A

SUMMER TRAINING PROJECT REPORT

ON

STUDY OF EFFECTIVENESS OF TRAINING AND DEVELOPMENT PROCESS AT WAVE SUGAR INDUSTRIES

(A unit placed at Meerut)

SUBMITTED IN PARTIAL FULFILLMENT FOR THE AWARD OF THE DEGREE OF MASTER OF BUSINESS ADMINISTRATION (2013-2014)

Submitted to: Mrs. Soma Sharma Asst. Professor School of Management

Submitted by:

RADHA GOVIND GROUP OF INSTITUTIONS, MEERUT

Anuyogipuram,Garh Road, Meerut-250 004 (UP) INDIA Telefax : 0121 2760396, 2765023, 2603082 Fax : 0121-2600771e-mail : info@rgec.edu, info@iims.edu.in, website : www.rgec.edu, www.iims.edu.in

To Whom It May Concern

This is to Certify that Komal Mehra has prepared a summer training based project report on the title STUDY OF EMPLOYEES SATISFACTION LEVEL IN RELIANCE INSURANCE LTD. for the partialfulfillment of Masters Degree Business Administration from M.M. Technical University, Noida. To the best of my knowledge the matter presented in project report is satisfactory and we wish her/ him success in her/his future endeavor.

Signature (Dr. Ruchi Tyagi)

Signature ( )

DECLARATION

I,Komal Mehra hereby declare that the project work presented in the summer training project report entitled STUDY OF EMPLOYEES SATISFACTION LEVEL IN RELIANCE INSURANCE LTD. for the partial fulfillment for the award of Masters Degree in Business Administration from Maha Maya Technical University, Noida is based on my project work. The project report embodies the result of original work and studies carried out by me and the content of the project do not from the basis for the award of any other degree to me or to anybody else.

(Signature) Student Name : Roll No. : 1206970022

EXECUTIVE SUMMARY
Quality without creativity is meaningless. As change grows ever more unpredictable creativity is rapidly becoming recognized a core management skill. Todays business environment demands that managers possess a wide range of knowledge skills & competencies, as well as sound understanding of management process and functions. Managers need to be able to make best and of other people and to work with and through others to achieve corporate objectives. They also need to demonstrate their ability not merely to solve problems, but to transform them & design days through them. This report concerns stress management in an organization, which is one of the important functions in every organization.

ACKNOWLEDGEMENT

To accomplish a project it involves a lot of effort and contribution from a number of people. It is thus an opportunity for me to thank those people who have helped me generously in the completion of this project.

Exchange of ideas generates a new object to work in a better way. Apart from the ability, labour and time devotion; guidance and cooperation are the two pillars for the success of the project, whenever a person is helped or cooperated by others his/her heart is bound to pay gratitude to them.

On the completion of this project report I am immensely thankful to M.M. Technical University, Noida which has provided me with this opportunity I am also thankful to School of Management, R.G.G.I. Meerut and respective supervisor for their valuable time, support, enthusiasm, guidance and keen interest shown to me during the project. I deliberate my profound sense of gratitude to all the supporting hands.

I am also thankful to my parents who have persuaded me to undergo this course.

TABLE OF CONTENTS

CHAPTER NO. EXECUTIVE SUMMARY LIST OF TABLES LIST OF FIGURES 1 INTRODUCTION 1.1 1.2 1.3 1.4 2

TITLE

PAGE NO. VI IX X

INTRODUCTION OBJECTIVES OF THE STUDY RESEARCH METHODOLOGY LIMITATIONS

2 5 6 7

Reliance insurance ltd. 2.1 2.2 THE BACKGROUND AND PRESENT STATUS TRAINING AT RELIANCE INSURANCE LTD. (because the problem area is training this depends on candidates problem area ) 36 42

TRAINING THEORY AND PRACTICE ( CHAPTER ON PROBLEM AREA ) 3.1 3.2 TRAINING TTHEORY TRAINING PROCESS AND MODEL 48 57

RESEARCH METHODOLGY 3.1 3.2 3.3 3.4 RESEARCH APPROACH SAMPLE & SAMPLING METHODE DATA,ITS COLLECTION AND TABULATION STATISTICAL TOOLS 66 70 71 74

DATA ANALYSIS & INTERPRETATION 4.1 DATA ANALYSIS & DISCUSSION 76

CONCLUSIONS AND SUGGESTIONS

5.1 5.2 5.3 REFFERENCES APPENDICES

CONCLUSIONS RECOMMENDATIONS FUTURE SCOPE OF THE STUDY

90 92 96

CHAPTER 1 INTRODUCTION

Sugar Industry in up

Uttar Pradesh Sugar Industry is one of the largest sugar industries in the Indian economy. The lavish measures in form of new promotional policies for the Uttar Pradesh sugar industry by the state government of Uttar Pradesh was introduced at a time when it was much needed to further boost the growth of the Uttar Pradesh sugar industry. The improvements in the plant capacity and the introduction of new techniques which enables the optimization of the existing plant capacities has the further made the growth definite.

With the new promotional policies of the Uttar Pradesh sugar industry, the investors have already starting eying the future prospects. There are 20 more sugar processing units are coming up as a part of Uttar Pradesh sugar industry. The existing companies under the Uttar Pradesh sugar industry are planning an investment pertaining to expansion of about Rs 4,000 crore. At present the major companies in the Uttar Pradesh sugar industry are BalrampurChini, Simbhaoli Sugars Ltd., Bajaj Hindustan Ltd., etc. A batch of Brownfield and Greenfield expansion projects has already started their activities of crushing cane. The increase in the capacity would help the Uttar Pradesh sugar industry to churn out an extra 140,000 tons of crushed cane everyday to the existing 2.5 million tons of sugar produced within a few years time. The total sugar production under the Uttar Pradesh sugar industry would lead to 7.5 million tons, making Uttar Pradesh the biggest manufacturer of sugar in India.

The Uttar Pradesh sugar industry has a bright future as one of the prospective players in the global sugar market. The demand for sugar across the world has been growing exponentially. The Uttar Pradesh sugar industry with its capacity can cater to this international demand. The advantages of the Uttar Pradesh sugar industry are that the cost of production is quite low and the climatic conditions and the conditions of the soil are favorable to the sugarcane production. The region of India where the state of Uttar Pradesh lies is one of the most fertile lands in India called the 'doab'. This is an extremely fertile belt of lands between the rivers Ganges and Yamuna. To boost the production of the Uttar Pradesh sugar industry, the government of Uttar Pradesh is likely to set up a research and development unit which would develop better quality sugarcane plants to have better yield and diseases-resistant crops to ensure that the industry has a sustainable growth. The geographical position of the state of Uttar Pradesh is one of the key advantages as it is very easy to access. With all these developments the Uttar Pradesh sugar industry can meet the increasing domestic demands in India, which due to the improvements in the economic conditions and the rise in the general income level. The present consumption of sugar is nearly 19 mt annually and it may go up to 24 MT on a yearly basis.

