A STUDY ON

IMPORTANCE OF TRAINING AND DEVELOPMENT

AT

VARDHMAN FABRICS (a unit of Vardhman textiles ltd.)

w

Submitted To, MISS Bharti yaduwenshi Professor

Submitted By
Renu Badgujar

MBA III Sem.

Scope Institute of Business Management

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DECLARATION

I Renu Badgujar Class M.B.A. III SEM (HR) College Scope Institute of Business Management state that I got work place training VARDHMAN FABRICS from 16/05/2012 to 30/06/2012 by being

personally present in the company and this project is prepared by me and is completely fundamental.

Signature Name Renu Badgujar

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CERTIFICATE OF THE GUIDE

This is to certify that the work place training project entitled, TRAINING AND DEVELOPMENT with special reference to

VARDHMAN FABRICS is prepared by Renu Badgujar Class M.B.A. III SEM (HR) under my guidance after taking training from VARDHMAN FABRICS, BUDNI (M.P.)

Signature Name Of the Guide

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CERTIFICATE OF THE COMPANY

This is to certify that Renu Badgujar Class M.B.A. III SEM (HR) got work place training in VARDHMAN FABRICS, BUDNI by being

personally present from 16/05/2012 to 30/06/2012

Signature Name of the Guide

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ACKNOWLEDGEMENT

I Renu Badgujar the completion of my work place training in VARDHMAN FABRICS,BUDNI (M.P.) I feel pleasure to thank Mr. Ni tin Modh, Professor, Scope Institute of business management for guiding me throughout the project work and leading me positively in every subject of doubt. I would like to extend my gratitude to all staff of Indore School of Social Work for the valuable education they have provided during this course curriculum. I heartily thank my friends and colleagues for their immense help that they had provided to me during my work place training Report. My special thanks to Mr. Lalit Mahajan, HR Manager, Ms. Rashmi Jain, Mr. Mukesh Serohi, Mr. Lalit Sharma and different employees of VARDHMAN FABRICS for providing me with

adequate information and help during training and for the fulfillment of my project.

Renu Badgujar

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CONTENT

I Introduction of Training Training: concept Principles of training Purpose of training Training objectives Systematic approach to training Responsibilities for training Quality records for training Methods of training On the job methods On the job methods II METHODOLOGY Introduction Statement of the problem Objectives of the study III Area of study About VARDHMAN FABRICS IV Tabulation & interpretation V Findings & Conclusion Conclusion Interview schedule VI Bibliography

CHAPTER - I
INTRODUCTION OF TRAINING & 6 DEVELOPMENT

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Introduction of Training Training refers to the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relates to specific useful skills. It forms the core of apprenticeships and provides the backbone of content at technical colleges and polytechnics. Today it is often referred to as professional development. Training & Development is the field concerned with workplace learning to improve performance. Such training can be generally categorized as on-the-job or off-the-job. On-the-job training that is given in a normal working situation, using the actual tools, equipment, documents or materials that they will use when fully trained. On-the-job training describes is usually most effective for vocational work. Off-the-job training takes place away from normal work situation which means that the employee is not regarded as productive worker when training is taking place. An advantage of off-the-job training is that it allows people to get away from work and totally concentrate on the training being given. This type of training is most effective for training concepts and ideas. TRAINING: Concept Training is the act of increasing the knowledge and skills of an employee for performing a particular job. A trainee learns new habits, refined skills and useful knowledge during the training that helps him improve performance. Training involve the change of skills, knowledge, attitude or social behavior, which reflect How employees work Employees attitude towards work Employees performance

PRINCIPLES OF TRAINING Since training is a continuous process and not a one shot affair, and since it consumes time and entails much expenditure, it is necessary that a training 7 Renu badgujar

