A STUDY ON TRAINING AND DEVELOPMENT IN J.Q.

TYRE MANUFACTURING
INDUSTRY AT COIMBATORE

CHAPTER-I
INTRODUCTION

INTRODUCTION ABOUT THE STUDY ON IDENTIFICATION TRAINING AND

DEVELOPMENT MEASURING EFFECTIVENESS
Definition
“Training is the continuous, systematic development among all levels of employees of
that knowledge and those skills and attitudes which contribute to their welfare and that of the
company”.
-M. C Lord and Efferson
“Training may be defined as a process of developing an understanding of some organized
body of facts, rules and methods. This information concerns largely the operative phases of an
applied knowledge”.
-R. C Davis
INTRODUCTION
Training of personnel consists in providing them with the necessary facilities and
opportunities to acquire knowledge develop skills and cultivate attitudes and behavior for the
efficient and effective discharge of their duties and responsibilities. Administrative skills can be
grouped into technical skills, human skills and conceptual skills. Training should enable people
to perform their present duties effectively and at the same time prepare them to shoulder higher
responsibilities in the future. The ultimate objective of training for personnel is the improvement
in the effectiveness of achievement of organizational objectives.
Each and every position in an organization calls for a certain amount of expertise in terms
of knowledge, skills and attitudes. The person occupying the position may not have all the
elements. Of expertise required for effectively performing new technology or procedure or law.
The need for training arises in account of the requirement of filling the gap between the skills
and competences required for the performance of a job and the expertise actually possessed by
the job holder. This gap can be filled either by institutional training or on-the-job training.
The common method is to mount a course on the basis of the experimental wisdom.
Hence, a training course conducted kin a training institution is generally looked upon as some
kind of an isolated event. This is one of the reasons why it has not been possible to derive the
maximum benefit from a training course. Institutional training is regarded as a break from the
monotony of the job. No wonder ‘sabbatical’ was one of the objectives of some of the courses.
It is time that training is looked upon as a system. A system may be defined as a group of
inter-related and inter-development parts or processes operating in a sequence, according to a
predetermined plan in order to achieve a goal or series of goals.
For understanding a system or for setting up a system, one should start by determining
the objectives of the system i.e. what the system seeks to accomplish.
The inputs are to be identified and the outputs specified. In the light of the relationship
between the inputs and outputs the different processes can be worked out. Suitable feedback
must be obtained at the various stages, to ensure appropriate corrective steps at the necessary
stages.
A training course is the training effort of organization. It may be said that the trainees
from the basic input, together with the other resource such as the physical facilities, reading
material, resource persons, etc. The design and conduct of the course constitute the processes and
the trained employee the output. The evaluation of the training course, generally done at the end
of the course, is the feedback of the basis of which improvements are made in the subsequent
courses organized by the institution. But this is a simplistic and crude way of viewing the
training effort though it illustrates the systems concept of an institutional training effort with the
untrained employee, the training course, the trained employee and the evaluation of the training
course representing the input, the process, the output and feedback control.
A significant and meaningful approach for a proper understanding of the training effort as
systems concept consist not in regarding the conduct of the training programmers as the sole
process involved, but in viewing the training programmers as a link in the chain of professional
development of an employee. If this view is accepted a systems concept of training would
include the environment and organization in which the employee works. It will also include the
identification of his training needs, and the other salient aspects such as the determination of
training objectives, designing, and the training programmers its implementation and evaluation.
The evaluation should not only cover the training imparted but the improvement in
organizational effectiveness and achievement of organizational goals resulting from the
contribution of the trained employee. Thus, the training effort becomes a total system of which
the sub-systems are the different aspects outlined above.
TRAINING
Training is concerned with imparting developing specific skills for a particular purpose.
Training is the act of increasing the skills of an employee for doing a particular job. Training is
the process of learning a sequence of programmed behavior.
In earlier practice, training programme focused more on preparation for improved
performance in particular job. Most of the trainees used to be from operative levels like
mechanics, machines operators and other kinds of skilled workers. When the problems of
supervision increased, the steps were taken to train supervisors for better supervision.
DEVELOPMENT
Management development is all those activities and programme when recognized and
controlled have substantial influence in changing the capacity of the individual to perform his
assignment better and in going so all likely to increase his potential for future assignments.
Thus, management development is a combination of various training programme, though
some kind of training is necessary, it is the overall development of the competency of managerial
personal in the light of the present requirement as well as the future requirement.
Development an activity designed to improve the performance of existing managers and
