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CONTENT

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INTRODUCTION CHAPTER - 1 STATEMENT OF THE PROBLEM. OBJECTIVES OF THE STUDY. SCOPE OF THE STUDY. RESEARCH OF THE STUDY. LIMITATION OF THE STUDY.

1-6

CHAPTER -2

COMPANY PROFILE.

7-27

CHAPTER -3

LETRATURE REVIEW.

28-41

STUDY OF TRAINING EVALUATION CHAPTER-4 PROGRAMME IN JK TYRES & INDUSTRIES LTD. 42-47

CHAPTER-5

ANALYSIS AND INTERPRETATION.

48-79

FINDINGS. SUGGESTIONS. CHAPTER-6 CONCLUSION. ANNEXURE. BIBILIOGRAPHY. 80-91

CHAPTER-1 INTRODUCTION Human Resource Management means employing people, developing their resources, utilizing, maintaining and compensating their service in tune with the job and organizational requirement with a view to contribute to the organization individual and the society. Various terms are used to denote Human Resources management. These terms are Labour management, labour administration, personnel management, personnel administration, human capital, human asset management, employment administration, employee employer relation, union management relation, industrial relation and like under the labour management concept the employee are treated just like a commodity which can be purchased, used and thrown. Therefore .it deals with employment, wage, and firing .The concept of industrial relations deals with relations among employees, trade unions, employers and the government. Therefore, it covers trade unions disputes, grievances, discipline, collective bargaining and participative management The latest term in this direction is Human resource development (HRD). Some view that HRM and HRD are one and the same impact. Some organization changed their personnel management department as Human resources management Department while other organizations changed them as Human resources development department. But HRD is the developmental aspect of HRM. Thus, HRD is a part of HRM. HRD deals with the training, management development, career planning and development and organization development. Human Resource Development: It is the process of improving, moulding and changing the skills, knowledge, creative ability, aptitude, attitude, values, commitment etc, based on present and future job and organizational requirement .so, one of the main function of HRD is Training .

TRAINING: Organization and individual should develop progress simultaneously for their survival and attainment of mutual goals. So, every modern management has to develop the organization through human resource development. Training is a specialized function and is one of the fundamental operative functions for Human Resource Management. Meaning of training: After an employee is selected, placed and introduced in an organization he/she must be provided with training facilities in order to adjust him/her to the job. Training is the act of increasing the knowledge &skill of an employee for doing a particular job. 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. According to Dale .S. Beach defines the Training as the organized procedure by which people learn knowledge and/or skill for a definite purpose. In other words, training improves, changes and moulds the employees knowledge, skill, behavior and aptitude and attitude towards the requirements of the teaching and learning activities carried on for the primary purpose of helping members of an organization to acquire and apply the knowledge, skill, abilities and attitudes needed by a particular job and organization. Thus, Training bridges the difference between job requirement and employees present specification. TRAINING AND DEVELOPMENT: Employee training is distinct from management development or executive development. While the former refers to training given to employees in the areas of operations, technical and allied areas, the latter refers to developing an employee in the areas of principles and techniques of management administration, organization and allied areas present difference between training and development .

1.2 STATEMENT OF THE PROBLEM The study is conducted to analyze the effective Evaluation of Training programme and to know that the training carried out is effective to the present and future work. Where the old training programme which is not more advanced are changed or not after training programme evaluation. 1.3 OBJECTIVES OF THE STUDY: The main objective of the Study is to analyze the effective Evaluation of Training programme in the industry: 1. To study the efficiency and effectiveness of training evaluation. 2. To study the relevance and quality of training evaluation activities carried out. 3. To asses the intermediate impact of training evaluation in industry. 4. To analyse the other training programmes needed for future purpose.

1.3 SCOPE OF THE STUDY The following are the scope of the study: 1. The study provides the knowledge to the student how the evaluation of training Programs can be carried out. 2. The study provides with the first hand information of the organization in brief. 3. To study the factors of evaluation of training program among management & workers on a systematic evaluation basis.

1.4 METHODOLOGY As organization consists of more than 2000 employees it is not easy to analyze all employees. So simple random sampling methodology is used for data collection. Evaluation of training program questionnaire is done both for management cadre staff and non management cadre staff. For excellent and effective study the data has been collected by both ways that is primary data and secondary data.

 PRIMARY DATA: 1) A set of questionnaire had been prepared to gather the information related to the subject from the employees. 2) Personal interview were conducted to get more information. 3) Information is also collected by observing the employees. SECONDARY DATA: 1) Data has been collected from organizations various documents from HR department. 2) The process of data collection is further supplemented by various books and web-sites to get more information. RESEARCH INTRUEMENT: Data analysis is done by using percentage instruments. SAMPLE FRAME:JK Tyre Ltd consists more than 2000 employees out of that, I selected 150 employees. So sample size is of 7.5% which includes randomly selected employees. SAMPLE SIZE:Management cadre staff: 20 Non management cadre staff: 30 SAMPLING METHOD:-

Random sampling method is used.

1.5 LIMITATIONS OF STUDY 1) To get contacts of HR Mangers for interviews was difficult. 2) Getting the views and opinion of the interviewee (HR Manager) was a difficult task. 3) Project period was 10 weeks so there was time limit to complete project before given span of time. 4) Due to confidentiality of the data few data could not be collected relevant to topic. 5) The findings of the study is based on the information (feedback) given by the trainees are correct.

CHAPTER-2 INDUSTRIAL PROFILE HISTORY:In the year 1887 the word rubber industry came in existence, with the process of tube vulcanization by Charles Good Year. However, towards the end of the century the industrial growth received a big boost. Bond Dunlop succeeded in making the vulcanization rubber into inflatable preamatic tyres. Since then the tyre industry has constituted a major segment of the rubber industry all over the world. Even in India, automotive tyres and tubes account for a major part of the Indian rubber product industry. Tyre industry in India:History of the Indian tyre industry could be classified into 4 periods 1920 to 1935 {multinational trading in tyre} 1935 to 1960 {multinationals manufacturing era } 1961 to 1974 {broadening of production base }

Trading tyres in India was first started in 1920 by Firestone, followed by Good year in 1922 and later by Dunlop in 1926. Dunlop set up the first tyre at saharganj, West Bengal, in the year 1936. Firestone set up a factory at Mumbai. At present there are 20 licensed companies and 24 factories with 11 large companies manufacturing the full range of tyres and tubes. The Indian tyre companies are having collaboration with tyre companies of U.S.A, U.K, West Germany and Japan. Significant changes occurred in the tyre manufacturing process, change over from rayon to nylon and introduction of radial tyres of both steel belt and fiber glass are most important. The hot cure conventional rethreading process is replaced with cold cure rethreading process. The truck and bus tyre mileage and load carriage capacity has gone up by 25%. The tyre industry is Rs.3500 Crore plus which manufacture tyres for truck and buses, light trucks, jeeps, cars, tractors trailer, power tillers, scooter, motor cycle, moped, cycle, earth moving equipments and dumpers, aircraft and special defense vehicles.

The tubes are manufactured from natural rubber as well as imported butyl rubber. Tyre inner tubes are covered under packaged commodities Act. The Government for the tyre industry set up various committees. Way back in 1955, the tariff commission was set up. The major trust of the commission report was the decentralization of the tyre industry. Between 1974 and 1985 the government referred to Bureau of industry cost and price {BICP} five timers for cost and price study of tyre industry. But, the studies of the BICP were not made public. In May 1974 the government set up a committee on tyre industry with Mr.M.Satyapal as chairman. This committee submitted its report to the government in 1985. Report has not been published. Dunlop, MRF, Ceat, Apollo and Modi rubber dominates the industry together accounting for much as 60% of the total output. Among individual companies, MRF is moving into aircraft tyre manufacturing in collaboration with Uni, Royal Goodrich. The total capacity of Ceat has gone up to 45 lacks tyres with the commence of Walaj plant and has plans to manufacture nylon cord tyres. Modi rubber industry has the modipuram plant and modinagar plant is under implementation. Vikrant tyres with a new all steel radial tyre plant for trucks and buses is the only company modernizing the existing plant and manufacturing new technological tyres of international standards and acceptability, Indian tyre industry is all set to capture a major share in export market and increases its share of export to various countries. The tyre industry is a raw material intensive industry. Raw materials account for about 55% of the total production cost. Two of the four major raw materials used in the tyre making i.e. Nylon tyre cord and synthetic rubber to natural petroleum based derivatives.

Inputs for tyre industry: The major raw materials and their weightage in the total raw materials structure are: 1. 2. 3. 4. Natural rubber Synthetic rubber Carbon block Nylon tyre cord/yarn(fabric) 25% 14% 13% 34%

(Remaining share of raw materials of 14% approx, is accounted by rubber chemicals) Functions of the tyre: Tyre provides steering response. Durable and easy to drive. Has loan carrying capacity. Provides cushioning ability. Cooler running and gives more mileage. Having a minimum noise and vibration.

2.2 COMPANY PROFILE JK INDUSTRIES JK Organization owes its name to Late Lala Juggilal Singhania, a dynamic personality with a broad vision, Inspired by the Swadeshi movement of Mahatma Gandhi, and driven by the Zeal to set up an Indian enterprise, Lala Kamlapat Singhania founded JK organization in the 19th century in India. The process of industrialization and diversification was worthily and successfully carried on by Lala Kamlapats three illustrious sons Sir Padampat, Lala Kailashpat and Lala Laksmipat, aided in no small measure by the late Gopal Krishna son of sir Padampat. JK Organization has been a forerunner in the economic and social advancement of India. It always aimed at creating job opportunities for a multitude of country men and provides high quality of products. It has driven to make India self reliant by pioneering the production of number of industrial and consumer products, by adopting latest as well as developing its own know-how. It has also under taken industrial ventures in several other countries. JK Organization is an association of industrial and commercial companies and charitable trust. Its member companies, employing nearly 50000 persons are engaged in the manufacture of variety of products and in diverse fields of commerce. Trust are devoted to promoting industrial, technical and medical researchers, education, religious values and providing better living and recreational facility. With the spirit of social consciousness uppermost in mind, JK organization is committed to cause the human advancement.