programme or policy should be prepared with great thought and care, for it should serve the purposes of establishment as well as the needs of employees. Certain general principles need to be considered while organizing a training programme. For example: Training in work organization trend to be most responsive to training programme"s when they feel the need to learn. Leaning is more effective where there is reinforcement in the form of rewards and punishments. In the long run, awards tend to be more effective for changing behavior and increasing ones learning than punishment. Rewards for the application of learned behavior are most useful when they quickly follow the desired performance. Negative reinforcement through application of penalties and heavy criticism following inadequate performance may have a disruptive effect upon the learning experience of the trainee than positive reinforcement. The Need for Training Good communications and consultation are essential for efficient operation in any organization. However, their impact is often diminished by a lack of skill or knowledge on the part of the participants. It is important, therefore, to provide both managers and employees with training in the skills and techniques required for communication and consultation. Training can help employees better understand the information they are given and can encourage them to play a fuller part in the way the organization conducts its affairs. Training courses in particular can be a useful way of giving employees factual information about their employment because they necessarily include a substantial element of explanation and provide opportunities for questions to be answered. Managers have an important role to play in communicating and consulting and good training can enable them to:

become more aware of the importance of good communication and consultation practice 8 Renu badgujar

understand their roles and responsibilities as communicators Support those who are less outspoken and improve their ability to communicate.

Training is particularly important for supervisors who have important communications responsibilities but often limited experience. Communication and consultation skills should have a place in any development programme for them as well as for other managers. Trade unions should also ensure that they provide adequate training for their representatives to enable them to take a full part in employee communications and consultation. Wherever possible training should be participative and trainees should be encouraged to exchange views, take part in discussions and share ideas and experiences. Such participation not only makes for more effective training but also helps to foster the idea of employee involvement which is an underlying principle of consultation and communication. It is good practice to evaluate periodically the effectiveness of any training undertaken.

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Figure 1: Importance of Training

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TRAINING IN VARDHMAN FABRICS PURPOSE OF TRAINIG To stablish a system for identifying the training need and to provide the same so as to enable the employees of the unit to discharge their assigned responsibility as per the desired quality & focus on customers specific requirements and employee motivation and empowerment. SCOPE Applicable to all personel carrying out activites affecting the quality of product & environment. TRAINING OBJECTIVES To prepare employee for the job meant for them while on first appointment, on transfer, or on promotion, impart to the required skill and knowledge. To assist the employees to function more effectively in their present position by exposing them to the latest concepts, information, techniques, and developing the skills that would be required in their particular fields. To build a second line of competent officers and prepare them to occupy more responsible positions.

SYSTEMATIC APPROACH TO TRAINING Training is most effective when it is planned, implemented and evaluated in a systematic way. Unplanned, uncoordinated and haphazard training efforts greatly reduce the learning that can be expected. Table 1 shows three major components of a systematic approach to training. ASSESSMENT :- before assessing the training needs following must be considereda. INDIVIDUAL NEEDS training related to individual skill e.g. general computer trining, communication skill etc. b. OCCUPATIONAL NEEDS training related to individuals present responsibilities e.g. Working on a specific software training etc. 11 Renu badgujar

c. ORGNIZATIONAL NEEDS training related to companys long term gole e.g. training on TS 16949, ISO 14001, Fire Fighting, first aid etc. IMPLEMENTATION :- Training program must be organized and documented as a part of companys continuous on going improvement program. EVALUATION :- compare training outcomes against criteria . RESPONSIBILITIES FOR TRAINING Training is the responsibility of four main groups. The top management, which frames the training policy; The personnel department, which plans, establishes and evaluates instructional programs; Supervisors, who implement and apply developmental procedure; and Employees, who provide feedback, revision and suggestions for corporate educational Endeavours. Other responsibilities are given in description blow : s.no Activity 1 NEW EMPLOYEE INDUCTION On joining the company each new employee must be given basic induction on the companys profile, polices, system. In case of refresher/trainee, initelly he she works under supervision of related engineer/ supervisor /manager. His work is to be supervised by the related officer For initial 6 months, the perfornmance of new recruit to be reviewed on two month basic, to assess -progress made by employee, & Training needs. 2 ON-JOB TRAINING Training should be given to operators/employees on-job to enhance their skills. Record the training provided and review the records. Update the employee training records and updation of skill 3 matrix of staff. REGULAR TRAINING AND AEWARENESS PROGRAME 12 Renu badgujar Concern Department Head responsibility Officer HR Officer HR

Concern personnel Conc. Personnel + Officer HR Officer HR

(INTERNAL) In every depatrtment regular intruction /awareness are conducted for up keep & up gradation of knowledge, awareness, skills, attitude, their participation for solving 4

