INTRODUCTION

PART: A

“A sound becomes music when trained person does it”.

Every organization needs to have well adjusted trained and expertise people to perform the
activities that must be done. As job in today’s dynamic organizations have become has
increased.

In adequate job performance are a decline in productivity are changes resulting

out of the job redesigning or a technological break to require some type of training and
development efforts. As the job becomes more complex the importance of employee
development also increases.

In a rapid changing society, employees training

and development is not an activity i.e. desirable but also an activity that an organization must
commit resource to if it is to maintain a viable and knowledge work force.

Meaning
The team training refers to the programme that facilitated learning process, which
results in development

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

knowledge ‘it is gains people an awareness of the rules and procedure to guide their
behaviour. It attempts to improve their performance on the current job or prepare then for an
intended job.

DEFINATION
According to Flippo: “Training is the act of increase of the knowledge and skills of an
employee for doing a particular job“.
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According to Proctor and Thomson: “Training is the intentional act of providing means
for learning to take place”.
According to Planty, McCord and Efferson: “Training is the continues, systematic
developments among all the levels of the employees of that knowledge and those skills
and attitudes which contributes to their welfare and that of the organization “.
According to Littlefield: “Training is the process of increasing the skills and knowledge
of employees for the purpose of improving, individual and organization performance”.

IMPORTANCE OF TRAINING OF EMPLOYEES:

No business firm has a choice of whether to train its employees or not the only choice is
that of the method of training. It has been proud that the absence of a systematic training
programme generally results higher training casts not only because if the considerable length
ended learning period but also because of the likely hood that the employees will not learn the
best operating methods.
Training of the employees is useful to both the employees and employers in several
ways: -

1) INCREASE THE PRODUCT IVITY: It improves works styles and the performance of the
workers. Better skilled workers increase quality and improve quality of output. Wastes are
reduced planned training also reduce the learning time with a consequent increase in
productivity.

2) IMPROVES SAFETY: More accidents are by the deficiencies in people than by deficiency in
equipment and working condition. Personal deficiencies may arise due to luck of skills or
ineptitude. Proper Training with emphasis upon selected safety points, reduce accidents it
makes the worker safety points, reduce accidents it makes the worker safety conscious. It
enables the work’s to handle the machines more carefully and reduces chances of accidents. It

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saves the business from the liability for continues with out interruption due to break down of
machines etc.

3) REDUCES SUPERVISION: Untrained employers are a source of constant worry to the

immediate supervision, close supervision is not only the drain on the time and talents of the
supervisors but also a strain on the emotions of the operating supervision but independence is
not possible unless the employees are adequately trained.

4) INCREASE ORGANIZATIONAL STABILITY AND FLEXIBILITY: Trained employees add

considerable value to an organization by increasing its stability and flexibility is the ability of an
organization to lose personnel and yet continue to operate effectively, this require the
existence of replacement will have to be trained in any event but systematic training under the
tutelage of competent leadership is more desirable than self-training under emergency
condition

5) ENSURES BETTER PLACEMENT: Training of employees help in spotting out promising

men and in locating mistakes. The promising trainees are discovered the basis of their quick
understanding of the instruction.

6) DEVELOPMENTS AND PROMOTION OF EMPLOYEES: Training of employees improves

the skills of the workers and they advance in their jobs. Their increased competence secures
them promotion and superior jobs. It leads to the self-development of the workers. They
become available asset to the business.

7) Boosts Morale: Training of employees makes the worker perfect. He begins to do this
work with greater proficiency from his job. Increased ability and capacity in doing the work
ensures him with greater security and reduces labour absenteeism and turnover. It improves
the morale of the workers.

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Advantages of Training:
Training of workers is mutually beneficial to the both employers and employers. Besides
increasing the economy and efficiency of the business, it improves the ability of workers.

1) Training of employees increases productivity and improves the performance of the

employees. It provides them security against unemployment.

2) Training increases the quality and quantity of output by improving skills and improves
profitability of the business.

3) Training increases reduces mistakes and accidents arising from human ignorance.

4) Training reduces mistakes in eliminating wastage.

5) Training broadens the knowledge of the employees regarding his job. He can prove to be a
better worker.

6) Training improves morale and increases the job satisfaction of the employees.

7) Training leads to the development of workers and enables then to earn promotion within the
organization or better outside organization.

8) Training helps in improving the organization stability and flexibility in the economy of the
country.

LIMITATIONS:

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1) Training may interface with or dislocate the regular work of the business enterprise.

2) Training may stifle initiatives and self –reliance and increases the dependence of the
workers on external assistance.

3) Highly competent teachers may not always be available to import training to worker.

Need For Training: -

1) To increase productivity: Instructions can help employees increase their level of
performance. Increased human performance often directly leads to operational productivity
and increased company profits.

2) To improve Quality: Quality increases may be in relation to a company product or service in

reference to the intangible organizational employment atmosphere.

3) To help a company to fulfill its personal needs: Organizational that have a good internal
educational program will have to make less manpower changes and adjustment in the event of
sudden personnel alterations.

4) To improve Organizational Climate: An endless chain of positive reactions results from a

well-planned training program. Increased morale may be due to many factors, but one of the
important of them is the current state of the organizations educational endeavor.

5) To improve health and safety: Proper training can help industrial accidents. A super work
environment leads to more stable mental attitudes in part of the employees.

6) Obsolescence Prevention: Training development program foster the initiative and creativity
of the employees and helps to prevent manpower obsolescence, which may be due to age
temperament or motivation.

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7) Personal Growth: Employees on a person basis again individually from their expenses to
educational expenses

Steps in training program:

1) Discovering or, identifying the training needs

2) Getting ready for the job
3) Preparation of the learner
4) Presentation of operation and knowledge
5) Performance try-out
6) Follow up and evaluation of the program

1) Discovering or identifying training needs

Identification of training needs must contain three types of analysis

a) Organizational analysis
b) Operation analysis
c) Man analysis
Organizational analysis centers primarily upon the determination of the organizations
goals. The analysis of the organizational goals establishes the frame work in which training
need can be defined more clearly

Operation analysis focuses on the task or job regardless of the employees during the
job. This analysis includes the determination of the worker must do the specific worker
behavior required –if the jobs is to performed effectively.

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Man Analysis: - Reviews the knowledge attitudes and skills the incumbent in each position
and determines what knowledge attitudes or skills he must acquire and what alteration in his
behavior. He must make if he is to contribute satisfactorily to the attainment of organizational
objectives.

A) Task Descriptive Analysis: -

i) List the duties and responsibility or tasks of the job under consideration using the job
descriptive as a guide.

ii) List the standards of work performance on the job.

B) Determining Training needs:

i) Determine what parts of job are giving the employees trouble where is he falling down
in his performance

ii) Determine what kind of training is needed to overcome the specific difficulty or
difficulties.

2) Getting ready for the Job:

Under this step, it is to be decided who is to train the new comes or the older employees
or supervisory staff, or all of them selected from different for the job, for he is the key figure in
the entire program. This calls for a decision.

3) Preparation of the learner:

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 This step consists:
a) In putting the learned at ease so that we does not feel nervous because of the fact he is on
new job

b) In stating the importance and ingredients of the job, and its relationship to work flow.

c) In explaining why he is being taught

d) In crating interest and encouraging question finding out what the leaner already knows
about his job or other jobs.

e) In explaining the ‘Why of the whole job and relating it to some jobs the worker already know.

f) In placing the learner as close to his normal working as possible and

g) In familiarizing him with the equipment material tools and trade terms.

4) Presentation of operation and knowledge:

This is the important step in training program. The trainer should clearly tell, show,
illustrate and question in order to put over the new knowledge and operations, the learn should
be told of the sequence of the entire job, and why each step in its performance is necessary.
The trainer should demonstrate or make use of audio-visual aids and should ask the trainee
should repeat the operation. He should also be encouraged to ask questions in order to
indicate that he really knows and understands the job.

5) Performance try-out:
Under this, the trainee is asked to go through the job several times slowly, explaining
his each step.

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Mistakes are corrected and if necessary, some complicated steps are done for the first time.
The trainee is asked to do the job, gradually building up skill speed. The trainees are then
tested and the effectiveness of training program evaluated.

This is usually done by,

a) Giving written or oral tests to trainees to ascertain how far they have learnt the
techniques and principles taught to them and the scores obtained by them.
b) Observing trainees on the job itself and administering performance tests to them.
c) Finding out individual’s or a group, reaction to the training program, which it is in
progress and getting them fill up evaluation sheets.
d) Arranging structured interviews with the participants or sending them questionnaire by
mail.
e) Eliciting the opinion or judgment of the top management about the trainees
performance.
f) Comparing the result obtained after the training with those secured before the training
program in order to find out whether any material change has taken place in attitude
opinion in the quality of output, in the deduction in scrap, breakage and supplies used
and overhead costs.

6) Follow – up:
This step is undertaken with a view to testing the effectiveness of training efforts. This
consists in,
a) Putting a trainee “on his own”
b) Checking frequently to be sure that he followed instructions and
c) Tapering off extra supervision and close follows up until he is qualified to work with
normal supervision.

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TRAINING METHODS / TECHNIQUES:

The forms and types of employees training method are inter-related. It is difficult, if not
impossible is more useful than the other

The best technique for one situation may not be best for different group or tasks; care
must be used in adopting the techniques/methods to the learner and the job.

1) On-the-job training (JOT): Virtually every employee, from the clerk to company
president gets some on-the-job Training “when he joins firm. That is way William Tracy
calls, the most common the most widely used and accepted or the most necessary
method of training employees the skills essential for acceptable for job performance

Employees are coached and instructed by skilled –co –workers by supervisors, by the
special training instructors, they learn the job by observation and practice as well as
occasionally handing it.
It is learning by doing and it is most useful for jobs that are either difficult to stimulator
can be learned quickly by watching and doing.
There are variety of OJT methods, Such as “coaching or under study “job rotation
and special assignments. Under coaching or under study method (which is also known
as “Internship” and apprenticeship method) the Employee is trained on the job by his
immediate superior.

a) Job Instruction Training (JIT): This method is also known as “Training through step-
by-step learning”. It involves listing all necessary steps in the jobs, each in proper
sequence. These shows that is to be done. The actual Training follows a four-step
process beginning with

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 i. Preparation of the trainee for instruction
ii. Preparation of the instructions giving essential information in a clear manner.
iii. Having the trainee try out jobs to show that he has understood the instructions, if
there are any errors they are cored and
iv. Encouraging questions and allowing the trainee to work along and the trainer
follows up regularly.

b) Vestibule training (or training – center training): This method attempts to duplicate on the job
situations in a company classroom. Its is a classroom training which is often imparted with help
the equipment and machines, which are identical with those in use in the place of work.

