A

PROJECT REPORT
ON
TRAINING AND DEVELOPMENT
IN

Submitted to
In the partial fulfillment of the requirement for the award of MBA degree
Submitted by:

DEPARTMENT OF MANAGEMENT

ACKNOWLEDGEMENT

It is a great opportunity & pleasure for me to express my profound gratitude towards all
the individuals who directly or indirectly contributed towards completion of this report.
Working on this report was a great fun, excitement, challenges and a new exposure in the
field of Human Resource.

I am greatly indebted to under whose guidance and concern i am able to bring the report
into its real shape.
I am thankful to all faculty members of management department in providing me useful
guidance for the completion of this report.

I convey my gratitude to all those who are directly or indirectly related in the completion
of this project report.

Finally I would be failing in my duty if I don't express my thanks to the respondents

whom I visited and took their valuable time to answer my questionnaire.

DECLARATION

here by solemnly declare

that the project titled training and development is my original as all the
information, facts and figure in this report is based on my own experience and
study during my project procedures.

PREFACE
Partial knowledge is an impotent suffix to theoretical knowledge; one cannot
merely rely upon the theoretical knowledge. Classroom make the fundamental
concept clear, but practical survey in a firm has significant role to play in a
subject of Business Management to develop managerial skills, it is necessary that
they combine their classroom's learning with the knowledge of real business
environment.

I am extremely happy to place before the esteemed Teachers/Management the

Report of the project entitled "Training and Development".
It has not only helped me to enhance my knowledge about various fields of
Human Resources & Company responsibilities towards their welfare but also
gave new dimension to my knowledge about psychology & attitude of the
Employees towards the work & their duties.

TABLE OF CONTENTS

SL.NO

CHAPTER NAMES

INTRODUCTION
1

A.
B.
C.
D.
2

OBJECTIVE OF STUDY
Scope of the study
Methodology
Limitation
INDUSTRY AND COMPANY
PROFILE
LITERATURE REVIEW

TRAINING AND DEVELOPMENT IN REID

4

&TAYLOR

PAGE NOS

ANALYSIS AND INTERPRETATION

5

RECOMMENDATIONS
6

BIBLIOGRAPHY
ANNEXURE
QUESTIONNAIRE

EXECUTIVE SUMMARY
Every organization needs to have well trained and experienced people to perform the
activities that have to be done. If current or potential job occupants can meet these
requirements, training is not important. When this not the case, it is necessary to raise the
skills levels and increase the versatility and adaptability of employees.
It is being increasing common for individual to change careers several times during their
working lives. The probability of any young person learning a job today and having
those skills go basically unchanged during the forty or so years if his career is extremely
unlikely, may be even impossible. In a rapid changing society employees training is not
only an activity that an organization must commit resources to if it is to maintain a viable
and knowledgeable work force.The entire project talks about the training and

development in theoretical as well as new concepts, which are in trend now. Here we
have discussed what would be the input of training if we ever go for and how can it be
good to any organization in reaping the benefits from the money invested in terms like
(ROI )i.e. return on investment. What are the ways we can identify the training need of
any employees and how to know what kind of training he can go for?
Training being in different aspect likes integrating it with organizational culture. The best
and latest available trends in training method, the benefits which we can derive out of it.
How the evaluation should be done and how effective is the training all together. Some of
the companies practicing training in unique manner a lesson for other to follow as to how
train and retain the best resource in the world to reap the best out of it.
Development is integral part of training if somebody is trained properly and efficiently
the developments of that individual and the company for whom he is working. Here we
discussed about development of employees, how much to identify the needs, and after
developing how to develop executive skill to sharpen their knowledge. Learning should
be continues process and one should not hesitate to learn any stage. Learning and
developing is fast and easy at Reid & Taylor.

Chapter-1
INTRODUCTION
OBJECTIVES OF THE STUDY
SCOPE OF THE STUDY
METHODOLOGY
LIMITATIONS OF THE STUDY

INTRODUCTION
As a part of the curriculum of MBA (iv) semester, I underwent my project Reid &
Taylor,Nanajangud. This six-weeks training in an industrial organization seems to be
necessary for the complete understanding of the phenomenon related with Training and
development. This study prescribes add situation before the researcher, there by he/she
gets perfection. This short of study injects flavors of confidence in heart and mind of the
researcher. It provides ample opportunity to comprehend the phenomenon and suggest
best solution of it.
I was assigned the title "Training and development". My topic is concerned with
the employee's

development at Reid & Taylor,Nanjangud.

Employees training tries to improve skills, or add to the existing level of knowledge so
that employees is better equipped to do his present job, or to prepare him for higher

position with increased responsibilities. However individual growth is not and ends in
itself. Organizational growth need to be measured along with individual growth.
Training refers to the teaching or learning activities done for the primary purpose of
helping members of an organization to acquire and apply the same. Broadly speaking
training is the act of increasing the knowledge and skills of an employee for doing a
particular job.
In todays scenario change is the order of the day and the only way to deal with it is to
learn and grow. Employees have become central to success or failure of on organization
they are the cornucopia ideas. So it high time the organization realize that train and
retain is the mantra of new millennium.

OBJECTIVES OF THE STUDY

The specific objectives of the study are:
To examine the effectiveness of training in overall development of skills of
workforce.
To examine the impact of training on workers.
To study the changes in behavioral pattern due to training.
To find out new methods of training and development in Reid & Taylor.
I have tried to take a view on the topic in a practical manner, so that the feedback can be
provided to the organization.

MEANING OF RESEARCH & DEFINITION

Research refers to a search for knowledge. Once can also define research as a scientific
and systematic search for pertinent information on a specific topic.
Research is an art of scientific investigation.
Systematized effort to gain new knowledge [Redman and Mary]
It is a voyage of discovery

METHODOLOGY
Methodolgy can be defined as The analysis of the principles of methods, rules, and postulates employed by a
discipline.
The systematic study of methods that are, can be or have been applied within a
discipline.
A particular procedure or set of procedures.

Methodology includes a collection of theories, concepts or ideas as they relate to a

particular discipline or field of inquiry:
Methodology refers to more than a simple set of methods; ] rather it refers to the rationale
and the philosophical assumptions that underlie a particular study relative to the scientific
method. This is why scholarly literature often includes a section on the methodology of
the researchers. This section does more than outline the researchers methods might
explain what the researchers ontological orepistemological views are.
Another key (though arguably imprecise) usage for methodology does not refer to
research or to the specific analysis techniques. This often refers to anything and
everything that can be encapsulated for a discipline or a series of processes, activities and
tasks. Examples of this are found in software development, project management and
business process fields. This use of the term is typified by the outline who, what, where,

when, and why. In the documentation of the processes that make up the discipline, that is
being supported by "this" methodology, that is where we would find the "methods" or
processes. The processes themselves are only part of the methodology along with the
identification and usage of the standards, policies, rules, etc.
Researchers acknowledge the need for rigor, logic, and coherence in their methodologies,
which are subject to peer review.

RESEARCH METHODOLOGY

Primary data was collected through

Questionnaires
Personal observations
Secondary data was collected through
Newspapers
Magazines

 Internet
SAMPLE SIZE
Sample size is decided under three decisions:
1-

Sample Size unit Reid & Taylor

2-

Sample Size No. - 25 Staff members.

3-

Sample size method - Rating Method

PERIOD OF THE STUDY

The period of the study consists of 45 days in a reputed industrial organization, which is
the manufacture of Fabrics situated at nanjangud, mysore.
Data collection: Data was collected through both primary and secondary sources. The
primary data was collected through administration of questionnaire through personal
observation. Secondary source includes article from magazines. Company's manual and
Internet was also used to collect data (secondary).

