Chapter 1 Introduction

1.1 Introduction to study

The essential elements for the organization are man, material, machine, money, methods.
The manpower is very important for an organization, because if there is no proper
manpower in organization there will be no achievement of goals & no profit. The man needs
proper training for doing the particular job. If there is no organization of training program
then there will be no profit or the company may go in loss. So proper training program
should organize in the organization for the employees. The training helps to increase the
knowledge & skills of the employees & also to make employee versatile in field of his job.
The training is an important function of the Human Resource Department. Now days, the
HR is very rapidly growing in each & every industry. The HR means utilization of total
knowledge, skills, creative abilities, talents of working people.

There are many training centers run by government & semi government, private institution,
banks etc. The researcher is doing the project on “The study of effectiveness of apprentice
training program with special reference to Haldiram's, an Indian sweets, snacks and
restaurant company headquartered in Nagpur, Maharashtra.

Haldiram’s gives training to the students of Food technology and Culinary arts for running
their business and producing innovative products and delicacies which are loved by their
customers. The apprenticeship is type of training which is provided to apprentice while he is
doing the job. This type of training is also known as on the job training. Haldiram's has over
400 products. Its product range includes traditional namkeens, western snacks, Indian
Sweets,cookies,sherbets and pickles such as gulab jammun and Bikaneri
bhujia and papadum. The company also produces ready-to-eat food products. In the 1990s,
the production of potato-based foods was enabled by the importation of machinery from
United States designed for these purposes The training and apprenticeship program is
arranged for these students on an yearly basis. The policy is explained in the chapter no. 2.
The apprentice gets the stipend for their working they are also expected to complete their
certifications and degree education while working as an apprentice or trainees. The project
is totally based on the effectiveness of apprentice training program.
 1.2Statement of research problem

The main objective of research is to find out whether apprentice training program is
effective in Haldiram’s International foods Pvt. LTD. . The researcher wants to know about
the effectiveness of the apprentice training program organized by the organization with
special reference to their restaurant business. Managing diversified human resource is one of
the challenges for today’s industries. Human resources in the organization should create
worth for their organization & thus organization invest high costs & time to train & develop
the employees thus it very much important to find out the effectiveness of training &
development. So to find out the effectiveness of training program in field of the
governmental organization the researcher choose the topic of “The study of effectiveness of
apprentice training program”

1.3Title of the study

The title of the study is “The study of Effectiveness of apprentice training program with
special reference Haldiram’s International food Pvt. Ltd. ”
The researcher gives this title to analyze the training program held in the restaurants of
Haldiram’s.

1.4 Objectives of the study

1 To analyze the effectiveness of apprenticeship training program organized in Haldiram’s.

2 To know the opinion about employees satisfaction about the training program which they
receive by the workshop of Haldiram’s.
3 To know the way by which training is given to the employees.

4 To give suggestions to overcome the problem regarding the topic in the organization.
1.5 Scope of the study

The scope of the research work is divided into following groups:

Geographical scope

Geographical scope of the study is limited to the employees of repair & maintenance
department existing in Haldiram’s Restaurants.

Conceptual scope
Conceptual scope of the study is limited to the concept of Training & Effectiveness of
training program.

Analytical scope
Analytical scope of the study is confined within tables, pie charts, which are use for analysis
of the data.

1.6 Research methodology

The research is about again searching on the particular topic. It is careful investigation done
by the researcher. The researcher is doing the project by the way of ‘analytical research.’ In
this the analysis is done by the researcher for the particular topic. After doing the analysis
the researcher have to make a certain conclusion on the same topic on which project is done.
The analytical research is done for the making the analysis on a particular topic. The
analysis is done in this project. So the researcher chooses the method of analytical research.
1.6.1 Research design
In other words it consists of where the research is going to happen (Geographic scope) what
concepts are going to be used (Conceptual scope) which tools & techniques are going to use
for the analysis of the research (analytical scope). Research design is nothing but a working
plan prepared by a researcher before actually starting his work. It acts as a guide & for the
researcher to work step by step. The type of research is Analytical Research.

1.6.2 Data required

Researcher required primary and secondary data for study. To attain the objective of the
study following data is required.