Conc. Dept. Head

present problems and achieving companys aim & objectives. SPECIAL TRAINING Assess the training needs required by the personel based on Conc. Dept. Head the work assigned to individual personnel, problem being faced if any through Appraisal form or training need assessment form. Receive the identified training need form M.D/ Dept. Head and compile the training the training need. Identify the trainer for the required training programmes. Get the training calendar approved from M.D. for getting budget approvals. In case of particular training could not be conducted for any reason reschedule the training Provide all logistic arrangement required during the in house training Get the feed back from the participant for the faculty / trainer towards evaluating the program. Evaluate the utilization of training imparted to the participants in the Dept./ section and send the evaluation report Officer HR for review. S For in effective training/ improper utilization of skills, discus with the M.D./Dept. Head and if required, organize refresher training for such participants. SPECIAL TRAINING Employees to be encouraged to share their ideas/ suggestion for continual impovernment and to promote innovation towards achieving organization objectives e.g. Kaizen, Value Engg. Etc. Attractive schemes to be introduced for employees for giving their ideas e.g. in form of gift vouchers, prizes, recognitions etc. Officer HR Officer HR Officer HR Officer HR Conc. Dept. Head Officer HR Officer HR Officer HR Officer HR

QUALITY RECORDS FOR TRAINING FORMAT NAME Appraisal form Training Need FORMAT NUMBER F01(TRG-P-01) F02(TRG-P-01) 13 Renu badgujar RETENTION PERIOD Till working in Company Till working in Company

Assessment form Training Calendar Training Feedback Form Training Evaluation Report Employee Motivation Survey Individual Training Recordds Skill Matrix Job Descruption Sheets Induction Evaluation Reports METHODS OF TRAINING

F04(TRG-P-01) F05(TRG-P-01) F06(TRG-P-01) F07(TRG-P-01) F08(TRG-P-01) F09(TRG-P-01) F010(TRG-P-01) F011(TRG-P-01)

1 year 1 year Till working in Company 5 yrar Till working in Company Till working in Company Till working in Company Till working in Company

There are two types of training methods mainly used by the company On the job methods Off the job methods

On the job methods On the job training: an employee is placed in a new job and is told how it is to be performed by a trained instructor. Vestibule training or training center training: it involves classroom training imparted with the help of equipment and machines identical to those in use at the work place. Simulation: it is an extension of vestibule training. The trainee works in closely duplicated real job condition. Demonstration and examples: here the trainer performs the activity himself, going through a step-by-step explanation of the why, how and what of what he is doing. Apprenticeship: each apprentice is given a programme of assignment according to a predetermined scheduled which provides for efficient training trade skills. Off the job or classroom methods: Here training is not a part of everyday job activity, location may be a company classroom or an outside place. Lectures: these are formally organized talks by an instructor on specific 14 Renu badgujar

topics. They are useful for a very large group to be trained in a short time. Conference method: here, a conference is held where mutual problems are discussed and participants pool their ideas and experience in attempting to arrive at better methods of dealing with these problems. Seminar or team discussion: Case discussion: here a real situation is presented to the group and members are trained to identity the problem present. They must suggest various alternatives for tackling them, analyze each one of these, find out their comparative suitability, and decide for themselves the best solution. Role-playing: here trainees act out a given role as they would in a stage play. There are no written lines to be said and naturally, no rehearsals. Programmed instruction: here programme knowledge is imparted with the use of a textbook or a teaching machine. T-group training: here learning about oneself and others through observing and participating in an ongoing group is done. SUPPORT MATERIAL FOR TRAINING

A variety of tools and equipment are utilized to impart effective training. These are: Lectures, conferences, seminars and staff-meetings, demonstrations and short course through coaching. Role-playing and job rotation. Case or project studies and problem-solving sessions. Pamphlets, charts, brochures, booklets, handbooks, manuals, etc. Graphs, pictures, books, slides, movie projectors, filmstrips, tapes, etc. Posters, displays, notice and bulletin boards. Reading rooms and libraries. Under-study and plant visits. Figure 2: The Structure of the Training Evaluation

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Using the diagram in Figure 1 as a structural framework, we can identify five basic points at which we might take measurements, conduct assessments, or reach judgments. These five points are indicated in the diagram by the numerals 1 through 5: 1. Before Training 2. During Training 3. After Training or Before Entry (Reentry) 4. In The Workplace

