ON METHODS ADOPTED IN TRAINING AND DEVELOPMENT AT

Submitted in partial fulfillment of the requirement for the award of degree

MASTER IN BUSINESS ADMINISTRATION

(Session 2011-2013) Under Guidance of: Mr. NAVEET ARORA HR MANAGER MAHAJAN OVERSEAS PVT LTD Submitted By: REENA DHAWAN Roll No.-11252 MBA 3rd Sem.

PANIPAT INSTITUTE ENGINEERING & TECHNOLOGY

KURUKSHETRA UNIVERSITY, KURUKSHETRA

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CERTIFICATE FROM THE COMPANY

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DECLARATION
I, hereby declare that the Summer Training project entitled A Study on Methods adopted in Training and development in Mahajan Overseas Private Limited, Panipat is an original work and the same has not been submitted to any other institute for the award of any other degree & the information provided in the study is authentic to the best of my knowledge.

(Reena Dhawan)

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ACKNOWLEDGEMENT

It gives me a great pleasure to present this summer training report. It indeed goes without saying that the success of my summer training programme at Mahajan Overseas Private Ltd. Panipat (Haryana) was because of direct or indirect guidance of everybody at the company and institute. I take this opportunity to acknowledge their help and valuable assistance in providing technical input or reviewing the report. I hereby express my sincere thanks and gratitude towards the management of Mahajan Overseas Pvt Ltd. HRD Department for giving me an opportunity for training in their organization. My respectful thank to all management and employees of Mahajan Overseas for their valuable assistance, suggestions and their timely guidance in completing my project report. I am delirious about the tremendous support and guidance provided to me by Dr. Puja Walia Mann (H.O.D., MBA) & Mrs. Mani Mala (Faculty, MBA). Their expert opinion and effort to direct my views in the right direction helped in the successful completion of this project.

Reena Dhawan

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INDEX OF CONTENTS

Chapters
1 1.1 1.2 1.3 2 3 4 4.1 4.2 5 INTRODUCTION Industry profile Company profile Introduction to topic

PARTICULARS

PAGE NO.
9 10-14 15-20 21-29 30-36 37-45 46 47-58

LITERATURE REVIEW RESEARCH METHODOLOGY DATA ANALYSIS AND INTERPRETATION Graphical Analysis Statistical analysis FINDINGS, SUGGESTIONS AND CONCLUSION BIBLIOGRAPHY ANNEXURES

59-65 66-70 71-77

INDEX OF FIGURES

Fig no. 1.1 TEXTILE INDUSTRY

PARTICULARS

PAGE NO. 10

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2.1 2.2 2.3 2.4 2.5 3.1 3.2 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11

MAHAJAN OVERSEAS (P) LTD PRODUCTS OF MAHAJAN OVERSEAS(P) LTD INFRASTRUCTURE OF MAHAJAN OVERSEAS(P)LTD QUALITY OF MAHAJAN OVERSEAS(P) LTD HUMAN RESOURCE AT MAHAJAN OVERSEAS(P)LTD TRAINING DEVELOPMENT GRIEVANCE HANDLING EMPLOYEE PERFORMANCE MANAGEMENT WORKPLACE ETHICS CONFLICT MANAGEMENT STRATEGIC PLANNING/ORGANISATIONAL SKILLS PRESENTATION SKILLS STRESS MANAGEMENT RETENTION SUPERVISORY SKILLS AREAS OF INTEREST DIFFERENT METHODS OF TRAINING

16 17 18 19 20 21 23 47 48 49 50 51 52 53 54 55 56 57

INDEX OF TABLES

TABLE NO 1.1 3.1

PARTICULARS MAJOR PLAYERS OF TEXTILE INDUSTRY TECHNIQUES DEVELOPMENT OF TRAINING AND

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4.1 4.2 4.3

GRIEVANCE HANDLING EMPLOYEE PERFORMANCE MANAGEMENT WORKPLACE ETHICS

47 48 49

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4.4 4.5

CONFLICT MANAGEMENT STRATEGIC SKILLS PLANNING/ORGANISATIONAL

50 51

4.6 4.7 4.8 4.9 4.10 4.11

PRESENTATION SKILLS STRESS MANAGEMENT RETENTION SUPERVISORY SKILLS AREAS OF INTEREST DIFFERENT METHODS OF TRAINING

52 53 54 55 56 57

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Executive Summary
In this project the main objective is to gain more & more knowledge in the field of Human Resource Development which will help in increasing my skill & my organizational work experience. This project is also very helpful & beneficial for all those people who keen to know about this growing sector of the business as our country is developing at a good velocity. Here velocity is stated because velocity is speed with direction & the direction in which our economy is growing is positive. In this data is collected from a textile industry of the project topic Method Adopted in Training & Development in HR Department of MAHAJAN OVERSEAS. As the procedure of Training & Development are same for all goods except for one or two additional things. So for basic knowledge it is the best suited industry.

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1. INDUSTRY PROFILE 2. COMPANY PROFILE 3. INTRODUCTION TO TOPIC

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1.

INDUSTRY PROFILE

Fig 1.1- Textile Industry 1.1 BACKGROUND: Indian Textile industry is one of the leading textiles industries in the world. Though was predominantly unorganized industry even a few years back, but the scenario started changing after the economic liberalization of Indian economy in 1991. The opening up of economy gave the much-needed thrust to the Indian textile industry, which has now successfully become one of the largest in the world. Indian textile industry largely depends upon the textile manufacturing and exports. It also plays a major role in the economy of the country. India earns about 27% of its total foreign exchange through textile exports. Further, the textile industry of India also contributes nearly 14% of the industrial production of the country. It also contributes around 3%
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to the GDP of the country. India textile industry is also the largest in the country in terms of employment generation. It not only generates job in its own industry, but also opens up the scopes for the ancillary sectors. India textile industry currently generates employment to more than 35 million people. Indian textile industry can be divided into various segments, some of which can be listed as below: Cotton Textiles Silk Textiles Woolen Textiles Readymade Garments Hand-crafted Textiles Jute and coir

1.2 CURRENT SCENERIO: The Indian textile industry contributes about 14% to the industrial production, 4% to the countrys gross domestic product (GDP) and 17% to the countrys export earnings. The industry provides direct employment to over 35 million people and is the second largest provider of employment after agriculture .Fabric production rose to 60,996 million sq meters in FY 2011 from 52,665 million square meters in FY 2007. Production of raw cotton grew to 32.5 million bales in FY 2011 from 28 million bales in FY 2007 while Production of man-made fibre rose to 1,281 million kgs in FY 2011 from 1,139 million kgs in FY 2007. Production of yarn grew to 6,233 million kgs in FY 2011from 5,183 million kgs in FY 2007.India has the potential to increase its textile and apparel share in the world trade from the current level of 4.5 per cent to 8 per cent and reach US $ 80billion by 2020. Exports of textile grew to USD 26.8 billion in FY 2010 from USD 17.6 billion in FY 2006. Indias textile trade is dominated by exports with a CAGR of 6.3 per cent during the same period. (Source: www.cci.in/survey reports/textile industry)
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1.3 MAJOR PLAYERS IN THE TEXTILE INDUSTRY: COMPANY BUSINESS AREAS

Welspun India Ltd Vardhman groups Alok Industries Ltd Raymond Ltd Arvind Mills Ltd

Home Textiles, bathrobes, terry towels Yarn, fabric, sewing threads, acrylic fibre Home textiles, Woven and Knitted apparel fabric, garments and polyester yarn Worsted suiting, tailored clothing, denim, shirting, woolen outwear Spinning, weaving, processing and garment

production (denims, shirting, khakis, knitwear) Bombay Dyeing and Manufacturing Company Bed Linen, towels, furnishings, fabric for suits, Ltd shirts, dresses and saris in cotton and polyester blends Garden Silk Mills Ltd Dyes and printed Fabric Mafatlal Industries LTD Shirting, poplins, bottom wear fabric, voiles Aditya Birla Nuvo, a diversified conglomerate Madura Garments Lifestyle market (Louis of the Aditya Birla Group, comprising three Philippe, Van Heusen, Allen Solly, The divisionsMadura Garments, Jayashree Collective) Jayashree Textiles domestic linen and worsted yarn Indian Rayon viscose filament yarn
ITC Lifestyle Reliance Industries Ltd Lifestyle market Fabric, Formal Menswear

Textiles, and Indian Rayon

Table: 1.1 Major Players in Industry (www.cci.in/survey reports/textile industry)

1.4 OPPORTUNITIES OF TEXTILE INDUSTRY

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Indias strong performance and growth in the textiles sector is aided by several key advantages that the country enjoys, in terms of easy availability of labor and material, buoyant and large market demand, presence of supporting industries and supporting policy initiatives from the government. 1. Abundant Availability Of Raw Materials a. Cotton
b. Jute c.

