CHAPTER - 1

INTRODUCTION

1
 BRD INDUSTRIES

Established in the year 1997, BRD Industries is counted among the prominent

manufacturers, traders and suppliers of a wide range of  Hosiery Garments for

Infants, and Kids. Designed using quality fabrics and accessories, our

collection is in accordance with the prevailing vogue. The garment range

offered by us is acclaimed for several features like superior comfort, color

fastness, shrink resistance and neat stitching.

Owing to our adept team of designers and craftsmen, we are able to design an

aesthetically appealing collection of garments. Our professionals are abreast of

the latest trends, which enables them to craft our range in various colors, sizes,

patterns and designs. The skilled workers are also capable of undertaking

customization of our range of garments as per the specifications laid down by

our clients.

We are headed by our mentor Mr. Pardeep, who supports us to counter the

challenges of this highly competitive industry. It is all due to his guidance and

supervision that we have surpassed our contenders in the market and secured a

distinct position for ourselves.

Basic Information

Nature of
Manufacturer
Business

Trader
Additional

Business
Supplier

Company
Pardeep
CEO

2
 Total Number
101 to 500 People
of Employees

Year of
1997
Establishment

Legal Status
Sole Proprietorship (Individual)
of Firm

Annual
Rs. 2 - 5 Crore
Turnover
Our Infrastructure

Owing to our well structured and properly maintained infrastructure, we are able to

undertake a streamlined production of our range of Hosiery Garments. Our modern

manufacturing base is setup over an area of 350 sq. ft. and is equipped with various

types of stitching machines that facilitate us to produce our range with perfection.

Following are the machines used at our unit:

 Sewing machine

 Interlocking machines

 Pattern making machines

We make sure that all these machines are upgraded from time to time, so that any

defect of the machines do not cause damage to the garments being stitched on them.

Infrastructure

Factory Size 350 sq.ft. Machines Used: Stitching Machine.

Product Portfolio

3
We are a reputed name in the industry that is engaged in manufacturing, trading and

supplying a wide range of Hosiery Garments. Suitable for kids and infants between

the age group of 6 months to 16 years, our garment range is offered to our clients in a

multitude of designs, patterns and sizes. In our range, we offer T-Shirt for Boys,

Infant Suits, Barmudas and Pajamas. All these garments are designed using quality

fabrics & accessories and strong & matching threads & yarns.

Following are the features of our garments range:

 Color fastness

 Trendy & classy designs

 Skin friendly

 Neatly stitched

 Soft fabric

 Designed for the perfect fit and optimum comfort

 Easy to wash and maintain

To ensure complete contentment of our clients, we undertake customization of our

entire collection as per the details specified by the clients.

Customization

As a client oriented organization, we take it upon ourselves to meet the specified and

implied requirements of our clients. Hence, we ensure that our clients receive a range,

which is in complete accord with their specific requirements. Since garments are such

products, which have vast diversity, every client has different taste and preference for

4
 a particular garment. Thus, we strive to comprehend the ever changing requirements

of our clients, and provide effective customized solution.

Our customization parameters are enumerated as such:

 Fabric used

 Color

 Embellishment

 Size

 Design

 Patterns

 Prints

The feedback of our clients is duly considered and implemented to enhance the

quality of our garments. By modifying our range of garments as per the clients'

requirements, we are being widely acknowledged by them.

5
OUR PRODUCTS

CONTACT US

BRD Industries
Contact Person: Ashok Sethia
Street No. 11, New Shivpuri, Master Colony Ludhiana - 141007, Punjab, India
https://www.indiamart.com/brd-industri/

6
 SWOT ANALYSIS

Strengths:-

* Quality products

* Large networks

* Leading company in Garments Industry

* Strong brand name BRD Industry

* Overall market share 7% and above

Weakness:-

* Less awareness about all products

* Low advertising

* Focus only on urban segments

Opportunities:-

* Scope for opening of new branches in state/country

* More branches will help in expanding business

* Increasing population will increase in insurance business

* Recruiting candidates helps to increase the business

Threats:-

* Market uncertainty (Recession)

* Consumers do not invest easily

* Consumer perception about BRD Industry Products

7
 CHAPTER - 2
INTRODUCTION TO TRAINING
AND DEVELOPMENT

8
9
 HUMAN RESOURCE MANAGEMENT

Human Resource Management is a management function that helps an

organization select, recruit, train and develops. Human Resource Management is

defined as the people who staff and manage organization. It comprises of the

functions and principles that are applied to retaining, training, developing, and

compensating the employees in organization. It is also applicable to non-business

organizations, such as education, healthcare, etc Human Resource Management is

defined as the set of activities, programs, and functions that are designed to maximize

both organizational as well as employee effectiveness

All the activities of employee, from the time of his entry into an organization until he

leaves, come under the horizon of HRM. The divisions included in HRM are

Recruitment, Payroll, Performance Management, Training and Development,

Retention, Industrial Relation, etc. Out of all these divisions, one such important

division is training and development.

According to Geneck," HRM is concerned with the most effective use of people to

achieve organizational & individual goals. It is way of managing people at work so

that they give their best to the organization".

According to Flippo," HRM is the planning, organizing, directing, controlling of the

procurement, development, compensation, integration, maintenance and reproduction

of human resource to the end that individual, organizational and societal objectives

are accomplished"

10
TRAINING AND DEVELOPMENT

It is a subsystem of an organization. It ensures that randomness is reduced and

learning or behavioral change takes place in structured format. Training is the

systematic development of the attitude, knowledge, skill pattern required by a person

to perform a given task or job adequately and development is 'the growth of the

individual in terms of ability, understanding and awareness'.

Within an organization all three are necessary in order to:

 Develop workers to undertake higher-grade tasks;

 Provide the conventional training of new and young workers

 Raise efficiency and standards of performance

It is a learning process that involves the acquisition of knowledge, sharpening of

skills, concepts, rules, or changing of attitudes and behaviours to enhance the

performance of employees.

Training is activity leading to skilled behavior.

• It’s not what you want in life, but it’s knowing how to reach it

• It’s not where you want to go, but it’s knowing how to get there

• It’s not how high you want to rise, but it’s knowing how to take off

Training is about the acquisition of knowledge, skills, and abilities through

professional development.

Meaning

11
Training is the process of learning a sequence of programmed behavior. It is

application of knowledge. It gives people an awareness of the rules and procedures to

guide their behavior. It attempts to improve their performance on the current job or

prepare them for an intended job.

DEFINITION:

According to Edwin D Flippo, “The purpose of training is to achieve this objective;

any training programme should try to bring positive changes in:

According to Dales S. Beach, “Training is an organized procedure by which people

learn knowledge and / or skills for a definite purpose.”

According to Advice Saint, “Training includes any efforts within the organization to

teach, instruct, coach, develop employees in technical skills, knowledge, principles,

and techniques and to provide insight into and attitudes towards the organization.”

Knowledge: It helps a trainee to know facts, policies, procedures and rules pertaining

to his job.

Skills: It helps to increase his technical and manual efficiency necessary to do the job.

Attitude: it moulds his behavior towards his co-workers and supervisors and creates a

sense of responsibility in the trainee.

Training is the process of increasing the knowledge and skills for doing a particular

job. It is the organized procedure by which people learn knowledge and skills for a

definite purpose. The purpose of training is basically to bridge the gab between job

requirements and present competence of an employee. Training aim is improving the

behavior and performance of a person.

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 Training refers to the acquisition of knowledge skills and competencies as a

result of the teaching of vocational of practical skills and knowledge that relate to

specific useful competencies.

Training is a continuous process of learning in human resources development,

which is aimed at developing and enhancing an individual’s efficiency, capacity and

effectiveness of work. Training is closely related with education and development.