to provide for a planned growth of managers to meet future organizational requirements is
management development.
MANAGEMENT DEVELOPMENT IS BASED ON FOLLOWING ON ASSUMPTIONS.
 Management development is a continuous process. It is not one shot programmed but
continues though out the career of a manager.
 Management development is any kind of learning, is based on the assumption that there,
always existing a gap between an individual’s performance and his potential for the
performance.
 Management development seldom takes place in completely peaceful and relaxed
atmosphere.
  Management development requires clear setting of goals.
 Management development required conducive environment.
TRAINING AND DEVELOPMENT DEFINED
It is concerned with the structure and delivery of acquisition of knowledge to improve the
efficiency and effectiveness of organization.
It is concerned with improving the existing skills and exploring the potential skills of the
individual i.e. upgrading the employees’ skills and extending their knowledge. Therefore,
training is a key to optimizing utilization human intellectual technological and entrepreneurial
skills.
Training and Development referred to as:
 Acquisition and sharpening of employees capabilities that is required to perform various
obligations, tasks and functions.
 Developing the employees capabilities so that they may be able to discover their potential
and exploit them to full their own and organizational development purpose
 Developing an organizational culture where superior subordinate relationship, team work,
and collaboration among different sub units are strong and contribute to organizational
wealth, dynamism and pride to the employees.
DEVELOPMENT DEFINED
It helps the individual handle future responsibilities, with less emphasis on present job
duties.
INTRODUCTION OF TRAINING
TRAINING-DEFINED
 It is a learning process that involves the acquisition of knowledge, sharpening of skills,
concepts, rules, or changing of attitudes and behaviours to enhance the performance of
employees.
Training is activity leading to skilled behavior.
 It’s not what you want in life, but it’s knowing how to reach it
 It’s not where you want to go, but it’s knowing how to get there
 It’s not how high you want to rise, but it’s knowing how to take off
 It may not be quite the outcome you were aiming for, but it will be an outcome
 It’s not what you dream of doing, but it’s having the knowledge to do it
  It's not a set of goals, but it’s more like a vision
 It’s not the goal you set, but it’s what you need to achieve it
Training is about knowing where you stand (no matter how good or bad the current situation
looks) at present, and where you will be after some point of time.
Training is about the acquisition of knowledge, skills, and abilities (KSA) through professional
development.
ROLE OF TRAINING
IMPORTANCE OF TRAINING AND DEVELOPMENT
 Optimum Utilization of Human Resources – Training and Development helps in
optimizing the utilization of human resource that further helps the employee to achieve
the organizational goals as well as their individual goals.
 Development of Human Resources – Training and Development helps to provide an
opportunity and broad structure for the development of human resources’ technical and
behavioural skills in an organization. It also helps the employees in attaining personal
growth.
 Development of skills of employees – Training and Development helps in increasing the
job knowledge and skills of employees at each level. It helps to expand the horizons of.
 Productivity – Training and Development helps in increasing the productivity of the
employees that helps the organization further to achieve its long-term goal.
 Team spirit – Training and Development helps in inculcating the sense of team work,
team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within
the employees.
 Organization Culture – Training and Development helps to develop and improve the
organizational health culture and effectiveness. It helps in creating the learning culture
within the organization.
 Organization Climate – Training and Development helps building the positive perception
and feeling about the organization. The employees get these feelings from leaders,
subordinates, and peers.
 Quality – Training and Development helps in improving upon the quality of work and
work-life.
  Healthy work environment – Training and Development helps in creating the healthy
working environment. It helps to build good employee, relationship so that individual
goals aligns with organizational goal.
 Health and Safety – Training and Development helps in improving the health and safety
of the organization thus preventing obsolescence.
 Morale – Training and Development helps in improving the morale of the work force.
 Image – Training and Development helps in creating a better corporate image.
 Profitability – Training and Development leads to improved profitability and more
positive attitudes towards profit orientation.
 Training and Development aids in organizational development i.e. Organization gets
more effective decision making and problem solving. It helps in understanding and
carrying out organizational policies
 Training and Development helps in developing leadership skills, motivation, loyalty,
better attitudes, and other aspects that successful workers and managers usually display.
IMPORTANCE OF TRAINING OBJECTIVES
 Training objectives are one of the most important parts of training program. While some
people think of training objective as a waste of valuable time. The counterargument here
is that resources are always limited and the training objectives actually lead the design of
training. It provides the clear guidelines and develops the training program in less time
because objectives focus specifically on needs. It helps in adhering to a plan.
 Training objective tell the trainee that what is expected out of him at the end of the
training program. Training objectives are of great significance from a number of
stakeholder perspectives,
1. Trainer
2. Trainee
3. Designer
4. Evaluator