Silk

d. Wool e. Handloom

2. Low raw material costs, wastage costs and labour costs 3. Enhanced Flexibility In Production 4. Lower Lead Times 5. Favorable demand conditions large, growing domestic market 6. Strong Presence of related and supporting industries in terms of design, engineering and machinery 7. Industry competition promotes innovation

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1.5 CHALLENGES OF TEXTILE INDUSTRY:

The Indian textile industry faces the following constraints: Fragmented structure with the dominance of the small scale sector High power costs Rising interest rates and transaction costs Unfriendly labor laws Logistical disadvantages in terms of shipping costs and time pose serious threats to its growth Foreign investments are not coming in as the overall factors influencing the industry are not investment friendly

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2. COMPANY PROFILE INTRODUCTION TO MAHAJAN OVERSEAS LIMITED:

Mahajan Overseas Ltd. services the worldwide market and owns and operates its manufacturing facilities in India. The design studio is in New York and warehouses in Toronto, Canada and Greenville, South Carolina. The company is completely EDI compatible. Our combination of modern technology and traditional skills create a unique vertical manufacturing facility, with a ISO-9002 systems certification, capable of producing a wide range of home furnishings for any North American company.

Companys business partners Sonoma Group, Marmaxx, Cracker Barrel, Welcome Home, Saks Inc, HBC Companies, Sears, Canadian Tire, LNT & JCPenney and many more. We also work closely with Private Brand Departments and OEM Program.

Company design and manufacture two seasonal lines introduced at the March and October New York markets. Company also has holiday textiles which are graphic groups and can be tailored to the needs of any retailer.

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2.1 INTRODUCTION TO MAHAJAN OVERSEAS (P) LTD, PANIPAT

Fig 2.1- Mahajan Overseas (P) Ltd

2.1.1 FOUNDER
Shri Madan Mohan Mahajan had founded the Mahajan Overseas Ltd in the year 1969. Later on company is converted into private limited in the year 1981.

2.1.2 PRESIDENT
Shri Rajesh Mahajan had an experience of manufacturing textile products like cushions, table cloth for more than 20 years.

2.1.3 DIRECTOR
1. Shri Pranab Mahajan had joined the company in the year 2003 as Assistant Manager

(Executive Customer Service) and being promoted as Director (Works and Administration) in the year 2007. He mainly deals in exports of home furnishing.

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2. Shri Abhinav Mahajan, Director of MASPARDeals in Retail outlets. MASPAR was established in the year 2002 to showcase the best in home fashion. MASPAR has exclusive 9 independent retail outlets in Delhi, Noida, Gurgaon, Ludhiana, Mumbai, Pune etc

2.1.4 COMMITMENTS OF ORGANISATION

Competitive market price. Quality products. On time deliveries. They use safe, eco friendly dyes for healthy environment. No Child Labour! Clean and healthy working environment! Progressive company policy for workers!

2.1.5 PRODUCT RANGE OF ORGANISATION

Fig 2.2- Products of Mahajan Overseas (P) Ltd 1. Cushions and Throw Pillows 2. Kitchen Linens 3. Tabletop Linens 4. Fashion Bedding 5. Windows Fashion 6. Floor coverings

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2.1.6 INFRASTRUCTURE

Fig 2.3- Infrastructure of Mahajan Overseas (P) Ltd Mahajan Overseas have an extremely efficient production infrastructure equipped with all the facilities under one roof which is capable of performing in the most competitive environments. Company manufacturing unit works with the latest technology developments for color, dyeing, and processing. Various processes of printing, weaving, quilting, cording, embroidery etc. are brought under one roof to ensure quality and time efficiencies. Yarn is tested for strength and dyed according to computerised calibration. Company weaving facilities are set up to weave both dobbies and jacquards in fabric and rugs. Company is able to weave standard and wide widths, on traditional handlooms as well as modern shuttle-less looms. Company manufacture and weave cotton chenille yarn. The process unit is able to dye, screen print, and give finishes to both cotton and synthetic yarn.

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2.1.7 QUALITY AT ORGANISATION

Fig 2.4- Quality of Mahajan Overseas (P) Ltd Quality and value are the fundamental concerns at Mahajan, which Company is able to control by completely owning the manufacturing facilities. Company is able to offer product at manufacturers costs allowing larger margins for retailers. Ensuring that this product meets exacting quality standards has earned us an ISO 9002 systems certification. At Mahajan overseas, Quality is corporate mantra at every level of production and administration that ensures maximum customer satisfaction. The in-house quality checks done under professional personnel make sure that the home furnishing meets all international standards. They have a team of highly talented designers who are continuously coming out with exquisite designs, magnificent cuts and fabulous colors to appeal the clients all over the globe. They are engrossed in bringing forth a collection of products which is a fusion of modernity and tradition. The company understands each yarn needs specific attention and it is because of this emphasis on quality that they have successfully achieved customer appreciation resulting in long term relations.

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2.1.7 PEOPLE

Fig 2.5- Human Resource at Mahajan Overseas (P) Ltd Mahajan believes that if something is worth doing, it is worth doing well. Company inculcates a work habit that is called PRIDE: Personal Responsibility in Delivering Excellence.

Employing over a thousand people, investing in infrastructure, managing people, production and quality, meeting the pressures of on-time deliveries-the whole exercise only goes forward year after year when the return is the satisfaction of a job done well. Total no of employees: 300--400

2.1.8 ENVIRONMENT

Today, more and more people are looking beyond the boundaries of their own lives and considering the quality of life they create for the future. Company believes every little bit counts. All effluent by-products of manufacturing and dyeing go through a treatment plant to neutralize them before discharge or recycling.

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3. INTRODUCTION TO THE TOPIC

3.1

TRAINING

Fig 3.1- Training The selection of best person is followed by training & development process to build up an effective workforce for a progressive organization. It is unrealistic to believe that all new employees have the abilities & skills necessary to immediately perform the require task to your standards. Every organization need to well trained & well experience people to perform the activities that have to be done. Training is necessary to raise the skill levels and increase the versatility and adoptability of employees. Inadequate job performance or a decline in productivity or changes out of job redesigning or a technologically break through require some type of training & development efforts. As the job become more complex, the importance of the employee development also increases. In a rapidly changing society, employee training and development is not activities that is desirable but also an activity that an organization must commit resources to if it is to maintain that an organization must commit resources to if it is maintain a viable and
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knowledge workforce.Training is a short term process utilizing a systematic and organized procedure by which non-managerial personnel learn technical knowledge and skills for a definite purpose. The focus of training right at the very outset is on a person on the job in the organization all of this whole amalgam. Wherever it moves during the training process, the same starting point becomes the focus again at the end, hopefully with a difference. The difference lies what the person has the learned that he now applies. That difference, in terms of actually move effective behavior, is the measure of the effectiveness of training. it is essential to insist on the starting point and goal post, and on this measure. Prior to the training process, determine the skills level of the new employees. Through interviewing, observing the employees skills and abilities, paying careful attention to questions asked & inquiring of previous employers and reference, the employers can develop a good idea of the skills level of the employee. Next, identify the specially what the learns should be able to perform after training. Include factors such as how fast, how accurately or at what standard various tasks should be performed. Make sure the steps or procedures are logically and in correct order. Have all needs materials and equipment available & ready for operations. The role of the employer and trainer becomes of a teacher in the training process. The ability to teach the employee a particular still or task is critical if training goals are to be met. Most find a step-by step processes the most successful in training employee.As a brief review of terms, training involves an expert working with learner to transfer to them certain Areas of knowledge or skills to improve in their current job. Development is a broad, on going multifaceted set of activities to bring someone or an organization up to another threshold of performance, ongoing to perform some job or new role in the future.

