A STUDY ON TRAINING NEED IDENTIFICATION SYSTEM AT MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS LIMITED-SIPCOT.

A PROJECT REPORT By MENAKASRI K

TABLE OF CONTENTS CHAPTER 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Introduction Objective of the study Scope of the study Limitation of the study Company profile Review of literature Research Methodology Data Analysis and Interpretation Findings Suggestions PARTICULARS PAGE NO 1 2 3 4 5 14 36 43 83 85

11. 12.

Conclusion Appendix Questionnaire Bibliography

86

LIST OF TABLES
SNO TITLE PAGE NO

1.

Purpose of attending training program

43

2.

Training and development program is based on needs and requirement

45

3.

Training programmes have you attended in a year at MHI

47

4.

Employees require training programmes in getting better job performance

49

5.

Training increases productivity

51

6.

Induction training programmes helps employees to grow faster

53

7.

Place of preference for conducting training program

55

8.

Methods of training program

57

9.

Types of on the job training program

59

10.

Types of off-the-job training program

2

61

11.

Evaluation of the effectiveness on the development program

63

12.

Evaluate the effectiveness training program

65

13.

Training programme are conducted regularly

67

14.

Method used in training need assessment

69

15.

Training programme motivates respondents

71

16.

Learning capacity is the main objectives of training provided in the company

73

17.

Opinion regarding the teaching effectiveness of faculties

75

18.

Improving the skill of employee is the main objectives

77

19.

Effective training reduces the stress level of employees

79

20.

Satisfy existing training and development program

81

LIST OF CHARTS
SNO TITLE PAGE NO

1.

Purpose of attending training program

44

2.

Training and development program is based on needs and requirement

46

3.

Training programmes have you attended in a year at MHI

48

4.

Employees require training programmes in getting better job performance

50

5.

Training increases productivity

52

6.

Induction training programmes helps employees to grow faster

54

7.

Place of preference for conducting training program

56

8.

Methods of training program

58

9.

Types of on the job training program

60

10.

Types of off-the-job training program

62

11.

Evaluation of the effectiveness on the development program

64

12.

Evaluate the effectiveness training program Training programme are conducted regularly

66

13.

68

14.

Method used in training need assessment

70

15.

Training programme motivates respondents

72

16.

Learning capacity is the main objectives of training provided in the company

74

17.

Opinion regarding the teaching effectiveness of faculties

76

18.

Improving the skill of employee is the main objectives

78

19.

Effective training reduces the stress level of employees

80

20.

Satisfy existing training and development program

82

INTRODUCTION:
Training need identification is a tool utilized to identify what educational courses or activities should be provided to employees to improve their work productivity. Here the focus should be placed on needs as opposed to desires of the employees for a constructive outcome.

Identification of training needs (ITN), if done properly, provides the basis on which all other training activities can be considered. Also requiring careful thought and analysis, it is a process that needs to be carried out with sensitivity as people's learning is important to them, and the reputation of the organization is also at stake.

Identification of training needs is important from both the organisational point of view as well as from an individual's point of view. From an organisation's point of view it is important because an organisation has objectives that it wants to achieve for the benefit of all stakeholders or members, including owners, employees, customers, suppliers, and neighbors. These objectives can be achieved only through harnessing the abilities of its people, releasing potential and maximizing opportunities for development.

OBJECTIVES
PRIMARY OBJECTIVES: To study the training need identification and the method needs.

SECONDARY OBJECTIVES: To study the awareness of employees with the existing training program conducted by the company. To study the effectiveness of training programmes of respondents in MHIIPTL. To examine satisfaction level to employees regarding training programmes conducted in the organization. To analyze the importance of training.

SCOPE OF THE STUDY

The present study titled A STUDY ON TRAINING NEED IDENTIFICATION SYSTEM in would be used for organization in the following basis. The MHIIPTL-Ranipet was conducted only at Ranipet unit. This study attempts to analyze the effectiveness through employees opinion on the existing training. 1. The study attempts to measure the effectiveness of training. 2. The study will emphasis to review very good and on effective training in the organization.

LIMITATIONS ON THE STUDY

1. The study was conducted in MHIIPTL, Ranipet unit only. 2. The research is focused only on the workmen in MHIIPTL-Ranipet. 3. The other categories of employees were left out. Hence this study can be generated for the whole unit. 4. Some of the respondent may not agree with the statement and do not express it for fears of award effect. 5. Only a sample of 25 respondents of the organization was interviewed. 6. All the employees under study were only lower level of employees. 7. The study under taken may not be applicable for all the employees in the organization.

COMPANY PROFILE

INTRODUCTION:

MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS LIMITED was started in the year of 1974, in Ranipet(120 km away from Chennai). It was formally known as SRP Tools ltd. Since 1974 SRP TOOLS has the technical collaboration with MITSUBISHI HEAVY INDUSTRIES Japan. SRP is synonymous of precision and quality. MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS LIMITED was the first in India to set ISO 9001 certification for gear cutting tools and broaches. It has got sufficient technical background in order to achieve perfection and accuracy in terms of micronsMITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS

LIMITED, is well equipped with the imported machineries. High precision special purpose machines and sophisticated inspection equipment has been imported from Japan, Germany, USA, Italy, Russia, etc. and are installed is temperature control room. In the recent year CNC machines also imported from Japan and installed the plant to their manufacture their high accuracy products.

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HISTORY:

1965: SRP Tools Limited (MITSUBISHI HEAVY INDUSTRIES) started the factory at Chennai from the manufacturing of conventional cutting tools. 1972: Signed an agreement with MITSUBISHI HEAVY INDUSTRIES, Japan. 1973: SRP team visited MITSUBISHI HEAVY INDUSTRIES, Japan and learned the

technology form them. 1974: SRP started its factory at Ranipet from the production of HOB, Pinion cutters and Broaches. 1979: SRP teams visited MITSUBISHI HEAVY INDUSTRIES, Japan for the second time and learned the technology for Gear sharing cutters. 1981: Started Gear sharing cutter production plant at Ranipet. 1985: Started to produce Rotary coniflex cutter for straight Belel gear. 1990: Obtained ISO 9001-1987 certificate for gear cutting Tools. 2005: MITSUBISHI HEAVY INDUSTRIES, Japan acquired the shares of SPR tools and company name changed Into MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS LIMITED ( 19TH October 2005). 2005: November- Factory expanded operate machinery in new Building integrat5ed the Chennai factory into Ranipet Factory. 2006: Machine tools room planned to open.

