project report deouttam kumar singh smu on bhel t & d

EXECUTIVE SUMMARY

By : Narendra Kumar

The Project report on “TRAINING & Development of Employees in Romsons

Scientific & Surgical Industries AT AGRA” is an attempt to find out new areas

of development through which business can be generated for the company.

Lets understand the meaning of the of the project title, employee and employer

base means the group of employees and/or employer that a HR relation in the

company.

A future aspect means something that will exist or happen in times to come which

will an appearance to the eye or mind.

Auto industry is going a long way in developing, formulating and implementing

promotional strategies to cope up with the tough competition. Strategies are

formulated not only keep up with cut throat competition but also to meet the highly

volatile consumer preferences.

The analysis revealed that most of the customers were motivated by the gifts

provided by the subscriptions rather than the price reduction. Thus it brought out

that gifts play a key role in the success of promotional schemes.

The market survey was conducted to confirm the facts revealed by the sales data

analysis vindicated that the speculations were true since most respondents agreed

to that they were motivated by the gifts, especially by the brand value and utility of

it

Hence from the findings of the Human Resources Department and by different

analysis performed effective strategies has been formulated and proposed which

might be useful in devising the future strategies for Hero Honda two wheeler sale

and promotion at Agra.

Introduction

Objective

Research methodology

Training

Development

Analysis and Interpretation

Findings

Suggestions

Conclusion

Appendix

Bibliography

As part of our curriculum, I did my research project on study of training and

development. This analysis has given me great insight to the behavior and

attitude of people at work. To understand their needs & aspirations at work

I conducted a survey & analyzed to have a platform to work on. You will

have a view to it in the project.

Never did it occur to me before doing this study the small things such as

training could be reasons of people leaving the organization.

“TRAINING & Development of Employees in Romsons Scientific & Surgical

Industries AT AGRA” is the topic of my project.

I selected Romsons Scientific & Surgical Industries, AGRA as the

organizations under study. Romsons Scientific & Surgical Industries AT

AGRA in terms of profits, assets, & employees. It offers a wide range of

scientific and surgical products corporate & retail customers through

delivery channels & through its specialized subsidiaries.

I am hopeful that anybody, who reads my project, will enjoy it as much as I

enjoyed doing it.

Company Profile

A pioneer and a leaderOne of free India’s earliest, most critical revolutions took place in 1952 in the field of

healthcare.

At a time when most patients were vulnerable and many succumbed to infection caused

by re-usable medical devices, Romsons stepped forward with a pioneering

breakthrough – the concept of disposable medical and surgical devices.

Today, over half a century later, the culture of disposable medical devices is well

established and Romsons has entrenched itself as the pre-eminent brand in the

business –a pioneer and a leader. An INR 1.80 billion, professionally-managed

enterprise. A global player with a presence in 65 countries. A product portfolio that’s 100

products strong. A retail footprint across geographies – with a 810-plus distributor

network in India and abroad. Most significantly, the name Romsons continues to inspire

trust – for unsurpassed quality, innovation and safety of its products.

Romsons Group of Companies

Romsons International, Agra, India

Romsons International (Unit-II), Noida, India

Romsons Scientific & Surgical Industries Pvt. Ltd.

Romsons Juniors India

Romsons Medicons

Raj Vijay Corporation

A product for every need? Well, almostWe have the largest product portfolio in the industry (100 products in over 600 sizes),

which caters to almost the entire spectrum of patients need. Designed and

manufactured to deliver maximum performance and safety, Romsons is the last word in

quality. This has earned us the recognition of our peers in the industry. Be it an award

from the Chamber of Commerce in India for outstanding export performance or the

special recognition instituted by MSME, Government of India, our pioneering work has

been universally appreciated.

Winning the trust of the best in the worldWhat has earned us the loyalty of the most demanding customers in the world? What

gives us the edge to deliver greater value to customers? Firstly, our experience (over 50

years) in understanding a patient’s needs and a doctor’s requirements. Secondly, our

first-hand knowledge of designing and developing products. Thirdly, the unquestioned

integrity of our products. But most importantly, our ability to serve the emerging needs

of our customers with speed and agility.

Little surprise that, Romsons products are being exported to developed and emerging

markets in over 65 countries. We also regularly participate in international industry trade

fairs like Medica (Germany), Hospimedica (Singapore), Arab Health (UAE), FIME (USA)

amongst others.

R&D – the driving forceOur mission is to create products that promote healing, well-being and safety of

patients. To realize this objective, we have an active, cutting-edge research and

development programme – the driving force behind the ingenuity and reliability of our

products. The quality of our R&D infrastructure is matched by the quality of our research

professionals – and in both respects, we are second to none.

Our R&D, marketing and production teams work closely with customers to continuously

improve existing products and research new solutions in light of changing customer

needs and market dynamics. This capability – our core competence – has given us a

distinct edge and kept us a step ahead of our peers for over 50 years.

Good Manufacturing Practices (GMP)Our manufacturing plant conforms to GMP, a WHO proprietary benchmark. The

discipline of this standard is evident in the physical ambience of our plant, the air and

water quality, manufacturing technology, packaging and the sterilization process.

Ambience: Special micro and HEPA filters at all air handling units ensure minimal

contamination in the manufacturing areas. Micro-organism and particle concentration

levels are carefully monitored by the micro-biological labs to keep these levels within

safe limits. Employees undergo periodic medical checkup to maintain high standards of

health and hygiene. All clean rooms are provided with three step change rooms and air

showers at the entrance to ensure a dust-free environment.

Manufacturing plant: We have taken great care to source up-to-the-minute, frontline

technology. The result? We are able to produce moulding and extrusion of components

and tubings with precision and within close tolerance. The superior assembly and

packaging machines ensure repeatability and consistency in product quality.

Packaging and sterilization: Our products are packed to ensure minimal risk of

contamination or damage during transportation. We use Ethylene Oxide gas to sterilize

the products, as per EN 550/ISO 11135 standards. The entire process is automated and

computerized. Each batch is well documented for the sterilization cycle and released for

dispatch after written approval of a senior Quality Assurance official.

Towards zero-defect qualityWe are a Total Quality corporation, whose overarching goal is to manufacture zero-

defect products. That’s why, we have meticulously planned and built a series of multiple

online and manual quality control measures into each stage of raw material

procurement, manufacturing and packing cycle. Our Quality Control standards conform

to ISO 9001:2000, ISO 13485:2003 and the European Medical Device Directive

93/43/EEC certifications. As a result, we have been authorized to label our products

with the prestigious CE mark – a testimony of the world-class quality of our products.

Empowering people to excelWe provide a professional work environment that nurtures the pioneering spirit and

leadership qualities of our employees. Our employees are encouraged to be self-

motivated, think out-of-the-box, value excellence and bond with each other as

committed team players. All across our corporation, our teams function with the

flexibility, speed and decisiveness of people in any global corporation. In the final

analysis, it is our people who have made Romsons what it is today: a pioneer and a

leader.

OFFICE & WORKS:

ROMSONS INTERNATIONAL62 Industrial EstateNunhai, Agra-282006India

ROMSONS INTERNATIONAL Unit-II59J(C) Noida Special Economic Zone,Noida Dadri Road, Phase-IINoida-201305 (U.P.) India CORPORATE OFFICE:

4/1 East Patel NagarNew Delhi-110008India

Communication

Tel: +91 - 562 2280720, 2280730Fax: +91 - 562 2280700, 2280600

Email: [email protected]

Our Mission

To make a mark in our chosen area, by being ever abreast of new possibilities. To anticipate the needs of our customers and end users and to translate their requirements into meaningful products. To create, innovate and produce excellence through a philosophy of uncompromising dedication at every level of function. To nurture a lasting relationship with our distributors- our partners in growth, through empathic

understanding and mutual respect. To leverage our human resources by recognizing and rewarding talent, to create an ethos of perfectionism.