3.1.1 DEFINITIONS OF TRAINING

Training is an organized procedure by which people learn knowledge and skill for doing a particular job. -------------------- - Dale S. Beach

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Training is a short term process utilizing a systematic and organized procedure by which nonmanagerial personnel learn technical knowledge and skills for a definite purpose. ------------------Michael J. Jucius Training is concerned with imparting developing specific skills for a particular purpose. It is the act of increasing the skills of employees for doing a particular job. It is the process of learning a sequence of programmed behavior.

3.1.2 DEVELOPMENT

FIG 3.2- Development Management development is all those activities and programme when recognized and controlled have substantial influence in changing the capacity of the individual to perform his assignment better and in going so all likely to increase his potential for future assignments. Thus, management development is a combination of various training programme, though some kind of
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training is necessary, it is the overall development of the competency of managerial personal in the light of the present requirement as well as the future requirement. Development an activity designed to improve the performance of existing managers and to provide for a planned growth of managers to meet future organizational requirements is management development.

Management development is based on following on assumptions. 1. Management development is a continuous process. It is not one shot programme but continues though out the career of a manager. 2. Management development is any kind of learning, is based on the assumption that there, always existing a gape between an individuals performance and his potential for the performance. 3. Management development seldom takes place in completely peaceful and relaxed atmosphere. 4. Management development requires clear setting of goals. 5. Management development required conducive environment.

3.1.3 DESIGNING TRAINING AND DEVELOPMENT PROGRAMME

Every training and development programme must address certain vital issues: (1) Who participate in the programme? (2) Who are the trainers? (3) What methods a n d t e c h n i q u e s a r e t o b e u s e d f o r t r a i n i n g ? ( 4 ) W h a t s h o u l d b e t h e l e v e l o f training? (5) What learning principles are needed? (6) Where is the programme conducted?

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3.1.4 METHODS OF TRAINING AND DEVELOPMENT USED IN MAHAJAN OVERSEAS (P) LTD
Mahajan Overseas (P) Ltd categorizes its employees in three categories: skilled employees, semi-skilled employees and unskilled employees. For different category of employees they follow different training and development methods. CATEGORIES OF EMPLOYEES TRAINING AND DEVELOPMENT

METHOD USED Skilled Employees On The Job Training, Conference, Online Semi-skilled Employees Demonstration Method, Lectures Unskilled Employees Vestibule Training, Role Playing Table 3.1- Techniques of Training and Development

3.1.5 FOR SKILLED EMPLOYEES: ON-THE-JOB-TRAINING (OJT)

Virtually every employee, from the clerk to company president, gets some on-the-job-training when he joins a firm. Thats why William Tracly calls it, the most common, the most widely used and accepted, and the most necessary method of training employees in the skills essential and acceptable for job performance. Under this technique, 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 and instructed by skilled coworkers, by supervisors, by the special training instructors. They learn the job by personal observation and practice as well as occasionally handling it. It is learning by doing, and it is most useful for jobs that are either difficult to simulate or can be learned quickly by watching and doing.

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There are a variety of OJT methods, such as coaching or understudy, job rotation and special assignments. Under coaching or understudy method (which is also known as internship and apprenticeship), the employee is trained on the job by his immediate superior.

Internship is usually applied to managerial personnel and provides wide variety of job experience, often involving job rotation, or an assistant to type of position. Apprenticeship is generally used to impart skills requiring long periods of practice as found in trade, crafts and other technical fields. In job rotation, a management trainee is made to move from job to job at certain intervals. The jobs vary in content. Special assignments or committees are other methods used to provide lower-level executives with first hand experience in working on actual problems. On-the-job training is made more effective by the use of variety of training aids and techniques, such as procedure charts, lecture manuals, sample problems, demonstrations, oral and written explanations, tape-recorders and other aids. Merits of On-the-Job Training The trainee learns on the actual equipment in use and in the true environment of his job. It is highly economical since no additional personnel or facilities are required for training. The trainee learns the rules, regulations and procedures by observing their day-to-day applications. It is most appropriate for teaching the knowledge and skills, which can be acquired in a relatively short period, say, a few days of weeks. Demerits of On-the-Job Training The Instruction is often highly disorganized and haphazard and not properly supervised. Learners are often subjected to distractions of a noisy shop or office.
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3.1.6 FOR SKILLED EMPLOYEES: CONFERENCE

In this method, the participating individuals discuss points of common interest of each other. 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. There are 3 types of conferences. In the directed discussion, the trainer guides the discussion is such a way that the facts, principles or concepts are explained. In the 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. In the seminar conferences, answer is bound to question or a solution to a problem. For this, the instructor defines the problem, encourages and ensures full participation in the discussion.

3.1.7 FOR SEMISKILLED EMPLOYEES: DEMONSTRATION METHOD

In the demonstration method, the trainer describes and displays something, as when he teaches an employee how to do something by actually performing the activity himself and by going through a step-by-step explanation of why and what he is doing. Training by example is effective in mechanical operations or interpersonal relationships, for job duties and responsibilities, for informal group standards, supervisory expectations. Demonstrations 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. In a demonstration, the emphasis is primarily on know-how, the principles and theory of a job must, therefore, be taught by some other method.

3.1.8 FOR SEMI-SKILLED EMPLOYEES: LECTURES METHOD

Lectures are regarded as one of the simplest ways of imparting knowledge to the trainees, especially when facts, concepts, or principles, attitudes, theories and problem-solving abilities are to be taught. Lectures are formal organized talks by the training specialist, the formal superior or other individual specific topics.

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The lecture method can be used for very large groups, which are to be trained within a short time, thus reducing the cost per trainee. It can be organized rigorously so that ideas and principles relate properly. The main advantage of the lecture system is that it is simple and efficient and through it more material can be presented within a given time than by any other method.

3.1.9 FOR UNSKILLED EMPLOYEES: VESTIBULE TRAINING

This method attempts to duplicate on-the-job situations in a company classroom. 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 skill rather than on performing an actual job. Technical training is given in the 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.

3.1.10 FOR UNSKILLED EMPLOYEES: ROLE PLAYING

The idea of Role-playing involves action, doing and practice. In role-playing, trainees act out a given role, as they would in stage play. Two or more trainees are assigned parts to play before the rest of the class. The role-players are simply informed of a situation is acted out by the roleplayers. Role-playing is especially useful in providing new insight and in presenting the trainee with opportunities to develop interaction skills.

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3.1.11 OBJECTIVE OF EMPLOYEE TRAINING AND DEVELOPMENT

To train the employee towards better job adjustment and high morale and to reduce To increases knowledge skills and abilities of an employee and to change his behavior To promote continuous employee performance improvement. To encourage career long learning. To provide an environment that fosters learning and encourages employee participation. To provide learning experience that facilitates the improvement of employee reasoning, Cultivate a work culture that provides a balance between organizational goals and To increase employee quality and quantity of output. To assist employee function more efficiently by exposing them to latest components/ To improve quality of staff, product and reducing operating costs. To improve of personal skills: Career path development. Staff multi skilling and flexibility. Obtaining recognized qualifications. Developing management techniques. Continuous professional development (CPD).

supervision, wastage and accidents. and attitude.

confidence, judgment and self esteem. personal development.

techniques / concepts.