Primary Data:

Primary data is the data, which is not in the written form and is obtain directly through
experience or through the survey. The researcher with the help of the questionnaires collects
primary data.

Secondary Data:

Secondary data is data, which obtain by the previous historical records, book magazines
or any other written documents.

1.6.3 Data source

Primary Data Source:

Researcher has conducted the interview of the employee, so information that is obtain from
the schedule, observation and discussion with the management and employees is used as
primary data.

Secondary Data Source:

Researcher has collected secondary data sources as library books, organization’s Booklet,
Brochures and Internet for research.
1.6.4 Instruments for research study

Researcher adopted observation, discussion and survey method for this research work to
collect the required data. In survey method researcher had collected information through
Schedule, interview, etc.. to acquire data for research purpose.

1.6.5 Sampling plan

Researcher has collected information from 15 apprentice. This includes apprentice of Repair &
Maintenance department.

1.6.6 Data analysis

Researcher has done the analysis by the tables, pie charts methods.

1.6.7 Limitation of study

Limitations of research are obstacles which researcher has faced while research study. The
researcher has come across following difficulties during research work.

The research is limited to apprentice employees of Repair & Maintenance Department.

 Chapter 2 Organizational Structure

2.1 Introduction to organization

Haldiram's was founded in 1941 by Ganga Bishan Agarwal, fondly known as Haldiram Ji in his
household; as a retail sweets and namkeen shop in Bikaner, Rajasthan. Haldiram's products are
marketed at various retail locations such as bakeries and confectionery stores, among others,
and also on various commercial websites. 

The pricing of the company's products is typically inexpensive compared to similar

products made by other companies. Prior and up to August 2003 in the United States market,
the company's products were limited to potato chips. The company's products are carried by
some Indian supermarkets in U.S. In U.S., Haldiram's products are popular with the Indian
diaspora. The organization divides its business in to three main categories.

 Restaurants
 Ready to eat
 Sweets and Dairy products.

All the categories of business has their own set of unique products and are interdependent on
getting revenue for the business for the company. The company has recently started expanding
their reach in the restaurant business by opening various outlets in tier two and three cities, this
is the view of pandemic which had hit the production of their products, this helped the company
in setting up various manufacturing hubs to ensure a better reach and avoiding frequent shut
downs in case the corona virus hits any of their manufacturing plants.

The expansion of business has helped company provide a boost in their revenue and gain
popularity beyond their local reach, this also helps them become an employment generator in
the robust Indian economy as this demands for hiring of students with their background of
culinary arts and business management.
2.2 Haldiram’s History
 
The company’s origins can be traced back to a small namkeen shop in Bikaner
founded by Ganga Bishan Agarwal (Haldiram Ji). This modest shop quickly gained
popularity and scaled up to meet a booming demand for its unique-tasting bhujia.
Building on this legacy, his grandson, our pioneer Mr. Shiv Kishan Agrawal steered
the business towards the heights it has tasted today.

One thing hasn’t changed – Haldiram’s is still a tight-knit family business,

committed to serving the most authentic taste of India through their products. Over
the course of eight decades, a lot has changed about the company. They have
relocated, undergone expansion, developed new product lines & added segments,
opened retail chains & stores across India and embraced new markets overseas.

Determined to take bhujia beyond the boundaries of Bikaner, he shifted base to Nagpur
in 1970. Haldiram’s opened their first full-production unit to introduce a delectable
variety of savouries, sweets and beverages to the market. The success of this venture
led them to expand and evolve as a brand, that is an integral part of every Indian
household.

From their formative years, he instilled the value of keeping the tradition and quality
intact, even as we matured as a company. All the products maintain a consistent sense
of simplicity. The ingredients and recipes were picked to accentuate these ideas and
are followed to this date. We promise that all our products are natural, wholesome and
have a homemade feel to them.

Although, Haldiram’s is about more than just food. By creating a strong sense of
community and supporting the associates, they continue to feel like a true family
business. They carry these values with them as Haldirams operate together to serve
generations of happy connoisseurs across the globe and continue to be the nation’s
beloved snack-food company.