SCOPE OF STUDY
In this project I have tried to present details about the training and development
programs being presently followed in Reid & Taylor and the feedback, I
collected from different employees during my interaction with them.
The scope of training and development can be explained with the help of
following points -

 exact position of performance of employees through their feedback

Development of the employees through various training and development
programs.
Developing altered of unbiased treatment to all employees

LIMITATION OF STUDY

During my training period although the management and plant personnel were
very co-operative & extended their full support, yet there were following
limitations associates with my study which I would like to mention:
Due to the busy schedule of an organization I was unable to grasp the precious
words of the HRD Manager.

CHAPTER -2

Industry profile

The Textile industry in India traditionally, after agriculture,is the only industry that has
generated huge employment for both skilled and unskilled labor in textiles. The textile

industry continues to be the second largest employment generating sector in India. It

offers direct employment to over 35 million in the country.[1] The share of textiles in total
exports was 11.04% during AprilJuly 2010, as per the Ministry of Textiles. During
2009-2010, Indian textiles industry was pegged at US$55 billion, 64% of which services
domestic demand.[1] In 2010, there were 2,500 textile weaving factories and 4,135 textile
finishing factories in all of India.
History[edit]
The archaeological surveys and studies have found that the people of Harrapan
Civilization[3] knew weaving and the spinning of cotton four thousand years ago.
Reference to weaving and spinning materials is found in the Vedic Literature also.
There was textile trade in India during the early centuries.A block printed and resist-dyed
fabrics, whose origin is from Gujarat is found in tombs of Fostat, Egypt. [3] This proves
that Indian export of cotton textiles to the Egypt or the Nile Civilization in medieval
times were to a large extent.Large quantity of north Indian silk were traded through the
silk route in China[4] to the western countries. The Indian silk were often exchanged with
the western countries for their spices in the barter system. During the late 17th and 18th
century there were large export of the Indian cotton to the western countries to meet the
need of the European industries during industrial revolution. Consequently there was
development of nationalist movement like the famous Swadeshi movement which was
headed by the Aurobindo Ghosh.
There was also export of Indian silk, Muslin cloth of Bengal, Bihar and Orissa to other
countries by the East Indian company. Bhilwara is known as textile city.
Production in decentralised sector[edit]
India is the second largest producer of fibre in the world and the major fibre produced
is cotton. Other fibres produced in India include silk, jute, wool, and man-made fibers.

60%

of

the

Indian

textile

Industry

is

cotton

based.

The strong domestic demand and the revival of the Economic markets by 2009 has led to
huge growth of the Indian textile industry. In December 2010, the domestic cotton price
was up by 50% as compared to the December 2009 prices. The causes behind high cotton
price are due to the floods in Pakistan and China.India projected a high production of
textile (325 lakh bales for 2010 -11).[5] There has been increase in India's share of global
textile trading to seven percent in five years. [5] The rising prices are the major concern of
the domestic producers of the country.

Man Made Fibers: These includes manufacturing of clothes using fiber or filament
synthetic yarns. It is produced in the large power loom factories. They account for the
largest sector of the textile production in India.This sector has a share of 62% of the
India's total production and provides employment to about 4.8 million people.[6]

The Cotton Sector: It is the second most developed sector in the Indian Textile
industries. It provides employment to huge amount of people but its productions and
employment is seasonal depending upon the seasonal nature of the production.

The Handloom Sector: It is well developed and is mainly dependent on the SHGs
for their funds. Its market share is 13%.[6] of the total cloth produced in India.

The Woolen Sector: India is the 7th largest producer.[6] of the wool in the world.
India also produces 1.8% of the world's total wool.

The Jute Sector: The jute or the golden fiber in India is mainly produced in the
Eastern states of India like Assam and West Bengal. India is the largest producer of
jute in the world.

The Sericulture and Silk Sector: India is the 2nd largest producer of silk in the
world. India produces 18% of the world's total silk. Mulberry, Eri, Tasar, and Muga
are the main types of silk produced in the country. It is a labor-intensive sector.

Indian Textile Policy[edit]

Government of India passed the National Textile Policy in 2000
Textile Organisation[edit]
The Indian Textile industries is mainly dominated by some government, semi government
and

private

The major functions of the ministry of Textile are:

Bhilwara Textiles Industry

Textile Policy & Coordination

Man-made Fiber Industry

Cotton Textile Industry

Jute Industry

Silk and sericulture Industry

Wool Industry

Decentralized Powerloom Sector

Export Promotion

Planning & Economic Analysis

institutions.

Finance Matters

Information Technology(IT)

The advisory boards include:

All India Handlooms Board

All India Handicrafts Board

All India Power looms Board

Advisory Committee under Handlooms Reservation of Articles for Production

Co-ordination Council of Textiles Research Association

MM cotton industry

The major export promoting councils include:

Apparel Export Promotion Council, New Delhi

Carpet Export Promotion Council, New Delhi

Cotton Textiles Export Promotion Council, Mumbai

The major PSU or Public Sector Undertaking are:

National Textile Corporation Ltd. (NTC)

British India Corporation Ltd. (BIC)

Cotton Corporation of India Ltd. (CCI)

Jute Corporation of India Ltd. (JCI)

National Jute Manufacturers Corporation (NJMC)

Handicrafts and Handlooms Export Corporation (HHEC)

National Handloom Development Corporation (NHDC)

Export Promotion Council for Handicrafts, New Delhi

Handloom Export Promotion Council, Chennai

Indian Silk Export Promotion Council, Mumbai

Power loom Development & Export Promotion Council, Mumbai

Synthetic & Rayon Textiles Export Promotion Council, Mumbai

Wool & Woolen Export Promotion Council, New Delhi

Other autonomous bodies in this industry are:

Central Wool Development Board, Jodhpur

National Institute of Fashion Technology, New Delhi

National Centre for Jute Diversification

The textile Research Associations are:

South India Textiles Research Association (SITRA), Coimbatore

Ahmedabad Textiles Industrys Research Association

Bombay Textiles Research Association, Mumbai

Indian Jute Industries Research association, Kolkata

Man-made Textiles Research Association, Surat

Synthetic and art silk Mills Research Association, Mumbai

Wool Research Association, Thane

Northern India Textiles Research Association (NITRA), Ghaziabad

Organized sector[edit]
According to Kearneys Retail Apparel Index India ranked as the fourth most promising
market for apparel retailers in 2009.[7]
There is large scope of improvement in the textile industry of India as there is a huge
increase in personal disposable income among the Indians after the 1991 liberalisation.
There is also a large growth of the organised sector in the Indian textile industries.The
foreign brands along with the collaboration of the Indian companies established business
in India. Some of these are Puma, Armani, Benetton, Esprit, Levi Strauss, Hugo Boss,
Liz Claiborne, Crocs etc.
The major Indian Industries include Bombay Dyeing, Fabindia, Grasim Industries, JCT
Limited, Lakshmi Machine Works, Lakshmi Mills and Mysore Silk Factory.

COMPANY PROFILE

ABOUT REID AND TAYLOR

The S. Kumars Group is an Indian conglomerate with interests in textiles, apparels,

energy, e-commerce, ITES, leisure and retailing sectors. The flagship company of the
group, S.