It is 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. It is often
used to train clerk, bank tellers, inspectors, machine operator, testers, typists etc., it is
most useful when philosophic concepts, attitudes, thesis and problem solving abilities
have to be learnt. Training is generally given in the form of lecture, conferences, case
studies, role – playing and discussion.

d) Training by experienced workmen: By this method training is imparted by experienced

senior fellow workers. It is useful for departments in which workmen advance through
successi ve jobs perform a series of operations.

e) Training by supervisors: The worker’s immediate supervisors impart such Training it

provides to trainees too have an opportunity to judge the abilities and possibilities of
trainees from the point of their job performance.

The success of both these methods depends upon the fact that;

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 i. The experienced supervisors must be good teachers;
ii. They should have incentives and sufficient time for carrying out the training programs
and
iii. They should be provided with an accurate account of the training needs of the trainees
they are to teach.
iv. Demonstrations and examples (Or Learning by seeing)

In the demonstration methods, the trainer describes and displays something, as when he
teaches and employee how to do something by actually performing the activity himself and
going through a step-by-step explanation of “why” And “what” he is doing.

Demonstrations are very effective in teaching because it is much easier to show a person how
to do a job than to tell him or ask him gather in formation from the reading materials.
Demonstrations are often used in combination with lecture. Pictures, text materials
discussions etc.
Teaching example is effective in mechanical operations or interpersonal relationship, for job
duties and responsibilities, for information standards, supervisory expectations and the like.

Demonstrations are particularly effective in the training for the acquisition of skills; but there
usefulness is limited when it is a question of training management personnel. In a
demonstration, the emphasis is primarily on known how, the principles and theory of a job
must, therefore, be taught by some other method.

f) Simulation: Simulation is a technique, which duplicates, as merely as possible the

actual conditions encountered on a job. The Vestibule training methods is examples of
business simulations. Simulation techniques have been most widely used in the
aeronautical industry.

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 g) Apprenticeships: For training in crafts trades in technical areas, apprenticeship training
is the oldest and most commonly used methods, especially where proficiency in a job is
the result of relatively long training period of 2 years to 3 years for person of superior
ability and from 4 years to 5 years for others. The field in which apprenticeships training
is offered are numerous and range from the job of a draughts man, a mechanist, a
printer, a tool –maker, a pattern designer, a mechanic, a carpenters, weavers, fitters,
jewelers die-sinkers, engravers and electricians. A major part of training time is spent
on-the-job productive work. Each apprentice is given a program of assignments
according to a per-determined schedule, which provides for efficient training in trade
skills.

2) Off-the-Job-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 concentration learning by job rather than spending his time in performing it.

Off the job training methods are as follows:

a) Role-playing: It is defined as a method of human interaction that involves realistic

behavior in imaginary situation. This method of training involves action, doing and
practice. The participants play the role of certain characters such as the production
manager, mechanical engineer, superintendent’s maintenance engineers, quality
control inspections, foreman, and workers and like. This method is mostly used for
developing interpersonal and relations.

b) Lecture Methods: The lecture is traditional direct method of instruction. The instructor.
Organizes the material and gives it to a group of trainees in the form of 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 large group of

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 trainees. Thus cost and time involved are reduced. The major limitation of the lecture
method is that it does not provide for transfer training effectively.

c) Conference or Discussions: 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. Discussions have the
distinct advantage over the lecture method in that the discussion involves-two-way
communication and hence feedback is provided. The participants feel free to speak in
small group; the success of this method depends on the leadership of the person who
leads the group.

d) 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 planned levels of instructions.
The trainee goes through these units by answering questions or filling the blanks. This
method id expensive and time consuming.

HRD INTRODUCT ION:

Human resource development is a dynamic and evolving field in the world of business.
It is goal of this publication to provide a resource through which HRD practitioners and
students can understand the field and grasp its simplicity. It is within that simplicity that an
14
appreciation of the complexity of HRD can be realized. An introductory book such as this
should only provide an overview; other more focused publications will provide the
crystallization. For example, when entering a community for the first time, its landmarks,
citizens, and complexity often seem overwhelming to the newcomer. But after familiarizing
oneself with its, uniqueness, its roads, streets, building and people, it does not appear as
threatening or complex. In fact, if given time, even the most alien community can taken on the
characteristics of “home”.

The same is true for a new professional field. We have tried to simplify HRD in such a
way that it becomes less complicated to the newcomer. If, after studying the following
chapters, readers feel better able to understand the field, its areas, roles, unique
competencies, and relationships to other human resources area, then the book has indeed
accomplished its mission. But one must remember, it is the HRD practitioners themselves who
will ultimately provide the learning activities and insights through which the performance
improvement of other will occur. Thus, it is their responsibili ty to master their craft in order for
others within the organization to master theirs. Simultaneously, our goals provide the details,
descriptions, and facts necessar y to enable the HRD practitioner to develop an individual
development strategy for becoming more professional in the field.

Training and Development Today and Tomorrow

We are entering a world where the old rules no longer apply. “The opening quote in the
bestseller Rising Sun by Michael Crichton (1992) sums up how rapidly the future is changing
and becoming unpredictable. Given the commitment to the continuous changes taking place in
all types of organization, like their host human resource (HR) functions, change will the only
certainty for training functions and those responsible for training and development initiatives in
their organizations. Training functions will have to run differently as organizations expect more
evidence that they are contributing to organizations expect more evidence that they are
contributing to traditionally been done, many have responded by calling for redefining the
mission of training, renaming training (i.e., witness the recent movement to referring to training
15
and development professionals as “performance consultants” – Robinson & Robinson 1995),
and even firing or getting rid of in house training altogether because it is not cost-effective (
see Furnham 1997 for a more detailed discussion of this last point). In short, the pressure is on
for trainers and training functions to reinvent, reengineer, revitalize, remake, and improve what
they do (Shandler 1996)

DEFINATION

According to Edwin B. Flippo

“Training is an act of increasing the knowledge skill of an employee for doing a

particular job”.

PART: B

INTRODUCT ION TO RSEARCH TOPICS

“A STUDY ON EFFECTIVENESS OF TRAINING AND DEVELOPMENT”

Organization and individual should develop and progress simultaneously for their survival and
attainment of mutual goals. So every modern management has to develop the organization through
16
Human Resource Development. Hence every organization needs to have well-trained and experienced
people to perform the activities that have to be done regularly.
Thus every organization big or small, productive or non-productive, economic or social, old or
newly established irrespective of their qualification, skill, suitability for the job etc., needs to have well-
trained and experienced people. “If the company is serious about training its workers, it shows that it
also care for them”. Nothing binds the entire workers to the company as effectively as opportunities to
be trained, especially on skills beyond their daily operations. In fact, Training function is the corner
stone of sound management. The complexities of modern industrialization and technological changes
have very much increased the need of training. It fasters employee’s self and development versatility.
Thus Training plays a vital role in updating employees to complete and move further in the ever-
changing world.

BACKGROU ND OF THE STUDY

One of the important functions of the modern management is to get things done through people.
He has to bring employees in contact with the organization in such a way that the objectives of both the
groups are achieved. The most significant resource of any organization is often said to be its people.
Hence Human resources play a crucial role in the development process of modern management.

Human Resource Management (HRM) is a process of bringing people and organizations together
so that the goals are met. It is that part of the management process which is concerned with the
management of human resources in an organization.
Recognizing the importance of the human element in the production process PETER.F.DRUCKER had
remarked, “Man, of all the resources available to man, can grow and develop”.

17
In short HRM may be defined as “The art of processing, develop and maintaining competent workforce
to achieve the goals of an organization in an efficient and effective manner”.

Thus HRM is a management function that helps managers to recruit, select, train and develop members
for an organization. Training is one of the most important parts of HRM. The HRM’s main objective is
to provide the organization with well-trained and well-motivated employees besides to help the
organization to reach its goal.

REVIEW OF LITERATURE

The researchers wants the impacts of training and development on employees versatility, the
effectiveness of training programme, needs and importance of training, training programmes
steps involved in training programmes, conclusion and suggestion regarding the employees
training in ARMSTRONG .,

HULTMAN Glenn (1984): In the study ‘Managerial work, organizational perspective and the
training of managers, discusses as empirical and theoretical issues are planned organizational
change and the training of managers, nothing that, though managers are often viewed as
people of action leadership research suggests the opposite. A discussion utilizing research an
managerial work and organizational perspective is used to present the phenomenon of
leadership and leader competence in new perspective which considers whether further
research in to managerial work and skills and organizational perspective can insights that such

18
research on the relationship between the working condition of participates and the nature of
education approach in management training is recommended.

Goddard Robert. W (1985): In his study “the Pyfmalion effect” personnel journal describe the
“Pygmalion effects” or the behavioral science principle” that states that an employee success
is directly related to the company’s expectations. Good management. Training practice is
discussed such as recognizing employees potential for improved performance. Showing
confidence in the staff maintaining an in going dialog setting high performance standards
complimenting criticizing constructively and with empathy, helping people advance and over
coming self defeating personal present.

Toddy (1988): In his study “effect of stimulus variability on trainee comes Enhanci ng behavior
modeling training”. Based on findings of this study is suggested that the conventional wisdom
of using low variability and strictly give stimuli in training contests should be recognized. The
value of negative feeling and non-exemplar information demonstrated here clearly warrants
further eptutal and empirical work. In Addition the inverse relationship and transfer, firms the
important if training designers linking their evaluation criteria with objectives.

Zhigho (1989): In his study “An exploratory study of the impact of a western management
training program “says their base program contributed mostly to their position of management
knowledge followed by the boarding perspectives finding western management science and
important of managerial abilities and indents were in general, satisfied with the education
process on terms of popular, quality of teaching Academic subjects in functional areas such as
getting subjects in functional areas such as marketing, financial management and function
management were a regarded by the respondents more useful than those general area (for ex:
managerial economics, strategy and policy).

Samuel (1990): In his study “current level of training programs: the findings the study includes,
administrator recognized the growing importance, the value the increased emphasis on
training, but inconsistently supported the training except training programs intended to
Concentrate towards technological aspects as has management personnel. And minimal
amount of training were directed towards developing employee attitudes.
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Jett (1994): In his study “The Global skills, knowledge and attitudes senior executives will
require by the year 2005 says in his conclusion, by the year senior executive will be facing a
variety of internal and external organizational changes in a rapidly external organizational
changes global business environment require a foundation of global business skills and
knowledge need a posses a tolerance for other culture, be required to be continuous leaders,
need to be able to conduct business in a second language need to have gained experience
outside their native country, need to be able to develop creative solution rapidly for
situtionsarising in unfamiliar global business environments need to posses a global perspective
and need to be effectively use the expertise of others.

