks Respondents Percentage

0 Program 23 12.56

1 - 2 Program 60 32.78

2 - 3 Program 45 24.59

More than 5 Program 55 30.05

Total 183 100

Charts Shows that Training Programme Have You Attended Last Year
INTERPRETATION:
As shown of above graphical representation we can say that 32.78% people have theparticipating
the 1 - 2 training program attend in the organization. While 30.05% people have the participating
the More than 5 program attend in the organization

Training Program Attended of the Respondents

35
32.78

30.05
30

24.59
25

20

15
12.56

10

0
0 Program 1 - 2 Program 2 - 3 Program More than 5 Program

Percentage

42
 4.1.5 RANK METHOD OF TRAINING OF YOUR CONCERN
Table 4.1.5 Table Shows those Methods of Training of your
Concern Remarks Respondents Percentage

Job Instruction Training 40 23.5

Project Based Training 53 27.5

Class Room 70 39.5

Computer Based 20 9.5

Total 183 100

Chart Shows those Methods of Training of your Concern

RANK METHOD OF TRAINING OF YOUR CONCERN

45

39.5
40

35

30 27.5

25 23.5

20

15

9.5
10

Job Instruction Training Project Based Training Class Room Computer Based

Percentage

INTERPRETATION:
As shown of above graphical representation can say that 27.5% people have the Project based
training and Class room method of training on those respondents concerns in the company. 39.5%
people have the Class Room of the respondents on that respondents concerns in the company.

43
4.1.6 TRAINING PROGRAM USEFUL TO
Table 4.1.6 Table Shows that Training Program Useful To
Remarks Respondents Percentage

Improve Skills 50 27.34

Improve Knowledge 63 34.42

Change Attitude 60 32.78

All the Above 10 5.46

Total 183 100

Chart Shows that Training Program Useful To

TRAINING PROGRAM USEFUL TO

40

35 34.42
32.78

30
27.34

25

20

15

10

5.46
5

Improve Skills Improve Knowledge Change Attitude All the Above

Percentage

INTERPRETATION:
As shown of above graphical representation can say that 34.42% people have the job accurately
described in Improve Knowledge and Change Attitude in the company. 27.34% people have the
Improve skills in the duty statement in the company.

44
4.1.7 YOUR OPINION ON THE TRAINING ENVIRONMENT ANDINFRASTRUCTURE
AVAILABLE AT TRAINING CENTERS
Table 4.1.7 Tables Shows That Opinion on the Training Environment & Infrastructure

Remarks Respondents Percentage

Highly Satisfied 63 34.43

Satisfied 40 21.85

Neutral 27 14.75

Dissatisfied 20 10.92

Highly Dissatisfied 33 18.05

Total 183 100

Chart Shows That Opinion on the Training Environment & Infrastructure

YOUR OPINON ON THE TRAINING ENVIRONMENT AND

INFRASTRUCTURE AVIALBLE AT TRAINING CENTRE
40
34.43
35

30

25 21.85
20 18.05
14.75
15
10.92
10

0
Highly Satisfied
Satisfied Neutral Dissatisfied Highly Dissatisfied

Percentage

INTERPRETATION:
As shown of above graphical representation Excellent can say that 34.43% people have the Highly
Satisfied on training environment and infrastructure in training center in the company. While
21.85% people have the Satisfied on training environment and infrastructure in training center in
the company.
45
4.1.8 THE TRAINING MATERIAL USEFUL TO YOUR JOB SITUATION

Table 4.1.8 Tables Shows That Training Material Useful to Your Job Situation
Remarks Respondents Percentage

Yes 87 47.54

No 36 19.67

Somewhat 47 25.68

Nothing Can’t Able to

13 7.11
Understand

Total 183 100

Charts Shows That Training Material Useful to Your Job Situation

TRAINING MATERIAL USEFUL TO YOUR JOB SITUATION

50 47.54
45

40

35

30
25.68
25
19.76
20

15

10 7.11
5

0
Yes No Somewhat Nothing

Percentage

INTERPRETATION:
As shown of above graphical representation we can say that 47.54% are saying Yes Training
material useful for their job situation in the company. While 25.68% are saying Some What
Training material useful for their job situation in the company

46
4.1.9 RATE THE FACULTY TRAINER ON PRATICAL APPROACH
Table 4.1.9 Tables shows That Rate the Faculty Trainer on Practical Approach

