PROJECT REPORT

Title of project report

“TRAINING & DEVELOPMENT”

SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF

MASTER OF BUSINESS ADMINISTRATION

By
suresh

1
 GUIDE DECLARATION

The project report of

suresh

Title
“TRAINING & DEVELOPMENT”

Is approved and is acceptable in quality and form

This is to certify that “QUALITY OF WORK LIFE” conducted in “xyz

company” is based on original project study conducted by suresh under my

guidance and supervision.

2
 LETTER HEAD

TO WHOM IT MAY CONCERN

This is to certify that project on ”TRAINING & DEVELOPMENT”

submitted in partial fulfillment of the requirements of Master of
Business Administration(MBA), is a bonafide work of suresh under my
guidance. I wish her best of luck for her future endeavor.

To the best of my knowledge, this is her original effort.

Yours sincerely,

HR Manager

3
 STUDENT DECLARATION

I hereby declare that this project report entitled “TRAINING &

DEVELOPMENT” conducted in “xyz co” has been prepared
during the year 2010. It is my original work done under the
guidance of faculty of UNIVERSITY.

suresh

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 CONTENTS

CHAPTER-I

INTRODUCTION OF HRM

Meaning of Human Resource Management

RELATIONSHIP WITH OTHER FUNCTIONAL AREAS OF

MANAGEMENT

INTRODUCTION OF TRAINING AND DEVELOPMENT

IMPORTANCE OF TRAINING AND DEVELOPMENT

STUDY OF THE ORGANISATION WITH REFERENCE TO THE

TRAINING AND DEVELOPMENT

few Training Programms conducted for XYZ CO Daksh

Employees and Managers

CHAPTER-II

INDUSTRY AND COMPANY PROFILE

Introduction of IT Industry

TOTAL SIZE OR ANNUL TURNOVER OF THE INDUSTRY

THE MARKET SHARE ANNUAL INDUSTRY GROWTH RATE

Current Economic Statistics and Review

GOVERNMENT POLICIES REGULATIONS INFLUENCING THE

INDUSTRY

COMPANY PROFILE

SWOT Analysis

CHAPTER – III

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 RESEARCH DESIGN

OBJECTIVES OF THE STUDY

SAMPLE SIZE AND SAMPLING TECHNIQUES

DATA COLLECTION METHODS

LIMITATIONS OF THE STUDY

CHAPTER -4

Analysis and Interpretation

Graphs & Tables

CHAPTER - 5

Findings and Conclusions

QUESTIONNAIRE

BIBLIOGRAPHY

CHAPTER-I

INTRODUCTION OF HRM

I) INTRODUCTION OF HUMAN RESOURCE MANAGEMENT

Human resources are the most valuable and unique assets of an organization. The

successful management of an organization’s human resources is an exciting, dynamic and

challenging task, especially at a time when the world has become a global village and

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economies are in a state of flux. The scarcity of talented resources and the growing

expectations of the modern day worker have further increased the complexity of the

human resource function.

Even though specific human resource functions/activities are the responsibility of the

human resource department, the actual management of human resources is the

responsibility of all the managers in an organization. It is therefore necessary for all

managers to understand and give due importance to the different human resource policies

and activities in the organization.

Human Resource Management outlines the importance of HRM and its different

functions in an organization. It examines the various HR processes that are concerned

with attracting, managing, motivating and developing employees for the benefit of the

organization.

1) Meaning of Human Resource Management

Human resource (or personnel) management, in the sense of getting things done through

people. It's an essential part of every manager's responsibilities, but many organizations

find it advantageous to establish a specialist division to provide an expert service

dedicated to ensuring that the human resource function is performed efficiently.

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"People are our most valuable asset" is a cliché which no member of any senior

management team would disagree with. Yet, the reality for many organizations is that

their people remain

• under valued

• under trained

• under utilized

• poorly motivated, and consequently

• perform well below their true capability

The rate of change facing organizations has never been greater and organizations must

absorb and manage change at a much faster rate than in the past. In order to implement a

successful business strategy to face this challenge, organizations, large or small, must

ensure that they have the right people capable of delivering the strategy.The market place

for talented, skilled people is competitive and expensive. Taking on new staff can be

disruptive to existing employees. Also, it takes time to develop 'cultural awareness',

product/ process/ organization knowledge and experience for new staff members.

As organizations vary in size, aims, functions, complexity, construction, the physical

nature of their product, and appeal as employers, so do the contributions of human

resource management. But, in most the ultimate aim of the function is to: "ensure that at

all times the business is correctly staffed by the right number of people with the skills

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relevant to the business needs", that is, neither overstaffed nor understaffed in total or in

respect of any one discipline or work grade.

2) Functional overview and strategy for HRM

These issues motivate a well thought out human resource management strategy, with the

precision and detail of say a marketing strategy. Failure in not having a carefully crafted

human resources management strategy, can and probably will lead to failures in the

business process itself.

These sets of resources are offered to promote thought, stimulate discussion, diagnose the

organizational environment and develop a sound human resource management strategy

for your organization. We begin by looking at the seven distinguishable function of

human resource management provide to secure the achievement of the objective defined

above

3) Steps in developing HRM Strategy

Step 1: Get the 'big picture'

Understand your business strategy.

• Highlight the key driving forces of your business. What are they? e.g. technology,

distribution, competition, the markets.

• What are the implications of the driving forces for the people side of your

business?

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 • What is the fundamental people contribution to bottom line business

performance?

Step 2: Develop a Mission Statement or Statement of Intent

That relates to the people side of the business.

Do not be put off by negative reactions to the words or references

to idealistic statements - it is the actual process of thinking through

the issues in a formal and explicit manner that is important.

What do your people contribute?

Step 3: Conduct a SWOT analysis of the organization

Focus on the internal strengths and weaknesses of the people side of the business.

• Consider the current skill and capability issues.

Vigorously research the external business and market environment. High light the

opportunities and threats relating to the people side of the business.

• What impact will/ might they have on business performance?

• Consider skill shortages?

• The impact of new technology on staffing levels?

From this analysis you then need to review the capability of your personnel

department. Complete a SWOT analysis of the department

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 Consider in detail the department's current areas of operation, the service levels and

competences of your personnel staff.

Step 4: Conduct a detailed human resources analysis

Concentrate on the organization's COPS (culture, organization, people, HR systems)

• Consider: Where you are now? Where do you want to be?

• What gaps exists between the reality of where you are now and where you want to

be?