Winning the trust of the best in world

What has earned us the loyalty of the most demanding customers in the world? What gives us the edge to deliver greater value to customers? Firstly, our experience (over 50 years) in understanding a patient’s needs and a doctor’s requirements. Secondly, our first-hand knowledge of designing and developing products. Thirdly, the unquestioned integrity of our products. But most importantly, our ability to serve the emerging needs of our customers with speed and agility. Little surprise that Romsons products are being exported to developed and emerging markets in over 65 countries.

A product for every need? Well, almost

We have the largest product portfolio in the industry (100 products in over 600 sizes), which caters to almost the entire spectrum of patient need. Designed and manufactured to deliver maximum performance and safety, Romsons is the last word in quality. Most significantly, the name Romsons continues to inspire trust - for unsurpassed quality, innovation & safety of its products.

http://www.romsons.com/international/ROMO_SEAL.html#pointer

http://www.romsons.com/international/UROMETER_500.html#pointer

http://www.romsons.com/international/YANKAUR_SUCTION_SET.html#pointer

http://www.romsons.com/international/THORACIC_DRAINAGE_CATHETER.html#pointer

http://www.romsons.com/international/SALEM_SUMP_TUBE.html#pointer

http://www.romsons.com/international/R-5.html#pointer

The objective of the study during this research project was as follows-

To measure the effectiveness of training & development program in both the

organizations.

To find out the difference in the attitude of employees of both the organizations

towards training & development.

To assess the future requirement for training & development in both the

organizations.

The method adopted for carrying out any project is called as Research methodology.

For this project the study is conducted among the employees of two banks (SBI and

ICICI bank).

Research methodology used in this project is based on following factors :

Sources of data – Primary (questionnaire) and secondary data (information

regarding both organizations through internet & booklets).

Data collection method & techniques – Questionnaire and interviews.

Sampling plan –

Target population – All the employees of SBI, Agra and ICICI Bank,

Agra.

Sampling unit - One employee of SBI & one employee of ICICI Bank.

Sampling method – Random sampling.

Sample size – 50

Area of population – SBI, Agra & ICICI bank, Agra.

Training is a process of learning a sequence of programmed behavior. It is application

of knowledge & gives people an awareness of the rules and procedures to guide their

behavior. It attempts to 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 & actualization of their potential capacities so that they become not

only good employees but also better men & women. In organizational terms, it is

intended to equip persons to earn promotion and hold greater responsibility. Training a

for a bigger and higher job is development. In addition, this may well include not only

imparting specific skills and knowledge but also inculcating certain personality and

mental attitudes.

Training is a short-term process utilizing a systematic & organized procedure by which

non-managerial personnel learn technical knowledge & skills for a definite purpose.

Development is a long-term process educational process utilizing a systematic and

organized procedure by which managerial personnel learn conceptual and theoretical

knowledge for general purpose.

Training refers to instruction in technical and mechanical operations, while development

refers to philosophical & theoretical educational concepts. Training is designed for non-

managers, while development involves managerial personnel.

Training & Development differ in four ways:

"What" is learned?

"Who" is learning?

"Why" such learning takes place &

"When" learning occurs

The difference may be stated thus:

Learning dimensions Training DevelopmentWho? Non-managerial

personnelManagerial personnel

What? Technical & mechanical operations

Theoretical, conceptual ideas

Why? Specific job-related purpose

General knowledge

When? Short term Long-term

Need for basic purposes of training

1. To increase productivity-Instruction can help employees increase their level of

performance on their present assignment. Increased performance often directly

leads to increased operational productivity and increased company profit.

2. To improve quality- Quality increases may be in relationship to a company

product or service, or in reference to the intangible organizational employment

atmosphere.

3. To help a company fulfill its future personnel needs- when the need arises,

organizational vacancies can more easily be staffed from internal sources if a

company initiates and maintains an adequate instructional program for both its

non-supervisory & managerial employees.

4. To improve organizational climate- Increased morale may be due to many

factors, but one of the most important of the most important of these is the current

state of an organization's educational endeavor.

5. To improve health & safety- Proper training can help prevent industrial accidents.

A safer work environment leads to more stable mental attitudes on the part of

employees.

6. Obsolescence prevention- T&D programs foster the initiative & creativity of

employees & help to prevent manpower obsolescence, which may be due to age,

temperament or motivation, or the inability of a person to adapt him to

technological changes.

7. Personal growth-

An increased use of technology in production.

Labor turnover.

Employment of inexperienced labors.

Old employees need refresher training to enable them to keep abreast of

changing methods.

Enabling employees to do the work in a more effective way.

Reducing grievances and minimizing accident rates.

Maintaining the validity of the organization & raising the morale of the

employees.

Importance of trainingTraining is the corner stone of sound management, for it makes employees more

effective & productive. It is actively and intimately connected with all the personnel or

managerial activities. It is an integral part of the whole management program, with all its

many activities functionally inter-related.

There is an ever present need for training men so that new and changed techniques may be taken

advantage of and improvements affected in the old methods, which are woefully inefficient.

Training is a practical and vital necessity because it enables employees to develop & rise within

the organization, and increase their "market value", earning power and job security. It moulds the

employees ' attitudes and helps them to achieve a better co-operation with the company and a

greater loyalty to it. Training, moreover, heightens the morale of the employees, for it helps in

reducing dissatisfaction, complaints, grievances & absenteeism reduces the rate of turnover.

Training is a widely accepted problem-solving device.

Steps in training programs

Discovering or identifying training needs( through organizational operations manpower

analysis)

Getting ready for the job

Preparation of the learner

(create, desire & prepare accordingly)

Presentation of operations & knowledge

(Application of training techniques)

Performance try-out

Follow-up

(rewards and feedback)

Objectives of employee training

The overall objective of training program is to fill in the gap between the existing and the

desired level of knowledge, skills and aptitudes. Objectives of training express the gap

between the present and the desired performance levels. A well designed training

program improves the personnel qualitatively. The main objectives of training may be

defined as follows-

1. To impart basic knowledge- To impart the entrants the basic knowledge and

skills required for efficient performance of definite tasks. It increases the skill,

knowledge and operative competence of the employee, which help to increase

the level of performance.

2. To function more effectively in their present position- It assists the

employees to function more effectively in their present positions by exposing

them to the latest concepts, information and techniques and developing the skills

required performing their job in a better way.

3. To build up second line of competent officers- Whenever there is a change in

a job position, the new incumbent from within can occupy the position more

confidently.

4. To broaden the minds of senior managers- It corrects the narrow outlook

caused by the over specialization.

5. To reduce supervision- It reduces the degree of supervision and makes the

workers more independent & more responsible. It reduces cost of production and

cost of supervision.

6. To improve the organizational environment- The purpose of training is to

generate an improved organizational environment. Proper training reduces

industrial accidents. Proper & safer living and working environment leads to more

stable mental attitude on the part of the employees. It reduces the rate of

absenteeism and labor turnover.

Principles of training

A sound training program must possess the following characteristics:

1. The training program should be designed so as to achieve pre-determined

objectives and needs of the organization.

2. Training program should be less expensive.

3. Training program should be developed for all in the organization and not for a

particular group.

4. Training program should be pre-planned and well organized, taking in view the

objectives of training program.

5. Training program should be designed according to size, nature and financial

position of the concern.

6. the program should be conducted by a senior and experienced supervisor or

executive of the concern or by training director who is in charge of the training

section under personnel department.

7. Theoretical and practical aspects of training should be given consideration while

preparing a training program.

8. Training program should be designed taking in view the interests of both

employer and employees.

9. The purpose of training is to develop the men and therefore more than one

method may be followed for different groups.

10.The program should be flexible enough so that it may be adjustable to the

changing circumstances.

11. Training should be followed by a reward, so that employees may be motivated.

12.Sufficient time should be provided to practice what the employees have learned.

13.The trainee should be provided with 'feedback' on the progress he is making in

utilizing the training he has received.