Remarks Respondents Percentage

Highly Satisfied 91 49.72

Satisfied 35 19.12

Neutral 32 17.48

Dissatisfied 25 13.66

Highly Dissatisfied 0 0

Total 183 100

Chart shows that Rate the Faculty Trainer on Practical Approach

RATE THE FACULTY TRAINER ON PRATICAL APPROACH

60

49.72
50

40

30

19.12
20 17.48
13.66

10

0
0
Highly Satified Satisfied Neutral Dissatisfied Hight Dissatisfied

Percentage

INTERPRETATION:
As shown of above graphical representation Excellent can say that 49.72% people are Highly
Satisfied with the Faulty trainer n practical approach in the company. While 19.12% people are
Satisfied with the Faulty trainer n practical approach in the company

47
4.1.10 ENHANCING KNOWLEDGE, SKILLS, ATTITUDE AND JOB BASED TO
IMPROVE
Table 4.1.10 Table Shows Enhancing Knowledge, Skills, Attitude and Job Based To
Improve
Remarks Respondents Percentage

Highly Satisfied 91 49.72

Satisfied 34 18.57

Neutral 30 16.39

Dissatisfied 15 8.19

Highly Dissatisfied 13 7.10

Total 183 100

Charts Shows Enhancing Knowledge, Skills, Attitude and Job Based To Improve

ENHANCING KNOWLEDGE, SKILLS, ATTITUDE AND JOB

BASED TO IMPROVE
60

49.72
50

40

30

19.12
20 17.48
13.66

10

0
0
Highly Satified Satisfied Neutral Dissatisfied Hight Dissatisfied

Percentage

INTERPRETATION:
As shown of above graphical representation we can say that 49.72% people believe that Highly
Satisfied of knowledge skills, attitude and job based gathering knowledge power will be improve
by the company. 18.57% people believe that satisfied of knowledge skills, attitude and job based
gathering knowledge power will be improve by the company.

48
4.1.11 PRIORITIZE BELOW TRAINING PRACTICE
Table 4.1.11 Tables Shows that Prioritize Below Training Practice
Remarks Respondents Percentage

Real Life Examples 55 30.05

Pleasant Environment 72 39.34

Current Case Studies 40 21.85

Time Conscious 16 8.76

Total 183 100

Charts Shows that Shows that Prioritize Below Training Practice

PRIORITIZE BELOW TRAINING PRACTICE

45

39.34
40

35
30.05
30

25
21.85
20

15

10 8.76

0
Real Life Examples Plesant Environment Current Case Studies Time Conscious

Percentage

INTERPRETATION:
As shown of above graphical representation we can say that 39.34% people are says that Pleasant
Environment shows the prioritize the below training practice. While 30.05% people are says that
Current Case Studies shows the prioritize the below training practice.

49
4.1.12 ENSURE THAT TRAINING IS EFFECTIVE FOR AN EMPLOYEE
Table 4.1.12 Tables Shows That Ensure That Training Is Effective For an Employee
Remarks Respondents Percentage

On the Basis of Salary 32 17.48

On the Basis of Production 98 53.55

On the Basis of Job
Satisfaction
32 17.48
On the Basis of Reeducation
in Wastage
18 9.85

Others 3 1.64

Total 183 100

Charts Shows That Ensure That Training Is Effective For an Employee

ENSURE THAT TRAINING IS EFFECTIVE FOR AN

EMPLOYEE
60
53.55

50

40

30

20 17.48 17.58

9.85
10
1.64
0
on the basis of salary on the basis of on the basis of job on the basis of others
production satisfaction reduction in wastage

Percentage

INTERPRETATION:
As shown of above graphical representation we can say that 53.55% people saying the on thebasis
of production only ensure that training effectiveness for an employees. While 17.48% people
saying the on the basis of Satisfaction only ensure the training effectiveness for an employees

50
4.1.13 EVALUATE YOUR EMPLOYEE PERFORMANCE BEFORE AND AFTER
TRAINING

Table 4.1.13 Table Shows that Evaluate Your Employee Performance Before and
AfterTraining

Remarks Respondents Percentage

Productivity Of The
Department In Which 72.67
133
Employee Is Working

On The Base Of Increase

50 27.33
Efficiency
Total
183 100
Chart Shows that Evaluate Your Employee Performance before and After Training

EVALUATE YOUR EMPLOYEE PERFROMANCE BEFORE

AND AFTER TRAINING
80
72.67
70

60

50

40

30 27.33

20

10

0
A B

Percentage

INTERPRETATION
As shown of above graphical representation we can say that 72.67% people tasks you Productive
of the department in which employee is working as evaluate your employer performance. While
27.33% people tasks you Productive of the department in which employee is working as On the
Base of Increase Efficiency.