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REVIEW OF LITERATURE

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LITERATURE REVIEW
In order to comprehensively answer the research questions, literature is reviewed on training and development. To appreciate the specific nature of training and development, it was essential to first explore general training and development literature. To assess the extent of training, there has been little sustained research into trainer roles and influence. Using semi-structured interviews with trainers in public and private sector organizations, considers the assumptions and tactics that trainers use to enhance their influence. The approaches to build credibility with line management locks training into a subservient position. The threats can close some of the status gap between training and line management; alliance tactics are insufficient to improve the general status of trainers. High status training is not achieved by a progressive passage through a common sequence of mobility stages. It develops from a supportive training culture where trainers develop new ways to assess their organizational contribution on conventional performance criteria and from charismatic trainers innovating training knowledge Hallier and Butts, (2000). The interests of trainers, managers, and trainee representatives (stakeholders) are best served when all parties carefully discuss the training parameters Peter et al (2000). The potential inhibitors can reduce the effectiveness of a performance appraisal system in relation to training and development plans. The views of the appraisees counter the more usual overview provided by managers and other commentators, the limitations of performance appraisal remains the same in training and development programme John & Western, (2000). Workforce training programs have undergone considerable restructuring as a consequence. In recent years, there has also been a rapid growth in the use of contract labor supplied by agencies to perform specific functions. The potentially damaging effects a reliance on contract employees can have on training and the skills base Lafferty& Roan, (2000)

As pressures on organizations to adapt and solve problems creatively increase, employee creativity will become an increasingly important concern. The pressures on businesses and government organizations to adapt to new technologies and external threats require resourcefulness and creativity. Several training interventions have been shown to be effective in
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enhancing the participants creativity. In addition, a number of managerial behaviors seem to affect subordinates creativity. It includes creativity training, management training, and the managerial behaviors that affect subordinates creativity. Appropriate methods of management training intended to enhance subordinates creative performance are suggested Scott Williams, (2001). In training and development (T&D), it is helpful for competencies to focus on knowledge, skills and/or abilities. But neither the field of T&D, nor competency within the field, is static. It is a careful review of literature showing the trends in competency over the past three decades in the training and development field, and provides some speculation regarding competencies needed in the near future for professionals in T&D. Two of the most apparent changes in T&D are the shift to performance improvement and the use of technology. Thus the skills, knowledge, and abilities involving these areas will continue to become increasingly necessary for T&D professionals Zane et al, (2002). The effectiveness of on-the-job training (OJT) is included. The two studies are included. The first in the call centers of a large company, and the second in post offices. Gives the results of the study which indicate the OJT programs were only partially successful in realizing training goals. Indicates that self-efficacy, prior experience with tasks, managerial support and workload were the most powerful predictors for training effectiveness. Concludes that the evidence suggests that OJT is not entirely an effective training method although more research is needed in this area Marcel et al, (2002). Most of the companies believed that their training programmes did not realize the full potential in terms of higher productivity, better onthe-job performance, and improved quality. Causal factors were found to be inadequate training objectives and evaluation mechanisms, which stem from a number of barriers. Proposes a training programme measurement model, which has been adapted from existing concepts, and could be applied by manufacturing organizations as a framework for carrying out appropriate evaluation activities Charles et al, (2002). The effectiveness of entrepreneurship training and support initiatives, with recent studies focusing on the provision of training and other skills development opportunities has been examined. The importance of education and training to the economy and focuses on the particular value of entrepreneurship education and training is included. There are difficulties involved in categorizing entrepreneurship education and training; the issue of whether or not entrepreneurship can be taught; the content of entrepreneurship programmes and the cultural and
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evaluative considerations Diarmuid et al, (2003). Training needs analysis (TNA) refers to organizations data collection activities that underpin decision making, particularly in relation to whether training, can improve performance, who should receive training and training content. These models are based upon a unitarist and rational view of organizational decision making, ignoring the extent to which the nature of social relationships and dynamics within organisations may influence training-related decisions Nicholas Clarke, (2003) In order to succeed in a globally competitive environment MNEs need to effectively train expatriates and their spouses, host-country nationals (HCNs) and third-country nationals (TCNs), and develop and nurture a truly global management team. There appears to be a considerable gap between academic theories and multinational enterprises (MNEs) practice. MNEs pay little attention to international training and management development. Ineffective international training and management development have a considerably adverse impact on MNEs Jie Shen, (2005). A number of key points emerged first; the culture and change issues arising during the development of the learning and development needs analysis process were very significant. Second, the development and piloting of the needs analysis process needed to be approached as a change management process. Third, linking the needs analysis process with existing organizational processes was a key factor in the success of the process and created a strategic dimension. Finally, in a large, complex organization a balance must be struck between standardization and customization of the needs analysis process to allow for the different structures, subcultures and levels of readiness in the organization Reed& Vakola, (2006). The way in which a single simulation exercise, the Green Revolution Game, can be adapted to meet the professional needs of different groups of development planners and managers, is described. It is argued that simulations and gaming exercises should play a greater role in the training of those involved in development and proposes the production of a short directory of simulations and gaming exercises David Hulme (2006) The effectiveness and efficacy of a training program are dependent on evaluation of training quality, course design and learning experience. Next, employee satisfaction is found to be influenced by work environment, company values and job responsibilities Choo& Bowley,
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(2007). The substantial transfer of training and suggest that actual utilization of newly learned skills is influenced differently than judgments about the value of the training. The greatest inhibitor to transfer appeared to be fear of breaking cultural norms and the most important remedy, the number of other managers who receive the training. In particular, having one's boss take the same training was strongly associated with post-training utilization. Some kinds of social support, like encouragement and verbal praise, were associated with positive judgments of the training but not with utilization. Instead, observing others use the skills and being able to coach one another was the kind of support that effected utilization, which depended on colleagues and bosses also receiving the training Yabome et al, (2007). Training programs are infrequently evaluated and when they are evaluated they often rely on pre-experimental designs and feedback of the participants. This statement is also true of management development programs based on 360 feedbacks. In this study the effects of a training program administered with 360 feedbacks are evaluated using pre- and post-observations of the participants managerial skills in control and experimental groups Rosti Jr & Shipper, (2007). How a corporate intranet can be used for something more than an electric library. The critical step is to not assume the intranet is for information sharing, but rather should be seen as a powerful tool rapid, relevant, and specific feedback. The importance of teams having a common vision and for the need to create subordinate goals and objectives that fit within a larger context is essential for training and development Keith Denton, (2007). There is a significant correlation between the employee perceived training effectiveness and their commitment, job satisfaction and motivation. Additionally, high correlations were found between the latter three variables Sahinidis & Bouris, (2008). The post-training self-efficacy has a positive impact on customer satisfaction and ease of use. Customers' post-training self-efficacy in SSTs by integrating training theories and SSTs studies. Service organizations use effective training programs to customers' participation in the service delivery process via SSTs. Customers' ease of use and technology anxiety in a single research Xinyuan et al, (2008). Variety of cost-effective methods that employers can use to support training activities and promote the transfer of skills and knowledge to the workplace. These techniques work to positively impact the workplace environment through peer and supervisory support Harry J. Martin, (2010). The economic theory of productivity to create a metric of costs and benefits to
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allow organizations to assess the impact of learning. It is hoped the approach will firstly, contribute to the debate about how training should be evaluated; secondly, bridge the gap between academic research and practitioner needs and finally, provide a scientifically robust but practitioner friendly means of evaluation Richard Paul Griffin, (2010). Formal training is prioritized due to a perceived more tangible demonstrable return on investment. Perceived success in training focuses on improvements to job-related skills, whereas success outcomes for development are more varied and difficult to measure. Managers consider that training and development are more valuable when combined McDowall & Saunders, (2010). The better access to information on the applicability and usefulness of HRD to small firms can be crucial to overcoming the barriers to skills development that exists among such firms. The analysis suggests that a key challenge for policy makers in this area is to facilitate changes in owner attitudes, improve access to training interventions and create the necessary institutional conditions to encourage SMEs to move to high value-added trajectories Antonios Panagiotakopoulos, (2011).To review the relevant literature on training needs assessment (TNA) with an objective to provide users/beneficiaries of TNA with the understanding of its growing concept, multiple uses (outcomes), and valuing these uses (antecedents) Iqbal & Khan, (2011). A pair-wise analysis to pinpoint the source of the differences between the various training methods indicates that all training methods are significantly different except for frontal and simulator and therefore an organization considering these two methods can select them indifferently. A combination of mentor and simulator was found to be significantly inferior to the frontal and simulator hybrid method Neomi et al, (2011) Employee access to T&D was initiated primarily by managers; employees did not exhibit developmental pro activity. Regulatory requirements and performance deficits were the main factors triggering T&D. Decisions regarding employee access to T&D were influenced by a wider range of factors than the decision making factors that commonly feature in literature that discusses barriers to T&D in SMEs. Decision makers tended to neglect the evaluation phase of the decision making process and engaged in post-decisional justification Alan Coetzer et al, (2012). Employability is central to employee performance and organizational success. Individual employability includes general meta-competence and context-bound competence that is related to a specific profession and organization. The concept of employability is wider than that of
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talent, but the possession of talent is critical to being employable. Nilsson & Ellstrm, (2012). The absence of leaning, training and professional development opportunities for women entrepreneurs is found to be an almost universal phenomenon. Training has been planned and provided; the results have been very significant. Further, women and their businesses are disadvantaged by the lack of training available and that this comes at a high cost to their businesses Paul J. Davis, (2012). The needs of business to concentrate on building employee capacity and focusing on employee development to attain job satisfaction Khawaja Fawad Latif, (2012)

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RESEARCH METHODOLOGY

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3. RESEARCH METHODOLOGY
Every project work is based on certain methodology, which is a way to systematically solve the problem or attain its objectives. It is very important guideline and lead to completion of any project work through observation, data collection and data analysis.