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QUALITY PROFILE:

MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS LIMITED is committed to design and manufacture of products to comply with requirement and continually improve the effectiveness of a quality management to achieve this policy the following objectives are set: To sue latest technology to design, manufacture and upgrade quality of production on a continued basic for meeting customers need and expectations. To initiate suitable action to improve and update the knowledge and skill of its personnel. To ensure efficient system for timely delivery of productions. To periodically review the quality management systems, keeping in the mind the concept of continual improvement and customer satisfaction.

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COMPANY PHILOSOPHY:

Precision cutting tools are manufactured for the industrial field. The philosophy of MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS LIMITED is producing cutting tools with high technology, reliability and high quality. We are supplying high precision, high efficiency and high quality products produced from the stand point of a user and manufacturer of cutting tools in addition to the technological power accumulated through many years of experience.

13

LOCATION:
MITSUBISHI HEAVY INDUSTRIES INDIA LIMITED is located at Ranipet in SIPCOT. It has spread over in large area that is more useful for the expansion for the company. Since it is located in the SIPCOT it has all the facilities like availability of raw materials, power, transportation, labour and emergency facilities like hospitals, fire service, etc,. The following table shows the area of the company spread over in SIPCOT.

DESIGNATION

TOTAL AREA IN SIPCOT

SITE MAIN PLANT 53,000

BUILDING 6,300

PLANT II

1,570

440

TOTAL

54,570

6,740

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ANNUAL PRODUCTION CAPACITY:

The following table shows the annual production capacity of the MITSUBISHI HEAVY INDUDTRIES INDIA TOOLS LIMITED

PRODUCTS

ANNUAL CAPACITY IN NUMBERS 4000 3900 2000 12000 4900 600

GEAR SHAVING CUTTER BROACHERS MASTER GEAR HOBS SHAPING CUTTER OTHERS

15

PRODUCTION PROFILE:

MITSUBISHI PRODUCTS:
MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS LIMITED is the manufacture of the gear cutting tools and broaches. These offer the following range of cutting tools: GEAR HOB GEAR SHAPER GEAR SHAVING BROACHES MASTER GEAR STRAIGHT BEVEL GEAR GENERATING TOOLS (Rotary conflux type)

SUPPLIERS RAW MATERIALS USED:

High- speed steel The production equipment includes worlds most well known name such as, KILNGENBERS SOHNE MITSUBISHI WMW CAIL HARTH AND OTHERS

The inspection is even more sophisticated with Klingenebers, Houser, Cailzeiss, Carlmahr, Hofler, Gouler micron, Mitatoya etc., MITSUBISHI HEAVY INDUSTRIES TOOLS design is fully computerized, optimum tools design is achieved by exhaustive calculation and a thorough analysis of the various components profiles generated on a graph sheet manipulating the tools parameter manufacturing and heat treatment are carried out by skilled operators. Employing highly precise machinery leaving no room for discrepancy. In MITSUBISHI HEAVY INDUSTRIES INDIA LIMITED quality is prime consideration and no compromising are more regarding standards of the tools.
16

CUSTOMERS:
SALES AGENT Markets the Mitsubishis products. The SALES AGENT directs all the customers of MITSUBISHI HEAVY INDUSTRIES INDIA LIMITED. MITSUBISHI HEAVY INDUSTRIES INDIA LIMITED exports his products too Australia, Taiwan and Singapore with the help of SALES AGENT of the customers of MITSUBISHI HEAVY INDUSTRIES INDIA LIMITED are, TATA MOTORS BAJAJ HINDUSTAN MOTORS TVS MOTORS HYUNDAI MOTORS MAHINDRA & MAHINDRA PUNJAB TRACTORS ASHOK LEYLAND

And also to Government organization such as, BHEL HMT VEHICLE FACTORY JABALPUR HVF AVADI Most probably to all automobile auxiliary units.

17

COMPETITOR:
The only competitor in their field who matches their level of standards is DAGGER FORST This company has the same capacity and modern equipment equal to the MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS LIMITED.

SALES AND SERVICE SYSTEM:

Our products are marketed by SALES AGENT for domestic market and they have offices ate all-important locations. MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS LIMITED has its service engineers at important location in India to satisfy the requirement of customers. MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS LIMITED conducts an awareness regarding products usage and new development. MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS LIMITED has service and over facilities at followings places. DELHI AMERICA HONG KONG EUROPE AUSTRALIA AND THAILAND.

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REVIEW OF LITERATURE HUMAN RESOURCE MANAGEMENT MEANING :

Human resource management is a management is a management function that helps managers recruit, select, train and develops members for an organization. HRM involves the application of management functions and principles.

DEFINITION:
Human resource management is the planning, organizing, directing and controlling of the procurement, development, compensation, integration, maintenance and separation of human resources to the end that individual, organizational and social objectives are accomplished.

SCOPE OF HRM:
The scope of HRM is indeed vast. All major activities are categorized in to seven activities: 1. Introduction of HRM 2. Employee Hiring 3. Employee and executive remuneration 4. Employee motivation 5. Employee maintenance 6. IR 7. Prospects of HRM

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ORGANISATIONAL BEHAVIOUR LEADER SHIP:

Leader ship is interpersonal influence exercised in a situation and directed through communicated process, towards the attainment of a specific goals.

FEATURES OF LEADERSHIP:
1. Leadership is a continuous process of behavior; it is not one shot activity. 2. Leadership may be seen in terms of relationship between a leader and his followers which arises out of their functioning for common goals. 3. Leadership gives an experience of help to followers to attain common goals.

COMMUNICATION:
Communication is defined as the process by which people seek to share meaning via transmission of symbolic message.

COMMUNICATION PROCESS SENDER:

The communication process begins with the sender of the source. The sender has as intended message to communicate. The characteristics of the sender influence the communication process.

ENCODING:
The sender encodes the information to be transmitted by translating it in to series of symbols of restores.

MESSAGE:
The message is the physical form in to which sender encodes the information.

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CHANNEL:
The channel is the medium through which the message travels. The primary channel for inter personal communication involves a face-face exchange.

DECODING:
Decoding is the reverse of encoding. The receiver receives the subject matter of communication symbols.

RECEIVER:
Receiver is the person to whom the symbols are transmitted. He may be peer, subordinate and superior in the organization.

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INTRODUCTION OF TRAINING
Training is a learning experience in that its relatives permanent change in an individual job. We typically say training can involve the change of skill, knowledge, attitudes or social behavior.

MEANING:
Training is the organized procedure by which people learn knowledge and skills for a definite process.

DEFINITION:
According to Date Yoder, Training is a process by which man-power is filled for the particular job it is to perform.