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VIKRANT TYRES LIMITED VIKRANT TYRES LTD {VTL} is situated in an area of 53 acres in Mysore. VTL is a major tyre manufacturing company and one of the most successful industrial ventures in the state of Karnataka. In the year 1970 this company was conceived as a joint venture by the participation of south Indian export company Pvt Ltd, Madras {Chennai} with Karnataka state industrial investment and development corporation Ltd{ KSIIDC } for establishing and automobile tyres and tubes manufacturing unit at Metagalli industrial area in Mysore. In 1977 the management was taken over by the Government of Karnataka state industrial investment and development corporation Ltd {KSIIDC}. The commercial production started from 19th may 1980. During 1985 a plant was set up for manufacturing of radial tyres. The company is certified under ISO 9001, QS 9000, ISO 14001 and ISO/TS 16949:2002 certifications, for design manufacture and sale of automobile tyres, tubes, flaps and tread rubber. JK industries ltd was inducted as strategic Alliance Partner {SAP} during may 1997 with a view to improve the overall performance of the company. Collaboration agreement was entered with the M/S continental tyres Germany in 1980. Vikrant tyres Limited, a JK tyres associate, manufactures cutting edge innovative products at conformed to the highest international standards. JK industries ltd in 1997 Acquired Vikrant Tyres Limited, Mysore. VTL has the first truck/bus steel radial in India. This has state of the art technology in technical collaboration with continental A G Germany. Vikrant tyres have successfully launched high performance steel truck radial tyres in the latest international pattern for the Indian as well as international market.

Register Office at:VIKRANT HOUSE No 54,1st main road, V.V Mohalla, Mysore-570002

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JK TYRES PLANT Kankroli Banmore Mysore Plant-1 {VTP} Mysore Plant-2{VTP} Rajasthan Madhya Pradesh Karnataka Karnataka

Milestones of Vikrant Tyres Limited {VTL} 1970 Joint Venture by SIEC Pvt. Ltd., and KSIIDC conceived to manufacture Automotive Tyre and Tubes at Mysore. 1973 Incorporated as a joint venture company by KSIIDC and SIEC Pvt. Ltd., Madras {Chennai} 1977 1980 1982 1985 1989 1991 1992 1994 1997 1999 Taken over by government of Karnataka through KSIIDC. Commercial production commenced. Collaboration with M/S AVON Tyres UK. T-Pilot plant setup for manufacturing of truck Radial Tyre Plant. Construction of new Truck Radial Tyre Plant. Commercial production of all steel truck Radial Tyre. First against OTR tyre rolled out. Certified to IS 9001:1994 quality management systems. JKIL inducted as Strategic Alliance Partner {SAP} by government of Karnataka. Certified to QS 9001:1998 QMS and also ISO 14001:1996 EMS. Turnaround

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under JK management within 10 months and declared divided after a gap of 6 years. Massive modernization and up gradation investing Rs.224.13 crores. 2000 2003 2004 March-Bias plant Rs 73.16 crores, December-Truck Radial Plan Rs 150.97 crores. Merged with JKIL. Certified to ISO/RS 16949:2002 process based QMS. First Indian tyre company to adopt process based management through Business Process Re-Engineering {BPR}.

2.3 Nature of the business carried JK Industries is engaged in manufacturing and marketing of automotive tyres, tubes, flaps. Products involved: Cross ply and radial tyres for light commercial vehicles. Cross ply tyres for passenger cars. Cross ply tyres for agricultural vehicles. Cross ply tyres for off the road {OTR} vehicles. Automotive inner tubes for trucks, buses, light commercial vehicles.

2.4 Vision, Mission and Quality Policy Vision: TO BE AMONGEST THE MOST ADMIRED COMPANIES IN INDIA COMMITTED TO EXCELLENCE Mission: To be a customer obsessed company. To be the largest and most profitable tyre company in India.

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To retain No 1 position in truck and bus segment and to be amongst top 2 in all other 4

wheeler tyres. To make truck/bus radial operations profitable and retain leadership in the passenger

radial market. To enhance value to shareholders and service to all stake holders. To excel as a value driven organization. To be the most preferred tyre brand in India.

Quality Policy: The people of JK Tyre have an organization committed to quality in everything they do. They continuously anticipated and understand customer requirement, convert these into performance standards for their product and services and to meet the standards every time. 2.5 Products/Service Profile The major products of JK Company are automobile Tyre {Nylon tube tyre, radial tube and tubeless tyre} tubes and flaps. The products are sold under different brand names. 1) Truck tyres: 1) 2) 3) 4) 5) 6) Jet rib Vikrant truck king Star lug Super T.K JT King Hi Life 7) 8) 9) Jet star Jet Truck Sand cum hiway

10) Truck plus 11) J T classic 12) JETRK

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2) Light trucks 1) Jet Rib 2) Star lug 3) Fleet king 4) Truck King 3) O.T.R (Off The Road ): 1) VEM 99 E-3 T/L 2) VEM 99 E-4 T/T 3) VEM 99 SS E-4 T/L 4) EGO4 G2 T/T

4) Tubes: 1) JK Tubes 2) Vikrant Tubes 3) Tubes V EX 5) Flaps: 1) JK Flaps 2) JK RDFLAPS 3) JK EXP FLAP 2.6 Area of Operation JK Tyre has been successful in establishing its brand name in the world market. It gives immense pride to India as JK Tyre and Vikrant Tyre has been rated amongst premium brands in highly sophisticated global Tyre markets. The exports account for over 30% of Indias
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total tyre export and they sell their products across 60 countries over to meet the growing demand of JK Tyre across the globe, the company is enhancing out sourcing activities from China in its own brand. Today, JK Tyres products compete with the best international players in the premium international bias market in more than 68 countries in 8 continents. The exports operate through a strong and distribution network, and distributors are fully supported by the companys technical team in teams of continued international accreditation for its products in the US, Europe, South America and the Middle East. VTL exports in products to over 68 countries. The major countries include United States of America, Australia, United Kingdom and New Zealand, Hong Kong and Host of Middle East, African and Asian countries. SEGMENTS: Various segments to which JKIL-VTL supplies Tyres: 1) 2) 3) 4) 5) Original equipment manufactures Replacement market Export State transport undertakings Government { DGS & D- civil & defense }

2.7 Competitors Information Competitors for JK tyres in National Market and International Market:National Market:1) MRF 2) Good Year 3) CEAT 4) Apollo
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International Market:1) Bridge stone 2) Copper 3) Michelin 4) Sumitomo

5) Falcon 2.8 Infrastructural Facilities

5) Pirelli

It means the basic requirements that the company should look after in order to ensure free flow of activities. In order to satisfy its workers, distributors and customers the company is providing the following infrastructural facilities, stated by the Factories Act of 1948. 1) FIRST-AID APPLIANCES: If there is a accident, the workers will be taken to the health center which is inside the plant. All the minor and first aid is done here itself and when there is major accident first aid is done in the health center and then they are taken to the hospital. Every day at least 2 ambulances will be inside the plant, which will be kept ready to carry the injured whenever there is a major accident. 2) SAFETY: Management is providing its employees with earplugs, goggles, gloves, fire extinguisher etc as safety measures. The employees are also trained on the safely measures. In order to encourage trade union activities the 7 offices bearer who are elected are given only with general shifts. 3) CANTEEN: According to the section 48(1) it is obligatory on the part of every factory to provide canteen facility where in more than 200 employees are employed and hence Vikrant also provides canteen facility for its employees, which is well constructed, furnished with good furniture, equipments and also with good accommodation. Here 100% subsidy is provided for meals, coffee and tea, snacks is supplied with subsidy up to Rs.300 per month. 4) SPORTS AND CULTURAL ACTIVITIES: Sports and cultural activities are conducted every year on Kannada Rajyothsava Day for employees, their spouses and children. This is conducted in order to provide recreation facility to the employees and their family.