RESEARCH
Acc. To advanced learners dictionary of current English Research is search for knowledge Or Research is systematic efforts to gain knowledge. A careful investigation or inquiry especially through search for new facts in any branch of knowledge. Research is Scientific and systematic search for gaining information and knowledge on a specific topic or phenomena. Research refers to the systematic method consisting of: Enunciating the problem, Formulating a hypothesis, Collecting the fact or data, Analyzing the facts and reaching certain conclusions either in the form of solutions towards the concerned problem or in certain generals for some theoretical formulation Research methodology is a way to systematically solve the research problem. It may be understood as the science of studying how research is done. Research in the common parlance refers to a search for knowledge.

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3.1 JUSTIFICATION OF THE STUDY

The study is significant as it helps to know the training and development techniques of a manufacturing concern. HR management plays a vital role in todays business firms. It is a very challenging part of Business Management. Proper training and development programs are very compulsory for every organization in todays Competitive Business Environment. In modern era, it is very necessary to have multi skilled employees so that productivity can be increased. The study explains the training and development techniques used by the organization and also helps to know its sources. The study helps to know how the company is using training and development methods as a tool to get the competitive advantage in the industry and to enhance the efficiency of their organization. So the study becomes relevant to understand the process of training and developing potential employees in the manufacturing concern.

3.2 SIGNIFICANCE OF THE STUDY:

The training and development of employees is essential to maintain a healthy environment in the company. When employees are provided training and they are satisfied with the jobs, they will want to produce more and perform better, and are loyal to their employers. As such, employers provide them with the new techniques of training and development. Surveys allow employers to know what's going on, so that they can minimize unpredictable behaviors, such as employees abruptly quitting.

3.3 OBJECTIVE OF THE STUDY

The basic objective of the project is to study the methods adopted in training and development methods being followed by MAHAJAN OVERSEAS PVT. LTD.

3.3.1 SUB OBJECTIVES:

1. To know the new techniques of training people used by organizations. 2. To know what are the different areas covered in the training method.
3. To know what are the different procedures adopted in training process.

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4. To know is the company able to pay for outside hire charges. 5. To know is the orientation programme important for the employees.

3.4 RESEARCH DESIGN

The research design used in this project is descriptive in nature. Descriptive research includes surveys and fact-finding enquiries of different kinds. The main purpose of this descriptive research is description of the state of affairs as it exists at present. As the study was conducted on the training and development process, so the practices followed by MAHAJAN OVERSEAS PVT LTD have been studied and its main procedures for T&D are viewed. As the main characteristic of descriptive research is that it has no control over the variables; it can only report what has happened or what is happening so here descriptive research has been used.

3.5 SAMPLE DESIGN

The sample design used in this study is RANDOM SAMPLING.

3.6 UNIVERSE
In statistics, universe or population means an aggregate of items about which we obtain information. A universe or population means the entire field under investigation about which knowledge is sought. A population can be of two kinds (i) Finite and (ii) Infinite. In a finite population, number of items is definite such as, numbers of students or teacher in a college. On the other hand, an infinite population has infinite number of items e.g. no. of stars in a sky, no. of water drops in an ocean, no. of leaves in a tree or no. of hairs on the head. But in this research project, only finite population is used as HUNDRED EMPLOYEES OF MAHAJAN OVERSEAS PVT LTD PANIPAT. SAMPLE UNIT 100 Employee of MAHAJAN OVERSEAS PVT LTD

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3.6.1 SAMPLE SIZE

A part of population is called sample. In other words, selected or sorted units from the population are known as sample. In fact, a sample is that part of the population which select for the purpose of investigation. In this research project, the sample size of this study is 100 employees

3.6.2 METHODS OF DATA COLLECTION

To determine the appropriate data for research mainly two kinds of data was collected 1) Primary Data 2) Secondary Data Primary data: - Primary data had been collected from the employees of the company directly. Secondary data: - Secondary data are the data collected for some purpose other than the research situation; such data are available from the sources such as books, company reports, journals, rating organization, census department etc . Sources of secondary data are Internet. Book and Journals. Company manual. Research work of others.

DATA USED FOR THE STUDY For the study conducted both kind of data have been used, primary as well as secondary. PRIMARY DATA- With the help of questionnaire and own observation.
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SECONDARY DATA -With the help of internet and company manuals.

3.7 RESEARCH INSTRUMENT

QUESTIONNAIRE Questionnaire refers to a device for securing answer to a formally arranged list of Questions by using a term, which the respondents fill in himself. Questionnaire design Open Ended Questions Close Ended Questions Dichotomous Questions Multiple Questions

A. Open Ended Questions In this question, the respondents answer in his own words. This type of questions is rarely used because it is difficult to weight the result.

B. Close Ended Questions In this question respondent is given a limited number of alternatives from which he selects the one that most closes matches his opinion or attitude.

C. Dichotomous Questions

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A Dichotomous question refers to one which offers the respondent a choice between only two alternatives and reduces the issues to its simplest form.

D. Multiple Questions A Multiple choice Question refers to one which provides several set of alternatives for its answers. These types of questions are asked on demographic section.

3.8 STATISTICAL TOOLS USED FOR ANALYSIS

Graphical and Tabular analysis The tools used for the analysis are as follows:Tables: Tables are used to represent the response of the respondents in a precise term so that it become easy to evaluate the data collected. Pie-charts: Pies charts have been used to express that how much percentage of the respondents have a particular response towards a particular option. Chi-square test: - Chi-square test is used when the set of observed frequencies obtained after experimentation have to be supported by hypothesis or theory. The test is known as X 2- test of goodness of fit and is used to test if the deviation between observation (experiment) and theory may be attributed to chance (fluctuations of sampling). Ho= There is no significant difference between level of employees and satisfaction of training programmes. H1= There is significant difference between level of employees and satisfaction of training programmes. Here we have the assumption of H0. If,
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Calculated value < Tabulated value Then, hypothesis is accepted else its rejected. (O-E) 2 = E O E = = Observed frequency Expected frequency where,

PERCENTAGE METHOD Percentage refers to a special kind of ratio. Percentages are used in making comparison between two (or) more series of data. Percentages are used to describe the relationship. Percentage can also be used to compare the relative terms, the distribution of two or more series of data. Since the percentage reduce everything to a common base and thereby allow meaning comparisons to be made.

The data collected through questionnaire response was analyzed in the following manner: Raw data was coded and tabulated The tabulated data was converted into percentage, to show the percentage of opinion among respondents.

Percentage analysis thus involves the simple interpretation/ analysis of the various items to be taken up in the questionnaire on a percentage basis from the data collected. Interpretation of the gaps also includes mean scores obtained by the organization on every aspect/ item as calculated.
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3.9 LIMITATIONS OF THE STUDY

Limitation is regarding the sample selection. Limited time for conducting the study. Lack of interest of respondents. Findings are based on the views expressed by the respondents of different occupation, age and sex so it may suffer from biased prejudices. The study has not been intended on a very large scale, have the possibility of errors, which cant be ruled out. The misunderstanding of the terms used in questionnaire by the respondents. Consciously avoiding a particular response due to the extreme factors. Lack of awareness and knowledge among the selected sample unit. Some of the workers did not respond properly as they thought HR Department was carrying on some performance assessment on the basis of their responses. Time limitation was another constraint. Workers were not able to entertain properly due to their busy schedules. It was found that some workers were not really satisfied with their present job in the organization. They were little confused.