Wave Industries Pvt. Ltd Crushing capacity of 8,300 TCD with MW co-generation, 23MW export The company was incorporated in the year 1997 followed by the acquistion of a sugar mill in Dhanaura ,UP, with a capacity of 2,500 TCD . In the year 2007, the company established 30MW co-generation power plant and exporting 23MW to UPSEB. The capacity of the production facility has now been increased to 8,3000 TCD with plans in place to expand to 10,000-12'000 TCD. The investment in infrestructure and technology has led company to achieve a turnover of INR 175.38 crore during FY 2006-07, an increase of 106% in a short four year period.
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A.B. Sugars Ltd. (Dasuya,Punjab) Crushing capacity 7,500 TCD, generate power of 33 MW with 25 MW power export.

QUALITY POLICY
We trust in the ideology of "Value for Money". It has been our guiding principle to deliver high quality shoes at affordable prices, which is unmatchable by any of our competitors. Each of our products incorporates the highest standards of quality achieved through stringent quality control by adopting latest technologies, rigorous testing of raw materials, continuous on-process monitoring , battery of post assembly checks and commitment of our employees to achieve quality standards. Our products meet all relevant international standards and regulations. An urge to give even better product to the customer keeps us engaged with constant quality up-gradation. Experimenting with new ideas in technology and design, an in-house research and development cell equipped with the most advanced tools ensures a constant flow of new ideas and breakthroughs.

PHILOSOPHY

Our company's corporate philosophy can be expressed in one sentiment "Customer Delight"by providing products of the highest quality within an economical and affordable price range. Total consumer satisfaction is the most important component we pack into all our products and absolute consumer confidence is our biggest reward. Perfection is a never ending pursuit for us. With quality as the hallmark, it is our sincere endeavor that each product that comes

10

through our state-of-art production line should truly act as the ambassador of goodwill, with the consumers-reinforcing their conviction in Red Chief.

SOCIAL COMMITMENT
The company displays high level of social commitment by active participation in social welfare activities. All packing material used for packing footwear and finished leather is recyclable and environment friendly. The tannery at Ghari Industries Pvt Ltd has one of the modern water treatment plants to treat effluent water and has high safety standards for workers.

LOCATIONS COVERED
ANDHRA PRADESH CHHATTISGARH

HYDRABAD
RAIPUR BILASPUR

DELHI GUJRAT HARYANA HIMANCHL PRADESH

DELHI AHMEDABAD PANIPAT ROORKEE

J&K MADHYA PRADESH

ROORKEE GWALIOR INDORE 1 INDORE 2 INDORE 4 JABALPUR SAGAR

MAHARASHTRA

AURANGABAD BHIWANDI

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ORISSA BIHAR

CUTTACK GOPALGANJ MOHANIA PATNA

JHARKHAND PUNJAB

JAMSHEDPUR LUDHIANA

RAJASTHAN

ALWAR JAIPUR

UTTAR PRADESH

BHARTIA BHOGNIPUR PURKAJI RANIA SAHIBABAD

UTTARANCHAL WEST BENGAL

ROORKEE HOWRAH, SILIGURI

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Organization Structure

CHAIRMAN

MANAGING DIRETOR

GM (FIN & SYSTEM) MR. INISH ROY

GM (OPERATIONS) MR. AMIT KAPUR

GM (ADMIN) MR. RAVINDRA VASHISHTA

DGM ((FIN & SYSTEM,ADMIN) (OPERATIONS)

MANAGERS

STAFF

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LIST OF BOARD OF DIRECTORS OF ROHIT SURFACTANTS PRIVATE LIMITED S.NO 1 NAME SHRI MURLIDHAR DESIGNATION CHAIRMAN AND MANAGING DIRECTOR 2 3 SHRI BIMAL KUMAR SHRI MANOJ GYANCHANDANI 4 SHRI RAHUL GYANCHANDANI 5 SHRI ROHIT GYANCHANDANI 6 7 8 SHRI BANSI LAL SHRI TARA CHAND Dr R.P SINGH DIRECTOR DIRECTOR DIRECTOR DIRECTOR DIRECTOR MANAGING DIRECTOR DIRECTOR

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COMPANY PROFILE
The year 1970. WAVE INDUSTRIES .embarked on its journey in the steel industry in a modest manner. An 18000 TPA MS Ingot plant was set up in West Bengal to utilise the waste scrap available in the market. The industry faced a downturn in the next few years. A lesson was learnt - the key to survival lay in integration along the value detergent of production. As a part of this drive a Re - Rolling mill was established in 1988 for production of high quality construction bars. Looking into the huge potential that lay in making its own raw material for steel melting, the company was among the pioneers in setting up a mini sponge detergent plant in the year 1988.

Ghari Detergents brand is one of the fastest growing in the stagnant FMCG market. The Ghari Group, in spite of such competition, is making great strides in the Indian Detergent Industry and is currently ranked as third largest brand in its category with more than 16% market share (approx.) and is striving to better its position by constant .

endeavor.

With the passage of time, by adopting latest technology and using premium quality raw material, it developed a product under the brand name GHARI to the liking of the masses and achieved a group turnover of more than Rupees 1000 Crores in the financial year 200607, continuing with an average growth rate of 15 to 20%

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OVER VIEW OF THE PROJECT

TRAINING:

Training is a short term process utilizing a systematic and organized procedure by which non managerial person acquire technical knowledge and skill for a definite purpose. It refers to instruction in technical and mechanical operation like operation of some machines. It is designed prima MSP for non managers, short duration and specific job related purposes.

DEVELOPMENT:

Successful candidate placed on the job need training to perform their duties effectively. Workers must be trained to operate machines, reduce scrap and avoid accidents. It is not only the workers who need training.

Title: A Conceptual Review of Human Resource Management Systems in Strategic Human Resource Management Research Author: David P. Lepak, Hui Liao, Yunhyung Chung, Erika E. Harden Book Series: Research in Personnel and Human Resources Management Year: 2006 Volume: 25 Abstract: A distinguish feature of strategic human resource management research is an emphasis on human resource (HR) systems, rather than individual HR practices as a driver of individual &

16

organizational performance. Yet, there remains a lack of agreement regarding what these systems are, which practices comprise these systems, how these systems operate, and how they should be studied. Our goal in this paper is to take a step forward identifying and addressing several conceptual and methodological issues regarding HR systems. Conceptually we argue that HR system should be targeted towards some strategic objective and operate by influencing (1) employee knowledge, skill and abilities (2) employee motivation and effort (3) opportunities for employees to contribute. Methodologically, we explore issues related to the relationship among policies and practices, sampling issues, identifying the appropriate referent group, and who should serve as key informants for HR system studies.

17

18

CONCERNED WITH THE TOPIC: TRAINING & DEVELOPMENT

What is Training and Development:Training is a short term process utilizing a systematic and organized procedure by which non managerial person acquires technical knowledge and skill for a definite purpose. It refers to instruction in technical and mechanical operation like operation of some machines. It is designed prima MSP for non managers, short duration and specific job related purposes.

NEED FOR TRAINING: Every organization or established should provide training to all employees irrespective of their qualification, skill, suitability for the job etc. Thus, no organization can choose whether or not to train employees.

Training is not something that is done once to new employees; it is used continuously in every well run establishment. Further, technological changes, automation, require up-dating the skills and knowledge. As such an organisation has to retrain the old employees. An employees specification may not exactly suit to the requirements of the job and the organisation irrespective of his past experience, qualification, skills, knowledge etc. Thus every management finds deviations between employees present specifications and the job requirements and organizational needs.