Trainer – The training objective is also beneficial to trainer because it helps the trainer to
measure the progress of trainees and make the required adjustments. Also, trainer comes in a
position to establish a relationship between objectives and particular segments of training.
Trainee – The training objective is beneficial to the trainee because it helps in reducing the
anxiety of the trainee up to some extent. Not knowing anything or going to a place which is
unknown creates anxiety that can negatively affect learning. Therefore, it is important to keep the
participants aware of the happenings, rather than keeping it surprise.Secondly, it helps in
increase in concentration, which is the crucial factor to make the training successful. The
objectives create an image of the training program in trainee’s mind that actually helps in gaining
attention. Thirdly, if the goal is set to be challenging and motivating, then the likelihood of
achieving those goals is much higher than the situation in which no goal is set. Therefore,
training objectives helps in increasing the probability that the participants will be successful in
training.
Designer – The training objective is beneficial to the training designer because if the designer is
aware what is to be achieved in the end then he’ll buy the training package according to that
only. The training designer would then look for the training methods, training equipments, and
training content accordingly to achieve those objectives. Furthermore, planning always helps in
dealing effectively in an unexpected situation. Consider an example; the objective of one training
program is to deal effectively with customers to increase the sales. Since the objective is known,
the designer will design a training program that will include ways to improve the interpersonal
skills, such as verbal and non verbal language, dealing in unexpected situation i.e. when there is
a defect in a product or when a customer is angry. Therefore, without any guidance, the training
may not be designed appropriately.
Evaluator – It becomes easy for the training evaluator to measure the progress of the trainees
because the objectives define the expected performance of trainees. Training objective is an
important to tool to judge the performance of participants.
Training as Consultancy
Training consultancy provides industry professional to work with an organization in
achieving its training and development objectives.
Estimation of Training Outsourcing
It has been estimated that 58% of the emerging market in training outsourcing is in
customer education, while only 42 percent of the market is in employee education.
TRAINING:
“Training is a short term process utilizing a systematic and organized procedure by which non-
managerial personnel learn technical knowledge and skill”.
“Training refers only to instruction in technical and mechanical operations. Training courses are
typically designed for a short term, stated set of purposes”.
DEVELOPMENT:
“Development is an inclusive process with which both managers and individual employees
involved. It offers opportunity to learn skills, but also provide an environment designed to
discovering and cultivating basic attitudes and capabilities and facilitating continuing personal
growth”.
NEED FOR TRAINING
1. Training program helps in increasing the quality and quantity of output.
2. It helps each individual employee to utilize or develop his/her full potential.
3. Employees feel that they are being taken care of by the management and these results in
increasing their morale.
4. By training, the worker is enabled to make the more economical and best use of
equipment. This results in the reduction of cost of production.
5. Trained employee needs less supervision because of this supervisor can increase his span
of management, resulting in reduced cost of supervision.
6. The availability of trained personnel ensures long term stability and flexibility in the
organization.
7. The workers are exposed to the latest concepts, information and techniques, they become
well qualified by this and the increase their market value and earning power.
8. To help a company fulfill its future personnel needs
9. To improve organization culture.
10. To improve health and safety

PRINCIPLES OF TRAINING
1. Training and Development is continuous & its scope exists throughout the career.
2. The objective & scope of a training plan should be defined before its development is
begun in order to provide a basis for common agreement & cooperative action.
 3. Training and Development must meet the organization objectives, so the objectives of the
employee Training and Development must be set in clear terms.
4. There exists a gape b/w best performance and present performance and Training and
Development can bring out the hidden talents to fill the gaps.
5. Growth is a challenge, which involves stress and strains. Training helps an individual to
cope up with these and helps in concentrated effort.
6. Active participation of the learner, the feedback of the learner’s performance accelerates
growth and improves the effectiveness of Training and Development.
7. Training should be conducted in the actual job environment to the maximum possible
extent

NEED FOR EVALUATION OF TRAINING

1. To check the effectiveness of Training and Development in improving performance of
the employee.
2. To assess how far training is useful for improving career prospects of every individuals.
3. To identify he deficiencies of Training and Development for incorporating additions to
the programme.
4. To improve the cost effectiveness of Training and Development programme.