Kumars

Nationwide

Limited or SKNL (BSE: 700010, NSE: SKUMARSYNF), manufactures and markets the
famous Reid & Taylor brand in India. SKNL was formerly known as S. Kumars Synfabs
Ltd.
History
he S. Kumars Group was established in 1948 by Abhayakumar Kasliwal and
Shambhukumar Kasliwal, who built a textile distribution network, and followed it with
textile manufacturing.[2]
On 28 September 1990, S Kumars was incorporated as a private limited company, and
became a deemed Public Company with effect from 28 February 1991. It became a
Public Company on 7 July 1992.
The company then transformed to SKNL (S. kumars Nationwide Limited). SKNL is one
of Indias leading textile and apparel company with expertise in multi-fiber
manufacturing. The company has extended its presence in multiple product categories
from Fabrics to Apparels and Home Textiles.
Brands and subsidiaries
Textiles and apparel
S. Kumars has set up a texturising and twisting plant at Pithampur in Madhya Pradesh. In
1997, S. Kumars acquired a spinning-cum-weaving unit near Dewas (Madhya Pradesh),
from Standard Industries Limited.

In 1998, S. Kumars entered into a collaboration with Reid & Taylor of Scotland for
manufacturing and marketing the Reid & Taylor worsted suiting in India. In 2006, SKNL
launched "Carmichael House", a complete range of home linen products and accessories.
[3]

In 2006, SKNL launched "Belmonte", a youth menswear brand that had both fabric and
ready-to-wear garments under one label. It cliams to be India's only youth brand to offer
"Total Wardrobe Solutions" - Fabric, Apparel and accessories.
In 2007, the prestige clothing brand Stephens Brothers was licensed to SKNL in India. It
was launched in December 2007, to introduce the English cut & style to Indian consumer.
The brand is now owned by the UK Group Austin Reed.
[edit]Other sectors
In 1988, S. Kumars established a two-wheeler tyres and tubes manufacturing facility at
Pithampur in Madhya Pradesh. It also entered into an alliance with Apollo Tyres, for
marketing and growth.
The Maheshwar Hydro Electric Project, located at Mandleshwar in Madhya Pradesh was
awarded to S. Kumars Group in 2001, on "build, own and operate" basis. However this
project is still to be completed. The project became controversial due to non-payment on
various occasions by S. Kumars.[citation needed]
Landmarc Leisure Corporation Limited was established as S. Kumars' leisure and
entertainment business arm. It was originally found to set up a chain of family
entertainment centers across India, the first two being launched in Worli (Mumbai)
and Indore. In 2001, S. Kumars launched S-MAART, a department store in Landmarc
Citi, Worli. In 2002, Landmarc Leisure Corporation decided to develop its leisure brand
under two entities: Landmarc (family entertainment centers) and Mikanos (nightclubs).[4]

S. Kumars Online Ltd. (SKOL) was set up as the e-commerce arm of the S. Kumars
Group, while Induj Infotech Ltd. was set up as its ITESarm.
In 2009, Company has acquired assets of Hartmarx Corporation, a well-known company
in American and European markets.
[edit]Organization
SKNL businesses are divided into product-specific Strategic Business Units (SBUs):
Consumer Textiles, Home Textiles, Worsted Suitings, Ready to Wear and High Value
Fine Cotton (HVFC). Each of these SBUs is headed by an Executive Director, Chief
Executive Officer or a Chief Operating Officer. The corporate activities related to
finance, planning, research, publicity, marketing, human resources etc. are centralized.

Consumer Textiles

Belmonte (Fabrics)

Uniformity by Belmonte (Uniform fabric)

S.Kumars (Work wear fabric)

Home Textiles

Carmichael House (Premium)

Benetton ( Super Premium)

Ready to Wear (TWS)

Belmonte (Mid-Premium)

Baruche Superfine Cottons

To be launched

[edit]Reid & Taylor (India) Limited

S. Kumars acquired rights for manufacturing and marketing the Reid & Taylor worsted
suiting in India in 1998. Reid & Taylor was originally started by a Scottish man named
Alexander Reid in the 1830s. The concern, financed by Joseph Taylor, went on to become
a notable worsted suiting brand. S. Kumars set up a luxury suiting plant at Mysore in
1998 for Reid & Taylor (India) Ltd. The brand has been endorsed by India's notable film
actor, Amitabh Bachchan. In 2008, 24.5% stake in Reid & Taylor was acquired by an
affiliate of GIC Special Investments for Rs 900 crore.[5]
Luxury Textiles

Reid & Taylor (Luxury Suitings)

Ready to Wear

Reid & Taylor ( Premium)

Stephens Brothers ( Super Premium)

CHAPTER-3

LITERATURE REVIEW
ABOUT
TRAINING AND DEVELOPMENT

Training and development is a function of human resource management concerned with

organizational activity aimed at bettering the performance of individuals and groups

in organizational settings. It has been known by several names, including "human

resource development", and "learning and development".
History[edit]
The name of the discipline has been debated, with the Chartered Institute of Personnel
and Development in 2000 arguing that "human resource development" is too evocative of
the master-slave relationship between employer and employee for those who refer to their
employees as "partners" or "associates" to feel comfortable with. [1][2] Eventually, the
CIPD settled upon "learning and development", although that was itself not free from
problems, "learning" being an over-general and ambiguous name, and most organizations
referring to it as "training and development".[1]
Practice[edit]
Training and development encompasses three main activities: training, education, and
development.[1][3][4]

Training: This activity is both focused upon, and evaluated against, the job that an
individual currently holds.[4]

Education: This activity focuses upon the jobs that an individual may potentially
hold in the future, and is evaluated against those jobs.[4]

Development: This activity focuses upon the activities that the organization
employing the individual, or that the individual is part of, may partake in the future,
and is almost impossible to evaluate.[4]

The "stakeholders" in training and development are categorized into several classes.
The sponsors of training and development are senior managers. Theclients of training and
development are business planners. Line managers are responsible for coaching,

resources, and performance. The participants are those who actually undergo the
processes. The facilitators are Human Resource Management staff. And the providers are
specialists in the field. Each of these groups has its own agenda and motivations, which
sometimes conflict with the agendas and motivations of the others.[5]
The conflicts that are the best part of career consequences are those that take place
between employees and their bosses. The number one reason people leave their jobs is
conflict with their bosses. And yet, as author, workplace relationship authority, and
executive coach, Dr. John Hoover [6] points out, "Tempting as it is, nobody ever enhanced
his or her career by making the boss look stupid." [1] Training an employee to get along
well with authority and with people who entertain diverse points of view is one of the
best guarantees of long-term success. Talent, knowledge, and skill alone won't
compensate for a sour relationship with a superior, peer, or customer.
Typical roles in the field include executive and supervisory/management development,
new-employee orientation, professional-skills training, technical/job training, customerservice training, sales-and-marketing training, and health-and-safety training. Job titles
may include vice-president of organizational effectiveness, training manager or director,
management development specialist, blended-learning designer, training-needs analyst,
chief learning officer, and individual career-development advisor.
Talent development is the process of changing an organization, its employees,
its stakeholders, and groups of people within it, using planned and unplanned learning, in
order to achieve and maintain a competitive advantage for the organization. Rothwell
notes that the name may well be a term in search of a meaning, like so much in
management, and suggests that it be thought of as selective attention paid to the top 10%
of employees, either by potential or performance.[7][8]
While talent development is reserved for the top management it is becoming increasingly
clear that career development is necessary for the retention of any employee, no matter

what their level in the company. Research has shown that some type of career path is
necessary for job satisfaction and hence job retention. Perhaps organizations need to
include this area in their overview of employee satisfaction.
The term talent development is becoming increasingly popular in several organizations,
as companies are now moving from the traditional term training and development. Talent
development encompasses a variety of components such as training, career development,
career management, and organizational development, and training and development. It is
expected that during the 21st century more companies will begin to use more integrated
terms such astalent development.
Washington Group International, in their paper "The Nuclear Renaissance, A Life Cycle
Perspective"[9] defined two logical laws of talent development:

First law of talent development: "The beginnings of any technology-rich business

are all characterized by a shortage of large numbers of technically trained people
needed to support ultimate growth"

Second law of talent development: "The resources will come when the business
becomes attractive to the best-and brightest who adapt skills to become part of an
exciting opportunity"

Talent development refers to an organization's ability to align strategic training and career
opportunities for employees. Training can sometimes also be referred to as a tool for
change management and improved organizational culture. Referring to a study conducted
in India titled "TO IDENTIFY THE TRAINING AND DEVELOPMENT PRACTICES
FOLLOWED IN ORGANIZATION: A case study of Birla Cement Work, Rajasthan", it
was found that trainees (employees) are aware of the training and development practices
followed in the organization and they very well know that the training programs are the
tools for their overall development in organization. Using the training, they also share

their knowledge among their colleagues which is improving the work culture among the
organization. [10]
Training and development practices also have their importance for professional education
educators also. As there is a need to evaluate the benchmark practices followed for
professional education educators to find out that whether the training programme which
they opt is according to their training need or they are selecting these training
programmes at randomSOURCE. [11]
Understanding Learning and Development
It's amazing how so many of us go through so many years of schooling, but have such
little understanding of learning and development. Before reading about the many aspects
of learning and development in this topic in the Library, including learning and
development programs and practitioners, it's best to start with a basic understanding of
what learning and development is and how to best benefit from it. Also, it's useful to
understand the common terms and the sometimes subtle differences between them.
Basic Terms in Training and Development (Knowledge, Skills, Training, Learning, etc.)
If you will be doing training and development with yourself (and almost every adult will
be at some time in their lives) or with others, you should know the differences between
training children and teens versus training adults. Adults have very different nature and
needs in training. Also, there are some common beliefs about training that just aren't true.
Understand those misconceptions so you don't build your training around those illusions.
Principles of -- and Myths About -- Adult Learning
Theories of Learning and Development
Benefits of Learning and Development
We often think that the biggest benefit of learning is that we get a diploma or credential.
As we get wiser, we realize there are so many more benefits than that. Knowing the
benefits will help motivate you to design your own training plans and programs, and to

motivate others to participate as well. Perhaps one of the biggest benefits is the
appreciation that you can be learning all the time, even if you are not in a formal training
program.
Employment Training and Development: Reasons and Benefits
Relationship of Learning and Development to Performance
We tend to assume that training leads to learning, which leads to doing better in our lives
and work -- it leads to increased performance. However, you will very likely get more out
of your trainings and be more successful in promoting trainings to others if you
understand more about the relationship between training and performance. That
understanding is especially useful when designing training to increase performance or to
redesign training programs that don't seem to be as successful as you wish.
Tying Training to Performance (Performance Consulting and HPT)

DIFFERENT TYPES OF TRAINING AND ACTIVITIES

Informal Versus. Formal Training, Self-Directed Versus Other-Directed Training
There are different, major forms of learning and development. We're most familiar with
formal and other-directed forms of learning and development, that include the strong
attention to the systematic structure and evaluation of the learning and development,
especially as used in schooling. That is somewhat ironic, because the most common
forms of learning and development are informal and self-directed -- they occur without
strong attention to a systematic design and evaluation and without many experts guiding
us through those experiences.
Ways to Look at Training and Development Processes: Informal/Formal and SelfDirected/Other-Directed

Types of Activities for Learning and Development

There are many approaches to learning and development and many types of activities that
can be undertaken to learn. We're most used to thinking of the formal, other-directed
activities, such as attending courses or lectures. However, most of the types of learning
are informal and unstructured. An awareness of these other types will broaden your
possibilities for intentional learning and for designing training for yourself and others.
Various Ideas for Learning Activities
Movements in Organizational Training and Development
The field (or many would argue, the profession) of training and development has
undergone dramatic improvements, especially with the inclusion of computer- and Webbased technologies. We're also expanding the concept of learning beyond the learning of
individuals -- we're thinking that groups and organizations can learn, too. (Although the
topics of the learning organization and knowledge management are fairly recent and still
popular, many people would disagree that they're actually learning and development
programs -- those people might assert that they're actually forms of organizational
performance management. However, the two topics still seem to be so broad and
changing, that they're referred to here as movements.)
Learning Organization
Knowledge Management

PREPARATION FOR DEVELOPING TRAINING AND DEVELOPMENT

PROGRAMS
Examples of Programs in the Workplace
Before this Library topic goes on to explaining how to design and develop training
programs, it's useful to get a quick impression of various types of training programs.
A training program is an intentionally designed, (hopefully) highly integrated set of
activities that are aligned to accomplish a certain set of results among learners. Many of

us might not be used to thinking of the following as programs in the workplace, but they
are.
Overviews of Various Formal Training Processes
Orienting New Employees (New Hires, On-Boarding)
Corporate Universities
How to Ensure Transfer of Training -- Training That Sticks
One of the biggest concerns of trainers -- and those paying for training -- is whether the
learners will indeed understand and apply the new information and materials from the
learning and development activities, that is, whether the new information and materials
will transfer to the learners. The following link is to many resources with guidelines to
increase the likelihood of transfer of training.
How to Ensure Transfer of Training -- How to Reinforce Learning
Suggestions to Enrich the Activities of Learning and Development
Now we'll tie the many guidelines together into a set of suggestions that will be useful,
especially when undergoing or designing training programs for yourself and others. The
second link is to a guide you could consider when designing a training program.
Suggestions to Enrich Learning Any Training and Development Plans

DEVELOPING SYSTEMATIC TRAINING AND DEVELOPMENT PROGRAMS

Instructional System Design (ISD) and the ADDIE Model
Formal approaches to learning and development often have the highest likelihood of
transfer of training. A formal approach to learning and development usually follows a
systematic and consistent framework. Systematic means that the framework is designed
to guide learners to achieve an overall set of goals -- goals to address a need or situation,
then associates objectives and activities to achieve those overall goals, and evaluates the
activities and results to be sure the goals were achieved. Instructional system design

(ISD) is the activities to ensure that the design of training is very successful in achieving
the goals of the training. One of the most common ISD models is ADDIE, which is an
acronym for assessment, design, development, implementation and evaluation -- you can
discern from the acronym that ADDIES is a systematic design of training.
Formal Training Processes -- Instructional Systems Design (ISD) and ADDIE
Example Guidelines to Design Your Training Plan
ADDIE Phase 1 -- Assessing Your Training Needs: Needs Assessment to Training Goals
What overall results or outcomes should be accomplished by learners? Those outcomes
usually are identified from the results ofassessments, or measurements, of what a person
or workplace needs to accomplish in order to achieve some desired level of performance.
An outcome might be the ability to perform a complex job.
Training Needs Assessment and Analysis: Identifying Training Goals
ADDIE Phase 2 -- Designing Training Plans and Learning Objectives
What learning objectives must be accomplished by learners in order to achieve the
overall outcomes, and what activities must be undertaken by trainers and learners to
accomplish those objectives? The integration of the overall outcomes, objectives and
activities and also how they will be evaluated comprise the design of the learning and
development program. Learning objectives often are described in terms of new learning
-- new knowledge, skills and competencies.
Designing Training Plans and Learning Objectives
ADDIE Phase 3 -- Developing Training Activities and Materials
Now it's important to get even more clear on what resources must be obtained and
developed in order to undertake the activities to achieve the objectives. Resource might
include certain expertise, facilities and technologies. Development might include several
trainers and learners reviewing the design of the training to ensure it meets their nature
and needs.
Developing Training Activities and Materials