Exhaust your analysis of the four dimensions.

Step 5: Determine critical people issues

Go back to the business strategy and examine it against your SWOT and COPS

Analysis

• Identify the critical people issues namely those people issues that you must

address. Those which have a key impact on the delivery of your business strategy.

• Prioritize the critical people issues. What will happen if you fail to address them?

Remember you are trying to identify where you should be focusing

your efforts and resources.

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Step 6: Develop consequences and solutions

For each critical issue highlight the options for managerial action generate,

elaborate and create - don't go for the obvious. This is an important step as

frequently people jump for the known rather than challenge existing assumptions

about the way things have been done in the past. Think about the consequences of

taking various courses of action.

Consider the mix of HR systems needed to address the issues. Do you need to

improve communications, training or pay?

What are the implications for the business and the personnel function?

Once you have worked through the process it should then be possible to translate

the action plan into broad objectives. These will need to be broken down into the

specialist HR Systems areas of:

• Employee training and development

• Management development

• Organization development

• Performance appraisal

• Employee reward

• Employee selection and recruitment

• Manpower planning

• Communication

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Develop your action plan around the critical issues. Set targets and dates for the

accomplishment of the key objectives.

Step 7: Implementation and evaluation of the action plans

The ultimate purpose of developing a human resource strategy is to ensure that the

objectives set are mutually supportive so that the reward and payment systems are

integrated with employee training and career development plans. There is very little

value or benefit in training people only to then frustrate them through a failure to

provide ample career and development opportunities.

4) Functions of HRM

Function 1: Manpower planning

The penalties for not being correctly staffed are costly.

• Understaffing loses the business economies of scale and specialization, orders,

customers and profits.

• Overstaffing is wasteful and expensive, if sustained, and it is costly to eliminate

because of modern legislation in respect of redundancy payments, consultation,

minimum periods of notice, etc. Very importantly, overstaffing reduces the

competitive efficiency of the business.

Planning staff levels requires that an assessment of present and future needs of the

organization be compared with present resources and future predicted resources.

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Appropriate steps then be planned to bring demand and supply into balance. Thus the

first step is to take a 'satellite picture' of the existing workforce profile (numbers, skills,

ages, flexibility, gender, experience, forecast capabilities, character, potential, etc. of

existing employees) and then to adjust this for 1, 3 and 10 years ahead by amendments

for normal turnover, planned staff movements, retirements, etc, in line with the

business plan for the corresponding time frames.

The result should be a series of crude supply situations as would be the outcome of

present planning if left unmodified. (This, clearly, requires a great deal of information

accretion, classification and statistical analysis as a subsidiary aspect of personnel

management.)What future demands will be is only influenced in part by the forecast of

the personnel manager, whose main task may well be to scrutinize and modify the

crude predictions of other managers. Future staffing needs will derive from:

• Sales and production forecasts

• The effects of technological change on task needs

• Variations in the efficiency, productivity, flexibility of labor as a result of

training, work study, organizational change, new motivations, etc.

• Changes in employment practices (e.g. use of subcontractors or agency staffs,

hiving-off tasks, buying in, substitution, etc.)

• Variations, which respond to new legislation, e.g. payroll taxes or their abolition,

new health and safety requirements

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 • Changes in Government policies (investment incentives, regional or trade grants,

etc.)

What should emerge from this 'blue sky gazing' is a 'thought out' and

logical staffing demand schedule for varying dates in the future which

can then be compared with the crude supply schedules. The

comparisons will then indicate what steps must be taken to achieve a

balance. That, in turn, will involve the further planning of such

recruitment, training, retraining, labor reductions (early

retirement/redundancy) or changes in workforce utilization as will

bring supply and demand into equilibrium, not just as a one–off but

as a continuing workforce planning exercise the inputs to which will

need constant varying to reflect 'actual' as against predicted

experience on the supply side and changes in production actually

achieved as against forecast on the demand side.

Function 2: Recruitment and selection of employees

Recruitment of staff should be preceded by:
An analysis of the job to be done (i.e. an analytical study of the tasks to be performed to

determine their essential factors) written into a job description so that the selectors

know what physical and mental characteristics applicants must possess, what qualities

and attitudes are desirable and what characteristics is a decided disadvantage;

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 • In the case of replacement staff a critical questioning of the need to recruit at all

(replacement should rarely be an automatic process).

• Effectively, selection is 'buying' an employee (the price being the wage or salary

multiplied by probable years of service) hence bad buys can be very expensive.

For that reason some firms (and some firms for particular jobs) use external

expert consultants for recruitment and selection.

• Equally some small organizations exist to 'head hunt', i.e. to attract staff with high

reputations from existing employers to the recruiting employer. However, the

'cost' of poor selection is such that, even for the mundane day-to-day jobs, those

who recruit and select should be well trained to judge the suitability of applicants.

The main sources of recruitment are:

• Internal promotion and internal introductions (at times desirable for morale

purposes)

• Careers officers (and careers masters at schools)

• University appointment boards

• Agencies for the unemployed

• Advertising (often via agents for specialist posts) or the use of other local media

(e.g. commercial radio)

Where the organization does its own printed advertising it is useful if it has some

identifying logo as its trade mark for rapid attraction and it must take care not to offend

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the sex, race, etc. antidiscrimination legislation either directly or indirectly. The form

on which the applicant is to apply (personal appearance, letter of application,

completion of a form) will vary according to the posts vacant and numbers to be

recruited.

It is very desirable in many jobs that claim about experience and statements about

qualifications are thoroughly checked and that applicants unfailingly complete a health

questionnaire (the latter is not necessarily injurious to the applicant’s chance of being

appointed as firms are required to employ a percentage of disabled people). Before

letters of appointment are sent any doubts about medical fitness or capacity (in

employments where hygiene considerations are dominant) should be resolved by

requiring applicants to attend a medical examination. This is especially so where, as for

example in the case of apprentices, the recruitment is for a contractual period or

involves the firm in training costs. Interviewing can be carried out by individuals (e.g.

supervisor or departmental manager), by panels of interviewers or in the form of

sequential interviews by different experts and can vary from a five minute 'chat' to a

process of several days. Ultimately personal skills in judgment are probably the most

important, but techniques to aid judgment include selection testing for:

• Aptitudes (particularly useful for school leavers)

• Attainments

• General intelligence

(All of these need skilled testing and assessment.) In more senior posts other techniques
are:

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 • Leaderless groups

• Command exercises

• Group problem solving

(These are some common techniques - professional selection organizations often use

other techniques to aid in selection.)

