CHAPTER 1

INTRODUCTION

1.1 THEORETICAL BACKGROUND OF THE TOPIC An organization either Business or Industrial Enterprise requires many factors for its growth, development and also for its survival. The most important factors are capital, materials, machineries and human resources, as the success of any organization depends on the effective combination of these factors. Since all the other resources are handled by human beings, they are the most important resources for any organization .So, they have to be trained in an effective manner in order to utilize the resources at the optimal level to get the desired output and thereby achieve organizations goals. In recent years, the scope of training has broadened from simply providing training programs to facilitating learning throughout the organization in a wide variety of ways. Training is an act of increasing the knowledge and skill of an employee for doing a particular job. It is concerned with imparting specific job related skill to the employee. The aim of training is to develop some specific skill in an individual. It is mostly a preparation to meet individuals present needs. It can thus be seen as a reactive process. The most important objective is to create a learning environment in the organization so that the members of organization continuously learn and acquire competencies. In order to make the learning environment effective certain principles need to be followed. Every employee in a learning situation wants to know what is expected of him and how well he is doing. He seeks
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information, appraisal and guidance about his progress and is made uneasy by the possibility that he may be making some serious error in his behavior and not knowing that he is doing so. Knowledge of results affects learning in 2 ways: It provides the trainees basis for correcting his error It produces motivational effect on the trainee INDUSTRY PROFILE Nature and characteristics of the industry Fertilizer is generally defined as any material, organic or inorganic, natural or synthetic, which supplies one or more of the chemicals required for the plant growth. Sixteen elements are identified as essential elements for the plant growth, of which nine are required in macro quantities and seven in micro quantities. Of the 16 elements, carbon, oxygen and hydrogen are supplied by air and water and are, therefore, not treated as nutrients by the fertilizer industry. The main aim of the industry is to provide the primary and secondary nutrients which are required in macro quantities. Although the components of finished fertilizer products are relatively simple chemicals, highly developed manufacturing technologies are employed in the production of fertilizers, and the production plants are capital intensive. The production process varies in accordance with the nutrients produced. Quality control during production focuses on the declared nutrient content of the products and, in case of solid fertilizers, on physical properties. Chemical fertilizers are divided into three groups

of Nutrient elements. They are Nitrogen, Phosphorous and Potassium. India is the third largest manufacturer of nitrogenous and phosphoric fertilizers in the world. The Indian fertilizer industry provides a vital input for agriculture ensuring self reliance in food grain production and food security of the nation. Growth and development of fertilizer industry is playing an important role in the growth of the economy as a whole. India is the second biggest consumer of fertilizer in the world next only to China. The Indian fertilizer industry provides a vital input for agriculture sector; it ensures self reliance in food grain product and food security of nation. Growth and development of fertilizer industry is playing an important role in the growth of the economy as a whole. International Scenario The use of manure and compost is probably as old as agriculture itself and many other materials such as ground bones, wood ash from burning the fallen trees are also used. Dried blood and fish were employed long before the chemistry of soil and crops was understood. The disappearance of frontiers combined with improvements in the technology of fertilizer manufacture and more effective transportation led to a growing role of fertilizers for producing the needed food and fibre. World's leading fertilizer producers are Russia and United states. Other leading producers include China, Canada, France and India.
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The fertilizer industry in United States is organized into separate segments for producing and marketing Nitrogen, Phosphate or Potash intermediates and products. Industry in the European Union is governed by a wide number of manufacturing regulations. Regulations pertaining to the fertilizer industry cover the health and safety of employees and general public, conditions for the safe storage and transportation of manufactured fertilizer material and intermediates, limits on emissions to the atmosphere and water [fresh and marine], limits on noise levels, and the treatment and disposal of waste products resulting from the production of fertilizer or fertilizer intermediates. All fertilizer manufactures in the European Union strive to minimize the environmental impact of their manufacturing processes, both by improving the efficiency of those processes and by abating emissions. National Scenario India is primarily an agriculture based economy. The agricultural sector and its other associated spheres provide employment to a large section of the country's population and contribute about 25% to the GDP. The Indian Fertilizer companies produced around 37.6 million tonnes of fertilizer in the year 2012-13 with a 9% rise in comparison to 34.6 million tonnes of last year ( 2011-12 ) production.

Agriculture productivity is dependent upon various factors like soil properties, climate conditions, irrigation facilities, seed quality and variety, cropping pattern, techniques of farming, prevention from pests etc, but more importantly usage of optimum primary ,secondary and micro nutrients. Thus, the role of Government becomes more significant in making available all types of nutrients at affordable prices to farmers at appropriate time. The Indian Fertilizer Industry is one of the allied sectors of the agricultural sphere. India has emerged as the third largest producer of nitrogenous fertilizers. The adoption of back to back Five Year plans has paved the way for self sufficiency in the production of food grains. In fact, production has gone up to an extent that there is a scope for the export of food grains. This surplus has been facilitated by the use of chemical fertilizers. The large scale use of chemical fertilizers has been instrumental in bringing about the green revolution in India. The Industry had a very humble beginning in 1906, when the first manufacturing unit of Single Super phosphate [SSP] was set up in Ranipet near Chennai with an annual capacity of 6000 MT. The Fertilizers and Chemicals Travancore of India Ltd.[FACT] at Cochin in Kerala and the Fertilizer Corporation of India [FCI] in Sindri in Bihar [now Jharkhand] were the first large sized fertilizer plants set up in forties and fifties with a view to establish an industrial base to achieve self-sufficiency in food grains. Subsequently, green revolution in late sixties gave an impetus to the growth of fertilizer industry in India. The

seventies and eighties then witnessed significant additions to the fertilizer production capacity. The fertilizer industry in India consists of three major players- the Government owned Public undertakings, Cooperative Societies like IFFCO, KRIBHCO and units from Private sector. There are about 33 major producers producing N and NP/NPK fertilizers in the country at present. The fertilizer industry of India had made constructive use of the fertilizer subsidy provided by the government of India to ensure that the country achieved reasonable selfsufficiency in food grain production. The fertilizer industry has organized itself through Fertilizer Association of India [FAI] to coordinate with the Government of India to achieve the macro- economic objectives related to agricultural sector and to provide other services. The problems of this Industry are the seasonal demand for its product, large working capital requirements, long credit period enjoyed by the buyer and the constant clamor of environmentalist lobby for slashing the use of chemical pesticides and fertilizers. Indian agriculture has witnessed a low rate of growth of around 1.5% in recent years. Low and unbalanced use of fertilizers could be the major cause for this. Adoption of new and improved technology and development and utilization of alternate and cheaper sources of feedstock coupled with education and awareness creation among farmers on balanced use of fertilizers are essential to correct the situation.
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Fertilizer Industry in India is almost solely dependent on imported raw materials like Rock Phosphate and Sulphur and intermediate products like Phosphate and complex fertilizers. This overdependence and high volatility of prices of feed stock are major issues confronting the industry.