ADDIE Phase 4 -- Implementing Your Training Program

Now you're ready to have trainers and learners participate in the program, to undertake
the activities and evaluations of learning. Implementation often results in refining the
original design of the training program.
Implementing Training: Conducting the Training with Learners
ADDIE Phase 5 -- Evaluating Your Training Program
As trainers and learners participate in the program, evaluation should occur of the quality
of the activities and the extent of achievement of the objectives. After the program,
evaluation should occur to assess the extent of achievement of the overall goals of the
program. Evaluation might focus on short-term, intermediate and long-term outcomes.
Evaluating Training and Results (ROI of Training)

LEARNING AND DEVELOPMENT PROGRAMS -- ROLES AND MANAGEMENT

Management of Learning and Development Programs and Activities
Learning and development activities must be carefully led and managed -- many people
would argue that they're not unlike other functions in organizations, such as planning,
marketing and financial management. The following roles might be utilized, especially in
well-established organizations with extensive resources.
Learning Management Systems
Role of Chief Learning Officers
Role of Management in Learning and Development
Role of Learners in Training and Development
How to Know When to Facilitate, Train or Coach
Practitioners in Learning and Development
The following links are to numerous types of positions that often have official
responsibility for various forms of learning and development.

Chief Learning Officers

Coaches
Facilitators
Human Performance Technologists
Human Resource Specialists
Organization Development Practitioners
Popular Education for Learning and Development and Social Change
Performance Consultants
Trainers (Corporate Trainers) (includes guidelines about training)
Do You Need An Instructional Design Degree?
Forms of Development (Leaders, Managers, Supervisors, Teams, etc.)
It might help to broaden your understanding of how learning and development is applied
in life and organizations by considering various forms of development. Development is
often referred to as the activities to raise the performance of a person, team, process or
organization to another level. Development include a wide variety of forms of learning
and development. The following links are to a wide variety of forms of development in
people and organizations.
Organization Development
Board Development
Leadership Development
Management Development
Supervisoral Development
Team Development
Personal Development
Sales Training
Training Solutions for the Dumbest Management Concepts of All Time

RESOURCES FOR TEACHERS AND TRAINERS

Tips and Tools for Trainers and Teachers
Before reading about more specific tips and tools for trainers and teachers, it's important
to have a basic understanding of training and development, in general. So be sure to at
least scan the list of topics listed at the top of this page in order to understand the broader
aspects of training and development. Then see
Tips and Tools for Trainers and Teachers
Starting a Training Business
This topic assumes that you already have some expertise in training and are thinking
about starting a business to be a professional trainer. The guidelines in this topic are
focused on helping you to start a new organization, expand a current organization, or start
a new service. If you do not yet have expertise in training, you should review much of the
contents of the topic Training and Development, and then certainly practice training in a
variety of venues, including with evaluation from other trainers and participants in your
trainings.
How to Start a Training Business
General Resources
Online Resources for Training and Development
Online Educational Directories
Free Training Programs
The challenges associated with the changing nature of work and the workplace
environment are as real for the campus as elsewhere. Rapid change requires a skilled,
knowledgeable workforce with employees who are adaptive, flexible, and focused on the
future.
As a manager, one of your key responsibilities is to develop your staff. The Philosophy of
Human Resources Management (Appendix B) states that you can:

"Encourage growth and career development of employees by coaching, and by helping

employees achieve their personal goals at UCSF and beyond...[you can develop] human
resources by providing adequate training... encouragement of staff development, and
opportunities for growth."
The campus recognizes that employee development requires a shared responsibility
among the institution, you, and the employee. In this partnership:
The institution
Ensures that policies and programs facilitate the continuing development of staff
You
Work with staff to: assess and provide feedback on their skills and interests; select
training and development activities that match their career development objectives and
job needs; use the Development & Training catalog as a tool to tell employees about
training and development opportunities on campus and to create an annual development
plan; stay informed of current policies and practices that support employee development;
follow up with employees after a learning activity to integrate new skills and knowledge
into their responsibilities
The employee
Takes initiative to assess skills and interests and seek development activities that match
needs; works with you to identify training and development objectives
Most employee development and training programs fall under the following categories:
Management Development; Career Development; Basic Skills; Professional Skills;
Technical Training; Supervisory Skills

Your support of training and development creates a "Win" for the employee and for your
workplace. You will have:
Employees with upgraded skills, working to their full potential and equipped to deal with
the changing demands of the workplace; employees with higher morale, career
satisfaction, creativity, and motivation; increased productivity and responsiveness in
meeting departmental objectives
Career Development
Management Development
Other Resources

Career Development
Career development is the ongoing acquisition or refinement of skills and knowledge,
including job mastery and professional development, coupled with career planning
activities. Job mastery skills are those that are necessary to successfully perform one's
job. Professional development skills are the skills and knowledge that go beyond the
scope of the employee's job description, although they may indirectly improve job
performance.
Since career development is an ongoing, dynamic process, employees may need
encouragement and support in reviewing and re-assessing their goals and activities. You
are in a key position to provide valuable feedback and learning activities or resources.
Formal training and classes away from the job are effective in providing new
information, but adult learners also need to practice new skills. Therefore, you can
contribute significantly to your staff member's career development by supporting career
development activities within your department.

Guiding Principles
Your support for career development is important because:
Current information about the organization and future trends helps employees
create more realistic career development goals
Focus on skill development contributes to learning opportunities
Opportunities for promotion and/or lateral moves contribute to the employee's
career satisfaction
A greater sense of responsibility for managing one's own career contributes to selfconfidence
Career planning and development clarifies the match between organizational and
individual employee goals
It's cost-effective to use your own staff talent to provide career development
opportunities within your department
Career development increases employee motivation and productivity
Attention to career development helps you attract top staff and retain valued
employees
Supporting career development and growth of employees is mandated by the
Philosophy of Human Resources Management
How to Support Career Development
Refer to the Employee Development & Training catalog for the career
development course listings.

 Annually, conduct an individual development plan and career discussion with

employees and require other supervisors in your department to do the same.
Hold supervisors in your department accountable for supporting employee
development efforts.
Create programs and activities to provide skill development, such as job rotation,
cross-training, mentoring, internships, coaching, and career strategy groups.
Recognize that your role includes providing support and/or release time for staff
members' development beyond their current jobs. Refer to the Education and
Development Leave policy and the Flextime Scheduling: Guidelines and
Procedures policy.
Support requests for alternate work schedules from staff members.
Serve as a role model by participating in career and professional development
opportunities yourself.
See staff members' applications for other positions as a healthy sign of a dynamic
workplace.
Support lateral moves within your organization.
Refer employees to the Staff Internship Program to explore opportunities to apply
for career development internships or self-initiate an internship in an area of
special interest.
Create job vacancy listings that allow for the most diverse applicant pool while
honoring transferable skills.