As the age old saying goes, “The way to one’s heart courses through their
stomach”. They want to leave no stone unturned to win your hearts.
2.5 Meaning & Definition of apprenticeship

Meaning:

Apprenticeship is a system of training a new generation of practitioners of a skill. Apprentices (or

in early modern usage "prentices") or protégés build their careers from apprenticeships. Most of
their training is done while working for an employer who helps the apprentices learn their trade,
in exchange for their continuing labor for an agreed period after they become skilled. Theoretical
education may also be involved, informally via the workplace and/or by attending vocational
schools while still being paid by the employer.

Definition:
 An apprenticeship program combines on-the-job training with academic instruction for those
entering the workforce. Also called dual-training programs because of the combined
occupational and in-class components, apprenticeships help individuals put their academic skills
to practical use in various careers. Whereas internships are often short-term, rarely lasting more
than a year, apprenticeships can last as many as four or five years. Apprenticeships also differ
from internships in that most apprentices are paid, with salary increasing as the apprentice
completes parts of the program.
2.6 Procedure of selection for apprentice

Check list

Call to student

Written test

Interview

Medical test

Appointment letter
 Chart No. 2.6.1

From the above flow chart we can easily understand the procedure for selection of apprentice for
getting the apprenticeship in Haldiram’s International Pvt, Ltd.

1. Check list
The check list is issued by the Haldiram’s committee for the conformation of the student.
The check list is given to the culinary arts & diploma colleges for the selection of the
students for the apprenticeship in Haldiram’s Restaurants.
2. Call to student
After check list issued the student gets called by the Haldiram’s committee for the
procedure of selection. The basic interview is taken here by Haldiram’s committee, if
student passes in this interview then & then only he goes for next step.
3. Written test
After attending the call & giving the basic interview the student have to give the trade test
it consist of displaying their culinary skills.
After giving trade test the student have to give the interview it is taken by the restaurant’s
executive chef
4. Medical test
After giving the interview the student have to give the medical test. It is the second last
step for taking the appointment later. The medical test is taken because of checking the
physical fitness. If he passes in the medical test then he goes for taking the appointment
letter.
5. Appointment letter
After passing the medical test the student is taking the appointment letter by the human
resource manager. After this step the student have to prepare for their Diploma or degree
exams and clear them withing the 240 day time period to be eligible for being a full time
employee.
2.7 Training Policy
Policy & procedure for apprenticeship

In HALDIRAM’S workshop the training is given to fresh candidates & workers by

apprenticeship this type refers to ON the Job training program in their workshop. The fair stipend
is paid according to wage & salary administration of the workshop. The stipend amount of Rs

The total period for apprenticeship is for 1 year. After completion of ITI course the student can
apply for this apprenticeship in HALDIRAM’S workshop.

Then they have to appear for an entrance exam for taking the apprenticeship for getting the entry
in HALDIRAM’S workshop Dapodi.

During the apprenticeship the students have to attend to work & study for 240 days for the
appearance of exam which is held by the board of Delhi. The ST buses are may be damaged in
accidents or they may be in position of dispose or some buses are have to be passed by the RTO
office for the renewation or some buses have to replace their spare parts. These all tasks are
performed in the HALDIRAM’S workshop of Dapodi. During this apprenticeship the trainer
gives the training to students to perform all these tasks of repair & maintenance of ST vehicles.

In this period of time the student also has to take the NVC class the class refers to the Delhi
board; one exam is conducted by this board after completion of the apprenticeship of the student.
If the student not complete his 240 days of working he will not eligible for the exam which is
conducted by the Delhi board. NVC stands for National Vocational Certificate; it is issued by
Delhi board.

In this apprenticeship program the optimum use of the student is taken by the trainer. The each
apprentice gets the stipend of RS 1400 & diploma student’s gets stipend of RS 1900. The
recruitment of these students is taken once in a year. After the completion of this course the
student have to give exam of Delhi. After passing this exam the student gets job through the state
government. But the student has to clear the exam of Delhi board, then & then only he is eligible
to get the placement by state government. The 50% of quota for job is reserved for the students
which are passed out from apprenticeship of HALDIRAM’S Dapodi & Delhi board.
 2.8 Organizational Structure

Chart No. 2.8.1

R. E. [Regional Engg.]

M.E.O. [Mechanical Egg. Officer]

DYME [Deputy Mechanical Engg.]