Training in interviewing and in appraising candidates is clearly essential to good

recruitment. Largely the former consists of teaching interviewers how to draw out the

interviewee and the latter how to xratex the candidates. For consistency (and as an aid

to checking that) rating often consists of scoring candidates for experience, knowledge,

physical/mental capabilities, intellectual levels, motivation, prospective potential,

leadership abilities etc. (according to the needs of the post). Application of the normal

curve of distribution to scoring eliminates freak judgments.

Function 3: Employee motivation

To retain good staff and to encourage them to give of their best while at work requires

attention to the financial and psychological and even physiological rewards offered by

the organization as a continuous exercise. Basic financial rewards and conditions of

service (e.g. working hours per week) are determined externally (by national bargaining

or government minimum wage legislation) in many occupations but as much as 50 per

cent of the gross pay of manual workers is often the result of local negotiations and

details (e.g. which particular hours shall be worked) of conditions of service are often

more important than the basics. Hence there is scope for financial and other motivations

to be used at local levels. As staffing needs will vary with the productivity of the

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workforce (and the industrial peace achieved) so good personnel policies are desirable.

The latter can depend upon other factors (like environment, welfare, employee benefits,

etc.) but unless the wage packet is accepted as 'fair and just' there will be no motivation.

Hence while the technicalities of payment and other systems may be the concern of

others, the outcome of them is a matter of great concern to human resource

management.

Increasingly the influences of behavioral science discoveries are becoming important

not merely because of the widely-acknowledged limitations of money as a motivator,

but because of the changing mix and nature of tasks (e.g. more service and professional

jobs and far fewer unskilled and repetitive production jobs) The former demand better-

educated, mobile and multi-skilled employees much more likely to be influenced by

things like job satisfaction, involvement, participation, etc. than the economically

dependent employees of yesteryear. Hence human resource management must act as a

source of information about and a source of inspiration for the application of the

findings of behavioral science. It may be a matter of drawing the attention of senior

managers to what is being achieved elsewhere and the gradual education of middle

managers to new points of view on job design, work organization and worker

autonomy.

Function 4: Employee evaluation

An organization needs constantly to take stock of its workforce and to assess its

performance in existing jobs for three reasons:

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 • To improve organizational performance via improving the performance of

individual contributors (should be an automatic process in the case of good

managers, but (about annually) two key questions should be posed:

o What has been done to improve the performance of a person last year?

o and what can be done to improve his or her performance in the year to

come?).

• To identify potential, i.e. to recognize existing talent and to use that to fill

vacancies higher in the organization or to transfer individuals into jobs where

better use can be made of their abilities or developing skills.

• To provide an equitable method of linking payment to performance where there

are no numerical criteria (often this salary performance review takes place about

three months later and is kept quite separate from 1. and 2. but is based on the

same assessment).

On-the-spot managers and supervisors, not HR staffs, carry out evaluations. The

personnel role is usually that of:

• Advising top management of the principles and objectives of an evaluation

system and designing it for particular organizations and environments.

• Developing systems appropriately in consultation with managers, supervisors and

staff representatives. Securing the involvement and cooperation of appraisers and

those to be appraised.

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 • Assistance in the setting of objective standards of evaluation / assessment, for

example:

o Defining targets for achievement;

o Explaining how to quantify and agree objectives;

o Introducing self-assessment;

o Eliminating complexity and duplication.

• Publicizing the purposes of the exercise and explaining to staff how the system

will be used.

• Organizing and establishing the necessary training of managers and supervisors

who will carry out the actual evaluations/ appraisals. Not only training in

principles and procedures but also in the human relations skills necessary. (Lack

of confidence in their own ability to handle situations of poor performance is the

main weakness of assessors.)

• Monitoring the scheme - ensuring it does not fall into disuse, following up on

training/job exchange etc. recommendations, reminding managers of their

responsibilities.

Full-scale periodic reviews should be a standard feature of schemes since resistance to

evaluation / appraisal schemes is common and the temptation to water down or

render schemes ineffectual is ever present (managers resent the time taken if nothing

else).Basically an evaluation / appraisal scheme is a formalization of what is done in a

more casual manner anyway (e.g. if there is a vacancy, discussion about internal moves

and internal attempts to put square pegs into 'squarer holes' are both the results of

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casual evaluation). Most managers approve merit payment and that too calls for

evaluation. Made a standard routine task, it aids the development of talent, warns the

inefficient or uncaring and can be an effective form of motivation.

Function 5: Industrial relations

Good industrial relations, while a recognizable and legitimate objective for an

organization, are difficult to define since a good system of industrial relations involves

complex relationships between:

(a) Workers (and their informal and formal groups, i. e. trade union, organizations

and their representatives);

(b) Employers (and their managers and formal organizations like trade and

professional associations);

(c) The government and legislation and government agencies l and 'independent'

agencies like the Advisory Conciliation and Arbitration Service.

Oversimplified, work is a matter of managers giving instructions and workers following

them - but (and even under slavery we recognize that different 'managing' produces

very different results) the variety of 'forms' which have evolved to regulate the conduct

of parties (i.e. laws, custom and practice, observances, agreements) makes the giving

and receipt of instructions far from simple. Two types of 'rule' have evolved:

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 • 'Substantive', determining basic pay and conditions of service (what rewards

workers should receive);

• 'Procedural,' determining how workers should be treated and methods and

procedures.

Determining these rules are many common sense matters like:

• Financial, policy and market constraints on the parties (e.g. some unions do not

have the finance to support industrial action, some have policies not to strike,

some employers are more vulnerable than others to industrial action, some will

not make changes unless worker agreement is made first, and rewards always

ultimately reflect what the market will bear);

• The technology of production (the effect of a strike in newspaper production is

immediate -it may be months before becoming effective in shipbuilding);

• The distribution of power within the community - that tends to vary over time and

with economic conditions workers (or unions) dominating in times of full

employment and employers in times of recession.

Broadly in the Western style economies the parties (workers and employers) are free to

make their own agreements and rules. This is called 'voluntarism'. But it does not mean

there is total noninterference by the government. That is necessary to:

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 • Protect the weak (hence minimum wage);

• Outlaw discrimination (race or sex);

• Determine minimum standards of safety, health, hygiene and even important

conditions of service;

• To try to prevent the abuse of power by either party.