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CHAPTER II METHODOLOGY

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METHODOLOGY INTRODUCTION This chapter describes the method being adopted to conduct research. Research methodology enables systematic solution of the research problems. It serves as a blue print which guides the researcher step by step and provides structure to the research being conducted. The chapter throws light on the method of survey, data processing, analysis and setting of study. STATEMENT OF THE PROBLEM Training is necessary for improving the quality of work of employees. There are some other reasons also, for which this training becomes necessary. Given below are various factors giving rise to the need for training: To impart to the new entrants the basic knowledge and skills they need for an intelligent performance of definite tasks. To assist employees to function more effectively in their present position by exposing them to the latest concepts, information and techniques and developing the skills they would need in their particular field. People have not only to work but work effectively with the minimum of supervision, minimum of cost, waste and spoilage, and to produce quality goods and services. Increasing use of fast changing techniques in production and other operations requires training into newer methods for the operatives. Old employee need refresher training to enable them to keep afresh of changing techniques and the use of sophisticated tool and equipment. Training is necessary when a person has to move from one job to another because of transfer promotion or demotion.

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UNIVERSE STUDY The trainee has taken all the staffs (135) of VARDHMAN FABRICS BUDNI (M.P.) as a universe study.

SAMPLE SIZE The trainee has taken 20 employee from the universe. SAMPLING PROCEDURE The selection was done on the basis of non-probability accidental sampling because the trainee taken the employee from different departments, those who are free from work that time. OBJECTIVES OF THE STUDY 1. To understand type of training used in organization. 2. To know about the level of training programme. 3. To assess the view of the employee towards the training program DATA COLLECTION A. Source of data collection : i. Primary sources : Primary sources was the first time data collected by researcher. He gathered information directly from employee i.e. workers, officers, trainees, executives and managers. ii. Secondary sources : Secondary data was already available in the form of paper source. This included documents, journals, newspaper articles, statistical studies and survey, magazines, text books and scholarly research papers, manual and internet. Researcher used the above resources as an additional one required for understanding and acquiring in depth knowledge of the subject.

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B. Tools of data collection : i. Interview schedule : The interview scheduled was used to collect primary data from employee. Keeping the objectives of study in mind the researcher designed the interview scheduled comprising both open-ended and close-ended questions. And a structural interview scheduled was used to collect information from employee.

ii. Uncontrolled observation : Trainee did observations in an uncontrolled manner which means he had not decided the parameters on which he would observe. He observed the body language, expressions, way of talking and place of work of each respondent. DATA PROCESSING i. Scrutinizing the data : The first was to scrutinize the information collected through interview schedule. Whole scrutinizing the data it was necessary to check the completeness of forms, relevance and response of the questions, internal and external consistency. ii. Code Book : In code book each question converted in its shortest from and alternatives were given different codes by researcher. iii. Master Chart : The master chart was prepared with the help of codes prescribed in the code book. This gives a clear picture of data. iv. Tabulation : The researcher to present the statistics in a tabulated form and to analyze those findings prepared the tabulations. v. Interpretation of data : After the tabulation and percentage information is completed, the researcher then interprets the tables and draw various inferences related to the subject. vi. Statistical method : Various statistical measures are applied by the researcher in the interpretation of his 20 Renu badgujar

data collected.