Roles You Can Play

COACH: Helps employees identify strengths, weaknesses, interests, and values by
maintaining open, effective communication and ongoing encouragement. You can
improve your coaching by:
Encouraging two-way dialogue
Showing employees how to identify their skills, interests, and values
Scheduling uninterrupted career development discussions
ADVISOR: Provides organizational information, realities, and resources to employees.
You can improve your advising by:
Helping employees develop realistic career goals based on your department's
needs and their individual development plans
Helping employees understand the current opportunities and limitations on the
campus
Advising employees on the feasibility of various career options
APPRAISER: Evaluates employees' performance in an open, candid way and relates this
to potential opportunities. You can improve your appraisal skills by:
Providing frequent feedback in a way that fosters development
Conducting performance appraisals that define strengths, weaknesses, and career
development needs
Relating current performance to future potential in realistic ways

 Using an individual development plan as a tool for continual feedback and

development
REFERRAL AGENT: Helps employees meet their goals through contacts with people
and resources. You can improve your referral agent skills by:
Helping employees formulate development plans and consulting on strategies
Providing opportunities for experience, exposure, and visibility, such as
committees and task forces)
Using personal resources who you know and what you know to create
opportunities
Assisting in seeking employees' placement lateral or vertical
Management Development
The management and leadership development process is flexible and continuous, linking
an individual's development to the goals of the job and the organization. Management
development programs on campus give you the opportunity to develop a broad base of
skills and knowledge that can be applied to many jobs on campus. D&T's management
development curriculum is changing. The overarching goal is a comprehensive
curriculum for managers and supervisors to develop the necessary core competencies to
become excellent leaders. The Employee Relations Unit also provides training for
managers and supervisors, along with performance management tools. Expanding
management core competencies will enable campus managers to keep pace with the
demands of a changing organization. Enroll in the Supervisory Certificate Program
courses to learn more about supervisory core competencies and roles at the D&T Course
Enrollment Catalog.

Guiding Principles
Management development activities can:
Encourage growth and career development of employees as stated in the
Philosophy of Human Resources Management
Improve skills and knowledge that can be immediately applied at work
Increase motivation and job satisfaction
Create a network of colleagues for problem-solving and support
Promote communication and planning throughout campus and department
networks
How to Support Management Development
Model the behavior you are encouraging; don't neglect your own development.
Discuss and create a development plan during the performance planning cycle.
Endorse employees attending classes and activities that support development plans
and goals.
Discuss what the employee learned in classes and support integrating new
ideas/methods.
Provide timely behavioral feedback on performance and discuss ways to improve
and develop further.
Provide opportunities for your employees to develop through mentoring, crosstraining, internships, campus staff organizations, professional associations,

committee and task force assignments, skill assessment programs, and university
degree and extension programs.
Other Resources
The Employee Development & Training Unit in Human Resources
Employee Development & Training course listings
Management Skills Assessment Program

CHAPTER- 4
TRAINING AND DEVELOPMENT
IN
Reid & Taylor

TRAINING AND DEVELOPMENT IN Reid & Taylor

In the field of human resource management, training and development is the field
concerned with organizational activity aimed at bettering the performance of individuals
and groups inorganizational settings. It has been known by several names,
including employee development, human resource development, and learning and
development
Harrison observes that the name was endlessly debated by the Chartered Institute of
Personnel and Development during its review of professional standards in 1999/2000.
"Employee Development" was seen as too evocative of the master-slave relationship
between employer and employee for those who refer to their employees as "partners" or
"associates" to be comfortable with. "Human Resource Development" was rejected by
academics, who objected to the idea that people were "resources" an idea that they felt
to be demeaning to the individual. Eventually, the CIPD settled upon "Learning and
Development", although that was itself not free from problems, "learning" being an
overgeneral and ambiguous name. Moreover, the field is still widely known by the other
names.
Training and development encompasses three main activities: training, education, and
development. Garavan, Costine, and Heraty, of the Irish Institute of Training and
Development, note that these ideas are often considered to be synonymous. However, to
practitioners, they encompass three separate, although interrelated, activities:

Training
This activity is both focused upon, and evaluated against, the job that an individual
currently holds.
Education
This activity focuses upon the jobs that an individual may potentially hold in the future,
and is evaluated against those jobs.
Development
This activity focuses upon the activities that the organization employing the individual, or
that the individual is part of, may partake in the future, and is almost impossible to
evaluate.

The "stakeholders" in training and development are categorized into several classes.
The sponsors of training and development are senior managers. The clients of training
and development are business planners. Line managers are responsible for coaching,
resources, and performance. The participants are those who actually undergo the
processes. The facilitators are Human Resource Management staff. And the providers are
specialists in the field. Each of these groups has its own agenda and motivations, which
sometimes conflict with the agendas and motivations of the others.
The conflicts are the best part of career consequences are those that take place between
employees and their bosses. The number one reason people leave their jobs is conflict
with their bosses. And yet, as author, workplace relationship authority, and executive
coach, Dr. John Hoover points out, "Tempting as it is, nobody ever enhanced his or her
career by making the boss look stupid." Training an employee to get along well with
authority and with people who entertain diverse points of view is one of the best

guarantees of long-term success. Talent, knowledge, and skill alone won't compensate for
a sour relationship with a superior, peer, or customer.
IMPORTANCE OF TRAINING AND DEVELOPMENT
OPTIMUM UTILIZATION OF HUMAN RESOURCES- Training and
development helps in optimizing the utilization of human resource that further
helps the employee to achieve the organizational goals as well as their individuals
goals.
DEVELOPMENT OF HUMAN RESOURCE- Training and development helps
to provide an opportunity and broad structure for the development of human
resources technical and behavioral skills in an organization. It also helps the
employees in attaining personal growth.
DEVELOPMENT OF SKILLS OF EMPLOYEES- Training and development
helps in increasing the job knowledge and skill of employees at each level. It helps
to expand the horizons of human intellect and an overall personality of the

employees.
ORGANISATION CLIMATE.
QUALITY.
HEALTHY WORK-ENVIRONMENT.
HEALTH AND SAFETY.

METHODS OF TRAINING
There are various methods of training, which can be divided in to cognitive and
behavioral methods. Trainers need to understand the pros and cons of each method, also
its impact on trainees keeping their background and skills in mind before giving training.
The various methods that come under cognitive approach are:
LECTURE- A method training
It is one of the oldest methods of training. This method is used to create understanding of
a topic or to influence behavior, attitudes through lecture. A lecture can be in printed or
oral form. Lecture is telling someone about something.

Demonstration training method

This method is a visual display of how something works or how to do something. As an
example, trainer shows the trainees how to perform or how to do the tasks of the job. In
order to be more effective, demonstration method should be accompanied by the
discussion or lecture method.

Discussion training method

This method uses a lecture to provide the learners with context that is supported,
elaborated, explain, or expanded on through interactions both among the trainees and
between the trainer and the trainees.
The discussion method consists a two-way flow of communication i.e. knowledge in the
form of lecture is communicated to trainees, and then understanding is conveyed back by
trainees to trainer.

Computer based training

With the world-wide expansion of companies and changing technologies, the demands
for knowledge and skilled employees have increased more than ever, which in turns, is
putting pressure on HR department to provide training at lower costs. Many organizations
are now implementing CBT as an alternative to classroom based training to accomplish
those goals.

Behavioral methods are more of giving practical training to the trainees. The various
methods under behavioral approach allow the trainee to behave in real fashion. These
methods are best used for skill development.

The various methods that come under behavioral approach are:

GAMES AND STIMULATION

BEHAVIOR-MODELING
BUSINESS GAMES
CASE STUDIES
EQUIPMENT STIMULATORS
IN-BASKET TECHNIQUE
ROLE PLAY

ON THE JOB TRAINING-

There are many management development techniques that an employees can take in off
the job. The few popular methods are:

SENSITIVITY TRAINING
TRANSACTIONAL ANALYSIS
STRAIGHT LECTURE/ LECTURES
SIMULATION EXERCISE

TRAINING

AND

DEVELOPMENT

METHOD

ADOPTED

BY

LUMAX

INDUSTRIES LTD.
The training methods which are generally used in an organization are classified into two
i.e
1-ON THE JOB: On the job training places the employees in an actual work situation
and makes them appear to be immediately productive. It is learning by doing. For jobs,
that either are difficult to simulate or can be learn quickly by watching and doing on-the
job training makes sense.
2- OFF THE JOB: Off-the-job training covers a number of techniques classroom
lectures, films, demonstration, case studies and other simulation exercises, and
programmed instruction.