State Scenario Kerala has high degree of land use and cropping intensity. The states agricultural productivity is decreasing year by year. Fertilizer nutrient consumption in Kerala, though much less than the national average, shows steady increase over the years. Nitrogen consumption was at a faster pace than the other two, followed by Potash and Phosphorous. The rate of growth in intensity of application was nearly double that of total consumption .In 2007-08, the total fertilizer consumption (in lakh tonnes) was 2.08 which increased to 2.60 in 2008-09 and then to a peak value of 2.83 in 2010-11. However in 2011-12, the consumption has dropped down to 2.53 lakh tonnes of N,P and K with an intensity of application at 95.10 kg per hectare of total cropped area which could be related with exorbitant hike in fertilizer price. The consumption level of N is at the highest (46.9%) followed by potash (32.465%) and Phosphorous (20.66%) during 2011-12. Soil test based nutrient application including micro and secondary nutrients is to be popularized to save excess application of costly nutrients and to improve productivity.

The fertilizer price increase during the 19 year period from 90-91(during the RPS regime),was estimated to be to the tune of 4.53 percent, the highest rate of 8.09 percent in the case of P, followed by K and N. The policy shift towards NBS, the oligopolistic nature of global fertilizer market, rising petroleum prices, growing share of private sector and our heavy dependence on imports foretell an imminent and steady rise in future fertilizer prices. The Government implemented Nutrient Based Subsidy (NBS) policy from April 1, 2010 onwards. After the introduction of NBS policy in April 2010, which moved from fixed price floating subsidy regime to fixed subsidy floating price, the prices of phosphatic and potash fertilizers registered sharp increase particularly during the last one year. In the case of Muriate of Potash (MOP), prices witnessed a very sharp increase in the post NBS period and the price of MOP increased from 4455 per MT in March 2010 to 12000 per MT during 2011-12. The price again steadily increased to about 17000 per MT in June 2012. This increase is to the tune of nearly 280 percent of its price in March 2010. Similar increase happened in case of phosphatic fertilizers also. The cost of factomphos in Kerala, which is the most common fertilizer was 6295/MT in March 2010 which increased to 18691/MT in September 2012, indicating 197percent increase. This is a serious issue in Keralas agriculture where cash crops are cultivated. The farmers are not compensated by any higher procurement prices since major crops from Kerala are out of procurement. A decline in fertilizer application and a likely long term

decline in production and productivity of crops and ultimately the livelihood of farmers need to be considered in designing policy options. FACT has been the supplier for the state is enhancing its capacity to meet the demand. To overcome the short-supply, farmers are resorting to import them from Israel. In the per hectare consumption of fertilizers in different states in India, the position of Kerala is as one of the low ranking states. Present Scenario Indian agriculture has witnessed a low rate of growth of around 1.5% in the recent years. Low and unbalanced use of fertilizers could be major reason for this. Adoption of new improved technology and utilization of alternative cheaper source of stock coupled with educational awareness can help the farmers to use the fertilizers in correct manner. In India, only about 76% of farmers are currently using fertilizers during the kharif season and 54% of the farmers using it in rabi season. Therefore special efforts are needed for bringing the rest of the farmers to use fertilizers and thereby increase in the consumption of fertilizers Fertilizer industry in India is undergoing a major transformation .This industry is gradually being decontrolled in the backdrop of liberalized policy and globalization .Fertilizer industry in India at present is at crossroads. The spiraling prices of hydrocarbon and non-availability of required products and decreasing prices of finished goods like sulphur are the main problems being faced by this industry in
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India and this industry mainly depends on imported raw materials like rock phosphate, sulphur and intermediate products like phosphoric acid for production of complex fertilizers. This over dependence of feed stock is another major issue confronting this industry. In short, adverse climate conditions, continuous increase in the input cost, unremunerative selling prices has seriously affected the operations of the fertilizer plant in all over the country. For the development of fertilizer industry in India, Indian fertilizer industry has to adjust with global environment where reductions, energy efficiency, economies of cost are crucial. To meet these challenges, Indian fertilizer industry has to evolve clear-cut strategies.

COMPANY PROFILE
Fertilizers & Chemicals Travancore (FACT), India's first large scale fertilizer unit was set up in 1943. The birth of FACT emerged out of a crisis situation that guided the enlightened perception of a far-sighted visionary. It is a tale of initiatives, enterprise, innovation and adventure, unheard in the annuals of industrial developments in India. It was conceived by the foresighted statesman and administrator, Sri C. P. Ramaswamy Iyer, the Diwan of Travancore (Kerala in older days was known as Travancore). The Fertilizers and Chemical Travancore Limited, popularly known as FACT, was indeed a revolution when it was established as the first large scale fertilizer manufacturers. So has an interesting story a story of never ending challenges and constructive response.