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5) COUNSELING FOR SPOUSE AND CHILDREN: Outside experts for counseling is hired to conduct counseling serious on carries guidance to employees children and health care to spouses. 6) PROVIDING UNIFORM, SHOES ETC: As per the settlement between the management and the trade union company is providing its employees with uniforms, shoes, towels etc., at periodic intervals. 7) REST ROOMS: In J.K. industries provides rest room to the employers. During the interval the employees can relax. 8) MEETING ROOMS: Company provides adequate meeting rooms whenever there is any urgent meeting. 2.9 Achievements / Awards 1. JK Tyres ranked 16th largest company in the world. 2. ISO 14001 accreditation for environment and safety. 3. Indias first T rated tyre launched. 4. Mercedes Benz launched on JK Tyres radials first tyre manufacture in the world to get ISO 9001. 5. Only tyre manufacture to get E mark certification. 6. First tyre manufacture in the world to get QS 9000. 7. Awarded CEPEXILS highest export for 1997-1998. 8. JK introduced national Go-carting championships. 9. JK industries received FOCUS LAC EXPORT award for the year 1999 and 2000. 10. Certified to ISO 9000 (1994 quality management systems). 11. First Indian Tyre Company to adopt process based management process based through business process re-engineering (BPRO). 12. It has ranked No.1 in customer satisfaction by the JD power Asia Pacific study. management

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2.3 Work Flow Model

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1) Compound at Ban bury: Compound is the process of mixing the necessary raw materials with selected elastomer in the banbury. Banbury is an internal mixer, which consists of a completely enclosed mixing chamber with two spiral shaped rotors. There is a hoper to feed the ingredients and a door to discharge the mix. The rubber ingredients like chemicals are weighted as mentioned in specification file and feed into hoper. Then the mixing process takes place. Required mixing time is fixed to get better quality mixing. 2) Extruder: The main function of an extruder is to produce tread and side wall, bead, apex. Extrusion is a process of forcing the mixed compound by means of screw, which rotates inside the barrel. There are two types of extruder: a) Screw extruder b) Ram extruder. 3) Zell Plant: The dipping process takes place in a Zeal plant. Here rayon, naylon, polyesters are dipped in a solution containing normally a latex based resorcinol formaldehyde to improve adhesive properties. Then the fabrics is dried at a temperature of about 280-300 F for 150-180 sec, the fabric is stretches to about 0-15%. 4) Calendaring: Calendaring is a machine, which consists of three or four rolls held in a frame work used to produce the rubber sheets of required strength and length. To get a better quality calendared fabric with uniform gauges, viscosity is important in the same way, hot temperature of about 110-137 mm. 5) Bias Cutter: It is a machine used to make plys or to the rubber coated fabrics at required width and angle, which are used in the production of tyres. Bias angle is the angle of cords in tyres with respect to the central line. Based on the ideal cured angle, required for particular type size and pattern, bias angle is calculated for the particular drum.

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6) Pocket Making: It is a process of making the pocket from the angle cutter fabrics. In pocket making section, three types of pockets are constructed. The plys used for the first and second pocket are known ad inner ply and those used for third pocket are known as outer ply. 7) Bladder: Butyl rubber compound is used for making the bladder. As first, butyl rubber is mixed with specified chemicals properly and then it enters the extruder section by the use of the extruder, a specific length and width of slug is extruded. Then the ends of the slugs are cut into the specified angle for proper joining. 8) Tyre Moulding: Before moulding operations, the green tyre has to be made ready for painting with inner lubricants inside tyre for easy release from the bladder and the side walls are to be coated with blemish paints. 9) Tyre Curing: It is a process of cross linking the rubber compounds through heat and pressure. For the pressure of curing tyres presses are used. These pressed are pre warmed before loading of green tyre is done in the top ring raise condition with vacuum. 10) Tyre Finishing and Inspection: After curing, the tyres obtained by trimming of the extensions on the tyres surfaces are checked for defects. Thus the process of removing excess materials from the tyre after curing is called finishing. The finishing process is done either by buffing or trimming method. All the tyres then are inspected and separated.

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2.4 Future growth and prospectus: To be the No.1 tyre company in India. To be the largest export company in India. To be a customer obsessed company. High quality of products. Profit Maximization.

The Employees Demographic are as follows: Workers Executives Staff Badli Workers Apprentice trainees - 1327 - 189 - 168 - 917 - 55 - 2656

Total number of employees

Duties and Responsibilities of Technical Staff: To maintain safe working conditions To maintain quality systems Operation and maintenance of equipment Issue of spares Following statutory norms like factories Act, Boilers Act.

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SHARED VALUES: The values that go beyond, but might well include simple goal statement in determining corporate destiny. To fit the concept, these values must be shared by most people in the organization.VTP is a company that insists the following some core values most of these can be found in the companys vision statements as well as quality policy. The company considers employees are the greatest of its assets. Production and productivity is a derivative of employee welfare. JK industries Ltd., take initiative to do social projects such activities like literacy program for village people. Conduct medical camps in villages, digging bore wells in villages, building bus shelter and employee welfare program. Likewise the company is always willing to participate in welfare activities. The companys focus on the customer and creating culture of interdependence are embodied in its statements of vision and quality. While the concept of TQM, TPM and QC are visible in the form of slogans, posters and well meaning clichs. the first serious attempt to institutionalize has started.Thus some of the values that are shared by the both employees and the management at JK Industries limited is as follows: Product and Service quality Productivity efficiency Punctuality Compensation Employees and Societal welfare Customer satisfaction Team work concept TQM {Total Quality Management} TPM{Total Productive Maintenance} Quality circle.
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2.6 SWOT ANALYSIS SWOT analysis is abbreviated as Strengths, Weakness, Opportunities and Threats. It is a tool for auditing and organization and its environment. It is the first stage of planning and helps marketers to focus on key issues. Strengths and Weakness are internal factors. Opportunities and Threats are external factors. STRENGTHS: JK Tyre is the only company which has adopted TPM{ Total Production Maintenance}. First truck/bus steel radial plant in India. Over rise decades of experience in tyre manufacturing. It is self sufficient in tyre production. In Bangladesh it has no, position in market share. Absorption of International technology to suit Indian conditions. Well-Knit distribution network. Exports to more than 68 countries in the world. It has 21% market share in India. Tyre is easily available and serviced even in remotest parts of the country.

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WEAKNESS: Media of advertisement is insufficient. Target will be fixed by the head office. It doesnt manufacture two wheeler tyres. There is no pricing strategy adopted by JK Tyres, Vikrant plant, Mysore. The company is incurring more cost compare to other tyre manufacturer. Welfare of the labour is not taken into consideration. Low productivity of labour, in comparison to world standards. High cost of raw materials in comparison with the goal standards, smaller size of plant

and hence less economic units. OPPORTUNITIES: It is easy to become No.1 TYRE Company in India. Robust economic growth, particularly vehicle production growth resulting in healthy

demand growth for tyres in the future. Excellent brand equity of Indian cross ply/bias truck tyres in the world market. Export culture inculcated participation of small car is expected to give a thrust of auto

component and tyre segment. Improved road infrastructure especially on the golden quadrilateral and north-south-east-

west national highway project will result significant increase in movement of goods and passenger traffic through roads with resulting growth in demand for in tyres. The company has the knowledge of entire tyre industry and businesses conditions

prevailing in the market. So it can easily start two wheeler tyre productions.

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THREATS: Faster pace of opening up of the economy will increase import of tyres. Gradual increasing in natural rubber price. Reduction in important duties will lead to high volume of tyre imports. Confessional import tariffs for countries like china and South Korea under regional trade

agreement will lead to additional imports. Competition posed by the national and international market. Too much intervention by the head office. It has to adopt modern technology to reduce the cost of production. Government policies about the tyre industry. Multinationals with financial muscle setting up of manufacturing facilities in the country.

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2.9 LEARNING EXPERIENCE In this competitive world it is very much important to have experience of working in an organization and only class room teaching is not enough doing this project I learnt why this activity is important. I got to know how the theoretical concept learned in the class would be applied at the corporate level. This project helped me to gain experience before completing my MBA course and made me to realize my talents. I have observed the co-ordination of the employees, good relation between workers and

the superior managers. I learnt how the relationship affects the smooth functioning of an organization. The company gets the products of other competitors such as Bridgestone tyre to their

testing labs and makes comparison with their product and adopts the technology of their competitors and attempts to give better product than their competitors. The company has adopted The participative leadership style so it encourages to its

workers to show more interest in managerial activities. In production department, the process of the production is divided into different shops. It

has safety measures at the work place. It has used advanced technology like automated machine in order to minimize cost of production. They produce quality product. Main strategic intention of the department is recycling the wastage. If any wastage comes after the recycling it is send to other company for making the rubber better. During the adoption of new technology, management provides more training skills to the

workers for the efficient work and the work position. In order to motivate the employees, the company follows an internal recruitment process

through promotions. If there is any vacant job the company first searches within the organization and if right employee is not available internally then it goes for external recruitment.

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CHAPTER 3 LETRATURE REVIEW Human Resource Management means employing people, developing their resources, utilizing, maintaining and compensating their service in tune with the job and organizational requirement with a view to contribute to the organization individual and the society. Various terms are used to denote Human Resources management. These terms are Labour management, labour administration, personnel management, personnel administration, human capital, human asset management, employment administration, employee employer relation, union management relation, industrial relation and like under the labour management concept the employee are treated just like a commodity which can be purchased, used and thrown. Therefore .it deals with employment, wage, and firing .The concept of industrial relations deals with relations among employees, trade unions, employers and the government. Therefore, it covers trade unions disputes, grievances, discipline, collective bargaining and participative management The latest term in this direction is Human resource development (HRD). Some view that HRM and HRD are one and the same impact. Some organization changed their personnel management department as Human resources management Department while other organizations changed them as Human resources development department. But HRD is the developmental aspect of HRM. Thus, HRD is a part of HRM. HRD deals with the training, management development, career planning and development and organization development. Human Resource Development: It is the process of improving, moulding and changing the skills, knowledge, creative ability, aptitude, attitude, values, commitment etc, based on present and future job and organizational requirement .so, one of the main function of HRD is Training .

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TRAINING: Organization and individual should develop progress simultaneously for their survival and attainment of mutual goals. So, every modern management has to develop the organization through human resource development. Training is a specialized function and is one of the fundamental operative functions for Human Resource Management. Meaning of training: After an employee is selected, placed and introduced in an organization he/she must be provided with training facilities in order to adjust him/her to the job. Training is the act of increasing the knowledge &skill of an employee for doing a particular job. 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. According to Dale .S. Beach defines the Training as the organized procedure by which people learn knowledge and/or skill for a definite purpose. In other words, training improves, changes and moulds the employees knowledge, skill, behavior and aptitude and attitude towards the requirements of the teaching and learning activities carried on for the primary purpose of helping members of an organization to acquire and apply the knowledge, skill, abilities and attitudes needed by a particular job and organization. Thus, Training bridges the difference between job requirement and employees present specification. TRAINING AND DEVELOPMENT: Employee training is distinct from management development or executive development. While the former refers to training given to employees in the areas of operations, technical and allied areas, the latter refers to developing an employee in the areas of principles and techniques of management administration, organization and allied areas present difference between training and development are: -

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AREA CONTENT

TRAINING Technical skills and Knowledge.