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DATA ANALYSIS & INTERPRETATION

Analysis Pie Chart:

4.1 IS GRIEVANCE HANDLING IMPORTANT?

RESPONSES PERCENTAGE Very important 38% Somewhat important 32% Not now 20% Not sure 4% Not important 6% Table 4.1- Grievance handling

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Fig 4.1- Grievance handling

INFERENCE: From the above table it is evident that the GRIEVANCE HANDLING method of training is considered to be Very important for the employee who are about 38% whereas 32% employees considered Grievance handling is somewhat important.

4.2 IS EMPLOYEE PERFORMANCE MANAGEMENT IMPORTANT?

RESPONSES PERCENTAGE Very Important 56% Somewhat Important 22% Not Now 12% Not Sure 8% Not Important 2% Table 4.2 Employee Performance Mgt

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Fig 4.2 Employee Performance Mgt

INFERENCE: From the above table it is evident that the EMPLOYEE PERFORMANCE MANAGEMENT method of training is considered to be Very important for the employee which is about 56% whereas 22% employees believe that employee performance management is somewhat important area in the training and development.

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4.3 DO WORKPLACE ETHICS IMPORTANT?

RESPONSES PERCENTAGE Very Important 40% Somewhat Important 50% Not Now 2% Not Sure 6% Not Important 2% Table 4.3 Workplace Ethics

Fig 4.3 Workplace Ethics INFERENCE: From the above table it is evident that the WORKPLACE ETHICS method of training is considered to be very important for the employees which is about 40% whereas 50% employees is in the opinion that workplace ethics is somewhat important area in the training and development.
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4.4 IS CONFLICT MANAGEMENT IMPORTANT FOR EMPLOYEES?

RESPONSES PERCENTAGE Very Important 38% Somewhat Important 30% Not Now 16% Not Sure 8% Not Important 8% Table 4.4 Conflict Management

Fig 4.4 Conflict Management INFERENCE: From the above table it is evident that the CONFLICT MANAGEMENT method of training is considered to be Very important for the employee which is about 38% whereas 30% employees
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are in the opinion that conflict management is somewhat important area in the training and development.

4.5 HOW MUCH IMPORTANT ARE STRATEGIC PLANNING/

ORGANIZATIONAL SKILLS FOR THE EMPLOYEES?

RESPONSES PERCENTAGE Very Important 30% Somewhat Important 34% Not Now 22% Not Sure 12% Not Important 2% Table 4.5 Strategic Planning/Organizational Skills

Fig 4.5 Strategic Planning/Organizational Skills INFERENCE:

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From the above table it is evident that the Strategic Planning/Organizational Skills method of training is considered to be Very important for the employee which is about 30% whereas 34% employees are in the opinion that Strategic Planning/Organizational Skills is somewhat important area in the training and development.

4.6 IS PRESENTATION SKILLS IMPORTANT DURING TRAINING

PROGRAMME? RESPONSES PERCENTAGE Very Important 32% Somewhat Important 34% Not Now 28% Not Sure 6% Not Important 0% Table 4.6 Presentation Skills

Fig 4.6 Presentation Skills INFERENCE:

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From the above table it is evident that the Presentation Skills method of training is considered to be Very important for the employee which is about 32% whereas 34% employees are in the opinion that Presentation Skills is somewhat important area in the training and development.

4.7 DOES STRESS MANAGEMENT IS AN IMPORTANT AREA IN TRAINING

PROGRAMME? RESPONSES PERCENTAGE Very Important 26% Somewhat Important 42% Not Now 22% Not Sure 8% Not Important 2% Table 4.7 Stress Management

Fig 4.7 Stress Management

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INFERENCE: From the above table it is evident that the Stress management method of training is considered to be Very important for the employee which is about 26% whereas 42% employees are in the opinion that Stress management is somewhat important area in the training and development.

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4.8 HOW IMPORTANT IS RETENTION OF EMPLOYEES?

RESPONSES PERCENTAGE Very Important 30% Somewhat Important 32% Not Now 24% Not Sure 8% Not Important 6% Table 4.8 Retention

Fig 4.8 Retention INFERENCE: From the above table it is evident that the Retention method of training is considered to be Very important for the employee which is about 30% whereas 32% employees are in the opinion that retention is somewhat important area in the training and development.

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4.9 DOES SUPERVISORY SKILLS IMPORTANT FOR EMPLOYEES?

RESPONSES PERCENTAGE Very Important 28% Somewhat Important 36% Not Now 22% Not Sure 4% Not Important 8% Table 4.9 Supervisory Skills

Fig 4.9 Supervisory Skills

INFERENCE:

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From the above table it is evident that the Supervisory skills method of training is considered to be Very important for the employee which is about 28% whereas 36% employees are in the opinion that supervisory skills is somewhat important area in the training and development.

4.10 WHAT ARE THE DIFFERENT AREAS OF INTEREST IN PC SOFTWARE? OPTIONS PERCENTAGE 23% 11% 23% 11% 10% 7% 15%

Excel Access Internet Data File Management Word Processing Operating Win XP Others Table 4.10 Areas of Interest

Areasof Interest
15% 7% 10% 11% 23% 11% 23% Excel Access Internet Data file Managem ent Word processing OperatingWin XP Others

Fig 4.10 Areas of Interest

INFERENCE:

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From the above table it can be inferred that, 23% of the Respondents area of interest lies on Excel and Internet respectively. 11% on Spreadsheet and Data File Management whereas 10% employees area of interest lies in word processing.

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4.11 WHAT IS THE DIFFERENT METHOD OF TRAINING ADOPTED IN THE ORGANISATION? OPTIONS PERCENTAGE

Classroom 36% Online 24% Audio Visual Media 7% Role Play 8% Job Rotation 12% Lectures 8% Others 5% Table 4.11 Different Methods of Training

D ifferentMethodsof T raining
8% 12% 8% 7% 24% 5% 36% Classroom Online Audio Visual Media Role Play Job Rotation Lectures Others

Fig 4.11 Different Methods of Training

INFERENCE:

From the above table it is evident that the classroom training method adopted in the organization is 34% whereas online training method is 24%. Job rotation method of training adopted in the organization is only about 12%.
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CHI- SQUARE METHOD:

Ho= There is no significant difference between level of employees and satisfaction of training programmes. H1= There is significant difference between level of employees and satisfaction of training programmes.

CRITICAL VALUE: The table value of = at = 0.05 for degree of freedom (3-1) (2-1) = 2 is 5.991

DECISION:
The calculated value of = 0.7897 < for 2 degree of freedom = 5.991. Therefore the null hypothesis that is there is no significant difference between levels of employees and satisfaction of training programme is accepted.

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FINDINGS, SUGGESTIONS AND CONCLUSION

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5.1 FINDINGS OF THE STUDY

1)

38% employees feel that grievance handling is very important area covered in training

and development programme while 32% employees feel that grievance handling is somewhat important whereas 20% employees believe grievance handling is not now an important area of training programme. 4% employees are not sure and 6% employees believe grievance handling is not an important area of training.

2)

56% employees believe that employee performance management is a very important for

managing the employee performance whereas 22% employees believe that employee performance management is somewhat important area. 12% employee considers employee performance management is not now an important area. Rest 8% and 2% employees are in opinion that employee performance management is not sure and not an important area of training.

3)

40% employees believe that workplace ethics is very important area of training whereas

50% employees believe that work place ethics is somewhat important to be maintained during the working place. 2% employees are in opinion that workplace ethics is not now an important area. Rest 6% and 2% employees are not sure and believe that work place ethics is not an important area of training programme.

4)

38% employees believed that conflict management is a very important area to be

covered in training and development programme.30% employees believed that conflict management is somewhat important area in training. 16% employees are in the opinion of not now whereas 8% employees are in the favor of not sure and rest 8% believed that conflict management is not an important area in training programme.

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5)

30% employees is in favor of strategic planning and organizational skills a very

important area. 34% employees believed that strategic planning and organizational skills is somewhat important whereas 22% employees are in the opinion of not now an important area. Rest 12% employees are in the favor of not sure and 2% not an important area.