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During the Second World War, there was an acute storage in the supply of food all over the world. The 1940s were a time of critical food shortage in our country. The traditional approach to cultivation was not of much help in finding a solution to this problem. Hence, the search for a long term solution led to the introduction of fertilizer in our agriculture scenario. Moreover, when it came, it did through the vision of Dr. C P Ramaswamy Iyer, who mooted the idea of increasing food production by the application of fertilizers as a long term solution to the food problem. To give concrete shape to his idea, he sought the help of Seshayee brothers, one of the most popular industrialists at that time for making a fertilizers company. And Indias first large scale fertilizer plant was set up in 1944 at Udyogamandal on the banks of the river Periyar in Eloor Panchayath in the Kerala state. Shri. N Gopalaswami was appointed as the first chairman of FACT. The new venture, of course, had to go through many teething troubles. For instance, the raw material necessary for the production of Ammonium salts were not available in the state. But this deficiency was overcome by adopting a revolutionary method known as the FIREWOOD GASIFICATION PROCESS. However, initial difficulties not withstanding, the plant at Udyogamandal went into commercial production in 1947, with the slated capacity to manufacture 50,000 tones of Ammonium Sulphate (10,000 tones of N). This was followed by the production of SUPERPHOSPHATE in a new plant with a capacity of 44,000 plants. A Sulphuric acid plant of 75 tons per day also installed which was considered large going standard at that time. Meanwhile the inner dynamics of FACT was finding another expression in the formation of new unit with the help of the state
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government and Mettur Chemical & Industrial Corporation Ltd. for the production of Caustic Soda which later became TravancoreCochin Chemicals Ltd. This indeed was a big leap forward as it replaced all the imports of that product, saving a considerable amount of foreign exchange. FACT was the first to use its by-product, Chlorine, as Hydrochloric acid to produce Ammonium Chloride. These by-products produced by FACT paved the way for setting up of other industrial units around the FACT complex viz. Hindustan Insecticide Ltd. Indian Rare Earth Ltd. etc. In the late 50s, the Udyogamandal division launched its first expansion with an outlay of Rs. 3 Crores. Highlights of the period were the installation of two plants to produce phosphoric acid and Ammonium phosphate. The second stage of expansion involving Rs. 3 Crores saw the replacement of the firewood gasification process and the electrolytic process by the Texaco Oil Gasification process for which a new plant was set up. FACT became a Kerala state public sector enterprise on 15 August 1960. On 21 November 1962, the government of India became the major shareholder. The second stage of expansion of FACT was completed in 1962. The third stage of expansion of FACT was completed in 1965 with setting upon a new Ammonium Sulphate plant. FACT has been a pace-setter in marketing evolving a continuous and comprehensive package of effective communication with farmers and promotional programmers to increase the fertilizer consciousness among our farmers. In fact, FACT was the fertilizer manufacture in India to introduce the village adoption concepts since 1968 to improve agricultural productivity and enhance the overall socioeconomic status of farmers. FACT has a well-organized marketing
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network, capable of distribution over a million tones of fertilizers. With the licensing of Cochin division in 1966, FACT further expanded and by 1976, the production of sulphuric acid, phosphoric acid and urea was started. In 1979, production of NPK was commercialized. Vision of the Company Within a decade FACT will emerge as a leader in the business of agricultural inputs, industrial intermediaries and engineering consultancy and construction of industrial and infrastructural facilities

Mission of the Company FACTs mission is to be a globally competitive producer and supplier of agricultural inputs and extend world class engineering and technology services with maximum shareholder value. Also its mission is to produce and market fertilizers, industrial, agro and petrochemicals, render engineering, fabrication and construction services efficiently and economically, and to serve the farmer, industrial and other customers with quality products and services.

Corporate Objectives To be of service to the nation and to contribute effectively to its economic well being and growth through the production and marketing of fertilizers and chemicals and through the

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acquisitions/development

and

dissemination

of

engineering

technology know-how and skills. To sustain and improve its pioneering role in the development of indigenous engineering and technology through research and development. To improve productivity and maintain high standards of quality and adopt effective measures for controlling cost and minimizing dependence on imports. To ensure for its customers the availability of its products and services on reasonable terms, for its shareholders a fair return on capital invested and, for itself, development of adequate internal resources for continual growth and expansion. To actively work for rural upliftment through guidance, advice and service to the farmers in co-operation with all other agencies working for agriculture development and allied activities. To develop, train and maintain a team of motivated and disciplined personnel with required skills and abilities, and to encourage innovation And to create a condition for their functioning and career development so as to improve their overall quality of life.

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 To project a favorable image of the company and its operations, in the society in which it operates, amongst its customers and suppliers and amongst the public in general. To continuously plan its future operations for sustained growth and stability for meeting the needs of the country.

Corporate Goals To focus on cost reduction and technology up gradation in order to become competitive in each line of business. To constantly innovate and develop new products and services to satisfy customer requirements. To invest in new business lines, where profit can be made on sustainable basis over the long term. To ensure corporate growth by expansion and diversification

To care for the community around

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Products and Their Uses Ammonium Sulphate Ammonium Sulphate is used as a fertilizer for alkaline soils. It provides essential nitrogen for plant growth .It is a nitrogenous fertilizer containing 20.6% Nitrogen entirely in Ammonical form and it is non hygroscopic , crystalline and free flowing Factomphos 20:20:0:13 Factomphos is used as a fertilizer to increase the phosphate content in the soil .It is a chemical blend ;40 parts of Ammonium Phosphate, 60 parts of Ammonium Sulphate and it contains 20% of N and 20% of P2O5.It is in granular form as well as it is non hygroscopic and free flowing in nature. Factomphos can also be used for foliar application. Fact Mix FACT produces a large scale of nitrogen phosphate [NPK] under a brand name FACTMIX. Fact mixtures are superior in quality with the presence of Ammonical Nitrogen; water soluble Phosphorus and other major nutrients like Sulphur Calcium etc. Caprolactum Caprolactum is an intermediate used in production of nylon 6 fiber and resins. 68%of Caprolactum is used in the production of nylon fibers for textiles, carpets and industrial

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 Gypsum Gypsum is a byproduct of phosphoric acid .gypsum is one of the ingredient used in plaster .it is added to foot creams, shampoos and other hair products and it is one of the components of Portland cement .It is rich and cost effective sources of Sulphur and Calcium with 16% Sulphur and 22 %Calcium. FACT is marketing bagged Gypsum in brand name FACT GYPSUM in all four southern states as a soil conditioner with fertilizing properties Imported Fertilizers Urea and Potash is highly used in southern states of India .FACT imports this from Gulf countries and Russia .Urea with 46% nitrogen in the granular /prilled form and potash with 60%K2O serves the nutritional requirement in the four southern states . Bio Fertilizers The types of bio fertilizers namely Azospirillum, Phosphobacter and Rizhobium are produced and marketed as BIO FACT. FACT Organic FACT is also marketing organic manure produced from city compost, in the brand name FACT ORGANIC

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Zincated Factampos It contains 0.3% zinc in FACTOMPOS has been

launched to address the wide spread deficiency of zinc in most soils of south India Divisions of FACT 1.1 Figure showing the divisions of FACT

(Source: Company Manual)

Udyogamandal Division FACT Udyogamandal division is the oldest division of FACT, which started in 1947 with the production of Ammonium Sulphate using the firewood gasification process. During the last few decades it has undergone several stages of expansion and diversification, giving up old and obsolete technology and installing new and sophisticated plants making use of Naphtha as raw material that became available in course of time. . Today the Udyogamandal division has an installed capacity of 75226 tones of N and 29700 tones of P205. Apart from fertilizers like Ammonium Sulphate and Ammonium phosphate (Factamfos 20-20-0-15).FACT
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Udyogamandal

division

also

manufactures valuable chemical like Sulphuric Acid, Anhydrous, Phosphoric Acid and Sulphurdioxide, Oleum etc. Cochin Division Cochin division was setup in the 1970s at Ambalamedu 30km from Udyogamandal and adjacent to the Cochin Refineries. FACT Engineering And Design Organization [FEDO] FEDO was established in 1965.fedo offers multi dimensional services from project identification, evaluation or plant design, procurement, project management, site supervising, commissioning and operating new plant as well as revamping and modernization old ones .Fedo is ISO 9001 certified. Core areas of Fedo 1. Fertilizers 2. Refining 3. Pharmaceuticals