Evaluation of effectiveness of training and management

development programs

Evaluation is an essential feature of all programs for the training of employees. The

concept of evaluation is most commonly interpreted in determining the effectiveness

of program in relation to its objectives. Management invests in training programs of

the employees only with the expectation to see some tangible benefits derived there

from. Evaluation can be done from various purposes. Objectives of training

evaluation is to determine the ability of the participant in the training program to

perform jobs for which they were trained, the specific nature of the training

deficiencies, whether the trainees required any additional on the job training, and

extent of training not needed for the participants to meet the job requirements.

Evaluation of the training program may be done as follows:

1. To increase the effectiveness of the training programs while it is going on.

2. To increase the effectiveness of the programs to be held next time.

3. To find out to what extent the training objectives are achieved.

4. To help participants to get feedback for their improvement and efficiency.

Evaluation of the training must be based on the following principles:

Evaluation specialist must be clear about goals and purposes of

evaluation.

Evaluation must be continuous.

Evaluation must be specific.

Evaluation must provide the means and focus for trainers to be able to

appraise themselves, their practices, and their products.

Evaluation must be based on objective methods and standards.

Realistic target dates must be set for each phase of the evaluation

process. A sense of urgency must be developed, but deadlines that

are unreasonably high will result in poor evaluation.

There are various approaches to training evaluation. To get a valid measure of

training effectiveness, the personnel manager should accurately assess trainee's

job performance two to four months after completion of training. The four basic

categories of outcomes can be measured

Reaction: Evaluate trainee's reaction to the program.

Learning: Did the trainee learn the principles, skills and fact that the supervisor

or trainer wanted him to learn?

Behavior: Whether the trainee's behavior on the job changed because of the

training program?

Results: What final results have been achieved?

Training course

Training may range from highly specified instruction in the procedures to be

adopted while performing a particular job to every general instruction concerning

the economy and society. Training courses in general areas usually aim at

making an employee a rounded individual, a happier worker and a good citizen,

and at training him for "larger responsibilities" and future advancement. Such

training exerts a remarkable influence on production and labor. From the

employees point of view, output would increase with decrease in cost of

production. From the point of view of labor, the employees' morale would

improve; so would the rate of turnover, excessive absenteeism and accidents

reduce. Training programs are no doubt expensive; but their worth to a growing

concern cannot be over-emphasized.

Training in general areas is given in such subjects as general and home

economics, basic English, instruction in better writing and report drafting, reading

using gauges, the operation of machines, public speaking and public relations,

selling and communication with people.

Support material for training

A variety of equipments are utilized to impart effective training. These are:

1. Lectures, conferences, seminars and staff-meetings, demonstrations, and short

courses, through coaching.

2. Role-playing and job rotation.

3. Case or project studies and problem-solving sessions.

4. Use of pamphlets, charts, brochures. booklets, handbooks, manuals etc.

5. graphs, pictures, books, slides, movies, projectors, film strips, tape recorders.

6. Posters, displays, notice and bulletin boards.

7. Reading rooms and libraries where specified books and journals are maintained

for reference and use.

8. Under-study and visits to plants.

9. Correspondence courses under which knowledge about business law, statistics,

industrial management, marketing, offices procedures, retailing and many other

similar subjects may be imparted.

10.Teaching machines.

11.Membership of professional or trade associations, which offers new techniques

and ideas to their members.

Training period

The duration of training varies with the skill to be acquired, the complexity of the subject, a trainee's

aptitude and ability to understand, and the training media used. Generally a training period should

not be unduly long; if it is, trainees may feel bored, uninterested. The ideal session should not go

beyond 2to 3 hours at a stretch, with a break in between two sessions. If convenient, employees

may be trained for a week or a fortnight for an hour or two, every day after work hours.

The training period may extend from 3 weeks to 6 months or even more,

depending upon the job requirements. The physical location of the program should

be in pleasant surroundings away from the noise and tension of the work place.

Training for different employees

Employees at different levels require training. Unskilled workers require training

in improved methods of handling machines and materials to reduce the cost

production and waste and to do the job in the most economical way. Such

employees are given training on the job itself; and the training is imparted by their

immediate superior officers.

Semi-skilled workers require training to cope with the requirements of an industry

arising out of the adoption of mechanization, rationalization and technical

processes. These employees are giving training either in their own sections or

departments, or in segregated training shops where machines and other facilities

are usually available. Training is usually imparted by more proficient workers,

bosses or inspectors, Training methods include instruction in several semi-skilled

operations because training in one operation only creates difficulties in

adjustments to new conditions, lend the color of specialization to a job and

makes work somewhat monotonous for an individual.

Skilled workers are given training through the system of apprenticeship, which

varies in duration from a year to three or five years. Such training is also known

as tradesman or craftsmen training, and is particularly useful for such trades in

industry which require highly sophisticated skills- as in carpentry, drilling, boring,

planning etc. Such programs are usually conducted in training centers and

industry itself.

Supervisory staff needs training most, for they form a very important link in the

chain of administration. The training programs for supervisors must be tailor-

made to fit the needs of an undertaking. Their training enables supervisors to

cope with the increasing demands of the enterprise in which they are employed

and to develop team spirit. Supervisors' training may include the supply of

necessary reading material, job rotation to give them a wide- in plant experience,

holding of staff meetings, visits to other industrial units, participation in the work

of other departments, lectures and teaching, role-playing, case studies and

conferences.

Training methods/ techniques

ON THE JOB DEMONSTRATION APPRENTICESHIP OTHER TRAINING

AND EXAMPLES METHODS

VESTIBULE SIMULATION CLASSROOM

METHODS

ASSOCIATIONS

AUDIO-VISUAL

AIDS

LECTURES CONFERENCES

Classification of training methods

CASE STUDY

ROLE-PLAYING

PROGRAMMED

INSTRUCTION

On-the-job- training

It is the most common, the most widely used and accepted, and the most necessary

method of training employees in the skills essential for acceptable for job performance.

An employee is placed in a new job and is told how it may be performed. It is primarily

concerned with developing in an employee a repertoire of skills and habits consistent

with the existing practices of an organization, and with orienting him to his immediate

problems. Employees are coached an instructed by skilled co-workers, by supervisors,

by the special training instructors. They learn the job by personal observation and

occasionally handling it. There are variety of OJT methods, such as ‘coaching' or

‘understudy’; ‘job rotation’; and special assignments.

Job instruction training(JIT)

This method requires skilled trainers, extensive job analysis, training schedules, and

prior assessment of the trainee’s job knowledge. This method is also known as “training

through step-by-step learning.” It involves listing all necessary steps in the job, each in

proper sequence. The actual training follows a four step process :

The preparation of the trainee for instruction.

Presentation of the instructions, giving essential information in a clear manner.

Having the trainee try out the job to show him each step of the job.

Encouraging questions and allowing the trainee to work along and the trainer

follows up regularly.

The JIT method provides immediate feedback on results, quick correction of error,

and provisions of extra practice when required.

Vestibule training (training-center training)

It is a classroom training, which is often imparted with the help of the equipment, and

machines, which are identical with those in use in the place of work. This technique enables

the trainee to concentrate on learning the new skills rather than on performing an actual job.

Theoretical training is given in classroom, while the practical work is conducted on the

production line. It is a very efficient method of training semi-skilled personnel, particularly

when many employees have to be trained for the same kind of work at the same time.

Training is generally given in the form of lectures, conferences, case studies, role-playing

and discussion.

Demonstration and examples(learning by seeing)

The trainer describes and displays something, as when he teaches an employee how to do

something by actually performing the activity himself. Demonstrations are very effective In

teaching because it is much easier to show a person how to do a job than to tell him or ask

him to gather instruction from the reading material. Demonstration are used in combination

with lectures, pictures, text materials, discussions etc.Demonstration are particularly

effective in the training for the acquisition of skills; but their usefulness is limited when it is a

question of training management personnel.

Simulation

Simulation is a technique, which duplicates, as nearly as possible, the actual conditions

encountered on a job. Trainee interest and employee motivation are both high in simulation

exercise because the actions of a trainee closely duplicate real job conditions. This training

is essential in cases in which actual on-the-job practice might result in a serious inquiry, a

costly error, or the destruction of valuable materials or resources.