Development - Consists of all the activities, by which executives learn to improve

their behavior & performance, it is designed to improve the effectiveness or managers

in their present jobs and to prepare them for higher jobs in future. Executive or

management development is a systematic process of learning and growth by which

managerial personnel gain and apply skills, knowledge, attitudes and insights to

manage the work in their organizations effectively and efficiently.

According to Flippo - It includes the process by which the managers and executives

acquire not only skills and competency in their present job but also capabilities for

future managerial tasks if increasing difficulty and scope.

According to National Industrial Conference Board- Mgmt. or Executive

development includes all those activities and programmes which have substantial

influence on changing the capacity of the individual to perform his present assignment

better and in so doing are likely to increase his potential for future mgmt. assignment.

Objectives of Training

1) Changing Technology:- Technology is changing at fast pace. The worker

must learn new technique to make use of advance technology.

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 2) Confidence :- Technology create a feeling of confidence in mind of

employees. It give a feeling of safety and security to them at work place.

3) New Skills :- Training develop skills, which serve as a valuable. Personal

asset of an employees. It remain permanently with worker himself.

4) Training for Promotion :- Purpose of training for promotion is to develop

the existing employees to make them fit for undertaking high job

responsibility. This serves motivating force to the employees.

5) Higher Earning :- Training helps in earning higher remuneration and other

monitory benefits .

Distinction b/w Training and Development:

Training is a short term process while development is a long term process.

Training is designed primarily for non managers and development is designed for

managers.

Training refers to instructions in technical and mechanical operations like operation of

a machine and development involves philosophical and the critical educational

concepts. Training helps an individual learn how to perform present job & devil

involves preparing the individual for a future job & growth.

Thus we may say that training is imparted to operatives whereas development is a

process of grooming mainly used for executives or managers the impact of a training

programme ends with learning skills while that of a development programme is a

continues and on going process.

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Need for Training

After employees have been selected for various positions on an organization,

training them for the specific tasks to which they have been assigned assumes great

importance. It’s true in many organizations that before an employee is fitted into a

harmonious working relationship with other employees, he is given adequate training.

Training is the art of increasing the knowledge and skill of an employee doing a

particular job. The major outcome of training is learning. A trainee learns new habits,

refined skills and useful knowledge during the training that helps in improving

performance. Training enables an employee to do his present job more efficiently and

prepare himself for higher level job.

Following purposes are solved with the help of training:-

 Newly recruited employees require training so as to perform their tasks

effectively. Instruction, guidance, coaching, helps them to handle jobs

competently.

 Training is necessary to prepare existing employees for higher level jobs or

promotions.

 Existing employees require refresher training so as to keep abreast of the latest

development in job operations. In the face of rapid technological changes, this is

an absolute necessity.

 Training is necessary, when a person moves from one job to another.

15
 After training, the employees can change jobs quickly, improve his performance

level and achieve career goals.

 Training is necessary to make employees versatile and mobile. They can be placed

on various jobs depending on organizational needs.

 Training is needed to bridge the gap between what the employees has and what

the jobs demands. Training is needed to make employees more productive and

useful in the long run.

Training is mainly job-oriented; it aims at marinating and improving current job

performance. The need for a training program may arise due to the following.

 Entries of new requites: New entries need training to attain clarity in job

responsibility, nature of the job, and other organizational matters so that person-

hours are not wasted.

 Promotions: Preparation of employees for higher level jobs like promotions

requires skill up gradation or competency building.

 To present skill obsolescence: Training and development programmes foster the

initiative and creativity of employees and help to prevent obsolescence of skills,

which may be due to an employee’s age, temperament, motivation level, or

inability to adapt to technological changes.

16
 To increase productivity: Instruction can help employees increase their level of

performance on their present assignment. Increased human performance often

leads to increased operational productivity and increased company profit.

 To improve quality: With globalization, increased competitiveness has resulted

in grater emphasis on producing or delivering quality goods and served. Hence

training in quality maintenance and quality management becomes essential.

 To meet organizational objectives: Future organizational goals, plans dictate

training of its existing workforce, particularly, where there is dearth of skill to

match the needs of organizational plans.

 To improve organizational climate: organizational climate refers to the overall

relations and effective orientations of the employees towards the organization.

These orientations may be positive or negative. Positive orientations will result in

increased productivity and employee morale Training is essential to maintain and

sustain positive orientations or an employee.

 To prevent accidents: Training can create awareness about safety hazards and

accident proneness and may equip the individuals with better orientations to

handle crises.

 To avoid boredom, monotony and fatigue: Refresher course may be organized

intermittently for all employees in the rank and file category to relieve job fatigue

and monotony of everyday work-life.

 To support personal and development: Employees gain a lot by training and

developmental programmes. Management development programmes seem to give

17
 participants a wider awareness, improved skills, and enlightens artistic philosophy

and make enhanced personal growth possible.

(IV) PURPOSE OF TRAINING

 Induction

 Updating

 Preparing for future assignments.

 Competency development and identification of training needs.

CONCEPT OF TRAINING

A successful training programme will begin with successful identification of training

needs and creation of right kind of environment for conducting the same. Following

these learning oriented guidelines, this may be summarized as follows:

 Intention to learn- Intention to learn or motivation to learn is a basic

requirement in the training/learning process. The objectiveness intensions and

charges that are anticipated by way of training may be spelt out clearly before

the onset of the programme. Motivation to learn is influenced by their aspects

individual learn quickly when the material is relevant and important to them.

Further, active participation accelerates learning and memory long lasting, the

ICICI bank has tied up with management institutions to enable its employees

to register and pursue various courses for improvement of qualifications.

 Reinforcement- Learning is more effective where there is reinforcement in

the from of rewards and punishments in the process of training, we aim at

changing the process of thinking attitudes, or some other specific aspect

18
 during the process of training, while there is a perceptible change in the

positive direction positive reinforcement in the from of rewards or

recognitions go to long way in internalizing the learning.

 Developing potential- Every human being has some latent potential or

capacities, and every individual is capable of learning from training. Training

aims at developing their potentials and latent abilities.

 Active participations- Effective learning results when there is active

involvement of its participant. Research has confirmed that people remember

10% of what they had read 20 % of what they hear, 30% of what they see 50

% of what they see and hear. 70 % of what they say and 90^ of what they say

while also performing the task. Learning and memory are high when there is

active involvement of the participant. Different training methods are used for

different types of learning for example cognitive learning stresses visual and

audio experience to gain understanding it may involve reading, lectures,

audiovisual presentations case problems, etc.

 Effect of practice -Training is most effective when it is supplemented to

follow by practice it is said that practice makes a man perfect. Whether

material or skill is acquired when it is either memorized or practiced, the

process of internalization takes place quickly. The approach becomes mature

the number of errors gets reduced and the time taken to complete the tasks also

becomes less.

 Transfer of learning- Training should be as real as possible so that the

trainees can successfully implement the knowledge acquired to their jobs. The

components or the issues dealt with in the training process should be such that
19
 they can be successfully transformed to their job. Once a broad concept or

principal is understood it could be generalized to other situations. For

example a manager who has understood the technique of contingency

leadership theory may be capable of analyzing a wide variety of motivational

problems and developing solutions to them on the basis of a few principles.

AREAS OF TRAINING

The broad areas in which training is usually imparted in organizations may be

classified under the following headings:

 Enhancing knowledge/building concepts: Basic principles or advances

inputs with regard to specific concepts or sometimes knowledge above

company, culture, etc. form the major themes in the training programme.

 Technical Skills: Often training programmes impart specific in the areas of

computers or operating machines. This is usually provided d with the help of

experts and on the job.

 Interpersonal/behavioral skills: Here individuals are exposed to see

awareness programmes to develop the right mental attitude towards the job,

colleagues and the company. The main focus is on teaching the employee as to

how to become a good team member and lead the company. The group

training and sensitivity training is an excellent programme for the purpose.