The primary goal or most of the organisations is their viability is continuously influenced by environmental pressure. If the organisation desires to adapt these changes, first it has to train the employees to impart specific skills and knowledge in order to enable them to contribute to the organisational efficiency and to cope with the changing environment.

19

Every organization in order to survive and to be effective should adopt the latest technology, i.e. mechanization, computerization and automation. Adoption of latest technological means and methods will not be complete until they are manned by employees possessing skill to operate them. So, organisation should train the employees to enrich them in the areas of changing technical skills and knowledge from time to time.

This creates the complex problems of co-ordination and integration and integration of activities adaptable for and adaptable to the expanding and diversifying situations. This situation calls for training in the skills of co-ordination, integration and adaptability to the requirements of growth, diversification and expansion. Companies constantly search for opportunities to improve organisational effectiveness.

Trends in approach towards personnel management has changed from the commodity approach to partnership approach, crossing the human relations approach. So training in human relations is necessary to deal with human problems and to maintain human relations.

Training is also necessary when the existing employee is promoted to the higher level in the organisation and when there is some new job or occupation due to transfer, techniques or technology.

The need for training also arises to: o Increase productivity. o Improve quality of the product/service. o Help a company to fulfils it future personnel needs. o Improve organisational climate. o Improve health and safety. o Prevent obsolescence.

20

o Effect the personal growth. o Minimize the resistance to change.

The factors discussed above are mostly external factors and they are beyond the personnel managers control. These factors often determine the success of training objectives as shown.

Factors Technological Advance Organisational Complexity Job Requirements Human Relations Learning Principles

Purposes Improved Productivity Prevention of Obsolescence Preparation for Higher Level Jobs Top Management Support Improved Morale

TRAINING OBJECTIVES: Generally line managers ask the personnel manager to formulate the training policies. The Personnel Manager formulates the following training objectives in seeping with the Companys goals and objectives: To prepare the employee both new and old to meet the present as well as the changing requirements of the job and the organization. To prevent obsolescence. To impart the new entrants the basic knowledge and skill they need for an intelligent performance of definite job. To prepare employees for higher level tasks.

21

 To assist employees to function more effectively in their present positions by exposing them to the latest concepts, information and techniques and developing the skills they will need in their particular fields. To build up a second line of competent officers and prepare them to occupy more responsible positions. To broaden the minds of senior managers by providing them with opportunities for an interchange of experiences within and outside with a view to correcting the narrowness of outlook that may arise from over specialistaion. To develop the potentialities of people for the next level job. To ensure smooth and efficient working of a department. To ensure economical output of required quality. To promote individual and collective morale, a sense of responsibility, cooperative attitudes and good relationships.

TRAINING METHODS: As a result of research in the field of training, a number of programmes are available. Some of these are new methods, while others are improvements over the traditional methods. The training programmes commonly used to train operative and supervisory personnel are discussed below. These programmes are classifield into on the job and off the job training programmes.

On-the-job Methods * Job rotation * Coaching

Off-the-job Methods * Vestibule training * Role playing

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* Job instruction or * Training through * Committee Assignments * Case Studies * Brainstorming On-The Job Training Methods:

* Lecture Methods * Conference or Step-by-step Discussion *Programmed Instruction

This type of training, also known as job instruction training, is the most commonly used method. Under this method, the individual is placed on a regular job and taught the skills necessary to perform that job. The trainee learns under the supervision and guidance of a qualified worker or instructor. On the job training has the advantage of giving first hand knowledge and experience under the actual working conditions. On-the-job training methods include job rotation, coaching, job instruction or training through step-by-step and committee assignments.

(a)

JOB ROTATION: This type of training involves the movement of the trainee from one job to another. The trainee receives job knowledge and gains experience from his supervisor or trainer in each of the different job assignments. Though this method of training is common in training managers for general management positions, trainees can also be rotated from job to job in workshop jobs. This method gives an opportunity to the trainee to understand the problems of employees on other jobs and respect them.

(b)

COACHING: The trainee is placed under a particular supervisor functions as a coach in training the individual. The supervisor provides who feedback to the trainee on this performance and offers him some suggestions for improvement. Often the trainee shares some of the duties and responsibilities of the coach and

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relieves him of his burden. A limitation of this method of training is that the trainee may not have the freedom or opportunity to express his own ideas. (c) JOB INSTRUCTION: This method is also known as training through step by step. Under this method, trainer explains the trainee the way of doing the jobs, job knowledge and skills and allows him to do the job. The trainer appraises the performance of the trainee, provides feedback information and corrects the trainee. (d) COMMITTEE ASSIGNMENTS: Under the committee assignment, group of trainees are given and asked to solve an actual organisational problem. The trainees solve the problem jointly. It develops teamwork.

Off- The- Job Training Methods:

Under this method of training, trainee is separated from the job situation and his attention is focused upon learning the material related to his future job performance. Since the trainee is not distracted by job requirements, he can place his entire commutation on learning the job rather than spending his time in performing it. There is an opportunity for freedom of expression for the trainees. Off-the-job training monads are as follows:

(a)

VESTIBULE TRAINING: In this method, actual work conditions are simulated in a classroom. Material, files and equipment those are used in actual job performance are also used in training. This type of training is commonly used for training personnel for clerical and semi-skilled jobs.

(b)

ROLE PLAYING: It is defined as a method of human interaction that involves realistic behaviour in imaginary situations. This method of training involves action, doing and practice. The participants play the role of certain characters, such as the production manager, mechanical engineer, superintendents,

24

maintenance engineers, quality control inspectors, foreman, workers and the like. This method is mostly used for developing interpersonal interactions and relations. (c) LECTURE METHOD: The lecture is a traditional and direct method of instruction. The instructor organise the material and gives it to a group of trainees in the form of a talk. To be effective, the lecture must motivate and create interest among the trainees. An advantage of lecture method is that it is direct and can be used for a large group of trainees. Thus, costs and time involved are reduced. (d) CONFERENCE OR DISCUSSION: It is a method in training the clerical, professional and supervisory personnel. This method involves a group of people who pose ideas, examine and share facts, ideas and data, test assumptions, and draw conclusions, all of which contribute to the improvement of job performance. (e) PROGRAMMED INSTRUCTION: In recent years this method has become popular. The subject matter to be learned is presented in a series of carefully planned sequential units. These units are arranged from simple to more complex levels of instruction. The trainee goes through these units by answering questions or filling the blanks. This method is expensive and time consuming.

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THE TRAINING PROCEDURE: One of the parts of this programme was the job instruction-training course, which was concerned with how to teach? The training procedure discussed below is essentially an adoption of the job instruction training course, which has been proved to have a great value.

(a)

Preparing the Instructor: The instructor must know both the job to be taught and how to teach it. The job must be divided into logical parts so that each can be taught at a proper time without the trainee-losing plan.

Know the job or subject he is attempting to teach, Have the aptitude and abilities to teach, Have willingness towards the profession, Have a pleasing personality and capacity for leadership, Have the knowledge of teaching principles and methods, Be a permanent student, in the sense that he should equip himself with the latest concepts and knowledge.

(b)

Preparing the Trainee: As in interviewing, the first step in training is to attempt to place the trainee at ease. Most people are somewhat nervous when approaching an unfamiliar task.

(c)

Getting Ready to Teach: This stage of the programme is class hour

Planning the programme. Preparing the instructors outline. Do not try to cover too much material. Keep the session moving along logically. Discuss each item in depth.