FACT Engineering Works (FEW) Few is the engineering and fabrication division of the fertilizers and chemicals Travancore Ltd .It was established in 1996 was originally conceived as a unit to fabricate and erect equipment for
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fertilizer plants .FEW has a well equipped workshop approved by liodas with all the latest testing and handling facilities .It developed capabilities in the manufacture if class 1 pressure vessels, heat exchange columns, tower industries .FEW is ISO 9002 certified. Petrochemical Division This division of FACT manufactures Caprolactum. The division has been certified ISO 9002, since April 1996 and ISO 10001 since December 1991. Research And Development (R&D) FACTs well equipped R &D section has advanced facilities with pilot plants ,modern equipment and accessories various process have been developed and patented by FACT R&D division of which several have been commercialized successfully. FACT Marketing Division The main function of this department is market and to increase the fertilizer awareness among farmers in Kerala .The marketing division of FACT has a well organized distribution network.

TRAINING DEPARTMENT The training and development activities of the company have been centralized with effect from April 2004. With this arrangement, the Management Development Centre (MDC), the training centre of Cochin division, Udyogamandal division and Petrochemical
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division have been centralized into one department called FACT Training Centre The Training Centre of FACT has started job oriented courses in Fire and Safety Engineering. New courses in Heavy Equipment Operation and Maintenance, Welding technology and Process Plant operation are being organized. These courses are planned to be offered in association with the Governmental agencies and statutory bodies. The objective is to convert the training centre into a Skill Development Academy with a view to provide facilities for skills development and making educated youth employable. FACT Training Centre has emerged as an Institution for Skill Development as also Learning & Development Centre for Engineering / Professional students and employees of not only FACT but also other companies and institutions. Major activities of Training Centre are listed below: Employee Development Programmes FACT Training Centre conducts training programmes for Supervisory/Managerial and Non-Managerial employees of FACT and other companies/organizations in Kerala. The training calendar includes programmes on refresher training in various branched of knowledge like Mechanical, Electrical, Instrumentation, Civil, Unit Operations, general topic related to HRD, ISO standards, Safety, Health, Environment, Energy Conservation, etc. Skill Development Programmes

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 Diploma Course in Fire & Safety Engineering: Training Centre is conducting one-year full time diploma course in Fire & Safety Engineering, in a fully equipped professional atmosphere available in the Company. FACT is also providing on the job training for a period of 6 months. Certificate Course in Heavy Equipment Operation: Training Centre is conducting a certificate Course in Heavy Equipment Operation. Training is given in operation of Excavator, Front-end Loader, Crane and Fork Lift. Certificate Course in Instrumentation Maintenance: This is 3 month course for Graduates / 3 year Diploma holders in Instrumentation, intended to make them employable. This course enables students to have experience in DCS operation, PLC & familiarization of SCADA. Certificate Course in Welding: Department of Factories & Boilers, Government of Kerala in collaboration with FACT Ltd has established Kerala Institute of Welding and Research (KIWR) at FACT Training Centre campus at Udyogamandal. KIWR admits ITI passed/experienced welders for a three months course leading to award of Certificate in welding as IBR qualified welders. Basic welding courses for students up to 10th and specialized welding courses in TIG welding, MIG welding and submerged arc welding are also being conducted. American Welding Society recognized
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KIWR as a member in their Educational Institutions. Government of Kerala has approved educational concession to SC/ST/OEC students of KIWR. Apprenticeship Training FACT Training Centre is an approved Centre for Apprenticeship under Board of Apprenticeship Training / Regional Directorate of Apprenticeship Training, Chennai. FACT Training Centre is an approved Institution to conduct the "Statutory Training" for the Supervisors of Manor Accident Hazard Industries as envisaged under section 41 C(V) of the Factories Act 1948. Academic Programmes - Technical & Non-Technical In-plant Training / Project work for Engineering / Professional students. Sensing the social responsibilities in this regard FACT Training Centre is facilitation Organization Study & In-plant Training for Engineering / BBA / MBA students in Production / Maintenance & Administration department of the Company in various Divisions. Objectives of Training To identify the training needs of the employees as a whole on the basis of uniform criteria To impart required training which equip the employees consisting of officers and workers of the company with knowledge and skill required for improved performance
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 To meet training needs with specific reference to ISO 9001:2000 and ISO 14001:2004 standard requirements To maintain a database of training details and development activities Organizational Structure of Training Department 1.2 Figure showing the organizational structure of training department

(Source: Company Manual)

Functions of Training Department The training centre is involved in four broad functions:

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 Training officers and workers of the company as a whole in identified areas Meeting the obligation of Apprentice Act 1961/1973 Facilitating post qualification training, in-plant training and project work to students Training process The training process includes; Identification of training needs, trainees and programmes Department wise identification of people to be trained Suggestion of programmes by department head Final selection of programmes by training department Preparing detailed programme schedule by training department Non-technical training programmes are conducted in FACT Training Hall at the Training Centre. Imparting training In FACT, there are two methods of training the employees. The method of training is decided on the basis of requirements. On the job training This is specific to the job and concentrates on imparting knowledge and skill to the concerned employee.

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Induction training include introduction of an employee to the organization and job by giving him all the possible information about organizations culture, climate, objectives, policies, practices, products etc. In job instruction training, necessary instructions about the job are given by the concerned superiors. Instruction manual is also supplied for the same and it helps the employees to deal with work conditions. Job rotation is another on the job training in which an employee is made to move from one job to another at certain intervals. Job rotation in FACT is intra-departmental, interdepartmental and inter-divisional. This kind of job rotations are done within the departments and divisions so that all the employees are exposed to different functions carried out in their departments and other divisions. Workers employed to different plants are rotated among the plants at periodical intervals. These rotations give skill and knowledge to the employees in different jobs. Off the job training This method is employed to impart knowledge and skills in the employees in general areas which enable them to perform the job better. The main objective of this programme is personality development such as leadership quality, communication skills, attitude change etc. This method consists of lectures, conference, group discussions, case studies, role playing and transactional analysis.

