New Main Report Finasdal

CHAPTER-1 INTRODUCTION AND RESEARCH DESIGN 1.
1 INTRODUCTION
1.1.1 Training Training is the act of increasing the knowledge and skills of an employee for doing a particular job. - Edward Flippo Training is a learning experience in that it seeks a relatively permanent change in an individual that will improve his or her ability to perform on the job. Training can involve the changing of skills, knowledge, attitudes, or social behavior. It may also mean changing what employees know, how they work, their attitudes toward their work, or their interactions with their co-workers or their supervisor. Training is an organized activity for increasing the knowledge and skills of people a definite purpose. It involves systematic procedures for transferring technical knowhow to the employees so as to increase their knowledge and skills for doing specific jobs with proficiency. Training involves the development of skills that are usually necessary to perform a specific job. Its purpose is to achieve a change in the behavior of those trained and to enable them to do their job better. Training makes newly appointed workers fully productive in the minimum of time. Training is equally necessary for the old employees whenever new machines and equipment are introduced and/or there is a change in the techniques of doing the things. In fact training is a continuous process. It does not stop anywhere. 1.1.2 What Does Training Include? Training enables the Employees to get acquainted with jobs and also increase their aptitudes and skills and knowledge. The purpose of training is to bring about improvement in the performance of work. It includes the learning of such techniques as are required for the better performance of definite tasks. It also comprehends the ability to think clearly about problems arising out of the job and its responsibilities and to exercise sound judgment in making decisions affecting the work. Lastly, it
includes those mental attitudes and habits, which are covered under the general term moral.
1.1.3 Benefits of Training The major benefits of training are: 1. Quick learning. Training helps to reduce the learning time to reach the acceptable level of performance. The employees need not learn by observing others and waste time if the formal training program exists in the organization. The qualified instructors will help the new employees to acquire the skills and knowledge to do particular job quickly. 2. Higher productivity. Training increases the skill of the new employee in the performance of a particular job. An increase in skill usually helps increase in both quantity and quality of output. Training is also of great help to the existing employees. It helps them to increase their level of performance on their present job assignments and prepares them for future assignments. 3. Standardization of procedures. With the help of training, the best available methods of performing the work can be standardized and taught to all employees. Standardization will make high levels of performance rule rather than exception. Employees will work intelligently and make fewer mistakes when they possess the required know-how and have an understanding of their jobs and of the interdependence of one job on another. 4. Less supervision. If the employees are given adequate training, the need of supervision will be lessened. Training does not eliminate the need for supervision, but it reduces the need for detailed and constant supervision. A well-trained employee is self-reliant in his work because he knows what to do and how to do. Under such situations, close supervision is ordinarily not mandatory. 5. Economical operations. Trained personnel will be able to make better and economical use of materials and equipment. Wastage will also be low. In addition, the trained employees will keep the rate of accidents and damage to machinery and equipment to the minimum. These will lead to lower cost of production per unit. 6. Higher morale. The morale of employees is increased if they are given proper training. A good training program will mould employees attitudes towards organizational activities and generate better cooperation and greater loyalty. With the 2
help of training, dissatisfactions, complaints, absenteeism and turnover can also be reduced among the employees. Thus, training helps in building an efficient and cooperative work force. 7. Preparation of future managers. When totally new skills are required by an organization, it has to face great difficulties in the selection process. Training can be used in spotting out promising men and preparing them for promotion. It is better to select and train from within the organization rather than seek skilled employees from the outside sources. 8. Better management. A manager can make use of training to manage in a better way. To him, training the employees can assist improve his planning, organizing, directing and controlling. For instance, maintaining higher standards of quality, building a satisfactory organization structure, delegating authority and stimulating employees are all assisted by effective training. 1.1.4 Benefits of Training to Employees Training helps the employees or workers in the following ways:
1. Confidence. Training creates a feeling of confidence in the minds of workers. It gives a feeling of safety and security to them at the work place. 2. New Skills. Training develops skills, which serve as valuable personal assets of a worker. It remains permanently with the worker himself. 3. Promotion. Training develops opportunity for quick promotion and selfdevelopment. 4. Higher Earnings. Training helps in earning higher remuneration and other monetary benefits to the workers as their productivity is increased. 5. Adaptability. Training develops adaptability among workers. They dont worry when work procedures and methods are changed. 6. Increased Safety. Trained workers handle the machines safely. They also know the use of various safety devices in the factory. Thus, they are less prone to accidents.
1.1.5 Need for training To match the employee specifications with the job requirements and organizational needs.
Organizational visibility and the transformation process. Technological advances Organizational complexity Change in job assignment
1.1.6 Other needs Increase productivity Improve quality of the product/service Help a company to fulfill its future personnel needs Improve organizational climate Improve health and safety Prevent obsolescence Effect personal growth Minimize the resistance to change
1.1.7 TRAINING NEED ANALYSIS Training Analysis (sometimes called Training Needs Analysis (TNA)) is the formal process of identifying the training gap and its related training need. Training can be described as the acquisition of skills, concepts or attitudes that result in improved performance within the job environment. Training analysis looks at each aspect of an operational domain so that the initial skills, concepts and attitudes of the human elements of a system can be effectively identified and appropriate training can be specified.
Training analysis as a process often covers:

Review of current training Task analysis (of new or modified system) Identification of training gap Statement of training requirement Assessment of training options Cost benefit analysis of training options
Training Analysis is most often used as part of the system development process. Due to the close tie between the design of the system and the training required, in most cases it runs alongside the development to capture the training requirements. 1.1.8 Training Need arises at three levels:
Corporate need and training need are interdependent because the organization performance ultimately depends on the performance of its individual employee and its subgroup. Organizational Level Training need analysis at organizational level focuses on strategic planning, business need, and goals. It starts with the assessment of internal environment of the organization such as, procedures, structures, policies, strengths, and weaknesses and external environment such as opportunities and threats. After doing the SWOT analysis, weaknesses can be dealt with the training interventions, while strengths can further be strengthened with continued training. Threats can be reduced by identifying the areas where training is required. And, opportunities can be exploited by balancing it against costs. For this approach to be successful, the HR department of
the company requires to be involved in strategic planning. In this planning, HR develops strategies to be sure that the employees in the organization have the required Knowledge, Skills, and Attributes (KSAs) based on the future KSAs requirements at each level. Individual Level Training need analysis at individual level focuses on each and every individual in the organization. At this level, the organization checks whether an employee is performing at desired level or the performance is below expectation. If the difference between the expected performance and actual performance comes out to be positive, then certainly there is a need of training. However, individual competence can also be linked to individual need. The methods that are used to analyze the individual need are:

Appraisal and performance review Peer appraisal Competency assessments Subordinate appraisal Client feedback Customer feedback Self-assessment or self-appraisal
Operational Level Training Need analysis at operational level focuses on the work that is being assigned to the employees. The job analyst gathers the information on whether the job is clearly understood by an employee or not. He gathers this information through technical interview, observation, psychological test, questionnaires asking the closed ended as well as open ended questions, etc. Today, jobs are dynamic and keep changing over the time. Employees need to prepare for these changes. The job analyst also gathers information on the tasks needs to be done plus the tasks that will be required in the future. Based on the information collected, training Need analysis (TNA) is done.
1.2 STATEMENT OF THE PROBLEM

The problems faced by company are less productivity, low morale and lack of motivation. In order to overcome this, the company wants to provide different kinds of training to its employees. Hence the training need analysis is taken as research problem for this study.
1.3 OBJECTIVES OF THE STUDY

To understand and evaluate the employees perception about training needs. To find out the training gap between employee skills and the skills required for effective job performance. To find out the factors which determine the training need of employees. To provide suitable suggestions for the company.
1.4 SCOPE OF THE STUDY

This study helps the management to take a proper step to fulfill the employees needs of the organization. The management can find out the areas where they have to develop, change and modify for employees satisfaction. It helps the organization to plan the training and their needs for productive results.
The study helps to identify the training gap of the employees and undertake measures. The study helps the employees to express their views and expectations towards the training need.
1.5 GEOGRAPHICAL COVERAGE

The study is conducted in the area of training from the employees within the organization of Shree Mother Plast India Private Limited, puducherry geographical region.
1.6 FIELD WORK AND COLLECTION OF DATA

1.6.1 FIELD WORK The field work is done with the company and the employees of Shree Mother Plast India Private Limited, Puducherry. 1.6.2 COLLECTION OF DATA Primary data In this study the primary data was collected from the respondents. Secondary Data Secondary data is collected from Internet, Journals, Articles, Magazines, Various Books and Records of the organization.
1.7 LIMITATION OF THE STUDY

The research has been attempted to understand the training needs of permanent employees only at Shree Mother Plast India (P) Limited, Puducherry. The statistical tools used for the study have their own limitations. The success of this study largely depends on the response of the respondents. The responses given by the selected respondents may be subjected to bias. Getting permission from the Human Resource department and meeting the employees was difficult. At present there is no any kind of training given to the employees. Since the time duration is short, it was not enough to conduct elaborate study.
1.8 MAIN STUDY

Research is an art of scientific investigation. The advanced learners dictionaries of current English lay down the meaning of research as, a careful investigation (or) inquiry especially through search for new facts in any branch of knowledge. Redmen and Mary research as a systematic effort to gain knowledge. According to Clifford Woody research comprises defining and redefining problems, formulating hypothesis or suggested solutions; collecting, organizing and evaluating data; making deductions and reaching conclusions; and at last carefully testing the conclusions to determine whether they fit the formulating hypothesis. 1.8.1 RESEARCH DESIGN: Research design is a set of advance decisions that make up the master plan specifying the methods and procedures for collecting and analyzing the needed information. A Research design is plan that specifies the objectives of the study, method to be adopted in the collection of the data, tools in analysis of data and helpful to frame hypothesis.
Research design is needed because it facilitates the smooth sailing of the various project operations, thereby making the project as efficient as possible yielding maximal information with minimal expenditure of effort time and money. Also it minimizes bias and maximizes the reliability of the data collected.
The research design undertaken for the study is Descriptive one. A study, which wants to portray the characteristics of a group or individuals or situation, is known as Descriptive study. It is mostly qualitative in nature. This type of research design is undertaken in many circumstances. The objective of such study is to answer the Who, What, When, Where, and How of the subject under investigation, so in this project study comes under descriptive research design. Descriptive research includes surveys and fact-finding enquiries of different kinds.
1.9 SAMPLING FRAMEWORK

1.9.1 CONVENIENCE SAMPLING In this study the convenience sampling was selected for this research. Convenience sampling refers to the collection of information from members of population who are conveniently available to provide it. Researchers or field workers have the freedom to choose as samples whomever they find thus it is named as convenience. The assumptions is that the target population is homogeneous and the individuals selected as samples are similar to the overall defined target population with regard to the characteristics being studied. 1.9.2 SAMPLE DESIGN Sample element : Permanent employees of Shree Mother Plast India Private Limited, Puducherry Population Sample size Sample method : : : 93 50 Non-probability sampling
1.10 DATA ANALYSIS

To analyze and interpret the collected data the following statistical tools were used.