51
 4.1.14 TYPE OF EQUIPMENT YOU ARE REQUIRED TO USE.
Table 4.1.14 Tables Shows that Type Of Equipment You Are Required To Use

Remarks Respondents Percentage

90 49.20
Machine
43
Automatic 23.49
26
Computer 14.20
24
Others 13.11

Total 183 100

EChart Shows that that Type of Equipment You Are Required To Use

TYPE OF EQUIPMENT YOU ARE REQUIRED TO USE

60

49.2
50

40

30
23.49

20
14.2 13.11

10

0
Machine Automatic Computer Others

Percentage

INTERPRETATION
As shown of above graphical representation we can say that 49.20% people Machine Typeof
Equipment are equipment for effective. While 23.49% people Automatic Type of Equipment are
equipment for effective.
52
4.1.15 STEPS UNDERTAKE TO MAKE NOT A BORING SESSION. Table

4.1.15 Table Shows that Steps Undertake To Make Not a Boring Session

Remarks Respondents Percentage

Training with Games 44 24.04

Training with lecture 46 25.15

Training on the Base of
Demonstration 80 43.71

Others 13 7.10

Total 183 100

Chart Shows that Steps Undertake To Make Not a Boring Session

STEPS UNDERTAKE TO MAKE NOT A BORING SESSION

50

45 43.71

40

35

30
24.04 25.15
25

20

15

10 7.1
5

0
Training with Games Training with Lecture Training on the Base of Other
Demonstration

Percentage

INTERPRETATION
As shown of above graphical representation we can say that 43.71% people are training on the
base of demonstration of the steps taken for unboring session for the employee. While 24.04%
people are Training with Games and Training with lectures of the steps taken for unboring session
for the employee
53
4.1.16 WORK TYPE
Table 4.1.16 Table Shows that Work Type
Remarks Respondents Percentage

Alone 170

Part of a Team 13 7.11

Total 183 100

Chart Shows that Work Type

100

90

80

70

60

50

40

30

20

10

0
Alone Part of a Team

Respondents Percentage

INTERPRETATION
As shown of above graphical representation we can say that 92.89% people are alone way to doing
their job in the company. 7.11% of the people area part- of a tram way to doing their jobin the
company.

54
4.1.17 WORK AS PART OF A TEAM, IF PERFORM THE SAME OF DIFFERENT
WORK TO MEMBERS OF THE TEAM

Table 4.1.17 Table Show that Works as Part of a Team, Same of Different Work

Remarks Respondents Percentage

Generally 43 23.49

Sometimes 40 21.85

Occasionally 90 49.19

Rarely 10 5.46

Total 183 100

Chart Show that Works as Part of a Team, Same of Different Work

WORK AS PART OF A TEAM IF PERFORM THE SAME OF

DIFFERENT WORK TO MEMBERS OF THE TEAM
60

49.19
50

40

30
23.49
21.85
20

10
5.46

0
Generaly Sometimes Occasionally Rarely

Percentage

INTERPRETATION:
As shown of above graphical representation we can say that 49.19% people are occasionally
worked as part of a team and perform the same of different work to members of your team. 23.49%
people are Generally as part of a team and perform the same of different work to members of your
team
55
4.1.18 JOB REQUIRES WORKING CLOSELY WITH OTHER PEOPLE IN
ORGANIZATION.

Table 4.1.18 TableShows that Job Require Working Closely With Other People in
Organization

Remarks Respondents Percentage

Very Little 30 16.40

Moderate 30 16.40

A Lot Training Needs 123 67.20

Total 183 100

Chart Shows that Job Require Working Closely With Other People in Organization

JOB REQUIRES WORKING CLOSELY WITH OTHER PEOPLE

IN ORGANIZATION
80

70 67.2

60

50

40

30

20 16.4 16.4

10

0
Very Little Moderate A Lot Training

Percentage

INTERPRETATION
As shown of above graphical representation we can say that 67.20% people are a lot training
needs requires working closely with other people by the responses. 16.40% people are very little
and moderate training needs requires working closely with other people.
56
4.1.19 TRAINING DO YOU STILL NEED TO PERFROM IN JOB.
Table 4.1.19 Tables Shows that Training Do You Still Need TO Perform In Job
Remarks Respondents Percentage