Training Programme:Three Level of Training Programme

a) Training needs at the Organizational Level

20
 Same basic assumptions reading the training needs of an organization as

listed below:-

i) The organizational has objectives to achieve for the benefit of stakeholders

employees, customers, suppliers and neighbors.

ii) These objectives can be achieved only by harnessing the abilities of the employees

and providing them opportunities to realize their full potential.

iii) Therefore, people must know what they need to learn in order to achieve

organizational goals.

Training needs at the organizational level involve a study of the entire

organizational in terms of its objectives and resources, utilization of various resource,

interaction patterns in the environment, etc. Most of the time training needs address-

specific problems in operation and through a training programme, solutions are

obtained.

b) Training Needs at the Group Level

An organization functions in a nature of the high task interdependence and role

relationship. Organizational structure determines the positions that the individual will

occupy and the role relationships that are attached with it. While there is emphasis on

individual effectiveness, group process and dynamics go a long way in brining

cohesiveness among the employees. Hence managing subordinates, art of delegation,

handling superiors, bringing about inter-group process dependency, providing

feedback, counseling, mentoring and meeting the performance standards are some of

the aspects that might prompt a training programme.

21
c) Training needs at Individual Level

Training at the individual level may be required to improve performance modify

deviant or undesirable performance or behavior, or equip the individual with

additional skills, which will result in capacity building and utilization.

In general, any training programme will aim at the following.

 Implementing (Doing things well); for example, meeting current

organizational objectives.

 Improving (doing things better); for example, setting higher objectives and

trying to reach them.

 Innovating (doing new and better thins); for example, changing objectives

and strategies.

Types of training:

Two types of training

i. On-the-job-training

ii. Off-the-job-training

I) On-the-job-training: This is the one of the commonly used type of training. It is

also an effective method of training the operative personnel. In this method the

worker is trained on the job and at his work of place. He gets training under the same

type of conditions in which he will be working later on. The new worker is generally

attached to a supervisor or senior worker who will tell him the techniques of doing

work. Under this method, skilled co-workers or supervisors instruct employees and

they learn the job by personal observation and practice. Sometimes they even handle

the job by themselves and thus this method is also known as learning by doing.

22
Coaching, apprenticeships, Job rotation and special assignments are some of the types

of on-the-job training.

Merits

 The trainee will know the actual production conditions and requirements

since he works in the real environment with actual equipment.

 This type of training is very economical as there are no additional personnel

or facilities.

 The trainee acquires full knowledge of the rules, regulations and procedures

by watching and doing.

 Companies with adequate jobs and employees can easily adopt this type of

training.

 This type of training is very convenient where the jobs are difficult to

simulate or the skill can be learned quickly.

Demerits

 Instructions may not be properly comprehended at time in this type of training.

 Learners are often distracted by the noise at the office or workplace.

 This may cause low productivity if the employee fails to develop adequate

skill during the training.

Following are the types of On-the-job-training.

I- I) Job Instruction Training (JIT):

This method id also known as ‘training through step-by-step learning it involves all

necessary steps in the job, each in proper sequence, which are as follows:

1. Preparation of the trainees for instruction

2. Presentation of trainees for instruction

23
 3. Performance of the job by the trainee

4. Motivating the trainee to following up the job regularly.

I-ii) Vestibule Training (training centre):

In this method, the trainee is exposed to an artificial working environment wherein

on-the-job situation are duplicated in a company classroom. Equipment and machines,

which are identical with those in use in the place of work, are utilized to impart the

training.

Merits

 Trainees are less distracted as the training is imparted in a separated room.

 Effective utilization of a trained instructor is possible.

 Learners can learn correct methods that will not interrupted the production

 Trainees are given sample freedom to practice what they have learnt since

there is no constant supervision of the supervisor.

Demerits

 Since the responsibilities are distributed, it may lead to organizational problem.

 It is not so economical, as an additional investment in equipment is necessary.

 This method is of limited value for the jobs that utilize non-duplicable equipment.

 The training environment is mostly artificial.

I-iii) Apprenticeship Training: This is the oldest and most common method of

training, wherein most of the training time is spent on the on-the-job productive work.

In this method, each apprentice or trainee is given a programme of assignments

according to pre- determined schedule, which enhances an efficient training for

improving the skills of the trainees.

Merits

 This type if training brings out a skilled workforce.

24
  Training gives immediate returns.

 It provides for an efficient workmanship.

 Lower production costs and a reduced turnover make this training less

expensive.

 Employees develop loyalty towards the job and thereby the growth

prospects are high.

ii) Off-the-job-training: This type of training can be given in a number of ways. Off-

the-job-training consists of lectures, conferences, group discussions, case studies,

class room training. This method is generally used by government and public

enterprise. A school or an institution is established to provide training to all types of

persons. A programme of training is designed to suit the jobs trainees will occupy.

This type of training can be given in a number of ways. Off-the-job-training consists

of lectures, conferences, group discussions, case studies, class room training. All these

types are discussed below:

Ii-I) Lectures:

When it comes to the teaching of facts, concepts, principles, attitudes, theories and

problems-solving skills, lecturers are considered to be the most useful method of

imparting training. Lectures impart knowledge in the form of organized formal talks.

Induction training usually begins with lecture sessions, the aim being to impart

theoretical knowledge on relevant subjects/aspects to the trainees.

Merits

 This method reduces the cost per trainee when large groups are to be trained

in a short span of time. As this method clearly explains the purpose, the

trainees feel less anxious about the forthcoming events or organizational

changes.

25
Demerits

 In this method, we can find only passive participants as it only provides for

learning and not doing.

 There is no feedback from the audience due to one-way communication.

 Some times it becomes less effective since management personnel or the

trainers often lack the time for preparation.

 The some material may not be applicable to individual at time while it may

be applicable to group.

ii-ii) Classroom Training: under this method training is provided in company

classroom or in educational institutions. It is suitable for teaching concepts and

problem solving skills. It is also useful for orientations and safety training

programmes.

ii-iii) Straight Lecture: Straight lecture method consists of presenting information,

which the trainee attempts to absorb. In this method, the trainer speaks to a group

about a topic. However, it does not involve any kind of interaction between the trainer

and the trainees. A lecture may also take the form of printed text, such as books,

notes, etc. The difference between the straight lecture and the printed material is the

trainer’s intonation, control of speed, body language, and visual image of the trainer.

The trainer in case of straight lecture can decide to vary from the training script, based

on the signals from the trainees, whereas same material in print is restricted to what is

printed.

A good lecture consists of introduction of the topic, purpose of the lecture, and

priorities and preferences of the order in which the topic will be covered.

Main Features of Lecture Method

26
Some of the main features of lecture method are:

 Inability to identify and correct misunderstandings

 Less expensive

 Can be reached large number of people at once

 Knowledge building exercise

 Less effective because lectures require long periods of trainee inactivity

Ii-iv) Discussion

This method uses a lecturer to provide the learners with context that is supported,

elaborated, explains, or expanded on through interactions both among the trainees and

between the trainer and the trainees. The interaction and the communication between

these two make it much more effective and powerful than the lecture method. If the

Discussion method is used with proper sequence i.e. lectures, followed by discussion

and questioning, can achieve higher level knowledge objectives, such as problem

solving and principle learning.

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.

Understanding is conveyed in the form of verbal and non-verbal feedback that enables

the trainer to determine whether the material is understood. If yes, then definitely it

would help out the trainees to implement it at their workplaces and if not, the trainer

may need to spend more time on that particular area by presenting the information

again in a different manner.

27
Questioning can be done by both ways i.e. the trainees and the trainer. When the

trainees ask questions, they explain their thinking about the content of the lecture. A

trainer who asks questions stimulates thinking about the content of the lecture. Asking

and responding questions are beneficial to trainees because it enhance understanding

and keep the trainees focused on the content. Besides that, discussions, and

interactions allow the trainee to be actively engaged in the material of the trainer. This

activity helps in improving recall.

