A STUDY ON TRAINING NEEDS EFFECTIVENESS AT HELIOS SOLUTIONS LIMITED.

Submitted By

[Link]
(REG .NO:20209631009)

A SUMMER PROJECT REPORT Submitted to the FACULTY OF MANAGEMENT STUDIES

In partial fulfillment of the requirements For the award of the degree Of MASTER OF BUSINESS ADMINISTRATION ANNA UNIVERSITY CHENNAI - 600025. AUGUST 2010

DMI COLLEGE OF ENGINEERING (Affiliated to Anna University) Palanchur, Nazarethpet, Chennai - 602 103. BONAFIDE CERTIFICATE Certified that this project report titled A STUDY ON TRAINING NEEDS EFFECTIVENESS AT HELIOS SOLUTIONS LIMITED is a bonafide work of [Link] (20209631009) was carried out under my supervision. Certified further, that to the best of my knowledge the work reported herein does not form part of any other project report or dissertation on the basis of which a degree or award was conferred on an earlier occasion on this or any other candidate.

Prof. R. DARWIN JOSEPH PROJECT GUIDE

Prof. R. DARWIN JOSEPH HEAD OF THE DEPARTMENT

DECLARATION
I hereby declare that the project work titled A STUDY ON TRAINING NEEDS EFFECTIVENESS AT HELIOS SOLUTIONS LIMITED at Chennai, is a original work done by me and submitted in partial fulfillment of the requirement for the award of MASTER OF BUSINESS ADMINISTATION of Anna university, Chennai.

Place: Chennai Date:20.8.2010 ([Link])

ACKNOWLEDGEMENT
First of all, I wholeheartedly thank the almighty for giving me the opportunity and strength to successfully complete my project.
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I render my sincere gratitude to Founder Rev. Dr. J.E Arul Raj OMI and [Link] Virgin Mary DMI (Superior General) who persuade me to do this project successfully. My special thanks to Sr. Tresa Jahani, DMI for her continuous support and encouragement. I render my sincere gratitude and special thanks to DR. M. Gopal, M.E., PH.D., Principal, D.M.I College of Engineering, Chennai, for giving me an opportunity to undertake this project work. I am very much thankful to DR. SUBBIAH BHARATHI, Dean Academics, for his constant support and encouragement. I also express my sincere gratitude to Prof. R. DARWIN JOSEPH, HOD, Department of Management Sciences for his constant supports and direction for this project. I would like to thank my faculty guide Prof. R. DARWIN JOSEPH, for her valuable guidance ideas and encouragement for the successful completion of the project. I am thankful to the all faculty members of department of management studies who played a great role to make my project a successful one. I also express my deep sense of gratitude to HELIOS SOLUTIONS LIMITED, CHENNAI. I express my heartfelt thanks to HELIOS SOLUTIONS LIMITED and special thanks to Mr. PHILIP JOSHUA ASSEY, manager of HSL who was inspiring me to choose this topic and made me to do my project successfully.

TABLE OF CONTENTS
Serial No Title Page No

CHAPTER 1

1.1 1.2

INTRODUCTION PROFILE OF THE COMPANY OBJECTIVES OF THE STUDY SCOPE OF THE STUDY LIMITATION OF THE STUDY LITERATURE REVIEW CHAPTER-2

07 09 20 21 22 23

1.3
1.4 1.5 1.6

2.1 2.2 2.3

RESEARCH METHODOLOGY DATA COLLECTION DATA ANATYSIS AND INTERPRETATION CHAPTER-3

39 43 47

3.1 3.2 3.3

FINDINGS SUGGESTIONS CONCLUTION APPENDIX BIBILIOGRAPHY

71 72 73

ABSTRACT
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The project has been undertaken to study the training needs Effectiveness of the employees in Helios solutions ltd, hosur and there by to identify the problems to take timely action to improve the training needs. The primary objective of the study, the training need effectiveness of the employees. The secondary objective of the study is to identify the ways to improve the training needs. To conduct the study sample size selected in consolation with the internal guide of the company with the help of the questionnaire primary data were obtained and through statistical tools were used to analysis the data. In the study it has been found that the employees are satisfied with the training given respect to employee learning plan process, training calendar, target achievements, communication, etc. Through the study on identification training needs effectiveness few suggestion given to the company in the areas, like coaching, guiding, training, solving problems related to existing process.

CHAPTER 1 1.1 INTRODUCTION

Every organization needs to have well trained and experienced people to perform the activities that have to be done. If the current or potential job occupant can meet this requirement, training is not important But when, this is not the case, it is necessary to raise the skill levels and increase the versatility and adaptability of employees. Inadequate job performance or a decline in productivity or changes resulting out of training and development efforts. As the jobs become more complex, the importance of employee development also increases. In a rapidly changing society, employee training and development are not only an activity that is desirable but also an activity that an organization must commit resources to if it is to maintain a viable and knowledgeable work force. 'Training', 'education' and 'development, are three terms frequently used. There appears some difference between them. In all 'training' there is some 'education' and in all 'education 'there is some' training. And the two processes cannot separated from 'development'. Training is a process of learning a sequence of programmed behavior. It is application of knowledge. It gives people an awareness of the rules and procedures to guide their behavior. It attempts to improve their performance on the current job or prepare them for an intended job. Development is a related process. It covers not only those activities which improve job performance but also those which bring about growth of the personality, help individuals in the progress towards maturity and actualization of their potential capacities so that they become not only good employees but better men and women In organization terms, it is intended to equip persons to earn promotion and hold greater responsibility. Training a person for bigger and higher job is development. And this may well include not only imparting specific skills and knowledge but also including certain personality and mental attitudes. In this sense, development is not much different from education. 7

Education is the understanding and intervention of knowledge. It does not provide definitive answers, but rather it develops a logical and rational mind that can determine relationships among pertinent variables and thereby character, and understanding of basic principles and develop the capacities of analysis, synthesis and objectivity. Usually, education is outside the scope of an organization's functions. It involves a range of skills and expertise which can be provided only by educational institutions. An organization can and does make use of such institutions in order to support and supplement its internal training and development efforts. "Training is short-term process utilizing a systematic and organized procedure by which non-managerial personnel learn technical knowledge and skills for a definite purpose. Development is a long-term educational process utilizing a systematic and organized procedure by which managerial personnel learn conceptual and theoretical knowledge for general purpose.

COMPANY PROFILE
Introduction
Helios has been providing, innovative, imaginative & ultimate power solution in response to customer needs ever since [Link] from inception the company was engaged in the field of manufacturing.

The key areas in our organization are Research & Development, Administration, and Testing. Marketing and Customer relationship are directly managed by promoters to ensure complete reliability and total quality.

MISSION Our mission is "to utilize the best talent and the best technologies in the power conditioning industry to provide our customer with optional, cost effective solution for their power requirements".