CHAPTER NO III

AREA OF STUDY

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ABOUT VARDHMAN FABRICS Vardhman Group is a leading textile conglomerate in India having a turnover of $700 mn. Spanning over 24 manufacturing facilities in five states across India, the Group business portfolio includes Yarn, Greige and Processed Fabric, Sewing Thread, Acrylic Fibre and Alloy Steel. Vardhman Group manufacturing facilities include over 9,27,430 spindles, 55.5 tons per day yarn and fibre dyeing, 900 shuttle less looms, 90 mn meters per annum processed fabric, 33 tons per day sewing thread, 20000 metric tons per annum acrylic fibre and 100,000 tons per annum special and alloy steel. Vardhman has evolved through history from a small beginning in 1965 into a modern textile major under the dynamic leadership of its chairman, S.P.Oswal. His vision and insight has given Vardhman an enviable position in the textile industry. Under his leadership, Vardhman is efficiently using resources to innovate, diversify, integrate and build its diverse operations into a dynamic modern enterprise. HISTORY The industrial city of Ludhiana, located in the fertile Malwa region of Central Punjab is otherwise known as the "Manchester of India". Within the precincts of this city is located the Corporate headquarters of the Vardhman Group, a household name in Northern India. The Vardhman Group, born in 1965, under the entrepreneurship of Late Lala Rattan Chand Oswal has today blossomed into one of the largest Textile Business houses in India. At its inception, Vardhman had an installed capacity of 14,000 spindles, today; its capacity has increased multifold to over 8 lacs spindles. In 1982 the Group entered the sewing thread market in the country which was a forward integration of the business. Today Vardhman Threads is the second largest producer of sewing thread in India. In 1990, it undertook yet another diversification - this time into the weaving business. The grey fabric weaving unit at Baddi (HP), commissioned in 1990 with a capacity of 20,000 meters per day, has already made its mark as a quality producer of Grey poplin, sheeting, shirting in the domestic as well as foreign market. This was followed by entry into fabric processing by setting up Auro Textiles at Baddi and Vardhman Fabric at Budhni,Madhya Pradesh. Today the group has 900 shuttleless looms and has processing capacity of 90mn meters fabrics/annum. In the year 1999 the Group has added yet another feather to its cap with the setting up of Vardhman Acrylics Ltd., Bharuch (Gujarat) which is a joint venture in Acrylic 22 Renu badgujar

Fibre production undertaken with Marubeni and Exlan of Japan. The company also has a strong presence in the markets of Japan, Hong Kong, Korea, UK and EU in addition to the domestic market. Adherence to systems and a true dedication to quality has resulted in obtaining the coveted ISO 9002/ ISO 14002 quality award which is the first in Textile industry in India and yet another laurel to its credit. .

CHAPTER NO IV TABULATIONS & INTERPRETATIONS

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In this chapter the researcher show the data and interprets through tables, graphs, which was collected during the data collection session. In this chapter the researcher show the personal and job profile of the employee and also show the, who training needs identified, perception of the workers towards the training and development programme, practical applicability of training and development TABLE-2.1 Gender Gender NO. OF RESPONDAN CES 1. 2. Male Female TOTAL 19 1 20 95 5 100 PERCENTAGE

SR.NO.

Above Table-2.1 shows that 19 respondent are male only 1 is femal from the 20 employee. s TABLE-3.2 AGE SR.NO. AGE NO. OF RESPONDAN 24 Renu badgujar PERCENTAGE

CES 1. 2. 3. 4. 20-30 30-40 40-50 50-ABOVE TOTAL 12 6 2 0 20 60 30 10 0 100

Above Table-3.2 shows that maximum 60% employee are in the age in bitween 2030 years and 30% are in the age in bitween 30-40 years. TABLE NO.4.3 EDUCATIONAL QUALIFICATIONS SR.NO. 1. 2. 3. 4. QUALIFICATION H.SC. Graduate Post Graduate . Others TOTAL 0 5 5 10 20 NO. OF RESPONDENTS PERCENTAGE 0 25 25 50 100

Table-4.3 shows that 50% of the respondent are heaving techinical and special qualification . and 25% employee are graduate and same 25% employee are post graduate.

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TABLE NO.5.4 EXPERIENCE SR.NO. 1. 2. 3. 4. EXPERIENCE 01-05 05-10 10-15 Above 15 TOTAL 09 07 03 01 20 NO. OF RESPONDENTS PERCENTAGE 45 35 15 05 100

Table-5.4 shows that 45% employee have 01-05 years experience and 05%

9employee have above 15 years experience. 8 7 6 5 4 3 2 1 0

26 Renu badgujar Figure:5.4

01_05 05_10 10_15 Above 15

TABLE-9.5 MONTHLY INCOME SR.NO. 1. 2. 3. 4. INCOME (in rs) NO. OF RESPONDENTS PERCENTAGE

5000-10000 6 30 10000-15000 5 25 15000-20000 9 45 20000 and above 0 0 TOTAL 20 100 Table-9.5shows that 45% employees Have monthly income in bitween 5000-10000 rs, 25% empolyee have 10000-15000 nd 45& employee stated that of salary bitween 15000-20000. TABLE-10.6 TRAINING PROVIDED TRAINING PROVIDED Yes No 18 2 20 NO. OF RESPONDENTS