Apprenticeship

For training in crafts, trades and in technical areas , apprenticeship training is the oldest and

most commonly used method. A major part of training time is spent on-the-job productive

work. Each apprentice is given a program of assignments according to a pre-determined

schedule, which provides for efficient training in trade skills.

Classroom or off-the-job methods

It means training is not the part of everyday job activity. The actual location may be

company classrooms or in places which are owned by the company. These methods

consists of:

Lectures

Conferences

Group discussions

Case studies

Role-playing

Programmed instructions

Laboratory training

Training model

Implementation of training

Once the training program has been designed, it needs to be implemented.

Implementation is best with certain problems. Firstly, most managers are action-

oriented and frequently say no to training efforts. Secondly, there is problem of

locating suitable trainers within an organization. Any training program

implementation involves action on the following lines:

Deciding the location and organizing training and other facilities.

Scheduling the training program

Conducting the program

Monitoring the progress of trainees

Why training fails?

The following factors have been regarded as the main reasons for failure of training

programs:

The benefits of training are not clear to the top management.

The top management hardly rewards supervisors for carrying out effective

training.

The top management rarely plans and budgets systematically for training.

The middle management, without proper incentives from top management,

does not account for training in production in production scheduling.

Without proper scheduling, first line supervisors have difficulty in production

norms if employees are attending training programs.

Behavioral objectives are often imprecise.

Training external to the employing unit sometimes teaches techniques on

methods contrary to the practices of the participants' organization.

Timely information about external programs may be difficult to obtain.

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

organization

Improving effectiveness of training

The training program can be mad more effective and successful if the following

hints are considered:

Specific training objectives should be outlined on the basis of the type of

performance required to achieve organizational goals and objectives.

Attempt should be made to determine if the trainee has the intelligence,

maturity, and motivation to successfully complete the training programs.

The trainee should be helped to see the need for training by making him

aware of the personal benefits he can achieve through better

performance.

The training program should be planned so that it is related to the trainee's

previous experiences and background.

Attempts should be made to create organizational conditions that are

conducive to a good learning environment.

If necessary, a combination of training methods should be selected so that

variety is permitted and as many of the senses as possible are utilized.

It should be recognized that all the trainees do not progress at the same

rate.

If possible, the personal involvement or active participation of the trainee

should be got in the training program.

As the trainee acquires new knowledge, skills or attitudes and applies

them in job situations, he should be significantly rewarded for his efforts.

The trainee should be provided with regular, constructive feedback

concerning his progress in training and implementation of the newly

acquired abilities.

The trainee should be provided with personal assistance when he

encounters learning obstacles.

Purpose and objective of management development

Executive development is an attempt at improving an individual's managerial

effectiveness through a planned and deliberate process of learning. For an

individual this means a change through a process of planned learning. This

should be the common and significant aim of development attempts from the

point of view of the trainer and the trainee in an organizational setting.

"All the development is self development. It must be generated within the man

himself. Development is highly individual. The development of an individual is

due to his day-to-day experience on a job. Any activity to designed to improve

the performance of existing managers and to provide for a planned growth of

managers to meet future organizational needs is management development.

The change in the individual must take place in those crucial areas, which can

be considered as output variables:

Knowledge change

Attitude change

Behavior change

Performance change

End-operational results

The organizational aims of management development are to secure the

following valuable end-results:

Improvement in technical performance.

Improvement in supervision

Improvement in inter-departmental co-operation

Highlighting an individual's weakness

Attracting good men

Facilitating sound "promotion-from-within" policies and practices.

Ensuring that the qualifications of key personnel become better known

Creating reserves in management ranks

Marking an organization more flexible by an increased versatility of its

members

Improving organizational structure

Stimulating junior executives to do better work

Keeping the company abreast of technical and economic conditions

'Broadening' key men in the middle cadre

Objectives of management development

To develop managers to perform better on their present

assignments

To prepare them for higher assignments

To provide a steady source of competent persons at all levels to

meet future organizational needs

To help them grow fast

To prevent obsolescence of managers

To replace elderly executives, who have risen from the ranks, by

highly competent and academically qualified professionals

To create conditions and a climate which contribute to the growth

process

To create an understanding of the methods and problems of

management

To enable candidates to understand the problems of a business

organization

Causes or factors of management development

The rapid rate of technological and social change in society has

necessitated the training of managers so that they may cope with

these development

The introduction of automation, intense market competition from

foreign countries, the growth of new markets in the under developed

countries.

Increased recognition by business and industrial leaders of the social

and public responsibilities of management has necessitated the

development of managerial personnel

The increased size and complexity of most organizations-

governmental, industrial, commercial, on-profit public services-require

trained managers

The frequent labor-management strife have necessitated the services

of trained personnel

The changes in socio-economic forces, including changes in public

policy and the concepts of social justice, industrial democracy.

Need for executive development in Indian context

Personnel in sectors as engineering and steel, coal, fertilizer, oil and

cement industries need training not only in the functional areas of

management but also need to acquire a thorough knowledge of the

sector.

Management resource mobilization towards professionalizing such

public utilities as water supply, power distribution, transport and

communications. for agriculture and industry are dependent on the

efficient functioning of these utilities.

Government and civic offices organized to render public services have

been untouched by the management movement

Management principles and techniques need to be introduced in other

areas of national economy.

Public administration is a vast sector, which needs management

attention.

Management development programs for all those who are engaged in

positions above the supervisory level of operations.

Importance of management development

The development of the full potential of all those who are under their command

as a prime responsibility

Providing for the present an future needs of the firm of managerial talent by

establishing, operating and improving management training and development

scheme.

Taking account by regular appraisal of how successful managers are developing

their own subsidiaries

Providing opportunities for every manager to take an active part in his own

development

Developing all parts of the scheme together as a consistent an orderly whole, in

line with the company's objectives.

Management development concepts

Some of these important concepts are:

1. There is no time limit for learning. Management training is not a "one shot"

affair but continues throughout an executive's whole professional career.

2. There always exists some gap between actual performance and capacity,

which provides considerable opportunity for improvement. A large number of

employees do operate below a pre-determined standard, which their training

aptitude desires of them. If they get further training and acquire additional

technical knowledge in management, in communication and in organizational

affairs, they are bound to work faster and more efficiently, actively, and

productively.

3. There are certain forces, which may retard further growth, but these may be

offset or the direction of their movement changed.

4. Increased understanding of others, their behavioral attitude and of oneself

definitely aid in managing and contributing to personal development, which is

needed to increase and expand managerial effectiveness.

5. Development seldom takes place in a completely peaceful and relaxed

atmosphere. Growth involves stresses and strains. "Adversity is the mother of

invention." It is because of errors and some failures that one is impelled to try

and succeed in one's mission.

6. Development requires a clear-cut setting of the objectives and goals which

are to be achieved or attained, and the ways and methods of achieving these.

7. Participation is essential for growth. Active learning and effort are needed.

8. Feedback from a superior to a subordinate, and from a group to an individual

is necessary for the recognition of shortcomings and for keeping oneself in

touch with the progress that ahs been achieved.

9. An important responsibility in the management of personnel is that of

development.

Executive development process

The object of management development is to influence and modify the behavior

of the managers in operation, it is necessary that in framing a management

development program for specified managerial group, the following things are

involved:

1. Identify the pattern of behavior at which the program is aimed at which it

seeks to influence and modify.

2. Identify the causes the impulses, horizontally up and down the enterprise,

which blend to give rise to the pattern of behavior.

3. Identify the nature of the exposure- the impulses that must be introduced

into the system-through the development program

4. The program must take care to throw impulses into the system in a

manner that generates the urge to behavior changes from within the

trainee manager by the process of evolving rather than an imposition from

outside.

Establishing parameters to development

Determining development needs

including who needs developing?

What needs developing?

Model for developing Executives

Setting development

objectives

Conducting development

programs

Appraising and

evaluating effectiveness

of development

Factors inhibiting management development

Some of the factors, which hamper a management development program, are:

Job security of the employees, its stability, and pension; these slow down the

mobility of employees and check the recruitment of younger people.