Helios has been providing, innovative, imaginative & ultimate power solution in response to customer needs ever since [Link] from inception the company was engaged in the field of manufacturing. The key areas in our organization are Research & Development, Administration, and Testing. Marketing and Customer relationship are directly managed to ensure complete reliability and total quality. Our mission is "to utilize the best talent and the best technologies in the power conditioning industry to provide our customer with optional, cost effective solution for their power requirements". Helios Solutions Limited promoted and managed by highly qualified peoples who have excellent
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expertise in the field of Power electronics and also who have years.. OUR ORGANISATION HELIOS, top-ranked POWER ELECTRONICS engineering company with headquarters in CHENNAI (INDIA). Together with our partners, we offer and service network. The focus of our attention is to secure the continuous and conditioned electric power supply for critical industrial and commercial applications. Hence we specialize in designing complete solutions, which are mainly used in the oil & gas, petrochemical, chemical, nuclear and conventional power generation industries.

QUALITY & STANDARDS

ISO certified company Customer satisfaction is our main objective: to meet technical specification requirements with cost effective solutions, guaranteeing on time delivery and l post-sales service and support. This is achieved by means of a quality management system which covers all the phases of any job: from quotation stage to engineering and technical documentation issue, from purchasing to production, from testing to commissioning and service support Sub-suppliers are carefully selected and qualified Critical components are preventively tested by our Quality Acceptance Department. The pro-active Quality Management proceeds with a constant surveillance during assembling activities scrupulous performance and functional tests carried out once manufacturing is completed PROJECT MANAGEMENT Our customer oriented project teams treat every project as unique. Each team takes care of the project right from load study, system design, and order through to commissioning. Our project team provides project details, to ensure smooth execution from design to commissioning.

Project team takes care of following: Detailed project schedule Complete set of technical drawings HSL detailing, including installation and operation procedure Drawing approval System inspection and testing at our plant Operation and maintenance manuals Full compliance at the plant during acceptance test Delivery schedule Commissioning requirements

HELIOS SOLUTIONS SUPPORTS

INSTALLATION AND COMMISSIONING

The commissioning procedure guarantees you a secure UPS operation from the very start. If you have opted for a UPS solution from HELIOS, we will support you from the award of the order onwards. Through the design, production, acceptance, delivery, through the installation, up to and including the reliable commissioning. The commissioning is a component part of a correct installation. It guarantees you compliance with the guarantee conditions and secures you an optimized operation according to the HELIOS specifications. The UPS system thereby has a longer service life and its availability will be maximized.

Important points Electrical installation must be completed before carrying out the commissioning Calculate approx. 4 weeks run-up time for this service Speak to our employees about installation support The installation is not included in this service

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Information The HELIOS factory guarantee will become invalid if there are defects in the UPS installation due to incorrect installation by non-authorized personnel Services included in the commissioning program from HSL

Ensuring the correct installation, parameterization and functionality of the operation according to the HELIOS specification Visual inspection Visual inspection of the HELIOS system and the batteries for faults and damage Compliance with the installation conditions Aeration and de-aeration, of the HELIOS system and the battery compartment Compliance with the HELIOS basic conditions according to the HELIOS specification

Checking the installation Inspection of all power and control wiring connections. Inspection of all battery connections Dimensioning of the protective equipment Neutral line and star-point handling

Instruction Instruction in the operation of the HELIOS system Transfer of know-how regarding HELIOS circuit handling or the handling in case of mains power

POST SALES
HSL will draw up a cost-effective battery concept according to your specifications at an on-site meeting. This includes the battery check and diagnosis. Quality batteries HELIOS only makes use of authorized batteries according to ISO

Standard, with a guarantee period .We offer you all the installation work as well as the interruption-free replacement of your old battery system, including the dismantling and professional disposal of your old batteries. This service finally frees you from worrying about unplanned investment and guarantees the maximum availability of the system. Prevention & Maintenance (AMC) The highest possible reliability and availability for your power supply systems The HELIOS Service offers you various service contracts that meet your high requirements from both a technical and economic viewpoint regardless of the area of use and your individual requirements of the quality of the power supply. Our service contracts offer you the highest possible protection for your applications, as well as the maximization of their operating hours (+MTBF) and their service life. In addition, you will also avoid unnecessary failure costs and unplanned standstill time. Information The HELIOS factory guarantee will become invalid if there are defects in in the UPS installation due to incorrect installation by non-authorized personnel.

Important points Every installed UPS system can be included in the service contract Our personnel will agree the service dates with you The conclusion of a Pro-Life and Pro-Partner contract is only possible within the guarantee period or after an audit of the system or a retro-fit.

Battery maintenance for a reliable power supply Every battery is subject to an aging process, and loses its capacity with time. Battery maintenance and monitoring systems have a decisive influence on the availability and reliability of your complete system. They make an early detection of faults possible and, thereby the early planning of any battery replacement that may become necessary. The continuous monitoring immediately signals when the permissible tolerances are exceeded, automatically saves all discharge cycles and
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thereby permits a detailed analysis. Per Call Basics Service call will be attended on call basics for the system which are not covered under warranty and AMC It will be attended within 72 hours on payment request from our service manager.

PRODUCTS

COMMERCIAL ONLINE UPS Helios - HE Online UPS Series - 5 KM to 200 KVA DISCOVERING OR IDENTIFYING THE TRAINING NEEDS : An ONLINE UPS basic design ensures increased reliability by supplying constant, tightly regulated - voltage to the load. Helios offers an online, double conversion UPS system. Helios online UPS system is designed to handle wide input range voltage deviations without causing the battery system to take over the inverter load. This reduces the UPS systems reliance on its battery bank thereby increasing the life of the same Introduction of IGBT - based PMW technology reduces harmonic distortions and increases crest factor tolerance and dynamic stability. IGBT based PMW inverter delivers full rated power at temperatures as high as 45 degree centigrade. Constant current & constant Voltage technology ensures uniform charging of the battery

SPECIAL FEATURES 1 Phase Input Range - 140V - 270V * 3 Phase Input Range - 340V - 480V * Power Device IGBT, IPM RF filter in input & Output. Inverter controlled by micro controller Soft - Start for Inverter and charger.. High frequency PWM Technique in Inverter Converter: Six pulse fully controlled Bridge, Rectifier to improve Converter efficiency 4micro Controller based control circuits Very High Efficiency, very low energy loss Reliability built in, very Long MTBF Multiple options of various configurations Output Virtual Short circuit protection

AUTO RESCUE DEVICE ARD is an emergency rescues system for elevators. IT can be integrant into existing control or as a separate rescues panel . It is a perfect solution especially for modernization projects, but not limited to old panels. In case of a main failure the ARD15 senses the blackout automatically and produces ac with 415v 50hz with battery bank connected to it.

Before the training programme is conducted, it is necessary that the training needs are identified. This means that we should know as to what training inputs are required to be given and to whom. Training need identification can be done through group problem analysis, survey through questionnaires, job analysis, performance appraisal, etc. Providing means other than training helps employee to know his current job whether his skills matches with his current job if not conduct training programme that is suitable for his current job to perform effectively in his tasks.