PRINCIPLES OF EVALUATION
1. Evaluation must be continuous.
2. Evaluation must be specific.
3. Evaluation must be based on objective methods and standards.
4. Evaluation must provide means for trainees to self appraise.
5. The goals & purpose of evaluation must be clear.
6. It is essential to lay down the criteria of evaluation & it must be realistic.
THE DIFFERENCE BETWEEN EVALUATION AND EFFECTIVENESS
TRAINING EVALUATION
Training Evaluation refers to the process of collecting and measuring the outcomes or criteria to
determine whether training was effective. Training outcomes or criteria refers to measures that
the trainer and the company use to evaluate Training programs.
TRAINING EFFECTIVENESS
Training Effectiveness refers to the benefits that the company and the trainees receive from
training. Benefits for trainees may include learning new skills or behavior. Benefits for the
company may include increased sales and more satisfied customers.
THE TRAINING CONSULTANCIES OFFER VARIOUS BENEFITS SUCH AS:
Training Courses that Consultancies Offer
The various courses that consultancies offer are:
Business Training Courses
 Management Development
 Conflict Management
 Managing Diversity
 Project Management
 Stress Management
 Time Management
 Senior Management Workshops
Sales
Negotiation Skills
Sales Technique
 Customer Care
Customer Care Training
Managing Customers
 Human Resource
HR Administration
 Induction Training
Recruitment & Selection
Successful Appraising
Personal Development Courses
 Workshops on:
Assertive Skills
Building Confidence
Coping with Change
Interview Techniques
Maximize Potential
 One to One Coaching
Focused entirely on personal objectives
Move forward at individual pace
Material used in tailor made to specific development Need
A strict code of confidentiality

IMPORTANCE OF TRAINING CONSULTANCIES

• It helps in enhancing company’s image
• It helps in strengthening the team spirit
• It helps in applying knowledge, developing core competencies, and
reducing work load
• It helps in improving the work relations
• It helps in developing focused and inspired staff
• It leads to greater chances of success
DEVELOPMENTAL PROGRAMS:
1. Mentoring:
 Some organizations assign an experienced employee to serve as a mentor for new
employees. A mentor is a trusted counselor, coach or advisor who provides advice and
assistance. Effective mentors teach these new employees a number of things, which
include:
  Provide instruction in specific skills and knowledge critical to successful job
performance.
 Help in socializing them in the culture of the organization and understanding the
unwritten rules of the organization.
 Answer questions and provide useful insights.
 Offer emotional support and encouragement.
 Serve as a role model.
 Create an environment in which mistakes can be made without losing self-confidence.
2. Career Counseling:
 Most organizations provide some form of career counseling on various occasions: during
employment interviews when employees are first hired, during employees' annual
performance evaluation interviews, and as part of the special career counseling that is
provided for high-potential employees. Career counseling typically occurs as part of the
day-to-day relationship between a supervisor and a subordinate. Moreover, some
organizations provide special career counseling by conducting psychological assessments
of employees and helping them interpret their individual results.
3. Career Pathing:
 Career pathing refers to identifying a sequence of jobs through which an individual can
expect to progress towards high levels of management.
 Some organizations provide job progression plans for all new employees, while others do
it only for exceptionally bright and promising candidates.
 Career path information must be provided to the employees before a possible career path
can be charted out for them.
4. Career Development Programs:
 Career development includes any and all activities that prepare a person for progression
along a designated career path.
 Career development usually involves both formal and informal means.
 These programs may be conducted in-house or by external sources, such as professional
organizations or colleges and universities and are organized by the T&D department of
an organization.
INTERNAL MOBILITY
There is a possibility in organizations that over a period of time an employee will change his role
or position, from one job to another – laterally or vertically in the organization structure. This
kind of employees’ movement within an organization is known as internal mobility. Internal
mobility includes a cluster comprising, may take place between jobs in section, sections,
departments, division or even between plants in multi - plant operations.
PROMOTION
Promotion is the upward reassignment of an individual in an organization’s hierarchy,
accompanied by increased responsibilities, enhanced status, and usually with increased income,
though not always so. On being promoted, the promoter’s duties and responsibilities increase,
and the higher one goes in an organization the greater the implications of the individual’s
decisions on the viability of the enterprise. After promotion, an individual’s duties and
responsibilities usually become qualitatively different from those of this earlier job.
 The following are the objectives of promotion:
 It is recognition of a job well done by an employee.
 It is a device to retain and reward and employee for his years of service to the company.
 It is to increase individual and organizational effectiveness.
 It is to promote a sense of job satisfaction in the employee.
 It is to build loyalty, morale and a sense of belongingness in the employee.
 It is to impress upon others that opportunities are open to them also in the organization, if
they perform well.
An internal mobility system also needs as supportive information system to make it viable. It is
desirable to have a central, maintain a detailed inventory of the skills of all employees and
coordinates all information – promo -table posts available, posts vacant, number of employees on
transfer, permanent and temporary posts.
When making internal mobility decisions, organizations tend to place emphasis on their
objectives, filling job vacancies, eliminating employee surpluses, correcting behavioral
problems, etc. Promotion maintains organizational effectiveness through maintenance of
employee morale and favorable attitudes towards the organization. Demotions frequently used
as from of disciplinary action since it represents loss of status and earning. Transfers are required
in the process of organization job requirements, job rotations and filling in absenteeism,
separations and termination, such as discharge and dismissal, from a part of the outward mobility
of an organization.