AME [Assistant mechanical Engg.]

Charge man

AWS[ Assistant supervisor]

Head Art
The above flow chart is explained the structure of the Dapodi workshop of HALDIRAM’S

There are totally seven authorities in the workshop each authority having its own task. Some
tasks are common they have to perform by some group of authorities.

1. R.E. [Regional engineer]

This authority having the charge of five districts & he handles high level cases of
HALDIRAM’S of buses. The R.E. is important & initial authority of HALDIRAM’S. He
is having charge of five districts depots & workshops.
2. M.E.O.[Mechanical engineer officer]
This authority is having the charge of one district. The 12 depots are being managed
by this person & also one workshop. He is also handling the high level cases of
HALDIRAM’S.
3. D.Y.M.E.[ Deputy Mechanical engineer]
This authority assistant for M.E.O. he is handling only low level cases. If there are no
MEO the DYME is having the authority of the MEO. He is assisting for the MEO. In
HALDIRAM’S workshop the DYME is having the charge in the absence of MEO.
4. A.M.E.[Assistant mechanical engineer]
This authority having the task of maintenance of workshop. All the health & safety
measures are taken by this authority. The AME maintains good working conditions in the
HALDIRAM’S workshop. The AME is important authority for each & every workshop.
AME maintains all the machinery which is in the workshop.
5. Charge man
This is also very important authority of HALDIRAM’S. This authority performs the
task of co ordination between the management & workers. The charge man helps to
workers for communicating to the management. He is like middle man is workers &
management.
6. A.W.S.[Assistant Supervisor]
 The assistant supervisor is assisting to the charge man if there is no charge man the
AWS having the authorities of charge man. Both have to perform the same task but the
assistant supervisor helps to charge man in co ordination of workers to management.

7. Head art
The head art is the authority which is having the task of giving training to the
apprentice. He is skilled person who gives the proper training to the apprentice for the
maintenance of the ST buses.

Some common tasks have to be performed by the DYME, AME, & Charge man]
 These three have to perform the task of ST disposing after a specific period of
time
 R.T.O. passing or renewation after two to three years
 P.U.C. of each & every HALDIRAM’S vehicle
 Supervision of painting & maintenance
 Chapter 3 Conceptual frame work

3.1Training 

Training is about the acquisition of knowledge, skills, and abilities (KSA) through professional
development.

Training and development -- or "learning and development" as many refer to it now -- is one of
the most important aspects of our lives and our work. (Many people view "training" as an
activity that produces the result or outcome of "learning" -- and learning are typically viewed as
new knowledge, skills and competencies or abilities.)

3.2 Meaning & definition of training

Training is the act of increasing the knowledge and skills of an employee for performing the job
assigned to him. It is a short-term process. After an employee is selected, placed and introduced
in an organization he must be provided with training facilities so that he can perform his job
efficiently and effectively. 
Development is a long-term educational process utilizing an organized and systematic procedure
by which managerial personnel learn conceptual and theoretical knowledge for general purpose.
It covers not only those activities which improve job performance but also those activities which
improve the personality of an employee.
Definition of training

S.Beach defined training as “the organized procedure by which people learn knowledge & / or
skill for a definite purpose”.
3.3 NATURE OF TRAINING AND DEVELOPMENT

Simple terms, training and development refers to the imparting of specific skills,
Abilities and knowledge to an employee. A formal definition  of training
& development is… it is any attempt to improve current or future employee
performance by increasing an employee’s ability to perform through learning, usually by
changing the employee’s attitude or increasing his or her skills and knowledge. The need
for training & development is determined by the employee’s performance deficiency,
computed as follows:
Training & Development need = Standard performance – Actual performance.
We can make a distinction among training, education and development.
S u c h d i s t i n c t i o n enables us to acquire a better perspective about the meaning of
the terms.
Training

Refers to the process of imparting specific skills.

3.4 Role of Training

Diagram No. 3.4.1

The role of training is to achieve business excellence through business environment, changes &
challenges, learning & implementation. In business environment there are continuous changes &
challenges for which we need learning & implementation to achieve business excellence.