Percentage method Correlation Analysis Weighted average method
1.10.1 PERCENTAGE METHOD: In this project, Percentage method test was used. The percentage method is used to know the accurate percentages of the data we took, it is easy to graph out through the percentages. It is used for making comparison between two or more series of data. It can be generally calculated by using the following formula 10
FORMULA: No. of respondents favorable Percentage of Respondents = Total no. of respondents 1.10.2 CORRELATION: x 100
The degree of relationship between the variables under consideration is measured through the correlation analysis. "Correlation analysis deals with the Association between two or more variable". Thus correlation is an analysis of the co variation of two or more variables. The problem of analysis the relation between different series should be broken down into three steps.
1. Determining whether a relation exists and if it does measuring it. 2. Testing whether it is significant. 3. Establishing the cause and effect relation if any.
FORMULA:
(XY. N) (X. Y) r =
X2. N (X)2 Y2. N (Y)2 1.10.3 WEIGHTED AVERAGE METHOD: Weighted average can be defined as an average whose component items are multiplied by certain values (weights) and the aggregate of the products are divided by the total of weights. It is essential to allocate weight applied but may vary in different cases. Thus weightage is a number standing for the relative importance of the items.
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FORMULA: XW = WX / X Where, XW- Represent the weighted average X- Represent the value of variable W- Represent the weight given to the variable. STEPS INVOLVED IN THIS METHOD: Multiply the weights (W) by the variables (x) to obtain WX Add all WX to obtain WX Divide WX by sum of the weights (X) to get weighted average LIMITATIONS: One of the limitations is that it gives equal importance to all the items of the distribution. In certain cases relative importance of all the items in the distribution is not the same where the importance of the items varies.
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1.11 OPERATIONAL DEFINITION

Training is the systematic modification of behavior through learning, which occurs as a result of education, instruction, development and planned experience. - Michael Armstrong Training consists of planned program designed to improve performance at the individual, group, and/or organizational levels. Improved performance, in turn, implies that there have been measurable changes in knowledge, skills, attitudes, and/or social behavior. - Wayne F Cascio Training is any process by which the attitudes, skills and abilities of employees to perform specific jobs are improved. - Michael J. Jucious The difference between actual and required human performance at work forms the basis of the need - Anderson "Training is the process by which manpower is filled for the particular jobs it is to perform." - Dale Yoder
"Training is the organised procedure by which people learn knowledge and skills for definite purpose." - Beach
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CHAPTER-2 REVIEW OF LITERATURE

2.1 Training needs analysis of lecturers for information and communication technology (ICT) skills enhancement in Faculty of Agriculture, University of Nigeria, NsukkaBy Akinnagbe O. M. and Baiyeri, K. P. 31 October, 2011 Abstract: Despite coming of age with the internet and other technology, many university lecturers lack the information and communication technology (ICT) literacy skills necessary to navigate and use the overabundance of information available today. This paper assesses the ICT skills and the areas of ICT training needs to improve teaching and research of lecturers in the faculty of agriculture, University of Nigeria, Nsukka. Data for the study were collected from 66 out of 104 academic staff of the faculty through the use of questionnaire. Data were analyzed using percentage, mean statistic and charts. The results of the study revealed that, lecturers were skilled in general windows operation (M = 1.79), word processing (M = 1.81) and internet/on-line activities (M = 1.74). They were not skilled in slides preparation/presentation (M = 1.15), spreadsheets preparation (M = 1.26), and data analysis using computer software (M = 0.84). The highest demand for ICT training need by the lecturers was data analysis using computer software like SPSS, GENSTAT, Excel, E-view etc (95.0%). The study therefore, recommended that academic staff of the faculty should be exposed to ICT training to enhance teaching and research in the university.
2.2 Competency-based training needs analysis (TNA): An empirical study of Gulf University for science and technology, Kuwait By George O Tasie 6 April 6, 2011 Abstract: This study was undertaken to carry out a Training Needs Analysis (TNA) on all academic staffs (Professors, Associate Professors, Lecturers/Assistant Lecturers, Language Instructors and Tutors) at Gulf University for Science and Technology, Kuwait. A competency profile was then established and validated by focus groups which comprised of faculty members with various disciplines from three departments namely Management and Marketing, Modern Language and Finance and Economics.
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Questionnaire was later developed based on these profiles such as Teaching, Research, Consultation, Publication, and Community Services. Other competencies deemed important such as ICT, Language and General Skills (such as managing stress, managing project. self management etc.) were also included. It was distributed to 133 academic staffs. Only 89(66.9%) duly completed questionnaires were returned for analyses. The findings of this study discovered the existence of gaps in the above mentioned competencies among various academicians as well as identifying specific training needed by certain levels. This paper attempts to discuss how a systematic TNA can be conducted within an academic environment for the purpose of enhancing employees skills, abilities and other characteristics that will lead to high performance. 2.3 A Proactive Model for Training Needs AnalysisBy Geoff Anderson 1994 Abstract: The focus of training needs analysis is typically job performance. If people lack the knowledge or skills necessary to perform successfully the various tasks which comprise their jobs we have identified training need. If another factor is hindering performance, such as faulty equipment or low morale, we have identified another type of need. We concentrate on job performance because it is observable and because it synchronizes with the behaviorist model of learning which figures so prominently in most thinking about training. It could well be argued that this deficiency approach is no longer adequate in our present environment in which the very nature of jobs and competences is subject to constant change. Argues for a more proactive, strategically based approach and suggests key issues which will need to be addressed at each stage of the process.
2.4 Assessment of training needs of rubber farmers in the South-west region of CameroonBy Owona Ndongo Pierre-Andr1, Nyaka Ngobisa Aurelie, Ehabe Eugene Ejolle, Chambon-Poveda Bndicte and Bruneau Jean-Claude 18 August, 2010 Abstract: Agricultural policy changes in Cameroon had weakened technical and managerial capacities in rubber smallholdings. This study assessed the training needs of rubber farmers in the South-West region of Cameroon. A structured questionnaire was 15
administrated to fifty respondents in Bombe-Bakundu and Mundame, two representative rubber-producing localities. The findings of the study revealed that the majority of rubber farmers had high training needs on production of planting materials (100%), tapping techniques (100%), accurate preparation of stimulant and its application (88%) and improved agricultural techniques (82%). The results showed a negative but significant relationship between the age, the level of education and socioeconomic status with training needs expressed by the farmers. Relational analysis also revealed that membership to a rubber farmers' organization was found positive and significantly correlated with training need. 2.5 What role can a training need analysis play in organizational change?By Jacqueline Reed 2003 Abstract: This research set out to examine how the process for developing a training needs analysis tool could influence organizational change. In addition consideration was given to how the training needs analysis process can help get people on board with organizational change and be a change intervention in itself. The organization that is the subject of this research is a large, complex health system which is in transition from a traditional bureaucratic, hierarchy with a command and control management style to a more participative, people centered approach. The organization is operating in an environment of almost constant change with major national restructuring of the health services expected imminently. A processual, organization development, action research based approach to the development of a training needs analysis process was taken in the study so that the changes desired in the organization could be modeled in the first instance and secondly, in order to learn and understand more about what works and does not in order to continuously develop and progress the change agenda. In order to do this a parallel structure was established through which to progress the process which was tracked in an action research process. In addition, a series of interviews were conducted with top and senior management in order to ascertain their views about the process, its necessity, roles in relation to it, its potential benefits and how to introduce the process across the organization. The research is reported in the format of an action research approach case study. The term learning and development needs analysis was adopted during the course of the study rather than training needs
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analysis. This was part of a strategy to broaden the focus of training and development in the organization beyond the traditional training course.
2.6 Training Needs Analysis of Talent Intermediary Organization Based on Goldstein Model - A Case Study of a Talent Intermediary OrganizationBy Jianping Hu Abstract: In order to increase the competitive power of talent intermediary organization, a structure and level of job standard ability is established, the capacity gap is identified after compared with the structure of existing ability, and finally the training content is established. By taking a talent intermediary organization as an example, Goldstein Model, Competency Model and Gap Analysis Model are introduced as methods to evaluate training needs process, and the practical process about training needs analysis is illustrated in detail, task competency analysis and personnel analysis process is adopt. The analysis about the talent intermediary of organization, task and staff show that the gap between ideal ability standard with existing capacity structure is training needs content. The corresponding training course according to the content of marketing ability structure and level would be accomplished perfectly. This analysis method has the advantage of dynamical analysis position requirement, further making the training content which can be satisfied with the realization of enterprise strategic target. These criteria and publication of future robust TNA initiatives should be encouraged.
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CHAPTER-3 CONCEPTUAL FRAMEWORK OF INDUSTRY 3.1 INDUSTRY PROFILE