SIGNIFICANCE OF THE STUDY

 The significance of the study on training and development by the new

researchers has increased due to rapidly changing technology and work culture
in industrial environment due to an increasingly skilled workforce and very
competitive global marketing.
 Training is very much essential to upgrade skills of employees in this scenario,
for the development of self as well as the organization.
 Thus, study on Training and Development is extremely important as it reveals
and identifies the lacunas in the training policy and the areas where the
organization can improve for the betterment of the organization as well as the
industry.
STATEMENT OF PROBLEM

 Management development is aimed at preparing employees for future jobs with the
organization or solving organization wide problems concerning, acquiring or sharpening
capabilities required performing various tasks and functions associated with their
presence or expected future roles.
 The motive behind this study is to understand and learn the impact of Training and
Development programmes on employees of J.Q.TYRE MANUFACTURING
INDUSTRY AT COIMBATORE
 Hence the study is undertaken up to measure the Effectiveness of Training and
Development at Executive and Non Executive levels at J.Q.TYRE
MANUFACTURING INDUSTRY AT COIMBATORE
 Training cannot be measured directly but change in attitude and behaviour that occurs as
a result of Training. So employee assessment should be done after training session by the
management, to know the effectiveness of Training given to employees.
OBJECTIVE OF THE STUDY:
The specific objectives of the study are:
 To examine the impact of training on workers.
 To study the changes in behavioural pattern due to training.
 To find out new methods of training and development in J.Q.TYRE
MANUFACTURING INDUSTRY AT COIMBATORE
 To understand the Training programmes and their impact on employees of J.Q.TYRE
MANUFACTURING INDUSTRY AT COIMBATORE
 To analyze the views and opinions of the employees regarding the programmes provided
at J.Q.TYRE MANUFACTURING INDUSTRY AT COIMBATORE
 To find out the satisfaction level of the employees towards the Training programs.
 To study the perception of the employees about the usefulness of the training program
with reference to the improvement in their performance and skill enhancement.