Robert Carroll (1994): In his study “EMPOWERMENT THE MANAGEMENT TEAM

INTERFACE” says that the overall study results that all the team have participated in setting
the team goals and commits but almost always in response to overall goes set by
management, Companies have management. Companies have generally recognized the need
for team training and have reopened by training most team leaders and members. They have
not always followed up after the initial training.

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 RESEARCH DESIGN AND METHODOLOGY

TITLE OF THE STUDY:

“A STUDY ON “EFFECTIVNESS OF THE TRAINING AND DEVELOPMENT PROGRAM

“AT ARMSTRONG S LTD. BANGALORE”

SIGNIFICANE OF THE STUDY

The study is based on measuring the effectiveness of training programmes conducted at

ARMSTRONG ’sLtd. As in any other company the Company also conducts various training
programmes to their employees in various fields.

Effectiveness of training and practice has been continuously set by problem despite
considerable innovations and changes on research and experiment. Thus a survey was
conducted to know the employee’s perception and the company’s dedication towards training
programs.

STATEMENT OF PROBLEM:

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 Ø The study was conducted at ARMSTRONG, Bangalore.
Ø The study also focuses on the employee perception towards training programmes at
ARMSTRONG.
Ø The study also focuses on evaluating the effectiveness of training and practices through
the project summary. The survey was aimed at knowing the employees satisfaction and
company’s dedication towards the training programmes and its outcomes for the
progress of the company.

OPERATIONAL DEFINITIONS

TRAINING:

Training refers to the teaching and learning activities carried on the primary purpose of helping
members of an organization, to acquire and apply the knowledge, skills, abilities and attitudes
needed by a particular job and organization.

EVALUATION OF TRAINING:

Training Evaluation is defined as “Any attempt to obtain information on the effects of training
performance and to assess the value of training in the light of that information. Evaluation
mainly leads to controlling and correcting the training programmes.
Objective of the study:
1. To study the various training and development practices in ARMSTRONG.
2. To study the loop holds within the training and development practices.
3. To evaluate the effectiveness of the existing training and development practices.
4. To give suggestion and recommendation for effective training program.
5. To find out the rule of management in the training program.
6. Popularity of the method used.
7. To make improvements in the training program.

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 8. Interest and involvement of the trainees/ trainers.

SCOPE OF THE STUDY

Ø The study was conducted at ARMSTRONG S LIMITED, Bangalore.

Ø The scope of the study was limited to Employees only.
Ø The study was conducted to reveal the employee perception towards
management and the training programmes conducted.
Research Methodology

This is a systematic way to solve the research problems and it is important component
for the study without which the research may not be able to obtain the facts and figures of the
employees.

The following shows the methodology of the study.

RESEARCH DESIGN:
The Research and Design includes an outline of the study. It contains information’s stating the
objective of the study, sample size and techniques used for data collection, tools used to
analyze the data & limitations of the study. The study was a descriptive and quantitative type of
study. Information was gathered from various sources like textbooks, Magazines, Journals,
Internet, Manuals, and Internet web site. The approach to the study was through a survey
conducted to the Executives.

SAMPLING DESIGN:

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The survey conducted for selected respondents in a selection process is called Sample
Survey. Sampling is a tool, which helps to know the characteristics of the universe or
population by examining only part of it.
The total numbers of employees is 89. Thus the sample size selected was 50
respondent s distributed in various departments of the ARMSTRONG s Ltd. As the objective of
the study is to draw inferences about the company the researcher had adopted a Simple
Random Sampling.

AN OVERVIEW OF SAMPLING DESIGN

Research Design Descriptive and Quantitative in

nature
Universe Finite in nature and consists of a
finite number of employees who
have attended the training
programmes
Sampling Unit 50 respondents from various
departments
Sampling Technique Sample Random Sampling

Instrument for Data Collection Questionnaire Schedule

(A) UNIVERSE
Is a set of objectives that are to be studied. It can be infinite or finite in nature. In this study
the universe is finite in nature as the study focuses on a finite number of employees who
have attended the training programmes.

(B) SAMPLING UNIT:

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 The sampling unit of the study is 50 employees of ARMSTRONG s Ltd.

(C) SIZE OF SAMPLE:

The number of items to be selected from the universe contributes a sample size. In this
study the sample size was 50 employees of ARMSTRONG s Ltd.

(D) Data collection tools:

1. Questioner
2. Personal interview
3. Observation method

(E) Secondary Data:

Secondary data is collected through company brochures and website

Secondary data was collected from Newspaper, Magazines, ARMSTRONG Internet web
site, Journals, Textbooks, Company records, etc.

(F) SAMPLING TECHNIQUE:

This study has made use simple random sampling technique called as Probability
Sampling.

TOOLS AND TECHNIQUES USED FOR DATA COLLECTION

DATA COLLECTION

DATA BASE:
The study is based on primary data and secondary data.

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PRIMARY DATA:
This is a primary source where the actual collection of data is done. In order to collect first
hand information a questionnaire was designed to elicit responses from the employees of
ARMSTRONG. So as to collect the accurate information easily, the contents of the
questionnaire have been made simple, specific and brief. This also helps to secure the
respondent s co-operation. Thus the questionnaire is well structured by making use of
options for every question.
A copy questionnaire has been furnished in the annexure.
Information was also gathered through discussions with various staff members and also
through direct observation.
The employees were also encouraged to make suggestions, pertinent to the study.

SECONDARY DATA:
The secondary data mainly depended upon the company records. Theoretical part of the
study was extracted from different author books. Organizational manual, prospectus and
annual reports were scrutinized and required data was collected. For additional information,
the ARMSTRONG’s Internet website was accessed .

FIELD WORK:
The researcher has applied a structured questionnaire so as to gain maximum insights
from respondents. The study was carried out during the month of April and May 2007.
The completed data was checked, numbered and tabulated according to the employees
response using percentage which was essential for the study, which helps, in proper
analysis of the data, graphs, tables and pie-chart are used for easy and quick
interpretation.
The primary data was analyzed using MS Excel package, which gave study a more
professional and accurate points of views.

26
Limitations of the study
The study deals in relation to the objectives of the study. However it does not claim the
completeness and total accuracy in its findings. The main reason being the studies heavily
dwells upon the primary data, which is basically elected upon the responded.

1. Sample may be bias

2. Sample may be pro management or against management
3. In case of the worker the questioner is filled in the presence of other workers so there is
probability of influencing the answers of each other while answering the question.

PROFILE OF THE COMPANY

27
ARMSTRONG S LTD
ARMSTRONG s Ltd. is India’s premier information enabling company. Leveraging its
expertise in total technology solutions, ARMSTRONG s offers value added services in key
area such as system integration, networking consultancy and a wide range of support is
among the leading players in all the segments comprising the domestic IT products, solutions
and related services business, which includes PCs, servers, networking products, imaging and
communication products. Continuously meeting the ever increasing customer expectations and
applications, its focus on integrated enterprise solutions has strengthened the ARMSTRONG
SSO’s (System Support Organization) capabilities in supporting installation types of ranging
from single to large, multi – location, multi vendor and multi platform spread across India. The
SSO, comprising a direct support force of over 1600 + members, is operational at 170 +
locations across the country and is largest such human resources of its kind in the IT business.
A majority of the SSO members have been specially trained in a variety of supporting
solutions, the company key focus area.

ARMSTRONG s Ltd. manufacturing facilities are ISO 9001 – 2000 and ISO 14001
certified and adhere to stringent quality standard and global processes. With the largest
installed PC base in the country, four indigenously developed and manufactured PC brands –
Infiniti, Busy bee, Beanstalk and the Ezeebee and its robust manufacturing facilities,
ARMSTRONG s aims to further leverage its dominance in the PC market. It has been
consistently rated at Top player in PC industry by IDC. The Infiniti line of business computing
products is incorporated with leading edge products from world leader such as Intel. A fully
integrated and business ready family of servers and workstations, the Infiniti Global Line is
targeted at medium and large companies to help them to manage their enterprise related
applications. It has considerable dominance in verticals like finance, government, and
education and research. The Frontline Division of ARMSTRONG s has an extensive network
of over 1000 resellers across 300 cities. Frontline Division has actively promoted the
penetration of PCs in the home and the small office/home office (SOHO) segments, through
Beanstalk PCs, Toshiba Laptops and Dragon Speech.

28
Recognition Systems.

Constant evolution which changing time has helped ARMSTRONG s retains its
leadership and profitability for all stakeholders. In 1992, ARMSTRONG formed a joint venture
company, ARMSTRONG, Hp with the international computer giant, Hewlett Packed (HP), and
precipitated a technological leap by achieving world class manufacturing expertise in the
country for HP’s RISC/UNIX based business servers and workstations. In 1997, ARMSTRONG
and its joint venture partner, HP, re-organized their joint business activities in India through the
buying back of HP’s 26 per cent of equity in ARMSTRONG HP by the ARMSTRONG
promoters.

Last year, ARMSTRONG entered into an alliance with SUN Microsystems to be their
Enterprise Distributor for entire range of SUN products. Combing the latest technology and
best practices from SUN, with 27 years of customers relationship and pan Indian sales and
services expertise of ARMSTRONG, it aims to leverage the relationship to offer complete
spectrum of IT to the end user. ARMSTRONG has closely seen the IT industry rise from
scratch, and has actively participated in its participated in its progress. During the twenty-
seven year journey, it has picked

up valuable lessons in serving the IT needs of the Indian customer and gathered domain
expertise to successfull y service various businesses.

ARMSTRONG InfiNet, 100% subsidiary focuses on the ever-growing segment in

Imaging, Telecom and Communication products, solutions and services. ARMSTRONG
InfiNet’s products through alliances with leaders. Including mobile communication products
from Nokia, Duprinters from Duplo, LCD projectors from InFocus, Mass Mailing solutions from
Pitney Bowes and voice and telecommunication solutions from Ericcion. It has exclusive sales

29
and support partnership with Toshiba Corporation, Japan, for sales and servicing of its imaging
and photocopier products. The managed Network Service offerings for corporate include
VPN’s, ASP offerings, Co Location/housing, CDNs, help desks, 24/7 network operations center
monitoring and a host of value added networking services. Consumer service includes dialup
PSTN/ISDN Internet access, Valuation calling and VoIP telephony devices.

As a leading information enabler, ARMSTRONG s has long standing relationship with

world technology leaders such as SUN for enterprise computing solutions, Intel and AMD for
PCS and PC servers, Microsoft, Novell and SCO for operating systems and software solutions,
Toshiba Corp, for business automation equipment Oracle, Sybase and Informix for RDMS
platform, EMC, Veritas for storage solutions. The aim is to straddle the entire landscape of
information enabling technology for more comprehensively, effectively and competitively.