DEVELOPMENT Managerial and behavioral skills and knowledge.

PURPOSE

Specific job related

Conceptual and general knowledge

DURATION FOR WHOM

Short term Mostly technical and Nonmanagerial personnel

Long term Mostly for managerial Personnel.

Job and organization requirements are not static; they are changed from time to time in view of technical advancement and change in the awareness of the Total quality and productivity management [TQPM]. The objectives of the Total quality and productivity management (TQPM) can be achieved only through training, which develops human skills, and efficiency as happened in Escorts and Birla. Trained employees will be valuable asset to an organization. Organizational efficiency, productivity, progress and development to a greater extent depend on training. If the required training is not provided, it leads to performance failure of the employees. Organizational objectives like viability, stability and growth can also be achieved through training. Training is important, as it constitutes a significant part of management control. Training enhances 4cs viz., competence, commitment, creativity and contribution for the organization.

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ASSESSMENT OF TRAINING NEEDS: Training needs are identified on the basis of organizational analysis, Job analysis and manpower analysis. Training programme, Training methods and course content are to be planned on the basis of training needs. Training needs are those aspect necessary to perform the job in an organization in which employee is lacking attitude / aptitude, knowledge and skill. Training needs = Job and organizational requirement Employee specification. TRAINING METHODS: The training programmer commonly used to train operative and supervisory personnel. These programmer are classified into (1) On-the-job training programmer. (2) Off-the-job training programmer. (1) On-the-job training methods: This type of training also known as job instruction training is the most commonly used method. Under this method; the individual is placed on a regular job and taught the skills necessary to perform that Job. The trainee learns under the supervision and guidance of a qualified worker or instructor. On-the-job training has the advantages of giving first hand knowledge & experience under the actual working conditions. While the trainee learns how to perform a job, he is also a regular worker rendering the services for which he is paid. The problem of transfer of trainees is also minimized on the person learns on-the-job. The emphasis is placed on rendering services in the most effective manner rather than learning how to perform the job. ON-the-job training methods include job rotation, coaching, job instruction or training through step-by-step & committee assignment.

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(2) Off-The-Job Method: Under this method of training, trainee is separated from the job situation & his attention is focused upon learning the material related to his future job performance since the trainee is not distracted by job requirements, he can place his entire concentration on learning the job rather than spending his time in performing it. This is an opportunity for freedom of expression for the trainees and companies have started using multimedia technology & information technology in training. Off-the-job-training methods are: Veritable training, Role playing, Lecture method, conference or Discussion, programmed Instruction method etc TRAINING PROCEDURE: The important steps in the training procedure are as follows: Preparing the instructor: - The instructor must know both the job to be taught and how to

teach it. The job must be divided into logical parts so that each can be taught at a proper time without the trainees losing plan. For each part, one should have in mind the desired technique of instruction, that is, whether a particular point is best taught by illustration, demonstration or explanation. Preparing the Trainee: - As in interviewing, the first step in training is to place the

trainees at ease. Most people are somewhat nervous when approaching an unfamiliar task. Though the instructor may have executed this training procedure, many times he or she never forgets its newness to the trainee. The quality of empathy is a mark of the good instructor. Getting ready to teach: - This stage of the programme is class hour teaching involving the

following activities: -Planning the programme. Preparing the instructors outline. Keep the sessions moving along logically. Discuss each item in depth.

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Presenting the operation: - There are various alternative ways of presenting the operation

viz. explanation, demonstration etc. An instructor mostly uses these methods of explanation. In addition, one may illustrate various points through the use of pictures, charts, diagrams and other training aids. Try out the Trainees performance: - As a continuation of the presentation sequence given

above, the trainee explains each step before doing it, particularly if the operation involves any danger. The trainee, through repetitive practice, will acquire more skill. Follow up: - The final step in most training procedure is that of follow-up. When people

involved in any problem or procedure, it is unwise to assume that things are always constant. Follow up can be adapted to a variable reinforcement schedule as suggested in the discussion of learning principle. Every training programme should have a follow up, otherwise the training programmes in the future cannot be improved. TRAINING WITHIN INDUSTRY: Training to the employees can be provided both within the industry and outside the industry. Training within the industry is provided through both On-the job methods and off-the job methods. Normally supervisors, foreman and superior provide the training to the employees. Supervisors coach the employees initially how to handle the machines, material, accounts, files, records etc., and also clarify the issues and doubts by the employees. Supervisors, then ask the employees to operate the machine, materials, and accounts on their own. Supervisors observe the employees when they carry out the job on their own, identify the mistakes that the employees commit performance of the employee etc. Supervisors have to appreciate the employee publicly and counsel them privately regarding their mistakes. Like this, the supervisor, teach, coach and instruct the employees until they do the job perfectly. In addition, some superiors deliver the lectures to a group of employees, take them around the factory or work place and ask them to observe when the supervisor is handling a machine or material or files. The supervisors also arrange exhibition of carrying activities by different employees. In addition to coaching and step- by- step training, management also provides training through job rotation and committee assignments.

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Some industrial units establish their own training institutes or colleges and arrange for training within the industry. These institutes or colleges use off-the training methods like lecture, role-plays, vestibule training, conferences and programmed instructions. Almost all organizations prefer training within industry due to its advantages. They are: Less cost, less time consuming, highly appropriate as the supervisors coach. Familiarity of the employees to the work place and work environment of the industry. Loss of time due to employee absence to his work is minimum. Employee progress can be judged easily and immediately. Employees can implement the training inputs effectively.

ADVANTAGES OF TRAINING PROGRAMME: The contribution of imparting training to a company should be readily apparent. The major values are: a.) b.) c.) d.) e.) Increased Productivity. Heightened Morale. Reduced supervision. Reduced Accidents. Increased Organizational Stability. After Training programme conducted, the Evaluation of Training programme becomes more important, to diagnose training outcomes were or were not achieved. So, Evaluation of training programme is an integral part of the whole process of training and development. Its details have to be planned much before the actual training activity, rather than its ritualistic work at the end of the training programme.

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EVALUATION OF TRAINING PROGRAMME: The specification of values forms a basis for evaluation. The basis of evaluation and the mode of collection of information necessary for evaluation should be determined at the planning stage. The process of training evaluation has been defined as any attempt to obtain information on the effects of training performance and to assess the value of training in the light of that information. Evaluation leads to controlling and correcting the training programme. Hamblin suggested five levels at which evaluation of training can take place, viz. Reaction, Learning, Job behaviour, organization and Ultimate Value. 1. Reaction: - Training programme is evaluated on the basis of the trainees reaction to

the usefulness of coverage of the matter, depth of the course content, method of presentation, teaching methods etc. 2. Learning: - Training programme, trainers ability and trainee ability are evaluated on

the basis of content learned and time in which it is learned and the learner s ability to use or apply the content he learned 3. Job Behavior: - This evaluation includes the manner and extent to which the trainee

has applied his learning to his job. 4. Organization: -This evaluation measures the use of training, learning and change in the

job behavior of the department /organization 5. 6. in the form of increased productivity, quality, morale, sales turnover and the like. Ultimate Value: - It is the measurement of the ultimate result of the contribution of the

training programme to the company goals like survival, growth, profitability etc, and to the individual goals like development of personality and social goals like maximizing social benefit. Donald L Kirkpatrick's training evaluation model - the four levels of learning evaluation: Donald L Kirkpatrick first published his ideas way back in 1959, in a series of articles in the US Training and Development Journal. The articles were subsequently included in Kirkpatrick's book Evaluating Training Programs (1975), published by the American Society for Training and Development (ASTD), with whom Kirkpatrick still maintains (as at 2005) close connections, having previously served as president. Donald Kirkpatrick has written several other significant books about training and evaluation, and has consulted with some of the world's largest corporations. 35

Kirkpatrick's book Evaluating Training Programs defined his originally published ideas of 1959, thereby further increasing awareness of them, so that his theory has now become arguably the most widely used and popular model for the evaluation of training and learning. Kirkpatrick's four-level model is now considered an industry standard across the HR and training communities. The four levels of training evaluation model was later redefined and updated in Kirkpatrick's 1998 book, called 'Evaluating Training Programs: The Four Levels' are: -

Level

Evaluation type (what is measured) Reaction

Evaluation Examples of evaluation Relevance and description and tools and methods practicability characteristics Reaction Typically 'happy Can be done evaluation is sheets'. immediately the how the Feedback forms training ends. delegates felt, based on Very easy to and their subjective obtain reaction personal personal reaction feedback. reactions to to the training Feedback is not the training or experience. expensive to learning Verbal reaction gather or to experience, which can be analyze for for example: noted and groups. Did the analyzed. Important to trainees like Post-training know that people and enjoy the surveys or were not upset or training? questionnaires. disappointed. Did they Online Important that consider the evaluation or people give a training grading by positive relevant? delegates. impression when Was it a Subsequent relating their good use of verbal or written experience to their time? reports given by others who Did they like delegates to might be the venue, the managers back at deciding whether style, timing, their jobs. to experience domestics, same. etc? Level of participation. Ease and comfort of experience. Level of effort required to make the
36

Learning

most of the learning. Perceived practicability and potential for applying the learning. Learning evaluation is the measurement of the increase in knowledge or intellectual capability from before to after the learning experience: Did the trainees learn what intended to be taught? Did the trainee experience what was intended for them to experience? What is the extent of advancement or change in the trainees after the training, in the direction or area that was needed?