SCOPE OF TRAINING STANDARDS AND PROCEDURES:

Standards and Procedures (SNPs) are created for every important task. Some will even be created at the corporate level, while others will be established at the branch level. These are maintained in the central SNP repository, where they can be recalled at any time.

POSITION TRAINING PROFILES:

A Position Training Profile (PTP) is developed at the branch level for every position and this is entered into the system. SNPs are simply recalled from the central SNP repository and added to the PTP with one click. This fast tracks the generation of PTPs when creating new PTPs or perhaps preparing for the opening of new operations where the same or similar positions will be required.

RATING STAFF PERFORMANCE:

The PTP contains a reference line for each and every SNP that the staff member needs to know. So the staff member and their mentors can quickly see exactly what they are required to be able to do. Their mentor can rate the staff members performance to the required SNPs, are easily update their PTP with the status of their training effort.

CERTIFICATION:
Training Scope tracks and records that required training and certification, and monitors that staff members training progress.

22

REPORTING:
The central data repository enables a range of reports that identify the status of training not only in the business as a whole, but also at each department within the business and within defined regional areas.

NEEDS FOR TRAINING EFFECTIVE PERFORMANCE:

Employment of inexperienced and new labor requires detailed instruction for effective performance on the job.

PRODUCTION OF QUALITY GOODS AND SERVICES:

People have not only to work but work effectively with the minimum of supervision minimum cost, waste and spoilage and to product quality goods and services.

FAST CHANGING TECHNIQUES:

Increasing use of fast changing techniques in production and other operation requires training in to a newer method for the operation.

TO KEEP PLACE WITH THE DEVELOPMENT OF TECHNOLOGY:

Old respondents needs refresher training to Rentable them to keep a best changing techniques and the use of sophisticated tools and equipments.

CHANGES OF PROFESSION:
Training is necessary when a person has to move from one job to another because of transfer, promotion or demotion.

23

TYPES OF TRAINING INDUCTION TRAINING:

It is the act of introducing a new employee to other respondents and to the enterprise. It is also known as orientation. It is concerned with giving the new employee a friendly welcome, beginning him in the matters concerned with the company.

JOB TRAINING:
This type of training is given to the respondents in the handling of machines, equipments and materials. So that the respondents become more proficient and operation become smooth and faultless.

CRAFT TRAINING:
Training may be given by the employee in different craft by an experienced craft man. The training period is comparatively longer so as to make the trainee thoroughly familiar with all skills in the use of all tools of the craft.

TRAINING FOR PROMOTIONS:

In almost all the organizations most of the vacancies are filled in by internal promotion. When an existing employee is promotes his status and responsibilities also increase. To cope with new assignment, sufficient training is essential.

REFRESHER TRAINING:
Refreshers courses are organized for existing respondents for giving them training in the latest development in the field of technology. This training is generally given in collaboration with educational institution.

24

TRAINING METHODS ON THE JOB TRAINING:

The development of a manager's abilities can take place on the job. The four techniques for on the job development are:

COACHING:
Coaching is one of the training methods, which is considered as a corrective method for inadequate performance. According to a survey conducted by International Coach Federation (ICF), more than 4,000 companies are using coach for their executives. These coaches are experts most of the time outside consultants.

MENTORING:
Mentoring is an ongoing relationship that is developed between a senior and junior employee. Mentoring provides guidance and clear understanding of how the organization goes to achieve its vision and mission to the junior employee.

JOB ROTATION:
For the executive, job rotation takes on different perspectives. The executive is usually not simply going to another department. In some vertically integrated organizations, for example, where the supplier is actually part of same organization or subsidiary, job rotation might be to the supplier to see how the business operates from the supplier point of view.

JOB INSTRUCTION TECHNIQUE (JIT):

Job Instruction Technique (JIT) uses a strategy with focus on knowledge (factual and procedural), skills and attitudes development.

25

OFF THE JOB TRAINING

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

SENSITIVITY TRAINING:
Sensitivity training is about making people understand about themselves and others reasonably, which is done by developing in them social sensitivity and behavioral flexibility. Social sensitivity in one word is empathy. It is ability of an individual to sense what others feel and think from their own point of view. Behavioral flexibility is ability to behave suitably in light of understanding.

TRANSACTIONAL ANALYSIS:
Transactional Analysis provides trainees with a realistic and useful method for analyzing and understanding the behavior of others. In every social interaction, there is a motivation provided by one person and a reaction to that motivation given by another person. This motivation reaction relationship between two persons is a transaction.

STRAIGHT LECTURES/ LECTURES:

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

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THE TRAINING PROCESS

Establishing a need analysis Developing training programs and manuals Deliver the training program Evaluate the training program

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 a 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 employees performance in accordance with the companys 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.

27

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.

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.
28

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.

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 evaluations of training programs are 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 trainers 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
29

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.

LEVELS OF TRAINING EVALUATION REACTION:

As the word implies, evaluation at this level measures how those who participate in the program react to it. This level is often measured with attitude questionnaires (smile sheets) that are passed out after most training classes. This level measures one thing: the learners perception (reaction) of the course. They might be asked how well they liked the instructors presentation techniques, how completely the topics were covered, how valuable they perceived each module of the program, or the relevance of the program content to their specific job. They might also be asked how they plan to use their new skills back on the job. Learners are keenly aware of what they need to know to accomplish a task. If the training program fails to satisfy their needs, a determination should be made as to whether its the fault of the program design or delivery. This level is not indicative of the trainings return on investment as it does not measure what new skills the learners have acquired or what they have learned will transfer back to their working environments. This has caused some evaluators to downplay its value. However, the interest, attention and motivation of the participants are critical to the success of any training program. People learn better when they react positively to the learning environment.

30

LEARNING:
This can be defined as the extent to which participants change attitudes, improve knowledge, and increase skill as a result of attending the program. It addresses the question: Did the participants learn anything? The learning evaluations require post-testing to ascertain what skills were learned during the training. The post-testing is only valid when combined with pre-testing, so that you can differentiate between what they already knew prior to training and what they actually learned during the training program. Measuring the learning that takes place in a training program is important in order to validate the learning objectives. Evaluating the learning that has taken place is typically focuses on such questions as:

What knowledge was acquired? What skills were developed or enhanced? What attitudes were changed? Learning measurements can be implemented throughout the training program, using a

variety of evaluation techniques. Measurements at level 2 might indicate that a programs instructional methods are effective or ineffective, but it will not prove if the newly acquired skills will be used back in the working environment.