The following are the two biggest factors that contribute to the increased need to training and
development in organisations:

Change: The word change encapsulates almost everything. It is one of the biggest factors that
contribute to the need of training and development. There is in fact a direct relationship between
the two. Change leads to the need for training and development leads to individual and
organisational change, and the cycle goes on and on. More specifically it is the technology that is
driving the need; changing the way how businesses function, compete and deliver.

Development: It is again one the strong reasons for training and development becoming all the
more important. Money is not the sole motivator at work and this is especially very true for the
21st century. People who work with organisations seek more than just employment out of their
work; they look at holistic development of self. Spirituality and self awareness for example are
gaining momentum world over. People seek happiness at jobs which may not be possible unless
an individual is aware of the self. At ford, for example, an individual can enrol himself / herself
in a course on ‘self awareness’, which apparently seems inconsequential to ones performance at
work but contributes to the spiritual well being of an individual which is all the more important.

3.5 Importance of training

1. 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.
2. 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.
3. 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.

4. Productivity – Training and Development helps in increasing the productivity of

the employees that helps the organization further to achieve its long-term goal.
5. 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.
6. 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.
7. 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.
8. Quality – Training and Development helps in improving upon the quality of work
and work-life. 
9. 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.
10. Health and Safety – Training and Development helps in improving the health and
safety of the organization thus preventing obsolescence.
11. Morale – Training and Development helps in improving the morale of the work
force.
12. Image – Training and Development helps in creating a better corporate image.
13. Profitability – Training and Development leads to improved profitability and more
positive attitudes towards profit orientation.
14. 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 organizational policies

15. Training and Development helps in developing leadership skills, motivation,

loyalty, better attitudes, and other aspects that successful workers and managers
usually display.

3.6Objectives of Training

Training objective tell the trainee that what is expected out of him at the end of the training
program. Training objectives are of great significance from a number of stakeholder
perspectives,

1.Trainer 
2.Trainee 
3.Designer 
4.Evaluator 

Trainer – The training objective is also beneficial to trainer because it helps the trainer to
measure the progress of trainees and make the required adjustments. Also, trainer comes in
a position to establish a relationship between objectives and particular segments of training
 .Diagram No. 3.6.1

Trainee – The training objective is beneficial to the trainee because it helps in reducing the
anxiety of the trainee up to some extent. Not knowing anything or going to a place which is
unknown creates anxiety that can negatively affect learning. Therefore, it is important to keep
the participants aware of the happenings, rather than keeping it surprise.

Secondly, it helps in increase in concentration, which is the crucial factor to make the training
successful. The objectives create an image of the training program in trainee’s mind that
actually helps in gaining attention. 

Thirdly, if the goal is set to be challenging and motivating, then the likelihood of achieving
those goals is much higher than the situation in which no goal is set. Therefore, training
objectives helps in increasing the probability that the participants will be successful in
training.

Designer – The training objective is beneficial to the training designer because if the designer
is aware what is to be achieved in the end then he’ll buy the training package according to that
only. The training designer would then look for the training methods, training equipments,
and training content accordingly to achieve those objectives. Furthermore, planning always
helps in dealing effectively in an unexpected situation. Consider an example; the objective of
one training program is to deal effectively with customers to increase the sales. Since the
objective is known, the designer will design a training program that will include ways to
improve the interpersonal skills, such as verbal and non verbal language, dealing in
unexpected situation i.e. when there is a defect in a product or when a customer is angry. 

Therefore, without any guidance, the training may not be designed appropriately.

Evaluator – It becomes easy for the training evaluator to measure the progress of the trainees
because the objectives define the expected performance of trainees. Training objective is an
important to tool to judge the performance of participants

3.7 OBJECTIVES OF TRAINING AND DEVELOPMENT

1. To impart to new entrants the basic knowledge and skill they need for
a n i n t e l l i g e n t  performance of definite tasks.

2. To ensure that each employee is equipped with capabilities to  perform

v a r i o u s t a s k s associated with his role.

3 To assist employees to function more effectively in their present position by exposing them
to the latest concepts, information and techniques and developing the skills they will
need in their particular fields.

4 . To help the employee develop as an individual so that the organization can recognize and use
the maximum possible potential of its employees.