Ii-v) Computer Based Training (CBT)

With the world-wide expansion of companies and changing technologies, the

demands for knowledge and skilled employees have increased more than ever, which

in turn, 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.

o INTELLEGENT TUTORIAL SYSTEM(ITS)

o PROGRAMMED INSTRUCTION (PI)

o VIRTUAL REALITY

Training and Human Resource Management

The HR functioning is changing with time and with this change, the relationship

between the training function and other management activity is also changing. The

training and development activities are now equally important with that of other HR

functions. Gone are the days, when training was considered to be futile, waste of time,

resources, and money. Now-a-days, training is an investment because the departments

28
such as, marketing & sales, HR, production, finance, etc depends on training for its

survival. If training is not considered as a priority or not seen as a vital part in the

organization, then it is difficult to accept that such a company has effectively carried

out HRM. Training actually provides the opportunity to raise the profile development

activities in the organization.

To increase the commitment level of employees and growth in quality movement,

senior management team is now increasing the role of training. Such concepts of

HRM require careful planning as well as greater emphasis on employee development

and long term education. Training is now the important tool of Human Resource

Management to control the attrition rate because it helps in motivating employees,

achieving their professional and personal goals, increasing the level of job

satisfaction, etc. As a result training is given on a variety of skill development and

covers a multitude of courses.

29
ROLE OF TRAINING

30
TRADITIONAL AND MODERN APPROACH OF TRAINING

AND DEVLOPMENT

Traditional Approach – Most of the organizations before never used to believe in

training. They were holding the traditional view that managers are born and not made.

There were also some views that training is a very costly affair and not worth.

Organizations used to believe more in executive pinching. But now the scenario

seems to be changing.

Modern approach --The modern approach of training and development is that Indian

Organizations have realized the importance of corporate training. Training is now

considered as more of retention tool than a cost. The training system in Indian

Industry has been changed to create a smarter workforce and yield the best results.

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 individual goals.

• Development of Human Resources – 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.

31
• Development of skills of employees – Training and Development helps in

increasing the job knowledge and skills of employees at each level. It helps to expand

the horizons of human intellect and an overall personality of the employees.

• Productivity – Training and Development helps in increasing the productivity of

the employees that helps the organization further to achieve its long-term goal.

• Team spirit – Training and Development helps in inculcating the sense of team

work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to

learn within the employees.

• Organization Culture – Training and Development helps to develop and improve

the organizational health culture and effectiveness. It helps in creating the learning

culture within the organization.

• Organization Climate – Training and Development helps building the positive

perception and feeling about the organization. The employees get these feelings from

leaders, subordinates, and peers.

Quality – Training and Development helps in improving upon the quality of work

and work-life.

• Healthy work-environment – Training and Development helps in creating the

healthy working environment. It helps to build good employee, relationship so that

individual goals aligns with organizational goal.

32
• Health and Safety – Training and Development helps in improving the health and

safety of the organization thus preventing obsolescence.

• Morale – Training and Development helps in improving the morale of the work

force.

• Image – Training and Development helps in creating a better corporate image.

• Profitability – Training and Development leads to improved profitability and more

positive attitudes towards profit orientation.

• Training and Development aids in organizational development i.e. Organization gets

more effective decision making and problem solving. It helps in understanding and

carrying out organisational policies.

• Training and Development helps in developing leadership skills, motivation, loyalty,

better attitudes, and other aspects that successful workers and managers usually

display.

Types of Training

Orientation or Induction Training :- Orientation training is given to the new entrant

for adapting himself to the new environment. The employee is given a full description

of the job he is expected to do so. He is also informed about the policies, procedures

33
and rules which are related to his work. The newcomer is also taken around the

factory and informed about the location of various departments and offices. The

newcomer will also like to know about his superiors and subordinates. Orientation

training helps him to acquaint himself with his immediate boss and the persons who

will work under his command. He is also given an organization chart so that he knows

his position in the enterprise in relation to other employees.

On-the-Job Training :- It is very effective method of training the operative

personnel. In this method worker is trained on the job and at his workplace. He gets

training under the same type of conditions in which he will be working later on. The

new worker is generally attached to a superior or a senior worker who will tell him the

technique of doing that job. When a worker is trained on those very machines on

which he will work, then he will adapt more easily to the new working conditions.

Off-the-Job Training :- This type of training can be given in a number of ways. Off-

the-job training consist of lectures, conferences, group discussions, case studies,

programme instructions, etc. This method is generally used by government and public

enterprises. A programme of training is designed to suit the needs of jobs the trainees

will occupy.

Apprenticeship Training :- In apprenticeship training, a worker is attached to an

experienced or senior worker. The worker learn while observing his senior and

helping him in the task. The period of apprenticeship is very long, ranging from two

to five years. The trainees are paid only nominal wages as apprentices during training.

This method of training is generally used in technical jobs. Mechanics, electricians,

plumbers learn their jobs by working with the trained persons. This is one of the

traditional method of training.

34
Refresher Training:- Refresher training is helpful in acquainting personnel with

latest improvements in their work. The changing technological methods require fresh

training to existing employees even if they are trained or qualified. Everybody

requires to attend refresher courses to know the latest techniques of doing the work.

Such training also helps in refreshing the memory of employees.

Vestibule Training:- Vestibule training is used to impart training in a class room in

the plant. The word meaning of ‘vestibule’ denotes a room between the outdoor and

the interior of a building. It means worker are trained at some place in the factory.

When large number of workers are to be given training, then a separate training

department is set up. The instructors impart on-the-job training to new workers. This

method is similar to that of on-the-job training. The difference is only of place and

trainers. In vestibule training special instructors are appointed for this job while line

persons give training in the second method.

General Benefits from Employee Training and Development

There are numerous sources of online information about training and development.

Several of these sites (they're listed later on in this library) suggest reasons for

supervisors to conduct training among employees. These reasons include:

 Increased job satisfaction and morale among employees

 Increased employee motivation

 Increased efficiencies in processes, resulting in financial gain

 Increased capacity to adopt new technologies and methods

 Increased innovation in strategies and products

 Reduced employee turnover

 Enhanced company image, e.g., conducting ethics training

35
  Risk management, e.g., training about, diversity training

Training Need Analysis(TNA)

Training need analysis is conducted to determine whether resources required are

available or not. It helps to plan the budget of the company, areas where training is

required, and also highlights the occasions where training might not be appropriate

but requires alternate action.

Training Need arises at three levels:

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

36
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.

37
Based on the information collected, training Need analysis (TNA) is done.

Methods of Training

ON-THE-JOB TRAINING is given at the work place by superior in relatively short

period of time. This type of training is cheaper & less time-consuming. This training

can be imparted by basically four methods: -

Coaching is learning by doing. In this, the superior guides his sub-ordinates & gives

him/her job instructions. The superior points out the mistakes & gives suggestions for

improvement.

Mentoring is the relationship in which a senior manager in an organization assumes

the responsibility for grooming a junior person. A mentor is a teacher, spouse and

councilor, developer of skills and intellect host guide and exemplar and most

importantly supporter and facilitator in the realization of the vision the young person

has about the kind of life, he wants as an adult.

Job Rotation: - In this method, the trainees move from one job to another, so that

he/she should be able to perform all types of jobs. E.g. In banking industry,

employees are trained for both back-end & front-end jobs. In case of emergency,

(absenteeism or resignation), any employee would be able to perform any type of job.

OFF THE JOB TRAINING: - is given outside the actual work place.

Lectures/Conferences:- This approach is well adapted to convey specific

information, rules, procedures or methods. This method is useful, where the

information is to be shared among a large number of trainees. The cost per trainee is

low in this method.

Vestibule Training: - Employees learn their jobs on the equipment they will be

using, but the training is conducted away from the actual work floor. While

expensive, Vestibule training allows employees to get a full feel for doing task

38
without real world pressures. Additionally, it minimizes the problem of transferring

learning to the job.