Supervisors at different levels, especially in the middle management, often feel

trapped.

Home ownership, home-sickness, close ties with one's family, community and

social activities inhibit development to a large extent; and when these are

accompanied by the absence of job security and chances of promotion, the

employees tend to stress the non-job aspects of their lives.

Relations between superiors and subordinate are often not conducive to

management development.

Basic requisites for the success of management development

programs

1. The top management should accept responsibility for getting the policy of

development executed.

2. Management development is essentially a "line job", it takes place on the

job and involves both the man and his boss.

3. Every manager must accept direct responsibility for developing managers

under his control on the job, and a high priority should be given to his task.

4. Management development must be geared to the needs of the company

and the individual.

5. A policy of promotion from within is a necessary incentive for managers to

develop in an organization

6. Management development starts with the selection of the right materials

for managerial ranks. It is essential to ensure that really good material is

fed into the program at the entry levels.

7. There should be a realistic timetable in accordance with the needs for

managerial personnel over a sufficiently long period and the resources

which are available and which will be required.

Administering a management development program

While administering the program, due consideration should be given to the following

points:

1. It should support a systematic career planning for managerial personnel,

otherwise the frustrated trainees might seek opportunities elsewhere and the

whole investment made in training programs would go waste.

2. Management development does not comprise involvement in a series of

structured courses, but there should also be an active interaction between the

trainee and the management.

3. Training program should cover, as far as possible, every manager, capable of

showing potential for growth.

4. The entire program should be properly planned. The trainees should take part in

it. The company should not normally allow any manager to opt out of a training

program.

Techniques of management development

1. On-the-job techniques

This method of training & development has its own value. It is inexpensive and saves

productive hours. Most popular techniques under this type are:

The coaching or guided method

Job rotation method

Participation in deliberations of the Boards and committees

The coaching method

Coaching is a method, which is used in developing managerial thinking processes as

well as operative skills. In coaching, the superior plays the role of the guide and the

instructor. The coach sets some mutually agreed upon goals and tell the trainee what

he wants to be done, follows up suggestions, and corrects errors. It has certain

advantages:

It requires the least centralized staff co-ordination, for every executive can coach,

his men even if no management development program exists.

Periodic feedback and evaluation are also a part of coaching, which yield

immediate benefits to an organization, to the coach and to the subordinate.

Coaching will work well if the coach provides a good model with whom the trainee

can identify; if both can be open with each other; if the coach accepts his

responsibility fully; if he provides the trainee with recognition of his improvement and

suitable rewards.

Job rotation or channel method of development

It represents an excellent method of broadening the manager or potential manager, for

turning specialists into generalists. It is designed for beginning level managers while

planned progression is more likely to occur at higher managerial levels. The emphasis is on

diversified instead of specialized skills and knowledge. Its advantages are:

It breaks down departmental provincialism for everyone is moved from one to

another. It rather develops inter-departmental co-operation.

It injects new ideas into the older departmental personnel who may otherwise

fall in a rut. New concepts are infused into them and they are diffused

throughout an enterprise.

It ensures the avoidance of the problem, which arises when a newly promoted

manager is required to supervise his former peers.

It makes possible for managers to compare one man with another, and gives

everyone an equal chance for advancement.

Each manager’s abilities and talents are best tested in a variety of jobs, so the

enterprise can secure his best utilization in the ultimate assignment.

Understudy assignment or attachment method

An ‘understudy’ is a person who is under training to assume, at a future time, the full duties

and responsibilities of the position currently held by his superior. A manager from amongst a

large number of subordinates, or several individuals may pick up an understudy. Such an

understudy learns the complexities of the problems and how to solve them, learns also the

process of decision making and investigation and making written recommendations to his

superior. The advantages of this method are:

It is practical and quick in training persons for greater responsibility for it lays

emphasis on learning by doing.

The learner’s interest and motivation are high and the superior is relieved of

his heavy workload.

It ensures continuity of management facilities even when the superior leaves

his position.

Participation in deliberations of the junior board and committees or the multiple-

management technique: It is a technique whereby juniors are assigned to board or

committees, by the chief executive. The juniors get an opportunity to share in a

managerial decision-making, to learn by watching others and to delve into specific

organizational problems. It has several advantages:

It gives Board members an opportunity to gain knowledge on various issues.

It helps identify those who have executive talent. Multiple judgements are obtained

on each individual through the Board rating system.

It is relatively inexpensive method of development.

It permits a considerable number of managers to participate in certain activities

within a reasonable period of time.

2. Off-the-job techniques : A number of on-the-job management development

programs are in vogue, they are considered inadequate for a number of reasons.

Hence, off-the-job techniques are needed. There is wealth of executive development

techniques that managers can partake in off the job. Of these the more popular ones

are:

The case study method

Incident method

Role-playing

In-basket method

Business or management game

Sensitivity Training

Simulation

Grading training

Conferences

Lectures

The case study

It is an excellent method of developing analytical skill. A ’case’ is a written description of

an actual situation in business which provokes in the reader the need to decide which is

going on, what the situation really is or what the problems are and what can and should

be done. It can provide stimulating discussions among participants as well as excellent

opportunities for individuals to defend their analytical and judgemental abilities. It is

rather an effective method of improving decision-making abilities within the constraints

of limited information.

Incident method

The central aim of this method is to stimulate self-development in a blend of

understanding that is essential for productive interaction. Under this method, group

members address questions to the discussion leader. The general trend of questioning

is to find out about the what, when, where and how of the situation in which an incident

developed, and who was present at that time. After the collection of data , it is

necessary to isolate the most important items for decision-making.

Role playing

It is the concept of creating a more realistic situation, usually one of human problems

and conflicts, and then acting out the various parts. The value of role-playing is:

It requires the person to carry out a thought or decision he may have reached.

It permits the practice of carrying out an action and makes it clear that good

human relations require skill.

It makes a person aware of the feeling of others.

It helps in developing a fuller appreciation of the important part played by

feelings.

In-basket method

Each team of the trainees is given a file of correspondence bearing on a functional area of

management. Each individual studies the file and makes his own recommendations on the

situation. If further information is required by him, it is supplied by the members of the team.

Later, the observations of each individual are compared and conclusion on different

functional areas reached; and these are put down in the form of a report. The merits are:

Decisions are rapid, feedback is objective, and further decisions are based on

the feedback o f earlier decisions.

Decision-making is by a group that consists of managers and specialists from

different departments.

An abstract and complex situation is given the semblance of a real world

situation, and this illusion facilitates the learning process.

Tem co-operation can be fostered and departmental conflicts softened down

and/or eliminated.

Business or management game

Business games are classroom simulation exercises in which teams of individuals

compete against one another or against an environment in order to achieve a given

objective. These games are designed to be representatives of real life conditions. Under

these, an atmosphere is created in which the participants play a dynamic role, and

enrich their skills through involvement and simulated experience. The advantages are:

There is usually a great sense of enjoyment in playing the game, and helps in

developing the problem solving skills.

Helps in developing leadership skills and for fosterning co-operation and

teamwork.

It helps in changing attitudes. The participant becomes more tolerant.

Sensitivity, laboratory or T-Group training

It is a group experience designed to provide maximum possible opportunity for the individuals to

expose there behavior, give and receive feedback, experiment with new behavior and develop

awareness of self and of others.

It tries to provide:

Managers with increased awareness of their own behavior and of how others perceive

them.

Greater sensitivity to be behavior of others, and increased understanding of group

process.

A clarification and development of personal values and goals consonant with a

democratic and scientific approach to problem of social and personal decision and

action.

Simulation

It is a training technique, which indicates the duplication of organizational situations in a

learning environment. It is a makeup of a real thing. This technique has been used for

developing technical and interpersonal skills. The advantages of simulation are the

opportunities to attempt to 'create an environment' similar to real situations the

managers incur, without high costs involved should the action prove undesirable.