1.3 OBJECTIVES OF THE STUDY The study is aimed at achieving following objectives.

PRIMARY OBJECTIVES: To know the effectiveness of existing Employee Learning process. SECONDARY OBJECTIVES: To capture the concerns on the existing process. To identify whether training programmes lead to target achievements Effectiveness of training programmes.

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1.4 SCOPE OF THE STUDY

The present study titled is "Identify Training Needs Effectiveness of Spicer India Limited " was conducted only at Hosur unit only. This study covers every department executives and managers. The main aim of the project is to identify strength and weakness of the Spicer India Limited. In this study the researcher has to collect the necessary information from the executives and managers regarding existing training process. The questionnaire and interview schedule method were adopted to find out the training effectiveness prevailing in the company and after analysis the information the researcher will give the proper guidance to improve effectiveness of the concern. Training is short-term process utilizing a systematic and organized procedure by which non-managerial personnel learn technical knowledge and skills for a definite purpose. Identifying training needs is providing means other than training which helps employee to know his current job whether his skills matches with his, job if not conduct training programme which is suitable for his current job to perform effectively in his tasks.

1.5 LIMITATIONS OF THE STUDY

The research was conducted in a limited duration. The sample size was confined to only 25 respondents. The study is restricted only to Chennai, which may not reflect the overall ideas of all the employees.

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1.6. REVIEW OF LITERATURE

M. Grace, Editor, British Dental journal, 64 Wimpol Street, London WIG sys. Mike Grace this Article has looked at the basis of a training needs analysis considering the broad model itself, Thus a TNA is quite simply a way of identifying the existing gaps in either knowledge or ability of the people in the organization to carry out the task that enable them to do their jobs. The process assumes that the jobs people carryout have been defined in order that the business objectives of the organization will be achieved. Thus training needs analysis will ensure people are better able to do their jobs because they have improved their knowledge and their skills in relevant areas.

BY SEP 2001, CONNECTICUT

Connecticut History online will include about 14,000 images, illustrating, diversity, lifestyle, livelihood, environment, and infrastructure in Connecticut between early nineteenth century and the mid- twentieth century. A, new user friendly design, enhanced web pages, online manuals and a photo essay section to provide examples of how visual materials can be used in primary Research will be available at that time. Efforts to raise funds for the support of a full program of teachers workshops continue. Once findings is obtained, a part time education co-ordination will be hired to work with existing education staff to organize workshops current projections suggest that this will take place in the fall of 2001. by that time all 14,000 images will be accessible online the teachers who participate in the workshops will then design new lesson plans and classroom activities to be added to the site. Meanwhile, Connecticut History online will continue to grow current plans encompass the addition of new kinds of primary research materials, including manuscripts and documents, oral Histories and film and video and for the addition of new institutional partners including large and small museums, Historical societies and libraries through the state. This will provide an ever richer context for explorations of Connecticuts past.

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1.6.1

THEORETICAL PERSPECTIVE

Meaning of Training "Training refers only to instruction in technical and mechanical operations. Training courses are typically designed for a short term., stated set purpose." - (Campbell) "Training is the art of increasing the knowledge and skill of an employee for doing a particular job." - (Tripathy) "Training is a learning process which seeks a relatively permanent change in behavior that occurs as a result of experience. - ([Link]) "Training involves changing of skills, knowledge, attitude or social behavior." - (David decenzo & [Link])

1.6.2 TRAINING VS DEVELOPMENT

The process of training and development are often confused. Training means learning the basic skills and knowledge necessary for a particular job or a group of jobs. But development, on the other hand, means growth of the individual in all respects. An organization works for the development of executives in order to enable them, to be effective in performing the various function of management. The use of the terms training and development in today's employment setting is far more appropriate than 'training' alone since human resources can exert their full potential only when the learning process goes far beyond simple routine

1.6.3 OBJECTIVES OF TRAINING

To impart the basic knowledge to the new entrants and enable them to perform their jobs well. To equip the employee to meet the changing requirements of the job and organization. Teach the employees new techniques and ways of performing the job or operations. To prepare employees for higher level tasks and build up a second line of competent managers.

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1.6.4 NEED FOR TRAINING

Training is needed to achieve the following purpose: 1. Newly recruited employees require training so as to perform their tasks effectively. Instruction, Guidance, coaching help them to handle jobs competently without any wastage. 2. Training is necessary to prepare existing employees for higher-level jobs(promotion) 3. Existing employees require refresher training so as to keep abreast of the latest developments in job operations. In the face of rapid technological changes, this is an absolute necessity. 4. Training is necessary when a person moves from one job to another (transfer) 5. Training is necessary to make the employees mobile and versatile. They can be placed on various jobs depending on organizational needs. 6. Training is needed to bridge the gap between what the employees has and what the job demands. Training is to make employees more productive and useful to the organization. The purpose of training is about improvement in the performance of work. It includes the learning of such techniques as are required for the better performance of definite tasks.

1.6.5 IMPORTANCE OF TRAINING

Training makes an employee more useful to the firm, hence there will be fewer accidents, and training improves the knowledge of employees regarding the use of machines and equipments. Training contributes to higher production fewer mistakes, greater job satisfaction and lower labour turnover. Also it enables to cope with organizational, social and

technological change. Effective training is an invaluable investment in the HR of an organization. There is an ever present need for training so that new and changed techniques may be taken advantage and improvement effected in the old methods, which are woefully inefficient.

1.6.6 TRAINING POLICY

Every company or organization should have well-established Training policy. Such a policy represents the top management commitment to the training of its employees and comprises rules and procedures governing the standard of scope of training. A training policy is considered necessary for the following reasons. 1. To indicate a company's intention to develop its personnel, to provide guidance in the framing and implementation of programmes and to provide information regarding programmes to all employees. 2. To discover critical areas where training is to be given on a priority basis. 3. To provide suitable opportunities to the employees for their own betterment.

1.6.7 A SYSTEMATIC APPROACH TO TRAINING

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Training is most effective when it is planned, implemented and evaluated in a systematic way. Unplanned, uncoordinated and haphazard training efforts greatly reduce the learning that can be expected. The table shows three components of a systematic approach to training.