INPUTS IN TRAINING AND DEVELOPMENTS IN Reid & Taylor.

Any training and development program must contain inputs which enable the participants
to gain skills, learn theoretical concepts and help acquire vision to look into distant
future. In addition to these, there is a need to impart ethical orientation, emphasize on
attitudinal changes and stress upon decision-making and problem-solving abilities.
Skills

Training, as was stated earlier, is imparting skills to employees. A worker needs skills to
operate machines, and use other equipments with least damage or scrap. This is a
basic skill without which the operator will not be able to function. There is also the need
for motor skills. Motor skills refer to performance of specific physical activities. These
skills involve training to move various parts of ones body in response to certain external
and internal stimuli. Common motor skills include walking, riding a bicycle, tying a
shoelace, throwing a ball and driving a car. Motor skills are needed for all employees
from the clerk to the general manager. Employees, particularly supervisors and
executives, need interpersonal skills popular known as the people skills. Interpersonal
skills are needed to understand one self and others better, and act accordingly. Examples
of interpersonal skills include listening, persuading, and showing an understanding of
others feelings.
Education
The main purpose of Reid & Taylor is to provide education to teach theoretical
concepts and develop a sense of reasoning and judgment. That any training and
development program must contain an element of education is well understood by HR
specialist. Any such program has university professors as resource persons to enlighten
participants about theoretical knowledge of the topic proposed to be discussed. In fact
organizations depute or encourage employees to do courses on a part time basis. Chief
Executive Officers (CEOs) are known to attend refresher courses conducted by business
schools. Education is important for managers and executives than for lower-cad reorders.

Development
Another component of a training and development is development which is less skill
oriented but stressed on knowledge. Knowledge about business environment,

management principles and techniques, human relations, specific industry analysis and
the like is useful for better management of the company.
Ethics
There is need for imparting greater ethical orientation to a training and development
program. There is no denial of the fact that ethics are largely ignored in businesses.
Unethical practices abound in marketing, finance and production function in an
organization. They are less see and talked about in the personnel function. If the
production, finance and marketing personnel indulge in unethical practices the fault rests
on the HR manager. It is his/her duty to enlighten all the employees in the organization
about the need of ethical behavior.

How Training Benefits Reid & Taylor:

 Leads to improved profitability and/or more positive attitudes towards profit

orientation.
Improves the job knowledge and skills at all levels of the organization
Improves the morale of the workforce.
Helps people identify with organizational goals.
Helps create a better corporate image.
Fosters authenticity, openness and trust.
Improves relationship between boss and subordinate.
Aids in organizational development.
Learns from the trainee.
Helps prepare guidelines for work.
Aids in understanding and carrying out organizational policies.
Provides information for future needs in all areas of the organization.
Organization gets more effective decision-making and problem-solving skill.
l
Aids in increasing productivity and/or quality of work.

 Helps keep costs down in many areas, e.g. production, personnel, administration,
etc.
Develops a sense of responsibility to the organization for being competent and
knowledgeable.
Improves Labour-management relations.
Reduces outside consulting costs by utilizing competent internal consultation.
Stimulates preventive management as opposed to putting out fires.
Eliminates suboptimal behavior (such as hiding tools).
Creates an appropriate climate for growth, communication.
Aids in improving organizational communication.

TRAINING

AND

ADVANTAGE:

DEVELOPMENT

AS

SOURCE

OF

COMPETITIVE

Reid & Taylor derive competitive advantage from training and development. Training
and development program, as was pointed out earlier, help remove performance
deficiencies in employee. This is particularly true when
(1) The deficiency is caused by a lack of ability rather than a lack of motivation to
perform,
(2) The individual(s) involved have the aptitude and motivation need to learn to do the
job better, and
(3) Supervisors and peers are supportive of the desired behaviors.
Training & Development offers competitive advantage to Reid & Taylor by removing
performance
deficiencies; making employees stay long; minimized accidents, scraps and damage; and
meeting future employee needs.
There is greater stability, flexibility, and capacity for growth in an organization. Training
contributes to employee stability in at least two ways. Employees become efficient after
undergoing training. Efficient employees contribute to the growth of the organization.
Growth renders stability to the workforce. Further, trained employees tend to stay with
the organization. They seldom leave the company. Training makes the employees
versatile in operations. All rounders can be transferred to any job. Flexibility is therefore
ensured. Growth indicates prosperity, which is reflected in increased profits from year to
year. Who else but well-trained employees can contribute to the prosperity of an
enterprise?
Accidents, scrap and damage to machinery and equipment can be avoided or minimized
through training. Even dissatisfaction, complaints, absenteeism, and turnover can be
reduced if employees are trained well.
Future needs of employees will be met through training and development program.
Organizations take fresh diploma holders or graduates as apprentices or management
trainees. They are absorbed after course completion. Training serves as an effective
source of recruitment. Training is an investment in HR with a promise of better returns in
future.

In Reid & Taylor training and development pays dividends to the employee. Though no
single training program yields all the benefits, the organization which devotes itself to
training and development enhances its HR capabilities and strengthens its competitive
edge. At the same time, the employee's personal and career goals are furthered, generally
adding to his or her abilities and value to the employer.

CHAPTER-5

DATA ANALYSIS
AND
INTERPRETATION

Data Analysis & Interpretation

1-Your organization considers training as a part of organizational strategy. Do you
agree with this statement?

NO. OF
RESPONSE
STRONGLY

RESPONDENT

PERCENTAG

AGREE
AGREE
SOME WHAT

13
1

52
4

AGREE
DISAGREE
TOTAL

4
7
25

16
28
100

n
o
.

training as a part of oraganisation strategy

120
100
80
60
40
20
0

o
f
e
m
p
l
o
y
e
e
s

100
52
13

14

16

28

25
NO. OF
RESPONDENTS
PERCENTAGE

%age

Interpretation
The above graph indicates that organization considers training as a part of organizational
strategy.
QUES 2): How many training programs will you attend in a year?

RESPON

NO. OF

PERCENTA

SE

RESPONDEN

GE

T
LESS
THEN 0010
10- 20
20-40
MORE

14
2
6

56
8
24

THAN 40
TOTAL

3
25

12
100

n
o
.

no. of training programs in a year

120

o
f

100

e
m
p
l
o
y
e
e
s

60

100

80
56

NO. OF RESPONDENT

40
20

25

24

14
2

0
LESS THEN 10

6
20-40

PERCENTAGE

12
TOTAL

%age

INTERPRETATION
The above chart indicates that less training programs are held in the organization.

QUES 3): To whom the training is given more in your organization?

NO. OF
RESPONSE
SENIOR STAFF
JUNIOR STAFF

RESPONDENT PERCENTAGE
3
12
5
20

NEW STAFF
BASED ON
REQUIRTMENT
TOTAL

n
o
.

120
100
o
80
f
60
40
e
20
m
0
p
l
o
y
e
e
s

24

13
25

52
100

to whom traning is given

100
52
20
12
5
3 OF RESPONDENT
NO.

24

13
PERCENTAGE

25

%age

INTERPRETATION
The above chart shows indicates that training is provided on the basis of requiretment.

QUES 4): what are all the important barriers to training and development in your
organization?