Grid training

The managerial grid is an organizational development technique. The grid represents

several possible leadership 'styles'. Each style represents a different combination of two

basic orientations-concerns for people and concern for production. The management-

training program is built around this managerial grid. It aims at developing open

confrontation of organizational problems and high-people-high-production leaders.

IDENTIFICATION OF NEEDSMANAGEMENT STAFFThe Performance Appraisal form of the organization has a section in which

the training and development needs are filed up. The person whom the concerned

employee is reporting fills the Performance Appraisal form annually. Such person

may be a branch head or department head.Identification of training need is done

at the Executive Office (EO) level for the managers through the Performance

Appraisal forms annually and the records are maintained at the Executive

Office. Managers are nominated for the various training courses by the

Executive’s Office. Managers may also be nominated to certain training

programmes from the branch if the subject’s covered are found to be of interest

or if they offer a learning opportunity in some emerging areas of

knowledge.Training needs for the department through their Performance

Appraisal forms identifies the officers, which are filled in by the department head.

The Performance Appraisal forms thus give the emerging training needs. This

exercise is carried out annually.

STAFF AND WORKERSTraining needs for staff and workers are identified based on:- Company’s strategy

and policy.- Organizational Thrust Areas.- New Emerging Areas. This together gives

the consolidated system of needs that is prepared by the Personnel Officer and

approved by the Department Head.

PREPARATION OF TRAINING PLANOn the basis of identified training needs, the annual training calendar is

prepared by the Personnel officer and approved by the Personnel Head. Annual

Training Budget is prepared by Branch Personnel Head and is approved by

Executive Office. This gives the final list of training

activities in a particular year. It is attempted to carry out all the programmes

to fulfill the identified needs. The Head of the Personnel Department monitors the

actual training conducted vis-à-vis the identified training needs on a monthly basis.

IMPARTING OF TRAININGActual training is imparted with the help of in-house and outside agencies. The

selection of these agencies is done on the basis of reputation; programmes offered

by them, past experience and feedback received from the earlier

participants.Training is also imparted by nominating the concerned employee

for an external training programme. All records of the training are maintained at

branch as per Record of Training in the Personnel folder and the same is

intimated to the Executive Office Personnel through the Monthly Personnel

Report.

FEEDBACKA feedback is taken from the participants through a questionnaire on the

programme and their impressions in order to further improve upon the same.

There are three such questionnaires available and one of these is used

depending upon the nature of the training programme and the level of participants.

Also, a person from the personnel department sits through the final session of the

programme and takes the verbal feedback about the programme.

INDUCTION TRAININGSTAFF/ OFFICERS/ MANAGERSThis is carried out as the very first step for any new entrant into the branch at the

Staff/ Officer/ Manager level. The department prepares a schedule for the employee

as per which he is required to spend specific time in each department. During such

period, he is reporting to the respective department head. The objective of the

induction programme is to familiarize the participant to the function of different

department. The copies of the same are sent to the General Manager and all

concerned. At the end of the induction, the trainee has to submit a report to

the Personnel Department.

WORKERSIn the case of a new entrant, he is called in General shift for 2 days for training under

a senior worker to familiarize him with the welfare facilities like card punching,

canteen, public conveniences, rules and regulations, standing orders, shift timings,

spell outs, medical facilities, leave procedures etc. After two days of training, he is

deployed in the concerned department. The Personnel Officer organizes this.

MANAGEMENT TRAINEE’S TRAININGManagement trainees are given a fortnight of induction programme. Corporate HR

advises it as per Management Trainee Training programme designed by them.

Thereafter, a detailed training programme is carried out whereby the incumbent is to

understand in depth of working of each department at various locations as per the

programme given by the Corporate HR. Corporate HR maintains all relevant records

pertaining to Management Trainee’s training at Bangalore.

TRAINING EFFECTIVENESSFor each training programme conducted in-house for Romsons Scientific and

Surgical Industries personnel, a training brochure is developed. The brochure

developed consists of the following information: Programme objectives: Need of the

training and what are the objectives that this training aims to achieve, what likely

outcomes are expected to come out of impact of this training. Programme content:

Topics being covered during the training.-Methodology adopted.-Programme

faculty.-Personnel to be covered.-Training methodology.-Training effectiveness

criteria and scale. The training effectiveness is measured by measurement of

the achievement of the objectives. This lists down the measurement indicators,

achievement of which will ensure that programme objectives are achieved. A

person gets nominated for the training programme in the following two ways:a)

Training programme flowing from the training needs

b) Training programme for testing out the training/ increased awareness/ general

information/ omnibus training types etc.

TRAINING PROGRAMMES FLOWING FROM TRAINING NEEDS:The programmes are divided into three broad categories:- Functional- Behavioral-

General/ Omnibus programmes1.

Functional: The outcome of the training is measured by comparing the data pre-training and

post-training. A scale is developed for measuring the effectiveness of training based

on the % achievement of the objectives. 2.

Behavioral: The effectiveness of the training of this nature is measured annually. This is seen

through the training need identification for the coming year for the employee.

If the training need is repeated there, then the training provided is taken as

ineffective. If the training need is repeated but with focus on a part of the need,

then the training is partially effective. If not repeated, then the training is effective.3.

General: These are the training needs flowing directly from the organizational needs.

Examples of these can be ISO 9000 training, ISO 14000 training and any awareness

training. These are omnibus training programmes, which are run for a large number

of employees. The effectiveness of the training is measured by: -

Achievement of those organizational objectives within the time lines. - Number of

audit issues raised on the areas covered in the training. - Any other such thing as

defined in the training brochure. The effectiveness of the outside training

programme is measured on the same line as above. However, no detailed brochure

is prepared for the same. The measurement criterion for the programme is

defined in the beginning of the programme and effectiveness measured against the

same.

A consolidated effectiveness report of the training programme is prepared at the

end of the year. The programmes that are found to be ineffective are reworked.

Training programme for testing out the training Also there are training

programmes, which are not flowing directly from the training needs

measurement of effectiveness of the training is not needed to be measured.

RESEARCH OBJECTIVESOBJECTIVES OF THE STUDY

The first & foremost step in any research work is to identify the problems or

objectives on which the researcher has to work on. There are two types of objectives

met in this study, as explained.

MAJOR OBJECTIVETo analyze the existing training practices, its effectiveness and recommend

measures to improve the training practices in ICICI BANK.

MINOR OBJECTIVESTo study the frequency of training, training methods and their effects on the trainees

and recommend certain measures for improvement.

To understand the present practices enforced in respect of training at the

personnel department and recommend any changes if necessary.

To take feedback and analyze the level of satisfaction amongst the employees in

respect of training activities and suggest alternatives.

RESEARCH METHODOLOGYEvery project work is based on certain methodology, which is a way to

systematically solve the problem or attain its objectives. It is a very important

guideline and lead to completion of any project work through observation, data

collection and data analysis. According to Clifford Woody, “Research

Methodology comprises of defining & redefining problems, collecting, organizing

&evaluating data, making deductions &researching to conclusions.” Accordingly,

the methodology used in the project is as follows: -

Defining the objectives of the study

Framing of questionnaire keeping objectives in mind (considering the objectives)

Feedback from the employees

Analysis of feedback

Conclusion, findings and suggestions.

SELECTION OF SAMPLE SIZEIn order to take a reasonable sample size and not to disturb the functioning of the

organization, a sample size of reasonable strength of the Company has been

taken in order to arrive at the present practices of training in the Company.

Accordingly, 20 officers and 40 workers have been selected at random from all the

departments of the organization and feedback forms (questionnaire) have been

obtained. The data has been analyzed in order to arrive at present training practices

in the organization.

SAMPLING TECHNIQUE USEDThe technique of Random Sampling has been used in the analysis of the data.

Random sampling from a finite population refers to that method of sample

selection, which gives each possible sample combination an equal probability

of being picked up and each item in the entire population to have an equal

chance of being included in the sample. This sampling is without replacement,

i.e. once an item is selected for the sample, it cannot appear in the sample again.