Behaviour

Behaviour evaluation is the extent to which the

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Typically assessments or tests before and after the training. Interview or observation can be used before and after although this is time-consuming and can be inconsistent. Methods of assessment need to be closely related to the aims of the learning. Measurement and analysis is possible and easy on a group scale. Reliable, clear scoring and measurements need to be established, so as to limit the risk of inconsistent assessment. Hard-copy, electronic, online or interview style assessments are all possible. Observation and interview over time are required to assess change,

Relatively simple to set up, but more investment and thought required than reaction evaluation. Highly relevant and clear-cut for certain training such as quantifiable or technical skills. Less easy for more complex learning such as attitudinal development, this is famously difficult to assess. Cost escalates if systems are poorly designed, which increases work required to measure and analyze.

Measurement of behaviour change is less easy to quantify

trainees applied the learning and changed their behaviour, and this can be immediately and several months after the training, depending on the situation: Did the trainees put their learning into effect when back on the job? Were the relevant skills and knowledge used? Was there noticeable and measurable change in the activity and performance of the trainees when back in their roles? Was the change in behaviour and new level of knowledge sustained? Would the trainee be able to transfer their learning to another person?

relevance of change, and sustainability of change. Arbitrary snapshot assessments are not reliable because people change in different ways at different times. Assessments need to be subtle and ongoing, and then transferred to a suitable analysis tool. Assessments need to be designed to reduce subjective judgment of the observer or interviewer, which is a variable factor that can affect reliability and consistency of measurements. The opinion of the trainee, which is a relevant indicator, is also subjective and unreliable, and so needs to be measured in a consistent defined way.

and interpret than reaction and learning evaluation. Simple quick response systems unlikely to be adequate. Cooperation and skill of observers, typically linemanagers, are important factors, and difficult to control. Management and analysis of ongoing subtle assessments are difficult, and virtually impossible without a welldesigned system from the beginning. Evaluation of implementation and application is an extremely important assessment there is little point in a good reaction and good increase in capability if nothing changes back in the job, therefore evaluation in this area is vital,

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Results

Results evaluation is the effect on the business or environment resulting from the improved performance of the trainee - it is the acid test. Measures would typically be business or organizationa l key performance indicators, such as: Volumes, values, percentages, timescales, return on investment, and other quantifiable aspects of organizational performance, for instance; numbers of complaints, staff turnover, attrition, failures, wastage, non-compliance, quality ratings, achievement of standards and accreditations, growth, retention, etc.

It is possible that many of these measures are already in place via normal management systems and reporting. The challenge is to identify which and how relate to the trainee's input and influence. Therefore it is important to identify and agree accountability and relevance with the trainee at the start of the training, so they understand what is to be measured. This process overlays normal good management practice - it simply needs linking to the training input. Failure to link to training input type and timing will greatly reduce the ease by which results can be attributed to the training.

albeit challenging behavior. Individually, results evaluation is not particularly difficult; across an entire organization it becomes very much more challenging, not least because of the reliance on linemanagement, and the frequency and scale of changing structures, responsibilities and roles, which complicates the process of attributing clear accountability. Also, external factors greatly affect organizational and business performance, which cloud the true cause of good or poor results.

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Decision Points in Planning training Evaluation: John Dopyera and Louise Pitone identified eight decision points in planning training evaluation. They are: 1. 2. Should an evaluation be done? Who should evaluate? What is the purpose of evaluation? There are mainly two purposes of doing evaluation.

They are justification evaluation and determination valuation. Justification evaluations are undertaken as reaction to mandates. Other purposes that will make evaluation efforts more fruitful. These purposes include training needs assessment, programme improvements and impact evaluation. 3. What will be measured? The focus of the evaluation will be on training and delivery,

programme content, materials, impact of training on individuals through learning, behavior or performance change Learning can be measured through pre-test and post test. Evaluate the effects of training after the trainee returns to the work place using changes in between or the work results as indicators. 4. How comprehensive will the evaluation be? The scope or the duration and

comprehensiveness of the evaluation are influenced by available support, communication and evaluation purpose. 5. Who has authority and responsibility? Who has the authority and responsibility? At

different stages of evaluation will be determined by the factors like personnel, credibility of internal staff, communication, and objectivity of internal staff to do an evaluation regardless of results. 6. What are the sources of data? The most common source of evaluation data are reaction,

opinion, and /or test results of the participants, managers, supervisors, production records, quality control, financial records, personnel records, safety records, etc. 7. How will the data be collected and compiled? Data can be collected before training for

needs analysis or pre testing purpose, during training programme to make improvements along the way and after training for evaluation. Next step is selection of treatment or control groups and determination of nature of samples. Data can be complied either manually or by computers.
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8.

How will the data be analysed and reported? First reporting issue is concerned with

audiences like participants or trainees, training staff, managers, customers etc. Second and third issues are concerned with analysis and results and accuracy, policies and format respectively. These decision points are intended to increase awareness and interest in the evaluation of training to improve planning skills and to encourage more systematic evaluation of training programme. METHODS OF EVALUATION: Various methods can be used to collect data on the outcome of training. Some of these are: Questionnaires: - Comprehensive questionnaire could be used to obtain opinions,

reactions, and views of trainees. Tests: - Standard tests could be used to find out whether trainees have learnt anything

during and after the training. Interview: - Interviews could be conducted to find the usefulness of training offered to

operatives. Studies: - Comprehensive studies could be carried out eliciting the opinions and

judgments of trainers, superiors and peer groups about the training. Human resource factors: - Training can also be evaluated on the basis employee

satisfaction, which in turn can be examined on the basis of decrease in employee turnover, absenteeism, accidents, grievances, discharges, dismissals, etc. Cost benefit analysis: - The costs of training (cost of hiring trainers, tools to learn,

training center, wastage, production stoppage, opportunity cost of trainers and trainees) could be compared with its value (in terms of reduced learning time, improved learning, superior performance) in order to evaluate a training programme. Feedback: -After the evaluation, the situation should be examined to identify the probable

causes for gaps in performance. The training evaluation information (about costs, time spent, outcomes, etc.) should be provided to the instructors, trainees and other parties concerned for control, correction and improvement of trainees activities. The training evaluator should follow it up sincerely so as to ensure effective implementation of the feedback report at every stage.

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CHAPTER 4 PERSONAL LEARNING 3.1ANALYSIS OF EXISTING SYSTEM As a result of this project entitled, Evaluation of Training Programme, I was able to acquire knowledge pertaining to human resource as a part of an organization as a whole. This three months journey through JK Tyres Ltd has given me knowledge on various aspects of employee with respect to their training evaluation. JK tyre & Industry Ltd is committed to supply superior quality tyre. Which consistently meet or exceed customer expectation and strive for continuous improvement through effective implementation of Quality management system. To produce quality tyres the JK tyre & Industry Ltd established a procedure & maintained to ensure that employees are trained to perform better in there assigned duties. The scope is restricted to all employees who are carrying out the activities related to Quality. Administrative officer and the respective section heads are responsible for operating this procedure. To improve the competency of personnel, the respective section heads under consultation with MR (Management Representative) and Administrative officer (ADO) identifies the area of training need required and prepare the training plan. After the training, the respective section heads evaluate the effectiveness of training to enhance the competence of people. ADO maintains the appropriate records of education training, skills, and experience. For the purpose of continuous improvement JK tyre & Industry Ltd frequently conduct the internal training programme where all the employees will be trained batch wise depending upon their departmental work. After training programme conducted the programme will be evaluated by using the formatted evaluation form. Which is form for both the external and internal training programme . The specimen of the training evaluation programme forms are as follows:

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ANNEXURE-1 PROGRAM END FEED BACK

Program Title :

Dates

: From:

To:

Venue

Duration

: From:

To:

Days:

Faculty

: Mr.

Please give a few minutes for your feedback about the programme. Please use the following rating scale A. SI No Parameter Rating Suggestion PROGRAM EVALUATION (4-Excellent, 3-Good, 2-Average, 1-Below Average)

Fulfillment of objectives (s)

Contents

43

Duration Adequacy & Quality of Course

Material

Training 5

Methodology

&

use

of

training Aids

Hall Arrangement & Comfort

B. EFFECTIVENESS OF THE FACULTY Average) SI No 1 2 3 4 5 6 Faculty Name

(4-Excellent, 3-Good, 2-Average, 1-Below

Delivery& Subject Knowledge Presentation Interaction

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C. SELF- LEARINING (NOTE: 1 is Minimum and 10 is Maximum in scale) SI No Parameters At the beginning of the At the end of the Program (scale-1 to 10) Program scale-1to 10)

A Knowledge B Skill (if applicable)

D. MAJOR LEARINING POINTS 1 2 3 4

E. ACTION PLAN

E.NO

Name

BU/SSU

Signature

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ANNEXURE-2 EVALUATION OF PROGRAM EFFECTIVENESS Topic : Date : PROGRAMME EVALUATION 4 SI NO A Criteria Fulfillment objectives B Contents C Duration D Adequacy Quality & of of Excellent Good Average Poor Remark 3 2 1

Course Material E Training Methodology & use of training Aids F Hall Arrangement & Comfort

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EFFECTIVE OF THE FACULTY Subject 1 Knowledge

Delivery& 2 Presentation

Interaction

SELF LEARINING EVALUETION SI NO Parameters

A Knowledge B Skill (if applicable)

Prepared By

Approved B

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CHAPTER-5 ANALYSIS AND INTERPRETATION The interpretations are based on the feedback received from the employees through questionnaire, observation and answers received from employees during personal interview. Where questionnaire was prepared by me for both Internal & External training programme evaluation. The Internal training programme evaluation questionnaire contains the questions with main heading Like Participants information , About the programme , and Programme feed back , In programme feed back head 16 question will be asked for the participants both both management cadre staff and non management cadre staff depending on these 16 question the Internal training programme evaluation is done and Interpreted . Like wise for External training programme evaluation a questionnaire prepared by me during the study period which contains 13 questions. The questionnaire contains question like Name of the participant, department, Title of the programme, Name of the faculty of the training programme , duration , External agency / Institution name , Summary of the training . Mainly the analysis and Interpretation of the External training programme evaluation is based on the Summary of the training where different questions asked to the participants and feedback given by the participants. Depending upon the questions analysis and interpretation is to be done.