Function 6: Provision of employee services

Attention to the mental and physical well-being of employees is normal in many

organizations as a means of keeping good staff and attracting others.

The forms this welfare can take are many and varied, from loans to the needy to

counseling in respect of personal problems.

Among the activities regarded as normal are:

• Schemes for occupational sick pay, extended sick leave and access to the firm's

medical adviser;

• Schemes for bereavement or other special leave;

• The rehabilitation of injured/unfit/ disabled employees and temporary or

permanent move to lighter work;

• The maintenance of disablement statistics and registers (there are complicated

legal requirements in respect of quotas of disabled workers and a need for

'certificates' where quota are not fulfilled and recruitment must take place);

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 • Provision of financial and other support for sports, social, hobbies, activities of

many kinds which are work related;

• Provision of canteens and other catering facilities;

• Possibly assistance with financial and other aid to employees in difficulty

(supervision, maybe, of an employee managed benevolent fund or scheme);

• Provision of information handbooks,

• Running of pre-retirement courses and similar fringe activities;

• Care for the welfare aspects of health and safety legislation and provision of first-

aid training.

The location of the health and safety function within the organization varies.

Commonly a split of responsibilities exists under which 'production' or 'engineering'

management cares for the provision of safe systems of work and safe places and

machines etc., but HRM is responsible for administration, training and education in

awareness and understanding of the law, and for the alerting of all levels to new

requirements.

Function 7: Employee education, training and development

In general, education is 'mind preparation' and is carried out remote from the actual

work area, training is the systematic development of the attitude, knowledge, skill

pattern required by a person to perform a given task or job adequately and development

is 'the growth of the individual in terms of ability, understanding and awareness'.

Within an organization all three are necessary in order to:

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 • Develop workers to undertake higher-grade tasks;

• Provide the conventional training of new and young workers (e.g. as apprentices,

clerks, etc.);

• Raise efficiency and standards of performance;

• Meet legislative requirements (e.g. health and safety);

• Inform people (induction training, pre-retirement courses, etc.);

From time to time meet special needs arising from technical, legislative, and

knowledge need changes. Meeting these needs is achieved via the 'training loop'.

(Schematic available in PDF version.)

The diagnosis of other than conventional needs is complex and often depends upon

the intuition or personal experience of managers and needs revealed by deficiencies.

Sources of inspiration include:

• Common sense - it is often obvious that new machines, work systems, task

requirements and changes in job content will require workers to be prepared;

• Shortcomings revealed by statistics of output per head, performance indices, unit

costs, etc. and behavioral failures revealed by absentee figures, lateness, sickness

etc. records;

• Recommendations of government and industry training organizations;

• Inspiration and innovations of individual managers and supervisors;

• Forecasts and predictions about staffing needs;

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 • Inspirations prompted by the technical press, training journals, reports of the

experience of others;

• The suggestions made by specialist (e.g. education and training officers, safety

engineers, work-study staff and management services personnel).

Designing training is far more than devising courses; it can include activities such as:

• Learning from observation of trained workers;

• Receiving coaching from seniors;

• Discovery as the result of working party, project team membership or attendance

at meetings;

• Job swaps within and without the organization;

• Undertaking planned reading, or follow from the use of self–teaching texts and

video tapes;

• Learning via involvement in research, report writing and visiting other works or

organizations.

So far as group training is concerned in addition to formal courses there are:

• Lectures and talks by senior or specialist managers;

• Discussion group (conference and meeting) activities;

• Briefing by senior staffs;

• Role-playing exercises and simulation of actual conditions;

• Video and computer teaching activities;

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 • Case studies (and discussion) tests, quizzes, panel 'games', group forums,

observation exercises and inspection and reporting techniques.

Evaluation of the effectiveness of training is done to ensure that it is cost effective, to

identify needs to modify or extend what is being provided, to reveal new needs and

redefine priorities and most of all to ensure that the objectives of the training are being

met. The latter may not be easy to ascertain where results cannot be measured

mathematically. In the case of attitude and behavioral changes sought, leadership

abilities, drive and ambition fostered, etc., achievement is a matter of the judgment of

senior staffs. Exact validation might be impossible but unless on the whole the

judgments are favorable the cooperation of managers in identifying needs, releasing

personnel and assisting in training ventures will cease.

In making their judgments senior managers will question whether the efforts

expended have produced:

• More effective, efficient, flexible employees;

• Faster results in making newcomers knowledgeable and effective than would

follow from experience;

• More effective or efficient use of machinery, equipment and work procedures;

• Fewer requirements to implement redundancy (by retraining);

• Fewer accidents both personal and to property;

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 • Improvements in the qualifications of staff and their ability to take on tougher

roles;

• Better employee loyalty to the organization with more willingness to innovate and

accept change.

5) HR managers responsibilities

The personnel manager's involvement in the system of industrial relations varies from

organization to organization, but normally he or she is required to provide seven

identifiable functions, thus:

1. To keep abreast of industrial law (legislation and precedents) and to advise

managers about their responsibilities e.g. to observe requirements in respect of employing

disabled persons, not to discriminate, not to disclose 'spent' convictions of employees, to

observe codes of practice etc. in relation to discipline and redundancy, and similarly to

determine organizational policies (in conjunction with other managers) relevant to legal

and moral requirements (see also 4.)

2. To conduct (or assist in the conduct) of either local negotiations (within the plant)

or similarly to act as the employer's representative in national negotiations. This could be

as a critic or advisor in respect of trade etc. association policies or as a member of a trade

association negotiating team. Agreements could be in respect of substantive or procedural

matters. Even if not directly involved the personnel manager will advise other managers

and administrators of the outcome of negotiations.

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 3. To ensure that agreements reached are interpreted so as to make sense to those

who must operate them at the appropriate level within the organization (this can involve a

lot of new learning at supervisory level and new pay procedures and new recording

requirements in administration and even the teaching of new employment concepts – like

stagger systems of work - at management level). To monitor the observance of

agreements and to produce policies that ensures that agreements are followed within the

organization. An example would be the policy to be followed on the appointment of a

new but experienced recruit in relation to the offered salary where there is a choice of

increments to be given for experience, ability or qualification.

4. To correct the situations which go wrong. 'Face' is of some importance in most

organizations and operating at a ‘remote’ staff level personnel manager can correct

industrial relations errors made at local level without occasioning any loss of dignity

(face) at the working level. 'Human resource management' and the obscurity of its

reasoning can be blamed for matters which go wrong at plant level and for unwelcome

changes, variations of comfortable 'arrangements' and practices and unpopular

interpretation of agreements.