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Off the job training is carried out with the help of internal or external faculty on the basis of their availability and suitability. Examples of programmes conducted by internal faculty are fire fighting training, employee development programme, fire and industrial hygiene, safety etc. Some of the external organizations which provide training programme in FACT include National Productivity Council, Confederation of Indian Industries, National Safety Council and Regional Labor Institute. Some of the technical programmes conducted are innovative approach in industrial pollution control, instrumentation and energy conservation of boiler operations and maintenance of bearings. Feedback The important aspect of training is feedback since it checks the validity and effectiveness of training. Feedback is usually obtained department wise from the department heads prepared by the immediate supervisors of the trained employee. The change in work behavior or general behavior forms the feedback. Challenges to Training Improper training Improper selection of employees from the various departments Limited time available due to the pressure of production targets

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1.2 STATEMENT OF THE PROBLEM This project is done for evaluating the effectiveness of training programmes conducted at FACT. Human resource development has long been recognized as a basic factor for socio economic emancipation. Its a process that is concerned with the improvement and growth of capabilities of individuals and groups within the organization. The performance of any organization mainly depends on the performance of employees, which can be greatly improved by training. Every organization, in order to survive in the market for a long run, technological updation is very much necessary. Technology alone does not guarantee success, unless it is supported by people possessing the requisite skills. So organizations should train the employees to enrich them in the areas of changing technology. If training is provided by a company, it is necessary to evaluate it to assess its effectiveness. This study is therefore sought to evaluate the effectiveness of training programmes conduced at FACT with a view to ascertain its relevance, adequacy and effectiveness. 1.3 LITERATURE REVIEW Training Once the employee is selected and inducted, he or she must be trained to better fit into the job and the organization. Training is a vital activity next to staffing.

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Definitions David A. Decenzo and Stephen P.Robbins describe training as "a learning experience in that it seeks a relatively permanent change in an individual that will improve his or her ability to perform on the job. Dubashi, P.R. defines training "as a process of improving the knowledge skill and attitude of employees to achieve organizational objectives. It is only through a systematic program of training that necessary professional knowledge is imparted, skills developed and attitudes attuned to work situation. Dale S. Beach says that "training is the organized procedure by which people learn knowledge and/or skills for a definite purpose. Michael Jucius defines training as "a process by which the aptitudes, skills and abilities of employees to perform specific jobs, are increased Importance of Training Optimum Utilization of Human Resource Helps in optimizing the utilization of human resource that further helps the employee to achieve the organizational goals as well as their individual goals.

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 Development of Human Resources Training helps to provide an opportunity and broad structure for the development of human resources technical and behavioral skills in an organization. It also helps the employees in attaining personal growth. Development of skills of employees Training helps in increasing the job knowledge and skills of employees at each level. It helps to expand the horizons of human intellect and an overall personality of the employees. Productivity Training helps in increasing the productivity of the employees that helps the organization further to achieve its long-term goal. Team spirit Training helps in inculcating the sense of team work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the employees. Organization Culture Training helps to develop and improve the organizational health culture and effectiveness. It helps in creating the learning culture within the organization. Organization Climate

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Training helps building the positive perception and feeling about the organization. The employees get these feelings from leaders, subordinates, and peers.

Quality Training helps in improving the quality of work and work-life. Healthy work environment Training helps in creating the healthy working environment. It helps to build good employee, relationship so that individual goals aligns with organizational goal. Health and Safety Training helps in improving the health and safety of the organization thus preventing obsolescence. Morale Training helps in improving the morale of the work force. Image Training helps in creating a better corporate image. Profitability Training leads to improved profitability and more positive attitudes towards profit orientation.
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 Training aids in organizational development Organization gets more effective decision making and problem solving. It helps in understanding and carrying out organizational policies Training helps in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display. Methods of Training: Generally, the training methods can be classified into two types: a) On-the-job methods b) Off-the-job methods a) On-the-job methods: These methods are briefly discussed below: 1. On-the job Training In this training, an employee will be placed in a new job and is told how it is to be performed. It aims at developing skills and habits consistent with the existing practices of an organization and by orienting him to his immediate problems. 2. Vestibule Training or Training-Centre Training This is otherwise known as classroom training, which is imparted with the help of equipment and machines identical to those in use at the place of work.

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3. Simulation It is more or less like vestibule training. The trainee works in closely duplicated real job conditions. This is essential in cases in which actual on-the-job practice is expensive, might result in serious injury, a costly error or the destruction of valuable material or resources, e.g., in aeronautical industry. 4. Demonstration Under this method, there will be a description and demonstration of how to do a job. He performs the activity himself, going through a step-by-step explanation of the why, how and what of what he is doing. 5. Apprenticeship Under this method, each apprentice or trainee will be given a programme of assignments according to a predetermined schedule, which provides for efficient training in trade skills 6. Job Instruction Training The JIT Method is a four step instructional process involving preparation, presentation, performance try out and follows up. 7. Coaching and Mentoring Coaching establishes one-on-one relationship between trainees and supervisors, which offer workers, continued guidance and feedback on how well they are handling their tasks. 8. Job Rotation

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It means the movement of trainees from one job to another. This helps him to understand how the job functions.

b) Off-the-Job Methods: Under this method, training will be given in the company classroom, an outside place owned by the organization, an education institution, or association, which is not the part of the company. The following are the methods.

1. Lectures These are classroom lectures instructor on given by an

specific topics, formally. This method is useful

when philosophy, concepts, attitudes, theories and problem solving have to be discussed. 2. Conferences Normally a conference will be held in accordance with an organized plan. Different topics with their problems relating to training of personnel are discussed. 3. Seminars or Team Discussion A group will constitute a team for discussion. The group learns through discussion of a subject on a selected subject.