DATA COLLECTIONTo determine the appropriate data for research mainly two kinds of data was

collected namely primary & secondary data as explained below:

PRIMARY DATAPrimary data are those, which were collected afresh & for the first time and thus

happen to be original in character. However, there are many methods of collecting

the primary data; all have not been used for the purpose of this project. The ones

that have been used are:

Questionnaire

Informal Interviews

Observation

SECONDARY DATASecondary data is collected from previous researches and literature to fill in

the respective project. The secondary data was collected through:

Text Books

Articles

Journals

Websites

STATISTICAL TOOLS USEDThe main statistical tools used for the collection and analyses of data in this project

are:

Bar chart

Tables

LIMITATIONS OF THE STUDYThe following are the limitations of the study:

The sample size was small and hence the results can have a degree of variation.

The response of the employees in giving information was lukewarm.

Organization’s resistance to share the internal information.

Questionnaire is subjected to errors.

SCOPE OF THE STUDYTraining Effectiveness is the process wherein the management finds out how

effective it has been at training and developing the employees in an organization.

This study gives some suggestions for making the present training and

development system more effective.

It gives organization the direction, how to deal differently with different employees.

It identifies the training & development needs present among the employees.

MANAGERIAL USEFULNESS OF THE STUDY

The effectiveness of the training programmes can be established through this study.

This study helps to understand, analyze & apply the core concepts of training

in an organization.

Managers would be able to identify the need of training for its employees.

Managers would know what employees think of the training and development

programmes and make changes if necessary.

DATA ANALYSIS AND INTERPRETATION1) How many training programmes have you attended in last 5 years?

NO. of programmes No. of respondents % of responses

Below 10 17 17%

Between 10-20 23 23%

Between 21-30 32 32%

More than 30 28 28%

total 100 100%

17

23

32

28

0

5

10

15

20

25

30

35

Below 10 Between 10-20 Between 21-30 More than 30

no.of programme

no. o

f res

pond

ents

INTERPRETATI ONFrom this chart it is clear that 17% respondents have attended below 10 training

programmes and 23% have attended between 10-20 training programmes and 32%

respondents have attented between 21-30 programmes while 28% respondents have

attended more than 30 training programme in last 5 years.

2) The programme objectives were known to you before attending it?

Options No. of respondents % of responses

Strongly agree 27 27%

Moderately agree 21 21%

Can’t say 30 30%

Moderately disagree 13 13%

Strongly disagree 9 9%

Total 100 100%

27

21

30

13

9

0

5

10

15

20

25

30

35

Strongly agree Moderately agree Can’t say Moderatelydisagree

Strongly disagree

optons

no. o

f res

pond

ents

INTERPRETATION21% of the respondents moderately agree to the fact of knowing the training

objectives beforehand, in addition to 27% who strongly agree. But a small

population disagrees as 9% strongly disagree to this notionand 13%

respondents are moderately disagree and 30% respondents can’t say about this

concept. Training objectives should therefore be made known compulsorily

before imparting training in the organization.

3)The training programme was relevant to your developmental needs?




Can’t say 5 5%



Total 100 100%

52

23

5

13

7

0

10

20

30

40

50

60

Stronglyagree

Moderatelyagree

Can’t say Moderatelydisagree

Stronglydisagreeoptions

no. o

f res

pond

ents

INTERPRETATIONFrom above bar chart it is clear that 52 % respondents are strongly agree while

23% respondents are moderetly agree and 5% respondents can not say about this

concept , 13% respondents are moderately disagree and 7% are strongly disagree.

4- The period of training session was sufficient for the learning?




Can’t say 7 7%



Total 100 100%

0

10

20

30

40

50

60

Strongly agree Moderatelyagree


Stronglydisagreeoptons

no. o

f res

pond

ents

INTERPRETATIONFrom this chart it is clear that 48% respondents are strongly agree while 26% are

moderately agree and 7% are can not say about this questionnaire while 11%

respondents are moderately disagree and 8% are strongly disagree.

5) The training methods used during the training were effective for understanding the subject?




Can’t say 5 5%



Total 100 100%

42

38

5

96

0

5

10

15

20

25

30

35

40

45

Stronglyagree

Moderatelyagree



no. o

f res

pond

ents

INTERPRETATION From this chart it is clear that 42% respondents are strongly agree while 38% are

moderately agree and 5% can’t say about this questionnaire ,9% respondents are

moderately disagree and 6% are strongly disagree so this is important that training

method should make more effective for more satisfaction of respondents.

6) The training sessions were exciting and a good learning experience?




Can’t say 11 11%



Total 100 100%

49

32

11

53

0

10

20

30

40

50

60


Strongly disagree

options

no. o

f res

pond

ents

INTERPRETATIONFrom this chart it is clear that 49% respondents are strongly agree and 32% are

moderately agree. They feel that the training sessions could have been more exciting

if the sessions had been more interactive and in line with the current practices in the

market.11% respondents can’t say about this questionnaire and 5% are moderately

disagree and 3% are strongly disagree.

7) The training aids used were helpful in improving the overall effectiveness of the programme?




Can’t say 14 14%



Total 100 100%

39

31

14

97

0

5

10

15

20

25

30

35

40

45

Strongly agree Moderatelyagree



no. o

f res

pond

ents

INTERPRETATION39%of the respondents believe that the training aids used were helpful in improving

the overall effectiveness, yet 9% are moderately disagree to this notion.

14%respondents did not comment on the issue.and 31% are moderately agree and

7% are strongly disagree about this questionnaire Yet the total mindset of the

respondents was that the organization should use better scientific aids to enhance

the presentation and acceptance value of the training programme.

8) The training was effective in improving on- the- job efficiency?




Can’t say 7 7%



Total 100 100%

35

18

7

2119

0

5

10

15

20

25

30

35

40


Strongly disagree

options

no. o

f res

pond

ents

INTERPRETATION35% respondents believe that the training programmes increase their job

efficiency but 19% are strongly disagree to this.18% are moderately agree and

7% are can’t say about this questionnaire and 21 % are moderately disagree. The

view of the respondents were towards having more technological and current

topics for the training programmes which could help them satisfy their creative urge

and simultaneously increase their on-the-job efficiency.

9) The training given is useful to you?




Can’t say 4 4%



Total 100 100%

53

22

4

129

0

10

20

30

40

50

60

Stronglyagree

Moderatelyagree


Stronglydisagree

options

no. o

f res

pond

ents

INTERPRETATION53% of the respondents feel that the training programmes were useful.

4%respondents could not comment on the question and 12% think that the

programmes were irrelevant to their objective of being useful. 9% respondents are

strongly disagree and 22% are moderately agree .The organization must ensure

programmes that are useful and prove to cater to the developmental needs of the

workers.

10) The time limit of the training programme was sufficient?




Can’t say 3 3%



Total 100 100%

48

32

36

11

0

10

20

30

40

50

60


Strongly disagree

options

no.o

f rep

onde

nts

INTERPRETATION48% respondents feel that the time limit of the training programme was adequate but

11% feel that it was insufficient. Also, 3% could not comment on the

question.32% respondents are moderately agree while 6% are moderately disagree

from this questionnaire. All the respondents though felt that increase in time limit of

the programmes would certainly be advantageous and the organization should take

some steps in this direction.

11) The time limit of the training programme, if increased would make it more effective?




Can’t say 5 5%



Total 100 100%

41

37

57

10

0

5

10

15

20

25

30

35

40

45


Strongly disagree

options

no. o

f res

pond

ents

INTERPRETATION41% respondents feel that the increase in the duration of the training

programmes would be beneficial but 10%differ to this opinion. Going by the

majority,and 5% can’t say about this questionnaire while 37% are moderately agree

and 7% are moderately disagree from this questionnaire. The organisation should

make required changes to increase the duration of the programmes and also

take the opinion of the workers to have an effective training session.

12) The training was effective in improving your on-the-job efficiency?