In-Basket Exercise: - Also known as In-tray method of training. The trainee is

presented with a pack of papers & files in a tray containing administrative problems &

is asked to take decisions on these problems & are asked to take decisions on these

within a stipulated time. The decisions taken by the trainees are compared with one

another. The trainees are provided feedback on their performance.

Role play:- Role play is a simulation in which each participant is given a role to play.

Trainees are given with some information related to description of the role, concerns,

objectives, responsibilities, emotions, etc. Then, a general description of the situation,

and the problem that each one of them faces, is given. For instance, situation could be

strike in factory, managing conflict, two parties in conflict, scheduling vacation days,

etc. Once the participants read their role descriptions, they act out their roles by

interacting with one another.

Case Studies:- Case Studies try to simulate decision-making situation that trainees

may find at their work place. It reflects the situations and complex problems faced

by managers, staff, HR, CEO, etc. The objective of the case study method is to get

trainees to apply known concepts and ideologies and ascertain new ones. The case

study method emphasize on approach to see a particular problem rather than a

solution. Their solutions are not as important as the understanding of advantages and

disadvantages.

39
 TRAINING EVALUATION

The process of examining a training program is called training evaluation. Training

evaluation checks whether training has had the desired effect. Training evaluation

ensures that whether candidates are able to implement their learning in their

respective workplaces, or to the regular work routines.

Purposes of Training Evaluation

The five main purposes of training evaluation are:

Feedback: It helps in giving feedback to the candidates by defining the objectives

and linking it to learning outcomes.

Research: It helps in ascertaining the relationship between acquired knowledge,

transfer of knowledge at the work place, and training.

Control: It helps in controlling the training program because if the training is not

effective, then it can be dealt with accordingly.

Power games: At times, the top management (higher authoritative employee) uses the

evaluative data to manipulate it for their own benefits.

Intervention: It helps in determining that whether the actual outcomes are aligned

with the expected outcomes.

Techniques of Evaluation

The various methods of training evaluation are:

• Observation

• Questionnaire

• Interview

• Self diaries

• Self recording of specific incidents

40
 ASSESSING THE EFFECTIVENESS OF TRAINING

“The systematic collection of descriptive and judgmental information necessary to

make effective training decisions related to the selection, adoption, value and

modification of various instructional activities”. Evaluation is conducted to help

managers, employees and HRD professionals make in form decisions about particular

programmes and methods.

1. To determine success in accomplishing programmes objectives.

2. To identify the strengths and weaknesses in the training effort.

3. To compare the cost to the benefits of an HRD program.

4. To decide who should participate in future program.

5. To test the clarity and validity of tests cases and exercises.

6. To identify which participants were the most successful with the program.

7. To determine if the program was the appropriate solution for the specific need.

41
 DEVELOPMENT

It is a long term education process utilizing a systematic and organized procedure by

which managerial personnel learn conceptual and theoretical knowledge for general

purpose. It includes the process by which managers and executive acquire not only

skills and competency in their present jobs but also capabilities for future managerial

tasks of increasing difficulty and scope.

OBJECTIVES OF DEVELOPMENT

 To improves the performance of managers.

 To sustain the good performance of the managers.

 To ensure the availability of required number of managers with

needed skills.

 To prevent obsolescence of executives by exposing them.

 To replace elderly executives who have risen from ranks.

 To provide opportunities to executives to fulfill their career aspirations.

 To ensure managerial resources of og. are utilized optimally.

42
 IMPORTANCE OF DEVELOPMENT

 Size and complexity of organizations.

 The rapid rate of technological and social change in society.

 Business and industrial leaders are increasingly recognizing their social and

public responsibility.

 Labour management relations are becoming increasingly complex.

 Executives need education and training to understand and adjust to changes in

socio-economic changes.

43
 PROCESS OF DEVELOPMENT

APPRAISAL OF
ANALYSIS OF
PRESENT
DEVELOPMENT
MANAGERIAL
NEEDS
TALENT

EVALUATING INVENTORY OF
DEVELOPMENT EXECUTIVE
PROGRAMS MANPOWER

ESTABLISHING PLANNING
TRAINING AND INDIVISUAL
DEVELOPMENT DEVELOPMENT
PROGRAMS PROGRAMS

44
 METHODS OF DEVELOPMENT

PROGRAMMED COACHING
PROGRAMMED COACHING
INSTRUCTIONS UNDER STUDY
INSTRUCTIONS UNDER STUDY
POSITION
SENSITIVITY POSITION
SENSITIVITY ROTATION
TRAINING ROTATION
TRAINING

IN BASKET PROJECT
IN BASKET PROJECT
EXCERCISE ASSIGNMENT
EXCERCISE ASSIGNMENT

MANAGEMENT
MANAGEMENT
GAMES METHODS
METHODS COMMITTEES
GAMES COMMITTEES

Role MULTIPLE
Role MULTIPLE
Playing MANAGEMENT
Playing MANAGEMENT

SELECTED
SELECTED
CONFERENCES READING
CONFERENCES READING

G.D'S LECTURES
G.D'S CASE STUDIES LECTURES
CASE STUDIES

45
46
47
 CHAPTER - 3
REVIEW OF LITERATURE

48
 REVIEW OF LITERATURE

There are different types of organization structures within the business environment

as outlined by A Guide to the Project Management Body of Knowledge (PMBOK(R)

Guide) (PMI, 1996) ranging from the traditional matrix or line management to full

project-style management. Wysocki, Beck, and Crane (2000) support the PMBOK(R)

Guide by noting that one of the most common structures is the traditional matrix that

consists of staff reporting to functional or line managers. When a project is initiated a

project manager is appointed and a project team is identified which is thought to be

capable of undertaking the associated tasks of the project. Team members are

generally sought from within the company, and in most cases, there is a need to induct

and train them in the objectives of the project. Members are appointed in accordance

with their knowledge, experience, and ability to work as a team and individually. At

the completion of the project, the team will be disbursed and will assume their normal

roles under their base functional or line manager within the company. Project team

members do not always remain with a team for the duration of the project, and the

frequency of member turnover suggests that induction and training programs

Should be implemented as new projects commence and during their operation.

The PMBOK(R) Guide has emphasized the importance of bringing the team together

at the earliest possible stage of the project. Harris and Harris (1996) claim that there

can be many benefits, such as more flexibility and adaptability, more timely and

balanced decisions, and more rapid management response to market and technology,

if a team is established early.

49
Project team effectiveness is discussed by Walker (2000) who presents a definition of

a project team, describing it as "temporary." He continues that a project team collates

individuals who will contribute to a common goal, and that ". . . it is a unique group

of individuals who are all required to work together in a controlled environment to

meet common goals or objectives." As previously noted, this is evident in a typical

matrix environment, where individuals will be selected for the project and will return

to normal duties upon conclusion of the project. Harris and Harris (1996) explained

that teams are effective when they produce outstanding results. For this to

Happen they must have some responsibility for each other to achieve the desired

outcome of the project.

Wysocki, Beck, and Crane (2000) identify that there are characteristics of a team that

provide effectiveness, including commitment, shared responsibility, flexibility, trust

and mutual support-they describe this as the "hallmark of an effective team"-and

open-mindedness. Parting ton and Hams (1998) claim that "a critical determinant of

team performance is the quality of the human resources which make up the team."

Project team effectiveness is also somewhat dependent on the project manager, who

must display relevant leadership skills to bring out the best of the team (PMI, 1996).