5. To provide the impetus (and often devise the machinery) for the introduction of

joint consultation and worker participation in decision-making in the organization.

Formal agreement in respect of working conditions and behavior could never cover every

situation likely to arise. Moreover the more demanding the task (in terms of the mental

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contribution by the worker to its completion) the more highly–educated the workers need

to be and the more they will want to be consulted about and involved in the details of

work life. Matters like the rules for a flexi time system or for determining the correction

of absenteeism and the contents of jobs are three examples of the sort of matters that may

be solely decided by management in some organizations but a matter for joint

consultation (not negotiation) in others with a more twenty-first-century outlook and

philosophy. Human resource management is very involved in promoting and originating

ideas in this field.

6. To provide statistics and information about workforce numbers, costs, skills etc.

as relevant to negotiations (i.e. the cost of pay rises or compromise proposals, effect on

differentials and possible recruitment/retention consequences of this or whether

agreement needs to be known instantly); to maintain personnel records of training,

experience, achievements, qualifications, awards and possibly pension and other records;

to produce data of interest to management in respect of personnel matters like absentee

figures and costs, statistics of sickness absence, costs of welfare and other employee

services, statements about development in policies by other organizations, ideas for

innovations; to advise upon or operate directly, grievance, redundancy, disciplinary and

other procedures.

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II) RELATIONSHIP WITH OTHER FUNCTIONAL AREAS OF

MANAGEMENT

1) System Management Framework

This overview of Systems Management architecture points out the relationship of

management functions, managed objects and the underlying communication protocols to

functional areas.

It summarizes concepts taken from OSI Reference Model - Management Framework as

defined in [ISO-7498-4], OSI System Management Overview as defined in [ISO-10040]

and TMN as defined in the [CCITT M.30].

Systems Management Specification

The three main groupings for specifying the Systems Management are:

• System Management Functions Specifications

• Managed Objects Specifications

• Communication Protocol Specifications

2) System Management Functions

A systems management function is a set of related services which provides for the

manipulation of Managed Objects to accomplish a specific purpose of systems

management. For example, Object Management Function provides the ability to create,

delete, examine and change Managed Objects. Another example is State Management

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Function, which provides the ability to examine changes in state and the ability to

monitor overall operability of Managed Objects. A systems management function may

satisfy more than one requirement and to satisfy some requirements, more than one

systems management function may be applicable. Therefore, a many-to-many

relationship between functions and requirements exist.

3) Managed Objects

A managed object is the management view of a resource that is subject to management,

such as a layer entity, a connection or an item of physical communication equipment.

Thus, a managed object is the abstraction of such a resource that presents its properties as

seen by (and for the purpose of) management. An essential part of the definition of a

managed object is the relationship between these properties and the operational behavior

of the resource. Part of the definition of a managed object is the specification of the set of

management operations that can be performed upon it and the effect that these

management operations have upon the managed object and its attributes. Managed

objects can also emit notifications, which contain information concerning the occurrence

of an event associated with the managed object.

4) Management Communication Protocol

The interactions between management system and managed system are realized through

the exchange of management information. The rules governing these interactions are the

management communication protocols. Management Functions and Managed Objects are

components of the communication protocol.

33
5) Systems Management Functional Areas
The requirements to be satisfied by systems management activities can be categorized

into five functional areas:

• fault management

• accounting management

• configuration management

• performance management

• security management

6) Relationship of Systems Management Specifications and Functional Areas

In performing management activities, sets of management functions may be combined to

fulfill a particular functional area requirement. Similarly, managed objects are general in

the sense that they may be used to fulfill requirements in more than one functional area.

Managed objects, their associated management operations and the communication

protocols are known to be common to more than one area. In general, the managed

system - agent - cannot determine the purpose of the management operations it receives

or the notifications that it emits. For example, a managed system cannot in general

determine whether its responses to read error counters requests will be used for the

purpose of fault management or performance management. The managed system

responds to requests from a manager individually, without needing any wider context

within which to carry out the request. In general, driving the design of the managed

system - agent - based on functional area requirements is a mistake.

34
III) INTRODUCTION OF TRAINING AND DEVELOPMENT

Every organization needs to have well trained and experienced people to perform the

activities that have done to be done.

If the current or potential job occupant can meet this requirement, training is not

important. But when this is not the case, it is not necessary to raise the skill levels and

increase the versatility and adaptability of employees. Inadequate job performance or a

decline in productivity or changes resulting out of job redesigning or a technological

break through require some type of training and development efforts. As the job become

more complex, the important of employee development also increase. In a rapidly

changing society, employee training and development is not only as activity that is

desirable but also an activity that an organization much commit resource to if it is to

maintain a viable and knowledgeable work force.

Employee training is the important subsystem of HRD. It is the specialized function and

of the fundamental operative functions for HRM After an employee is selected, placed

and introduced he or she much be provided with training facilities. It is an act of

increasing the knowledge and skill of an employee for doing a particular job.

1) Employee Training

Training is a short-term educational process and utilizing a systematic and organized

procedure by which employees learn technical knowledge and skills for a definite

purpose. Training can be defined as “A process by which the means of which the

aptitude skills and capabilities of individual employees to perform specific jobs are

increased. Training is a process of learning a sequence of programmed behavior. It is the

35
application of knowledge. It gives application of knowledge. It gives people an

awareness of the rules and procedures to guide their behavior. It attempts to improve

their performance on the current job. Or prepare them for an intended job.

Training refers to the teaching and learning activities carried on for 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.

2) Definitions of Training

According to DALE.S.BEACH “Training is the organized procedure by which people

learn knowledge and/or skill for a definite purpose”.

According to O.Jeff Harris, Jr.observes “Training of any kind should have as its

objective the redirection or improvement of behavior so that the performance of the

trainee becomes more useful and productive for himself and for the organization of which

he is part. Training normally concentrates on the improvement of operative skills (the

basic skills related to the successful completion of a task), interpersonal skills (how to

relate satisfactorily to other), decision-making skills (how to arrive at the most

satisfactory causes of action), or a combination of these.”