Technology Leadership

ARMSTRONG s Ltd. is known to be the harbinger of technology in the country. Right

from our inception we have attempted to pioneer the technology introductions in the country
either through our R & D or through partnership with the world technology leaders.
Using our own R & D we have
Ø Created our own UNIX & RDBMS capabili ty (in 80s)
Ø Developed firewalls for enterprise and personal system security
Ø Launched our own range of enterprise storage products
Ø Launched our own range of networking products
30
 We strive to understand the technology from the view of supporting it post installation as
well. This is one of the key ingredients that go into our strategic advantage.

ARMSTRONG s has to its claim several technology pioneering initiatives. Some of them
are:

Ø Country’s first Desktop PC – BusyBee in 1985

Ø Country’s first branded home PC – Beanstalk in 1995
Ø Country’ first Pentium 4 based PC at sub 40 k price point
Ø Country’s first Media Center PC

Vision Statement
“Together we create the enterprises of tomorrow”

Mission Statement
“To provide world-class information technology solutions and services to enable our
customers to serve their customer better”.

Quality Policy
“We deliver defect-free products, service and solutions to meet the requirements of our
external and internal customers, the first time, the every time.”

Management Objectives
To fuel initiatives and foster activity by allowing individuals freedom of action and
innovation in attaining defined objectives.

31
People Objectives
To help people in ARMSTRONG s Ltd. Share in the company’s successes, which they
make possible, to provide job security based on their performance, to recognize their individual
achievements, and helps them gain a series of satisfaction and accomplishment from their
work.
Core Values
Ø We shall uphold the dignity of the individual
Ø We shall honor all commitments
Ø We shall be committed to Quality, Innovation and Growth in every endeavor
Ø We shall be responsible corporate citizens
ABOUT ARMSTRONGINFINET LTD.

ARMSTRONG INFINET Ltd., is 100% subsidiary of ARMSTRONG s Ltd, is the Flagship

company of the 8000 core ARMSTRONG Corporation, the No. 1 IT Conglomerate in India.
ARMSTRONG Infinet focuses on the ever growing segment in Imaging, Telecom and
communication products, solutions and services ARMSTRONG Infinet’s products portfolio
covers a range of other office automation and communication products through alliance with
world leaders – Including mobile communication products from Nokia, Duprinters from Duplo,
LCD projectors from InFocus, Mass Mailing solutions from Pitney Bowes and voice and
telecommunication solutions from Ericssion. It has exclusive sales and support partnership
with Toshiba Corporation, Japan, for sales and servicing of its imaging and photocopier
products.

ARMSTRONG Infinet Ltd is the Internet Infrastructure initiative of the ARMSTRONG

group, India’s premier information technology group. Through the pioneering presence of the
ARMSTRONG group companies and the vast experience of the markets, ARMSTRONG
Infinet has propelled itself to the path of “Total Technology Integration ARMSTRONG Infinet

32
has established state of the art ATM / Frame Relay IP based network infrastructure across 43
cities in the country and offers an entire range of managed services.

Its portfolio of services include virtual private networks (VPNs), Broadband Internet
access; Hosting and Co-location services, designing and deploying disaster recovery solutions
and Business Continuity solutions, Applications services, Managed security services and NOC
services all these services are delivered with a Turnkey approach that includes delivering
Infinet’s core service, third party hardware and networks provisioning, maintenance activities
and project management.

ARMSTRONG Infinet comes with the promise of delivering the committed quality of
service backed by significant investments in infrastructure, network management solutions and
its round the clock centralized customer support call center. This holds even more when we
consider the leverage Infinet draws from its parent company’s unparalleled experience in
networking. A remarkably rich lineage of two and a half decades that is being deployed to
integrate your enterprise communications is a seamless fashion.

Organization Structure

ARMSTRONG S LTD.

ARMSTRONG ARMSTRONG ARMSTRONG ARMSTRONG

ARMSTRONG ARMSTRONG

Nokia Technologies Infinet DSL Comment s

(DAD) Software (Lap Top D) (Computer)

33
PRODUCT PROFILE

1. Toshiba Photocopier
2. Toshiba Projector
3. Interactive White Board
4. Video Conference Equipment (Tand Barg)
5. EPABX (Ericssion)

Toshiba Photocopier

I) TOSHIBA (PHOTOCOPIER E – STUDIO 160) All-in-One Solution

1. Printing Function

Print Engine Resolution : 600 x 600 dpi

Paper Supply : 550 Sheet cassette
Available print paperweight : 6.4 – 80 gr/m2
Interface : Parallel

2. Copier Functions

Copying Process : Indirect electrostatic

Photographic method
Type : Desktop
Resolution : 600 dpi x 600 dpi

34
 Copying Speed : 16 CPM (A4)
10 CPM (A3)
Multiple copying : 1 to 999 copies

Basic Features

Ø Interrupt
Ø Energy saver
Ø Dual page copying
Ø Edge erase
Ø Image shift
Ø Automatic cassette change
Ø Weekly timer

3. Post scrip and network printing

Print Engine Resolution : 600 x 600 dpi (real)
1200 x 600 dpi (with smoothing)
Standard Interface : Parallel

Major Features

Ø Duplex printing (with optional ADU)

Ø Watermark
Ø M – up printing
Ø Mixed size printing
Ø Alternation
Ø Magazine sort (Cover page)

35
 4. Fax Function

Usable circuit : Public switched telephone network

Printing Speed : 16 PPM (A4)
Printing resolution : Max 16 x 15.4 Dots/mm

Features

Ø Broad casting
Ø One touch dialing
Ø Delayed transmission
Ø Group dialing
Ø Polling
Ø Mail box (F – code)

5. Internet – Fax / Network Manage ment functions

Features
Ø ITU – T (Full mode / simple mode)
Ø Internet – Fax Send
Ø Internet – Fax Receive
Ø Relay send
Ø Broad Cast

Toshiba data projector : Th P 790 / 791 (XGA)

Extended graphic adopter

36
3000 ANSI
Specifications : Bright 3000 ANSI
Weight : 4.2 Kg

High brightness of 3000 ANSI lumens for the vivid image reproduction at the highest level
of its class.

Two way digital key stone correction functions able to accumulate projection from above
and below at an angle of 15 o and diagonally in the horizontal direction at one angle of 10 o to
the left to right.

Features
1. Located with uniquely digital feature including picture in and 10 x digital zoom
2. Comes with a most controlled laser remote control that allows hand – held operation of
both PC and Projector

Interactive White Board (IWB)

Interactive white boards are the waves of the future in presentation materials. An
interactive whiteboard is a touch sensitive projector screen and provides four presentation
tools in one unit. It can be used as:

Ø Whiteboard
Ø Projection Screen
Ø Electronic Copy board
Ø When used in conjunction with a computer and projector it becomes fully
interactive.
Features
Ø Write over applications
Ø Access functions easily with the Floating Tools
37
 Ø Record your activity
Ø Write over video
Ø Type with the on screen keyboard
Ø Save in Notebook software
Ø Print and E – mail notes
Ø Display devices for Video Conferencing

Telecom Products
Telecom operations of ARMSTRONG Infinet Ltd provide voice, data and video solutions for the
enterprise segment. Partnering with world leaders like Ericssion, Tandberg and Samsung.

Ericssion has more 40 % market share in mobility worldwide and is spearing the
mobility revolution. The latest offerings include Mobile Extension in PBX systems, which bring
the PBX dial tone to the mobile phones making communication possible anytime. Frost and
Sullivan awarded ARMSTRONG Ericssion with their “Best marketing strategy award for PBX
year 2002”. They have rated ARMSTRONG – Ericssion as No. 2 players in Enterprise
telephony market in India

COMPANY > History

ARMSTRONG s Ltd is one of the pioneers in the Indian IT market, with its origins in
1976. For over quarter of a century, we have developed and implemented solutions for multiple
market segments, across a range of technologi es in India. We have been in the forefront in
introducing new technologies and solutions. The highlights of the ARMSTRONG saga are
summarized below:

38
YEAR HIGHLIGHTS
- Foundation of the Company laid
- Introduces microcomputer-based programmable calculators with wide
1976
acceptance in the scientific / education community

- Launch of the first microcomputer-based commercial computer with a

ROM-based Basic interpreter
1677
- Unavailability of programming skills with customer results in ARMSTRONG
developing bespoke applications for their customers
- Initiation of application development in diverse segment such as textiles,
1978
sugar, paper, cement, transport
- Formation of Far East Computers Ltd., a pioneer in the Singapore IT
1980
market, for SI (System Integration) solutions
- Software Export Division formed at Chennai to support the bespoke
1981
application development needs of Singapore
- ARMSTRONG launches an aggressive advertisement campaign with the
theme ’even a typist can operate’ to make the usage of computers popular
in the SME (Small & Medium Enterprises) segment. This proposition
1983 involved menu-based applications for the first time, to increase ease of
operations. The response to the advertisement was phenomenal .
- ARMSTRONG develops special program generators to speed up the
development of applications
- Bank trade unions allow computerization in banks. However, a computer
can only run one application such as Savings, Bank, Current account, and
Loans etc.
1985
- ARMSTRONG sets up core team to develop the required software – ALPM
(Advanced Ledger Posting Machines) . The team uses reusable code to
reduce development efforts and produce more reliable code. ALPM

39
 becomes the largest selling software product in Indian banks
- ARMSTRONG designs and launches Unix – based computers and IBM
PC clones
- ARMSTRONG promotes 3rd party PC applications nationally
- Zonal offices of banks and general insurance companies adopt
computerization
- Purchase specifications demand the availability of RDMS products on the
1986 supplied solution (Unify, Oracle). ARMSTRONG arranges for such
products to be its platform.
- ARMSTRONG assists customers to migrate from flat-file based systems to
RDMS
- ARMSTRONG enters into a joint venture with Hewlett Packard
- ARMSTRONG assists ARMSTRONG to introduce new service: Systems
Integration, IT consulting, packaged support services (basicline, team line)
1991 - ARMSTRONG establishes a Response Centre for HP products, which is
connected to the HP Response Centre in Singapore.
- There is a vertical segment focus on Telecom, Manufacturing and
Financial Services
- ARMSTRONG acquires and executes the first offshore project from IBM
Thailand
1994
- ARMSTRONG sets up core group to define software development
methodologies
- Starts execution of Information System Planning projects
1995 - Execution projects for Germany and Australia
- Begins Help desk services
- Sets up the STP (Software Technology Park) at Chennai to execute
1996 software projects for international customers
- Becomes national Integration partner for SAP