The need to train individuals is supported by Wysocki et al. (2000): "Project teams

tend to be self-sufficient, that is, they possess all of the skills needed to achieve their

goal. Any skills not present among the team are developed through training." Kerzner

(2000) believes that on-the-job training is less effective than formal training. It is

explained that this type of training maximizes the risk of forcing team members to

make mistakes, which could have serious implications on the project. Therefore could

formal or in-house

50
training be the answer to the effectiveness of a project team? Dunn (2001) argues

from a different angle that training is often difficult to implement into a project team,

as they are brought together quickly, often without the time to accomplish team

building that will lead to a mature and effective team. Forsberg, Mooz, and Cotterman

(2000) explain that training plays an important part of any project team and

contributes significantly to teamwork. The training should be ongoing throughout the

life cycle of the project and reviews should be conducted to ensure that objectives are

met and that the team is in harmony. Fisher, Rayner, and Belgard (1995) discuss the

concept of "just in time training." The idea is to evaluate the areas that require more

skills, experience, or knowledge and implement a training program to counteract

them. Another potential method of promoting and enhancing training is team

meetings. This provides the opportunity for team members to identify issues and offer

solutions to resolve them (Fisher, Rayner, & Belgard 1995). Whitfield, Anthony, and

Kacmar (1995) support this by claiming that frequent meetings should be held to

identify the needs of the project team and opportunities to improve current practices

via a change management process.

Conclusion of Literature

Key areas identified as requiring further attention were: training methods, project

team evaluation, and managerial support.

The hypothesis of this study is supported; if the organization is to achieve project

efficiency then careful consideration should be applied to an induction and training

program. There is currently a very basic organization induction and training plan and

no project-specific induction and training program; hence, the effectiveness of the

project team has enormous potential to improve.

51
One of the main outcomes of this research is the identification of a requirement for

managers to demonstrate full support for induction and training programs. The need

for more training programs was also evident throughout the case studies, be it as a

form of regular meetings or reviews or the opportunity to implement a change

management process to enhance the performance of the project team. This may have

alleviated a number of issues related to the delivery of the projects.

It was evident that one case study was completed within the stipulated time frame and

the other suspended by the client. However, both case studies could have been

improved with regards to cost and quality, had project members been more aware of

the project objectives through an induction and training program.

Future research might investigate how appropriate such programs would be to other

industries and what affect this has on project teams in achieving a benchmark for

time, cost, and quality, the implications of no induction programs, and the cost of

induction and training.

52
 CHAPTER - 4

OBJECTIVES OF THE STUDY

53
 OBJECTIVES OF THE STUDY

1) To study the Training process of employees in BRD Industry.

2) To evaluate whether the training programme attended by the

employees are helpful in proper job.

3) To come up with recommendations for improving them.

4) To provide basic knowledge and skills required for efficient

performance.

5) To improve the performance of managers.

54
 CHAPTER - 5

RESEARCH METHODOLOGY

55
 RESEARCH METHODOLOGY

“A research design is an arrangement of conditions for collection & analysis of data in

manner that aims to combine relevance to the research purpose with economy in

procedure. It constitutes the blueprint for collection, measurement and analysis of

data.”

The research design for my research is exploratory & descriptive as I was exploring

about An Analytical study of Human Resource Management

In Training and Development in BRD Industry

Data Collection      

           For my research study the data has been collected by both primary &

secondary means.

           For primary data collection I adopted the structured questionnaire and was

filled by employees.

           The secondary data of my research has been collected through some websites,

journals & some research from employees.

 Sampling plan

           Sampling is an effective step in the collection of primary data & has a great

influence on the quality of results. The sampling plan includes the Universe,

population, sample size & sample design.

 Universe

56
           Universe refers to all the eligible respondents of particular research around the

world. The universe for my research is all the employees.

 Population

Population refers to part of universe from which the sample for conducting

the research is selected from universe and population can be same in some researches.

The population of my research is the employees.

 
Sampling Design         

          A sample design is a definite plan for obtaining from a given population. It

refers to the techniques or the procedure the researchers would adopt in selecting

items for the sample.

 
Sampling Unit

          A sampling unit refers to smallest possible individuals eligible respondent. In

my study sampling unit is single individual employees.

Sampling Size

          A sampling size refers to total number of respondents targeted for collecting the

data for the research. The sampling size of my study is 50 respondents.

57
 CHAPTER - 6

ANALYSIS AND
INTERPRETATION

58
59
Table 6.1 Your organization consider training as part of organizational strategy, do
you agree with this statement?

Options Percentage
Strongly agree 15
Agree 30
Some what agree 55
Disagree 0

0%
15%

strongly agree
agree
55% some what agree
30%
disagree

Interpretation:
As per the above graph 55% employees are some what agree , 30% are
agree and 15 % are strongly agree that their organization consider training as part of
organizational strategy.

60
Table6.2 How much training you get in a year?

Options Percentage
Less than 10 hours 80
10 to 20 hours 10
20 to 40 hours 10
More than 40 hours 0

10% 0%
less than 10 hours
10%
10 to 20 hours

20 to 40 hours

more than 40
80% hours

Interpretation:
As per the above graph 80% employees get the training less than 10
Hours, 10% get 10 to 20 hours and another 10% get 20 to 40 hours training.

61
Table 6.3 Percentage of budget allocated for training and development

Options Percentage
Less than 1 percent of budget 50
Around 1 to 2 percentage 20
Around 3 to 5 percentage 30
More than 5 percentage 0

Less than 1
percent of budget
0%
30% Around 1 to 2
percentage
50% Around 3 to 5
percentage
20%
More than 5
percentage

Interpretation:
As per the above graph 50% employees told that percentage of budget
allocated for training and development is less than 1 percent , 30% told around 1 to 2
percent of budget, 20% told around 3 to 5 percent of budget allocated.

62
Table 6.4 Budget for training and development in your company over last few years is

Options Percentage
increasing 85
decreasing 5
constant 10
Not planned 0

0%
5% 10% increasing
decreasing
constant
not planned
85%

Interpretation:
As per the above graph 85% employees told that budget for training
and development in their company over last few years is constant ,10% told that
budget in their company is increasing, 5% told that budget is decreasing .

63
Table 6.5 More training in your organization is given to

Options Percentage
senior staff 30
junior staff 10
new staff 50
Every body is given 10
equal amount of training

senior staff
10%

30% junior staff

new staff

50% 10%
Every body is
given equal
amount of training

Interpretation:
As per the above graph 50% employees told that training is given to
new staff , 30% told that training is given to senior staff,10% told that training is
given to new staff and 10% told that every one is given equal amount of training.

64
Table 6.6 How much your organization make use of information and technology
,while giving training to employees

Options Percentage
we provide training mostly manually 0
we use for technology, while giving 28
training
manual form of training are more easy 22
understand
use of information and technology are 50
more interesting then manual one

we provide training
0% mostly manually

28%
we use for technology,
while giving training

50%
manual form of training
are more easy
understand

22% use of information and

technology are more
interesting then manual
one

Interpretation:
As per the above graph 50% employees think that use of information
and technology are more interesting then manual, 28% told that they use technology
while giving training and 22% think that manual form of training are more easy
understand.

65
Table 6.7 Which area of training and development need for priority in future

Options Percentage
Stress management 3
counselling 0
Team development skills 80
Risk management 0
Cross cultural training 10
Technical training 5
Soft skills development 2

2% Stress
5% 3%
0% management
counselling
10%
0% Team development
skills
Risk management

Cross cultural
training
Technical training
80%
Soft skills
development

Interpretation:
As per the above graph 80% employees think team development skills
need for priority in future, 10 % think cross cultural training, 5% think technical
training, 3% think stress management and 2% think of soft skills development.

66
Table 6.8 What sort of training you get normally?

Options Percentage
Technical skills 60
Personality development 5
Cross cultural training when going abroad 10
Managing people and communication 25
skills

Technical skills

Personality
development
25%

Cross cultural
10% 60% training when
5% going abroad

Managing people
and
communication
skills

Interpretation:
As per the above graph 60% employees get technical skills, 25% get
managing people and communication skills, 10% get cross cultural training and 5%
get personality development.