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

(d)

Presenting the Operation: There are various alternative ways of presenting the operation, viz., explanation, demonstration etc. An instructor mostly uses these methods of explanation.

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

(e)

Try out the Trainees Performance: As a Continuation of the presentation sequence given above, the trainee should be asked to start the job or operative procedure.

(f)

Follow-up: The final step in most training procedures is that of follow-up. When people are involved in any problem or procedure.

PRINCIPLES OF TRAINING:

Motivation: As the effectiveness of an employee depends on how well he is motivated by management, the effectiveness of learning also depends on motivation. The trainee will acquire a new skill or knowledge thoroughly and quickly if he or she is highly motivated. Thus, the training must be related to the desires of the trainee.

It has been found by various research studies that there is a relation between learning rapidly and effectively and providing right information specifically, and as such the trainer should not give excessive information or information that can be misinterpreted. The trainee also
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wants to learn a new skill without much difficulty and without handing too much or receiving excessive information or wrong type of progressive information. So, the trainer has to provide only the required amount of progressive information specifically to the trainee.

The effectiveness of the trainee in learning new skills or acquiring new knowledge should be reinforced by means of rewards and punishments. Punishments are also called negative reinforcements. Management should take care to award the successful trainees.

A trainee should actively participate in the training programmes in order to make the learning programme an effective one. Continuous and long practice is highly essential for effective learning.

It is not clear whether it is best to teach the complete job at a stretch or dividing the job into parts and teaching each part at a time. If the job is complex and requires a little to long to learn, it is better to teach part of the job separately and then put the parts together into an effective complete job.

Difference: Individual training is costly, and group training is economically viable and advantageous to the organisation. But individuals very in intelligence and aptitude from person to person. So the trainer has to adjust the training programme to the individual abilities and aptitude.

Areas of Training: Organisations provide training to their employees in the following areas: 1) Company policies and procedures. 2) Training in Specific Skills. 3) Human relations Training. 4) Problem solving Training.
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5) Managerial and Supervisory Training. 6) Apprentice Training.

Company policies and procedures: This area of training is to be provided with a view to

acquainting the new employee with the Company Rules, Practices, Procedures, Tradition, Management, Organisation Structure, Environment Product Services offered by company etc.

This acquaintance enables the new employee to adjust himself with the changing situations. Information regarding company rules and policies creates favorable attitudes of confidence in the minds of new employee about the company and its products/services, as well as it develops in him a sense of respect for the existing employees of the company and the like.

The company also provides first hand information to the employee about the skills needed by the company, its development programmes, quality of product/services and the like. This enables the new employees to know his share of contribution to the organizations growth and development.

Training in Specific Skills: This area of training is to enable the employee more effective

on the job. The Trainer trains the employee regarding various skills necessary to do the actual job. For example, the clerk in the bank should be trained in the skills of making entries correctly in the edge, skills and arithmetical calculations, quick comparison of figures, entries and the like. Similarly, the technical officers are to be trained in the skills of project appraisal, supervision, follow-up and the like.

Human Relations Training: Human relations training assumes greater significance in

organizations as employees have to maintain human relations not only with other employees but also with their customers. Employees are to be trained in the areas of self-learning,

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interpersonal competence group dynamics, perception, leadership styles, motivation, grievance redressal, disciplinary procedure and the like. This training enables the employees for better team work, which leads to improved efficiency and productivity of the organization.

Problem Solving Training: Most of the organisational problems are common to the

employees dealing the same activity at different levels of the organisation. Further some of the problems of different managers may have the same root cause. Hence, management may call together all managerial personnel to discuss common problems so as to arrive at effective solutions across the table. This not only helps in solving the problems but also serves as a forum for the exchange of ideas and information that could be utilised. The trainer has to organise such meetings, train and encourage the trainees to participated actively in such meetings.

Managerial and Supervisory Training: Even the non-managers sometimes perform managerial and supervisory functions like planning, decision-making, organising, maintaining inter-personal relations, directing and controlling. Hence management has to train the employee in managerial and supervisory skills also.

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

industries to provide training in basic skills and knowledge in specified trades to educated employees /apprentices with a view to improving their employment opportunities or to enable them to start their own industry. This type of training generally ranges between one year to four years. This training is generally used for providing technical in the areas like trades, crafts etc.

ADVANTAGES OF TRAINING:

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The contributions of imparting training to a Company should be readily apparent. The major values are: Increased Productivity: An increase in skill usually results in an increment in both quality and quantity of output. However, the increasingly technical nature of modem jobs demands systematic training to make possible even minimum levels of accomplishment. Heightened Morale: Possession of needed skills help to meet such basic human needs as security and ego satisfaction. Collaborate personnel and human relations programmes can make a contribution toward morale, but they are hollow shells if there is no solid core of meaningful work down with knowledge, skill and pride. Reduced Supervision: The trained employee is one who can perform with limited supervision. Both employee and supervisor want less supervision but greater independence is not possible unless the employee is adequately trained. Reduced Accidents: More accidents are caused by deficiencies in people than by deficiencies in equipment and working conditions. Proper training in both job skills and safety attitudes should contribute toward a reduction in the accident rate. Increased Organisational Stability: The ability of an organisation to sustain its effectiveness despite the loss of key personnel can be developed only through creation of a reservoir of employees. Flexibility, the ability to adjust to short-run variations in the volume of work requires personnel with multiple skills to permit their transfer to jobs where the demand is highest.

IMPORTANCE OF TRAINING: Training Benefits the Organisation. Leads to improved profitability and/or more positive attitudes toward profits orientation.

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

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

Aids in encouraging and achieving self-development and self-confidence. Helps a person handle stress, tension, frustration and conflict. Provides information for improving leadership knowledge, communication skills and attitudes.

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

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

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

TRAINING THE TRAINERS:

When an instructor is required for a training programme, the person should have a comprehensive understanding of the training material, the subject matter, and the techniques necessary for the effective presentation of the material. The roles of instructors can very widely depending upon the training developers design for the instructor. Typical roles for the instructor are those of traditional lecturer, administrator, facilitators, expert, and feedback provider. An instructor may assume all the roles in a single programme or session or may rely solely on one for a training programme. Trainer Training, Therefore, must include the entire array of activities from classroom demeanor to discipline. Formal training for trainer generally takes a three-fold course training principles and practices; techniques of classroom behavior; and observation and practice; in the classroom. Trainer must also be taught the

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methods used for providing feedback. In a simple stimulus-response situation, such as in the target shooting example where shooter must know where he hit in previous round to improve, the feedback is simple. The trainer must suppress value judgment in giving feedback. Feedback must be objective, unless the task is to please another person.

CHOOSING TRAINERS AND TRAINEES: Great care must be exercised in choosing effective instruction or trainees, for in a very real sense; the success or the training programme is dependent on the persons who perform the training task. These are little doubt that trainers themselves need to be trained and a group of trained trainers could from the nucleus around which the entire trainer effort of the company can be built.

Another planning factor is the selection of trainees who will participate in the programmes. In a large number of cases, this is fairly because many straining programmes are resigned and developed with a particular segment or category of employees in mind. In other cases, where more general courses are designed, groups of workers may be rotated through them so that over a period of time, a large cross section is exposed to such programmes.