3.1.1 BACKGROUND AND HISTORY Indian plastic industry has made significant achievements in the country ever since it made a promising beginning with the start of production of polystyrene in 1957. The industry is growing at a rapid pace and the per capita consumption of plastics in the country has increased several times as compared to the earlier decade. The chronology of production of polymers is summarized as under 1957 Polystyrene 1959 LDPE 1961 PVC 1968 HDPE 1978 Polypropylene
Currently, the Indian plastic industry is highly fragmented with an estimate of around 25,000 firms and over 400,000 employees. The top 100 players of Indian plastic industry account for just 20% of the industry turnover. Barring 10 to 15% of the firms that can be categorized as medium scale enterprises, most of the units operate on a small scale basis. The immense potential of Indian plastic industry has motivated Indian manufacturers to acquire technical expertise, achieve superior quality standards and build capacities in different facets of the booming plastic industry. Substantial developments in the plastic machinery sector coupled with matching developments in the petrochemical sector, both of which support the plastic processing industry, have facilitated the plastic processors to develop capacities to cater both the domestic as well as overseas exports. In India, plastics consumption grew exponentially in the 1990s. During the last decade, the total consumption of plastics grew twice as fast (12% p.a.) as the gross domestic product growth rate based on purchasing power parities (6% p.a.). The 18
current growth rate in Indian polymer consumption (16% p.a.) is clearly higher than that in China (10% p.a.) and many other key Asian countries. The average Indian consumption of virgin plastics per capita reached 3.2 kg in 2000/2001 (5 kg if recycled material is included) from a mere 0.8 kg in 1990/1991. However, this is only one-fourth of the consumption in China (12 kg/capita, 1998) and one sixth of the world average (18 kg/capita). This consumption led to more than 5400 tonnes of plastics waste being generated per day in 2000/2001 (totaling 2 million tonnes per annum). The increasing quantities of plastics waste and their effective and safe disposal has become a matter of public concern. The increasingly visible consequences of indiscriminate littering of plastic wastes (in particular plastic packaging wastes and discarded bags) has stimulated public outcry and shaped policy. Littering also results in secondary problems such as drains becoming clogged and animal health problems (both domesticated and wild). As a consequence, many big cities (e.g. Mumbai, Bangalore) 3.1.2 POTENTIAL AND GROWTH OF THE INDUSTRY The potential Indian market has motivated Indian entrepreneurs to acquire technical expertise, achieve high quality standards and build capacities in various facets of the booming plastic industry. Phenomenal developments in the plastic machinery sector coupled with matching developments in the petrochemical sector, both of which support the plastic processing sector, have facilitated the plastic processors to build capacities to service both the domestic market and the markets in the overseas. The plastic processing sector comprises of over 30,000 units involved in producing a variety of items through injection moulding, blow moulding, extrusion and calendaring. The capacity built in most segments of this industry coupled with inherent capabilities has made us capable of servicing the overseas markets. The economic reforms launched in India since 1991, have added further fillip to the Indian plastic industry. Joint ventures, foreign investments, easier access to technology from developed countries etc have opened up new vistas to further facilitate the growth of this industry.
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3.1.3 PLASTIC MATERIALS IN INDIA India has witnessed a substantial growth in the consumption of plastics and an increased production of plastic waste. Polyolefins account for the major share of 60% in the total plastics consumption in India. Packaging is the major plastics consuming sector, with 42% of the total consumption, followed by consumer products and the construction industry. The relationship observed between plastic consumption and the gross domestic product for several countries was used to estimate future plastics consumption (master curve). Elasticities of the individual material growth with respect to GDP were established for the past and for the next three decades estimated for India thereby assuming a development comparable with that of Western Europe. On this basis, the total plastics consumption is projected to grow by a factor of six between 2000 and 2030. The consumption of various end products is combined with their corresponding lifetimes to calculate the total waste quantities. The weighted average lifetime of plastics products was calculated as 8 years. Fortyseven percent of the total plastics waste generated is currently recycled in India; this is much higher than the share of recycling in most of the other countries. The recycling sector alone employs as many people as the plastics processing sector, which employs about eight times more people than the plastics manufacturing sector. Due to the increasing share of long-life products in the economy, and consequently in the volume of waste generated, the share of recycling will decrease to 35% over the next three decades. The total waste available for disposal (excluding recycling) will increase at least 10-fold up to the year 2030 from its current level of 1.3 million tonnes.
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3.1.4 INDIAN PLASTIC PRODUCT EXPORT 1. The major plastic products that India export are-Raw Materials - PVC, polypropylene, polyethylene, polystyrene, ABS, polyester chips, urea / phenol formaldehyde, master batches, additives, etc 2. Packaging - PP / HDPE woven sacks / bags / fabrics, poly-lined jute goods, box strapping, BOPP tapes, a range of plastic sheeting / films (of PVC, PP, HDPE, nylon, FRP, PTFE, acrylic, etc.), pouches, crates, bottles, containers, barrels, cans, carboys, shopping / carrier / garbage bags. 3. Films - Polyester film, BOPP film, mesh, metallised / multilayer films and photo films 4. Consumer Goods - Toothbrushes, cleaning brushes, hair brushes, nail / cosmetic brushes, combs, molded furniture (chairs, tables, etc.) house ware, kitchenware, insulated molded house ware, microwave re-heatable containers, mats and mattresses, water bottles, gifts and novelties, a range of stationery items like files, folders, mathematical instruments, etc. 5. Writing Instruments - Pens, ball pens, markers, sign pens, refills, etc. 6. Travel ware - Molded luggage, soft luggage, a range of bags like school bags / ladies handbags, wallets, etc. 7. Leather Cloth / Artificial Leather Floor Coverings - Vinyl floor coverings and linoleums 8. Foam Boards Drip Irrigation Systems / Components Pipes & Pipe Fittings Made of PVC, HDPE, PP, FRP, nylon 9. Water Storage Tanks Toys and Games Engineering Plastics - Auto components, parts for various machinery/equipment in telecommunications, railways, electronics, etc. 10. Electrical Accessories FRP/GRP Products - Safety helmets /equipment, pipes, storage tanks, etc. 11. Sanitary Fittings - Cisterns, toilet seats, bathroom fittings, etc. 12. Construction - PVC profiles, doors, windows, etc. 13. Tarpaulins Laminates Fishnets / Fishing Lines Cordage / Ropes / Twins Eyewear - Lenses, spectacle frames, goggles, etc. 14. Laboratory Ware Surgical / Medical - Disposable syringes, blood / urine bags, I.V. sets, etc 21
3.1.5 TOP 10 TRADING PATNERS FOR INDIAN PLASTIC INDUSTRY

USA UAE Italy UK Belgium Germany Singapore Saudi Arabia China Hong Kong
3.1.6 FUTURE OF THE INDUSTRY The immense potential of Indian plastic industry has motivated Indian manufacturers to acquire technical expertise, achieve superior quality standards and build capacities in different facets of the booming plastic industry. Substantial developments in the plastic machinery sector coupled with matching developments in the petrochemical sector, both of which support the plastic processing industry, have facilitated the plastic processors to develop capacities to cater both the domestic as well as overseas exports. The Indian plastic industry clearly has the potential to continue its fast growth. However, over the next few years, competition in the industry is expected to increase considerably, as a result of global trends, which will become applicable to the liberalizing economy of country. To survive the competition, both polymer manufacturers and processors will need to adopt radically new methods and approaches to reduce costs, improve market and customer service and management of performance. The per capita consumption of plastics in India is well below the world average. However it also reflects the many years of growth ahead, as the country's economy continues to grow and upgrade the usage of products. Translating the expected growth
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rate into incremental demand, it is obvious that the country will remain one of the largest sources of additional demand for almost all kinds of plastics. Hence, it is clear that plastics will continue to be a growth industry, with boosting prospects for fresh investments in polymerization and downstream processing capacity. This is in contrast to the situation in various other countries, where growth prospects are limited, either because of stagnant demand or due to the historical over building. In such countries, the overall outlook would be far less promising, with the key imperatives being cost cutting and capacity rationalization. 3.1.7 ROLE IN INDIAN ECONOMY With a population over one billion where 40% are under age 15, opportunities for plastics producers in India include near-term rapid growth in the nation's internal consumption of plastic products and the Indian middle class is 300 million and rising, and the annual GDP growth rate is 8% Typically, in an emerging market, demand growth for plastics is 2 to 2.5 times the GDP growth. Sadly this is not the case in India where the growth at times has been lower than the GDP growth. The per capita consumption of plastics in India at 5kg is much lower than that of China which averages 25kg. But India could see very soon improvement in the production of Plastic. India today represents range of highly promising opportunities for growth of plastics producers worldwide. The fragmented plastics industry in India is beginning to consolidate, governmental regulations and trade barriers are coming down due to India's recent admission to the WTO, and some large North American plastics manufacturers have already begun doing business here. 3.1.8 RECENT SCENARIO The Indian Plastic industry is at the verge of high growth rate over about 10%-12% which is contributed by high growth rates, in turn, from the end-user industries. This trend has mainly been driving the automotive sector, since the economy is already showing signs of recovery from the downturn. As the Plastic industry is heavily dependent on automotive sector, launching of new cars in the small segments are expected to drive the demand for plastics.
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India is likely to dominate the rest of the worlds Plastic with the domestic per capita consumption set to double by 2012. The domestic Indian Plastic Industry expects for the investment of nearly $80 billion over the next four years. Indian government has identified the petrochemicals industry as a high priority sector, as it is owing to the fact that plastics play an important role in providing the basic necessities for everyday use, while it is conserving the scarce natural resources. Plastic plays a significant role in the key sectors of the economy, including agriculture, water management, automobiles, transportation, construction,
telecommunication and electronics, besides defense and aerospace, computers and power transmissions. As of now the Indian Plastic industry has enormous potential for growth as polymer use in India is far below the world level. With increasing competition in the global market and the constant drive to improve our living standards, the scope for use of plastics is bound to increase manifold and make the production double in the coming years. 3.1.9 GOVERNMENT SUPPORT Government of India is planning to improve the polymer industry by achieving the following plans: Expansion of employment opportunities Creation of investor friendly environment Promotion of infrastructural development in Special Economics Regions and Special Economic Zones Internationally competitive and non-distortionary duties and taxes Plans are being made to emphasis on skilled manpower and infrastructure development Government is also planning to improve the manufacturing rate of this sector to 12%
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3.1.10 CONCLUSION The consumption of plastics will increase about six fold between 2000 and 2030. The share of polyolefins in India will remain at about 60%, a percentage comparable to that of Western Europe. In 2030, plastics waste for disposal (excluding recycled plastics) will increase 10 times compared to the situation in the year 2000/2001; this model result assumes that the plastics recycling rates will remain at the current level for the next three decades. Nevertheless, it is more likely that the recycling rates will decrease with the increasing level of wealth; in this case, plastics waste for disposal will grow by more than a factor of 10 between 2000 and 2030. Waste for disposal is increasing relatively faster than the plastics consumption because of the higher share of long-life products in waste and the lower recycling rates of these products.
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3.2 COMPANY PROFILE