3) Principles or Concepts of Training

Since training is a continuous process and not a one shot affair, and since it consumer

time and entails much expenditure, it is necessary that a training program or policy

should be prepared with great thought and care, for it should serve the purpose of the

establishment as well as the needs of employees. Moreover, it much guard against over-

training, use of poor instructions, too much training in skills which are unnecessary for a

36
particular job, initiation of other company training programmes, misuse of testing

techniques, inadequate tools and equipment, and over reliance on one single technique.

A successful training programme presumes that sufficient care has been taken to discover

areas in which it is needed most and to create the necessary environment for its conduct.

The selected trainer should be one who clearly understands his job and has professional

expertise, has an aptitude and ability for teaching, possesses a pleasing personality and a

capacity for leadership, is well-versed in the principles and methods of training, and is

able to appreciate the value of training in relation to an enterprise.

4) Need for basic purposes of Training

1. To increase productivity

2. To improve quality

3. To help a company fulfill its future personnel needs

4. To improve organizational climate

5. To improve health and safety

6. Obsolescence prevention

7. Personal growth

5) Classification of Training Methods

1. On the job training

2. Off the job training methods

3. Vestibule

4. Simulation

37
 5. Demonstration and examples

6. Apprenticeship

7. Other training methods

6. Off the job training Methods

a. Lectures

b. Conference

c. Case study

d. Role-Player

e. Programmed instruction

7. Other Training Methods

A. Associations

B. Audiovisual aids

i) On the Job Training (OJT)

Virtually every employee, from the clerk to company president, gets some “on the job

training” when he joins a firm. That is why William tracly calls it, “the most common,

the most widely used and accepted, and the most necessary method of training employees

in the skills essential for acceptable for job performance.

Trainees earn as they learn under the watchful eyes of a master mechanic or craftsman,

receive immediate feedback, practice in the actual work environment, and associate with

the same people they will work with after training.

38
Employees are coached and instructed by skilled co-workers, by supervisors, by the

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

well as occasionally handling it. It is learning by doing, and it is most useful for jobs that

are either difficult to stimulate or can be learned by doing, and it is most useful for jobs

that are either difficult to stimulate or can be learned quickly by watching and doing.

They are a variety of OJT methods, such as “coaching” or understudy, job rotation and

special assignments.

Merits of OJT

 The trainee learns on the actual equipment in use and in the true environment of

his job.

 It is highly economical since no additional personnel or facilities are required for

training.

 The trainee learns the rules, regulations procedures by observing their day-to-day

applications.

 This type of training is a suitable alternative for a company in which there are

almost as many jobs as there are employees.

 It is most appropriate for teaching the knowledge and skills which can be acquired

in a relatively short period say, a few days or weeks.

Demerits of OJT

 Introduction is often highly disorganized and haphazard and not properly

supervised. This is due to such reasons as the inability of the experienced

39
  employee to impart skills to the trainee, the breakdown of the job for the purpose

of instructions

 The lack of motivation on the part of the trainee to receive training.

 Learners are often subjected to distractions of a noisy shop or office.

 Low productivity when the employee is unable to fully develop his skills.

ii) Off-the-Job Training

Off-the-job training simply means that training is not a part of everyday job activity. The

actual location may be in the company class-rooms or in places which are owned by the

company or in universities or associations which have no connection with the company.

Following are the methods of off-the-job training:

 Lectures

 Conference

 Case study

 Role-Player

 Programmed instruction

iii) Vestibule Training

This method attempts to duplicate on-the-job situations in a company classroom. It is a

classroom training which is often imparted with the help of the equipment and machines

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

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

40
iv) Demonstrations & Examples

In the demonstration method, the trainer describes and displays something, as when he

teaches an employee how to do something by actually performing the activity himself

and by going through a step-by-step explanation of “why” and “what” he is doing.

Teaching by example is effective in mechanical operations or interpersonal relationships,

for job duties and responsibilities, for informal group standards, supervisory expectations,

and the like.

v) Simulation

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

encountered on a job. The vestibule training method or the business-game method is

examples of business simulations. Simulation techniques have been most widely used in

the aeronautical industry.

vi) Apprenticeship

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

and most commonly used method, especially when proficiency in a job is the result of a

relatively long training period of 2 years to 3 years for persons of superior ability and

from 4 years to 5 years for others. The field in which apprenticeship training is offered

are numerous and range from the job of a draughtsman, a machinist, a printer, a tool-

maker, a pattern designer, a mechanic, carpenters, weavers, fitters, jewelers, diesinkers,

engravers, and electricians.

41
6) Executive Development

All the persons who have authority over others and are responsible for their activities and

for the operations of an enterprise and managers. In a business organization, the co-

ordination and direction of the efforts of others is a major part of the management job.

The manager has to deal not only with the staff but also with others outside his own

group, and has a decided influence on the organization. In any organization, each

supervisor, foreman, executive is a manager in the area of his responsibility. Even the

corporate chairman, departmental head, personnel administrator, planner or coordinator

is, in fact, a manager, although many of them do not supervise others but are on the

Board of Management. The titles of managers are not standardized; but, in a broad sense,

all supervisors, foremen, executives and administrators and managers. These terms are

used interchangeably.

The manager is the dynamic life-giving element in a business. The caliber and

performance of managers will largely determine the success of a business. If the business

wants to improve the quality of its mangers, it much expend money and effort and

introduce imaginative and systematic development schemes for them – in which

managers themselves play a crucial role. All enterprises need to devote great attention to

the continuous supply of their future managers, both functional and general.

A manager’s task includes certain skills which can be improved, even perfected or nearly

so. The major and more elusive task of management development is to mould and

fashion the behavior component into a virile and unmixed weapon of enterprise

achievement. The secret of effective management lies in vitality, a conceptual attitude of

42
mind concerned with profitable results matched by determination and integrity in

management and managers.

7) Managerial Functions

Managerial functions consist of three key tasks:-

i) The maintenance and operation of the organizational communication with a view to

translating the broad organizational goals into details working purposes and providing

feedback on progress on the problems of achievement.

ii) The maintenance of the organization

iii) The maintenance of faith in the superiority and desirability of achieving the

organizational aims.

Knowledge and Skills of the Manager

Technical skills

Human skills

Conceptual skills

43
IV) IMPORTANCE OF TRAINING AND DEVELOPMENT

1) Importance of Training

Training is the corner-stone of sound management, for it makes employees more

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

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

its many activities functionally inter-related.