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DEVELOPMENT

In contrast a development is along term process utilizing a systematic and organized procedure by which managerial personnel get conceptual and theoretical knowledge it is not technical knowledge or skills but philosophical theoretical educational concept. It is considered more general than training and more oriented to individuals needs in addition to organized needs and it is most often aimed towards management people. Usually the intent of development is to provide knowledge and understanding function more effectively such as problem solving decision making and relating to people

Successful candidate placed on the job need training to perform their duties effectively. Workers must be trained to operate machines, reduce scrap and avoid accidents. It is not only the workers who need training.

Another component of a training and development programme is development which is less skill oriented but stresses on knowledge about business environment, management principles and technique, human relations, specific industry analysis and the like is useful for better management of a company. Supervisors, managers and executives also need to be developed in order to enable them to grow and acquire maturity of though and action.

Training and development constitute an ongoing process in an organisation. In simple terms, training and development refer to the importing of specific skills abilities and knowledge to an employee.

NATURE AND SCOPE OF TRAINING AND DEVELOPMENT In simple terms training and development refers to the imparting of specific skill and abilities and knowledge to employee. A formal definition of training and development is a attempt to

35

improve current future employee performance by increasing an employee ability to perform through learning usually by changing the employee attitude and increasing his or her

knowledge. The need for training and development is determined by the employee performance deficiency as follows:

TRAINING AND DEVELOPMENT NEED = STANDARD PERFORMANCE ACTUAL PERFORMANCE.

36

TRAINING AND DEVELOPMENT DISTINCTION

LEARNING DIMENSION

TRAINING DEVELOPMENT

WHO WHAT

Non-managers Technical-mechanical operation

managers Theoretical conceptual ideas

WHY

Specific job related information

General knowledge

WHEN

Short term

Long run

Training is a continuous systematic development among all levels of employees of that knowledge and their skills and attitude which contribute to their welfare and their company.

Manager development concerns the mean by which person cultivate those skills which application will improve the efficiency and effectiveness with which the anticipated result of the particular organizational segment are achieved.

Training is an organised procedure by which learning of knowledge or skill for definite purpose. Development is a systematic process of training and growth by which an individual gain or apply knowledge skill etc. in short development brings about a change in personality also.

37

THE TRAINING PROCESS

Important steps in a typical training process:

ORGANISATIONAL

OBJECTIVE

ASSESSMENT OF TRAINING NEEDS

ESTABLISHMENT OF TRAINING GOALS

DEVISING OF TRAINING PROGRAMME

IMPLEMENTATION OF TRAINING PROGRAMME

EVALUATION OF RESULT

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EVALUATION OF TRAINING PROGRAM: The specification of values forms a basis for evaluation. The basis of evaluation and the mode of collection of information necessary for evaluation should be determined at the planning stage. The process of training evaluation has been defined as any attempt to obtain information of the effects of training performance, and to assess the value of training in the light of that information. Evaluation leads to controlling and correcting the training programme. Hamblin suggested five levels at which evaluation of training can take place, via reactions, learning, job behavior, organization and ultimate value. Training programme is evaluated on the basis of trainees reactions to

I. Reaction:

the usefulness of coverage of the matter, depth of the course content, method of presentation, teaching methods etc. II. Learning: Training programme, trainers ability and trainee ability are evaluated

on the basis of quantity of content learned and time in which it is learned and learners ability to use or apply, the content he learned. III. Job Behaviour: This evaluation includes the manner and extent to which the

trainee has applied his learning to his job. IV. Organisation: This evaluation measures the use of training, learning and change

in the job behavior of the department/organisation in the form of increased productivity, quality, morale, sales turnover and the like. V. Ultimate Value : It is the measurement of ultimate result of the contributions of

the training programme to the Company goals like survival, growth, profitability etc., and to the individual goals like development of personality and social goals like maxmising social benefit.

39

Essential Ingredients for a Successful Evaluation:

There are three essential ingredients in a successful evaluation. They are: (a) Support throughout the evaluation process. Support items are human resources, time, finance, equipment and availability of data source, records etc. (b) Existence of open communication channels among top management, participants and those involved in providing data etc. (c) Existence of sound management process.

Bases of Evaluation: Training programme can be evaluated on the basis of various factors like production factor, general observation, human resource factor, performance, tests, cost-value relationship etc.

Production Factors: In operative training, the prime measure of worth is that of productivity. Productivity rates covering both quantity and quality are good indicators of the values of training. In most business situations these rates will have to be obtained before and after training. In an experimental situation, a control group that does not receive training could be compared with the one that does in order to ascertain the effect of training. Management will generally look first at production and wastage rates to determine the worth of operative training. The other production factors are decrease in unit time and unit cost of production and reduction in space or machine requirements.

General Observations: General observation should not be overlooked as a means of training evaluation. The immediate supervisor is often a good judge of the skill level of his

40

subordinates. For on-the-job training programmes, the supervisor is, in effect, the judged of his or her own efforts. If the supervisor is treated as a part of the professional management of the organisation and is properly selected and trained, this self-analysis and appraisal can be quite accurate and objective. The efficient supervisor observes accurately the level of skill and knowledge acquired by the trainee during the training programme. Me also observe how effectively the trainees apply the acquired skill and knowledge to the present and future jobs.

Human resource Factor: Training programme can also be evaluated on the basis of employee satisfaction, which in turn can be viewed on the basis of:

(a) (b) (c) (d) (e) (f) (g)

Decrease in employee turnover. Decrease in absenteeism. Decrease in number and severity of accidents. Betterment of employee morale. Decrease in grievance and disciplinary cases. Reduction in time to earn piece rates. Decrease in number of discharges or dismissals.

Performance Tests: In the immediate sense, the specific source of training can be evaluated in terms of written and performance tests. The test is supported by a sample of what the trainee knows or can do. Successful accomplishment of the tests would indicate successful training. But the true test is whether or not what has been learned in training is successfully transferred and applied to the job. It is dangerous to rely upon tests alone to demonstrate the

41

true value of training. Performance appraisal on the job before and after training may be supplemented to the tests.

Cost-Value Relationship: Cost factor in training should be taken into consideration in evaluating the training effectiveness. Cost of various techniques of training and their value in the form of reduced learning time, improved learning and higher performance can be taken into account. Cost of training includes cost of employing trainers, and trainees, providing the means to learn, maintenance and running of training centers, wastage, low level of production, opportunity cost of trainers and trainees etc. The value of the training includes increased value of human resources of both the trainee and trainer and their contribution to raise production, reduce wastage, breakage, minimization of time requirement etc.

Cost-value relationship of a training programme or a training technique is helpful in: a. Determining the priorities for training (for present and potential managers, age structure of the trainees etc.). b. Matching the employee and job through training. c. Determining the work of management sacrifices (like time taken by training programme, non-availability of staff for production during training period etc.). d. Choosing the right training method. e. And one of the possible combinations of the methods of training evaluation listed below can be used by an organisation for evaluation depending upon the need and convenience. The various methods of training evaluation are: I. Immediate assessment of trainees reaction to the programme. II. Trainees observation during training programme.