3.2.1 SHREE MOTHER PLAST INDIA PRIVATE LIMITED
Shree Mother Plast India Pvt. Ltd. was first incorporated in Chennai in 1987.The chairman and Managing director is Mr. R. Venkatachalam. The Mother Plast is one of the leading supplier and manufacturer of plastic injection moulding, precision engineering plastic components. In 1986 and 1989, supplying products to TVS SUZUKI and WHIRLPOOL. Later in 2001 established a unit in
Pondicherry(Thirubuvanai),started its production activity and supplying products to Pricol(2003),Kenmore(2004),Sara lee H&Bc(2005),Igarasi(2006) and in 2006 got ISO-9000 certification.
3.2.2 THE FACTORY Total Employee: Permanent - 93 Members Floating - 100 Members (average)
Factory Working Time: 24 Hrs in a day & 6 Days in a week Holiday - All Sundays
Working Time: I Shift II Shift - 06.00 Hrs to 14.00 Hrs - 14.00 Hrs to 22.00 Hrs
III Shift - 22.00 Hrs to 06.00 Hrs
3.2.3 PLANT CAPACITY Moulding: Plasticizing Capacity 10 Tonnes Maxm. /Day Can mould Minimum 0.5 Grms to Maxm 410 Grms weight of components Max weight mould that can be loaded - 1.7 Tones
26
3.2.4 FUTURE PLAN
New Project: Pet Bottle Pre-form manufacturing (3 models) New Facility: 150T machine for Pet pre-form 300 T for Pet pre-form 900 T for Whirlpool New building (in another location): For Pet expansion and Crate products
3.2.5 MANUFACTURING FACILITY Area 1.5 Acres Built up area 55000 Sq. Ft Machines - 45 Nos Range 40 to 500 T
3.2.6 AUXILIARY EQUIPMENTS Over Head Cranes (2 Nos) 10 Tones Chilling Plants Cooling Towers Hopper Dryer Dehumidifier Generators (2 Nos) Generator (1 No.) Compressors - Capacity - Ton of Refrigeration - Kgs - Kgs 500 KVA - 300 KVA - Horse Power
Hot Plate Welding Machine Auto Material feeding system Mould temperature controllers
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3.2.7 MATERIAL STORAGE FACILITIES
1. Incoming Material Stores: The incoming material store is build up in 6000 Sq Ft area. The Preservation Racks for bought outs laid with FIFO (First in First Out) System and Fixed Inventory Control System. 2. Finished Goods Material Stores The finished goods material stores is build up in 6000 Sq Ft area with Preservation Racks, Fixed Inventory & KANBAN System.
3.2.8 TEST FACILITIES
Lab consists of testing facility (Duly calibrated periodically) for conforming and assuring the required quality, with a team under Quality Assurance Department. The lab consists of, Melt flow index Muffle furnace Push pull tester
3.2.9 QUALITY ASSURANCE
1. Incoming Inspection (conforming the in-warding materials) 2. Vendor Rating & Development programs 3. Initiating and verifying the effectiveness for any Corrective/preventive action on NCs on vendor parts 4. Production Clearance for all Production & Process Changes 5. Patrol inspection for periodical verification of production Quality throughout the manufacturing period 6. Initiating and verifying the effectiveness for any Corrective/preventive action on NCs 7. Validation, Process capability study & Instrument Calibration 8. Final inspection for every batch/lot 9. Pre-despatch inspection
28
10. Identification & tracking system 11. Receiving, understanding, Reacting, closing and verifying the effectiveness of any complaints from any customer. 12. Continuous improvement Activity, Quality Control Circle, Kaizen etc
3.2.10 DEVELOPMENT ACTIVITIES Early involvement in developing the moulds (ESI) New/modification development as per customers requirement Improvements/modification in tools(sometimes using models/proto tools to prove the feasibility) Independently making tools for our customers by using Internal and external sources.
3.2.11 MAINTENANCE FACILITY
The Maintenance facility available for tools, machines & equipments and a trained team for carrying out, Periodical & Preventive Maintenance Break Down Maintenance Tool Room with basic machineries for all maintenance and job work. External sources (Tool Rooms) are being used for special machining jobs.
3.2.12 CHART SHOWING AVERAGE MATERIAL CONSUMPTION PER MONTH
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3.2.13 CHART DISPLAYING BUSINESS TURNOVER OF THE COMPANY
3.2.14 CHART SHOWING SHARE OF BUSINESS OF THE COMPANY
3.2.15 CUSTOMERS
The customers which includes, Godrej Whirlpool Hindustan Unilever Limited Pricol Sara Lee 30
Bryl Cream Reynols TVS Electricals Igarashi motors
3.2.16 QUALITY POLICY
We are committed to manufacture precision Engineering Plastic components by conforming the customer expectation in Quality & delivery. This we achieve by continual improvement and team effort with total involvement of all employees and strive to become one of the best at all times.
3.2.17 CHART SHOWING ORGANIZATION STRUCTURE OF THE COMPANY
31
3.2.18 CERTIFICATES ISO 9001 : 2008 from TUV SUD Quality Excellence from Whirlpool of India Limited
3.2.19 STRENGTHS
Team Spirit Technical Capability Attitude of people Adherence to customer requirement Service oriented Total system provider
3.2.20 GOOD SYSTEM PRACTICES
Lean Management 5S Good Manufacturing Practice Total Productive Maintenance
3.2.21 ACCOMPLISHMENTS
Best Supplier Award Quality Circle Competition Awards Skip and Jit system Excellence in Performance Excellence in Responsiveness Globally approved source
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CHAPTER-4 ANALYSIS AND INTERPRETATION

TABLE NO-4.1 TABLE SHOWING RESPONDENTS CLASSIFICATION ON THE BASIS OF GENDER Gender Male Female Total Source: primary data CHART NO-4.1 CHART INDICATING THE RESPONDENTS ON THE BASIS OF GENDER
90% P E R C E N T A G E 80% 70% 60% 50% 40% 30% 20% 10% 0%
MALE FEMALE
Frequency 40 10 50
Percentage 80% 20% 100%
GENDER
Source: primary data
Inference:
From the above table, it can be inferred that 80% of the respondents (a maximum) are male and 20% of the respondents are female.
33
TABLE NO-4.2 TABLE SHOWING RESPONDENTS CLASSIFICATION ON THE BASIS OF AGE GROUP Age group 18-25 26-32 33-40 41-50 Above 50 Total Source: primary data No. of persons 10 14 12 7 7 50 Percentage 20% 28% 24% 14% 14% 100%
CHART NO-4.2 CHART INDICATING RESPONDENTS CLASSIFICATION ON THE BASIS OF AGE GROUP
30% 25% 20% 15% 10% 5% 0% 18-25 26-32 33-40 AGE GROUP 41-50 ABOVE 50
P E R C E N T A G E
Source: primary data Inference:
From the above table, it can be inferred that 28% of the respondents belongs to age group 26-32, 24% of the respondents belongs to age group 33-40, 20% of the respondents belongs to age group 18-25, 14% of the respondents belongs to age group 41-50 and 14% of the respondents belongs to age group above 50.
34
TABLE NO-4.3 TABLE SHOWING RESPONDENTS CLASSIFICATION ON THE BASIS OF DEPARTMENT Department Production Quality Maintenance Despatch Total Source: primary data No. of respondents 18 16 10 6 50 Percentage 36% 32% 20% 12% 100%
CHART NO-4.3 CHART INDICATING RESPONDENTS CLASSIFICATION ON THE BASIS OF DEPARTMENT