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4. Case Discussion Testing of a real problem will be undertaken under this method. In other words, a real business problem or situation demanding solution is presented to the group and members are trained to identify the problems present, they must suggest various methods for tackling them, analyze each one of these, find out their comparative suitability, and decide for themselves the best solution. 5. Role Playing This method is also called role reversal, socio drama or psycho drama. Here trainees act out a given role as they would in a given play. Two or more trainees are assigned roles in a given situation, which is explained to the group. 6. Programmed Instruction Under this method, there will be two essential elements, (a) a step-by-step series of bits of knowledge, each building upon what has gone before, and (b) a mechanism for presenting the series and checking on the trainees knowledge. Questions are asked in proper sequence and indication given promptly whether the answers are correct. Models of Training Training is a sub-system of the organization because the departments such as, marketing & sales, HR, production, finance, etc depends on training for its survival. Training is a transforming process

36

that requires some input and in turn it produces output in the form of knowledge, skills, and attitudes (KSAs). The Training System A System is a combination of things or parts that must work together to perform a particular function. An organization is a system and training is a sub system of the organization. The System Approach views training as a sub system of an organization. System Approach can be used to examine broad issues like objectives, functions, and aim. It establishes a logical relationship between the sequential stages in the process of training need analysis (TNA), formulating, delivering, and evaluating. There are 4 necessary inputs i.e. technology, man, material, time required in every system to produce products or services. And every system must have some output from these inputs in order to survive. The output can be tangible or intangible depending upon the organizations requirement. A system approach to training is planned creation of training program. This approach uses step-by-step procedures to solve the problems. Under systematic approach, training is undertaken on planned basis. Out of this planned effort, one such basic model of five steps is system model that is explained below. Organizations are working in open environment i.e. there are some internal and external forces, that poses threats and opportunities, therefore, trainers need to be aware of these forces which may impact on the content, form, and conduct of the training efforts. The
37

internal forces are the various demands of the organization for a better learning environment; need to be up to date with the latest technologies.

The three model of training are: 1.System Model 2. Instructional System Development Model 3. Transitional model Systematic Model Training The system model consists of five phases and should be repeated on a regular basis to make further improvements. The training should achieve the purpose of helping employee to perform their work to required standards. The steps involved in System Model of training are as follows:

1. Analyze and identify the training needs i.e. to analyze the department, job, employees requirement, who needs training, what do they need to learn, estimating training cost, etc. The next step is to develop a performance measure on the basis of which actual performance would be evaluated 2. Design and provide training to meet identified needs.

3. Develop- This phase requires listing the activities in the training program that will assist the participants to learn, selecting delivery

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method, examining the training material, validating information to be imparted to make sure it accomplishes all the goals & objectives. 4. Implementing is the hardest part of the system because one wrong step can lead to the failure of the whole training program 5. Evaluating each phase so as to make sure it has achieved its aim in terms of subsequent work performance. Making necessary amendments to any of the previous stages in order to remedy or improve failure practices. Instructional System Development Model Or ISD Training Model It was made to answer the training problems. This model is widely used now-a-days in the organization because it is concerned with the training need on the job performance. Training is defined on the basis of job responsibilities and job description and on the basis of the defined objectives, individual progress is measured. This model also helps in determining and developing the favorable strategies, sequencing the content, and delivering media for the types of training objectives to be achieved.

The Instructional System Development model comprises of five stages: 1. Analysis This phase consist of training need assessment, job analysis, and target audience analysis.

2. Planning This phase consist of setting goals of the learning

39

outcome, instructional objectives that measures behavior of a participant after the training, types of training material, media selection, methods of evaluating the trainee, trainer and the training program, strategies to impart knowledge i.e. selection of content, sequencing of content, etc 3. Development This phase translates design decisions into training material. It consists of developing course material for the trainer including handouts, workbooks, visual aids, demonstration props, etc, course material for the trainee including handouts of summary. 1.3 Figure showing Instructional System Development Model Or ISD Training Model

(Source: http://traininganddevelopment.naukrihub.com/isd-model.html).

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4. Execution This phase focuses on logistical arrangements, such as arranging speakers, equipments, benches, podium, food facilities, cooling, lighting, parking, and other training accessories.

5. Evaluation The purpose of this phase is to make sure that the training program has achieved its aim in terms of subsequent work performance. This phase consists of identifying strengths and weaknesses and making necessary amendments to any of the previous stage in order to remedy or improve failure practices

The ISD model is a continuous process that lasts through out the training program. It also highlights that feedback is an important phase throughout the entire training program. In this model, the output of one phase is an input to the next phase. Transitional Model Transitional model focuses on the organization as a whole. The outer loop describes the vision, mission and values of the organization on the basis of which training i.e. inner loop is executed. Vision focuses on the milestones that the organization would like to achieve after the defined point of time. A vision statement tells that where the organization sees itself few years down the line. A vision may include setting a role model, or bringing some internal transformation, or may be promising to meet some other

41

deadlines. Mission explain the reason of organizational existence. It identifies the position in the community. The reason of developing a mission statement is to motivate, inspire, and inform the employees regarding the organization. The mission statement tells about the identity that how the organization would like to be viewed by the customers, employees, and all other stakeholders.

Values is the translation of vision and mission into communicable ideals. It reflects the deeply held values of the organization and is independent of current industry environment. For example, values may include social responsibility, excellent customer service, etc. 1.4 Figure Showing Transitional Model

(Source: http://traininganddevelopment.naukrihub.com/transitional-model.html)

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The mission, vision, and values precede the objective in the inner loop. This model considers the organization as a whole. The objective is formulated keeping these three things in mind and then the training model is further implemented.

The Benefits of Employee Training How Training Benefits the Organization: Leads to improved profitability and/or more positive attitudes towards profit orientation. Improves the job knowledge and skills at all levels of the organization Improves the morale of the workforce Helps people identify with organizational goals Helps to create a better corporate image Fosters authenticity, openness and trust Improves relationship between boss and subordinate

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 Aids in organizational development Learns from the trainee Helps prepare guidelines for work Aids in understanding and carrying out organizational policies. Provides information for future needs in all areas of

the organization Organization gets more effective decision-making and problemsolving skills Aids in development for promotion from within Aids in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display Aids in increasing productivity and/or quality of work Helps keep costs down in many areas, e.g. production, personnel, administration, etc.

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 Develops a sense of responsibility to the organization for being competent and knowledgeable Improves Labour-management relations Reduces outside consulting costs by utilizing competent internal consultation Stimulates preventive management as opposed to putting out fires Eliminates suboptimal behaviour (such as hiding tools) Creates an appropriate climate for growth, communication Aids in improving organizational communication Helps employees adjust to change Aids in handling conflict, thereby helping to prevent stress and tension. Benefits to the Individual Which Ultimately Should Benefit the Organization: Helps the individual in making better decisions and effective problem solving

45

 Through training and development, motivational variables of recognition, achievement, growth, responsibility and advancement are internalized and personalised Aids in encouraging and achieving self-development and selfconfidence Helps a person handle stress, tension, frustration and conflict Provides information for improving leadership, knowledge, communication skills and attitudes Increases job satisfaction and recognition Moves a person towards personal goals while

improving interactive skills Satisfies personal needs of the trainer (and trainee) Provides the trainee an avenue for growth and a say in his/her own future Develops a sense of growth in learning Helps a person develop speaking and listening skills; also writing skills when exercises are required. Helps eliminate fear in attempting new tasks

46

Benefits in Personnel and Human Relations, Intra-group & Inter-group Relations and Policy Implementation: Improves communication between groups and individuals: Aids in orientation for new employee and those taking new jobs through transfer or promotion Provides information on equal opportunity and affirmative action Provides information on other government laws and

administrative policies Improves interpersonal skills. Makes organizational policies, rules and regulations viable. Improves morale Builds cohesiveness in groups Provides a good climate for learning, growth, and co-ordination Makes the organization a better place to work and live

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Training Evaluation The process of examining a training program is called training evaluation. Training evaluation checks whether training has had the desired effect and ensures that 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. 1.5 Figure Showing Purposes of Training Evaluation

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(Source: http://traininganddevelopment.naukrihub.com/training-evaluation.html)

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. Process Of Training Evaluation

49

 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.