BEHAVIOUR:
The level of behavior is defined as the extent to which a change in behavior has occurred because the participants attended the training program. This evaluation involves testing the students capabilities to perform learned skills back on the job. Level 3 evaluations can be performed formally (testing) or informally (observation). It determines if a behavior change has occurred by answering the question, Do people use their newly acquired skills, attitudes, or knowledge on the job? It is important to measure behavior because the primary purpose of training is to improve results by changing behavior. New learning is no good to an organization unless the participants actually use the new skills, attitudes or knowledge in their work activities. Since level 3 measurements must take place after the learners have returned to their jobs, the actual Level 3 measurements will typically involve someone closely involved with the learner, such as a supervisor.

31

Levels of training

32

RESULTS:
This is defined as the final results that occurred because the participants attended the program: the ability to apply learned skills to new and unfamiliar situations. It measures the training effectiveness, What impact has the training achieved? This broad category is concerned with the impact of the program on the wider community (results). It addresses the key question: Is it working and yielding value for the organization? These impacts can include such items as monetary, efficiency, moral, teams, etc. Here we expand our thinking beyond the impact on the learners who participated in the training program and begin to ask what happens to the organization as a result of the training efforts. While it is often difficult to isolate the results of a training program, it is usually possible to link training contributions to organizational improvements. Collecting, organizing and analyzing level for information can be difficult, time-consuming and more costly than the other three levels, but the results are often worthwhile when viewed in the full context of its value to the organization.

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PURPOSE OF TRAINING
To increase productivity and quality To promote versatility and adaptability to new methods To reduce the number of accidents To reduce labor turnover To increase job satisfaction displaying itself in lower labor turn- over and less absenteeism To increase efficiency

WHEN DOES THE NEED FOR TRAINING ARISE? The installation of new equipment or techniques A change in working methods or products produced A realization that performance is inadequate Labor shortage, necessitating the upgrading of some employees A desire to reduce the amount of scrap and to improve quality An increase in the number of accidents Promotion or transfer of individual employees. Ensures availability of necessary skills and there could be a pool of talent from which to promote from.

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PRINICIPLES OF TRAINING MOTIVATION:

As the effectiveness of an employees depends on how well he motivated by management. The training must be related to the desires of the trainee such as more wages or better job, recognition, status, promotion, etc.,

PROGRESS INFORMATION:
It has been found by various research studies that there is a selection between learning rapidly and effectively and providing right in information specifically.

REFORCEMENT:
The effectiveness of the trainee is learning new skills or acquiring new knowledge should be rein forced by means of rewards and punishment.eg:- promotion ,rise in pay ,praise etc.

PRACTICE:
Training should actively participate in training programme an effective one continuous and long practice.

THE BENEFITS OF TRAINING

Gives the supervisor more time to manage, standardized performance, less absenteeism, less turnover, reduced tension, consistency, lower costs, more customers, better service Gives the workers confidence to do their jobs, reduces tension, boost morale and job satisfaction, reduces injuries and accidents, gives them a chance to advance. Gives the business a good image and more profit.

35

EVALUATION OF TRAINING
There are the two principal factors which need to be resolved Who is responsible for the validation and evaluation processes?

What resources of time, people and money are available for validation/evaluation
purposes? (Within this, consider the effect of variation to these, for instance an unexpected cut in budget or manpower. In other words anticipate and plan contingency to deal with variation.)

ADVANTAGES OF TRAINING
Leads to improved profitability and/or more positive attitudes toward profits orientation. Improves the job knowledge and skills at all levels of the organization. Improves the morale of the workforce. Helps people identify with organizational goals. Helps create a better corporate image. Fasters authentically, openness and trust. Improves the relationship between boss and subordinate. Aids in organizational development. Learns from the trainee. Helps prepare guidelines for work

DISADVANTAGES OF TRAINING
Can be a financial drain on resources; expensive development and testing, expensive to operate? Often takes people away from their job for varying periods of time; Equips staff to leave for a better job Bad habits passed on Narrow experience
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AREAS OF TRAINING
The Areas of Training in which training is offered may be classified into the following categories:

KNOWLEDGE:
Here the trainee learns about a set of rules and regulations about the job, the staff and the products or services offered by the company. The aim is to make the new employee fully aware of what goes inside and outside the company.

TECHNICAL SKILLS:
The employee is taught a specific skill (e.g., operating a machine and handling computer) so that he can acquire that skill and contribute meaningfully.

SOCIAL SKILLS:
The employee is made to learn about himself and other, develop a right mental attitude, towards the job, colleagues and the company. The principal focus is on teaching the employee how to be a team member and get ahead.

TECHNIQUES:
This involves the application of knowledge and skill to various on-the-job situations. In addition to improving the skills and knowledge of employees, training aims at clouding employee attitudes: When administered properly, training programme. It will go a long way in obtaining employee loyalty, support and commitment to company activities.

37

ISSUES IN EMPLOYEE TRAINING COMMUNICATION:

The increasing diversity of today's workforce brings a wide variety of languages and customs.

COMPUTER SKILLS:
Computer skills are becoming a necessity for conducting administrative and office tasks.

CUSTOMER SERVICE:
Increased competition in today's global marketplace makes it critical that employees understand and meet the needs of customers.

DIVERSITY:
Diversity training usually includes explanation about how people have different perspectives and views, and includes techniques to value diversity

ETHICS:
Today's society has increasing expectations about corporate social responsibility. Also, today's diverse workforce brings a wide variety of values and morals to the workplace.

HUMAN RELATIONS:
The increased stresses of today's workplace can include misunderstandings and conflict. Training can people to get along in the workplace.

QUALITY INITATIVES:
Initiatives such as Total Quality Management, Quality Circles, benchmarking, etc., require basic training about quality concepts, guidelines and standards for quality, etc.

38

SAFETY:
Safety training is critical where working with heavy equipment, hazardous chemicals, repetitive activities, etc., but can also be useful with practical advice for avoiding assaults, etc.

TRAINING PROCESS

39

STEPS IN TRAINING PROCESS

Organizational objectives Assessment of Training needs Establishment of Training goals Devising training programme Implementation of training programme Evaluation of results

ATTITUDES TO TRAINING Individual Employer

How is that related to what I do?

How can I be sure the organisation will benefit?

Im good at my job and anyway, I have no time

Training is so expensive how will I know if it has been effective?

I suppose thats my weekends shot for months!

Will this affect the goal of developing and implementing standards and protocols for the organisation?

Are they trying to get rid of me?

If I train them, theyll leave

40

RESEARCH METHODOLOGY
Research may be understood as all those methods techniques that are used for conduction of research. Research methodology is away to systematically solve the research problem. It may be understood as a science of studying how research is done scientifically. In it we study the various steps that are generally adopted by the researcher in studying his research problem along with logic behind them.