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The following tables and graphs interpret the results of the study. 5.1 Interpretation of Internal Training Programme 1. Q. Is the Training Programme relevant to your work? Table no: B- 4.1 Responses

No. of Respondents
MCS 20 00 20 Non-MCS 30 00 30

Percentage of Respondents
MCS 100 00 100 Non-MCS 100 00 100

Yes No Total Sample Size

Graph no: B-4.1

35 30 25 20 MCS 15 10 5 0 YES NO Non-MCS

Interpretation: Among the management cadre staff 100% of the participants say that the training program was related to their work. Among the non management cadre staff 100% of the participants say that the training program was related to their work.

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2. Q. Extent of knowledge gained, Table no: B-4.2 Responses No. of Respondents

MCS 00 00 20 20 Non-MCS 03 06 21 30

Percentage of Respondents
MCS 00 00 100 100 Non-MCS 10 20 70 100

Poor Average Good

Total Sample Size

Graph no: B-5.2

25

20

15 MCS 10 Non-MCS

0 Poor Average Good

Interpretation: Among the management cadre staff 100% of the employees feel that the knowledge gained during the training program was good. Among the non management cadre staff 10% of the participants say that the extent of knowledge gained training program was poor, 20% of the participants say that the extent of knowledge gained training program was average and 70% of the participants say that the extent of knowledge gained training program was good.

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3. Q. Each session stated the objectives clearly, Table no: B-5.3 Responses No. of Respondents
MCS 20 00 20 Non-MCS 30 00 30

Percentage of Respondents
MCS 100 00 100 Non-MCS 100 00 100

Yes No Total Sample Size

Graph no: B-5.3

35 30 25 20 MCS 15 10 5 0 YES NO Non-MCS

Interpretation: Among the management cadre staff 100% of the employees feel that the objectives in the training programme was clearly stated. Among the non management cadre staff 100% of the employees feel that the objectives in the training programme was clearly stated.

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4. Q. There was sufficient opportunity for interactive participation, Table no: B-5.4 Responses

No. of Respondents
MCS 17 03 20 Non-MCS 27 03 30

Percentage of Respondents
MCS 85 15 100 Non-MCS 90 10 100

Yes No Total Sample Size

Graph no: B-5.4

30

25

20 MCS Non-MCS 10

15

0 YES NO

Interpretation: Among the management cadre staff 85% of the employees state that they had sufficient opportunity for interactive participation and15% of the employees state that they did not have sufficient opportunity for interactive participation. Among the non management cadre staff 90% of the employees state that they had sufficient opportunity for interactive participation and10% of the employees state that they did not have sufficient opportunity for interactive participation.

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5. Q. The training was too technical and difficult to understand, Table no: B-5.5 Responses

No. of Respondents
MCS 18 02 20 Non-MCS 24 06 30

Percentage of Respondents
MCS 90 10 100 Non-MCS 80 20 100

Yes No Total Sample Size

Graph no: B-5.5

30

25

20 MCS Non-MCS 10

15

0 YES NO

Interpretation: Among the management cadre staff 90% of the employees state that the training provided was not technical and difficult to understand and 10%of the employees say that the training programme was technical, and difficult to understand. Among the non management cadre staff 80% of the employees state that the training provided was not technical and difficult to understand and 20%of the employees say that the training programme was technical, and difficult to understand.

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6. Q. The materials were pitched at the right level, Table no: B-5.6 Responses No. of Respondents
MCS 19 01 20 Non-MCS 27 03 30

Percentage of Respondents
MCS 95 05 100 Non-MCS 90 10 100

Yes No Total Sample Size

Graph no: B-5.6

30

25

20 MCS Non-MCS 10

15

0 YES NO

Interpretation: Among the management cadre staff 95% of the employees feel that the materials were pitched at the right level in training programme and 05% of the employees feel the materials were not pitched at the right level training programme. Among the non management cadre staff 90% of the employees feel that the materials were pitched at the right level in training programme and 10% of the employees feel the materials were not pitched at the right level training programme.

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7. Q. The materials for the training were helpful, Table no: B-5.7 Responses

No. of Respondents
MCS 19 01 20 Non-MCS 27 03 30

Percentage of Respondents
MCS 95 05 100 Non-MCS 90 10 100

Yes No Total Sample Size

Graph no: B-5.7

30

25

20 MCS Non-MCS 10

15

0 YES NO

Interpretation: Among the management cadre staff, 95% of the employees feel that the materials provided in the training programme was helpful and 05% of employees feel that the material for training was not helpful. Among the non management cadre staff, 90% of the employees feel that the materials provided in the training programme was helpful and 10% of employees feel that the material for training was not helpful.

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8. Q. The schedule for the training provided sufficient time to cover all of the proposed activities. Table no: B-5.8 Responses

No. of Respondents
MCS 16 04 20 Non-MCS 24 06 30

Percentage of Respondents
MCS 80 20 100 Non-MCS 80 20 100

Yes No Total Sample Size

Graph no: B-5.8

30

25

20 MCS Non-MCS 10

15

0 YES NO

Interpretation: Among the management cadre staff, 80% of the participants say that schedule for the training provided sufficient time to cover all of the proposed activities and 20% of the participants feel that the schedule for the training didnt provided sufficient time to cover all of the proposed activities. Among the non management cadre staff, 80% of the participants say that schedule for the training provided sufficient time to cover all of the proposed activities and 20% of the participants feel that the schedule for the training didnt provided sufficient time to cover all of the proposed activities.

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9. Q.How was the skill of the faculty? Table no: B-5.9 Responses

No. of Respondents
MCS 00 04 16 20 Non-MCS 00 08 24 30

Percentage of Respondents
MCS 00 20 80 100 Non-MCS 00 20 80 100

Poor Average Good

Total Sample Size

Graph no: B-5.9

30

25

20 MCS Non-MCS 10

15

0 Poor Average Good

Interpretation: Among the management cadre staff, 20% of the employees say that the skill of the faculty was average and 80% of the employees say that the skill of the faculty was good. Among the non management cadre staff, 20% of the employees say that the skill of the faculty was average and 80% of the employees say that the skill of the faculty was good.

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10. Q. The facilitators were well prepared for the session, Table no: B-5.10 Responses No. of Respondents
MCS 01 03 16 20 Non-MCS 03 06 21 30

Percentage of Respondents
MCS 05 15 80 100 Non-MCS 10 20 70 100

Poor Average Good

Total Sample Size

Graph no: B-5.10

25

20

15 MCS 10 Non-MCS

0 Poor Average Good

Interpretation: Among the management cadre staff, 05% of the employees feel that the facilitators were prepared poor for the session, 15% of the employees feel that the facilitators were prepared average for the session and 80% of the employees feel that the facilitators were prepared good for the session. Among the non management cadre staff, 10% of the employees feel that the facilitators were prepared poor for the session, 20% of the employees feel that the facilitators were prepared average for the session and 70% of the employees feel that the facilitators were prepared good for the session.

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11. Q. The facilitators encouraged active participation, Table no: B-5.11 Responses

No. of Respondents
MCS 20 00 20 Non-MCS 30 00 30

Percentage of Respondents
MCS 100 00 100 Non-MCS 100 00 100

Yes No Total Sample Size

Graph no: B-5.11

35 30 25 20 MCS 15 10 5 0 YES NO Non-MCS

Interpretation: Among the management cadre staff, 100% of employees say that the facilitators encouraged active participation. Among the non management cadre staff, 100% of employees say that the facilitators encouraged active participation.

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12. Q. The facilitators used variety of training methods, Table no: B-5.12 Responses No. of Respondents
MCS 14 06 20 Non-MCS 27 03 30

Percentage of Respondents
MCS 70 30 100 Non-MCS 90 10 100

Yes No Total Sample Size

Graph no: B-5.12

30

25

20 MCS Non-MCS 10

15

0 YES NO

Interpretation: Among the management cadre staff, 70% of the employees feel that the facilitators used variety of training methods and 30% of the employees feel that the facilitators didnt use variety of training methods. Among the non management cadre staff, 90% of the employees feel that the facilitators used variety of training methods and 10% of the employees feel that the facilitators didnt use variety of training methods.

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13. Q. The tools and equipments during the sessions worked well, Table no: B-5.13 Responses

No. of Respondents
MCS 18 02 20 Non-MCS 27 03 30

Percentage of Respondents
MCS 90 10 100 Non-MCS 90 10 100

Yes No Total Sample Size

Graph no: B-5.13

30

25

20 MCS Non-MCS 10

15

0 YES NO

Interpretation: Among the management cadre staff, 90% of the participants say that the tools and equipments during the sessions worked well and 10% of the participants say that the tools and equipments during the sessions worked well. Among the non management cadre staff, 90% of the participants say that the tools and equipments during the sessions worked well and 10% of the participants say that the tools and equipments during the sessions worked well.