1.6 Figure Showing Process of Training Evaluation

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(Source: http://traininganddevelopment.naukrihub.com/training-evaluation.html)

During Training It is the phase at which instruction is started. This phase usually consists of short tests at regular intervals After Training It is the phase when learners 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:

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 Observation Questionnaire Interview Self diaries Self recording of specific incidents 1.4 SCOPE OF THE PRESENT STUDY Training is defined as an Organized activity aimed at imparting information and/or instructions to improve the recipient's performance or to help him or her attain a required level of knowledge or skill. The term training refers to the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies. Training has specific goals of improving one's capability, capacity, and performance. The study covers the effectiveness of the training programmes in FACT Limited. The effectives of the training will lead to increase in the productivity and makes healthy organisation. In order to find out the effectiveness of training, 75 workers of the company were selected as respondents. With the world-wide expansion of companies and changing retention technologies, tool Indian Organizations than a have realized cost. the importance of corporate training. Training is considered as more of

1.5 THE OBJECTIVES OF THE STUDY

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Primary Objective To study about effectiveness of the training programmes conducted at FACT Secondary Objective To understand about the different training programmes conducted at FACT To study the impact of training on performance To understand whether training has helped to increase the knowledge and skill level of employees To study about the various benefits gained through training To study whether there is an increase in the productivity level of the trained employees

1.6 HYPOTHESIS TO BE TESTED Definition

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A hypothesis may often germinate as a probable generalization and whose validity is not yet been tested. Even a hunch or a novel idea may transform into a hypothesis which then becomes the actionable agenda of a research project. A hypothesis may be defined as proposition, condition or principle which is assumed, perhaps without belief, in order to draw out its logical consequences and by this method to test its accord with facts which are known or may be determined. Hypothesis to Be Tested Relationship between employees promotion and training.

H0: There is a significant relationship between employees promotion and training. H1: There is no significant relationship between employees promotion and training. Relationship between the employees productivity and training. H0: There is no significant relationship between the employees productivity and training. H1: There is a significant relationship between the employees productivity and training.

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CHAPTER 2

THE DESIGN OF THE STUDY

2.1 METHODOLOGY

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A research cannot be conducted abruptly. Researcher has to proceed systematically in the already planned direction with the help of a number of steps in sequence. To make the research systemized the researcher has to adopt certain methods. The methods adopted by the researcher for completing the study are called research methodology. In other words, Research Methodology is simply the plan of action for a research which explains in detail how data is to be collected, analysed and interpreted. Data becomes information only when a proper methodology is adopted. Thus we can say Methodology is a tool which processes the data in to reliable information. The present chapter attempt to highlight the research adopted in this project. The components of the research methodology are research design, type of data, data collection, sampling plan and statistical tools used. Different Methods of Data Collection Observation method This is the most commonly used method of data collection especially in studies relating to behavioural sciences. Accurate watching and noting of phenomenon as they occur in nature with regard to cause and effect or mutual relation is called observation.

Personal Interview

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Under this method of collecting data , there is a face to face contact with the persons from whom the information is to be obtained (known as informants). The interviewer asks them questions pertaining to the survey and collects the desired information. The information is obtained at first hand and is original in character. Forms, schedules or questionnaire method. Questionnaire Method, under this method, a list of questions pertaining to the survey is prepared and sent to the various informants by post. Questionnaire contains the questions and provides the space for answers. A request is made to respondents through a covering letter to fill up the questionnaire and send it back within a specified time.

Schedule is the name usually applied to a Performa containing a set of questions which are asked and filled by an interviewer in a face situation with a respondent. It is a standardized device or tool of observation to collect the data in a objective manner. In this method the interviewer puts certain questions and the respondent furnishes certain answers and the interviewer records them as in a research instrument called schedule.

Documented sources of data

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Document is a very important, dependable and valuable source of information. Many researchers have made use of this vital source. Document is nothing but a written record that contains important information about a problem or aspect of study. It may be a report, a diary, letter, history, history, official and non-official records, proceedings of the legislature, committees, societies, surveys, journals, periodicals, speeches etc. Types of Document: Strictly speaking it is very difficult to classify the documents. All the documents have different types and traits and elements in them. For the convenience of the study they have been classified under the following two heads: i. Personal documents ii. Public documents

Case study method Case study method may be defined as small inclusive and intensive study of an individual in which investigator brings to bear all his skills and methods or as a systematic gathering of enough information about a person to permit one to understand how he or she functions as until of society. The case study is a form of qualitative how he or she functions as unit of society. The case study is a form of qualitative analysis involving a very careful and complete observation of a person, situation or institution. Case study is a method
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of exploring and analyzing business aspects of an industrial unit, even entire industry. Research Design A research design is purely and simply the frame work of the plan for a study that given the collection and analysis of data. The function of the research design is to ensure that the required data are collected accurately and economically. Descriptive research design was adopted for this study because the study is concerned with describing the characteristics, productivity and satisfaction of training provided by the company to the workers. 2.2 SOURCES OF DATA COLLECTION The sources of primary and secondary data are used for the collection of information for the study. Primary Data The primary data is collected from the employees of the company with the help of structured questionnaires and direct personal interview. The questionnaire consisted of 24 questions. It was distributed among 75 respondents.