60
Engineer 32.79
40
Computer 21.85
39
Behaviors 21.31
44
Others 24.04

Total 183 100

Chart Shows that Training Do You Still Need TO Perform In Job

TRAINING DO YOU STILL NEED TO PERFROM IN JOB

35
32.79

30

25 24.04
21.85 21.31
20

15

10

0
Engineer Computer Behaviour Others

Percentage

INTERPRETATION
As shown of above graphical representation we can say that 32.79% people need Engineer based
training will be need for job competently. While 21.85% people need Computer based
training will be need for job competently

57
4.1.20 PERFORM OTHER JOB IN ORGANIZATION.

Table 4.1.20 Tables show perform Other Job in Organization

Remarks Respondents Percentage

Machine Operations 45 24.60

Negotiation Skill 46 25.13

Occupation Health
54 29.53
Others
38 20.75
Total
120 100
Chart show perform Other Job in Organization

PERFROM OTHER JOB IN ORGANIZATION

35

29.53
30

24.6 25.13
25

20.75
20

15

10

0
Machine Operations Negotation sKills Occupatioin Health Otherw

Percentage

INTERPRETATION
As shown of above graphical presentation we can say that 24.60% people are machine operations
along with the technical training the behavioral need also identified. 25.13% of people are
Negotiation Skills along with the technical training the behavioral need also identified.

58
4.2 ANALYSIS TOOL
4.2.1 CHI -SQUARE
H1: Formulation of hypothesis
H1 There is a significant association between the Rank the Methods of Training of Your Concern
of the respondents and their Find the Training Material Useful to Your Job Situation of the
respondents.
 Finding calculated value.

Rank the Methods of Training

Observed N Expected N Residual

Job Instruction 45.75 5.75
Training 40
Project Based Training 45.75 -7.25
53
Class Room 45.75 -24.25
70
Computer Based 45.75 25.75
20
Total 183

Find the Training Material Useful

Observed N Expected N Residual

Yes 45.75 -41.25
87

No 45.75 9.75
36

Somewhat 45.75 -1.25

47

Nothing Can’t Able to Understand 45.75 32.75

13
Total 183

59
Test Statistics

Rank the Methods of Find the Training

Training Material Useful
Chi-Square 15.00 15.00

Df 1 1

Asymp. Sig. .020 .020

 INTERPRETATION:
In the above chi- square test significant value 0.020 which is lesser than the table value 5%
alternative hypothesis Accepted. So there is significant association between the Rank the Methods
of Training of Your Concern of the respondents and their Find the Training Material Useful to Your
Job Situation of the respondents.

Hence it is inferred that the Rank the Methods of Training of Your Concern of the respondents and
their Find the Training Material Useful to Your Job Situation of the respondents.

60
4.1.2 ONE WAY ANOVA
H2: Formulation of hypothesis
H2 There is a significant different between the Evaluate Your Employee Performance before and
after Training and their Type of Equipment You Are Required to Use.
Finding calculated value
ANOVA

Evaluate Your Employee Performance and Training and their Type of Equipment

Sum of Squares df Mean Square F Sig.

Between Groups 4.677 17 33.45 375.65 .521

Within Groups 177.765 166 0.6

Total 182.442 183

 INTERPRETATION:
In the above ANOVA test significant value is 0.521 which is higher than the table value 5%
alternative hypothesis is rejected. So there is a significant difference between the Evaluate Your
Employee Performance before And after Training and their Type of Equipment You Are Required
to Use.

Hence it is inferred that product fulfill the There is a significant different between the Evaluate Your
Employee Performance before and after Training and their Type of Equipment You Are Required to
Use.

61
 CHAPTER V
V) FINDINGS, SUGGESTIONS AND CONCLUSION

5.1) FINDINGS OF THE STUDY

✔ Majority of the Respondents are graphical representation we can say that 59.02% people shows
the 20 – 25 Years of respondents of the working person in the organization.

✔ Majority of the Respondents are graphical representation we can say that 71.03% people shows
the male respondents of the working person in the organization.

✔ Majority of the Respondents are graphical representation we can say that 33.78% people
are experience of having the 3 – 5 yrs.’ of the company of the respondents in the organizations

✔ Majority of the Respondents are graphical representation we can say that 32.78% people
have the participating the 1 - 2 training program attend in the organization.