Training is a practical and vital necessity because, apart from the other advantages

mentioned above, it enables employees to develop and rise within the organization, and

increase their “Market Value,” earning power and job security. It enables management to

resolve sources of friction arising from parochialism, to bring home to the employees the

fact that the management is not divisible. It moulds the employees attitudes and help

them to achieve a better co-operation with the company and a greater loyalty to it. The

management is benefited in the sense that higher standards of quality and achieved, a

satisfactory organizational structure is built up: authority can be delegated and stimulus

for progress applied to employees. Training, moreover, heightens the morale of the

employees, for it helps in reducing dissatisfaction, complaints, grievance and

absenteeism, reduces the rate of turnover. Further, trained employees make a better and

economical use of materials, and equipment; therefore, wastage and spoilage are

lessened, and the need for constant supervision is reduced.

The importance of training has been expressed in these words;

Training is a widely accepted problem-solving device. Indeed, our national superiority in

manpower productivity can be attributed in no small measure to the success of our

44
educational and industrial training programmes. This success has been achieved by a

tendency in many quarters to regard training as a panacea. It is almost traditional in

America to believe that if something is good, more of the thing is even better. Hence, we

take more vitamin pills to solve personal health problems and more training to solve our

manpower problems. Over and under-emphasis on training stems largely from

inadequate recognition and determination of training needs and objectives. They stem

also from lack of recognition of the professional techniques of modern industrial training.

2) Importance of Management Development

The management Training & Development Committee of the Central Training Council in

the U.K has emphasized the importance of management development in these words:

“The existence of a policy on management development makes clear to everyone in the

business what the intentions of the Board of Directors are, and it sets the context with the

detailed plans and techniques it will fit. The preparation of a policy statement compels

the top management and their specialist advisers to define their reasons for investing

money and spending time in systematic management development. The debate that takes

place, and the policy evolves, is as invaluable in its own way as the formal document

itself.

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

a prime responsibility

 Providing for the present and future needs of the firm for managerial talent by

establishing, operating and improving management training and development

scheme,

45
  Taking account by regular appraisal of how successful managers are developing

their own subordinates

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

development

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

line with the company’s objectives.

CHAPTER – III

RESEARCH DESIGN

46
TITLE

TRAINING AND DEVELOPMENT – A study of employee training and executive

development at xyz co.

OBJECTIVES OF THE STUDY

To evaluate the importance of training and development in an organization

To study in depth the activities of training in the organization

To understand the need for HRM in today’s world.

To analyse how training and development benefits the organization

To analyse how employees are satisfied with the Training team

SAMPLE SIZE AND SAMPLING TECHNIQUES

Sampling plan:

 Sampling Technique: The sampling technique used for the purpose of this

project report was XYZ CO software and BPO employees. The collection

of data was made from different departments of XYZ CO.

3) Research instrument:

 Face-to-face interview.

 Questionnaire.

47
DATA COLLECTION METHODS

Primary Date

Through interactive and exchange of information with the concerned executive and

employees in the organization

Secondary Date

Company hand books

Internet

Textbooks

LIMITATIONS OF THE STUDY

Firstly, the study excluded Multinational firms and joint ventures with multinational

firms. Multinational corporations are driven by a different set of needs and business

motives therefore it was felt that MNC's will have a different set of factors which

influence their global expansion when compared to Indian firms.

Secondly, the study excluded Information Technology Enabled Service (ITES) and

Business Process Outsourcing (BPO) companies. Though ITES and BPO companies are

classified as IT services export firms, the study excluded these companies as their

operations was primarily in India and only services from India are exported. The absence

48
of international operations changes the nature of these businesses and factors influencing

ITES and BPO companies are substantially different from that of software companies.

Thirdly, the study did not consider the influence of entrepreneur-diaspora networks on

global expansion. Managers who answered the survey were not the founders of the

company. Moreover technical managers had little exposure to entrepreneur-diaspora

networks to form an opinion. The impact of entrepreneur-diaspora network on

globalization of Indian software firms requires further study with inputs from

entrepreneurs and Indian diaspora.

Lastly, the study was conducted by an Indian and all the managers were Indian nationals

working in India or in USA. The lack of cultural diversity among the managers who took

part in the survey could have impacted the study. It is felt that foreign nationals who are

managers in Indian firms should be included in future studies to accurately capture the

cultural factors influencing the Indian IT companies.

49
 CHAPTER -4

Analysis and Interpretation

TABLE – 1

Table Showing Service of the Employee

50
 Analysis

From the above table we can see that “twenty” percent of the employees are working new

employees, “fifteen” percent of the employees are working from “one to two” years,

“ten” percent of the employees are working from “two to three” years and “five” percent

of the employees are working for “past four” years.

Years Respondents Percentage

0–1 20 20

1–2 15 15

2–3 10 10

3–4 5 5

GRAPH - 1

Graph Showing Service of the Employees

51
 Service

25
20
15
10
5
0
0-1 1-2 2-3 3-4

Interpretation

From the above graph we come to know there are very less vintage employees, and more

new employees.

TABLE – 2

Table Showing Awareness of Training and Development Programms

52
 Options Respondents Percentage
Yes 50 100
No 0 0

Analysis

From the above table we can see that each and every employees and executives

knows about the training and development programs conducted by training team.

GRAPH - 2

Graph Showing Awareness Training and Development Programms

53
 Awareness

100
80
60
40
20
0
Yes No

Interpretation

From the above graph we can see that every one is aware of training and

development programms

TABLE – 3

54
 Table Showing Awareness of Training and Development
Programms

Prior to its commencement

Options Respondents Percentage

Yes 50 100
No 0 0

Analysis

From the above table we can see that each and every employees and executives are

informed by their managers prior to its commencement

GRAPH – 3

Graph Showing Awareness of Training and Development Programms

55
 Prior to its commencement

Prior to commencement

100
80
60
40
20
0
Yes No

Interpretation

From the above graph we can see that every one is aware of training and

development programs prior to its commencement

TABLE – 4

Table Showing Additional skills/knowledge could be acquired through

training programms

56
 Options Respondents Percentage
Yes 70 70
No 30 30

Analysis

From the above table we can see that seventy percent of the respondent says they get

additional knowledge from training programmes, and thirty percent of the respondent

says they won’t get any additional knowledge from training.

Graph – 4

Graph Showing Additional skills/knowledge could be acquired through

training programms

57
 Additional skills

80

60
40
20
0
Yes No

Interpretation

From the above graph we can see that “seventy percent” of the respondent says they

get additional knowledge from training programmes, and “thirty percent” of the

respondent says they won’t get any additional knowledge from training.