SR.NO. 1. 2. TOTAL

PERCENTAGE 90 10 100

Table-10.5 shows that 90% employee stated that company provided them any kind of training and 10% employee sys that they are not giveg thriugh in any kind of training. TABLE-11.7 TYPE OF TRAINING 27 Renu badgujar

SR.NO. 1. 2. 3. 4. TOTAL

TYPE OF TRAINING ATTENDED Work related safty related Health related For improving skill 10 3 2 5 18

NO. OF RESPONDENTS

PERCENTAGE 55 15 10 25 100

Table-11.7 shows that 55% employee stated that they got work related training, 17% employee says that they got sefty related training and 28% employee says that it was the training of employee to increase/ improve their skills. TABLE-13.8 PROCEDURE OF SELECTION SR.NO. 1. 2. 3. 4. TOTAL SELECTION PROCEDURE Through Selection process Self demanding Through need assesment Any other 6 0 12 0 18 NO. OF RESPONDENTS PERCENTAGE 33 0 67 0 100

Table-13.8

shows that 33% employee have selected through the selection

procedure of the company and 67% employeee stated that they have selected through the need evaluation

TABLE-14.9 PLACE OF TRAINING SR.NO. 1. 2. TOTAL PLACE OF TRAINING ON WORK PLACE OTHER PLACE 15 3 18 NO. OF RESPONDENTS PERCENTAGE 83 17 100

Table-14.9 shows that 83% employee get training at the work place AND 17% employee get training at any other place. 28 Renu badgujar

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TABLE-15.10 DURATION OF TRAINING SR.NO. 1. 2. 3. 4. TOTAL DURATION 1 day 2 days 3 days More than 3 18 0 0 0 18 NO. OF RESPONDENTS PERCENTAGE 100 0 0 0 100

Table-15.10 shows that 100% employee got training of one day.

TABLE-16.11 LEVEL OF TRAINING SR.NO. 1. 2. 3. 4. TOTA LEVEL High level General Low level Cant say 10 8 0 0 18 NO. OF RESPONDENTS PERCENTAGE 55 45 0 0 100

Table-16.11 shows that 55% employee stated that the level of training was of high level, and 45% employee stated that they got the training of general level.

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TABLE NO: - 17.12 TRAINER SR.NO. 1. 2. 3. TRIAINER Internal Trainer External Trainer Trained Employee TOTAL NO. OF RESPONDE NTS 12 4 2 18 PERCENTAGE 67 22 11 100

Table17.12shows that 67% of the employee got training from the internl trainer, 22% got training from external trainer and 11% of the of the employee got the training from the other trained employees

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TABLE NO: - 18.13 PROCEDURE OF GIVING TRAINING SR.NO. 1. 2. 3. 4. PROCEDURE Verbaly Techinically medium Presentation All of the above TOTAL NO. OF RESPONDE NTS 8 3 5 2 18 PERCENTAGE 44 17 28 11 100

According to table 18.13, 44% employee get training from varbaly, 17% employee get training from techinically medium, 28% employee get training from presentation and 11% of the employee stated that they have got trainig form all the three medium.

TABLE NO; - 19.14 FREQUENCY OF TRAINING SR.NO. 1. 2. 3. 4. ALTERNATIVES Monthly According to training calender According to need Dont know TOTAL NO. OF RESPONDENTS 0 18 0 0 18 PERCENTAGE 0 100 0 0 100

Table19.14 interprets that 100% and 10% employee provides training according to the training calender.

stated that the company

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TABLE NO: -20.15 LEVEL OF TRAINING METERIAL & KNOWLEDGE OF TRAINER SR.NO. 1. 2. 3. LEVEL Satisfactory Partly satisfactory Un satisfactory TOTAL NO. OF RESPONDENTS 15 3 0 18 PERCENTAGE 83 17 0 100

Teable 20.15 shows that 83% of the employee stated that the meterial which was used in the training and the level of trainer was satisfactoryonly 17% employee stated tht it was partly satisfactory.