RESPONSE
TIME
MONEY
LACK OF INTEREST BY

NO. OF

PERCENTAG

RESPONDENT

5
6

20
24

STAFF
NON-AVAILABILITY OF
SKILL TRAINER
TOTAL

n
o
.
o
f

10
25

40
100

barriers to training and development

120
100
80
60
40
20
0

e
m
p
l
o
y
e
e
s

100
40
25
24
10
6

20
5

NO. OF RESPONDENT
PERCENTAGE

%age

INTERPRETATION
The graph indicates that the important barriers to training and development in the
organization is non-availability of skilled trainers.
QUES 5): Enough practice is given for us during training session? Do you agree with
this statement?
NO. OF
RESPONDE
RESPONSE
NT
STRONGLY
AGREE
AGREE

PERCENTA
GE

14
2

56
8

 SOME
WHAT
AGREE
DISAGREE

n
o
.
o
f
e
m
p
l
o
y
e
e
s

6
3
25

24
12
100

practice given during training period

120
100
80
60
40
20
0

100
56
14

24
6

28

312

25
NO. OF RESPONDENT
PERCENTAGE

%age

INTERPRETATION
The above graph indicates that enough practice is given for employees during training
sessions.
QUES 6): The training session conducted in your organization is useful. Do you agree
with this statement?
NO. OF
RESPONSE
STRONGLY
AGREE
AGREE

PERCENTAG

RESPONDENT E
15
5

60
20

SOME
WHAT
AGREE
DISAGREE
TOTAL

n
o
.
o
f
e
m
p
l
o
y
e
e
s

5
0
25

20
0
100

training is useful
120
100
80
60
40
20
0

100
60
20
5

15

25

20
5

NO. OF RESPONDENT

00

PERCENTAGE

%age

INTERPRETATION
The above graph indicates the training sessions conducted in the organization is useful.

QUES 7): Employees are given appraisal in order to motivate them to attend the training.
Do it agree with this statement?
NO. OF
RESPONSE
STRONGLY
AGREE
AGREE
SOME WHAT
AGREE

PERCENTAG

RESPONDENT E
14
6

56
24

12

DISAGREE
TOTAL

n
o
.
o
f
e
m
p
l
o
y
e
e
s

2
25

8
100

training is motivation for employee

120
100
80
60
40
20
0

100
56
14

24
6

312

28

25
NO. OF RESPONDENT
PERCENTAGE

%age

INTERPRETATION
The above graph indicates employees are given appraisal in order to motivate them to
attend the training.

QUES 8): How well the work place of training is physically organization?
NO. OF
RESPONSE
EXCELLENCE
GOOD
AVERAGE
BAD
TOTAL

RESPONDEN

PERCENTAG

E
8
6
6
5
25

32
24
24
20
100

n
o
o
f
e
m
p
l
o
y
e
e
s

place of training
120
100
80
60
40
20
0

100

32
8

24
6

24
6

20

25

NO. OF RESPONDENT
PERCENTAGE

%age

INTERPRETATION
This graph indicates the trainers should possess technical skill to make the training
effective.

QUES 9): What are the general complains about the training session?
NO. OF
RESPONSE
TAKE AWAY PRECIOUS TIME OF
EMPLOYEES
TOO MANY GAPS BETWEEN THE

PERCENTAG

RESPONDENT E
4

25

SESSIONS
TRAINING SESSIONS ARE

10

40

UNPLANNED
BORING AND NOT USEFUL
TOTAL

6
5
25

15
20
100

n
o
o
f

complains about training session

120
100

100

80

e
60
m
40
p
40
25
2025
l
15
20
10 6 5
o
4
y
0
e TAKE AWAY PRECIOUS TIME OF EMPLOYEES
e
%age
s

NO. OF RESPONDENT
PERCENTAGE

INTERPRETATION
This graph indicates that there are too many gaps between the training sessions.

QUES 10): Time duration given for the training period is;

RESPONSE
SUFFICIENT
TO BE EXTENDED
TO BE SHORTENED
MANAGEABLE
TOTAL

NO. OF

PERCENTAG

RESPONDENT

5
10
8
2
25

20
40
32
8
100

n
o
o
f
e
m
p
l
o
y
e
e
s

training period
120
100
80
60
40
20
0

100

20

40
10

32
8

28

25
NO. OF RESPONDENT
PERCENTAGE

%age

INTERPRETATION
This graph indicates the reasons for shortage of skilled manpower at workplace are lacks
of support from senior staff.

CHAPTER-6

SUGGESTIONS

RECOMMENDATIONS/ SUGGESTIONS

On the basis of survey through questionnaire, I hereby humbly propose

my recommendation to carry out further improvement in existing
training and development activities in Reid & Taylor
Efforts for making training and development formats user friendly should be kept
continued.

CONCLUSION

CONCLUSION

This study was a learning experience for me and I came to know the training and
development programs in Reid & Taylor was positive in response but still more training

and development is needed in Reid & Taylor so that the employees are motivated time
by time and they should know their strength & weakness so that they can work on it &
improve their knowledge & skills for the betterment of their organization.

In the last but not the least I conclude that all the training and development programs of
company are highly effective & beneficial to the employees in giving their best
contribution to their personal growth & development as well to meet the organizational
objective.

BIBLIOGRAPHY

REFERENCES
1. David A. Decenzo/Stephen P. Robins (2004) Personal Human Resource
2. Management

3.
4.
5.
6.
7.

A. Monappa (2004), Personal Management

Allan pepper (1999) A Handbook on Training and Development
www.wikipedia.org
www.naukrihub/training&development.com
Dr. sarabjit singh, Director Apeejay College of engeneering,

Gurgon, India
8. Paul Lewis, William J. Rothwell, Lindamillar Aahad osan-gani
9. Department of psychology & Institute of molecular Biology
10. Lane Randole crocket
11. L.B.oio & D.A.olaninan
12. Barid, liayad, Grith Dorell, Lunderson, John
13. www.reid&taylor.com

ANNEXURE

Questionnaire:
Ques 1) - Your organization considers training as a part of organizational strategy.
Do you agree with this statement?
STRONGLY AGREE
AGREE
SOME WHAT AGREE
DISAGREE
Ques 2)- How many training programs will you attend in a year?

Less than 10
10-20
20-40
More than- 40

Ques 3)- To whom the training is given more in your organization?

SENIOR STAFF
JUNIOR STAFF
NEW STAFF
BASED ON REQUIRTMENT
Ques 4)- what are all important barriers to training and development in your
organization?

Time
Money
Lack of interest by the staff
Non-availability of skilled trainers

Ques 5)- Enough practice is given for us during training session? Do you agree with this
statement?

JOB ROTATION
EXTERNAL RATING
CONFERENCE/DISCUSION
PROGRAMMED INSTRUCTION

Ques 6)- The training session conducted in your

organization is useful. Do you agree with this
statement?

STRONGLY AGREE
AGREE
SOME WHAT AGREE
DISAGREE

Quest 7)- The training session conducted in

your organization is useful. Do you agree with
this statement?

STRONGLY AGREE
AGREE
SOME WHAT AGREE
DISAGREE

Ques 8)- Employees are given appraisal in order

to motivate them to attend the training. Do you
agree with this statement?

STRONGLY AGREE
AGREE
SOME WHAT AGREE
DISAGREE

Ques 9)- What are the general complains about

the training session?
TAKE AWAY PRECIOUS TIME OF
EMPLOYEES
TOO MANY GAPS BETWEEN THE
SESSION
TRAINING

SESSION

ARE

UNPLANNED
BORING AND USEFUL
Ques 10)- Time duration given for the training
period is;

SUFFICIENT
TO BE EXTENDED
TO BE SHORTEND
MANAGEABLE