40% P E R C E N T A G E 35% 30% 25% 20% 15% 10% 5% 0%
PRODUCTION QUALITY MAINTENANCE DESPATCH
DEPARTMENT
Source: primary data Inference: From the above table, it can be inferred that 36% of the respondents belongs to production department, 32% of the respondents belongs to quality department, 20% of the respondents belongs to maintenance department and 12% of the respondents belongs to despatch department.
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TABLE NO-4.4 TABLE SHOWING RESPONDENTS CLASSIFICATION ON THE BASIS OF EDUCATIONAL QUALIFICATION Educational qualification SSLC HSC DIPLOMA UG PG Total Source: primary data No. of respondents 6 13 9 13 9 50 Percentage 12% 26% 18% 26% 18% 100%
CHART NO-4.4 CHART INDICATING RESPONDENTS CLASSIFICATION ON THE BASIS OF EDUCATIONAL QUALIFICATION
30% P E R C E N T A G E 25% 20% 15% 10% 5% 0% SSLC HSC DIPLOMA UG PG
EDUCATIONAL QUALIFICATION
Inference:
From the above table, it can be inferred that 26% of the respondents belongs to HSC, 26% of the respondents belongs to UG, 18% of the respondents belongs to DIPLOMA, 18% of the respondents belongs to PG and 12% of the respondents belongs to SSLC.
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TABLE NO-4.5 TABLE SHOWING RESPONDENTS CLASSIFICATION ON THE BASIS OF YEARS OF EXPERIENCE Years of experience 0-3 3-6 6-9 9-12 Total Source: primary data No. of respondents 13 16 11 10 50 Percentage 26% 32% 22% 20% 100%
CHART NO-4.5 CHART INDICATING RESPONDENTS CLASSIFICATION ON THE BASIS OF YEARS OF EXPERIENCE
35% P E R C E N T A G E 30% 25% 20% 15% 10% 5% 0% 0-3 YEARS 3-6 YEARS 6-9 YEARS 9-12 YEARS
YEARS OF EXPERIENCE
Inference:
From the above table, it can be inferred that 32% of the respondents belongs to group of 3-6 years of experience, 26% of the respondents belongs to group of 0-3 years of experience, 22% of the respondents belongs to group of 6-9 years of experience and 20% of the respondents belongs to group of 9-12 years of experience.
37
TABLE
NO-4.6
TABLE
INDICATING
RESPONDENTS
NEEDS
OF
TRAINING AT VARIOUS LEVEL Level on training needs At organizational level At project level At departmental level Total Source: primary data CHART NO-4.6 CHART EXHIBITING THE RESPONDENTS NEEDS OF TRAINING AT VARIOUS LEVEL
35% P E R C E N T A G E 34% 34% 33% 33% 32% 32% 31%
ORGANIZATIONAL LEVEL PROJECT LEVEL DEPARTMENTAL LEVEL
No. of respondents 17 17 16 50
Percentage 34% 34% 32% 100%
LEVEL
Inference:
From the above table, it can be inferred that 34% of the respondents determine training need at organizational level, 34% of the respondents determine at project level and 32% of the respondents determine at departmental level.
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TABLE NO-4.7 TABLE INDICATING RESPONDENTS TRAINING NEEDS Individual training needs Performance appraisal Peer appraisal Subordinate appraisal Self assessment Competency assessment Total Source: primary data No. of respondents 14 6 8 15 7 50
INDIVIDUAL
Percentage 28% 12% 16% 30% 14% 100%
CHART NO-4.7 CHART EXHIBITING THE RESPONDENTS INDIVIDUAL TRAINING NEEDS

35% P E R C E N T A G E 30% 25% 20% 15% 10% 5% 0%
PERFORMANCE APPRAISAL PEER APPRAISAL SUBORDINATE SELF COMPETENCY APPRAISAL ASSESSMENT ASSESSMENT
INDIVIDUAL TRAINING NEED
From the above table, it can be inferred that 30% of the respondents determine individual training need by self assessment, 28% of the respondents determine by performance appraisal, 16% of the respondents determine by subordinate appraisal, 14% of the respondents determine by competency assessment and 12% of the respondents determine by peer appraisal.
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TABLE NO-4.8 TABLE INDICATING RESPONDENTS AWARENESS OF TRAINING NEED IN ORGANIZATION Awareness Yes No Total Source: primary data CHART NO-4.8 CHART EXHIBITING RESPONDENTS AWARENESS OF TRAINING NEED IN ORGANIZATION No. of respondents 42 8 50 Percentage 84% 16% 100%
P E R C E N T A G E
90% 80% 70% 60% 50% 40% 30% 20% 10% 0% YES AWARENESS NO
From the above table, it can be inferred that 84% of the respondents are aware of training need and 16% of the respondents are not aware of training need.
40
TABLE NO-4.9 TABLE INDICATING RESPONDENTS OPINION ON DURATION OF TRAINING Duration of training Once in three months Once in six months Once in a year Total Source: primary data CHART NO-4.9 CHART EXHIBITING RESPONDENTS OPINION ON DURATION OF TRAINING
50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0%
ONCE IN THREE MONTHS ONCE IN SIX MONTHS ONCE IN A YEAR
Percentage 46% 36% 18% 100%
P E R C E N T A G E
DURATION
Inference:
From the above table, it can be inferred that 46% of the respondents opinioned that duration of training can be once in three months, 36% of the respondents opinioned once in six months and 18% of the respondents opinioned is once in a year.
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TABLE NO-4.10 TABLE SHOWING INFORMATION REQUIRED BY RESPONDENTS FOR ASSESSMENT OF TRAINING NEEDS Assessment of training need Organization goals and objectives Job and related tasks need to be learned Individuals who are to be trained, their capability Competencies and skills that are needed to perform the job Total Source: primary data No. of respondents 16 12 10 12 Percentage 32% 24% 20% 24%
50
100%
CHART NO-4.10 CHART DISPLAYING INFORMATION REQUIRED BY RESPONDENTS FOR ASSESSMENT OF TRAINING NEEDS
35% P E R C E N T A G E 30% 25% 20% 15% 10% 5% 0%
ORGANIZATION GOALS AND OBJECTIVES JOB AND RELATED TASKS INDIVIDUALS CAPABILITY COMPETENCIES AND SKILLS
ASSESSMENT OF TRAINING NEEDS
From the above table, it can be inferred that 32% of the respondents analyze assessment of training needs by organization goals and objectives, 24% of the respondents analyze by job and related tasks, 24% of the respondents analyze by competencies and skills and 20% of the respondents analyze by individuals and their capability. 42
TABLE NO-4.11 TABLE REVEALING FACTORS TO BE IMPROVED DURING THE TRAINING Training need to improve Work efficiency Promotion Work knowledge Job performance Total Source: primary data CHART NO-4.11 CHART DISPLAYING THE FACTORS TO BE IMPROVED DURING THE TRAINING
40% P E R C E N T A G E 35% 30% 25% 20% 15% 10% 5% 0%
WORK EFFICIENCY PROMOTION WORK KNOWLEDGE JOB PERFORMANCE
No. of respondents 17 8 11 14 50
Percentage 34% 16% 22% 28% 100%
IMPROVE IN TRAINING
From the above table, it can be inferred that 34% of the respondents needed to improve work efficiency, 28% of the respondents for job performance, 22% of the respondents for work knowledge and 16% of the respondents for promotion.
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TABLE NO-4.12 TABLE DISPLAYING RESPONDENTS COMFORTNESS IN TRAINING PROGRAM
Comfort in training program Working days Leave days Total Source: primary data CHART NO-4.12 CHART
No. of respondents 33 17 50
DISPLAYING
THE
COMFORTNESS
IN
TRAINING PROGRAM
70% P E R C E N T A G E 60% 50% 40% 30% 20% 10% 0% WORKING DAYS COMFORT LEAVE DAYS
Inference:
From the above table, it can be inferred that 66% of the respondents are comfortable for training program in working days and 34% of the respondents in leave days.
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TABLE
NO-4.13
TABLE
SHOWING
RESPONDENTS
TRAINING
OBJECTIVE Training objective Competencies and performance of work level Problem solving and productivity issues Prepare for and respond to future changes Total Source: primary data CHART NO-4.13 CHART DEMONSTRATING RESPONDENTS TRAINING OBJECTIVE
40% P E R C E N T A G E 35% 30% 25% 20% 15% 10% 5% 0%
COMPETENCIES AND PROBLEM SOLVING AND PREPARE AND RESPOND PERFORMANCE OF WORK PRODUCTIVITY ISSUES FOR FUTURE CHANGES LEVEL
Percentage 36% 28% 36% 100%
TRAINING OBJECTIVE
Inference:
From the above table, it can be inferred that 36% of the respondents training objective is competencies and performance of work level, 36% of the respondents to prepare for and respond for future changes and 28% of the respondents for problem solving and productivity issues.
45
TABLE
NO-4.14
TABLE
DEMONSTRATING
RESPONDENTS
SATISFACTION ON SAFETY TRAINING PROGRAMS Satisfaction on training programs Highly satisfied Satisfied Neutral Dissatisfied Highly dissatisfied Total Source: primary data CHART NO-4.14 CHART DEMONSTRATING SATISFACTION ON SAFETY TRAINING PROGRAMS RESPONDENTS
No. of respondents 10 22 13 2 3 50
Percentage 20% 44% 26% 4% 6% 100%
50% 45% P E R C E N T A G E 40% 35% 30% 25% 20% 15% 10% 5% 0%