5 . To help employees work as team members since no individual can accomplish the goals of
the organization single handedly.
3.8 There are actually FIVE characteristics to consider:

1. Training must be structured to be effective. An effective training environment is designed

to optimize learning both during and after the training event - all the way to the
workplace.  A structured process and a structured product will minimize inconsistency in
learning environments and will align instructional material to job-essential knowledge
and skills.

2. Have an effective training environment. Learning in the workplace is moving from the

traditional series of isolated training events to environments that incorporate diverse
knowledge resources such as repositories of examples, performance templates, and access
to expertise, along with traditional events in face-to-face and virtual media.  This kind of
environment produces a body of knowledge that is flexible and responsive to changes in
both the trainee as well as the workplace environment.

3. Training must be engineered to be effective. Effective learning environments do not

happen by accident.  An effective learning environment must be the product of a
structured process and proven instructional methods matched to your content.

4. Workplace Performance. An effective training program begins with the job and ends with
the job.  It must include guidelines, examples, and exercises that are job-relevant and
ensures a stable outcome of performance when the training is applied in the workplace.

5. Business Goals. An effective training program focuses on knowledge and skills.  These
must be aligned to core organizational objectives.  For instance, in conducting training
for communication skills, an effective learning design defines specific behaviors
associated with the types of communications needed to support organizational objectives.
3.9 Process of Training & development

STEP 1: ESTABLISHING A NEEDS ANALYSIS. 

This step identifies activities to justify an investment for training. The techniques necessary for
the data collection are surveys, observations, interviews, and customer comment cards. Several
examples of an analysis outlining specific training needs are customer dissatisfaction, low
morale, low productivity, and high turnover. 

The objective in establishing needs analysis is to find out the answers to the following questions: 

- "Why" is training needed? 

- "What" type of training is needed? 
- "When" is the training needed? 
- "Where" is the training needed? 
- "Who" needs the training? And "Who" will conduct the training? 
- "How" will the training be performed? 

By determining training needs, an organization can decide what specific knowledge, skills, and
attitudes are needed to improve the employee's performance in accordance with the company's
standards. 

The needs analysis is the starting point for all training. The primary objective of all training is to
improve individual and organizational performance. Establishing a needs analysis is, and should
always be the first step of the training process. 

STEP 2: DEVELOPING TRAINING PROGRAMS AND MANUALS. 

This step establishes the development of current job descriptions and standards and procedures.
Job descriptions should be clear and concise and may serve as a major training tool for the
identification of guidelines. Once the job description is completed, a complete list of standards
and procedures should be established from each responsibility outlined in the job description.
This will standardize the necessary guidelines for any future training. 

STEP 3: DELIVER THE TRAINING PROGRAM. 

This step is responsible for the instruction and delivery of the training program. Once you have
designated your trainers, the training technique must be decided. One-on-one training, on-the-job
training, group training, seminars, and workshops are the most popular methods. 

Before presenting a training session, make sure you have a thorough understanding of the
following characteristics of an effective trainer. The trainer should have: 

- A desire to teach the subject being taught. 

- A working knowledge of the subject being taught. 

- An ability to motivate participants to "want" to learn. 

- A good sense of humor. 

- A dynamic appearance and good posture. 

- A strong passion for their topic. 

- A strong compassion towards their participants. 

- Appropriate audio/visual equipment to enhance the training session. 

For a training program to be successful, the trainer should be conscious of several essential
elements, including a controlled environment, good planning, and the use of various training
methods, good communication skills, and trainee participation. 

STEP 4: EVALUATE THE TRAINING PROGRAM. 

This step will determine how effective and profitable your training program has been. Methods
for evaluation are pre-and post- surveys of customer comments cards, the establishment of a
cost/benefit analysis outlining your expenses and returns, and an increase in customer
satisfaction and profits. 

The reason for an evaluation system is simple. The evaluation of training programs is without a
doubt the most important step in the training process. It is this step that will indicate the
effectiveness of both the training as well as the trainer. 

There are several obvious benefits for evaluating a training program. First, evaluations will
provide feedback on the trainer's performance, allowing them to improve themselves for future
programs. Second, evaluations will indicate its cost-effectiveness. Third, evaluations are an
efficient way to determine the overall effectiveness of the training program for the employees as
well as the organization. 