SCOPE OF THE STUDY

In this project I have tried to present details about the training and development programs being
presently followed in J.Q.TYRE MANUFACTURING INDUSTRY AT COIMBATORE and
the feedback, I collected from different employees during my interaction with them.
The scope of training and development can be explained with the help of following points -
 To know the present condition of Training and Development programmes.
 To know the expectation of employees towards Training and Development programmes.
 To know the willingness of employees towards Training and Development programmes.
 The employees were given 2 days of sufficient time to fill the structured questionnaires.
 The study analyzes the collected data and does not include quantitative techniques such
as arriving at statistical inference by testing hypothesis.
 The study is descriptive in nature.
 CHAPTER-II
REVIEW OF LITERATURE
REVIEW OF LITERATURE
1. Joshi (1927) in his book, “Trade Union Movement in India” felt that welfare work covers
all the efforts which employers make for the benefits of their employees over and above
the minimum standard of working conditions fixed by 37 the Factories Act and over and
above the provisions of the social legislations providing against accident, old age,
unemployment, sickness etc.
2. Seth (1940) in his book “Labour in Indian Coal Industry” discussed the agonies of Indian
Coal miners under colonial rule.
3. Radha Kamal Mukerjee (1945) in the book, “The Indian Working Class” dealt with the
problems of low earnings and the sad state of housing then prevalent in the Indian
Collieries.
4. Srivastava (1970) in his book, “A Socio-Economic Survey of the Workers” in the Coal
Mines of India (with special reference to Bihar) studied the socio-economic conditions of
coal workers in Bihar. The study found that the socio-economic conditions of miners in
Bihar are so poor due to high indebtedness, low wages and poor welfare facilities.
5. Hasan (1972) in his book, “The Social Security System of India” felt that social security
schemes have characteristics such as provision of cash and medical relief and also the
active involvement of the State in the provision of social security. He further stated that
social security benefits are provided to employees as of right.
6. Kudchelkar (1979) in his book, “Aspects of Personnel Management and Industrial
Relations” felt that the need for labour welfare arises from the very nature of the
industrial system. He felt that employers need to provide welfare 38 facilities to
employees as the latter are exposed to various risks and at the same time they have to
work in an entirely strange atmosphere.
7. Tyagi (1982) in his book, “Labour Economics and Social Welfare” discussed the labour
welfare practices in India such as the provision of intramural and extra-mural welfare
facilities. He also discussed the various agencies involved in labour welfare. However,
the study is totally theoretical in nature.
8. Pramod Varma (1987) in his book, “Labour Economics and Industrial Relations” stated
that organisations provide three types of welfare facilities. According to him, the first
type of welfare facilities is related to the provision of subsidised canteens, crèches and
medical facilities while the second type of welfare facilities is related to consumer
cooperative stores, cooperative credit societies and educational assistance. The third type
of welfare facilities is provided by community centres, welfare centres etc.
9. Ahuja (1988) in his book, “Personnel Management” emphasised the need for labour
welfare and social security in India. He felt that provision of welfare and social security
measures makes the employees satisfied with their jobs leading to their improved
performance.
10. ArunMonappa (1990) in his book, “Industrial Relations” discussed labour welfare and
social security measures in detail. He also explained the various problems faced by the
enforcement machinery in the implementation of these welfare and social security
measures.
11. Tripathi (1998) in his book, “Personnel Management & Industrial Relations” explained
the principles of labour welfare services, types of labour welfare services, different
legislations and Acts. He also discussed the social security measures in terms of medical
care, sickness benefit, unemployment benefit, maternity benefit etc., besides explaining
the social security system in India.
12. David, A Decenzo (2001) and Stephen P. Robbins in their book, “Personnel / Human
Resource Management explained the various benefits and services provided by the
companies to their employees. According to them, the legally required benefits and
services include social security premiums, unemployment compensation, workers
compensation and state disability programs. They felt that the cost of the voluntary
benefits offered appears to be increasing.
13. Michael (2001) in his book, “Human Resource Management and Human Relations” said
that the provision of intra-mural and extra-mural welfare facilities help in improving the
quality of work life of employees thereby good human relations will develop among
different cadres of employees.
14. Kannan (2001) stated that the ever increasing demand for welfare funds for each and
every sub-sector of the informal sector may be viewed as a desperate reaction of the
workers for a measure of social security in an unprotected labour market.
15. Pylee and Simon Georg in their book, “Industrial Relations and Personnel Management”
stated that companies should provide retirement benefits such as provident fund, gratuity
and pension to employees. They felt that the provision of these benefits assists employees
to be free from fear of want and fear of starvation besides instilling in them a feeling of
security.
16. Punekar, Deodhar and Sankaran (2004) in their book, “Labour Welfare, Trade Unionism
and Industrial Relations” stated that labour welfare is anything done for the comfort and
improvement, intellectual and social-well being of the employees over and above the
wages paid which is not a necessity of the industry.
17. Shashi, K. Gupta and Rosy Joshi (2005) in their book, “Human Resource Management”
discussed “labour welfare” in detail. The book covers all the aspects of labour welfare
such as types of labour welfare, statutory provisions concerning welfare, approaches to
welfare and also the significance of labour welfare.
18. Mamoria et al.,(2005) in their book “Dynamics of Industrial Relations” discussed the
welfare facilities provided by various organisations such as cotton mills in Mumbai, Jute
mills, steel plants, mines, plantations, railways, postal & telegraphs, ports and dockyards.
They also discussed the employee welfare measures undertaken by the Government from
the First Five Year Plan to Eighth Five Year Plan period.
19. Singh (2005) in his book, “Industrial Relations: Emerging Paradigms“ stated that social
security is an attack on five giants such as wants, disease, ignorance, squalor and
idleness. According to him, social security is not a burden but a kind of wise investment