HIGHLY SATISFIED SATISFIED NEUTRAL DISSATISFIED HIGHLY DISSATISFIED
SATISFACTION
From the above table, it can be inferred that 44% of the respondents are satisfied on training programs regarding safety, 26% of the respondents are neutral, 20% of the respondents are highly satisfied, 6% of the respondents are highly dissatisfied and 4% of the respondents are dissatisfied. 46
TABLE NO-4.15 TABLE DISPLAYING THE PREFERENCE OF NEED ASSESSMENT OF TRAINING BY RESPONDENTS Need for training Self Supervisor HR department Training department Total Source: primary data CHART NO-4.15 CHART DISPLAYING THE PREFERENCE OF NEED ASSESSMENT OF TRAINING BY RESPONDENTS
45% P E R C E N T A G E 40% 35% 30% 25% 20% 15% 10% 5% 0%
SELF SUPERVISOR HR DEPARTMENT TRAINING DEPARTMENT
Percentage 20% 40% 22% 18% 100%
ASSESS THE NEED FOR TRAINING
From the above table, it can be inferred that 40% of the respondents wants supervisor to assess the training needs, 22% of the respondents prefers the HR department to assess the training needs, 20% of the respondents prefers self to assess the training needs and 18% of the respondents prefers training department to assess the training needs.
47
TABLE NO-4.16 TABLE SHOWING THE METHODS OF CONDUCTING TRAINING NEED ANALYSIS Training need analysis in organization Self/Requisition forms Observation Job analysis Interview Performance management data Total Source: primary data CHART NO-4.16 CHART No. of respondents 6 10 12 8 14 50 Percentage 12% 20% 24% 16% 28% 100%
DEMONSTRATING
THE
METHODS
OF
CONDUCTING TRAINING NEED ANALYSIS

30% P E R C E N T A G E 25% 20% 15% 10% 5% 0%
SELF / REQUISITION FORMS OBSERVATION JOB ANALYSIS INTERVIEW PERFORMANCE MANAGEMENT DATA
TRAINING NEED IN ORGANIZATION
From the above table, it can be inferred that 28% of the respondents say that training need analysis is conducted by performance management data, 24% of the respondents by job analysis, 20% of the respondents by observation, 16% of the respondents by interview and 12% of the by self\requisition forms.
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TABLE NO-4.17 TABLE SHOWING RESPONDENTS OPINION ON ACHIEVEMENT OF TARGET Target Strongly agree Agree Neutral Disagree Strongly disagree Total Source: primary data CHART NO-4.17 CHART SHOWING RESPONDENTS OPINION ON ACHIEVEMENT OF TARGET No. of respondents 7 18 11 8 6 50 Percentage 14% 36% 22% 16% 12% 100%
P E R C E N T A G E
40% 35% 30% 25% 20% 15% 10% 5% 0% STRONGLY AGREE AGREE NEUTRAL TARGET DISAGREE STRONGLY DISAGREE
Inference:
From the above table, it can be inferred that 36% of the respondents agree that they meet their target consistently, 22% of the respondents are neutral, 16% of the respondents disagree, 14% of the respondents strongly agree and 12% of the respondents strongly disagree in achievement of target.
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TABLE NO-4.18 TABLE DISPLAYING RESPONDENTS OPINION ON MAINTAINING QUALITY LEVEL AND DEMAND
Quality level and demand Yes No Total Source: primary data
CHART NO-4.18 CHART DISPLAYING RESPONDENTS OPINION ON MAINTAINING QUALITY LEVEL AND DEMAND
70% P E R C E N T A G E 60% 50% 40% 30% 20% 10% 0% YES QUALITY AND DEMEND LEVEL NO
Inference:
From the above table, it can be inferred that 60% of the respondents say opinion that quality and demand level are maintained consistently and 40% of the respondents opinion that quality and demand level are not maintained consistently.
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TABLE NO-4.19 TABLE REVEALING CONDITIONS OF EQUIPMENTS
Equipments Yes No Total Source: primary data
CHART NO-4.19 CHART REVEALING CONDITIONS OF EQUIPMENTS

90% P E R C E N T A G E 80% 70% 60% 50% 40% 30% 20% 10% 0% YES EQUIPMENTS NO
Inference:
From the above table, it can be inferred that 84% of the respondents opinioned that the equipments are in good condition and 16% of the respondents opinioned that equipments are not in good condition.
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TABLE NO-4.20 TABLE SHOWING THE RESPONDENTS OPINION ON RESPONSIBILITIES AND DUTIES OF THEIR JOB
Responsibilities and duties Yes No Total Source: primary data
CHART NO-4.20 CHART SHOWING THE RESPONDENTS OPINION RESPONSIBILITIES AND DUTIES OF THEIR JOB
80% P E R C E N T A G E 70% 60% 50% 40% 30% 20% 10% 0% YES NO RESPONSIBILITIES AND DUTIES
From the above table, it can be inferred that 68% of the respondents feel that their responsibilities and duties of their job are clearly defined and 32% of the respondents feel that their responsibilities and duties of their job are not clearly defined.
52
TABLE NO-4.21 TABLE DISPLAYING RESPONDENTS OPINION ON ADEQUATE SKILLS TO PERFORM THEIR JOB Adequate skills and job Strongly agree Agree Neutral Disagree Strongly disagree Total Source: primary data CHART NO-4.21 CHART DISPLAYING RESPONDENTS OPINION ON ADEQUATE SKILLS TO PERFORM THEIR JOB
50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% STRONGLY AGREE AGREE NEUTRAL DISAGREE STRONGLY DISAGREE
Percentage 10% 44% 32% 10% 4% 100%
P E R C E N T A G E
ADEQUATE SKILLS
From the above table, it can be inferred that 44% of the respondents agree that they have adequate skills to perform their job, 32% of the respondents neutral, 10% of the respondents strongly agree, 10% of the respondents disagree and 4% of the respondents strongly disagree that they do not have adequate skills for performing job.
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TABLE NO-4.22(a) TABLE INDICATING RESPONDENTS RATING OF THEIR TECHNICAL SKILLS Technical skills Expert Good Average Fair Poor Total Source: primary data CHART NO-4.22(a) CHART DISPLAYING RESPONDENTS RATING OF THEIR TECHNICAL SKILLS
35% P E R C E N T A G E 30% 25% 20% 15% 10% 5% 0% EXPERT GOOD AVERAGE FAIR POOR
Percentage 24% 32% 28% 12% 4% 100%
TECHNICAL SKILLS
Inference:
From the above table, it can be inferred that 32% of the respondents rate that they are good in technical skills, 28% of the respondents rate that they are average, 24% of the respondents rate that they are expert, 12% of the respondents rate that they are fair and 4% of the respondents rate that they are poor in technical skills. 54
TABLE NO-4.22(b) TABLE INDICATING RESPONDENTS RATING OF THEIR SUBJECTIVE \ SYSTEMATIC SKILLS Subjective\Systematic skills Expert Good Average Fair Poor Total Source: primary data CHART NO-4.22(b) CHART DISPLAYING RESPONDENTS RATING OF THEIR SUBJECTIVE \ SYSTEMATIC SKILLS
40% P E R C E N T A G E 35% 30% 25% 20% 15% 10% 5% 0% EXPERT GOOD AVERAGE FAIR POOR
Percentage 18% 34% 32% 8% 8% 100%
SUBJECTIVE \ SYSTEMATIC SKILLS
From the above table, it can be inferred that 34% of the respondents rate that they are good in subjective\systematic skills, 32% of the respondents rate that they are average, 18% of the respondents rate that they are expert, 8% of the respondents rate that they are fair and 8% of the respondents rate that they are poor in subjective\systematic skills.
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TABLE NO-4.22(c) TABLE INDICATING RESPONDENTS RATING OF THEIR PRACTICAL SKILLS Practical skills Expert Good Average Fair Poor Total Source: primary data CHART NO-4.22(c) CHART DISPLAYING RESPONDENTS RATING OF THEIR PRACTICAL SKILLS
35% P E R C E N T A G E 30% 25% 20% 15% 10% 5% 0% EXPERT GOOD AVERAGE PRACTICAL SKILLS FAIR POOR
Percentage 12% 26% 30% 28% 4% 100%
From the above table, it can be inferred that 30% of the respondents rate that they are average in practical skills, 28% of the respondents rate that they are fair, 26% of the respondents rate that they are good, 12% of the respondents rate that they are expert and 4% of the respondents rate that they are poor in practical skills.
56
TABLE NO-4.23 TABLE SHOWING RESPONDENTS PREFERENCE OF ACQUIRING SKILLS IN FUTURE Future skills Technical skills Subjective\Systematic skills Practical skills Other skills Total Source: primary data CHART NO-4.23 CHART DEMONSTRATING RESPONDENTS FUTURE SKILLS
P E R C E N T A G E 35% 30% 25% 20% 15% 10% 5% 0%
Percentage 32% 30% 30% 8% 100%
FUTURE SKILLS
Inference:
From the above table, it can be inferred that 32% of the respondents feel that they require technical skills in future, 30% of the respondents feel that they require subjective \ systematic skills in future, 30% of the respondents feel that they require practical skills in future and 8% of the respondents feel that they require other skills. 57
TABLE NO-4.24 TABLE INDICATING RESPONDENTS PREFERENCE ON TRAINING METHOD Training method On the job Off the job Both Total Source: primary data No. of respondents 25 4 21 50 Percentage 50% 8% 42% 100%
CHART NO-4.24 CHART INDICATING RESPONDENTS PREFERENCE ON TRAINING METHOD