40
 - Kolkata and Noida STPs set up
1997
- ARMSTRONG buys back HP stake in ARMSTRONG Hewlett Packard
1998 - Chennai and Coimbatore development facilities get ISO 9001 certification
- Acquires and sets up fully owned subsidiaries in USA and UK
1999 - Sets up fully owned subsidiary in Australia
- ARMSTRONG ties up with Broad as an integration partner
- Sets up fully owned subsidiary in Australia
- Chennai and Coimbatore development facilities get SEI Level 4
certification
- Bags Award for Top PC Vendor In India
2000
- Becomes the 1st IT Company to be recommended for latest version of ISO
9001: 2000
- Bags MAIT’s Award for Business Excellence
- Rated as No. 1 IT Group in India
- Launched Pentium IV PCs at below Rs. 40,000
2001
- IDC rated ARMSTRONG s No. 1 Desktop PC Company of 2001
- Declared as Top PC Vendor by Dataquest
- ARMSTRONG s & Sun Microsystems enters into a Enterprise Distribution
2002 Agreement
- Realigns business, increasing focus on domestic IT, Communication &
Imaging products, solutions & related services
- Become the first vendor to register sales of 50,000 PCs in a quarter
- First Indian company to be numerous in the commercial PC market
- Enters into partnership with AMD
2003 - Launched Home PC for Rs 19,999
- ARMSTRONG s Info Structure Service Division received ISO 9001:2000
certification
- Launched Infiniti Mobile Desktop on Intel Platform

41
 - Launched Infiniti PCs, Workstations & Servers on AMD platform

- 1st to announce PC price cut in India, post duty reduction, offers Ezeebee
at Rs. 17990
- IDC India-DQ Customer Satisfaction Audit rates ARMSTRONG as No. 1
Brand in Desktop PCs
- Maintains No. 1 position in the Desktop PC segment for year 2003
- Enters into partnership with Port Wise to support & distribute security &
VPN solutions in India
- Partner with Microsoft & Intel to launch Beanstalk Neo PC
2004
- Becomes the 1st company to cross 1 lack unit milestone in the Indian
Desktop PC market
- Partners with Union Bank to make PCs more affordable, introduces lowest
ever EMI for PC in India
- Launche d RP2 systems to overcome power problem for PC users
- Registers a market share of 13.7% to become No. 1 Desktop PC company
for year 2004
- Crosses the landmark of $ 1 billion in revenue in just nine months
- Launch of ARMSTRONG PC for India, a fully functional PC priced at Rs.9,
990/-
- Rated as the No.1 Desktop PC company by IDC India – Dataquest
- Best Employer 2005’ with five star ratings by IDC India –Dataquest.
- The Most Customer Responsive Company 2005’
2005
- IT Hardware Category by The Economic Times –Avaya Global Connect.
- Top 50 fastest growing Technology Companies in India ‘&’ Top 500 fastest
Growing Technology Companies in Asia Pacific’ by ‘Deloitte & Touché’. By
‘Deloitte & Touché’
- ‘7th IETE – Corporate in Asia 2005’ for performance excellence in the field
42
 of Computers & Telecommunication System by IETE.
- ‘Best Bhoomi Brand 2005’ by 360 magazine
- In the PC category
- In the LCD Monitor category.
- India’s ‘No.1 vendor’ for sales of A3 size Toshiba Multi Functional Devices
for the year ’04 –’05 by IDC.
- Toshiba ‘Super Award 2005 towards business excellence in distribution of
Toshiba Multifunctional products,
- Strategic Partner in Excellence’ Award by In focus Corporation for
projectors.
- Most valued Business Partner’ Award for projectors by In focus
Corporation in 2005.
- 75,000 + machines produced in a single month
- ARMSTRONG s in partnership with Toshiba expands its retail presence in
India by unveiling ‘shopToshiba’
- ARMSTRONG s & Nokia announce a long term distribution strategy
- ARMSTRONG the leader in Desktops PCs unvells India’s first segment
specific of notebooks brand – ‘ARMSTRONG Leap tops’
- IDBI selects ARMSTRONG as SI partner for 100 branches ICT
2006
infrastructure rollout
(till
- ARMSTRONG s showcases Computer Solutions for the Rural Markets in
June)
India
- ARMSTRONG Support wins the DQ Channels-2006 GOLD Award for Best
After Sales Service on a nationwide customer satisfaction survey
conducted by IDC
- ARMSTRONG AND ZEE – Dish TV team up to DTH TV to its next level
growth in India
- ARMSTRONG s First in India to Launch the New Generation of High

43
 Performance Server Platforms Powered by Intel Dual – Core Xeon 5000
Processor

INTRODUCTION TO TRAINING IN ARMSTRONG

ARMSTRONG like any other organization too followed traditional methods of Training like the
conventional method of picking up a few programmes and then short listing it to various fields
like General Management, Behavioral science, Communication skills, Team building, ISO
9000, TQM, Improving Quality of life, MS Office etc., Based on the short listed programmes an
annual calendar was prepared and announced. But this traditional method had many
drawbacks as the following:

· Having planned and organized programmes the managers had to wait anxiously for
nominations.
· The managers also faced problems in getting nominations.
· People who could be spared would be rushed to the programmes and not the needy.

All the above drawbacks gave arise to a new approach. Thus in Bangalore unit of
ARMSTRONG, a new approach was attempted to give thrust to “What the Company
needs for future and not what the Individual wants and also to satisfy ISO 9000
requirements”.

ARMSTRONG Training Framework

Training Practices

Training Technical Skills

Instruments Training
Training Needs 44
Analysis
 Training
Infrastructure Quality Training

Training Soft Skills Training

Administration

Having the proper training instrument, infrastructure and administration in place ARMSTRONG
outlines its training practice which helps in addressing the training needs of its employees. We
believe in the overall development of an individual and hence equal and deliver the best in any
given circumstance.

Training Practices
- Identifying the Training needs by focusing on future efficiencies and the business
requirement.
- Familiarization Program for the new joiners (Experienced level people) with a dedicated
team of professional s on a monthly basis.
- Comprehensive Induction Program for the New Joinees (Freshers)
- Management Development Program for middle management without a formal
management degree.
- Mandatory Quality Training for all the employees.
- Technical Training Programs for the Software professionals based on the Project
requirement.
- Orientation Program for Employees heading for an overseas assignment.
- Post Training Development Plan (PTDP) includes Comprehensive evaluation through
refresher courses, Quizzes
- Creation of a skill database.
Training Need Analysis

45
The Training needs is analyzed depending on the skill required, performance appraisal and the
manager’s recommendations

Skill Analysis
- Skill Gap Bridging: Training in related skills/Case tools
- Re-skilling requirements: For future enhancement of the employee knowledge and the
needs of the markets
Performance Appraisal
- Skill Up-gradation: Advanced training in a particular skill or training on advanced
versions of a product/application
- Skill Broadening: Multi-Skilling
Manager’s Recommendation
- Behavioral & Personal Development Training
- Role Based: Project Management , Quality systems, etc.

Technical Training

Training is provided by in-house experts or certified trainers in area’s related to Systems

Analysis & Design, Programming Language, Applications/Software Packages, Networking,
Hardware Platforms, Systems Administration etc, depending on the skills required by the
employee.

Quality Training

Philip Crosby’s – Quality Education system, has been found to be effective tools in fulfilling the
individual’s need/commitment to improve and enabling the individual to respond to the
organizations need/commitment to improve. Every employee is given training in QES
methodology.

46
Being a CMM Level 4 Certified and ISO 9001 organization, the employees are trained on
Software Quality systems including aspects like Configuration Management, Documentation
Standards/Systems etc that ensure the delivery of quality software products and services.

Soft skills Training

Personal and behavioral development of the employees is a major emphasis of the
management and regular training in Communication Skill, Leadership, time and Stress
management, Etiquette, team building is provided to the employees. This not only helps in the
employees developing an overall personality but also helps our employees in adapting to the
requirements of the any project.

Training Administration

ARMSTRONG has Training Center’s supervised by Training Center Head with in-house facility
augmented by external faculty. It is ensured that Project Managers are also part of the faculty
imparting Project Management training.

Training Infrastructure

We have dedicated Conference & Training Rooms for the Training Depts. in each of the
development Center’s. These are equipped with the latest multimedia and interactive training
tools. We also make use of CD-based training modules & associated software for increasing
the reach of training base. Our Libraries are equipped with the latest books, journals,
magazines, CD’s on a wide variety of topics ranging from IT to Strategic Management .

Training Instruments

47
Focused group discussions, Case Analysis, Role Plays, Video Shows, Business Games,
Individual Exercises, Lecture Sessions are some of the Training instruments employed by
ARMSTRONG Insys in their Training Programs.

To demonstrate a small example of ARMSTRONG’s commitment towards Training

We have been holding the ARMSTRONG Insys Management Development Programme at

XLRI Jamshedpur [one of India’s Premier Business Schools] for 13 years in succession
now. This is a 15-day to 1 month Programme for middle level managers covering all the
functional areas – which this helps our employees across functions to get a holistic
management picture. This is not only restricted to class room lectures, the participants have to
take up a solid Action Plan and are empowered to take personal responsibility for improving
the way we work.

SALIENT FEATURES OF COMPUT ERIZED TRAINING MANAGEMENT SYSTEM:

I. Nominations for all in-house Programmes are made online.

II. Training record updation and attendance are online for in house programmes.
III. Sponsoring to external seminar and workshop through Center for Training and
Development (CTD) and hence recorded and made available on-line.

MODES OF TRAINING:
The ARMSTRONG organization has two modes of training for its employees. They are In-
house Training and Institutional Training.

INHOUSE TRAINING:

48
This is a mode of training arranged within the company for both Executives and
Non-Executives. Here the Company takes the whole responsibility of arranging the training
programmes like selecting the fields and topics for the training programmes, arranging efficient
faculties, notifying the required employees for training. This mode of training programmes is
provided to both the Executives and Non-Executives

INSTITUTIONAL TRAINING:
This is a mode of training held outside the organization in various institutions or other
organizations. Here the Company sponsors for its employees to attend the training
programmes. This mode of training is mainly provided to the Executives.

OBJECT IVES OF TRAINING:

· To examine the adequacy of the present system of training executives and non
executives vis-à-vis the requirements in various business and functional areas, Quality,
marketing, materials, Finance, Personnel, Services Management etc.,
· To recommend structures and other training programmes or seminars to the executives
and non-executives to meet the challenges in their work area.
· The contents and duration of training programmes both internal/external should be
designed optimally so as to improve the potential of the individuals to cope with future
business trends of the company.
· Each structures programmes should have inbuilt module for feedback, evaluation and
action plan for implementation and provide for follow-up and review mechanism so as to
ensure accountability.