A SYSTEMATIC APPROACH TO TRAINING

[Link] Determine needs Training [Link] Select methods Conduct training 1.6.8 TRAINING NEEDS IDENTIFICATION Before the training programmed is conducted, it is necessary that the training needs be identified. This means that we should know as to what training inputs are required to be given and to whom. Training needs identification can be done through group problem analysis, interviews, survey, through questionnaires, brain-storming, job analysis, performance appraisal, tests, records and reports, etc. Through, the responsibility of training-need-identification is that of the line managers, HRD specialists have to play a greater role in facilitating this purpose. Training needs is a condition where there is a gap between" what is " and " what should be " in terms of incumbents ' knowledge, skills, attitudes, and behavior for a particular situation at one point in time. This gap is called " a problem," which usually occurs when a difference exists between "desired performance " and " actual performance." The needs identification process assists trainers in making sure that they have matched a training program to a training problem. [Link]

training Compare training outcomes against criteria

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Identification of Training Needs Organization of training programme * Organization Analysis * Trainee & Instructor Setting Training Objectives *Evaluation of Training Results Task Analysis * Period ofResource Analysis * Human Training * Training Methods & Material

Design of a training Program

Identification of Training needs must contain three types of analyses a) Organizational analysis b) Operations analysis c) Man analysis a) Organizational analysis It involves a study of entire organization in terms of it objectives, its resources, in order to achieve stated objectives and its interaction pattern with environment. The important aspects that are closely examined in this connection are:

 RESOURCE UTILIZATION ANALYSIS How the organizational resources (human, physical and financial) are put use is the main focus of this study. The contributions of various departments are also examined by establishing efficiency indices for each unit. This is done to find out comparative labour costs, where a unit is under manned or over manned. ENVIRONMENTAL SCANNING Here the economic, political, socio-cultural and technological environment of the organization is examined. ORGANIZATIONAL CLIMATE ANALYSIS The climate of an organization speaks about the attitudes of members towards work, company policies, supervisors, etc. Absenteeism, turnover ratios generally reflect the prevailing employee attitudes. This can be used to find out whether training efforts have improved the overall climate within the company or not. B) TASK OR ROLE ANALYSIS This is a detailed examination of a job, its components, its carious operations and conditions under which it has to be performed. The focus here is on the roles played by an individual and the training needed to perform such roles. The whole exercise is meant to find out how the various tasks have to be performed and what kind of skills, knowledge, attitudes are needed to meet the job needs. Questionnaires, interviews, reports, tests, observation and other methods are generally used to collect job related information from time-to-time. After collecting the information, an appropriate training programmer may be designed, paying attention to 1) performance standards required of employees, 2) the tasks they have to discharge, 3) the methods they will employee on the job and 4) how they have learned such methods, etc.

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c) MAN POWER ANALYSIS Here the focus is on the individual in a given job. There are three issues to be resolved through manpower analysis. First we try to find one whether performance is satisfactory and training is required. Second, whether the employee is capable of being trained and the specific areas in which training is needed. Finally, we needed to state whether to poor performances (who can improve with requisite training inputs) on the job need to be replaced by those who can do the job. Other options to training such as modifications in the job or processes should also be looked int. Personal observation, performance reviews, supervisory reports, diagnostic tests help in collecting the required information and select particular training options that try to improve the performance of individual workers. To be effective, training efforts must continuously monitor and coordinate the three kinds of analysis described above. An appropriate programme that meets the company's objectives, tasks and employee needs may then be introduced. Further, the training needs have to be prioritized so that the limited resource4s that are allocated to fill training gaps are put to use in a proper way. SETTING TRAINING OBJECTIVES: For successful training interventions, the objectives and scope of the course must be clearly defined. This will provide a basis for further development, common agreement and cooperative action on the part of all concerned. DESIGNING AND DEVELOPMENT PROGRAMMES: (ORGANIZATION OF TRAINING PROGRAMME) This will include the course content, duration, timing, and method of training. The technique and process of training programmer should be related to the needs and objectives of the organization. The method adopted will depend upon the training objectives. EVALUATION OF TRAINING AND RESULTS: Objectives of training evaluation is to determine the ability of the participant in the training programme to perform jobs for which they were trained, the specific nature of

training deficiencies, whether the trainees required any additional on the job training, and the extent of training not needed for participants to meet job requirements. 1.6.9 TRAINING METHODS ASSIGNED READINGS: Reading may or may not be specially prepared for training purpose.

CASE DISCUSSION: Real or fictitious cases or incidents are discussed in small groups.

PROGRAMMED INSTRUCTION: (OR TEACHING BY THE MACHINE METHOD) Programmed instruction involves a sequence of steps which are often set up through the central panel of an electronic computer as guides in the performance of a desired operation or series of operation. It incorporates a pre-arranged, proposed, or desired course of proceedings pertaining to the learning or acquisition of some specific skills or general knowledge. A programmed instruction involves breaking information down into meaningful units and then arranging these in a proper way to form a logical and sequential learning programme or package. In such a programmed, knowledge is imparted with the use of a textbook or a teaching machine. The programmed involves: presenting question, facts or problem to the trainee to utilize the information given; and the trainee instantly receives feedback (and sometimes rewards or penalties) on the basis of the accuracy of his answers. CLASSROOM TRAINING OR OFF-THE-JOB METHOD: Training that takes place in a classroom or school setting. "Off-the-job training" simply means that training is not a part of everyday job activity. The actual location may be in the company class-rooms or in places which are owned by the company or in universities or associations which have no connection with the company.

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BRAINSTORMING: Here a problem will be posed and ideas invited from the trainees. Later the ideas will be critically examined. The trainees mental capacity will be calculated and will be treated respectively. Brainstorming frankly fervors divergence and this fact may be sufficient to explain why brain storming is so little used and as yet in developing countries where new solution ought to be the highest premium. It is mutually untried even only, not change in behavior. ROLE-PLAYING: This method was developed by Moreno, a Venetian Psychiatrist. He coined the terms " role-reversal," " socio-drama," psychodramas," and a variety of specialized terms, with emphasis on learning human relation skills through practice and insight into one's own behavior and its effect upon others. It has been defined as "a method of human interaction which involves realistic behavior in the imaginary situations." As Norman Major has pointed out, a "role-playing experience soon demonstrates the gap between "thinking" and 'doing'. The idea of role-playing involves action, doing and practice." LECTURE: Oral presentation of material by the trainer, with limited or no audience participation. Lectures are regarded as one of the most simple way of imparting knowledge to the trainees, especially when facts, concepts, or principles, attitudes, theories and problem-solving abilities are to be taught. The lecture method can be used for very large groups which are to be trained within a short time, thus reducing the cost per trainees.

CONFERENCE: Short meetings (generally one week or less) among technical specialists or

others working in a common field to discuss a particular topic of shared professional interest. May include component activities with explicit learning objectives as well as general sharing of work - related information. In this method, the participating individuals 'confer' to discuss points of common interest to each other. A conference is basic to most participative groupcentered methods of development. It is a formal meeting, conducted in accordance with an organized plan, in which the leader seeks to develop knowledge and understanding by obtaining a considerable amount of oral participation of the trainees. In training conference, the instructor gets the group to pool its knowledge and past experience and brings different points of view to bear on the problem. BUSINESS SIMULATION: Both paper simulation (such as in-basket exercises) and computer-based business "games" are used to each management skills. Business simulation is best illustrated by the topics discussed at meetings of the association for business simulation and experimental learning. For example with attitudes and values to simulation in courses such as accounting, financial analysis, market researching, decision support systems, business policy and strategic management. ON THE JOB TRAINING: The most necessary method of training employees in the skills essential for acceptable for job performance. It is 'Learning by Doing', and it is most useful for jobs that are either difficult to stimulate or can be learned quickly by watching and doing. CD-ROM: CD-ROM technology used to provide combinations of other methods, such as Readings, lecture, and video.