The importance of the evaluation process after the training is critical. Without it, the trainer does
not have a true indication of the effectiveness of the training. Consider this information the next
time you need to evaluate your training program. You will be amazed with the results. 

The need for training your employees has never been greater. As business and industry continues
to grow, more jobs will become created and available. Customer demands, employee morale,
employee productivity, and employee turnover as well as the current economic realities of a
highly competitive workforce are just some of the reasons for establishing and implementing
training in an organization. To be successful, all training must receive support from the top
management as well as from the middle and supervisory levels of management. It is a team effort
and must implement by all members of the organization to be fully successful. 
3.10 Evaluation of training program

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

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.
 
Diagram No. 3.10.1
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.
3.11Process of Training Evaluation

Before Training: The learner's skills and knowledge are assessed before the training
program. During the start of training, candidates generally perceive it as a waste of
resources because at most of the times candidates are unaware of the objectives and
learning outcomes of the program. Once aware, they are asked to give their opinions on
the methods used and whether those methods confirm to the candidates preferences and
learning style. 

 
Diagram No. 3.11.1
During Training: It is the phase at which instruction is started. This phase usually consist
of short tests at regular intervals

After Training: It is the phase when learner’s skills and knowledge are assessed again to
measure the effectiveness of the training. This phase is designed to determine whether
training has had the desired effect at individual department and organizational levels.
There are various evaluation techniques for this phase.
Techniques of Evaluation

The various methods of training evaluation are:

 Observation
 Questionnaire 
 Interview
 Self diaries
 Self recording of specific incidents
 Chapter 4 Data Analysis

4.1Table showing the opinion of employees about training program organized in workshop

Sr NO OF %
OPINIONS RESPONSE
No.

1 Yes 15 100

2 No 0 0

Total 15 100

Table No. 4.1

Source primary data

Chart No. 4.1

Showing opinion of employees about training
program organized in workshop

100% 1

Above table & pie chart shows the opinion of the employees about training program organized in
workshop.

The table & pie chart shows 100% training program is organized in the workshop for the
employees.
4.2 Table showing opinion of employees about type of training they receive.

Sr NO OF %
OPINIONS RESPONSE
No.

1 Apprentice 15 100

2 Delhi Board Exam 15 100

Total 15 100

Table No. 4.2

Source primary data

Chart no. 4.2

Showing opinion of employees about type of training employee receive

1
100 100
2

Above chart & table shows the opinion about type of training employee receive

Both type of training i.e. Delhi board exam training& apprentice training is provided & attended
by the employees.

The table shows types of training program is 100%.

4.3Table showing method of training program used for the training

Sr NO OF %
OPINIONS RESPONSE
No.

1 On the job 15 100

2 Off the job 0 0

Vestibule 0 0

Total 15 100

Table No.4.3

Source primary data

Chart No. 4.3

Showing opinion of employees about method
used for training

100% 1

Table shows the opinion of the employees about the method used for the training

On the job method is used for the training program

100% this method is used.

4.4 Table showing opinion of employees about training program provided by the organization

Sr NO OF %
OPINIONS RESPONSE
No.

1 Satisfied 9 60

2 Moderately Satisfied 6 40

3 Dissatisfied 0 0

Total 15 100

Table No.4.4

Source primary data

Chart no. 4.4

Showing the opinion about the training program provided by the organization

40.0
1
2
60.0

Above chart & table shows the opinion about the training program provided by organization for
employees

60% employees are satisfied & 40% employees are moderately satisfied
4.5 Table showing opinion about trainer provided by the workshop for employees

Sr NO OF %
No OPINIONS RESPONSE
.
1 Satisfied 10 66.7

2 Moderately Satisfied 5 33.3

3 Dissatisfied 0 0

Total 15 100

Table No.4.5

Source primary data

Chart no. 4.5

Showing the opinion about trainer provided by the workshop for employees

33.33

1
2

66.67

Above chart & table shows the opinion of employees about trainer provided by the workshop for
training.

66.67 % employees are satisfied on trainer

33.33% employees are moderately satisfied on trainer

4.6Table showing the opinion about the place of workshop

Sr NO OF %
No OPINIONS RESPONSE
.
1 Satisfied 8 53.33

2 Moderately Satisfied 7 46.67

3 Dissatisfied 0 0

Total 15 100

Table NO. 4.6

Chart no. 4.6

Showing the opinion about place of workshop

46.67 1
53.33 2

Above chart & table shows the opinion of employees about place of workshop.