42

III. Knowing trainees expectations before the training programme and collection their views regarding the attainment of the expectations after training. IV. Seeking opinion of trainees superior regarding his/her job performance and behaviour before and after training. V. Evaluation of trainees skill level before and after training programme. VI. Measurement of improvement in trainees on the job behavior. VII. Examination of testing system before and after sometime of the training programme. VIII. Measurement of trainees attitudes after training programme. IX. Cost-benefit analysis of the training programme. X. Seeking opinion of trainees colleagues regarding his/her job performance and behavior. XI. Measurement of levels in absenteeism, turnover, wastage/scrap, accidents, breakage of the machinery during pre and post period of the training programme. XII. Seeking opinions of trainees subordinates regarding his/her job performance and behaviour.

Feedback:

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

instructors, trainees and all other parties concerned for control, correction and improvement of trainees activities. Further the training evaluator should follow it up to ensure implementation of the evaluation reported every stage. Feedback information can be collected on the basis of questionnaire or through interview. Model questionnaire for feedback information regarding the programme of the Training.

43

PHASES IN TRAINING PROGRAMS

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

FIRST PHASE - TRAINING ASSESMENT

1. TRAINING NEEDS: survey

First identify the weakness in selling skill by management &

of sales representatives and customer.

2. WHO SHOULD BE TRAINED: First identify the weakness in selling skill by management and survey of sales representatives and customer recruits, existing sales force, refresher course, independent representative dealers distributors, users.

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

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SECOND PHASE PROGRAMS DESIGNING

1. WHO SHOULD IMPART THE TRAINING:

Line personal, Staff - trainers, Outside

specialist.

2. WHEN SHOULD TRAINING TAKE PLACE: the dock (delayed) continual . After field experience, Push them of

3. WHERE SHOULD TRAINING BE DONE: centralized, decentralized field sales office, senior sales people, on the job training, local sales school, local sales seminar or clinic.

4. CONTENT OF TRAINING: attitude towards selling, company knowledge, and application, knowledge of competitive products, knowledge of customers.

5. TEACHING METHOD USED IN TRAINING PROGRAMS: lectures, discussions, demonstration, role playing, audio cassette, and video enhance training.

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THIRD PHASE - EVALUATION

1. WHAT OUTCOMES WOULD BE EVALUATED: result.

reaction, learning, behaviour,

2. WHAT MEASURES WOULD BE USED OR EVALUATION: observational, performance appraisal reports, ranking. quesstionnarie,

Lectures, Discussion, Demonstration, Role playing, Audio cassette, Video enhance training, On- The Job training, Company assistance training, Business TV.

46

3.4 LIMITATIONS

WAVE GROUPS LTD is making strenuous effort in imparting training and development to their personnel. There are several problems are related to it which act as a tumbling blocks hampering the effectiveness of their employees. These problems can be summarized as follows:

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

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

Evaluation is an intrinsic part of the training and development process. No evaluation has been made to find out the magnitude of the improvement in an employees capabilities after the completion of the course. Without proper evaluation system, we cannot measure the worth of the training programs for an organization and its personnel.

CHAPTER 2 OBJECTIVE OF THE STUDY

The objective for this project is to undertake a study, on training and development of the employee working in the WAVE SUGAR INDUSTRIES with a view to know the
47

improvement in the performance after the training program was imparted to them, and to study the present situation of the company and to train workforce accordingly.

48

CHAPTER 4 RESEARCH METHODOLOGY

RESEARCH METHODOLOGY is a way to systemically solve the research problem. It may be understood as a science of studying how research is done. and it to study the various steps that are generally adopted by a researcher in studying his research problem it is necessary for the researcher to design the methodology form the problem as a method differ from problemproblem.

RESEARCH PROCESS
Before embarking on the detail of research methodology and the techniques it seems appropriate to present the brief overview of the research process. Research process consists of series of action or steps necessary to effectively carried out the research and the desired sequencing of these steps one should remember that the desired sequencing of these steps. any specific order and researcher have to be constantly anticipating at each steps in the research process however the following order concerning various steps provide a useful procedural guideline regarding the research process.

RESEARCH DESIGN
Research design is a conceptual structure within which research is conducted; it is basically the blue print for a collection of data, measurement and analysis of data. A research design is the arrangement of conditions for collection and analysis of data in manner that aims to combine relevance to research purpose with economy in procedure. My research design is of descriptive type. A descriptive research includes survey fact finding and enquiries of different kinds with a major purpose of description of affairs as it exist in present.
49

DATA COLLECTION TECHNIQUES

Data collection. The task of data collection begins after research problem has been defined and research design/ plan chalked out while deciding about the data collection to be used for studying two types of data is used. I have used primary and secondary data for which a comprehensive questionnaire was prepared and was got filled up by the employee of the organization

Primary data: Are those which are collected fresh and for first time and thus happen to be original in character . as:Questionnaires: A formal list of the questions answered by the employee of WAVE INDUSTRIES and later analysis the responses. We have used structured questionnaire as a formal list of question produces more reliable results. Direct personal: personal interview is versatile and flexible. Interview: Direct face to face conversation help in getting accurate data. Secondary data: On the other hand are those which have already been collected by some one else and which have been already passed on. the method of collecting primary and secondary data differs since primary data are to be originally collected while in case in secondary data the nature of data collections works is merely that of compilation. As:

Internet Books Journal Manuals

50

Annual reports

SAMPLE DESIGN
A sampling design is a definite plan for obtaining a sample for a given population. It refers to the techniques and procedure the researcher would adopt in selecting items for sample design is determined before data is collected. The sample size should also be ascertained before starting the research program. I have choosen a sample size of the 20 employee.

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CHAPTER 4 ANALYSIS & INTERPRETATION

ANALYSIS
MACRO MICRO

ANALYSIS

ANALYSIS

52

MACRO ANALYSIS

INTERPRETATION OF SKILL MATRIX OF HALL NO.1

LINE-1

In the Hall No. 1 on line-1, there are 13 workers and total number of machines is 12. With the help of skill matrix of workers, prepared on the basis of the star level parameters we can interpret the skill level of workers of line-1as follows: There are 45.51% workers on the star 1 level There are 19.87% workers on the star 2 level There are 13.46% workers on the star 3 level There are 00.00% workers on the star 4 level There are 07.05% workers on the star 5 level Rests of the 14.11% workers are those who are not rotated on all of the machines.

53

HALL 1 Line - 1

Star- 4 0% Star- 3 13%

Star- 5 7%

Not Rotated 14% Star- 1 46%

Star- 2 20%

54

LINE-2

In the Hall No. 1 on line-2, there are 20 workers and total number of machines is 11. With the help of skill matrix of workers, prepared on the basis of the star level parameters we can interpret the skill level of workers of line-2 as follows: There are 52.27% workers on the star 1 level onLine-2 There are 18.18% workers on the star 2 level onLine-2 There are 13.18% workers on the star 3 level onLine-2 There are 03.18% workers on the star 4 level onLine-2 There are 08.18% workers on the star 5 level onLine-2 Rests of the 05.01% workers are those who are not rotated on all of the machines.

55

HALL 1 Line - 2
Not Rotated 5% Star- 4 3% Star- 3 13% Star- 5 8%

Star- 1 53% Star- 2 18%

56

LINE-3

In the Hall No. 1 on line-3, there are 14 workers and total number of machines is 11. With the help of skill matrix of workers, prepared on the basis of the star level parameters we can interpret the skill level of workers of line-3 as follows: There are 51.94% workers on the star 1 level on Line-3 There are 13.63% workers on the star 2 level onLine-3 There are 12.33% workers on the star 3 level onLine-3 There are 05.84% workers on the star 4 level onLine-3 There are 01.94% workers on the star 5 level onLine-3 Rests of the 14.32% workers are those who are not rotated on all of the machines.