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1.6.10 TYPES OF TRAINING In-house Training. External Training. Self-learning.

IN-HOUSE TRAINING: In-house training is a training program for learning opportunities developed by the organization in which they are used. Training may be required to be provided to employees as part of legislative requirements for industry performance and safety standards or continuing education requirements. However, training may be offered voluntarily by an employer to maintain the competitiveness of the organization. Some of the benefits of in-house training are: Savings on travel, lodging, meals, and other miscellaneous costs. Customization to the specific needs of the organization Opportunity for follow-up after training

EXTERNAL TRAINING: External training is best suited to companies that do not have the resources to provide their own training, but need formal recognition of staff skills (e.g. for licensing requirements). BENEFITS OF EXTERNAL TRAINING: Minimal inconvenience, other than roistering staff to accommodate the training. Training materials are supplied by the registered training organization. The training is nationally recognized. Training through an 'open' program allows staff to interact with people

outside the company. SELF-LEARNING: Self-Learning is a voluntary, Internet-based program that allows employee to evaluate themselves on how well they are able to keep in touch with current issues in present scenario. Helps you to discover an ideal vision of yourself to feel motivated in developing the abilities necessary to get you where you want to be. That is, you see the person you want to be living with the capability necessary to create and sustain the new you. This becomes the source of the energy required to work at the difficult and often frustrating process of change.

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Training needs identification

Skill improvement

CHAPTER 2 2.1 RESEARCH METHODOLOGY: Theoretical framework: The theoretical framework discusses the interrelationship among the variables that are deemed to be integral to the dynamics of the situation being investigated. Dependent Variable Independent Variable Moderate Variable : : : Training needs effectiveness Skill improvement Managerial Expertise

DEPENDENT VARIABLE

INDEPENDENT VARIABLE

MODERATE VARIABLE Dependent variable training needs identification that explains the variance in the independent variable Target achievements. The moderating variable is one that has a strong contingent effect on the independent variable-dependent variable relationship. That is, the presence of a third variable (the moderating variable) skill improvements modifies the original relationship between the independent and the dependent variable.

HYPOTHESIS TESTING: HYPOTHESIS A logically conjectured relationship between two or more variables expressed in the testable statement. 1. NULL HYPOTHESES Category of employment does not significantly influence the effectiveness of Skill Matrix / Performance Appraisal Coach Review / Target on opinion of respondents in respect of effectiveness of training. 2. ALTERNATIVE HYPOTHESES Category of employment does not significantly influence the effectiveness of Skill Matrix / Performance Appraisal Coach Review / Target on opinion of respondents in respect of effectiveness of training. RESEARCH DESIGN: The formidable that follows the task of the defining the research problem is the preparation of the design of the research project, popularly known as the "research design" . Decisions regarding what, where, when, how much, by what means concerning an inquiry or a research study constitute a research design. "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." In fact, the research design is the blue print for collection, measurement and analysis of data. As such the design includes an outline of what the researcher will do from writing the hypothesis and its operational implications to the final analysis of data.

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PURPOSE OF THE STUDY: DESCRIPTIVE RESEARCH: The study is designed as descriptive nature. Descriptive study attempts to obtain a complete and accurate description of the situation. The methodology involved in this design is mostly qualitative in nature producing data. After analyzing the data the researcher attempts to predict the result of certain measures of the management to improve the employees training effectiveness. STUDY SETTING: NON-CONTRIVED STUDY: This research is done in the natural environment where work proceeds normally. EXTENT OF RESEARCHER INFERENCE MINIMAL INFERENCE: The researcher will collect data from the employees through a questionnaire to indicate to what extent training programmes support employees to perform better in their job. UNIT OF ANALYSIS: INDIVIDUAL: The data gathered from each individual and treating each employee's response as an individual data source. TIME HORIZON: One shot or cross-sectional studies: A study is done in which data are gathered just once, perhaps over a period of days or weeks or months such studies are called one-shot or cross-sectional studies.

MEASUREMENT:

Three scales are used for measurement, NOMINAL SCALE: Always used for obtaining personal data such as gender, department, and category. INTERVAL SCALE: Interval scale is used when responses to various items that Measures a variable can be tapped on a 4-point scale. DICHOTOMOUS: Used to elicit a yes or no answers.

39

2.2 DATACOLLECTION METHODS: SOURCES OF DATA: PRIMARY DATA: Information collected first hand by the researcher directly on the variables (employees) SECONDARY DATA: Information gathered from sources already existing, such as collected from company records and books. RESEARCH INSTRUMENT: The research instrument in this case was questionnaire. It was framed with both open ended and close-ended questions. Open-ended questions: Allow the respondents to answer them in any way. Close-ended questions: Make choice among one the respondents select. SAMPLING: Sampling is the process of selective is a sufficient number of elements from the population, so that a study of the sample and on understanding of its properties or characteristics would make it possible for us to generalize such properties or characteristics to the population. SAMPLING PLAN SAMPLE UNIT: SAMPLE SIZE: The sample size was 25.

2.2.1 DATA ANALYSIS TOOLS Tool used for the analysis are as follow Percentage: Percentage analysis refers to a special kind of ratio, percentage are used in making compares ions between two more series of data percentage are used to describe the relationships. Percentage is calculated are follows, = d/n x 100 Where 'd' is the number of the respondents Where 'n' is the base of figure or the sample group Chi- Square: The Chi-Square analysis a statistical measure. In the context of sampling analysis for comparing the variance to a theoretical variance. Sit can be used to determine if categorical data shows comparisons between theoretical population and actual data when categories are used. Percentage Chi-square Interval estimation correlation

Step 1: Define the hypothesis Null hypothesis (Ho): There is no significant relationship between the variables. Alternative hypothesis (H1): There is significant relationship between the variables. Step 2: Specify the value of significance (5%)

41

Step 3: With the sample data find out the chi-square value using the formula X2= (Oij-Eij) /Eij Step 4: Calculate the degree of freedom (df=(r-1)(c-1) Step 5: Calculate the above value of chi-square using the level of significance and degree of freedom. Step 6: Compare chi-square value and table value. Step 7: If chi-square value is greater than the table value of chi-square. Reject Ho else accept it. Correlation Analysis: Correlation analysis measures relationship and testing hypothesis. The correlation co-efficient measures the degree of association between the variables. The correlation could be positive or negative. It involves three main aspects. [Link] the degree of association between variables. [Link] the relationship is significant. [Link] cause and effect relationship Karl pearsons co-efficient of correlation (or simple correlation) This is most widely used method of measuring the degree relationship between two variables. This co-efficient assume the following. [Link] there is linear relationship between the two variables [Link] the two variables are casually which means related which means that one of the variables is independent and the other one is dependent and III.A large number of independent causes are operating in both variables so as to produce a normal distribution. Correlation is off positive & Negative

Positive Correlation If both the variable are varying in the same direction. i.e., if one variable is increasing the other variable is also increasing or if one variable is decreasing the other on an average is also decreasing. The correlation is said to be positive. Negative Correlation On the other hand, the variables are varying in the opposite direction i.e., one variable is increasing and the other is decreasing and vice versa correlation is said to be negative. Interval Estimation: It is a range of value used to estimate population parameter. The formula, which is used to derive the solution as follows. I.E=P1.96 PQ/n P States the number of respondents who has given yes. Q States the number of respondents who has given no. N Number of respondents.