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TABLE NO: - 21.16 NACESSICITY OF TRAINING SR.NO. 1. 2. NACESSICITY Yes No TOTAL NO. OF RESPONDENTS 16 2 18 PERCENTAGE 89 11 100

Teable 21.16 shows that 89% of the employee stated that the training is necessary and 11% employee stated that it is not nacessary. TABLE NO: - 22.17 IMPROVEMENT IN WORK CAPECITY BY TRAINING SR.NO. 1. 2. 3. ALTERNATIVES Yes No Cant say TOTAL NO. OF RESPONDENTS 14 0 4 18 PERCENTAGE 78 0 22 100

Teable 22.17 shows that 78% of the employee stated that the training helped him in improving their working capacity and 22% employeee sayd that they can not say anything about it. TABLE NO: - 23.18 INCREMENT AND PROMOTION BY TRAINING SR.NO. 1. 2. ALTERNATIVES Yes No TOTAL NO. OF RESPONDENTS 10 8 18 PERCENTAGE 55 45 100

Teable 23.18 shows that 55% of the employee stated that the training helped him in increasing their salary and promotion and 45% employee said that training has not increased their salary.

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TABLE NO: - 24.19 COMPULSION OF TRAINING SR.NO. 1. 2. ALTERNATIVES Yes No TOTAL NO. OF RESPONDENTS 15 3 18 PERCENTAGE 83 17 100

Teable 24.19 shows that 83% of the employee stated that the training should have to be done compulsoery for all the employee but the 17% of the employees were not agreed with the same. TABLE NO: - 25.20 TRAINING IS IN FAVOUR OF WHOM SR.NO. 1. 2. 3. ALTERNATIVES Employee Employer Both TOTAL RESPONDENTS 10 2 6 20 PERCENTAGE 55 11 34 100

Table 25.20 shows that the 55% of the employee ststed that the training is in the favour of the employee, 11% saya that it is in the favour of the employer. And 34% ststed that it is in the favour of both.

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CHAPTER V
FINDINGS & CONCLUSION

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FINDINGS Through the project the researcher derived various findings, which are provided and highlighted as under: 1. Necessity of Training: - For personal development, necessity of training was agreed upon by a majority of employee which implies that employees hereinare very conscious about developing their competencies and abilities. 3.Technical Training: - The researcher noticed that more technical training is carried out in VARDHMAN FABRICS Engineering India Pvt. Ltd, Pithampur as much training is organized for labourers and supervisors who are technically qualified. 4.Acceptance For Training Programme: - Acceptance towards training programme is quite high due to high improvement in quality and production of work and well maintenance of machine by the employees. Also the work has every time fasten with accuracy after training. The researcher also found that skills like productivity, quality, removal of excessive scrap and waste, tension reduction, well acquaintance with machines, etc. were developed. 5.Training Brings Changes: - Many employee are also agreed upon by change in the individual status after training. Majority consider a hike in economic status due to positional promotion or increments which in turn has changed the family status. 6.Beneficial And Interesting Training Programmes: - The training programmes carried out herein seems to be very suitable for the employees as the training programmes are found to be very interesting and highly satisfying to the employees. Also majority of the employees consider training programmes highly beneficial to the workers and organization than others.

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CONCLUSION Training and developmental activities are the main mechanisms through which individuals goals and aspiration can be integrated with organizational goals and requirements. We can consider training as one of the tool for employee development. The objective of training is to develop specific and useful knowledge, skills and techniques. It is intended to prepare people to carry out predetermined tasks in a well-defined job context. Training is basically a task-oriented activities aimed at improving performance in current and future jobs. Thus, the researcher concludes that role of training in skill development of workers means training expected to help each employees to see a high level of mutuality in personal and organizational goals. An employee can confidently identify his personal interests with those of the organization through training programmes and thus can work safeguarding both the aspects.

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7- vki fdl foHkkx esa dk;Zjr gS \++++++++++++++++++ ++++++++++++++ +-------------------------------------------------------------------------------------------------------ikfjokfjd tkudkjh %& 8- ifjokj esa lnL;ksa dh la[;k ---------------------------------------------------------------------------------------------------------------40 Renu badgujar