TABLE – 5

Table showing quality conscious after training programms

58
 Options Respondents Percentage
Yes 40 40
No 60 60

Analysis

From the above table we can see that “forty percent” of the respondent says “Yes”

and “sixty percent” says “No” on Quality conscious after training programms

GRAPH – 5

Graph Showing Quality conscious after training programms

59
 Quality C onscious

80
60
40
20
0
Y es No

Interpretation

From the above graph we can conclude that most of the respondent says they are not

more quality conscious after attending training programms

TABLE – 6

Table showing increase in confident level after attending training programms

60
 Options Respondents Percentage
Yes 80 80
No 20 20

Analysis

From the above table we can see that “Eighty percent” of the respondent says “Yes”

and “twenty percent” says “No”

GRAPH – 6

Graph Showing increase in confident level after attending training

programms

61
 Confidence

100
80
60
40
20
0
Yes No

Interpretation

From the above graph I can conclude that most of the respondent says training

programs will boost up the confidence level.

TABLE – 7

Table showing changes in interpersonal skills/attitude after attending training

programms

Options Respondents Percentage

Strongly agree 30 30
Partly agree 50 50
Agree 10 10
Disagree 10 10

62
 Analysis

From the above table “fifty percent” of the respondents says, partly agree, “thirty

percent says strongly agree, and “ten” percent says agree and disagree on change in

attitude after attending training programms

GRAPH – 7

Graph showing changes in interpersonal skills/attitude after attending training

programms

63
 C h an g es in In terp ers o n ne l skills

100
80
60
40
20
0
S trongly P artly A gree Dis agree
agree agree

Interpretation

From the above graph we can see that more number of respondent says partly agree

and less number of respondent says agree and disagree in terms of changes in

interpersonnel skills and attitudes after attending training programms

TABLE – 8

Table showing acquired skill in T&D programme

can be implemented in your work

64
 Options Respondents Percentage
Yes 65 65
No 35 35

Analysis

From the above table we can see that “Sixty five percent” of the respondent says

“they can implement the skills at work and “Thirty five percent” says “they can’t

implement the skills at work.

GRAPH – 8

Graph showing acquired skill in T&D programme

can be implemented in your work

65
 Implementation of skills

100
80
60
40
20
0
Y es No

Interpretation

From the above graph we can see that most of the respondent says the acquired skills

at T&D programms can be implemented at their work.

TABLE – 9

Table showing improvements can be brought into T&D programms

66
 Options Respondents Percentage
Adopting interactive sessions 60 60
Improve the quality of materials 20 20
Hire expert trainers 20 20
Others 0 0

Analysis

GRAPH – 9

67
Graph showing improvements can be brought into T&D programms

Improvents on T&D

100
80
60
40
20
0
Adopting Improve Hire expert Others
interactive the quality traineers
sessions of
materials

TABLE – 10

Table showing Satisfaction level on T&D programms

68
 Options Respondents Percentage
Excellent 20 20
Good 30 60
Satisfied 8 15
Dissatisfied 2 4

Analysis

From the above table we can see that “Sixty” Percent of the Respondents rate “Good”,

“Twenty” Percent “Excellent”, “Fifteen” percent “Satisfied” and “Five” Percent

Dissatisfied on Training and Development Programms

GRAPH – 10

Graph showing Satisfaction level on T&D programms

69
 Satisfaction Level

100
80
60
40
20
0

d
nt

d
oo

fie

fie
l le

tis

tis
ce

Sa

sa
Ex

s
Di

Interpretation

From the above graph we can see that most of the respondents are satisfied with the

Training and Development Programmes

CHAPTER - 5

Findings and Conclusions

70
  Few training programmes will be conducted based on projects

 Feedback from the trainees about the training programme is given extreme

importance for future training programmes.

 The company has been benefited by training its employees, and even the

employees are personally benefited by acquiring additional skills/knowledge and

by becoming more quality conscious.

 Each and every new employees will be getting Induction program i.e

regarding companies policies and procedures

 Every employee will be trained on their particular process; training will be

conducted in two ways i.e. on the job training and off the job training.

Conclusion

71
The findings of this study can conclusively say that global expansion of Indian software

firms is primarily driven demand factors: market size, market attractiveness and

competition intensity. Political risk factors are considered before entering a foreign

country. Political stability and diplomatic relation of that country with India play a role in

evaluating the political risk factors. Surprisingly cultural differences do not seem to

weigh much in global expansion plans. Indian software firms utilize programmers from

India more than hiring locals from a foreign country. This tend explains the importance to

legal hurdles regarding visa procedure and the cultural insensitivity at these companies.

Finally, the availability of telecommunication infrastructure is considered to be of

moderate importance. The universal nature of Internet and satellite communication

capability provided by Indian government has mitigated the importance of

telecommunication infrastructure.

India is globally recognized for software development and programms; many software

based industries realize that India is growing venture for software development

programming and trainings. Many foreign companies have established and are

establishing their branches across India. The opinions of managers on global expansion

might change with greater experience in running a global firm.

QUESTIONNAIRE

1. Since how long you have served the company?

72
 0 – 1 year ( )

1 – 2 year ( )

2 – 3 year ( )

3 – 4 year ( )

2. Are you aware of Training Programs conducted by the Training department?

Yes ( )

No ( )

3. Were you aware of the T&D programmes prior to its commencement?

Yes ( )

No ( )

4. Do you feel additional skills/knowledge could be acquired through such

programmes?

Yes ( )

No ( )

Do you think the training programme has made you more quality conscious?

Yes ( )

No ( )

6. Do you think training help’s in boost up the confident level?

Yes ( )

No ( )

7. Do you agree that T&D programme can help in bringing out changes in inter
personnel skills/attitudes?

73
Strongly agree ( )

Partly agree ( )

Agree ( )

Disagree ( )

8. Do you think the acquired skill in T&D programme can be implemented in

your work?

Yes ( )

No ( )

9. How do you think improvements can be brought into the T&D programmes?

Adopting interactive sessions ( )

Improve the quality of materials/input ( )

Hire expert trainers ( )

Others Please Specify ( )

10. How do you rate your satisfaction level regarding Training & Development
Programms?

Excellent ( )

Good ( )

Satisfied ( )

Dissatisfied ( )

BIBLIOGRAPHY

74
• Internet

• Business Articles

• Text books

75