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14. Q. The sessions lasted about the right amount of time, Table no: B-5.14

Responses

No. of Respondents
MCS 17 03 20 Non-MCS 24 06 30

Percentage of Respondents
MCS 85 15 100 Non-MCS 80 20 100

Yes No Total Sample Size

Graph no: B-5.14

30

25

20 MCS Non-MCS 10

15

0 YES NO

Interpretation: Among the management cadre staff, 85% of the employees say that the sessions lasted about the right amount of time and 15% of the employees say that the sessions didnt last about the right amount of time. Among the non management cadre staff, 85% of the employees say that the sessions lasted about the right amount of time and 15% of the employees say that the sessions didnt last about the right amount of time.

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15. Q. The training provided me an opportunity to meet other professionals from different disciplines and backgrounds, Table no: B-5.15 Responses

No. of Respondents
MCS 20 00 20 Non-MCS 27 03 30

Percentage of Respondents
MCS 100 00 100 Non-MCS 90 10 100

Yes No Total Sample Size

Graph no: B-4.15

30

25

20 MCS Non-MCS 10

15

0 YES NO

Interpretation: Among the management cadre staff, 100% of the employees say that the training provided them an opportunity to meet other professionals from different disciplines and backgrounds. Among the non management cadre staff, 90% of the employees say that the training provided them an opportunity to meet other professionals from different disciplines and backgrounds and 10% of the employees say that the training didnt provided them an opportunity to meet other professionals from different disciplines and backgrounds.

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16. Q.Specific suggestion to improve the programme: Table no: B-5.16 Responses No Comment Suggestion for conducting advanced training programme Total Sample Size No. of Respondents 06 14 20 Percentage of Respondents 30 70 100

Graph no: B-5.16

16 14 12 10 8 6 4 2 0 No Comment To Conduct advanced Training programme

Interpretation: Among the management cadre staff, 30% of the employees didnt give any suggestion and 70% of the employees suggested for conducting advanced training programme.

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Non Management Cadre Staff

Responses No Comment Should use local language Total Sample Size

No. of Respondents 09 21 30

Percentage of Respondents 30 70 100

Percentage of Respondents

30%

No Comments 70% To Use Local Language

Interpretation: Among the non management cadre staff, 30% of the employees didnt give any suggestion 90% of the employees say that they should use local language during training.

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5.2 Interpretation of External Training Programme 1. Q. Each session stated the objectives clearly, Table no: B-5.1 Responses No. of Respondents
MCS 20 00 20 Non-MCS 30 00 30

Percentage of Respondents
MCS 100 00 100 Non-MCS 100 00 100

Yes No Total Sample Size

Graph no: B-5.1

35 30 25 20 MCS 15 10 5 0 YES NO Non-MCS

Interpretation: Among the management cadre staff, 100% employees said that each session stated the objectives clearly. Among the non management cadre staff, 100% employees said that each session stated the objectives clearly.

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2. Q. There was sufficient opportunity for interactive participation, Table no: B-5.2 Responses No. of Respondents
MCS 18 02 20 Non-MCS 27 03 30

Percentage of Respondents
MCS 90 10 100 Non-MCS 90 10 100

Yes No Total Sample Size

Graph no: B-5.2

30

25

20 MCS Non-MCS 10

15

0 YES NO

Interpretation: Among the management cadre staff, 90% of the employees sat that there was sufficient opportunity for interactive participation and 10% of the employees sat that there was no sufficient opportunity for interactive participation. Among the non management cadre staff, 90% of the employees sat that there was sufficient opportunity for interactive participation and 10% of the employees sat that there was no sufficient opportunity for interactive participation.

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3. Q. The training was too technical and difficult to understand, Table no: B-5.3 Responses No. of Respondents
MCS 19 01 20 Non-MCS 27 03 30

Percentage of Respondents
MCS 95 05 100 Non-MCS 90 10 100

Yes No Total Sample Size

Graph no: B-5.3

30

25

20 MCS Non-MCS 10

15

0 YES NO

Interpretation: Among the management cadre staff, 95% of the employees say that the training was too technical and difficult to understand and 05% of the employees say that the training was not too technical and difficult to understand. Among the non management cadre staff, 90% of the employees say that the training was too technical and difficult to understand and10% of the employees say that the training was not too technical and difficult to understand.

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4. Q. The materials were pitched at the right level, Table no: B-5.4 Responses

No. of Respondents
MCS 00 02 18 20 Non-MCS 03 03 24 30

Percentage of Respondents
MCS 00 10 90 100 Non-MCS 10 10 80 100

Poor Average Good

Total Sample Size

Graph no: B-5.4

30

25

20 MCS Non-MCS 10

15

0 Poor Average Good

Interpretation: Among the management cadre staff, 10% of the employees say that the materials were pitched at the right level was average and 90% of the employees say that the materials were pitched at the right level was good. Among the non management cadre staff, 10% of the employees say that the materials were pitched at the right level was poor, 10% of the employees say that the materials were pitched at the right level was average and 80% of the employees say that the materials were pitched at the right level was good.

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5. Q. The materials for the training were helpful, Table no: B-5.5 Responses No. of Respondents
MCS 18 02 20 Non-MCS 27 03 30

Percentage of Respondents
MCS 90 10 100 Non-MCS 90 10 100

Yes No Total Sample Size

Graph no: B-5.5

30

25

20 MCS Non-MCS 10

15

0 YES NO

Interpretation: Among the management cadre staff, 90% of the employees say that the materials for the training were helpful and 10% of the employees say that the materials for the training were not helpful. Among the non management cadre staff, 90% of the employees say that the materials for the training were helpful and 10% of the employees say that the materials for the training were not helpful.

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6. Q. The schedule for the training provided sufficient time to cover all of the proposed activities, Table no: B-5.6 Responses No. of Respondents
MCS 18 02 20 Non-MCS 27 03 30

Percentage of Respondents
MCS 90 10 100 Non-MCS 90 10 100

Yes No Total Sample Size

Graph no: B-5.6

30

25

20 MCS Non-MCS 10

15

0 YES NO

Interpretation: Among the management cadre staff, 90% of the employees say that the schedule for the training provided sufficient time to cover all of the proposed activities and 10% of the employees say that the schedule for the training didnt provided sufficient time to cover all of the proposed activities. Among the non management cadre staff, 90% of the employees say that the schedule for the training provided sufficient time to cover all of the proposed activities and 10% of the employees say that the schedule for the training didnt provided sufficient time to cover all of the proposed activities.

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7. Q. The facilitators were well prepared for the session, Table no: B-5.7 Responses No. of Respondents
MCS 00 04 16 20 Non-MCS 00 00 30 30

Percentage of Respondents
MCS 00 20 80 100 Non-MCS 00 00 100 100

Poor Average Good

Total Sample Size

Graph no: B-5.7

35 30 25 20 MCS 15 10 5 0 Poor Average Good Non-MCS

Interpretation: Among the management cadre staff, 20% of the employees feel that the facilitators prepared for the session were average and 80% of the employees feel that the facilitators were well prepared for the session. Among the non management cadre staff, 100% of the employees feel that the facilitators were well prepared for the session.

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8. Q. The facilitators encouraged active participation, Table no: B-5.8 Responses

No. of Respondents
MCS 20 00 20 Non-MCS 30 00 30

Percentage of Respondents
MCS 100 00 100 Non-MCS 100 00 100

Yes No Total Sample Size

Graph no: B-5.8

35 30 25 20 MCS 15 10 5 0 YES NO Non-MCS

Interpretation: Among the management cadre staff, 100% of the employees say that the facilitators encouraged active participation. Among the non management cadre staff, 100% of the employees say that the facilitators encouraged active participation.

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9. Q. The tools and equipments during the sessions worked well, Table no: B-5.9 Responses No. of Respondents
MCS 18 02 20 Non-MCS 27 03 30

Percentage of Respondents
MCS 90 10 100 Non-MCS 90 10 100

Yes No Total Sample Size

Graph no: B-5.9

30

25

20 MCS Non-MCS 10

15

0 YES NO

Interpretation: Among the management cadre staff, 90% of the employees feel that the tools and equipments during the sessions worked well and 10% of the employees feel that the tools and equipments during the sessions didnt work well. Among the non management cadre staff, 90% of the employees feel that the tools and equipments during the sessions worked well and 10% of the employees feel that the tools and equipments during the sessions didnt work well.

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10. Q. The sessions lasted about the right amount of time, Table no: B-5.10 Responses No. of Respondents
MCS 18 02 20 Non-MCS 27 03 30

Percentage of Respondents
MCS 90 10 100 Non-MCS 90 10 100

Yes No Total Sample Size

Graph no: B-5.10

30

25

20 MCS Non-MCS 10

15

0 YES NO

Interpretation: Among the management cadre staff, 90% of the employees say that the sessions lasted about the right amount of time and 10% of the employees say that the sessions didnt last about the right amount of time. Among the non management cadre staff, 90% of the employees say that the sessions lasted about the right amount of time and 10% of the employees say that the sessions didnt last about the right amount of time.

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11. Q. The training provided me an opportunity to meet other professionals from different disciplines and backgrounds, Table no: B-5.11 Responses No. of Respondents
MCS 19 01 20 Non-MCS 27 03 30

Percentage of Respondents
MCS 95 05 100 Non-MCS 90 10 100

Yes No Total Sample Size

Graph no: B-5.11

30

25

20 MCS Non-MCS 10

15

0 YES NO

Interpretation: Among the management cadre staff, 95%of the employees say the training provided me an opportunity to meet other professionals from different disciplines and backgrounds and 05%of the employees say the training didnt provided me an opportunity to meet other professionals from different disciplines and backgrounds. Among the non management cadre staff, 9o%of the employees say the training provided me an opportunity to meet other professionals from different disciplines and backgrounds and 10%of the employees say the training didnt provided me an opportunity to meet other professionals from different disciplines and backgrounds.