9- ifjokj dh ekfld vk; & 1- 5]000&10]000 : 3- 15]000&20]000 : 2- 10]000&15]000 : 4- 20]000 : ls vf/kd

izf'k{k.k mi;ksfxrk lacaf/k tkudkjh %& 10esa dksbZ izfk{k.k fn;k x;k gS \ 1 gka 11fdl izdkj dk Fkk \ 1- dk;Z lacaf/k 3- LokLFk; lacaf/k 12---------------------------------------------------13p;u fdl izdkj gqvk gS \ 1- p;u izfdz;k }kjk 3- vko;drk eqY;kadu ls 14iznku fd;k tkrk gS \ 1- dk;Z LFky ij 152 vU; LFkku ij 3- nksuks izf'k{k.k dh vof/k & 2- Lo;a }kjk ekax djus ij 4- vU; izdkj ls izfk{k.k dgka ij izfk{k.k gsrq vkidk 2- lqj{kk lacaf/k 4- n{krk c<kus gsrq izf'k{k.k dk uke 2 ugh ;fn gka rks izfk{k.k D;k vkidks orZeku

&--------------------------------------------------------------------------------

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1- 1 fnolh; 3- 3 fnolh; izf'k{k.k Lrj lacaf/k tkudkjh %& 16-

2- 2 fnolh; 4- 3 fnu ls vf/kd

vkidks iznku fd;s x, izfk{k.k dk Lrj fdl izdkj dk Fkk \ 1- mPp Lrj 3- fuEu Lrj 2- lkekU; Lrj 4- dg ugha ldrs izfk{k.k fdlds }kjk iznku fd;k x;k \ 1- vkarfjd izfk{kd }kjk 3- izfkf{kr deZpkjh }kjk 2- ckg; izfk{kd }kjk

17-

18gS \ 1- ekSf[kd :i ls 3- iznkZu }kjk 19fd;k tkrk gS \ 1- eklhd :i ls 3- vko;drk ij 20-

izfk{k.k fdl izdkj iznku fd;k tkrk

2- rduhdh ek/;e ls 4- mijksDr lHkh izfk{k.k fdrus varjky esa iznku

2- dsys.Mj vuqlkj 4- irk ugh D;k izfk{k.k ds varxZr mi;ksx dh

xbZ lkekxzh o izfk{kd dk Lrj larkskizn Fkk \ 1 gka 2 ugh

izf'k{k.k ds izfr deZpkjh;ksa dk fVdks.k %& 21- D;k vki ekurs gSa dh izfk{k.k fn;k tkuk vko;d gS \ 1 gka 2 ugh
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22- D;k izfk{k.k ls vkidh dk;Z{kerk esa o`f) gqbZ gS \ 1 gka 232 ugh 3- dg ugha ldrs D;k izfk{k.k vkidh inksUurh o

osru c<kus esa lgk;d gqvk gS \ 1 gka 242 ugh D;k izfk{k.k dks lHkh

deZpkjh;ksa ds fy;s vfuok;Z fd;k tkukk pkfg;s \ 1 gka 25gksrk gS \ 1- deZpkjh ds 3- nksuks ds 262- fu;ksDrk ds 4- irk ugh 2 ugh vkids vuqlkj izfk{k.k fdlds fgr esa

izfk{k.k ds laca/k esa vkidk dksbZ

lq>ko-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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BIBLIOGRAPHY Ahuja Ram; Research methods; Rawat publication Jaipur and New Delhi. Alston Margaret, 2003; Research for social workers; Rawat publication; Jaipur and New Delhi. Armstrong M.: Principle and Practice of Personnel Management London, Kegan Page Limited 1997. Dr. Bajpai. S.R, 2005; Methods of social survey and research; Kitab ghar; Kanpur. Dooey David, 2003; social research methods; prentice hall of India private limited; New Delhi Bass, Barnard M.: Training in Industries and The Management of Leaving London, Tavistock Publication, 1969. Best W. John and Kahn V. James, 2006; Research in education; Dorling Kindersley (India) pvt. Ltd.; Delhi. Chaterjee N.N.: Management of Personnel in Indian Industries Calcutta, Allied Book Agency, 1980.

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Choudhary D. Paul: Training Methodology and Management New Delhi, Sterling Publisher Pvt. Ltd., 1986. Craig Robert L.: Training and Development Hand Book New York, Mc Graw Hill Book Company, 1965. Das lal D.K, 2000; Practice of social research; Rawat publication, Jaipur and New Delhi. Davar R.S.: Personnel Management and Industrial Relation in India New Delhi, Vikas Publishing House, 1882. Dwivedi R.S.: Personnel Management New Delhi, Oxford & IBH Publishing Co., 1982.

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