RESEARCH DESIGN:
A Research design is the specification of method &procedure for acquiring the information needed to structure or to solve problem. It is the overall operation pattern of frame work of the project that stipulates procedures. A research design is there defined as A plan, structure and strategy of investigation conceived so as to obtain answer to research question and control variance". There are types of research design. They are Explorative research design Descriptive research design Diagnostic research design Experimental research design

EXPLORATIVE RESEARCH DESIGN:

The designs of exploratory studies are characterized by a great amount of flexibility. By definition the research is involved in investigation on area or subject in which he is not sufficiently knowledgeable to have formulation that will enable him to formulation specific research question or to state hypothesis about the problem.

41

DESCRIPTIVE RESEARCH DESIGN:

Descriptive research design is contract to explorative research is marked by the prior formulation of specified amount of the research problem perhaps because of an exploratory study before the project is initiated. He should be able to define clearly, what he wants to measure &setup appropriated and specific means for measuring.

DIAGNOSTIC RESEARCH DESIGN:

Diagnostic studies determine the frequency with which something occurs or its association with something else. Hence such studies seek to established relationship between any two more variable.

EXPERIMENTS RESEARCH DESIGN:

In a experimental study, the research is expected to create an artificial situation with a view to obtain the relevant data to measure them effectively and accurately. This type of research is concerned with describing the characteristics of the particular individuals or group of a situation. They are concerned with specific predication is of the units studies.

CONCLUSION:
The researcher used descriptive research design for the study.

42

SAMPLING TECHNIQUE
A sample as the name implied is a smaller representation of a large whole instead of studying every case which might logically be including on investigation only a small portion is selected. A sample design is a define plan for obtaining a sample from population. It therefore refers to the techniques or procedure. The researcher would adopt selecting items for the sample.

Sample design is basically of two types Probability sampling Non-probability sampling

PROBABILITY SAMPLING:
The probability sampling design offers ever item of the population equal chance of inclusion in the sample

Simple random sampling Systematic random sampling Stratified random sampling Crusted sampling Multi-stage sampling

SIMPLE RANDOM SAMPLING:

It is also known as change sampling where each and every item in the population has an equal chance of inclusion in the sampling and each one of possible sample. In case of finite universe has the same probability of being selected.

43

SYSTEM RANDOM SAMPLING:

An element of randomness is usually introduced into this kind of sampling by using random number to pick up the unit which to start.

STRATIFIED RANDOM SAMPLING:

The population is stratified into a number of non-over lapping sub population or stares and sampling items are selected from each stratum.

CLUSTER SAMPLING:
It involves grouping the population & selecting the group or cluster rather than individual elements for inclusion in the sample.

MULTISTAGE SAMPLING:
Under multistage sampling the first may be to select primary sampling units. In the technique of random sampling is applied to all stages, the sampling procedure is described as multi-stage random sampling.

NON-PROBABILITY SAMPLING:
The non-probability sampling design refers to the sampling procedure that those not afford any basis for estimating the probability that each item in the population was given chance to be included in the sampling. Non-probability can be drawn by

Convenience sampling Judgement sampling Quota sampling

44

CONVENIENCE SAMPLING:
When the population elements are selected for inclusion in the sample based on the each of access it can be called convenience sampling.

JUDGEMENT SAMPLING:
In judgment sampling the researcher's judgment is used for selecting items which he considers as representatives of the population.

QUOTA SAMPLING:
In quota sampling the interviewers are simply the given quotas to be filled from different strata, the actual selection of items for sample being left to the interviewer's judgment this is called quota sampling.

CONCLUSION:
The sampling technique applied here was sample random sampling in probability sampling used.

45

TOOLS FOR DATA COLLECTION

The following tools were used for data collection. Questionnaire Personal interview

QUESTIONNARIE:
Structured questionnaire was selected as the tools for data collection, include a set of various types questions concerning different aspects of the subject for the study, several typed of question were included in the questionnaire such as open-end question, dichotomous question and multiple choice question.

PERSONAL INTERVIEW:
The method was also used to collect data. This had helped to collect valuable information from the company executives & other authorities.

COLLECTION OF DATA:
The research approaches all the employees individually. Questionnaire were given to each employee &information was collected question were explained to avoid ambiguity. The employees were found co-operation.

SOURCES OF DATA COLLECTION:

The data used for study both primary & secondary data.

PRIMARY DATA:
Primary data are collected during the course of doing experiment in an experimental research or either through observation or through direct communication with respondents in one form or another or through personal interviews.

46

SECONDARY DATA:
Secondary data means data that are already available .i.e. they refer to the data which have already been collected and analyzed by some on else. Generally secondary data is collected by some organization to satisfy its own need.

SAMPLING SIZE:
The sampling size 25 is taken for study.

47

DATA ANALYSIS AND INTERPRETATION TABLE-1 PURPOSE OF ATTENDING TRAINING PROGRAMME.

SNO

ATTRIBUTES

NO OF RESPONDENTS 10 5 10 nil

PERCENTAGE

1. 2. 3. 4.

For Knowledge updating To learn new skills To learn new Technology It is mandatory Total

40% 20% 40% nil 100%

25

INFERENCE: From the above table found out that 40% of the respondents said that they knowledge updating the attending training programme. 20% of the respondents like to learn the new skills in that training program. 40% of the respondents like to learn the new technology.

48

CHART-1 PURPOSE OF ATTENDING TRAINING PROGRAMME.

45

40

35

30

25 percentage no of respondents 15

20

10

0 For Knowledge Updating 1 To Learn New Skills 2 To Learn New Technology 3 It is Mandatory 4

49

TABLE-2: TRAINING AND DEVELOPMENT PROGRAM IS BASED ON NEEDS AND REQUIREMENT.

SNO

ATTRIBUTES

NO OF RESPONDENTS 6.5 6.5 6 6 25

PERCENTAGE

1. 2. 3. 4.

Strongly agree Agree Disagree Strongly disagree Total

30% 30% 20% 20% 100%

INFERENCE: From the above table found out that 30% of the respondents strongly agreed that the training and development program is based on needs and requirement. 30% of the respondents agreed that the training and development program is based on needs and requirement. 20% of the respondents are disagreed the training and development program is based on needs and requirement. 20% of the respondents strongly disagreed that the training and development program is based on needs and requirement.

50

CHART-2: TRAINING AND DEVELOPMENT PROGRAM IS BASED ON NEEDS AND REQUIREMENT.