53.33% of employees are satisfied with the place of workshop.

46.67% of employees are moderately satisfied with the place of workshop.

4.7Table showing the opinion of employees about need of more efforts for improving the
training program

Sr NO OF %
OPINIONS RESPONSE
No.

1 Yes 2 13.33

2 No 13 86.67

Total 15 100

Table No.4.7

Source primary data

Chart no 4.7

Showing the opinion of employees about need of more efforts for improving the training
program

13.33

1
2

86.67

Above chart & table shows the opinion of employees about the need of more efforts for
improving the training program

13.33% of employees are saying yes for improving the training program.

86.67% of employees are saying no for improving the training program.

 Chapter 5

Findings, conclusions & suggestions

5.1 INTRODUCTION

This chapter includes findings suggestions and conclusions which are drawn by researcher on the
basis of data analysis and interpretation. Findings of the study consist of opinions of employees
about current training provided in the organization as well as their need regarding training and
also their performance regarding training. The suggestions proposed by researcher would be
helpful to improve the effectiveness of Training and its process in organization.

5.2 Findings
Specific findings

1. All the employees are attending the training program organized in the workshop. i.e.
100%
2. Both the training i.e. Delhi Board Exam training & apprentice training is attended by the
employees. i.e. 100%
3. All the employees are trained by the method On-the-Job training. i.e. 100%
4. Most of the employees are satisfied with training program provided by the organization.
i.e. 60%. and 40% employees are moderately satisfied.
5. Most of the employees are satisfied with trainer provided by the organization. i.e.
66.7%.and 33.3% employees are moderately satisfied
6. Most of employees are satisfied with the place of workshop i.e. 53.33% and 46.67%. are
moderately satisfied with the place of the workshop.
 7. Most of the employees are saying no for more efforts on the training program provided
by the organization. i.e. 86.67% but 13.33% of employees requires more efforts on
training program

5.3 Suggestions

The researcher suggests some points for the workshop of Dapodi, they are as follows

1. Workshop can update the new technology which will also increase the quality of training
and it will also help in achieving the objectives effectively and efficiently
2. They can conduct the study tours, guest lecture; which will enhance the skill &
knowledge of the employee.
3. Training regarding health & safety measures for the employees & apprentice is
necessary. Because; it is important part of any organization.
4. The workshop place should be clean & should be maintained in proper manner.
5. Well qualified and experienced trainer should be provided by the organization to train the
employees.

5.4 Conclusion

Training is an important tool of management capable of making significant contribution to the

goals of the organization. The study of Effectiveness of apprentice training program done by the
researcher will help the organization to know the effectiveness of apprentice training held in
Dapodi workshop of HALDIRAM’S. The findings & suggestions of the research work will help
the organization in enhancing the apprentice training.
 Questionnaire

Personal information

a. Name
b. Date of joining
c. Education
d. Department
e. Designation

1. Whether training program is organized in workshop since your joining?

Yes No

2. If yes which type of training you have received?

Apprentice Delhi board exam

3. Which method was used for imparting the training?

On the job off the job Vestibule

4. Are you satisfied with the training program provided by the organization?

Satisfied Moderately satisfied Dissatisfied

5. Are you satisfied with trainer which is provided by the workshop?

Satisfied Moderately satisfied Dissatisfied
 6. Are you satisfied with the place of workshop?
Satisfied Moderately satisfied Dissatisfied

7. Do you feel more efforts on training are needed to improve your performance?
Yes No

8. If yes, what is your suggestion?

9. Comments & Suggestion :-

Date Time

Employee signature
 Chapter 6 Bibliography

Reference

 Books

P.Subba Rao, “Human Resource Management”, Himalaya Publications, Edition June 2011

T.N. Chabra,” Human resource management concepts and issues” Dhanpat rai & company private
limited, Fourth Edition.

 Websites

www.managementhelp.org

 www.businessdictionary.com

www.scribd.com

www.managementstudyguide.com

www.Haldiram’s.gov.in