57

HALL 1 Line - 3

Star- 5 2% Star- 4 6% Star- 3 12%

Not Rotated 14%

Star- 1 52%

Star- 2 14%

58

LINE-4

In the Hall No. 1 on line-4, there are 17 workers and total number of machines is 12. With the help of skill matrix of workers, prepared on the basis of the star level parameters we can interpret the skill level of workers of line-4 as follows: There are 30.88% workers on the star 1 level There are 22.05% workers on the star 2 level There are 15.68% workers on the star 3 level There are 06.86% workers on the star 4 level There are 02.94% workers on the star 5 level Rests of the 21.59% workers are those who are not rotated on all of the machines.

59

HALL 1 Line - 4

Not Rotated 21% Star- 5 3% Star- 4 7% Star- 3 16%

Star- 1 31%

Star- 2 22%

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LINE-9

In the Hall No. 2 on line-9, there are 23workers and total number of machines is 18. With the help of skill matrix of workers, prepared on the basis of the star level parameters we can interpret the skill level of workers of line-9 as follows: There are 00.48% workers on the star 1 level There are 02.17% workers on the star 2 level There are 10.86% workers on the star 3 level There are 33.57% workers on the star 4 level There are 04.10% workers on the star 5 level Rests of the 48.82% workers are those who are not rotated on all of the machines.

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HALL 2 Line - 9
Star- 2 Star- 1 2% 0% Star- 3 11%

Not Rotated 49%

Star- 4 34%

Star- 5 4%

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LINE-10

In the Hall No. 2 on line-10, there are 21workers and total number of machines is 20. With the help of skill matrix of workers, prepared on the basis of the star level parameters we can interpret the skill level of workers of line-10 as follows: There are 00.47% workers on the star 1 level There are 03.09% workers on the star 2 level There are 13.57% workers on the star 3 level There are 07.38% workers on the star 4 level There are 05.23% workers on the star 5 level Rests of the 70.26% workers are those who are not rotated on all of the machines.

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HALL 2 Line - 10
Star- 1 1% Star- 2 3% Star- 3 14%

Star- 4 7% Star- 5 5%

Not Rotated 70%

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LINE-11

In the Hall No. 2 on line-11, there are 18workers and total number of machines is 17. With the help of skill matrix of workers, prepared on the basis of the star level parameters we can interpret the skill level of workers of line-11 as follows: There are 00.00% workers on the star 1 level There are 03.92% workers on the star 2 level There are 10.78% workers on the star 3 level There are 07.51% workers on the star 4 level There are 01.30% workers on the star 5 level Rests of the 76.49% workers are those who are not rotated on all of the machines.

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HALL 2 Line - 11

Star- 1 Star- 2 4% 0% Star- 3 11% Star- 4 8% Star- 5 1% Not Rotated 76%

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LINE-12

In the Hall No. 2 on line-12, there are 19workers and total number of machines is 19. With the help of skill matrix of workers, prepared on the basis of the star level parameters we can interpret the skill level of workers of line-12 as follows: There are 00.00% workers on the star 1 level There are 00.00% workers on the star 2 level There are 16.34% workers on the star 3 level There are 00.00% workers on the star 4 level There are 00.50% workers on the star 5 level Rests of the 83.16% workers are those who are not rotated on all of the machines.

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HALL 2 Line - 12
Star- 2 Star- 1 0% 0% Star- 3 16% Star- 4 0% Star- 5 1%

Not Rotated 83%

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INTERPRETATION OF SKILL MATRIX OF HEAT TREATMENT

In the Heat treatment section there is not any line system for machines, there are 24 workers and total number of machines is 19. With the help of skill matrix of workers we can interpret the skill level of workers of Heat Treatment on the basis of star level parameters as follows: There are 00.75% workers on the star 1 level There are 00.93% workers on the star 2 level There are 04.32% workers on the star 3 level There are 06.95% workers on the star 4 level There are 11.27% workers on the star 5 level Rests of the 75.28% workers are those who are not rotated on all of the machines.

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HEAT TERATMENT
Star- 2 1% Star- 1 Star- 3 1% 4% Star- 4 7%

Star- 5 11%

Not Rotated 76%

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INTERPRETATION OF SKILL MATRIX OF TOOL ROOM

TURNING & MILLING SECTION:In the Turning & Milling section there is not any line system for machines, there are 15 workers and typeof machines is 7. With the help of skill matrix of workers we can interpret the skill level of workers of Heat Treatment on the basis of star level parameters as follows: There are 00.00% workers on the star 1 level There are 09.52% workers on the star 2 level There are 27.61% workers on the star 3 level There are 01.90% workers on the star 4 level There are 01.90% workers on the star 5 level Rests of the 59.07% workers are those who are not rotated on all of the machines.

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TURNING & MILLING SECTION

Star- 1 0% Star- 2 9% Star- 3 28% Not Rotated 59%

Star- 4 Star- 5 2% 2%

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GRINDING, FITTING & WELDING SECTION:In the Grinding, Fitting & Welding section there is not any line system for machines, there are 12 workers and typeof machines is 8. With the help of skill matrix of workers we can interpret the skill level of workers of Heat Treatment on the basis of star level parameters as follows: There are 02.08% workers on the star 1 level There are 04.16% workers on the star 2 level There are 15.62% workers on the star 3 level There are 05.20% workers on the star 4 level There are 02.08% workers on the star 5 level Rests of the 70.86% workers are those who are not rotated on all of the machines.

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GRINDING, MILLING & WELDING SECTION

Star- 1 Star- 2 2% 4% Star- 3 16% Star- 4 5% Not Rotated 71%

Star- 5 2%

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RESHAPING & INSPECTION SECTION:In the resharpning& inspection section there is not any line system for machines, there are 5 workers and typeof machines is 5. With the help of skill matrix of workers we can interpret the skill level of workers of Heat Treatment on the basis of star level parameters as follows: There are 08.00% workers on the star 1 level There are 04.00% workers on the star 2 level There are 28.00% workers on the star 3 level There are 28.00% workers on the star 4 level There are 08.00% workers on the star 5 level Rests of the 24.00% workers are those who are not rotated on all of the machines.