49
 · The training needs of the executives and Non-Executives both technical and managerial
could be satisfied keeping in view the objectives of the company

CALENDER OF TRAINING PROGRAMMES FOR THE MONTH OF OCTOBER 2006

GENERAL PROGRAMMES

· Team building
· Improving Quality of life
· Communication skills
· General Safety
· I Can
· Women in Industry
· Safety-First Aid Training
· Company Standardization
· Enhanced Productivity through Elimination of Hidden costs
· Emotional Intelligence
· Creativity at Work place
· Safety superiors
· Safety Environmental Awareness
· Safety Assembly and Testing staff

TECHNICAL PROGRAMMES

· Gemba Kaizen
· TQM

50
 · Six Sigma
· Bench Marking
· Concurrent Engineering Innovation Project Management
· ISO 9001-2001 awareness

IMPORTANCE OF TRAINGING AT ARMSTRONG

ARMSTRONG has been giving a lot of importance to Training and Development of its
employees and executives by providing opportunities for them to get trained through out their
career not only in their chosen technical field but also in other fields like General Management,
Computer skills, Communication skills, Behavioral Science. The Company last year spent
approximately Rs.420 lakhs towards Training and Development expenses.

The company has included Training as one of the parameters in their Memorandum of
Understanding with the ministry. As per it, every employee has to be trained for at least 2.2
days in a year and at least 36% of the employees have to be covered by training every year.
State-of the Art training aids to conduct all kinds of training programmes.

The results after consolidation were such that there were programmes for which only a few
had indicated the need but there were programmes for which a large number of people had a
need. Hence, first it was decided to sponsor people to courses conducted by outsiders. Then
after it was decided to conduct the in-house programmes inviting experts from outside.

To fulfill the needs of technical programmes with specific requirements a committee of advisors
from Technical departments was formed. The committee was made responsi ble for deciding
the content of each programmes ad the subject expert.

Regarding the in house programmes the CTD department is supposed to firm up the
programmes for a month and put it online the previous month. Nominations are also made
online by the departments. A week before the starting dates of the programmes. The
51
coordinators in charge in CTD checks the online status of nomination across BG complex.
Here the executives of the company are also given chances of indicating programmes other
than recommended by the committees. The reporting and reviewing officers were asked to vet
these programmes and were fed to MRPII system to be stored in a file called “Training and
Development need file”.

52
 ANALYSIS AND INTERPRETATION OF DATA

EVALUATION OF TRAINING PROGRAMMES

The company uses a feedback form at the end of the training session to collect the employee’s
opinion that helps in evaluating the effectiveness of training. The responses to the feedback
also reveal the satisfaction of dissatisfaction of the employees towards the training
programmes.

The training programmes are basically conducted for a full day handled by a single faculty or
by two or more faculties.

The feedback forms are of two types:

1. Single faculty feedback form
2. Multiple faculty feedback form
This feedback form tries to extract the opinions regarding
a) Communication effectiveness
b) Quality of Examples
c) Interaction between faculty and participants
d) Use of teaching aids
e) Usefulness of training and participants
f) Releventness of the programmes contents
The feedback form is the best tool to measure the effectiveness of training programmes as it
gives quick responses of the held programmes on the same day.

Table 1: The Executives Grades of the Respondents

53
Executive Grade Number of
Percentage
Respondents
E1
7 14%

E2
15 30%

E3
12 24%

E4
8 16%
Graph 1:
E5 The
5 10%
Executive

E6 Grades of
3 6%
the

Total Respondent
50 100%
s

50 Analysis:
Out of 50
40 E1 respondent s
E2
30 14% of E1,
E3 30% of E2,
20 E4 24% of E3,
E5 16% of E4,
10
54 E6
0 Total
Number of Percentage
Respondents
10% of E5, 6% of E6 respectively

Inference: The Graph indicates that 30% of the respondents belong to the Executive
Grade 2and very few respondent s belong to the Executive Grade

Table 2: Number of years of service of the respondents in ARMSTRONG s. Ltd

Serial Number Year of Service Number of Percentage

Respondents
1 5-10 26 52%

2 11-15 11 22% Graph 2:

Number
3 16-20 6 12%

5:10
4 25 years and 7 14%
1 1 :1 5
more
1 6 :2 0
Total 50 100%
2 5 y e a rs a n d
m o re
14%
12%

52%

22%

55
of years of service of the respondents in ARMSTRONG s. Ltd

Analysis: Out of 50 respondent s the 52% of 5 – 10 years of service, 22% of 11-15 of service,
12% of 16-20 years, and 14% of 25 years & above.

Inference: More than 50% of the respondents have 5-10 years of experience and very few
belong to the service category 25 years and more. This implies that the project study was
mainly focused to the low experienced peopled to get the latest information of training
programmes.

Table 3: The Age group of the respondents of ARMSTRONG employees

Age in Years Number of Respondents Percentage

20-30 yrs 22 44%

31-40 yrs 14 28%

41-50 yrs 8 16%

51-60 yrs 6 12%

Total 50 100%

56
Graph 3: The Age group of the respondents of ARMSTRONG employees

Age group of the respondents

50
Total
100%
6
51- 60 yrs
12%
8
41 - 50 yrs Number of Respondents
16%
Percentage
14
31- 40 yrs
28%
22
20 - 30 yrs
44%

Analysis: From the Table 3 it can be analyzed that 44% of 20-30 yrs, 28% of 31-40 yrs, 16%
of 41-50 yrs, 12% of 51-60 yrs respondents of the age group.

Inference: The Graph indicates that 44% of the respondents belong to the age group of 20 –
30 years and very few respondents belong to the age group of 51-60 years. This implies that
the study has mainly focused on respondents of low age to get fresh data.

57
Table 4: Number of respondents who have attended the training programmes.

Number of Training
Respondents Training Percentage not
Percentage
attended attended

50
50 100% 0 0

Graph 4: Number of respondents who have attended the training programmes.

58
 Number of respondents having
attended the training programmes

Percentage

100%

Analysis: From the Table 4 it can be analysed 100% of the respondents have attended the
training programme.

Inference: The graph indicates that all the 50 respondents have attended the training
programmes. This implies that the ARMSTRONG s Ltd. has well structured and regular
training programmes for all the employees in various fields.

Table 5: The Training Mode preferred by the respondents of the ARMSTRONG s. Ltd

59
Modes of Training Respondents Percentage

In House Training 13 26%

Institutional Training 37 74%

Total 50 100%

Graph 5: The Training Mode preferred by the respondents of the ARMSTRONG.

60
 Mode of Training preferred

26%
In House
Training
Institutiona l
74% Training

Analysis: From the Table 5 it can be analyses that the respondents prefer 26% of In House
Training & 74% of Institutional Training.

Inference: The Graph indicates that 74% of the respondents prefer institutional training than
In-house training. The preference given to In-house training is 26% only.

Table 6: Frequency of Training Programmes attended by the employees

Reasons Respondents Percentage

61
Monthly 11 16%

Quarterly 20 40%

Half Yearly 14 28%

Yearly 5 16%

Total 50 100%

62
Graph 6: Frequency of training Programmes attended by the employees

16% 16%

Monthly
Quarterly
Half Yearly
28% Yearly

40%

Analysis: From the Table 6 it can be analyses that 16% of Monthly, 40% of Quarterly, 28% of
Half Yearly, 16% of Yearly Training Programmes are attended by the respondents.

Inference: The Graph indicates that 40% of the respondents have attended the training
programmes quarterly (once in 3 months) and few have attended the yearly training
programmes. This implies that the company gives more importance for regular quarterly
training programmes than the yearly training programmes.

Table 7: The Benefits derived and un-derived by the general training modules.

63
Training Models Attended Benefited Unbenefited

Responde Percenta Responde Percent Respond Percenta

nts ge nts age ents ge
Team Building 31 62% 46 92% 4 8%
Improving Quality
17 34% 50 100% 0 0%
of life
Safety Practices 24 48% 50 100% 0 0%
7 Habits of highly
16 32% 50 100% 0 0%
effective people
Domestic Enquiry 13 26% 48 96% 1 4%
Creativity at work
16 32% 48 96% 2 4%
place
Emotional
15 30% 50 100% 0 0%
Intelligence
Women in
12
Industry 24% 50 100% 0 0%

Graph 7: The Benefits derived and un-derived by the general training modules

64
 Benefits and unbenefits of General Training Modules

100%

80%

60%
Unbenefited
Benefited
40%
Attended

20%

0%
1 2 3 4 5 6 7 8 9 10 11

Analysis: From the Table 7 it can be analyses that 92% are Benefited & 8% are Unbenefited
from the Team Building, 100% are Benefited in Improving Quality of life, 100% are Benefited
from the Safety Practices, 100% are Benefited from the 7 Habits of highly effective people,
96% are Benefited & 4% are Unbenefi ted from Domestic Enquiry, 96% are Benefited & 4% are
Unbenefited from the Creativity at work place, 100% are Benefited from the Emotional
Intelligence, 100% are Benefited from the Women in Industry by the general Training modules.
Inference: The graph shows that a good percentage of the respondents have attended the
training programmes and when talking of the benefits all the respondents have derived good
benefits from all the training programmes. Most of the employees have derived 100% benefits
from programmes like Improving Quality of life. Safety Training, Good food practices Emotional
Intelligence and Women in Industry. Only a few employees of 2-4% has not derives benefits
from programmes other then mentioned above.

Table 8: The Benefits derived and un-derived by the Technical training modules:

65
Training Models Attended Benefited Unbenifited

Responde Percenta Responde Percent Respond Percenta

nts ge nts age ents ge
Gemba Kaizen 20 40% 50 100% 0 0%
TQM 21 42% 48 96% 2 4%
Six Sigma 14 28% 49 98% 1 2%
Bench Marking 14 24% 50 100% 0 0%
Concurrent
14 24% 50 100% 0 0%
Engineering
Innovation 17 34% 48 96% 2 4%
Project
11 22% 50 100% 0 0%
Management
ISO 9001:2001
13
awareness 26% 48 96% 2 4%

Graph 8: The Benefits derived and un-derived by the Technical training modules:

66
 Benefits and unbenefits of Technical Training modules

100%

80%

60% Unbenifited
Benifited
40%
Attended
20%

0%
1 2 3 4 5 6 7 8 9 10 11
Analysis:
From the Table 8 it can be analyses out of the respondents 100% are Benefited from the
Gemba Kaizen, 96% are Benefited & 4% are Unbenefited from the TQM, 98% are Benefited &
2% are Unbenefited from the Six Sigma, 100% are Benefited from the Bench Marking, 100%
are Benefited from the Concurrent Engineering, 96% are Benefited & 4% are Unbenefited from
the Innovation, 100% are Benefited from the Project Manage ment, , 96% are Benefited & 4%
are Unbenifited from the ISO 9001:2001 awareness.
Inference: The Graph shows that a good percentage of the respondents have attended the
training programmes and when talking of the benefits all the respondents have derived good
benefits from all the training programmes Most of the employees have derived 100% benefits
from Programmes like Gemba Kaizen, benchmarking, concurrent engineering, project
management. Only a few employees of 2-4% has not derives benefits from few programmes
other then mentioned above.