35

30

25

20

PERCENTAGE 15 NO OF RESPONDENTS

10

0 Strongly agree 1 Agree 2 Strongly disagree 3 Disagree 4

51

TABLE-3 TRAINING PROGRAMMES HAVE YOU ATTENDED IN A YEAR AT MHI.

SNO

ATTRIBUTES

NO OF RESPONDENTS nil 7 7 11

PERCENTAGE

1. 2. 3. 4.

None 1-4 4-8 8 12 Total

nil 30% 30% 40% 100%

25

INFERENCE:
From the above table found out that 30% of the respondents attended in 1-4 training program in a year. 30% of the respondents attended in 4-8 training program in a year. 40% of the respondents attended in 8-12 training program in a year.

52

CHART-3 TRAINING PROGRAMMES HAVE YOU ATTENDED IN A YEAR AT MHI.

45

40

35

30

25 PERCENTAGE 20 NO OF RESPONDENTS

15

10

0 None 1 1to4 2 4to8 3 8to12 4

53

TABLE-4 EMPLOYEES REQUIRE TRAINING PROGRAMMES IN GETTING BETTER JOB PERFORMANCE.

SNO

ATTRIBUTES

NO OF RESPONDENTS 10 10 nil 5 25

PERCENTAGE

1. 2. 3. 4.

Strongly agree Agree Disagree Strongly disagree Total

40% 40% nil 20% 100%

INFERENCE: From the above table found out that 40% of the respondents strongly agreed that the training programmes are

required for getting better job performance. 40% of the respondents agreed the training programmes are required for

getting better job performance. 20%of the respondents strongly disagreed the training programmes are

required for getting better job performance.

54

CHART-4 EMPLOYEES REQUIRE TRAINING PROGRAMMES IN GETTING BETTER JOB PERFORMANCE.

45

40

35

30

25 PERCENTAGE NO OF RESPONDENTS 15

20

10

0 Strongly agree 1 Agree 2 Disagree 3 Strongly disagree 4

55

TABLE-5 TRAINING INCREASES PRODUCTIVITY.

SNO

ATTRIBUTES

NO OF RESPONDENTS 15 10 nil nil 25

PERCENTAGE

1. 2. 3. 4.

Strongly agree Agree Disagree Strongly disagree Total

60% 40% nil nil 100%

INFERENCE: From the above table found out that 60% of the respondents strongly agreed that training increases productivity. 40% of the respondents agreed that training increases productivity.

56

CHART-5 TRAINING INCREASES PRODUCTIVITY.

70

60

50

40

30

PERCENTAGE NO OF RESPONDENTS

20

10

0 Strongly agree 1 Agree 2 Strongly disagree 3 Disagree 4

57

TABLE-6 INDUCTION TRAINING PROGRAMMES HELPS EMPLOYEES TO GROW FASTER.

SNO

ATTRIBUTES

NO OF RESPONDENTS 15 10 nil nil 25

PERCENTAGE

1. 2. 3. 4.

Strongly agree Agree Disagree Strongly disagree Total

60% 40% nil nil 100%

INFERENCE: From the above table found out that 60% of the respondents strongly agreed that induction training programmes

helps employees to grow faster. 40% of the respondents agreed that induction training programmes helps

employees to grow faster.

58

CHART-6 INDUCTION TRAINING PROGRAMMES HELPS EMPLOYEES TO GROW FASTER.

70

60

50

40

30 PERCENTAGE NO OF RESPONDENTS 20

10

0 Strongly agree 1 Agree 2 Strongly disagree 3 Disagree 4

59

TABLE-7 PLACE OF PREFERENCE FOR CONDUCTING TRAINING PROGRAM.

SNO

ATTRIBUTES

NO OF RESPONDENTS nil nil 25

PERCENTAGE

1. 2. 3.

Premises Outside the company Both Total

nil nil 100% 100%

25

INFERENCE: From the above table found out that 100% of respondents said that prefer training program both within and ouside

the company.

60

CHART-7 PLACE OF PREFERENCE FOR CONDUCTING TRAINING PROGRAM.

120

100

80

60 PERCENTAGE NO.OF RESPONDENTS 40

20

0 Organisational analysis 1 Individual analysis 2

61

TABLE-8: METHODS OF TRAINING PROGRAM.

SNO

ATTRIBUTES

NO OF RESPONDENTS nil nil 25

PERCENTAGE

1. 2. 3.

On-the-job training Off-the-job training Both Total

nil nil 100% 100%

25

INFERENCE: From the above table found out that 100% of respondents said that on-the-job and off-the-training program are

conducted in the organization.

62

CHART-8: METHODS OF TRAINING PROGRAM.

120

100

80

60

PERCENTAGE NO OF RESPONDENTS

40

20

0 On the job Training 1 Off the job training 2 Both 3

63

TABLE-9 TYPES OF ON THE JOB TRAINING PROGRAM.

SNO

ATTRIBUTES

NO OF RESPONDENTS 15 nil 5 5

PERCENTAGE

1. 2. 3. 4.

Orientation training Apprentice training Job rotation Coaching Total

60% nil 20% 20% 100%

25

INFERENCE: From the above table found out that 60% of respondents said that orientation training is the on-the-job training

program conducted by the organization. 20% of respondents said that job rotation training is the on-the-job training

program conducted by the organization. 20% of respondents said that coaching training is the on-the-job training

program conducted by the organization.

64

CHART-9 TYPES OF ON THE JOB TRAINING PROGRAM.

60

50

40

30 PERCENTAGE NO OF RESPONDENTS 20

10

0 Orientation Training 1 Apperentice training 2 Job rotation 3 Coaching 4

65

TABLE-10 TYPES OF OFF-THE-JOB TRAINING PROGRAM.

SNO

ATTRIBUTES

NO OF RESPONDENTS 15 5 nil 5

PERCENTAGE

1. 2. 3. 4.

Vestibule Special study Case study Role playing Total

60% 20% nil 20% 100%

25

INFERENCE: From the above table found out that 60% of respondents said that vestibule is off-the-job training program

conducted in the organization. 20% of respondents said that special study should conducted in off-the-job

training program conducted in the organization. 20% of respondents said that role playing should conducted off-the-job

training program conducted in the organization.

66

CHART-10 TYPES OF OFF-THE-JOB TRAINING PROGRAM.

70

60

50

40 PERCENTAGE 30 NO OF RESPONDENTS

20

10

0 Vestibule 1 Special study 2 Case Study 3 Role playing 4

67

TABLE-11 EVALUATION OF THE EFFECTIVENESS ON THE DEVELOPMENT PROGRAM.