6)

32% employees is in the opinion that presentation skills in very important area of training

session.34% employees believe that presentation skills are somewhat important for employees during training programme. 28% employees are in the opinion of not now whereas 6% employees are not sure.

7)

26% employees is in favor of stress management a very important area. 42% employees

believed that stress management is somewhat important whereas 22% employees are in the opinion of not now an important area. Rest 8% employees are in the favor of not sure and 2% not an important area.

8)

30% employees is in favor of retention a very important area. 32% employees believed

that retention is somewhat important whereas 24% employees are in the opinion of not now an important area. Rest 8% employees are in the favor of not sure and 6% not an important area.

9)

28% employees is in favor of supervisory skills a very important area. 36% employees

believed that supervisory skills are somewhat important whereas 22% employees are in the opinion of not now an important area. Rest 4% employees are in the favor of not sure and 8% not an important area.

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10)

23% employees do have area of interest in Excel. 11% employees are in favor of working

in Access whereas 23% employees area of interest is in Internet. 11% employees area of interest is in data file management. 10% employees are in word processing. Whereas 7% area of interest is in Operating Win XP and 15% are others.

11)

36% employees prefer classroom training method to be adopted in the organization. 24%

employees are in the favor of online training whereas 7% prefer audio visual method. 12% employees are in the opinion of Job rotation training method. Rest 8% prefers lectures method and 5% prefer others.
12)

Training at Mahajan Overseas (P) Ltd helps the employee in increasing their knowledge,

skills and abilities (KSA). From chi-square method there is no significant difference between levels of employees and satisfaction of training programmes. All training methods adopted are not equally effective. Company is in a favor to appoint highly qualified and experienced trainers to provide training to its employees.
13)

From chi-square test, it was found that there is no significant difference between levels

of employees and satisfaction of training programme is accepted.

14)

The analysis of demographic Profile shows that the qualification of employees is, 15%

employees are high school passed, 22% employees are secondary school passed, 35% employees are graduates and 28% employees are post graduates.
15)

Position of the employees shows that 25% employees works as a clerk,33% employees

are supervisors,17% are quality incharge,10% are executives and 15% employees holds the position of managers.
16)

Age of the employees concludes that 9%employees are under the age of 20years, 40% of

the employees are of the age 20years to 40 years,25% are of the age 30 years to 40 years,15% of the employees lies in the group of 40 years to 50 years and 11% employees belongs to the group of more than 50 years. 17) 68% employees are male and 32% employees are female in the organization.

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18)

29% employees are earning income below Rs. 20000, 42% employees are earn between

Rs 20000 to Rs. 40000,15% employees are earning income in the range of Rs 40000 to Rs 60000 and 14% employees are earning income more than Rs 60000.

5.2 SUGGESTIONS
Training should be conducted according to employees needs. Trainer, training place, training method, trainee are the major things that should be

considered while conducting the training program. More improvement in latest knowledge should be added in the training programme. The in-house training programme can be improved by inviting faculties from various

business schools and mostly from various private agencies for conducting training programmes for the employees. According to employees perception training programme was well designed and

functioned in systematic way, was somewhat extent, it should be changed to great extent.
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According to employees perception the faculty performance, was somewhat good, it

should be changed to great extent.

The employees feedback must be getting in a proper way. Necessary knowledge and skills about new learning strategies should be provided at all

levels of employees.

Accreditation of current teacher training and staff development programs offered by More external sources should be used. Company should take help of outside agencies if Organization should organize certain programmes for employees so that they should be Making training and development process and entirely in house activity to reduce cost. It is found that the average age groups of trainees are in their early thirties which signify

various providers. internal trainers alone cannot fulfill training requirement. able to know their satisfaction level regarding their job in the organization.

that the organization need more of young blood as enthusiasm is an integral part of the Industry. The maximum emphasis is need to be given to job instruction methods where the trainees are made to understand their job thoroughly and the role they are going to play in performing their job. Lecture as well as the presentation is the major part of imparting the education and The training objectives are in keeping with needs and abilities of trainees and it is this The trainee fill the feedback form and from time to time test are should be conducted to training them. that proves to be the major reason for success of the training as whole. know the gauge the effectiveness of training to employee to check their memory if they retain anything or not.

Team management is one of the things on which Mahajan Overseas (P) Ltd team must

emphasis so that their employees can be more productive as it was found during the visit of corporate office people they lack in managing themselves results the conflicts in relationships.
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Stress management training is more important for employee as it was observed that

people are all the time in stress due to over burden of work which hampers the personal life of individual results frustration and aggression. 5.3 FUTURE DIRECTIONS. This study has covered different aspects of Training and Development of the organization.

It has been studied from both prospective on-the job and off-the job training methods.

The study has been done on employee satisfaction in aspects of feedback given at the end of training session but still there are many related areas which could be taken as future direction of the study & that would be follow up till employee overall skills development..
This study is based out on coverage of basic idea about all the HR issues related to training

and development like training through coaching classes, workshops, reduction in cost of training but further more studies can be done in context with focusing on any one particular area like undertaking employee satisfaction with Effective feedback or Quality of work life & other such issues.

5.4 CONCLUSION The study conducted at MAHAJAN OVERSEAS PRIVATE LIMITED, PANIPAT deals with analyzing the training needs of employees of the organization. The present study conclude that majority of the employees are interested in attending the training programme and most of them agree that they could transfer the learning by implementing new knowledge, skill, ability
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and technology that they got from the training program. In general the company provides a very well designed and widely shared training policy to its employees. However there could be improvement in the case of conducting feedback reviews so as to analyze the status of the employees after training. Thus it is concluded from this study that the human element of organization is the most crucial asset of an organization. Taking a closer perspective -it is the very quality of this asset that sets an organization apart from the others, the very element that brings the organizations vision into fruition. Training leads to important benefits for individuals and teams, organization and society. The present reviews states that these benefits range from individual and team performance. To understand these benefits of training, multilevel, multidisciplinary and global perspective had been adopted. In this study measures are taken how to maximize the benefits of training. These factors include paying attention to needs assessment and pretraining states of trainees (e.g. trainee motivation,) training design and delivery (e.g. advantages of using error training), training evaluation (e.g. documenting training success differently depending on the stakeholder in question), and transfer of training (i.e. the importance of interpersonal factors).

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JOURNALS:

1. Alan Coetzer, Janice Redmond, Jalleh Sharafizad, (2012) "Decision making regarding access to training and development in medium-sized enterprises: An exploratory study

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using the Critical Incident Technique", European Journal of Training and Development, Vol. 36 Iss: 4, pp.426 447 2. Alexandros G. Sahinidis, John Bouris, (2008) "Employee perceived training effectiveness relationship to employee attitudes", Journal of European Industrial Training, Vol. 32 Iss: 1, pp.63 76 3. Almuth McDowall, Mark N.K. Saunders, (2010) "UK managers' conceptions of employee training and development", Journal of European Industrial Training, Vol. 34 Iss: 7, pp.609 630 4. Antonios Panagiotakopoulos, (2011) "Barriers to employee training and learning in small and medium-sized enterprises (SMEs)", Development and Learning in Organizations, Vol. 25 Iss: 3, pp.15 18 5. Charles Tennant, Mahithorn Boonkrong, Paul A.B. Roberts, (2002) "The design of a training programme measurement model", Journal of European Industrial Training, Vol. 26 Iss: 5, pp.230 240 6. David Hulme, (2006), International Journal of Public Sector Management, Vol. 2 Iss: 2 7. Diarmuid De Faoite, Colette Henry, Kate Johnston, Peter van der Sijde, (2003) "Education and training for entrepreneurs: a consideration of initiatives in Ireland and The Netherlands", Education + Training, Vol. 45 Iss: 8/9, pp.430 438 8. George Lafferty, Amanda Roan, (2000) "Public sector outsourcing: implications for training and skills", Employee Relations, Vol. 22 Iss: 1, pp.76 85 9. Harry J. Martin, (2010) "Improving training impact through effective follow-up: techniques and their application", Journal of Management Development, Vol. 29 Iss: 6, pp.520 534 10. Jacqueline Reed, Maria Vakola, (2006) "What role can a training needs analysis play in organizational change?", Journal of Organizational Change Management, Vol. 19 Iss: 3, pp.393 407