Can’t say 13 13%



Total 100 100%

33

24

13

1614

0

5

10

15

20

25

30

35


Strongly disagree

options

no. o

f res

pond

ents

INTERPRETATION33% respondents believe that the training programmes increase their job

efficiency but 14%are strongly disagree to this.24% are moderately agree and 16%

are moderately disagree while 13% can’t say about this questionnaire. The

respondents were of the opinion that having current topics for the training

programmes and also some sessions by an external faculty would help them

increase their on the job efficiency.

13) The training aids used were effective in improving the overall effectiveness of the programme?




Can’t say 5 5%



Total 100 100%

59

11

58

17

0

10

20

30

40

50

60

70


Strongly disagree

options

no. o

f res

pond

ents

INTERPRETATION59% respondents believe that the training aids were effective in improving the

overall efficiency of the programme. Contrary to this, 17 % are strongly disagree and

5% could not comment on the issue. 11% are moderately agree while 8% are

moderately disagree from this questionnaire.The organization should ensure

positive awareness about the training aids used. Also, the use of better

presentation aids should be facilitated.

14)The participation of workers in training programme would help increase its effectiveness?




Can’t say 3 3%



Total 100 100%

61

15

3

129

0

10

20

30

40

50

60

70


Strongly disagreeoptions

no. o

f res

pond

ents

INTERPRETATION61% respondents feel that participative and interactive training session could

provide more awareness and knowledge in a small span of time as compared

to classroom teaching. 3% respondents could not comment on this and 9% are

strongly disagree to it.15% respondents are moderately agree while 12% are

moderately disagree from this questionnaire.

CONCLUSIONS & IMPLICATIONS

The major findings of the project are enumerated as follows:

Training is considered as a positive step towards augmentation of the

knowledge base by the respondents.

The objectives of the training programmes were broa dly known to the

respondents prior to attending them.

The training programmes were adequately designed to cater to the

developmental needs of the respondents.

Some of the respondents suggested that the time period of the training

programmes were less and thus need to be increased.

Some of the respondents also suggested that use of latest training methods

will enhance the effectiveness of the training programmes.

Some respondents believe that the training sessions could be made

more exciting if the sessions had been more interactive and in line with the

current practices in the market.

The training aids used were helpful in improving the overall

effectiveness of the training programmes.

The training programmes were able to improve on-the-job efficiency.

Some respondents also recommended that the number of training

programmes be increased.

RECOMMENDATIONS

Based on the data collected through the questionnaire and interactions

with the Officers and Workers of ICICI BANK the following

recommendations are made for consideration:

The organization may utilize both subjective and objective approach for

the training programmes.

The organization may consider deputing each employee to attend at

least one training programmes each year.

The In-house training programmes will be beneficial to the organization as

well as employees since it will help employees to attend their official work

while undergoing the training.

The organization can also arrange part time training programmes in the office

premises for short durations, spanning over a few days, in order to avoid any

interruption in the routine work.

The organization can arrange the training programmes department wise

in order to give focused attention towards the departmental requirements

APPENDIXQUESTIONNAIRE

Name………………..

Age………………….

Sex…………………..

Designation…………

1) How many training programmes have you attended in last 5 years? a) below 10

b) between 10-20

c) between 21-30

d) More than 30

2) The programme objectives were known to you before attending it? a) Strongly agree

b) Moderately agree

c) Can’t Say

d) Moderately Disagree

e) Strongly Disagree

3) The training programme was relevant to your developmental needs?a) Strongly agree

b) Moderately agree

c) Can’t Say



4) The period of training session was sufficient for the learning?a) Strongly agree

b) Moderately agree

c) Can’t Say



5) The training methods used during the training were effective for understanding the subject?

a) Strongly agree

b) Moderately agree

c) Can’t Say



6) The training sessions were exciting and a good learning experience? a) Strongly agree

b) Moderately agree

c) Can’t Say



7) The training aids used were helpful in improving the overall effectiveness of the programme?

a) Strongly agree

b) Moderately agree

c) Can’t Say



8) The training was effective in improving on- the- job efficiency?a) Strongly agree

b) Moderately agree

c) Can’t Say


e)Strongly Disagree

9) In your opinion, the numbers of training programmes organized during the year were sufficient for officers of ICICI BANK?

a) Strongly agree

b) Moderately agree

c) Can’t Say



10) The time limit of the training programme was sufficient?a) Strongly agree

b) Moderately agree

c) Can’t Say



11) The time limit of the training programme, if increased would make it more effective?

a) Strongly agree

b) Moderately agree

c) Can’t Say


e)Strongly Disagree

12) The training aids used were effective in improving the overall effectiveness of the programme?

a) Strongly agree

b) Moderately agree

c) Can’t Say


e)Strongly Disagree

13) The number of training programmes organized for workers in a year are sufficient?

a) Strongly agree

b) Moderately agree

c) Can’t Say



14) The participation of workers in training programme would help increase its effectiveness?

a) Strongly agree

b) Moderately agree

c) Can’t Say



1. Awareness should be brought about in the employees to select those training

needs which matches their job profile. Accordingly, the HOD might not be aware

with some of the training needs required by his subordinates. Training needs

must be decided in a joint consultation between the superiors and subordinates

during their monthly meetings.

2. Learning peaks shortly after the end of the training program when the brain has

an opportunity to absorb the new material. Thereafter, without reinforcement

learning decays rapidly as much as 80% of the training is lost. Hence, regular

meeting of the team, which underwent training together, should be conducted so

that they can revise what they had learnt during the training and how they have

utilized in their day-to-day work.

3. The manager before hand should brief the trainer about the students that he

would be handling and what kind of training the department requires.

4. The manager also briefs the employees as to what they can expect from the

training program and what would be taught to them. Thus, he acts as a link

between the external faculty and his subordinates.

5. There should be a discussion of the trainer and the managers as to what

changes has been seen in his subordinates and how it has improved their

productivity. such kind of exercise would enable the organization to decide

whether to continue with the trainer or hire a new trainer.

6. The system of communication should be improved. In order to improve the

communication among the employees of the organization and to bring about the

cohesiveness among the employees a series of interactive meetings can be

organized.

7. Management should arrange for the trainings with latest technology whenever

required.

QUESTIONNAIRE

I am conducting a survey of training & development at your organization as part of my project. I

will require your responses on the questions below to compile the project.

I request you to tick on the responses & write in the space provided.

Name- Designation-

Experience- Organization-

1. Are training & development programs necessary?

(a) Yes (b) No

2. Have you ever attended any self-development/ growth or effectiveness program?

(a) Yes (b) No

3. Are you satisfied with the training & development program conducted at your

organization?

(a) Yes (b) No (c) Can’t say

4. Have you attended any training & development program? If so please list

courses you have attended in the past 2 yrs.

Name of the

course

Course

provider

How did you

find about the

course

Did the course

meet your

learning needs

If not, why?

5. In the past few years do you feel you have attended a sufficient no. of courses to

meet your professional & personal development needs?

(a) Yes (b) No

6. According to your professional needs, which policy areas should a training

program be focused on?

(a) Development

(b) Enterprise

(c) Enlargement

(d) Research & innovation

(e) Institutional affairs

(f) Others

7. How are your training & learning needs generally identified?

(a) As part of a formal appraisal system

(b) As part of induction program of new staff

(c) As the need is perceived by yourself

(d) As the need is perceived by management.

(e) As part of an organizational training plan

(f) Others.

8. How well is your need for ongoing training & skill development being met?

(a) Very well

(b) Adequately

(c) Less than adequately

9. If you are not satisfied with the training & development program currently

available to you, please indicate why not?

(a) Topics which would help me were not offered

(b) Times offered are not convenient

(c) Too expensive

(d) Quality of instruction is poor

(e) Others

10. Is there anything else you would like to comment on in regards to current

learning & training opportunities or suggestions for future areas of training &

development?

Thanks

Organizational Behaviour- Stephen P. Robbins

Personnel Management- C.B Mamoria &S.V. Gankar

Journals like Human Capital, Business Today & Indian Journal of Training &

Development.

Internet sites- google.com and other corporate sites

Studies

Notes

Questionnaire

project report deouttam kumar singh smu on bhel t & d

Documents