that offers good social dividends in the long run.
20. VenkataRatnam (2006) in his book, “Industrial Relations” discussed the provisions made
for social security in the constitution of India, labour legislations, collective agreements
and voluntary arrangements for the organised sector. He also discussed the key issues in
social security in the context of the emerging socio-economic environment.
21. Micheal Armstrong (2006) in his book, “A Hand Book of Human Resource
Management” discussed the various welfare services provided to employees in detail. He
 stated that the provision of welfare services in terms of individual services, group
services and employment assistance programs help in improving the identification of
employees with the companies in which they are employed.
22. Aquinas (2007) in the book, “Human Resource Management” explained the intra-mural
and extra-mural welfare benefits provided to employees. He stated that some welfare
benefits are provided as per legislation while some 42 other welfare benefits are provided
voluntarily by management or as a result of bi-partite settlements between the
Management and Trade Unions.
23. Scott Snell and George Bohlander (2007) in their book, “Human Resource Management”
throw light on the various benefits especially social security benefits such as provident
fund, gratuity, pension and insurance cover provided to employees.
24. Gary Dessler and Biju Varkkey (2009) in their book, “Human Resource Management”
discussed the benefits and services provided to employees in India. They also discussed
the benefits to be provided as per Central or State Law besides the discretionary benefits
provided by employers.
25. John M. Ivancevich (2010) in his book, “Human Resource Management” stated that an
employer has no choice about offering mandated benefits programs and can not change
them in any way without getting involved in the political process to change the existing
laws. According to him, the three mandated programmes are unemployment insurance,
social security and workers compensation.
26. Aswathappa (2010) in his book, “Human Resource Management” discussed the various
types of benefits and services provided to employees in terms of payment for time not
worked, insurance benefits, compensation benefits, pension plans etc. He also discussed
the ways to administer the benefits and services in a better way.
27. Scott Snell and George Bohlander (2007) in their book, “Human Resource Management”
throw light on the various benefits especially social security benefits such as provident
fund, gratuity, pension and insurance cover provided to employees.
28. Gary Dessler and Biju Varkkey (2009) in their book, “Human Resource Management”
discussed the benefits and services provided to employees in India. They also discussed
the benefits to be provided as per Central or State Law besides the discretionary benefits
provided by employers.
29. For training activity to be meaningful, Dayal (1970a) suggests that a detailed study of
jobs and skill analysis is absolutely necessary. The training, thus, imparted would help
the employee to adjust to their job requirements. As far as the supervisory category is
concerned.
30. Sundaram (19709) points out that the training needs for supervisors can be identified
through careful observation of their work which is indicative of poor performance, low
production, high cost, poor product quality, high scrap, spoilage, wastage, accidents,
absenteeism, and turnover. The day-to-day complaints and grievances also form useful
sources for identifying their training needs. Given that supervisors are the first contact
point for the workers.
31. Ghosh (1984) stresses the need for behavioral inputs in any training programme
organized for managers.
32. Srinivasan (1977) recommends that their training programmes should focus on corporate
planning, organizational development, and personnel management.
33. Bhatia (1981) sees a shift from knowledge to attitude as the main objective of training.
He identifies three areas of training- technical skills and knowledge, knowledge of
organization and external systems, and conceptual and interpersonal skills. He suggests
that the emphasis on these three must vary according to the level of the employee. The
workers training should focus on technical skills and knowledge followed by conceptual
and interpersonal skills, and knowledge of organization and external systems. In the case
of supervisors, conceptual and interpersonal skills should be emphasized followed by
technical skills and knowledge, and knowledge of organisation and external environment.
As far as managers are concerned, the sequence is the same as that for supervisors except
that the order of knowledge of organization and external environment and technical skills
and knowledge is interchanged.
34. Seth (1984) administered a 720item questionnaire on 119 personnel managers. The
cluster analysis revealed personnel managers to be more employee oriented; able to
recognize the utility of group processes, and having fait in workers ability to take
initiative and handle responsibility. On the basis of results. Seth suggested that training
for personnel managers should be directed towards attitudes and beliefs underlying
managerial philosophy and their inter relatedness.
 35. Since Glaxo uses the MBO system, this process helps a great deal in making training
useful to both the employees and the organisation (lawande, 1980 Studies on the
identification of training needs thus emphasise not only the organisational analysis but
job and individual role analysis as well. It is also useful to note that many studies
emphasise the need for training in human resources management.
36. A more direct approach for identifying training needs was used by Kanitkar etc.
al.(1994). Instead of going to HRM department, they approached section heads and
senior managers of 73 milk unions associated with National Dairy Development Board.
Their study revealed five contents of training that were identified by a very large majority
of respondents. These were cost consciousness, loss control, marketing, sanitation and
hygiene, and operations and maintenance of utilities.
37. Who needs what kind of training was the focus of a study by Singh et.al. (1998). In a
study of 92 Anganwadi workers, they found that the need for training correlated inversely
with age and in service training. In other words those who were older did not feel ten
needs for training and if offered in service they did not want to go through it. However
the need for training correlated significantly and positively with education, years of
experience, communication skill, job satisfaction, knowledge level and attitude towards
integrated Child Development Service. Scheme.
38. Mayo and DuBois (1987) cite eight criteria for including a task in a training course.
Think about how you would apply these criteria to a task area that you teach (e.g.,
performance appraisals,. World processing, project management, etc.)