✔ Majority of the Respondents are graphical representation can say that 27.5% people have
the Project based training and Class room method of training on those respondents.

✔ Majority of the Respondents are graphical representation can say that 34.42% people have
the job accurately described in Improve Knowledge and Change Attitude in the company

✔ Majority of the Respondents are graphical representation Excellent can say that 34.43%
people have the Highly Satisfied on training environment and infrastructure in training center
in the company.

✔ Majority of the Respondents are graphical representation we can say that 47.54% are saying
Yes Training material useful for their job situation in the company.

✔ Majority of the Respondents are graphical representation Excellent can say that 49.72%
people are Highly Satisfied with the Faulty trainer n practical approach in the company.

✔ Majority of the Respondents are graphical representation we can say that 49.72% people
believe that Highly Satisfied of knowledge skills, attitude and job based gathering knowledge
power will be improve by the company

✔ Majority of the Respondents are graphical representation we can say that 39.34% people
are says that Pleasant Environment shows the prioritize the below training practice.

62
✔ Majority of the Respondents are graphical representation we can say that 53.55% people
saying the on the basis of production only ensure that training effectiveness for an employees

✔ Majority of the Respondents are graphical representation we can say that 72.67% people
tasks you Productive of the department in which employee is working as evaluate your
employer performance.

✔ Majority of the Respondents are graphical representation we can say that 49.20%
people Machine Type of Equipment are equipment for effective.

✔ Majority of the Respondents are graphical representation we can say that 43.71% people
are training on the base of demonstration of the steps taken for unbarring session for the
employee.

✔ Majority of the Respondents are graphical representation we can say that 92.89% people
are alone way to doing their job in the company.

✔ Majority of the Respondents are graphical representation we can say that 49.19% people
are occasionally worked as part of a team and perform the same of different work to members
of your team.

✔ Majority of the Respondents are graphical representation we can say that 67.20% people
are a lot training needs requires working closely with other people by the responses

✔ Majority of the Respondents are graphical representation we can say that 32.79% people
need Engineer based training will be need for job competently.

✔ Majority of the Respondents are graphical presentation we can say that 24.60% people
are machine operations along with the technical training the behavior need also identified.

63
5. 2 SUGGESTIONS

 Training should be given according to the job profile of the employees.

 Training should be more implement for the increase the production in the JS AUTO CAST
FOUNDRY INDIA PRIVATE LIMITED.
 Since a few employees felt that the training they had undergone the process to improve their
self in the work with the help of training given by the JS AUTO CAST FOUNDRY INDIA
PRIVATE LIMITED.
 Every now and then the employees should be encouraging to identify their own training needs
which would enhance employee’s morale and also shift the burden from the superior to the
employee himself.
 Rather than just investing money on various training programmer. JS AUTO CAST
FOUNDRY INDIA PRIVATE LIMITED. Should also concentrate on regular training
evaluation.

64
5. 3 CONCULSION
The training needs analysis is the base for all training activities in JS AUTO CAST
FOUNDRY INDIA PRIVATE LIMITED. Efforts at all levels of the organization are made
to identify and meet the training needs of the employees. Priority is given to needs base
training “which can have direct impact on the employees” performance and improve work
efficiency. The training and development department takes into consideration the annual
appraisal report of the employees for analyzing the training needs. The training programmers
usually provides valuable inputs to the trainees for performing present as well as future roles
effectively.
Also at the end of each training session trainer’s impressions about the session should be
recorded in a register which gives a weight into the trainee’s performance during the training
period. The timely feedback of both the trainers and trainees helps in taking corrective action
for future training programmers.
This analysis has depicted what common training and development techniques are adopted
by from and has provide an insight into the training and development system followed by JS
AUTO CAST FOUNDRY INDIA PRIVATE LIMITED. But still much more can be done
suitable strategies can be framed to develop a team of highly motivate and inroads into the
international markets and build a favorable image there. The quest for improve should never
end as it is an endless journey.