SNO

ATTRIBUTES

NO OF RESPONDENTS 15 5 5 nil

PERCENTAGE

1. 2. 3. 4.

By interacting with the department By interacting with the individual By evaluating the performance All the above Total

60% 20% 20% nil 100%

25

INFERENCE: From the above table found out that 60% of the respondents said that the effectiveness of the development

programme is evaluated by interacting with department. 20% of the respondents said that the effectiveness of the programme is

evaluated by interacting with the individual. 20% of the respondents said that the effectiveness of the development

programme is evaluated by evaluating the performance.

68

CHART-11 EVALUATION OF THE EFFECTIVENESS ON THE DEVELOPMENT PROGRAM.

70

60

50

40

30

PERCENTAGE NO OF RESPONDENTS

20

10

0 By interacting By interacting By evaluating with the with the the department individual performance 1 2 3 All the above

69

TABLE-12 EVALUATE THE EFFECTIVENESS TRAINING PROGRAM.

SNO

ATTRIBUTES

NO OF RESPONDENTS 12.5 nil 12.5 25

PERCENTAGE

1. 2. 3.

Conducting test Performance appraisal Quality of output Total

50% nil 50% 100%

INFERENCE: From the above table found out that 50% of respondents said that conducting test evaluation have effectiveness in

training program. 50% of respondents said that quality of output evaluation have effectiveness in

training program.

70

CHART-12 EVALUATE THE EFFECTIVENESS TRAINING PROGRAM.

60

50

40

30 PERCENTAGE NO OF RESPONDENTS 20

10

0 Conducting test 1 Performance apprisal 2 Quality of output 3

71

TABLE-13 TRAINING PROGRAMME ARE CONDUCTED REGULARLY.

SNO

ATTRIBUTES

NO OF RESPONDENTS nil 15 10 nil 25

PERCENTAGE

1. 2. 3. 4.

Strongly agree Agree Disagree Strongly disagree Total

Nil 60% 40% Nil 100%

INFERENCE: From the above table found out that 60% of respondents agreed that training programme is conducted regularly. 40% of respondents disagreed that training programme are conducted

regularly.

72

CHART-13 TRAINING PROGRAMME ARE CONDUCTED REGULARLY.

70

60

50

40

PERCENTAGE 30 NO OF RESPONDENTS

20

10

0 Strongy agree 1 Agree 2 Strongy Disagree 3 Disagree 4

73

TABLE-14 METHOD USED IN TRAINING NEED ASSESSMENT.

SNO

ATTRIBUTES

NO OF RESPONDENTS nil 25 25

PERCENTAGE

1. 2.

Organizational analysis Individual analysis Total

nil 100% 100%

INFERENCE: From the above table found out that 100% of respondents said that individual analysis method used in training

need assessment.

74

CHART-14 METHOD USED IN TRAINING NEED ASSESSMENT.

120

100

80

60 PERCENTAGE NO.OF RESPONDENTS 40

20

0 Organisational analysis 1 Individual analysis 2

75

TABLE-15 TRAINING PROGRAMME MOTIVATES RESPONDENTS.

SNO

ATTRIBUTES

NO OF RESPONDENTS 20 5

PERCENTAGE

1. 2.

Yes No Total

70% 30% 100%

25

INFERENCE: From the above table found out that 70% of respondents said that they are satisfied training programme motivates

respondents. 30% of respondents said that dissatisfied training programme motivates

respondents.

76

CHART-15 TRAINING PROGRAMME MOTIVATES RESPONDENTS.

80

70

60

50

40

1 PERCENTAGE 2 NO.OF RESPONDENTS

30

20

10

0 YES NO

77

TABLE-16 LEARNING CAPACITY IS THE MAIN OBJECTIVES OF TRAINING PROVIDED IN THE ORGANISATION

SNO

ATTRIBUTES

NO OF RESPONDENTS 22 nil 3 nil

PERCENTAGE

1. 2. 3. 4.

Always Often Sometimes Never Total

80% nil 20% Nil 100%

25

INFERENCE: From the above table found out that 80% of respondents said that always learning capacity is the main objectives

of training provided in the organization. 20% of respondents said that sometimes learning capacity is the main

objectives of training provided in the organization.

78

CHART-16 LEARNING CAPACITY IS THE MAIN OBJECTIVES OF TRAINING PROVIDED IN THE ORGANISATION.

90

80

70

60

50 PERCENTAGE 40 NO OF RESPONDENTS

30

20

10

0 Always 1 Often 2 Sometimes 3 Never 4

79

TABLE-17 OPINION REGARDING THE TEACHING EFFECTIVENESS OF FACULTIES.

SNO

ATTRIBUTES

NO OF RESPONDENTS nil 15 nil 10

PERCENTAGE

1. 2. 3. 4.

Excellent Average Very good Poor Total

nil 60% nil 40% 100%

25

INFERENCE: From the above table found out that 60% of respondents said that teaching effectiveness of faculties is average. 40% of respondents said that teaching effectiveness of faculties is poor.

80

CHART-17 OPINION REGARDING THE TEACHING EFFECTIVENESS OF FACULTIES.

70

60

50

40 PERCENTAGE 30 NO OF RESPONDENTS

20

10

0 Excellent 1 Verygood 2 Average 3 Poor 4

81

TABLE-18 IMPROVING THE SKILL OF EMPLOYEE IS THE MAIN OBJECTIVES.

SNO

ATTRIBUTES

NO OF RESPONDENTS 20 5 nil nil 25

PERCENTAGE

1. 2. 3. 4.

Strongly agree Agree Disagree Strongly disagree Total

70% 30% nil nil 100%

INFERENCE: From the above table found out that 70% of respondents strongly agreed that improving the skill of employees is

the main objectives. 30% of respondents agreed that improving the skill of employees is the main

objectives.

82

CHART-18 IMPROVING THE SKILL OF EMPLOYEE IS THE MAIN OBJECTIVES.

80

70

60

50

40 PERCENTAGE NO OF RESPONDENTS 30

20

10

0 Strongly agree 1 Agree 2 Strongly disagree 3 Disagree 4

83

TABLE-19 EFFECTIVE TRAINING REDUCES THE STRESS LEVEL OF EMPLOYEES.

SNO

ATTRIBUTES

NO OF RESPONDENTS 12.5 12.5 nil nil 25

PERCENTAGE

1. 2. 3. 4.

Strongly agree Agree Disagree Strongly disagree Total

50% 50% nil nil 100%

INFERENCE: From the above table found out that 50% of respondents strongly agreed that effective training reduce the stress

level of the employees. 50% of respondents agreed that effective training reduce the stress level of the

employees.