67
Table 6.9 What are important barrier to training and development?

Options Percentage
Time 20
Money 44
Non availability of skilled trainer 10
Lack of interest from senior management 15
Lack of interest by staff 10
Formal relationship between top and 1
bottom management

Time
1%
0%
10%
20% money

15%
Non availability of
skilled trainer

Lack of interest from

10% senior management

Lack of interest by staff

44%

formal relationship
between top and bottom
management
lack of coordination
among various
Interpretation: department

As per the above graph 44% employees think money as important

barrier to training and development ,20% think time, 15% think lack of interest from
senior mgt, 10% think non availability of skilled trainer, 10% think lack of interest by
staff and 1% think formal relationship between top and bottom management.

68
Table 6.10- What mode of training method is normally used in your organization?

Options Percentage
Class room training from senior staff 35
External consultants 3
Online training 15
Lectures given by hr department 7
Job rotation 40

Class room training

from senior staff

External
consultants
35%
40% online training

Lectures given by
hr department
3%
7% 15% Job rotation

Interpretation:
As per the above graph 40% employees told that job rotation method is
used in their organization, 35% told that class room training is used, 15% told that
online training is used, 7% told that lectures are given by HR department and 3% told
external consultant method is used in their organization.

69
Table 6.11- How often you go abroad for conference to update your skills?

Options Percentage
Never 65
once in a year 20
two times in a year 13
more than 2 times in a year 2

2%
13% Never

once in a year
20%
two times in a year
65%
more than 2 times
in a year

Interpretation:
As per the above graph 65% employees has never gone abroad for
conference to update their skills, 20% has gone once in a year, 13% has gone two
times in a year and 2% has gone more than two times in a year.

70
Table 6.12:- What is the Impact of joint ventures with foreign partner on organization
work force?

Options Percentage
Helps in adapting new skills 20
Knowledge sharing helps in doing 67
things differently and quickly
Increase competition among employees 10
Creates unrest among employees 3

3%
10% Helps in adapting new
20% skills

Knowledge sharing helps

in doing things differently
and quickly
Increase competition
among employees

Creates unrest among

employees
67%

Interpretation:
As per the above graph 67% employees think knowledge sharing helps
in doing things differently and quickly, 20% think that it helps in adapting new skills,
10% thinks that it increase competition among employees and 3% think that it creates
unrest among employees.

71
Table 6.13:- What differences you find with regards to skills and training style of
foreigners

Options Percentage
very advanced 2
Advanced 70
some what advanced 18
less advanced 10

10% 2%
very advanced

18% advanced

some what
advanced
less advanced
70%

Interpretation:
As per the above graph 70% employees think that skills and training
styles are advanced, 18% think that these are some what advanced, 10% think that
they are less advanced and 2% think that they are very advanced.

72
Table 6.14:- Trainer should possess many skills to be effective

Options Percentage
Should ossess only technical skills, 20
people skills are not so important
People or soft skills are more important 45
then technical skills
Generalist makes better personal mangers 20
then specialist
Should love talking to people and good in 15
motivating

Should possess
only technical skills,
people skills are not
15% so important
20%
People or soft skills
are more important
then technical skills
20%
Generalist makes
better personal
mangers then
specialist
45% Should love talking
to people and good
in motivating

Interpretation:
As per the above graph 45% employees think people or soft skills are
more important then technical skills, 20% think should possess only technical skills,
people skills are not so important, 20% think that generalist makes better personal
mangers then specialist, 15% think that they should love talking to people-

73
Table 6.16) Many consultant are giving training prior to placement ,if you have to
invest to improve your skills which of the following items you will invest.

Options Percentage
Developing interviews skills 0
Managing stress 3
Resume writing 2
Communication skills 75
Technical skill 20

0%
3%
Developing
20% 2%
interviews skills
Managing stress

Resume writing

Communication
skills
Technical skill
75%

Interpretation:
As per the above graph 75% employees told that they will invest on
communication skills, 20% will invest on technical skills, 3% will invest on managing
stress and 2% will invest on resume writing.

74
Table 6.17) Do you think vocational training given by the government is important
and should be encouraged?

Options Percentage
Very important 0
Important 51
Not so important 49
Not at all importance and waste of time 0

Very important

0%
Important
0%
49%
51% Not so important

Not at all
importance and
waste of time

Interpretation:
As per the above graph 51% employees think vocational training given
by the government is important and 49% think that it is not so important.

Table 6.18- Do you think woman are more suited for human resource job

75
Options Percentage
yes we have more number of woman 35
working in hr field
they are better in managing soft skills, so 6
more suited for this job
woman are better in motivation the 4
people
They make very good trainer ,as they 55
have patience and listening skills

yes we have more

number of woman
working in hr field

they are better in

managing soft
35% skills, so more
suited for this job
55% woman are better
6% in motivation the
4% people

They make very

good trainer ,as
they have patience
and listening skills

Interpretation:
As per the above graph 55% employees think that they make very good
trainer ,as they have patience and listening skills, 35% think that they have more
number of woman working in hr field, 6% think that they are better in managing soft
skills, so more suited for this job, 4% think that woman are better in motivation the
people.

Table 6.19- Reason for shortage of skill manpower in workplace are

Options Percentage
Lack of quality education at 12

76
primary and secondary level
Lack of effective guidance at 8
training places
Lack of planning 62
Lack of support from senior staff 18

12% Lack of quality education

18%
at primary and
secondary level
8%
Lack of effective
guidance at training
places
Lack of planning

Lack of support from

senior staff
62%

Interpretation:
As per the above graph 62% employees think that reason for shortage
of skill manpower in workplace is lack of planning, 18% think that it is due to lack of
support from senior staff, 12% think that it is due to lack of quality education at
primary and secondary level and 8% think it is due to lack of effective guidance at
training places.

77
Table 6.20- What are general feedback polices of your company after the training
sessions

Options Percentage
No feedback taken 47
Question and answer session with 28
trainees
Surveys and interviews 20
Feedback from trainers 5

5%

20% No feedback taken

Question and answer

47% session with trainees
Surveys and interviews

Feedback from trainers

28%

Interpretation:
As per the above graph 47% told that no feedback is taken, 28% told
that there is question and answer session with trainees, 20% told that surveys and
interviews are taken and 5% told that feedback from trainers is taken.

Table 6.21 General soft skills of employees in your country are

78
Options Percentage
Excellent 15
Good 55
Not very good 25
Poor 5

5% 15%
25% excellent
Good
Not very good
poor
55%

Interpretation:
As per the above graph 55% employees think that general soft skills of
employees in our country is good, 25% think that they are not very good, 15% think
that employees soft skills are excellent and 5% think that they are poor.

Table 6.22- What are the general complains about the training session ?

Options Percentages

79
takes away precious time of employees 25
too many gaps between session so 19
unproductive
are unplanned 28
Costly 20
boring and not useful 8

takes away precious

8%
time of employees
25%
too many gaps between
20% session
are unplanned

costly
19%
28% boring and not useful

Interpretation:
As per the above graph 28% employees think that training session are
unplanned, 25% think that they take precious time of employees, 20% think that they
are costly, 19% think that there are too many gaps between session and 8% think that
they boring and not useful.

80
 Chapter -6
FINDINGS AND SUGGESTIONS

81
 FINDINGS AND SUGGESTIONS

As per the above graph 55% employees are some what agree , 30% are agree and 15
% are strongly agree that their organization consider training as part of organizational
strategy.

As per the above graph 80% employees get the training less than 10 Hours, 10% get
10 to 20 hours and another 10% get 20 to 40 hours training.

As per the above graph 50% employees told that percentage of budget allocated for
training and development is less than 1 percent , 30% told around 1 to 2 percent of
budget, 20% told around 3 to 5 percent of budget allocated.

As per the above graph 85% employees told that budget for training and development
in their company over last few years is constant ,10% told that budget in their
company is increasing, 5% told that budget is decreasing .

As per the above graph 50% employees told that training is given to new staff , 30%
told that training is given to senior staff,10% told that training is given to new staff
and 10% told that every one is given equal amount of training.