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12. Q. Should your Industry use this agency for training in future, Table no: B-5.12 Responses No. of Respondents
MCS 20 00 20 Non-MCS 27 03 30

Percentage of Respondents
MCS 00 100 100 Non-MCS 90 10 100

Yes No Total Sample Size

Graph no: B-5.12

30

25

20 MCS Non-MCS 10

15

0 YES NO

Interpretation: Among the management cadre staff, 100% of the employees feel that the Industry should use this agency for training in future. Among the non management cadre staff, 100% of the employees feel that the Industry should use this agency for training in future.

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13. Q. What additional training would you like to have in the future? Management Cadre Staff Table no: B-5.13 Responses No Comments To provide advanced infrastructure training room Total Sample Size No. of Respondents 08 12 20 Percentage of Respondents 40 60 100

Graph no: B-5.13

14 12 10 8 6 4 2 0 No Comments To provide advanced infrastructure training room

Interpretation: Among the management cadre staff, 40% of the employees didnt provide comments and 60% of the employees say that they should provide advanced infrastructure training room.

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Non Management Cadre Staff Responses No Comments To use Local language Total Sample Size No. of Respondents 18 12 30 Percentage of Respondents 60 40 100

Percentage of Respondents

40% No Comments To use local lancuage

60%

Interpretation: Among the non management cadre staff, 60% of the employees didnt provide comments and 40% of the employees say that they should use local language during training programme.

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CHAPTER 6 6.1 FINDINGS The findings of this project work are based on the survey conducted in the JK tyre & Industry Ltd. For the purpose Evaluation of training programme.After analyzing and Interpreting the data of the survey the following findings obtained No recent training programme is been conducted to MCS employees due to work load. Training programme conducted to the Non MCS employees is done in English, where many of them find difficult to understand. Apart from the feedback given by the participants, I found that some employees are rejected to fill the evaluation questionnaire. And some people are not at all familiar with the training programme which is conducted by JK tyres and industry Ltd. Training programme is conducted according to the training calendar prepared by the HR person. The facilitators encourage the employees for active participation in the training programme. Majority of the employees say that the training provided them an opportunity to meet other professionals from different disciplines and backgrounds. Majority of the employees say that the training programme was helpful for their job. Employees suggest conducting advance training programme, which helps them improve their skills. Majority of the employees say that the training programme should consist case study. Majority of the employees say that incentives should be given for attaining the training programme. Many employees refused to fill their personal details (their name,division,duration) .

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6.2 SUGGESTIONS Suggestions are based on the areas in which the management and HR department should concentrate more to make the training programme more effective. Some of this suggestions are been given by the employees on the basis of their personal experience. The training programme must be conducted frequently in every 3 or 6 months which helps them to carry out their job. Incentives to be provided after the training programme who have attended, so that many employees will attain the training programme. The training programme must be conducted for all the department employees because it is found that during my survey that some people are not familiar with conducted training programme & make the all employees to attend the training programme compulsory which will arrange by the JK tyre & Industry Ltd. The training should be given to contract based employees. The feedback format of the training programme must be change frequently and maintained. After every training programme the feedback should be very soon. Proper materials like pen, note pad should be provided to the employees which will be helpful during the training programme. Training programme should be done in local language which can be easily understood by the employee, and which makes training programmemore effective. Management should try to arrange training programme for MCS, where most of the MCS employees have not undergone training programme. More external training programme should be arranged by management, where employees can get a chance to interact with outside agency. Training programme should be arranged in training centers, resorts, institutions which have more facilities like AC, fresh room and with proper facilities of accommodation if the training programme is more than one day.

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6.3 CONCLUSION
JK tyre & Industry Ltd conduct internal training & also send their managers for External training for the awareness of the other topics which is needed for their work requirement improvement. All the process of the training is documented and followed according to the prescribed rules & regulation. I understood that doing my project in JK tyre & Industry Ltd where all the process will be carries out on the documented process .The management of the JK tyre & Industry Ltd ensures that the all employees are aware of the importance of their activities and how they contribute to the achievement training programme. To improve the competency of personnel the respective section heads in consultation with HR identifies the area of training need required and prepare the training plan .After the training the respective section heads evaluate the effectiveness of training to enhance the competence of people . HR maintains the appropriate records of education, training, skills, and Experience. Since few years a big advancement was noticed in vehicles and their increasing speed on highway. It raises a serious question on the road safety, and J.K Tyre has initiated this program under CSR which stand for Corporate Social Responsibility. In a nationwide program led by J.K Tyre the selected tyre fitters will be trained with latest technology. In this one day training program held in Udaipur, The national service manager of JK TYRE Devashish Das and Regional Service Manager Sunil Kumar Mehta trained the selected tire fitters. During the training session every minor detail were given to the candidates. In the end of the session all trainees were presented with the certificate of Master Tyre Fitter

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6.4 COMPANY PHOTOGRAPHY Vikrant Bias Tyre Plant

Vikrant Radial Tyre Plant

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Vikrant OTR Plant

Kankroli Tyre Plant

Banmore Tyre Plant

BIBLIOGRAPHY

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6.5 ANNEXURE QUESTIONNARE FOR INTERNAL TRAINING PROGRAMME EVALUATION

Dear Sir, I am a student of Maharanis Arts and Commerce College for Women, MBA Department doing my project on Evaluation of Training Programme provided by JK Tyre & Industries Ltd, Mysore . I request you to spend your precious time for completing this questionnaire which helps me in successful completion of my project work. I assure you that information provided to me will be kept confidential and used for academic purpose only. Note: - Please tick [] in Appropriate Box Personal Details Name Department a) MCS ( Designation Gender (a) Male ( Age (a) 19-25 ( :

) :

b) Non MCS

(b) Female (

(b) 26-30

(c) 31 & above (

About the Training programme Title : Faculty : Note: - Please tick [] in Appropriate Box
85

Duration Venue

: :

Content Delivery: 1]. Is the programme relevant to your work? (a)Yes [ ] (b) No [ ]

2].Extent of knowledge gained, (a)Poor [ ] (b) Average [ ] (c) Good [ ]

3]. Each session stated the objectives clearly, (a)Yes [ ] (b) No [ ]

4].There was sufficient opportunity for interactive participation, (a)Yes [ ] (b) No [ ]

5].The training was too technical and difficult to understand, (a)Yes [ ] (b) No [ ]

6].The materials were pitched at the right level, (a)Poor [ ] (b) Average [ ] (c) Good [ ]

7].The materials for the training were helpful, (a)Yes [ ] (b) No [ ] 8].The schedule for the training provided sufficient time to cover all of the proposed activities, (a)Yes [ Facilitator: 9]. How was the skill of the faculty? (a)Poor [ ] (b) Average [ ] (c) Good [ ] ] (b) No [ ]

10].The facilitators were well prepared for the session, (a)Poor [ ] (b) Average [ ] (c) Good [ ]

11].The facilitators encouraged active participation,

86

(a)Yes [

(b) No [

12].The facilitators used variety of training methods, (a)Yes [ Facility: 13].The tools and equipments during the sessions worked well, (a)Yes [ ] (b) No [ ] ] (b) No [ ]

14].The sessions lasted about right amount of time, (a)Yes [ ] (b) No [ ]

General Satisfaction: 15].The training provided me an opportunity to meet other professionals from different disciplines and backgrounds, (a)Yes [ ] (b) No [ ]

Any specific suggestion to improve the programme:-

Signature of the participant:

87

QUESTIONNARE FOR EXTERNAL TRAINING PROGRAMME EVALUATION

Personal Details

Name Department a) MCS ( Designation Gender (a) Male ( Age (a) 19-25 (

) :

b) Non MCS

(b) Female (

(b) 26-30

(c) 31 & above (

About the Training programme

Title of the programme Name of the faculty Duration(in days) External Agency / Institution Name Location

: : : : :

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Note: - Please tick [] in Appropriate Box Content Delivery: 1].Each session stated the objectives clearly, (a)Yes [ ] (b) No [ ]

2].There was sufficient opportunity for interactive participation, (a)Yes [ ] (b) No [ ]

3].The training was too technical and difficult to understand, (a)Yes [ ] (b) No [ ]

4].The materials were pitched at the right level, (a)Poor [ ] (b) Average [ ] (c) Good [ ]

5].The materials for the training were helpful, (a)Yes [ ] (b) No [ ]

6].The schedule for the training provided sufficient time to cover all of the proposed activities, (a)Yes [ Facilitator 7].The facilitators were well prepared for the session, (a)Poor [ ] (b) Average [ ] (c) Good [ ] ] (b) No [ ]

8].The facilitators encouraged active participation, (a)Yes [ Facility: 9].The tools and equipments during the sessions worked well, (a)Yes [ ] (b) No [ ] ] (b) No [ ]

89

10].The sessions lasted about the right amount of time, (a)Yes [ General Satisfaction: 11].The training provided me an opportunity to meet other professionals from different disciplines and backgrounds, (a)Yes [ ] (b) No [ ] ] (b) No [ ]

12]. Should your Industry use this agency for training in future:(a)Yes [ ] (b) No [ ]

What additional training would you like to have in the future?

Signature of the participant:

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6.6 BIBILIOGRAPHY Book Name Author Publication : HUMAN RESOURCE MANAGEMENT : V.S.P. Rao & Hari Krishna : United publishers.

Book Name Author Publication

: Personnel and Human Resource Management : P. Subba Rao : United publishers.

Book Name Author Publication

: Effective Training : P. Nick Blanchard, James. W. Thacker. : United publishers.

Web-sites: www.Evalution of training programme.com

JK Tyre & Industries ltd Annual Report 2007-2010

Web-sites: www.jktyre.com www.citehr.com www.Evalution of training programme.com

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