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11. Jerry Hallier and Stewart Butts, (2000) "Attempts to advance the role of training: process and context", Employee Relations, Vol. 22 Iss: 4, pp.375 402 12. Jie Shen, (2005) "International training and management development: theory and reality", Journal of Management Development, Vol. 24 Iss: 7, pp.656 666 13. John P. Wilson, Steven Western, (2000) "Performance appraisal: an obstacle to training and development?", Journal of European Industrial Training, Vol. 24 Iss: 7, pp.384 391 14. Keith Denton, (2007) "Corporate intranets: how can they give a new meaning to training and development?", Development and Learning in Organizations, Vol. 21 Iss: 6, pp.12 14 15. Khawaja Fawad Latif, (2012) "An integrated model of training effectiveness and satisfaction with employee development interventions", Industrial and Commercial Training, Vol. 44 Iss: 4, pp.211 222 16. Marcel R. van der Klink, Jan N. Streumer, (2002) "Effectiveness of on-the-job training", Journal of European Industrial Training, Vol. 26 Iss: 2/3/4, pp.196 199 17. Muhammad Zahid Iqbal, Rashid Ahmad Khan, (2011) "The growing concept and uses of training needs assessment: A review with proposed model", Journal of European Industrial Training, Vol. 35 Iss: 5, pp.439 466 18. Neomi Kaplan-Mor, Chanan Glezer, Moshe Zviran, (2011) "A comparative analysis of end-user training methods", Journal of Systems and Information Technology, Vol. 13 Iss: 1, pp.25 42 19. Nicholas Clarke, (2003) "The politics of training needs analysis", Journal of Workplace Learning, Vol. 15 Iss: 4, pp.141 153 20. Paul J. Davis, (2012) "The global training deficit: the scarcity of formal and informal professional development opportunities for women entrepreneurs", Industrial and Commercial Training, Vol. 44 Iss: 1, pp.19 25

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21. Peter J. Murk, Andrew J. Barrett, Pierre J. Atchade, (2000) "Diagnostic techniques for training and education: strategies for marketing and economic development", Journal of Workplace Learning, Vol. 12 Iss: 7, pp.296 306 22. Richard Paul Griffin, (2010) "Means and ends: effective training evaluation", Industrial and Commercial Training, Vol. 42 Iss: 4, pp.220 225 23. Robert T. Rosti Jr, Frank Shipper, (2007) "A study of the impact of training in a management development program based on 360 feedback", Journal of Managerial Psychology, Vol. 13 Iss: 1/2, pp.77 89 24. Scott Williams, (2001) "Increasing employees creativity by training their managers", Industrial and Commercial Training, Vol. 33 Iss: 2, pp.63 68 25. Staffan Nilsson, Per-Erik Ellstrm, (2012) "Employability and talent management: challenges for HRD practices", European Journal of Training and Development, Vol. 36 Iss: 1, pp.26 45 26. Stephen Choo, Christine Bowley, (2007) "Using training and development to affect job satisfaction within franchising", Journal of Small Business and Enterprise Development, Vol. 14 Iss: 2, pp.339 352 27. Xinyuan Zhao, Anna S. Mattila, Li-Shan Eva Tao, (2008) "The role of post-training selfefficacy in customers' use of self service technologies", International Journal of Service Industry Management, Vol. 19 Iss: 4, pp.492 505 28. Yabome Gilpin-Jackson, Gervase R. Bushe, (2007) "Leadership development training transfer: a case study of post-training determinants", Journal of Management Development, Vol. 26 Iss: 10, pp.980 1004 29. Zane Berge, Marie de Verneil, Nancy Berge, Linda Davis, Donna Smith, (2002) "The increasing scope of training and development competency", Benchmarking: An International Journal, Vol. 9 Iss: 1, pp.43 61

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BOOKS:

Chawla Deepak, Business Research methodology ,Vikas Publishing House Gupta C.B Human Resource Management S.CHAND K Ashwathappa, (1997) Human Resource and Personnel Management, Tata McGraw- Hill Kothari .C.R Business research methodology , New Age International publisher Mamoria C.B, Gankar S.V, Personnel Management, Himalaya Publication RAO.V.S.P Human Resource Management EXCEL Singh P.N, Developing & Managing Human Resources, Himalaya publication Stephan R. Covey ,Seven Habits of Highly Effective People Stephan Robbins, Organizational Behavior Weihrich & Koontz, (2000) Essentials of management, Tata Mcgraw Hill

WEBSITES:

www. mahajan overseas.com, viewed on 6 aug 2012 www. citehr.com, viewed on 15 aug 2012 www. management paradise.com, viewed on 15 aug 2012 www.mba clubindia.com, viewed on 20 aug 2012 wwsw. emeraldinsights.com, viewed on 22 aug 2012 www.cci.in/survey reports, viewed on 25 aug 2012

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TRAINING AND DEVELOPMENT QUESTIONNAIRE

1) How important are the following training topics?

Very important Grievance handling Employee performance management Work place ethics Conflict management strategic planning/organisational skills Presentation skills Stress management Retention Supervisory skills

Somewhat important

Not now Not sure Not important

2) What technology areas are you interested in? (check all that apply). E-mail creating and publishing web Documents Operating WIN XP Operating WIN NT Operating MAC O/S SQL Desktop publishing Word processing Data file management Excel Internet Scripting

3) What is all the method of training adopted in your organization?

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Classroom Audio Visual Media On The Job Role Play Job Rotation Lectures IF ANY OTHER PLEASE SPECIFY

4) Please rate the method of training you feel would be most effective to achieve your learning goals. Excellent Classroom Audio Visual media Computer Based Training Online On The Job Programmed Learning Job Rotation Role play Lectures Orientation Very good Good Fair poor

5) Would you or your department be willing to pay a fee to hire outside training groups? YES NO

6) Have you been to conferences or workshops that you would recommend to others? YES NO

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7) Identify the three most important strengths the company brings to its employees? (a) (b) (c)

8) What are the three most important training needs you would identify? (a) (b) (c)

9) If you have had performance reviews, do you recall whether you discussed training needs

and/ or career development with your supervisor? YES NO

10)

Is orientation programme important for the new employees? Very Important Not Important Somewhat Important Not Now Not Sure

11) What do you see as your unit/ divisions most important training needs?

12) What other three key training needs should the Company work towards improving over the next 23 years? Very Important N Not Important Somewhat Important Not Now Not Sure

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13) What can HR Training and Development do to address your training need(s)?

14) Is your earlier training satisfies your requirements?

15) (a) Have you attended any employer paid training course away from your work place recently? YES NO

15) (b) If yes, in which area? What is the title of training?

16) Is there a Fast Tracking System in your organisation? YES NO

17) In what way does it helps to achieve your objectives and goals?

18) Please indicate your job level

Associate Senior associate Manager Team leader Executive If any other please specify

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19) Please indicate how long you have been working in the current company Less than a year 12 years 34 years 510 years More than 10 years

Details of person completing this Questionnaire: Name Organisation Position Age Group Sex (M/F) Income group Country Phone Fax E-mail address comments

Chi-square test:

Levels Of Organization Satisfaction

Team Leaders Executives Managers 14 9 5

Un-satisfaction
12 8 2

Total
26 17 7

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Total

28

22

50

Observed Frequency O
14 12 9 8 5 2

Expected Frequency E
14.56 11.44 9.52 7.48 3.92 3.08

= {(O-E)/E}
0.0215 0.0274 0.0284 0.0361 0.2976 0.3787 =0.7897

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DEMOGRAPHIC PROFILE OF EMPLOYEES: Haryana N (100) % 15 15% 22 35 28 25 33 17 10 15 9 40 25 15 11 22% 35% 28% 25% 33% 17% 10% 15% 9% 40% 25% 15% 11%

S. No.

Variables 10th 12th Grad. Post Grad. Clerk Supervisor Quality incharge Executives Managers Below 20 20-30 30-40 40-50 Above 50

Education

Position

Age

Gender

Male

68

68%

Female Less than 20000 20000-40000 5 Income 40000-60000

32 29 42

32% 29% 42%

15

15%

More than 60000

14

14%

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