CHAPTER III
RESEARCH METHODOLOGY
RESEARCH METHODOLOGY
A research cannot be conducted abruptly. Researcher has to proceed systematically in the already
planned direction with the help of a number of steps in sequence. To make the research
systemized the researcher has to adopt certain methods.
The methods adopted by the researcher for completing the study are called research
methodology. In other words Research Methodology is simply the plan of action for a research
which explains in detail how data is to be collected, analyzed and interpreted.
Data becomes information only when a proper methodology is adopted. Thus we can say
Methodology is a tool which processes the data in to reliable information. The present chapter
attempt to highlight the research adopted in this project.
The components of the research methodology are research design, type of data, data collection,
sampling plan and statistical tools used.
RESEARCH DESIGN
A research design is purely and simply the frame work of the plan for a study that given the
collection and analysis of data. The function of the research design into ensures that the required
data are collected accurately and economically.
Descriptive research design was adopted for this study because the study is concerned
with describing the characteristics, productivity and satisfaction of training provided by the
company to the workers.
DESCRIPTIVE RESEARCH DESIGN

The design for this study is descriptive research design. This design was chosen as it describes
accurately the characteristics of a particular system as well as the views held by individuals
about the system. The views and opinions of employees about the system help to study the
suitability of the system as well as the constraints that might restrict its effectiveness

SAMPLING TECH NIQUES

The sampling technique adopted for the purpose of the study is convenience sampling.
As the name implies a convenience sample means selecting particular units of the universe to
constitute a sample.

DATA COLLECTION
The sources of primary and secondary data are used for the collection of information for the
study.

PRIMARY DATA
 The primary data is collected from the employees of the company with the help of
structured questionnaire and direct personal interview. The questionnaire consisted of 30
questions. It was distributed among 100 respondents.
SECONDARY DATA
The secondary data about the company profile and other details were collected from the
company web site and through personal discussion with the HR manager.
SAMPLE SIZE
The sample consists of 110 employees of the company who had undergone the training
programmer in the cutting department.
SAMPLE DESIGN
Simple random sampling is used where each sample has an equal chance of getting selected and
all choices are independent of each other. It gives each possible sample combination an equal
probability of being chosen.
Type of sampling

Type of sampling used in this survey was simple random sampling. In this method, the sampling
units had chosen randomly from the total employees at all the levels in the levels in the
organization.

Sample size determination

Sample size refers to number of elements to be included in the study. The sample size of
respondents was decided to be 50 and the questionnaire was administered to 50 randomly
selected employees of company.

Research Instruments

Questionnaire

Questionnaire refers to a device for securing answer to a formally arranged list of questions by
using the term, which the respondent fills in himself.

Questionnaire Design

 Open-ended
  Close-ended

 Dichotomous questions

 Multiple questions

STATISTICAL TOOLS:
The Statistical tools used here is:
 Percentage Analysis
 Chi-squared tests
 Weighted Average Method
a. Percentage Analysis
Percentage refers “for every hundred”. It is used to make easy comparisons of fractions. In the
study, fractions of respondents choosing different answers are converted into percentages and
interpretations are made.
Formula:

No of respondents
% of Respondents = * 100
No of Total Respondents
b. Chi-squared tests
It is a non parametric test used most frequently to test the hypothesis. This aims at determining
whether significant difference exists among groups of data or whether differences are due to
sampling. It describes the discrepancy theory and observation. This test is done to find the
dependence of one factor over the other.

Formula:

X^2 = £ (O-E) ^ 2 / E
Where ‘E’ is the expected frequency
‘O’ is the observed frequency
Degree of Freedom = (r-1) (c-1)
Properties of Chi- Square:
X^2 cannot be negative in value, it is Zero or Positive
X^2 are not symmetrical, it is skewed to the right
There is a different X^2 distribution for every number of degree of freedom
For degree of freedom exceeding 30, the X^2 distribution is approximated by normal
distribution.
c. Weighted Average method
Weighted average is used when the relative importance of the items is not the same. Different
weights are assigned to different and calculation is made. The weights assigned may be actual, or
arbitrary.
Weighted average = ∑ WiDi
∑ Wi
LIMITATIONS OF THE STUDY

The research is limited only to the employees J.Q.TYRE MANUFACTURING INDUSTRY

AT COIMBATORE
 An extensive research could not be undertaken because of time constraints.
 The fear of expressing the true facts among the respondents could be a limitation.
 The result and findings based on employee’s responses sometimes may be biased.
 No discussion was possible with the department heads regarding Training and
Development has they were busy with their work and could not spare time for discussion.
 The data collection method is through interview method respondents often were hesitant
to provide information.
 The study is descriptive and explanatory in some cases but not casual.