60% 50% 40% 30% 20% 10% 0% ON THE JOB OFF THE JOB TRAINING METHOD BOTH
P E R C E N T A G E
Inference:
From the above table, it can be inferred that 50% of the respondents prefer on the job training method, 42% of the respondents prefer both method of training and 8% of the respondents prefer off the job.
58
TABLE NO-4.25 TABLE SHOWING RESPONDENTS PREFERENCE ON TRAINING MATERIAL Training material Training manual CD\DVD ROMS Books Total Source: primary data CHART NO-4.25 CHART DISPLAYING RESPONDENTS PREFERENCE ON TRAINING MATERIAL
50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% TRAINING MANUALS CD \ DVD ROMS BOOKS
Percentage 44% 24% 32% 100%
P E R C E N T A G E
TRAINING MATERIAL
Inference:
From the above table, it can be inferred that 44% of the respondents prefer training manual as training material, 32% of the respondents prefer books and 24% of the respondents prefer CD\DVD ROMS.
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TABLE NO-4.26 TABLE EXHIBITING RESPONDENTS PREFERENCE ON TRAINERS Trainers Internal trainers External trainers Both Total Source: primary data No. of respondents 12 16 22 50 Percentage 24% 32% 44% 100%
CHART NO-4.26 CHART INDICATING RESPONDENTS PREFERENCE ON TRAINERS

50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% INTERNAL TRAINERS EXTERNAL TRAINERS BOTH
P E R C E N T A G E
TRAINERS
Inference:
From the above table, it can be inferred that 44% of the respondents prefer both internal and external trainers for training, 32% of the respondents prefer external trainers and 24% of the respondents prefer internal trainers.
60
TABLE NO-4.27 TABLE EXHIBITING RESPONDENTS OPINION ON WORKING WITH OTHER PEOPLE SUCH AS CUSTOMERS, CLIENTS IN THE ORGANIZATION Extent on their job Very little Little Neutral Moderately A lot Total Source: primary data CHART NO-4.27 CHART INDICATING RESPONDENTS OPINION ON WORKING WITH OTHER PEOPLE SUCH AS CUSTOMERS, CLIENTS IN THE ORGANIZATION
35% P E R C E N T A G E 30% 25% 20% 15% 10% 5% 0% VERY LITTLE LITTLE NEUTRAL MODERATELY A LOT
Percentage 20% 28% 32% 10% 10% 100%
EXTENT ON THEIR JOB
From the above table, it can be inferred that 32% of the respondents opinioned that extent of their job is neutral, 28% of the respondents opinioned that extent of their job is little, 20% of the respondents opinioned that extent of their job is very little, 10% of the respondents opinioned extent of their job is moderately and 10% of the respondents opinioned that extent of their job a lot. 61
TABLE NO-4.28 TABLE INDICATING RESPONDENTS OPINION ON VARIETY IN THEIR JOB Variety on their job Very little Little Neutral Moderately A lot Total Source: primary data CHART NO-4.28 CHART DISPLAYING RESPONDENTS OPINION ON VARIETY IN THEIR JOB
30% P E R C E N T A G E 25% 20% 15% 10% 5% 0%
VERY LITTLE LITTLE NEUTRAL MODERATELY A LOT
Percentage 12% 24% 22% 26% 16% 100%
VARIETY ON THEIR JOB
From the above table, it can be inferred that 26% of the respondents opinioned that variety on their job is moderately, 24% of the respondents opinioned that variety on their job is little, 22% of the respondents opinioned that variety on their job is neutral, 16% of the respondents opinioned that variety on their job is a lot and 12% of the respondents opinioned that variety on their job is very little.
62
TABLE NO-4.29 TABLE DISPLAYING OPERATIONAL PROBLEMS OR FACTORS DETERMINE TRAINING NEED ANALYSIS Operational problems Technology Waste Repairs Late deliveries Quality control Total Source: primary data No. of respondents 11 9 8 8 14 50 Percentage 22% 18% 16% 16% 28% 100%
CHART NO-4.29 CHART DISPLAYING OPERATIONAL PROBLEMS OR FACTORS DETERMINE TRAINING NEED ANALYSIS
30% P E R C E N T A G E 25% 20% 15% 10% 5% 0% TECHNOLOGY WASTE REPAIRS LATE DELIVERIES QUALITY CONTROL
OPERATIONAL PROBLEMS
From the above table, it can be inferred that 28% of the respondents say quality control is determining training need analysis, 22% of the respondents say that technology is determining training need analysis, 18% of the respondents say waste is determining training need analysis, 16% of the respondents say repairs is determining training need analysis and 16% of the respondents say late deliveries is determining training need analysis. 63
TABLE
NO-4.30
TABLE
SHOWING ORGANIZATIONAL
FACTORS
RESPONSIBLE FOR THE SUCCESS OF TRAINING NEED ANALYSIS Organizational factors Peer support Supervisor support Trainer support Organizational culture Organizational climate Total Source: primary data No. of respondents 11 12 12 9 6 50 Percentage 22% 24% 24% 18% 12% 100%
CHART NO-4.30 CHART SHOWING ORGANIZATIONAL FACTORS RESPONSIBLE FOR THE SUCCESS OF TRAINING NEED ANALYSIS
30% 25% 20% 15% 10% 5% 0%
PEER SUPPORT SUPERVISOR SUPPORT TRAINER SUPPORT ORGANIZATIONAL ORGANIZATIONAL CULTURE CLIMATE
P E R C E N T A G E
ORGANIZATIONAL FACTORS
From the above table, it can be inferred that 24% of the respondents say that supervisor support is necessary for the success of training need analysis, 24% of the respondents say that trainer support is necessary for the success of training need analysis, 22% of the respondents say that peer support is necessary for the success of training need analysis, 18% of the respondents say that organizational culture is necessary for the success of training need analysis and 12% of the respondents say that organizational climate is necessary for the success of training need analysis. 64
TABLE NO-4.31 TABLE SHOWING ANALYSIS OF THE RELATION BETWEEN AGE AND WILLINGNESS OF TRAINEE
AGE X 10 14 12 7 7 X = 50
WILLINGNESS OF TRAINEE Y 8 14 15 9 4 Y = 50
X2
Y2
XY
100 196 144 49 49 X2 = 538
64 196 225 81 16 Y2 = 582
80 196 180 63 28 XY = 547
(XY. N) (X. Y)
X2. N (X)2 Y2. N (Y)2 (547 x 5) (50 x 50) 538 x5 (50) 2 2735 2500 2690 2500 x 2910 2500 582 x 5 (50)2
235 190 x 410
235 13.78 x 20.24
235 278.90
r = + 0.8425.
Inference: There is positive correlation between the age and the willingness of trainee. It means that the age can influence the willingness of trainee. 65
TABLE NO-4.32 TABLE SHOWING ANALYSIS OF THE RELATION BETWEEN EDUCATIONAL QUALIFICATION AND VARIETY IN JOB EDUCATIONAL QUALIFICATION X 6 13 9 13 9 X = 50 VARIETY IN JOB Y 6 12 11 13 8 Y = 50
X2 36 169 81 169 81 X2 = 536
Y2 36 144 121 169 64 Y2 = 534
XY 36 156 99 169 72 XY = 532
r =
(XY. N) (X. Y)
X2. N (X)2 Y2. N (Y)2 (532 x 5) (50 x 50) 536 x5 (50) 2 534 x 5 (50)2
2660 2500 2680 2500 x 2670 2500
160 180 x 170 = 160 174.73
160 13.41 x 13.03
r = + 0.9156.
Inference: There is highly positive correlation between the educational qualification and the variety in job. It means that the educational qualification can influence the variety in job.
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TABLE NO-4.33 TABLE SHOWING THE WEIGHTAGE GIVEN BY RESPONDENTS TO VARIOUS FACTORS IN TRAINING NEED ANALYSIS
Nature of Level Weight job Knowledge of trainer Subject of training Method of training Time Resource used
X Strongly agree Agree Neutral Disagree Strongly disagree
W 5 4 3 2 1
X1 16 14 10 8 2
WX 1 80 56 30 16 2 184 3.68 I
X2 5 21 19 1 4
WX 2 25 84 57 2 4 172 3.44 IV
X3 8 13 19 7 3
WX 3 40 52 57 14 3 166 3.32 V
X4 4 22 13 7 4
WX 4 20 88 39 14 4 165 3.30 VI
WX WX 6 X5 5 X6 16 14 10 6 4 182 3.64 III 80 56 30 12 4 12 18 14 3 3 183 3.66 II 60 72 42 6 3
WX
XW Rank
XW = WX / X
X = 50
Inference: The employees gave first rank to the nature of job, second rank to the resource used, third rank to the time, fourth rank to the knowledge of trainer, fifth rank to the subject of training and sixth rank to the method of training.
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CHAPTER-5 FINDINGS, SUGGESTIONS AND CONCLUSION 5.1 FINDINGS OF THE STUDY