65
BIBLIOGRAPHY

 Ellen A. Drost Colette A. Frayne Kevin B. Lowe J. Michael Geringer First published:04 April

2002 Jie Shen, Roger Darby

 Employee Relations ISSN: 0142-5455 Publication date: 1 July 2006

 Mirza S. Saiyadain - Human Resource Management 2nd Edition

Publishers – Tata McGraw-Hill.
 V.K. Dubey – Management of Training and Development and
Motivation Skills.
 Peter J. McGunnigle, Stephanie M. Jameson Employee Relations
ISSN: 0142-5455 Publication date: 1 August 2000

WEBSITES

 [Link]
 [Link]
 [Link]
 [Link]
 [Link]

66
EMPLOYEE TRIANING AND DEVLOPMENT AT J S AUTO CAST
FOUNDRY INDIA PRIVATE LIMITED
OBJECTIVES OF THE STUDY
To understand the various training and development practices implemented at J S Auto Cast Foundry
India Private Limited, Coimbatore.

The specific objectives of the study are:

✔ A detail study of training and development practices in J S Auto Cast Foundry India Private
Limited.

✔ To relate and assess employee output level for the company after the implementation of the
practices

✔ One of the primary objectives of training and development process is to give rise to a new and
improved management which is capable of handling the planning and control without any serious
problem.

✔ Induce employees are the main aim of training and this is the most essential for a company.

✔ I have tried to take a view on the topic in a practical manner, so that the feedback can be provided
to the organization.

QUESTIONS

GENERAL

1. Name:

2. Age

Ans 20 – 25 Years 26 – 35 Years

36 – 45 Years Above 46 Years

3. Department:

4. Gender:

Ans Male Female

5. Working Experience In Years In The J S Auto Cast Foundry India Pvt Ltd?
67
 Ans. 0-2 Years 3-5 Years

6-10 Years Above 10 Years

6. How Many Training Programmer Have You Attended Last Year?

Ans. 0 Program 1 – 2 Programs

2– 3 Programs More Than 5 Programs

7. Please Rank The Methods Of Training Of Your Concern?

Ans: Job Instruction Training Project Based Training

Class Room Computer Based

8. Training Program Is Useful For?

Ans Improve Skills Improve Knowledge

Change Attitude All The Above

9. What Is Your Opinion On The Training Environment And Infrastructure Available At

Training Centers?

Ans Highly Satisfied Satisfied Neutral

Dissatisfied Highly Dissatisfied

10. Did You Find The Training Material Useful To Your Job Situation?

Ans Yes No

Somewhat Nothing Can’t Able To Understand

11. How Will You Rate The Faculty Trainer On This Practical Approach To Subject Matter

Including Dealing With Reference Work Situations?

68
Ans Highly Satisfied Satisfied Neutral

Dissatisfied Highly Dissatisfied

12. Enhancing Your Knowledge, Skills, Attitude And Job Based Gathering Knowledge

Power Will Be Improved?

Ans. Highly Satisfied Satisfied Neutral

Dissatisfied Highly Dissatisfied

13. Prioritize the Below Training Practice?

Ans. Real Life Examples Pleasant Environment

Current Case Studies Time Conscious

14. How Could You Ensure That That The Training Is Effective For An Employee?

Ans. On The Basis Of Salary On The Basis Of Production

On The Basis Of Job Satisfaction On The Basis Of Reduction In Wastage

5. Others

JOB ANALYSIS

15. How Would You Evaluate Your Employee Performance Before And After Training?.

Ans. Productivity Of The Department In Which Employee Is Working

On The Base Of Increase Efficiency

16. Describe The Type Of Equipment You Are Required To Use (For Example, Keyboard

Machinery, Tools Of Trade, Etc.)

69
Ans. Machine Automatic

Computer Others

17. As A Trainer What Are The Steps You Would Undertakes To Make The Long Training

Session Not Boring To The Employees?

Ans. Training With Games. Training With Lecture

Training On The Base Of Demonstration Others

18. Working Type? Please Circle

Ans. Alone Part Of A Team

19. How Could You Ensure That That The Training Is Effective For An Employee?

Ans. On The Basis Of Salary On The Basis Of Production

On The Basis Of Job Satisfaction On The Basis Of Reduction In Wastage

5. Others

JOB ANALYSIS

20. How Would You Evaluate Your Employee Performance Before And After Training?.

Ans. Productivity Of The Department In Which Employee Is Working

On The Base Of Increase Efficiency

21. Describe The Type Of Equipment You Are Required To Use (For Example, Keyboard

Machinery, Tools Of Trade, Etc.)

Ans. Machine Automatic

Computer Others

70
22. As A Trainer What Are The Steps You Would Undertakes To Make The Long Training

Session Not Boring To The Employees?

Ans. Training With Games. Training With Lecture

Training On The Base Of Demonstration Others

23. Working Type? Please Circle

Ans. Alone Part Of A Team

71