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RESHARPNING & INSPECTION SECTION

Not Rotated 24% Star- 5 8% Star- 4 28%

Star- 1 8%

Star- 2 4%

Star- 3 28%

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INTERPRETATION OF SKILL MATRIX OF QUALITY ASSURANCE

In the Quality Assurance department there are 22 workers who provide services to the plant. With the help of skill matrix of workers, prepared on the basis of the star level parameters we can interpret the skill level of workers of Central Services as follows: There are 00.00% workers on the star 1 level There are 00.00% workers on the star 2 level There are 25.00% workers on the star 3 level There are 50.00% workers on the star 4 level There are 25.00% workers on the star 5 level

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QUALITY ASSURANCE
Star- 1 Star- 2 0% 0% Star- 5 25% Star- 3 25%

Star- 4 50%

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INTERPRETATION OF SKILL MATRIX OF CENTRAL SERVICES

In the Central Service department there are 22 workers who provide services to the plant. With the help of skill matrix of workers, prepared on the basis of the star level parameters we can interpret the skill level of workers of Central Services as follows: There are 09.09% workers on the star 1 level There are 13.63% workers on the star 2 level There are 50.00% workers on the star3 level There are 27.27% workers on the star4 level There are 00.00% workers on the star 5 level

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CENTRAL SERVICES

Star- 5 0% Star- 4 27% Star- 1 9%

Star- 2 14%

Star- 3 50%

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MICRO ANALYSIS

ANALYSIS AND INTERPRETATION OF QUESTIONNAIRE-

Questionnaire was prepared in a view to study the changes in the performance skills and abilities of the employees of WAVE GROUPS after the training programme was imparted to them. For this I have taken a sample size of 20 employees and made an analysis. Few questions are of general types consisting of employee name and their designation, age sex etc. 1. Do you receive any kind of Training? A. YES B. NO

Do you receive any kind of Training?

Yes No

0%

100%

All 20 workers taken as sample size said they all have attended many training programmes. The ratio for Yes is 100% and 0% for No.

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2. Which type of training do you received? A. Technical B. Behavioral C. Managerial

Which type of training do you received?

80 60 40 20 0 Technical 28% Behavioral 72% Managerial 0% %

Out of 20 workers 28% workers said they have attended mostly technical training programmes, 72% said they have attended mostly behavioral training programmes and no one attended managerial training programme.

Are you aware of training policies? a. YES b. No

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Are you aware of training policies?

Yes 1% No

99%

Out of 20 workers 99% workers are not aware about the training policies of theorganization. Only 1% workers aware to the policies.

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

Are you able to understand clearly whatever is covered during the training?
Yes 0% No

100%

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

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

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Do you feel that the training received by you is relevant to your work?

100 80 60 40 20 0 Yes 91% N0 9%

Out of sample size 9% workers think that the training received by them is not relevant to their work. Rests 91% think the training is relevant.

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

Do you feel any kind of difficulty during the training?

Yes 0% No

100%

All the 20 workers said that they dont feel any difficulty during the training programmes they have attended till now.

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

Is there a system of taking your feedback of the training that you receive?
Yes 0% No

100%

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

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

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

80 60 40 20 0 Yes 75% No 25% %

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Out of sample size 75% workers are capable to apply whatever they learn during the training programme and rests of 25% are those who are not capable to apply the knowledge, they got during the training session.

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

No 37% % Yes 63%

20

40

60

80

b.

Out of sample size of 20 workers 63% are satisfied with the existing system of training & development in organization. Rests of 37% workers are not on a satisfactory position

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

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Does your company maintain the training records?

70 60 50 40 30 20 10 0 Yes 24% No 7% Don't know 69% %

Out of the sample size mostly workers dont know that the company maintains their training record or not. About training record maintained or not by company 63% workers said they dont know 24% said yes and 7% said no

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

Does your company identify Need for training?

Yes 10%

No 90%

Out of sample size mostly workers think that there is not training need is not identified by the company. The ratio for the above question is 90% for no and 10% for yes.

87

12. Does your company identify Need for training for freshers as well as for present employers? a. YES b. NO c. Cant say

Does your company identify Need for training for freshers as well as for present employers?
Yes No Can't say

44%

50%

6%

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

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

88

Does your company use Job Rotation methods to train employees?

100 80 60 40 20 0 Yes 98% No 2% Can't say 0% %

Out of sample size about the above question everyone told, 98% workers said yes, 2% said no.

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

Do you think evaluation is done properly?

60 50 40 30 20 10 0 Yes 40% No 60% %

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

15. Do you think training policies are followed adequately?

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a. YES

b. NO

c. Cant say

Do you think training policies are followed adequately?

Yes No Can't say

29%

70%

1%

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

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5. FINDINGS & SUGGESTIONS:

FINDINGS.

The top management rewards superiors for carrying out effective training.

The top management plans and budgets systematically made for training

Behavioral objectives are precise.

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

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

SUGGESTIONS..

In the era of the globalization the organization has to face new challenges in the present context and achieve its objectives. It must be dynamic, desalinated efficient especially in the training, development placement and promotion of its personnel. The huge investment in the industrial sectors demand better operational efficiency, better management of capital and above all, better management & development of human resources.
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For enhancing the effectiveness of training & development programme there are few useful suggestion which is implemented earnestly & sincerely may hopefully add to the luster & improve the planning execution and follow-up of the training and development programme in particular. On the basis of my research I would like to suggest the following points for the organization:-

The appropriate person should be selected for the training.

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

Most of the workers dont know that company is maintaining their training records.

Training program should be in a scheduled way so that gap doesnt be occur As the training is given to the workers the training programmes should be of both types behavioral as well as technical.

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

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

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 Training and development programme should be based on specific needs of the organization and its employees.

Selection of participants should be made on the basis of the needs of the employees & objectives of the programme.

New technology and methods of training should be used to make it interesting for the employees.

The programme should be frequently revised so as to be in tune with the ever changing business and economic environment.

Both in company & external agencies programmes should be evaluated properly for measuring their effectiveness.

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6. CONCLUSION

Private sector occupies a pivotal position in the Indian economy. It is considered as a pacesetter for the rest of the economy. It has expanded enormously and contributed a lot towards the economic growth of country by adding a major share in the net national product generating gainful employment & growth of every organization depends on the quality of the manpower,& its people improvement & utilization in suitable challenging jobs. Training and development is an important aspect of proffessionalisation of our executive cadre. There is no doubt that training and development can do lot for development of its personnel. Training and Development can do lot for its personnel. Training and Development is an integral part of the Human Resource Development HRD. It is an important tool for the organization. To sharpen executive knowledge with the object of strengthening & profit maximization of the organization.

In WAVE INDUSTRIES also training is very helpful towards organization and employees. The employee attended training program of the company the were also benefited by it in terms that their performance increased, also almost 70% of the employees also found changes in terms of productivity i.e. they gained more professional knowledge also almost all of them can discuss their needs with their superiors. We can therefore say, that training programs discuss their needs with their superiors. We can therefore say, that training programs are not only beneficial for the company but also beneficial for the employees working and personal life.

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Therefore training programs should be implemented in every organization for the survival in the world and achievement of the objectives.

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7. BIBLOGRAPHY

Books referred

C.R Kothari - Research Methodology Beri Marketing Research (Tata McGraw Hill) , 1993 , 2nd Edition K Aswathappa , Human Resource and management, (Tata McGraw - Hill) HR and PM, 2003, 3rd Edition Dessler - Human Resource management ( Prentice - Hall) 9th Edition Robbins S.P. Organizational Behaviour (Pearson Education , 2003 , 10th Edition) Pareek U. Training Instruments for HRD and OD (Tata McGraw Hill) , 2nd Edition

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

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ANNEXURES

-: Questionnaire:-

1. Do you receive any kind of Training? a. YES b. NO.

2. Which type of training do you receive? a. Technical b. Managerial c. Behavioral

3. Are you Aware of training policies? a. YES b. NO

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

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

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a. YES b. NO

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

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

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

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

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

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

12. Does your company identify Need for training for freshers as well as for present employers? a. YES b. NO c. CANT SAY

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

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

15. Do you think training policies are followed adequately? a. YES b. NO

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