As per the above graph 50% employees think that use of information and technology
are more interesting then manual, 28% told that they use technology while giving
training and 22% think that manual form of training are more easy understand.

As per the above graph 80% employees think team development skills need for
priority in future, 10 % think cross cultural training, 5% think technical training, 3%
think stress management and 2% think of soft skills development.

As per the above graph 60% employees get technical skills, 25% get managing people
and communication skills, 10% get cross cultural training and 5% get personality
development.

As per the above graph 44% employees think money as important barrier to training
and development ,20% think time, 15% think lack of interest from senior mgt, 10%
think non availability of skilled trainer, 10% think lack of interest by staff and 1%
think formal relationship between top and bottom management.

82
As per the above graph 40% employees told that job rotation method is used in their
organization, 35% told that class room training is used, 15% told that online training
is used, 7% told that lectures are given by HR department and 3% told external
consultant method is used in their organization.

As per the above graph 65% employees has never gone abroad for conference to
update their skills, 20% has gone once in a year, 13% has gone two times in a year
and 2% has gone more than two times in a year.

As per the above graph 67% employees think knowledge sharing helps in doing
things differently and quickly, 20% think that it helps in adapting new skills, 10%
thinks that it increase competition among employees and 3% think that it creates
unrest among employees.

As per the above graph 70% employees think that skills and training styles are
advanced, 18% think that these are some what advanced, 10% think that they are less
advanced and 2% think that they are very advanced.

As per the above graph 45% employees think people or soft skills are more important
then technical skills, 20% think should possess only technical skills, people skills are
not so important, 20% think that generalist makes better personal mangers then
specialist, 15% think that they should love talking to people-

As per the above graph 75% employees told that they will invest on communication
skills, 20% will invest on technical skills, 3% will invest on managing stress and 2%
will invest on resume writing.

As per the above graph 51% employees think vocational training given by the
government is important and 49% think that it is not so important.

As per the above graph 55% employees think that they make very good trainer ,as
they have patience and listening skills, 35% think that they have more number of
woman working in hr field, 6% think that they are better in managing soft skills, so
more suited for this job, 4% think that woman are better in motivation the people.

As per the above graph 62% employees think that reason for shortage of skill
manpower in workplace is lack of planning, 18% think that it is due to lack of support

83
from senior staff, 12% think that it is due to lack of quality education at primary and
secondary level and 8% think it is due to lack of effective guidance at training places.

As per the above graph 55% employees think that general soft skills of employees in
our country is good, 25% think that they are not very good, 15% think that employees
soft skills are excellent and 5% think that they are poor.

As per the above graph 28% employees think that training session are unplanned,
25% think that they take precious time of employees, 20% think that they are costly,
19% think that there are too many gaps between session and 8% think that they boring
and not useful.

84
 Chapter -7
LIMITATIONS

85
 LIMITATIONS

 The respondents may not have been true in answering various

questions and may be biased to certain other questions. Some employees
however were not willing to share their views and did not give any
information.

 The questionnaire contained multiple choice questions, therefore

many respondents did not give a proper thought.

 Sometimes respondents fill questionnaire by discussing with other.

 Time was another limitation as it was not sufficient to complete the

study.

 Duration of training period was not sufficient enough as the trainees found.
The duration of the training was not according to need. So management should
look after the trainees need and set time according to them.

 Important barrier that employees think is money.

 The feedback of the training programme by the company after training

sessions are not taken properly.

 There are too many gaps between training sessions and are unplanned.

 There is shortage of skill manpower in workplace because of lack of planning

and lack of support from senior staff.

 The conferences at abroad to update the trainees skills are very less.

86
 Chapter -8
CONCLUSION

87
 CONCLUSION

The employees have capacity to work hard, to accept

challenges and have vision and perspective for sight. The

number should not be more than requirement. The worker

should not hesitate to find suggestions. The employee should

have the ability that they selected for every kind of job. The

work should be done step by step.

88
BIBLIOGRAPHY

89
 BIBLIOGRAPHY

 Mamoria , C.B, Personal Management, Himalaya Publishing House, Mumbai

1999

 Desseler, Garry, Human Resource Management, Prentice Hall of Indian Pvt.,

Ltd 1987

 Chhabra, T.N, Human Resource Management, Dhanpat Rai & Co. New Delhi
2002

From sites :-

 Google.com
 naukrihub.com
 Rediff.com

90
ANNEXURE

91
 QUESTIONNAIRE
Your Company name, location ,segment and your personal details
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
1) Your organization consider training as part of organizational strategy, do
you agree with this statement—
a) Strongly agree
b) agree
c) some what agree
d) disagree
2) How much training you get in a year
a) Less than 10 hours
b) 10 to 20 hours
c) 20 to 40 hours
d) more then 40 hours
3) Percentage of budget allocated for training and development
a) Less than 1 percent of budget
b) Around 1 to 2 percentage
c) Around 3 to 5 percentage
d) More than 5 percentage
4) Budget for training and development in your company over last few years
is--
a) increasing
b) decreasing
c) constant
d) Not planned
5) More training in your organization is given to
a) senior staff
b) junior staff

92
 c) new staff
d) Every body is given equal amount of training
6) How much your organization make use of information and technology
,while giving training to employees
a) we provide training mostly manually
b) we use for technology, while giving training
c) manual form of training are more easy understand
d) use of information and technology are more interesting then manual
one
7) Which area of training and development need for priority in future
a) Stress management
b) counselling
c) Team development skills
d) Risk management
e) Cross cultural training
f) Technical training
g) Soft skills development
8) What sort of training you get normally?
a) Technical skills
b) Personality development
c) Cross cultural training when going abroad
d) Managing people and communication skills
9) What are important barrier to training and development?
a) Time
b) money
c) Non availability of skilled trainer
d) Lack of interest from senior management
e) Lack of interest by staff
f) formal relationship between top and bottom management
g) lack of coordination among various department

10) What mode of training method is normally used in your organization?

a) Class room training from senior staff
b) External consultants
93
 c) online training
d) Lectures given by hr department
e) Job rotation
11) How often you go abroad for conference to update your skills?
a) Never
b) once in a year
c) two times in a year
d) more than 2 times in a year
12) What is the Impact of joint ventures with foreign partner on organization
work force?
a) Helps in adapting new skills
b) Knowledge sharing helps in doing things differently and quickly
c) Increase competition among employees
d) Creates unrest among employees
13) What differences you find with regards to skills and training style of
foreigners
a) very advanced
b) advanced
c) some what advanced
d) less advanced
14) Trainer should possess many skills to be effective
a) Should possess only technical skills, people skills are not so important
b) People or soft skills are more important then technical skills
c) Generalist makes better personal mangers then specialist
d) Should love talking to people and good in motivating
16) Many consultant are giving training prior to placement ,if you have to
invest to improve your skills which of the following items you will invest
a) Developing interviews skills
b) Managing stress
c) Resume writing
d) Communication skills
e) Technical skill
17) Do you think vocational training given by the government is important and
should be encouraged?
94
 a) Very important
b) Important
c) Not so important
d) Not at all importance and waste of time
18) Do you think woman are more suited for human resource job
a) yes we have more number of woman working in hr field
b) they are better in managing soft skills, so more suited for this job
c) woman are better in motivation the people
d) They make very good trainer ,as they have patience and listening skills
19) Reason for shortage of skill manpower in workplace are
a) Lack of quality education at primary and secondary level
b) Lack of effective guidance at training places
c) Lack of planning
d) Lack of support from senior staff
20) What are general feedback polices of your company after the training
sessions
a) No feedback taken
b) Question and answer session with trainees
c) Surveys and interviews
d) Feedback from trainers
21) General soft skills of employees in your country are---
a) excellent
b) Good
c) Not very good
d) poor
22) What are the general complains about the training session
a) takes away precious time of employees
b) too many gaps between session so unproductive
c) are unplanned
d) costly
e) boring and not useful.

95
96