43

2.3 DATA ANALYSIS AND INTERPRETATION TABLE NO: 2.3.1

SHOWS THAT AGE OF EMPLOYEES IN HELIOS SOLUTIONS LIMITED

[Link] RESPONDENTS 27 43 30 100 30% 100% % OF RESPONDENTS 27% 43%

AGE 25 35 35 45 45 55 Total

Interpretation: From the above table, it emphasis that 27% of respondents fit in 25 - 35 age group, 43% of respondents fit in 35 - 45 age group, 30% of respondents fit in 45 - 55 age group, and of employees at Spicer India Limited..

SHOWS THAT AGE OF EMPLOYEES IN SPICER INDIA LIMITED

30%

27% 25 35 35 45 45 55 43%

TABLE NO: 2.3.2

SHOWS THAT EXPERIENCES IN HELIOS SOLUTIONS LIMITED

EXPERIENCE Below 2 years 2 - 5 years Above 5 years Total Interpretation:

[Link] RESPONDENTS 26 19 55 100 55% 100%

% OF RESPONDENTS 26% 19%

From the above table it emphasis that 26% of respondents experience was below 2 years, 19% of respondents experience was between 2 - 5 years, and 55% of respondents experience was above 5 years at Spicer India Limited.

SHOWS THAT EXPERIENCES IN SPICER INDIA LIMITED

60% RESPONDENTS 50% 40% 30% 20% 10% 0% Below 2 years 2 - 5 years Above 5 years 26% 19% 55%

45

TABLE NO: 2.3.3

SHOWS THAT SATISFACTION LEVEL WITH TRAINING CALENDAR CONTENTS

FACTOR To Great extent To Little extent To no Extent Not Applicable Total Interpretation: From the above table it emphasis that there is 21% of respondents say satisfaction with training calendar contents was "To great extent", 65% of respondents satisfaction level was "To Little Extent," 12% of respondents satisfaction level was "To no extent", and 2% with "Not Applicable." SHOWS THAT SATISFACTION LEVEL WITH TRAINING CALENDAR CONTENTS
70% 60% 50% 40% 30% 20% 10% 0%

[Link] RESPONDENTS 21 65 12 2 100 12% 2% 100%

% OF RESPONDENTS 21% 65%

NO. OF RESPONDANTS

To Great extent

To Little extent

To no Extent

Not Applicable

TABLE NO: 2.3.4

SHOWS THAT CLASSIFICATION BASED ON WORK

[Link] RESPONDENTS 70 10 20 100 20% 100% % OF RESPONDENTS 70% 10%

TYPE OF WORK Technical Non-Technical Soft Skills Total

Interpretation: From the above table expresses were 70% of respondents carry out technical work, 10% of respondents carry out non - Technical work, and 20% of respondents carry out work related to soft skills at Spicer India Limited.

CLASSIFICATION BASED ON WORK

20% Technical Non - Technical Soft Skills

10%

70%

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TABLE NO: 2.3.5

SHOWS THAT CLASSIFICATION BASED ON TRAINING

[Link] RESPONDENTS 15 17 40 28 100 40% 28% 100% % OF RESPONDENTS 15% 17%

FACTOR Behavioral Non-Behavioral On-the Job Off-the-Job Total Interpretation:

From the above table explains 15% of respondents underwent behavioral training, 17% of respondents underwent Non-behavioral training, 40% of respondents underwent On-the-job training, and 28% of respondents underwent off-the job training.

SHOWS THAT CLASSIFICATION BASED ON TRAINING

40% 40% 35% 30% 25% 20% 15% 10% 5% 0% 28% 17%

NO. OF RESPONDANTS

15%

Behavioral

NonBehavioral

On-the Job

Off-the-Job

TABLE NO: 2.3.6

SHOWS THAT MODE OF TRAINING PROGRAMME

[Link] RESPONDENTS 40 18 25 17 100 25% 17% 100% % OF RESPONDENTS 40% 18%

FACTOR Lecture Role-Play Workshop Mix of all Total Interpretation:

The above table certifies 40% of respondents has undergone lecture, 18% of respondents have undergone role-play, 25% of respondents has undergone workshop, and 17% has undergone mix of all.

SHOWS THAT MODE OF TRAINING PROGRAMME

45% NO OF RESPONDENTS 40% 35% 30% 25% 20% 15% 10% 5% 0% Lecture Role-Play Workshop Mix of all 18% 17% 40%

25% Series1

49

TABLE NO: 2.3.7

SHOWS THAT EFFECTIVENESS OF TRAINING GIVEN IN ORGANIZATION

[Link] RESPONDENTS 70 27 3 100 3% 100% % OF RESPONDENTS 70% 27%

FACTOR To Great extent To Little extent To no Extent Total

Interpretation: The above table communicates that 70% of respondents say satisfaction with organization training effectiveness was "To Great extent", 27% of respondents satisfaction was "To little extent", and 3% of respondents satisfaction was "To no extent".

EFFECTIVENESS OF TRAINING GIVEN IN ORGANIZATION 27% 3% To Greate extent To Little extent To no Extent 70%

TABLE NO: 2.3.8

SHOWS THAT CLASSIFICATION BASED ON STUDY MATERIAL

[Link] RESPONDENTS 34 52 14 Total Interpretation: The above table accent that 34% respondents say study material used in training are more, 52% respondents say study material used in training are moderate, and 14% are less. 100 14% 100% % OF RESPONDENTS 34% 52%

FACTOR More Moderate Less

CLASSIFICATION BASED ON STUDY MATERIAL 14%

52%

34%

More Moderate Less

51

TABLE NO: 2.3.9

SHOWS THAT SATISFACTION LEVEL WITH TRAINING ENVIRONMENT

[Link] RESPONDENTS 80 15 5 Total Interpretation: From the above table emphasis that 80% of respondents say satisfaction level with training environment was Very good, 15% of respondents satisfaction was good, and 5% with poor. 100 5% 100% % OF RESPONDENTS 80% 15%

FACTOR Very good Good Poor

SATISFACTION LEVEL TRAINING ENVORONMENT

15% 5% Very Good Good Poor

80%

TABLE NO: 2.3.10

SHOWS THAT TRAINING HELPS FOR TARGET ACHIEVEMENT

[Link] RESPONDENTS 30 49 17 4 100 17% 4% 100% % OF RESPONDENTS 30% 49%

FACTOR To Great Extent To Little extent To no Extent Not Applicable Total Interpretation:

From the above table explains 30% of respondents say satisfaction that training helps for target achievement was "To Great extent", 49% of respondents say satisfaction was "To Little extent", 17% of respondents say satisfaction was "to no extent", and 4% with Not Applicable.