Table 9: Level of Employee Satisfaction with the Training programmes.

67
Reasons No of Respondents
Percentage

Highly Satisfied 7 14%

Satisfied 27 54%

Not Sure 9 18%

Dissatisfied 5 10%

Highly Satisfied 2 4%

Total 50 100%

Graph 9: Level of Employee Satisfaction with the Training programmes.

68
 Employee Satisfaction Level

10% 4% 14%
Highly Satisfied
18% Satisfied

Not Sure

Dissatisfied
54% Highly Satisfied

Analysis: From the Table 9 it can be analyses that the respondents are14% of Highly
Satisfied, 54% of Satisfied, 18% of Not Sure, 10% of Dissatisfied, 4% of Highly Satisfied with
the Training Programme.

Inference: The Graph Indicates that 54% of the respondents are satisfied and a very less
number of respondents are dissatisfied with the training programmes. 9% of the respondents
are not able to decide whether they are satisfied or dissatisfied with the training programmes.
Table 10: Confidence level in managing the work attending the training programmes.

69
 Number of
Reasons Percentage
Respondents

Highly Confident
6 12%

Confident
30 60%

Not Sure
10 20%

Unconfident
3 6%

Highly Unconfident 2 4%

Total 50 100%

Graph 10: Confidence level in managing the work attending the training programmes.

70
 No of respondents

6% 4% 12%
Highly confident
20%
confident
Not sure
Unconfident
Highly Unconfident
60%

Analysis: From the Table 10 it can be analyses that the respondents are 12% of Highly
Confident, 60% of Confident, 20% of Not sure, 6% of Unconfident, 4% of Highly Unconfident
with managing work after attending the Training Programme.

Inference: The Graph indicates that 60% of the respondents are confident in managing their
work after attending the training programmes, 12% of the respondents are highly confident and
only 4% are not highly. This implies that the training programmes arranged in the organization
have good impact on its employees.

Table 11: Improvement Level of Knowledge through Training Programmes

Number of
Percentage
Reasons Respondents

71
Highly Improved
7 14%

30
Improved 60%

7
Not Sure 14%

2
Unimproved 4%

4
Highly Unimproved 8%

Total
50
100%

Graph 11: Improvement Level of Knowledge through Training Programmes

72
 Improvement Level of Knowledge
through Training Programmes

4% 8% 14%
14% Highly Improved
Improved
Not Sure
Unimproved
Highly Unimproved

60%

Analysis:
From the Table 11 it can be analyses that the respondent s of improvement level of Knowledge
are 14% of Highly Improved, 60% of Improved, 14% of Not Sure, 4% of Unimproved, 8% of
Highly Unimproved

Inference: The graph indicates 60% of the employees knowledge have been improves after
attending the training programmes and only 2-4% of employees respond that there is no
change in knowledge before and after attending the training programmers. The response of
the employee implies that the training programmes has put maximum efforts to improve its
employees knowledge through training programmes

Table 12: Providing opportunity to the employees to express their work related
problems.

73
 Number of
Reasons Percentage
Respondents

Highly Agree
5 10%

Agree
15 30%

Not Sure
11 22%

Disagree
8 16%

Highly Disagree
11 22%

Total
50 100%

Graph 12: Providing opportunity to the employees to express their work related
problems.

74
 Oppurtunity for problem expression

Highly Disagree highly Agree

22% 10%

Agree
Disagree 30%
16%
Not Sure
22%

Analy
sis: From the Table12 it can be analyses that the respondent s are 10% of Highly Agree, 30%
of Agree, 22% of Not Sure, 16% of Disagree, 22% of Highly Disagree with the providing
opportunity to the employees to express their work.

Inference: The Graph indicates that 30% of the employees feel that they are provided an
opportunity to express their problems of work. 22% of the employees are of the opinion that
they are not provided any opportunity to express work related problems.

Table 13: Role of Training programmes in fetching up faster promotion for the
employees.

75
Reasons Number of Respondents Percentage

Highly Fetch
4 8%

Fetch
3 6%

Not Sure
14 28%

Do not fetch
11 22%

Highly Don’t fetch

18 36%

Total 50
100%

Graph 13: Role of Training programmes in fetching up faster promotion for the
employees.

76
 Fetching up of faster promotions

60
50
50
No of respondents

40
No of Respondents
30
Percentage
18
20 14
11
10 4 3
8% 6% 28% 22% 36% 100%
0
highly Fetch not Do not Highly Total
Fetch sure Fetch Don't
fetch

Analysis: From the Table 13 it can be analyses that the respondents are 8% of Highly Fetch,
6% of Fetch, 28% of Not Sure, 22% of Do not fetch, 36% of Highly Don’t fetch with the Training
programme in fetching up faster promotion of the employees.

Inference: The Graph shows that 36% of the employees are of the opinion that the training
programmes do not fetch faster promotions. Only 6-8% of the employees respond that Training
programmes help in fetching faster promotions. 28% of the respondents are not sure. This
implies that training programmes do not influence for fetching up faster promotions.

Table 14: Role of the training programmes in Performance Appraisal

77
 Number of
Reasons Percentage
Respondents

Highly Agree
4 8%

Agree 22 44%

Not Sure 9 18%

Disagree 3 6%

Highly Disagree 12 24%

Total 50 100%

Graph 14: Role of the training programmes in Performance Appraisal

78
 Training programmes role in
performance appraisal

24% 8% Highly Agree

Agree
Not Sure
6% 44% Disagree
Highly Disagree
18%

Analysis: From the Table 14 it can be analyses that out of the 50 respondents 8% are Highly
Agree, 44% are Agree, 18% are Not Sure, 6% are Disagree, and 24% are Highly Disagree
with the Training Programme in Performance Appraisal.

Inference: The graph identifies that 44% of the employees accept that training programmes
play role in performance appraisal and 6-24% of the employees do not accept it. 18% of the
employees are not sure whether the training programmes play a role in performance appraisal
or not.

79
Table 15: Relevance of Training programmes to the employee’s respective jobs.

Number of
Reasons Percentage
Respondents

Highly Relevant
10 20%

Relevant 24 48%

Not Sure 8 16%

Irrelevant 3 6%

Highly Irrelevant 5 10%

Total 50 100%

Graph 15: Relevance of Training programmes to the employee’s respective jobs.

80
 Relevance of training programmes
10%
20%
6%

Highly Relevent
16% Relevent
not sure
Irrelevant
Highly Irrelevant

48%

Analysis:
From the table it can be analyses that out of the 50 respondents 20% are Highly Relevant,
48% are Relevant, 16% are Not Sure, 6% are Irrelevant, and 10% are Highly Irrelevant with
respect to the relevance of Training Programmes.

Inference: The graph indicates that 20-48% of the employees respond that Training
programmes are relevant to their jobs. A very few employee’s of 10% say the training
programmes are not relevant to their jobs. This implies that the training programmes of
ARMSTRONG are made relevant to the employee’s job.

Table 16: Role of training programmes in personality development

81
 Number of
Reasons Percentage
Respondents

Highly Agree
7 14%

Agree
30 60%

Not Sure
6 12%

Disagree
2 4%

Highly Disagree
6 12%

Total
50 100%

Graph 16: Role of training programmes in personality development

82
 Role of Training programmes in
Personality Development

12% Highly Agree

4% 14%
12% Agree
Not Sure
Disagree
60%
Highly Disagree

Analysis: From the Table 16 it can be analyses that out of 50 respondents 14% are Highly
Agree, 60% are Agree, 12% are Not Sure, 4% are Disagree, and 12% are Highly Disagree
with the Training Programme in personality Development

Inference: The graph implies that 60% of the employees accept that training Programmes play
an important role in Personality Development. Only 4-12% of the employees do not accept the
role of training programmes in personality development.

Table 17: Aware of self-strengths and weaknesses through training programmes.

83
 Number of
Reasons Percentage
Respondents

Highly Aware
7 14%

Aware 27 54%

Not Sure 9 18%

Not Aware 3 6%

Highly Not Aware 4 8%

Total
50 100%

84
Graph 17: Aware of self-strengths and weaknesses through training programmes.

Aware of self strengths and weaknesses

8% 14% Highly Aware

6%
Aware
18%
Not sure
NotAware
Highly not aware

54%

Analysis: From the Table 17 it can be analyses that out of 50 respondents 14% are Highly
Aware, 54% are Aware, 18% are Not Sure, 6% are Not Aware, and 8% are Highly Not Aware
with the self strengths and weakness through training programmes.

Inference: The graph indicates that 14-54% of the respondents have become aware of their
strengths and weaknesses after attending the training programmes. Only 6-8% of the
respondent s say that they find no change even after attending the training programmes.

Table 18: Management support towards training its employees.

Number of Percentage
Reasons Respondents

85
Highly Agree
9 18%

Agree 28 56%

Not Sure 6 12%

Disagree 3 9%

Highly Disagree
4 8%

Total
50 100%

Graph 18: Management support towards training its employees.

86
 Management support towards training
its employees

Highly Agree
9% 8% 18%
12% Agree
Not Sure
Disagree
56%
Highly Disagree

Analysis: From the Table 18 it can be analyses that out of 50 respondents 18% are Highly
Agree, 56% are Agree, 12% are Not Sure, 9% are Disagree, and 8% are Highly Disagree with
the Management Support towards training its employees.

Inference: The graph indicates that 18-56% of the employees of the opinion that management
support towards training its employees is good and only a few employees of some 8% say that
management support towards training its employees is poor. This implies that the relationship
of the employees with that of the management is good.

Table 19: Training programmes meeting the needs of the organization.

Number of Percentage
Reasons Respondents
87
Highly Agree
18 16%

Agree 26 52%

Not Sure 10 20%

Disagree 3 6%

Highly Disagree 3 6%

Total 50 100%

Graph 19: Training programmes meeting the needs of the organization.

88
 6% 6% Highly Agree
16%
20% Agree
Not Sure
Disagree
52% Highly Disagree

Analysis: From the Table 19 it can be analyses that out of 50 respondents 16% are Highly
Agree, 52% are Agree, 20% are Not Sure, 6% are Disagree, and 6% are Highly Disagree with
the Training Programmes meeting the needs of the organization.