84

CHART-19 EFFECTIVE TRAINING REDUCES THE STRESS LEVEL OF EMPLOYEES.

60

50

40

30 PERCENTAGE NO OF RESPONDENTS 20

10

0 Strongly agree 1 Agree 2 Strongly disagree 3 Disagree 4

85

CHART-20 SATISFY EXISTING TRAINING AND DEVELOPMENT PROGRAM.

SNO

ATTRIBUTES

NO OF RESPONDENTS 12 8 5

PERCENTAGE

1. 2. 3.

Highly satisfied Satisfied Dissatisfied Total

50% 30% 20% 100%

25

INFERENCE: From the above table found out that 50% of respondents highly satisfied with the existing training and

development program. 30% of respondents satisfied with the existing training and development

program. 20% of respondents dissatisfied with the existing training and development

program.

86

CHART-20 SATISFY EXISTING TRAINING AND DEVELOPMENT PROGRAM.

60

50

40

30

PERCENTAGE NO OF RESPONDENTS

20

10

0 Highly satisfied 1 Satisfied 2 Dis satisfied 3

87

FINDINGS: 1. 40% of respondents said that the purpose of attending training program. 2. 30% of respondents agreed that training program is based on needs and requirements. 3. 40% of respondents attended a 8-12 training program in a year. 4. 40% of respondents strongly agreed that the training programmes are required for getting better job performance. 5. 60% of respondents strongly agreed that the training increases productivity. 6. 60% of respondents strongly agreed that induction training programmes helps employees to grow faster. 7. Most of the respondents said that they prefer training program both within and outside the company. 8. Most of the respondents said that on-the-job and off-the-job training program methods are conducted in the organization. 9. 60% of respondents said that orientation training is the on-the-job training program conducted by the organization. 10.60% of respondents said that vestibule is the off-the-job training program conducted in the organization. 11.60% of the respondents said that the effectiveness of the development programme is evaluated by interacting with department.
88

12.50% of respondents said that the effectiveness of training program is evaluated by conducted test. 13.60% of respondents said that individual analysis method used in training need assessment. 14.Most of the respondents said that individual analysis method used in training need assessment. 15.Most of respondents said that they are agreed training programme motivates respondents. 16.Most of respondents said that always learnings capacity is the main objective of training provided in the organization. 17.60% of respondents said that teaching effectiveness of faculties is average. 18.Most of respondents strongly agreed that improving the skills of employee is the main objectives. 19.50% of respondents strongly agreed that effective training reduces the stress level of employee. 20.50% of respondents highly satisfied with the existing training and development program.

89

SUGGESTION:
Management finds deviations between employees present specifications and the job requirements and organizational needs. Training is needed to fill these gaps by developing and molding the employees skills, knowledge, attitude, behavior, etc., Individual analysis is used for training needs assessment. For training need assessment program they can implement both organisation analysis and individual analysis in order to increases effectiveness in the training method. The training, power age, objectives, methodology, etc., should be relooked to suit the motivation element of the employees. Organisation should give proper training to faculties to develop skill, knowledge and safety attitudes. So that training efficiency is improved. Good skills usually results in an increment in both quality and quantity of output and it also contribute towards a reduction in the accident rate. Effectiveness of training is very important to avoid more accident as they are caused by deficiencies in people. In order to avoid accident the organization has to take steps to given more effective safety training and effectiveness of the training has to be evaluated frequently.

90

CONCLUSION:
I had enjoyed the opportunities given to me for taken up a study on TRAINING NEED IDENTIFICATION SYSTEMMHI. This organization has a number of major and sub system on improvement towards training system. The specific objectives of the study have been kept in mind and findings were present with them in view. I strongly feel and hope that little suggestion given as outcome of the study may be used for further improving the level of training. This study has given wide exposure on the subject. It seems about almost all the employee have accepted the system.

Thank you.

91

QUESTIONNAIRE
1. Name Age Qualification Experience Department : : : : :

2. What is the purpose of attending training programme. a) For knowledge updating b) To learn new skills c) To learn new technology d) It is mandatory 3. Do you agree that the training and development program is based on needs and requirement. a) Strongly agree b) Agree c) Disagree d) Strongly disagree 4. How many training programmes have you attended in a year at MHI. a) None b) 1-4 c) 4-8 d) 8-12

92

5. Do you agree that the employees require training programmes in getting better job performance. a) Strongly agree b) Agree c) Strongly disagree d) Disagree

6. Do you agree that training increases productivity. a) Strongly agree b) Agree c) Strongly disagree d) Disagree

7. Do you agree that induction training programmes helps employees to grow faster. a) Strongly agree b) Agree c) Disagree d) Strongly disagree

8. Where do you prefer training program is to be conducted. a) Premises b) Outside the company c) Both

93

9. What methods of training program are conducted in the organization. a) On-the-job training b) Off-the-job training c) Both

10. What are the on-the-job training programs conducted in the organization. a) orientation training b) apprentice training c) job rotation d) coaching

11. What are the off the job training program conducted in the organization. a) vestibule b) special study c) case study d) role playing

12. How does your company evaluate the effectiveness of development program.. a) By interacting with the department heads b) By interacting with the individual c) By evaluating the performance d) All the above

94

13. How do you evaluate the effectiveness training program. a) Conducting test b) Performance c) Quality of output

14. Do you agree that training programme is conducted regularly. a) Strongly agree b) Agree c) Disagree d) Strongly disagree

15. Which methods used in training need assessment. a) Organizational analysis b) Individual analysis

16. Do you strongly agree the training programme motivates respondents. a) yes b) no 17. Learning capacity is the main objectives of training provided in the company. a) Always b) Often c) Sometimes d) Never

95

18. What is your opinion regarding the teaching effectiveness of faculties. a) Excellent b) Very good c) Average d) Poor

19. Do you agree improving the skill of employee is the main objectives. a) Strongly agree b) Agree c) Strongly disagree d) Disagree

20. Effective training reduces the stress level of employees. a) Strongly agree b) Agree c) Strongly disagree d) Disagree

21. Are you satisfied existing training and development program. a) Highly satisfied b) Satisfied c) Dissatisfied

96

BIBLIOGRAPHY

BOOKS NAME 1. Human resource management 2. Personnel Management and

Industrial Relations

AUTHOR NAME
C.B.Gupta P.C.Tripathi

3. Organizational Behavior
4. Human Resource management 5. Human Resource Management And Industrial Relations 6. Personnel Management and Industrial Relation

L.M.Prasad K.Aswathappa P.Subba Rao N.G.Nair & Latha Nair

97