From the study it is inferred that 80% of the respondents (a maximum) are male and 20% of the respondents are female.
From the study it is inferred that 28% of the respondents belongs to age group
26-32, 24% of the respondents belongs to age group 33-40, 20% of the respondents belongs to age group 18-25, 14% of the respondents belongs to age group 41-50 and 14% of the respondents belongs to age group above 50. In this study it can be inferred that 36% of the respondents belongs to production department, 32% of the respondents belongs to quality department, 20% of the respondents belongs to maintenance department and 12% of the respondents belongs to despatch department. From the study it is inferred that 26% of the respondents belongs to HSC, 26% of the respondents belongs to UG, 18% of the respondents belongs to DIPLOMA, 18% of the respondents belongs to PG and 12% of the respondents belongs to SSLC.
In this study it can be inferred that 32% of the respondents belongs to group of
3-6 years of experience, 26% of the respondents belongs to group of 0-3 years of experience, 22% of the respondents belongs to group of 6-9 years of experience and 20% of the respondents belongs to group of 9-12 years of experience. Using percentage method, it can be inferred that 34% of the respondents determine training need at organizational level, 34% of the respondents determine at project level and 32% of the respondents determine at departmental level.
30% of the respondents determine individual training need by self assessment,
28% of the respondents determine by performance appraisal, 16% of the respondents determine by subordinate appraisal, 14% of the respondents determine by competency assessment and 12% of the respondents determine by peer appraisal.
84% of the respondents are aware of training need and 16% of the respondents
are not aware of training need. 68
46% of the respondents opinioned that duration of training can be once in three months, 36% of the respondents opinioned once in six months and 18% of the respondents opinioned are once in a year. From this study it is inferred that 32% of the respondents analyze assessment of training needs by organization goals and objectives, 24% of the respondents analyze by job and related tasks, 24% of the respondents analyze by competencies and skills and 20% of the respondents analyze by individuals and their capability. 34% of the respondents needed to improve work efficiency, 28% of the respondents for job performance, 22% of the respondents for work knowledge and 16% of the respondents for promotion. 66% of the respondents are comfortable for training program in working days and 34% of the respondents in leave days. 36% of the respondents training objective is competencies and performance of work level, 36% of the respondents to prepare for and respond for future changes and 28% of the respondents for problem solving and productivity issues. 44% of the respondents are satisfied on training programs regarding safety, 26% of the respondents are neutral, 20% of the respondents are highly satisfied, 6% of the respondents are highly dissatisfied and 4% of the respondents are dissatisfied. 40% of the respondents wants supervisor to assess the training needs, 22% of the respondents prefers the HR department to assess the training needs, 20% of the respondents prefers self to assess the training needs and 18% of the respondents prefers training department to assess the training needs. 28% of the respondents say that training need analysis is conducted by performance management data, 24% of the respondents by job analysis, 20% of the respondents by observation, 16% of the respondents by interview and 12% of the by self\requisition forms. 36% of the respondents agree that they meet their target consistently, 22% of the respondents are neutral, 16% of the respondents disagree, 14% of the respondents strongly agree and 12% of the respondents strongly disagree in achievement of target.
69
Majority of the respondents (60%) of the respondents say opinion that quality and demand level are maintained consistently and 40% of the respondents opinion that quality and demand level are not maintained consistently. Most of the respondents (84%) of the respondents opinioned that the equipments are in good condition and 16% of the respondents opinioned that equipments are not in good condition. 68% of the respondents feel that their responsibilities and duties of their job are clearly defined and 32% of the respondents feel that their responsibilities and duties of their job are not clearly defined. 44% of the respondents agree that they have adequate skills to perform their job, 32% of the respondents neutral, 10% of the respondents strongly agree, 10% of the respondents disagree and 4% of the respondents strongly disagree that they do not have adequate skills for performing job. 32% of the respondents rate that they are good in technical skills, 28% of the respondents rate that they are average, 24% of the respondents rate that they are expert, 12% of the respondents rate that they are fair and 4% of the respondents rate that they are poor in technical skills. 34% of the respondents rate that they are good in subjective\systematic skills, 32% of the respondents rate that they are average, 18% of the respondents rate that they are expert, 8% of the respondents rate that they are fair and 8% of the respondents rate that they are poor in subjective\systematic skills. 30% of the respondents rate that they are average in practical skills, 28% of the respondents rate that they are fair, 26% of the respondents rate that they are good, 12% of the respondents rate that they are expert and 4% of the respondents rate that they are poor in practical skills. 32% of the respondents feel that they require technical skills in future, 30% of the respondents feel that they require subjective \ systematic skills in future, 30% of the respondents feel that they require practical skills in future and 8% of the respondents feel that they require other skills such as operational skills, leadership skills and communication skills. 50% of the respondents prefer on the job training method, 42% of the respondents prefer both method of training and 8% of the respondents prefer off the job.
70
44% of the respondents prefer training manual as training material, 32% of the respondents prefer books and 24% of the respondents prefer CD\DVD ROMS. 44% of the respondents prefer both internal and external trainers for training, 32% of the respondents prefer external trainers and 24% of the respondents prefer internal trainers. 32% of the respondents opinioned that extent of their job is neutral, 28% of the respondents opinioned that extent of their job is little, 20% of the respondents opinioned that extent of their job is very little, 10% of the respondents opinioned extent of their job is moderately and 10% of the respondents opinioned that extent of their job a lot. 26% of the respondents opinioned that variety on their job is moderately, 24% of the respondents opinioned that variety on their job is little, 22% of the respondents opinioned that variety on their job is neutral, 16% of the respondents opinioned that variety on their job is a lot and 12% of the respondents opinioned that variety on their job is very little. 28% of the respondents say quality control is determining training need analysis, 22% of the respondents say that technology, 18% of the respondents say waste, 16% of the respondents say repairs and 16% of the respondents say late deliveries. 24% of the respondents say that supervisor support is necessary for the success of training need analysis, 24% of the respondents say that trainer support, 22% of the respondents say that peer support, 18% of the respondents say that organizational culture and 12% of the respondents say that organizational. The correlation between the age and the willingness of trainee is positively correlated. The correlation between the educational qualification and the variety in job is highly positively correlated. The employees gave first rank to the nature of job, second rank to the resource used, third rank to the time, fourth rank to the knowledge of trainer, fifth rank to the subject of training and sixth rank to the method of training.
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5.2 SUGGESTIONS OF THE STUDY

Trainer must motivate the employees to develop the adequate skills such as technical, subjective\systematic and practical skills. On the job training method must be given to employees in order to improve their job performance. Training material such as manuals, books, CD\DVD ROMS must be provided to the employees. The organization must assess the needs of the employees and should provide training at the appropriate time to all the departments. The organization has to concentrate on problem solving, productivity issues, and quality control training programme to the employees. Trainer and supervisor must show their support towards employees for the success of training need analysis.
5.3 SCOPE FOR FUTURE RESEARCH

The sample size taken for this study is only 50, in future it can be extended to a larger sample. Students and research scholars can use this project as a base for their research in related area in future. An in-depth study could be conducted to analyze the factors determine the training need of employees. This study can be used as a reference to formulate various training methods to boost the employees.
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5.4 CONCLUSION
Training need analysis is used to identify training gap and for increasing the knowledge, skills and attitude of employee for doing a particular job. The training is a planned program designed to improve performance and bring measureable changes in knowledge, skills, attitude and social behavior of employees. The training need analysis helps to broaden an individuals knowledge, skills and abilities for future responsibilities. Training makes employees more versatile, flexible and useful to the organization. Training need analysis is future oriented, focusing on personal growth of employee. So the SHREE MOTHER PLAST has to conduct different training program to improve the career development of employee.
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CHAPTER-1 INTRODUCTION AND RESEARCH DESIGN 1.

Training analysis as a process often covers:

1.2 STATEMENT OF THE PROBLEM

1.3 OBJECTIVES OF THE STUDY

1.4 SCOPE OF THE STUDY

1.5 GEOGRAPHICAL COVERAGE

1.6 FIELD WORK AND COLLECTION OF DATA

1.7 LIMITATION OF THE STUDY

1.8 MAIN STUDY

1.9 SAMPLING FRAMEWORK

1.10 DATA ANALYSIS

Percentage method Correlation Analysis Weighted average method

1.11 OPERATIONAL DEFINITION

CHAPTER-2 REVIEW OF LITERATURE

CHAPTER-3 CONCEPTUAL FRAMEWORK OF INDUSTRY 3.1 INDUSTRY PROFILE

3.1.5 TOP 10 TRADING PATNERS FOR INDIAN PLASTIC INDUSTRY

3.2 COMPANY PROFILE

III Shift - 22.00 Hrs to 06.00 Hrs

3.2.4 FUTURE PLAN

3.2.7 MATERIAL STORAGE FACILITIES

3.2.8 TEST FACILITIES

3.2.9 QUALITY ASSURANCE

3.2.11 MAINTENANCE FACILITY

3.2.12 CHART SHOWING AVERAGE MATERIAL CONSUMPTION PER MONTH

3.2.13 CHART DISPLAYING BUSINESS TURNOVER OF THE COMPANY

3.2.14 CHART SHOWING SHARE OF BUSINESS OF THE COMPANY

Bryl Cream Reynols TVS Electricals Igarashi motors

3.2.16 QUALITY POLICY

3.2.17 CHART SHOWING ORGANIZATION STRUCTURE OF THE COMPANY

3.2.20 GOOD SYSTEM PRACTICES

Lean Management 5S Good Manufacturing Practice Total Productive Maintenance

CHAPTER-4 ANALYSIS AND INTERPRETATION

Percentage 80% 20% 100%

Source: primary data

Source: primary data Inference:

CHART NO-4.3 CHART INDICATING RESPONDENTS CLASSIFICATION ON THE BASIS OF DEPARTMENT

Source: primary data

Source: primary data

Percentage 34% 34% 32% 100%

Source: primary data

Percentage 28% 12% 16% 30% 14% 100%

CHART NO-4.7 CHART EXHIBITING THE RESPONDENTS INDIVIDUAL TRAINING NEEDS

INDIVIDUAL TRAINING NEED

Source: primary data Inference:

Source: primary data Inference:

Percentage 46% 36% 18% 100%

Source: primary data

ASSESSMENT OF TRAINING NEEDS

Source: primary data Inference:

Percentage 34% 16% 22% 28% 100%

Source: primary data Inference:

TABLE NO-4.12 TABLE DISPLAYING RESPONDENTS COMFORTNESS IN TRAINING PROGRAM

Percentage 66% 34% 100%

Source: primary data

Percentage 36% 28% 36% 100%

Source: primary data

Percentage 20% 44% 26% 4% 6% 100%

50% 45% P E R C E N T A G E 40% 35% 30% 25% 20% 15% 10% 5% 0%

Source: primary data Inference:

Percentage 20% 40% 22% 18% 100%

ASSESS THE NEED FOR TRAINING

Source: primary data Inference:

CONDUCTING TRAINING NEED ANALYSIS

TRAINING NEED IN ORGANIZATION