Inference: It can be interpreted that 525 of the employees agree that the training given by the
company is meeting the Organizational needs by providing the organization with productive
employees.

Table 20: Level of Interaction with the training faculties.

89
 Number of
Reasons Percentage
Respondents

Highly Agree
9 18%

Agree
31 62%

Not Sure
5 10%

Disagree
2 4%

Highly Disagree
3 6%

Total 50 100%

Graph 20: Level of Interaction with the training faculties.

90
 6%
4% 18%
Highly Agree
10%
Agree
Not Sure
Disagree
Highly Disagree
62%

Analysis: From the table it can be analyses that out of 50 respondents 18% are Highly Agree,
62% are Agree, 10% are Not Sure, 4% are Disagree, and 6% are Highly Disagree with the
Level of Interaction with the Training faculties.

Inference: The Graph shows that 62% of the employees agree that they had good interaction
with the training faculties. 4 - 6% of employees disagree that they had good interaction with the
training faculty.

Table 21: Response to the feedback forms given at the end of the training session.

91
 Number of
Reasons Percentage
Respondents

Yes 41 68%

19 32%
No

Total 50 100%

Graph 21: Response to the feedback forms given at the end of the training session.

92
 32%
Yes
No
68%

Analysis: From the Table 21 it can be analyses that out of 50 respondents 68% are yes and
32% are No with response to the feedback forms given at the end of the training session.

Inference: The graph shows that 68% of the employees agree that they have responded to the
feed back forms given at the end of the training programmes.

Table 22: Interested in attending more training programmes.

Number of Percentage

93
 Respondents
Reasons

Yes 48 96%

No 2 4%

50 100%
Total

Graph 22: Interested in attending more training programmes.

94
 Employees intrested in attending more training
programmes

96%

4%

Yes No

Analysis: From the data it can be analyses that out of 50 respondent s 96% are Yes and 4%
are No with Interested in attending more training programmes.

Inference: The graph shows that 96% of the respondents require more training programmes in
various fields. The rest 4% of them are not interested in attending more training programmes.
This shows that employees are interested in attending the training programmes in various
fields.

SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS
95
Findings:
1. All the 50 respondents consider that Training plays a very important role in the
organizations.
2. It was found that the organizations arrange well-experienced and resourced people to
handle the training programmes.
3. It was also found that employees working in shifts are not able to attend the training
programmes
4. Training is imparted with the sole reason of meeting the organizational needs.
5. Majority of the employees are satisfied with the training programmes.
6. According to the responses it was confirmed that Training was positively relevant with
nature of the job.
7. Employees are of the opinion that training should be held for every quarter of the year, If
not at least for every half year.
8. The survey also revealed that the employee’s receive full support from the manage ment
for attending the training programmes.
9. Majority of the respondents have agreed the following positive changes after attending
the training programmes.
· Increased the confidence level in managing the work better.
· Overall personality development.
· Aware of self strengths and weakness pertaining to job
· Maintenance of good relationship between the management and its employees.
· Discussion of problems about the job.
10. Respond ents are of the opinion that they require more training programmes in various
fields.
11. Having good interaction with the training faculty and responding to the feed forms
exposes the employee’s interest in attended the training programmes.

96
RECOMMENDATIONS

· Most of my project respondents had a short experience of service which means that
they have still 60% of their years of service in ARMSTRONG. And hence the company
should provide good and relevant training programmes to derive the best results from
the manpower so as to meet the needs of the organization.
· As 74% of respondent s have chosen Institutional mode of training, the company should
give training to its employees in their selected mode. It should also enhance the
importance of In-house mode of training to its employees.
· Most of the employees are satisfied with the present training programmes. Hence the
company should further update the training programmes with latest advancemans and
continue the satisfaction level.
· The study remains that most of the employees are aware of the training programmes
conducted at ARMSTRONG, but the number of programmes attended is minimum.
This shows that though they are aware of the programmes, it becomes necessar y to
encourage them to attend more number of programmes in a year rather than in their
entire tenure at ARMSTRONG. A mandatory annual number of programmes to be
attended should be prepared and updated.
· The employees seem to agree that the training as a positive effect like improvement in
personality development, increase in confidence in managing their work providing
opportunity to discuss the problems related to work. Accordingly the employees should
be made to focus on the other benefits of training rather than only for promotion.
· Majority of the employees have also accepted the fact that the training programmes
conducted are relevant to their job. This helps them to discuss the pros and cons of the
job in detail and makes the employees manage their work easily and efficiently.
· The surveyed employees happily expressed that the management provided them full
support to attend the training programmes. Providing full support by the management is
just not enough, it is also necessary for the management to discuss the training

97
 objectives with its employees and encourage them for attending more number of
training programmes.
· Good interaction with the training faculty has made the employees feel comfortable to
discuss their problems pertaining to job.
· To achieve successful results from the Training programmes the Company has to
periodically evaluate the training programmes based on various factors like
production factors, general observation, human resource factor, performance tests,
cost value relationship etc.,
· To obtain Successful Evaluation the Company has to Support throughout the
evaluation process with the help of various factors like human resources, time,
finance, equipment and availability of data source, records etc.,
· The company should also open communication channels among top management,
participants and those involved in providing data etc., and there should be an existence
of sound management process

CONCLUSION

“Training is an investment-more we do better we perform”

Training is one of the important activities to understand that a specific training activity is only
one event or phase in the total management education and development process. So the
company should take special care while framing training programme.

The study reveals that the company has a good team of training personnel, Training each
department. The performance after training programme must be self-motive and must create
confidence in the employees.
98
Training is only one of many factors, which influence the performance of organizational units
and affecting as many areas of activity as possible. Some of the respondents are satisfied
regarding this programme.

Effectiveness of Training has a tremendous value for further course planning, especially for
improving the performance and selecting the right methods of teaching and training, it also
help in practical applications.

Hence, Effectiveness of Training program plays an important role in the organization whether
Government or Non-government. Thus recognizing the need and purpose of employee training
programme helps to build up the image of the company.

BIBLIOGR APHY

BOOKS:

C.B. MAMORIA AND S.V. GANKAR. Personal Management, Himalaya Publications

N.G. NAIR & LATHA NAIR. 1999 Personnel Management and Industrial Relations.
S. Chand & company Ltd New Delhi – Page no. 146 – 185.

Dr. P. Subba Rao. 1999 Essentials of Human Resource Management and Industrial
Relations: Himalaya Publications House Mumbai. Page No.245 – 323

99
S.A. Stugis Hiller (Editor) 1996 How to Manage People, Jaico Publishing house. Mumbai.
Page No. 252 – 255 & 307 – 315

K. Ashwathappa 1999 Human Resource and Personal Management.

Tata Mc Graw-Hill Publishing Company Ltd., New Delhi Page No. 189-221.

David A. DECENZO and STEPHEN P. ROBBINS 1988 Personnel and Human Resource
Management, Third Edition, PHI New Delhi Page No. 260.

C.R. Dolley Training within industry in US , Tavistook publication 1969 – London

REPORT S:
Annual Report
Web Sites:
www.Armstronginfinet.com
www.google.com
ANNEXURE
QUESTIONN AIRE

QUESTIONAI RE FOR STUDYING THE EFFECTIVENESS OF TRAINING AND

DEVELOPMENT AT ARMSTRONG S LTD.

Hello sir/Madam, I am Manjunatha L doing MBA in KSOU University, be thankful to you, if you
kindly spare few valuable minutes for filling the following questionnaire. The information
provided by you will be exclusively used for my project work only.

I. PERSONAL PROFILE
a) Name:
b) Designation:
c) Executive grade:
d) Department:
e) Service in ARMSTRONG:

100
 a) 5-10yrs b) 11-20yrs

c) 21-25yrs d) 26-30yrs

e) 30yrs more

f) Age group:

a) 20-30yrs b) 31-40yrs

c) 41-50yrs3 d) 51-60yrs

II PROJECT DETAILS

Q1) Have you ever attended any Training Programmes conducted in Armstrong during the last
2years?

Yes No

· If answer to question 1 is ‘NO’ please discontinue, If ‘YES’ please proceed with filling
the questionnaire.

Q2) How often have you attended the training programmes?

Monthly Quarterly Half Yearly Yearly

Q3) How many training programmes have you attended so far?

1 2 3 4 5&more

Q4) Which mode of training do you prefer?

In-house training Institutional training

Q5) Have you attended the following Training modules & how you rate them?

GENERAL TRAINING PROGRAMMES

TRAINING ATTENDED HAS HAS UN-

MODULES YES/NO BENEFITED BENEFITED
101
Team Building
Improving quality of
life
Safety practices
7 habits of Highly
effective people
Domestic enquiry
Creativity at work
place
Emotional
Intelligence
Women in Industry

TECHNICAL TRAINING PROGRAMMES

TRAINING ATTENDED HAS HAS UN-

MODULES YES/NO BENEFITED BENEFITED
Gemba Kaizen
TQM
Six Sigma
Bench Marking
Concurrent
Engineering
Innovation
Project
Management
ISO 9001:2000
awareness

*Please use the following scale for rating the following questions*
1. Highly agree 2. Agree 3. Not
Sure
4. Disagree 5. Agree

Q6) Are you satisfied with the training programmes at Armstrong?

1 2 3 4 5

Q7) Did you feel more confident in managing the work after attending the training
programmes?

1 2 3 4 5
102
Q8) Did the training programmes improve your knowledge in different fields of work?

1 2 3 4 5

Q9) Did the training programmes offer you an opportunity to express your problem about the
job?

1 2 3 4 5

Q10) whether the training programmes has helped you fetch faster promotion?

1 2 3 4 5

Q11) Are the training programmes a part of the performance appraisal?

1 2 3 4 5

Q12) Were the training programmes relevant to your job?

1 2 3 4 5

Q13) Did the training programmes helped for your personality development?

1 2 3 4 5

Q14) Are you aware of your strength and weaknesses after attending the training
programmes?

1 2 3 4 5

5) Does the management provides you full support to attend the training programmes?

1 2 3 4 5

Q16) Did the training programmes help you to reach your personal goals and also the
organizational goals?

1 2 3 4 5

Q17) Did you have good interaction with the training faculty?

1 2 3 4 5
103
Q18) Have you responded to the feedback forms given at the end of the training sessions?

1 2 3 4 5

Q19) Do you feel you need more training in any other particular field?

1 2 3 4 5

Q20) Do you interested in attending more training programmes.

YES NO

Q21) Training programmes meeting the needs of the organization.

104
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