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Training and Development A Dissertation: Submitted in Partial Fulfillment For The Award of The Degree of
Training and Development A Dissertation: Submitted in Partial Fulfillment For The Award of The Degree of
Training and Development A Dissertation: Submitted in Partial Fulfillment For The Award of The Degree of
A Dissertation
Submitted in partial fulfillment for the award of the degree of
MASTER OF BUSSINESS ADMINISTRATION
IN
MARKETING & HR
Session 2017 -2019
By
SURBHI KUSHWAH
MBAN1MG17054
Under the guidance of
Assist.Pro-Shachi Gupta
ITM SCHOOL OF MANAGEMENT
ITM UNIVERSITY, GWALIOR (M.P), INDIA
2019
FORWARDING LETTER OF HEAD /DEAN OF INSTITUTION
The dissertation entitled “submitted by Miss. Surbhi Kushwah under the
supervision of Prof: shachi gupta is forward to the university in three copies.
(Signature of Head/Dean of
Institution)
Date……………………..
Place……………………..
Name ……………………
Seal ……………………….
DECLARATION BY THE CANDIDATE
I declare the thesis entitled ‘DETERMINATES OF DIVIDEND POLICY OF BANKING
INDUSTRY IN INDIA’ is my own work conducted under the supervision of Prof:
Shachi gupta at school of Management, ITM University, Gwalior (M.P), approved
by supervisor. I have put in more than required attendance with supervisor.
I further declare that to the best of my knowledge, the dissertation does not
contain any part of any work which has been submitted either in this university is
any other university without proper citation.
Date ……………………
ACKNOWLEDGEMENT
Acknowledgement
1.Chapter I. Introduction
II. Model
Development
III. Rationale
IV. Objective
2.Chapter Research
methodology
I. Sample Size
II. Sampling
Instrument
III. Research Plan
4.Chapter Finding
Suggestions &
Recommendation
Conclusion
5.Chapter Reference
Biography
Appendix
INTRODUCTION
The first training-related article was published in 1918 in the Journal of
Applied Psychology. This article explored an undergraduate curriculum
designed for applied psychologists.
World War II influenced the focus of applied psychology research to be on
effectiveness of training programs, particularly in military contexts.
By the 1960s and 70s, the field began developing theories and conducting
theory-based research because up until that point, the field had been
rooted in trial-and-error intervention research.
This era also brought along the development of new training methods such
as the use of computers, television, case studies, and role playing. The
scope of training and development also expanded to include cross-
cultural training, focus on the development of the individual employee, and
the use of new organization development literature to frame training
programs.[3]
The 1980s marked a shift to focus on how employees were receiving and
implementing training programs, and encouraged the collection of data for
evaluation purposes, particularly management training programs.
The development piece of training and development became increasingly
popular in the 1980s and 90s, with employees more frequently being
influenced by the concept of "lifelong learning".[5]
It was in this decade that research revealing the impact and importance of
fostering a training and development-positive culture (including
management and co-worker) was first conducted.[5]
The turn of the century brought more research in topics such as team-
training, for example cross-training.
Cross-training emphasizes training in coworkers' responsibilities.
Training and development includes attributes such as: ethics and
morality; attitude and behavior; leadership and determination, as well as
skills and knowledge.
MODEL DEVELOPMENT
Surveys indicate that training and staff development are the leading issues
foremost personnel departments. Staff training is an element in raising
morale because it sounds out people for possible future promotions. The
aim should be to train and develop each employee so far as possible even
if that means running the risk of losing them to other organizations. This
growing awareness of the importance of training and development over the
past decades is also supported by reports that employees were spending
more in aggregate terms on these activities.
Objectives
1. Induce new employees: Induce employee is the main aim of training
and this is the most essential for a company.
2. Secondary data:
Through internet
Sampling instrument
A questionnaire was prepared by me for the data of customer. The
questionnaire was mostly open ended.
Research plan:
The further research is taken by 52 respondents , for knowing that how
organization considers Training as a part of Organizational strategy & how training
has helped to improve employer Relationship .So mainly main objective for this
Research was to how many organization uses their training program increases
their productivity of both quality & quantity .The research has also been done to
know that how Training helps to increase the Motivation Level of emplyoyees in the
Organization .
Suggestion & Recommendation
Data analysis: The research for this dissertation will involve collecting both qualitative
data from semi-structured interviews and quantitative data in the form of questionnaires and
statistics from secondary sources. The quantitative data once collected will be organized into
tables and pie charts and will be used to support the theories and conclusions derived from a
subjective analysis of the qualitative data.
The method of analysis to be followed is that proposed by Dey, Miles and Huber man:
(Dey, 1993; Miles and Huber man, 1994, cited by Saunders et al., 1997)
Further analysis has been done by comparing Means in various categories :Mean
,Median & Mode .
Age
Has been compared to know that how Training and development activities helps
the organization to maintain the employee relation rate.
CORRELATION
Correlation matrix of all variable included in the analysis is presented in table 2 is
calculated based in data of
The hypotheses testing are used for Correlation of knowing how training can
improve the relationship between Employee-Employer relationships.
Productivity and employer employee relationship simultaneously increase. They
have a positive correlation denoting movement of both factors in same direction
increasingly.
REGRESSION
I can conclude that my hypothesis is rejected. Thus
productivity has significance impact on employee and employ
relationship.
Conclusion
The raw scores for each of the four basic scales are listed on the crossed
lines of the target. By
circling your raw scores on the four scales and connecting them with
straight lines you can
create a graphic representation of your learning style profile. The
concentric circles on the
target represent percentile scores for the normative group. For example, if
your raw score on
Concrete Experience was 15, you scored higher on this scale than about
55% of the people in
the normative group. If your CE score was 22 or higher, you scored higher
than 99% of the
normative group. Therefore in comparison to the normative group, the
shape of your profile
indicates which of the four basic modes you tend to emphasis and which
are less emphasized.
Staff around you and those you may supervise will have a preferred way to
learn. This will
impact how they respond to instructions to complete tasks they are
unfamiliar with, or if the
nature of the task falls outside of their ‘learning style’. The aim is to identify
what learning
style you have and raise your awareness that different individuals need
different situations or
tasks to maximize their comfort zone. This will also enhance their learning
and motivation to
complete new tasks.
The inventory is designed to assess your method of learning. As you take
the inventory, give a
high rank to those words which best characterize the way you learn and a
low rank to the
words which are least characteristic of your learning style.
You may find it hard to choose the words that best describe your learning
style because there
are no right or wrong answers. Different characteristics described in the
inventory are equally
good. The aim of the inventory is to describe how you learn, not to evaluate
your learning
ability.
Learning - style profile 1
Learning Styles Self-Assessment Questionnaire
Circle or tick the answer that most represents how you generally
behave.
5. I tend to say:
a) Watch how I do it b) listen to me explain c) you have a go
6. During my free time I most enjoy:
a) Going to museums and galleries b) listening to music and talking to my
friends c) playing sport or doing DIY
7. When I go shopping for clothes, I tend to:
a) Imagine what they would look like on b) discuss them with the shop staff
c) try them on and test them out