SHOWS THAT TRAINING HELPS FOR TARGET ACHIEVEMENT

NO OF RESPONDENTS 60% 50% 40% 30% 20% 10% 0% To Great Extent To Little extent To no Extent Not Applicable 30% 17% 4% 49%

53

Table No: 2.3.11 SHOWS THAT TRAINING HELPS TO DEVELOP CAREER

[Link] RESPONDENTS 53 31 16 0 100 16% 0% 100% % OF RESPONDENTS 53% 31%

FACTOR To Great Extent To Little extent To no Extent Not Applicable Total

Interpretation: From the above table explains 53% of respondents say satisfaction that training helps for career development was "To Great extent", 31% of respondents say satisfaction was "To Little extent", 16% of respondents say satisfaction was "To no extent", and 0% with Not Applicable. SHOWS THAT TRAINING HELPS TO DEVELOP CAREER
53%

NO. OF RESPONDENTS

60% 50% 40% 30% 20% 10% 0%

31% 16% 0%

To Great Extent

To Little extent

To no Extent

Not Applicable

Table No: 2.3.12

SHOWS THAT SATISFIED WITH EXISTING COMMUNICATION PATTERN

[Link] RESPONDENTS 42 48 5 5 100 5% 5% 100% % OF RESPONDENTS 42% 48%

FACTOR To Great Extent To Little extent To no Extent Not Applicable Total Interpretation:

From the above table explains 42% of respondents say satisfaction that existing communication pattern was "To Great extent", 48% of respondents say satisfaction was "To Little extent", 5% of respondents say satisfaction was "To no extent", and 5% with Not Applicable.

SHOWS THAT SATISFIED WITH EXISTING COMMUNICATION PATTERN

50% NO. OF RESPONDENTS 40% 30% 20% 10% 0% To Great Extent To Little extent 5% 5% 42% 48%

To no Extent

Not Applicable

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TABLE NO: 2.3.13

SHOWS THAT QUALITY/DELIVERY OF TRAINING PROGRAMME

[Link] RESPONDENTS 35 54 6 5 100 6% 5% 100% % OF RESPONDENTS 35% 54%

FACTOR To Great Extent To Little extent To no Extent Not Applicable Total Interpretation:

From the above table explains 21% of respondents say satisfaction that Quality/Delivery of training programme was "To Great extent", 65% of respondents say satisfaction was "To Little extent", 12% of respondents say satisfaction was "To no extent", and 2% with Not Applicable.
SHOWS THAT QUALITY/DELIVERY OF TRAINING PROGRAMME
NO. OF RESPONDENTS 60% 50% 40% 30% 20% 10% 0% To Great Extent To Little extent To no Extent 6% 5% Not Applicable 35% Series1 54%

TABLE NO: 2.3.14

SHOWS THAT TRAINING HELPS TO DEVELOP CAREER

[Link] RESPONDENTS 75 21 4 100 4% 100% % OF RESPONDENTS 75% 21%

FACTOR Fully Partially Not at all Total Interpretation:

From the above table it explains that 75% of respondents say satisfaction that training as good learning environment fully, 21% of respondents satisfaction was Partial, and 4% Not at all.

TRAINING AS GOOD LEARNING ENVIRONMENT

4% 75% 21% Fully Partially Not at all

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TABLE NO: 2.3.15

SHOWS THAT USE OF AUDIO VISUAL AIDS DURING TRAINING

[Link] RESPONDENTS 80 10 10 0 100 10% 0% 100% % OF RESPONDENTS 80% 10%

FACTOR To Great Extent To Little extent To no Extent Not Applicable Total INTERPRETATION:

From the above table explains 80% of respondents say satisfaction that use of audio visual aids during training was "To Great extent", 10% of respondents say satisfaction was "To Little extent", 10% of respondents say satisfaction was "To no extent", and 0% with Not Applicable.
SHOWS THAT USE OF AUDIO VISUAL AIDS DURING TRAINING
80% 80% 70% 60% 50% 40% 30% 20% 10% 0% [Link] RESPONDENTS

10%

10%

0%

To Great Extent

To Little extent

To no Extent

Not Applicable

TABLE NO: 2.3.16

SHOWS THAT IMPLEMENTING TRAINING ACQUIRED IN JOB

[Link] RESPONDENTS 75 25 Total Interpretation: From the above table it can be inferred that 75% of respondents felt that implementing training acquired in job. 100 100% % OF RESPONDENTS 75% 25%

FACTOR Yes No

SHOWS THAT IMPLEMENTING TRAINING ACQUIRED IN JOB

25% Yes No 75%

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TABLE NO: 2.3.17

SHOWS THAT TRAINING PROGRAMME RECOMMENDED TO CONDUCT

[Link] RESPONDENTS 15 60 25 100 25% 100% % OF RESPONDENTS 15% 60%

FACTOR Awareness Technical Safety measure Total Interpretation:

From the above table it emphasis that 15% training programme recommended to conduct by management for awareness, 60% for Technical and 25% for safety.

TRAINING PROGREMME RECOMMENDED TO CONDUCT 25% 15%

Awareness Technical Safety Measures

60%

CHI SQUARE TEST

Table : Skill Matrix /PACR/ Target is effectiveness (Category Wise) FACTOR CATEGORY OF EMPLOYMENT E1 - E3 To great extent To little extent To no extent Not applicable Total 11 23 2 1 37 E4 E7 18 21 5 0 44 M1 & Above 6 11 2 0 19 55 9 1 100 35 Total

Null Hypotheses = Category of employment does not significantly influence the effectiveness of Skill Matrix / PACR / Target on opinion of respondents in respect of effectiveness of training. Alternative Hypotheses = Category of employment does significantly influence the effectiveness of Skill Matrix / PACR / Target on opinion of respondents in respect of effectiveness of training. Table: CALCULATION FOR ABOVE TABLE O 11 18 6 23 21 11 2 5 2 1 0 E 12.95 15.4 6.65 20.35 24.2 10.45 3.33 3.96 1.71 0.37 0.44 (O-E) -1.95 2.6 -0.65 2.65 -3.2 0.55 -1.33 1.04 0.29 0.63 -0.44 (O-E)2 3.84 6.76 0.42 7.02 10.24 0.30 1.76 1.08 0.08 0.39 0.19 0.43 0.06 0.34 0.41 0.02 0.52 0.27 0.04 1.05 0.43 (O-E)2/E 0.29

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0.19 TOTAL

-0.19

0.03

0.15 4.01

2 = (O-E) 2/E = 4.01 Table Value at 5% level [r-1] [c-1] df [4-1] [3-1] df [3][2] = 6df 6df = 12.59 Calculated value = 4.01 Table value = 12.59 at 5% level of significance Degree of Freedom = 6 Calculated value is less than the tabulated value (4.01 <12.59) Hence, Null Hypotheses accepted. Since the calculated value is less than the table value, the null hypothesis has to be accepted. There is a significant difference between Category of employment and effectiveness of Skill Matrix / PACR / Target.

Calculation Showing interval estimation.

AIM: To find the implementing training acquired method of job. Gives: P States the numbers of respondent who has given yes. Q States the numbers of respondents who has given No. = P 1.96 PQ n yes = 100 No = 0 75 P = 100 25 q = 100 (0.75)0.25) = 0.75 1.96 100 0.1875 = 0.75 1.96 100 = 0.75 1.96 0.00187 = 0.75 1.96 (0.04) = 0.75 0.0784 = 0.8284, 06716 Conclusion : The implementing training acquired method of job lies between 0.8284 to 06716 = 0.25 = 0.75

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Calculation of Correlation :
Correlation between the training gives by the orgainsation is effective and training environment in the orgainsation. Training given by the Organization taken as X Training environment in the organization taken as Y X 70 27 3 100 = Y 80 15 5 100 XY 5600 405 15 6020 NXY - X.Y NX2 (X)2 = NY2 (Y)2 X2 4900 729 9 5638 Y2 6400 225 25 6650

3(6020) - (100) ( 100) 3(5638) (100)2 3(6650) (100)2

18,060 - 10,000 16914 10,000 19950 10,000

= 6914 = = = 0.972

8060 9950 8060 (83.15) (99.75) 8060 8294.21 = 0.972

Result = :

Thus relation between the training given by the Organization and training

Environment in the Organization are positively correlated.

APPENDIX

QUESTIONNAIRE
I,[Link] doing my MBA final year in DMI College Of Engineering. As a part of my curriculum I have to do a project work. So, I am doing a study on "Training needs effectiveness" followed in your organization. I request you to spare a few minutes in filling up this questionnaire to enable me to carry out this study. Thanking you, [Link] Read this questionnaire carefully and kindly choose the one. Which you feel is appropriate. NAME OF THE EMPLOYEE: AGE EXPERIENCE 1. a. b. c. 2. a. b. c. d. 3. a. b. c. d. 4. : : Technical Non- Technical Soft Skills Behavioral Non Behavioral On the Job Training Off - the Job Training Lecture Role - Play Workshop Mix of all Type of work carried out includes.

Type of training you recently underwent

What in the mode through which the training programmed in given.

How do you feel the training given by the organization is effective ? a. To great extent b. c. To Little extent To No extent

5.

Study material used for the training is a. More 65

b. c. 6.

Moderate Less

How do you feel training environment in your organization is a. Very good b. c. Good Poor

7.

8.

Are you satisfied with training calendar content a. More satisfied b. Satisfied c. Dissatisfied d. More dissatisfied Training helps you to achieve target a. To great extent b. c. d. To Little extent To No extent Not applicable

9.

Training helps you to develop your career a. To great extent b. c. d. To little extent To no extent Not applicable

10.

Are you satisfied with existing communication pattern a. More satisfied b. Satisfied c. Dissatisfied d. More dissatisfied Overall I feel this training has been a good learning experience a. Fully b. c. Partially Not at all To great extent To little extent To no extent Not applicable

11.

12.

Audio visual aids are used in the training programme are effective a. b. c. d.

13.

Are you implementing training acquired methods at your jobs. a. b. Yes No.

14.

What type of training programmes you recommend the management to conduct ? a. b. c. Awareness Technical Safety measures THANK YOU.

15.

About quality or delivery of training programmes a. b. c. d. To great extent To Little extent To no extent Not applicable

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CHAPTER 3

3.1 FINDINGS
43% of Respondents are between 25 35 years of Age. Majority (55%) of the Respondents are having above 5 years of experience. 65% of the Respondents satisfaction level regarding Training calendar contents were to Little Extent. 70 % of the Respondents carrying technical based to work. Majority (60%) of the Respondents underwent on the job Training. 40 % of the Respondents has undergone lecture based Training. 70% of the Respondents said they are greatly satisfied with their Training. 52% of the Respondents said that they are using the study material moderately during training programme. 80% of the Respondents are very much satisfied with Training environment. 49% of the Respondents are somewhat satisfied with their Target achievement after Training given to them. 53% of the Respondents said that the Training programme greatly helps to them develop career. 48% of the Respondents are somewhat satisfied with the Existing communication pattern. 54% of the Respondents are satisfied with the quality of Training programme. 75% of the Respondents said that the Training helps them fully to develop their career. 75% of the Respondents implement their Training acquired in Job in their Real Job condition. 80% of the Respondents are greatly satisfied with the Audio Visual Aids given provided by the organization during Training

period. 60% of the Respondents said that their Management gives Training relating to Technical development of employees. .

3.2 SUGGESTIONS
The Organisation should restrict to a maximum of two programmes per year. Then only it is easy for the employees to learn their without confusion. In-depth training cum practical programme needs to be organized to make them expert in their field. Due to Technological changes additional modules like advanced manufacturing systems can be added in the programme list. So that the employees acquire knowledge ins such areas. The Organisation has to link the organization objectives with individual during training program. Its is used to develop both the organization and individual simultaneously. Through the Technology bulletinonth / quarter /anniversary awards that will motivate the employees to perform well in Training. During training program the organization has to appraise the employee. Intranet and Internet facilitate should be provided for self-learning. It saves the time of superiors.

69

3.3. CONCLUSIONS
From the research, the researcher found that before the training programme is conducted it is necessary that the training needs must be identified. This means that the employer should know before training. what training inputs are required to be given and to whom, type of programme name duration of class etc. The researcher analyses the primary data and found that the existing training programme followed in Spicer India Limited is satisfactory. But the oganisation has to improve or introduce latest technologies for conducting training program. It helps to update the knowledge of employees related to their job even though the training program are well planed and executed by training manager, It is found that the employees are some what satisfied with the training program. When It is related to their job so the organization should consult the employee related and job development thus will make the training program more effective.

BIBILIOGRAPHY
Stephen [Link].(2002)organization Behavior, Prentice Hall, Ninth edition. [Link].(2002) Human Resource and Personnel Management: text and cases. Tata McGraw-Hill Publications. Kothari C.R. (1990) Research Methodology methods and Techniques Vishwa Prakashan A Division of New Age International Limited, second edition.

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