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 Secondary Data The secondary data was collected from the company web site, company files, and magazines and through personal discussion with the HR Manager. 2.3 SAMPLING PLAN Simple Random sampling is used for the study. Sampling procedure is known as simple random sampling where the individual units constituting the sample are selected at random. Random sampling method of selection assures each individual element or units in universe and equal chance of being chosen. In other words, if in a sample size of n, all the possible combinations of n elementary items have the same probability of being included; it is called simple random sampling. Simple random sampling is of two types: a) Sampling with equal probability i) With replacement, and ii) Without replacement. b) Sampling with probability proportional to size of the sample unit. Selecting a Random Sampling: A random sample can generally be selected in the following four methods:
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i) Lottery Method ii) Tippets number of method iii) Selection from sequential method iv) Grid system i) Lottery Method: In this method, a lottery is drawn by writing the numbers or the name of various units and putting them in a container. They are thoroughly mixed and certain numbers are picked up from the container, and those which are picked up are taken up for sampling. ii) Tippets Number Method: It is called Tippets numbers method because it was evolved by L.H.C. Tippet who constructed a list of 10,400 four-digit numbers written at random. From these numbers it is not very difficult to draw samples at random. For example, if 50 persons are to be selected for study out of the total number of 500, then we can open any page of Tippets numbers and select first 50 random numbers that are below the value of 500 and take them up for study. On the basis of the experiments carried out through this technique, it has been found that the results that are drawn on the basis of this method or random sampling are quite reliable. iii) Selection from Sequential List: In this method, the names are arranged serially according to a particular order. The order may be alphabetical, geographical or only serial. Then out of the list any number may be taken up. Beginning of selection may be made from anywhere. For

61

example, if we want to select 10 persons, we can start right from the 10th and select 10, 20, 30, 40 and so on. iv) Grid System: This method is generally used for selecting the sample of an area and so on in this method; a map of the entire area is drawn. After that a screen with squares is placed upon the map and some of the squares are selected at random. Then screen is placed upon the map and the area falling within the selected squares are taken as samples. This is today possible by electronic means. Precautions in Random Sampling: The following precautions should be taken in random sampling: a) The universe or the population to be sampled should be clearly defined. b) List of all the units that are available for the purpose of selection, should be prepared. c) Units to be selected that are ready for the purpose of selection should be approximately of equal size. d) These units should be independent and not dependent upon one another. It means that if one unit is selected, it should not be necessary to select another unit for the sake of complete information. e) Every unit should be accessible. f) Replacement of the selected unit should not be done.

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 Advantage of Random Sampling Method: The method of random sampling is simple and said to be a very easy form of the method employed for the study of business research problems. In this method, the investigator can keep him away from prejudices, bias and other elements of subjectivity. It has the following advantages: a) It is quite simple, and follows a mathematical procedure. b) It is free from bias and prejudices. c) It is said to be more representative because in this method, each unit has equal chance of being selected. d) In this method if some error has crept in, it will not be difficult to detect in case the sampling has been done strictly according to Random Sampling. Disadvantage of Random Sampling Method: Although the random sampling method has some advantages, it suffers from certain demerits as well. These demerits are: a) Selection according to strictly random basis is not possible: Sometimes instead of random sampling, we resort to substitution of selected sample which vitiates the whole procedure.
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b) Lack of control of research: In this method, the researcher has no control over the selection of the unit. Therefore, the units selected may be widely dispersed and possibility of contact may become a problem. c) Random sampling does not suit heterogeneous groups: Random sampling is a useful method if all the units are heterogeneous, in case units are heterogeneous in nature, the Random Sampling method may not be very useful. Sample Size The sample consists of 75 employees of the company who had undergone the training programme. 2.4 DATA COLLECTION INSTRUMENTS Data is collected by the following two ways,

Personal Interview Under this method of collecting data there is a face to face contact with the persons from whom the information is to be obtained (known as informants). The interviewer asks them questions pertaining to the survey and collects the desired information. The information is obtained at first hand and is original in character.

Questionnaire Method Questionnaire contains the questions and provides the space for answers.

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2.5 DATA PROCESSING AND ANALYSIS PLAN Data processing and analysis is done by using the following statistical tools The Statistical tools used here is: Percentage Analysis Chi-squared tests Percentage Analysis Percentage refers for every hundred. It is used to make easy comparisons of fractions. In the study, fractions of respondents choosing different answers are converted into percentages and interpretations are made.

Formula: % of Respondents = No of respondents * 100 No of Total Respondents

b. Chi-squared tests It is a non parametric test used most frequently to test the hypothesis. This aims at determining whether significant difference exists among groups of data or whether differences are due to

65

sampling. It describes the discrepancy theory and observation. This test is done to find the dependence of one factor over the other. Formula: X2= (O-E) 2/ E Where E is the expected frequency O is the observed frequency Degree of Freedom = (r-1) (c-1) Properties of Chi- Square: X2cannot be negative in value, it is Zero or Positive X2are not symmetrical, it is skewed to the right There is a different X2 distribution for every number of degree of freedom For degree of freedom exceeding 30, the X2 distribution is approximated by normal distribution 2.6 LIMITATION OF THE STUDY Even though the respondents were available, they were not willing to give their valuable responses because they were busy with their usual work. Majority of respondents were hesitant in giving their responses whole heartedly. The opinion of the respondents may be biased. The study is limited only to FACT Ltd.

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CHAPTER 3 RESULTS: FINDINGS AND DISCUSSION

1.AGE OF RESPONDENTS 3.1 Table showing age of respondents

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NO.OF PERCENTAGE RESPONDENTS (%) <25 0 0 25-30 13 17.33 30-35 10 13.33 35-40 10 13.33 >40 42 56 TOTAL 75 100
(Source: Data Analysis)

AGE

3.1 Chart showing the age of respondents

(Source: Data Analysis)

Interpretation The above table shows that 56% of the respondents are above the age 40 years, 13.33% respondents fall in the age category 35-40 years, 13.33% of the respondents fall in the age category 30-35 years , 17.33% of the respondents fall in the age category 25-30years and none of the respondents fall below the age of 25years.Therefore it is clear that majority (56%)of the respondents are above the age of 40years. 2. ATTENDED TRAINING PROGRAMMES

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3.2 Table showing details of whether the employees had undergone training or not Opinion Yes No Total No. Of Respondents 75 0 75 Percentage (%) 100 4 100

(Source: Data Analysis)

3.2 Chart showing details of whether the employees had undergone training or not

(Source: Data Analysis)

Interpretation The above table shows that 100% of the respondents have attended training programmes. Therefore it is clear that all the employees( 100%) at FACT undergo training.

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3. QUALITY OF TRAINING MATERIAL PROVIDED 3.3 Table showing details of the quality of training material provided OPINION EXCELLENT GOOD AVERAGE 0 POOR VERY POOR TOTAL
(Source: Data Analysis)

NO.OF PERCENTAGE RESPONDENTS (%) 5 54 16 6.66666667 72 21.3333333 0 0 100

0 75

3.3 Chart showing details of the quality of training material provided

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(Source: Data Analysis)

Interpretation From the above table its clear that 7% says its excellent.72% of them, says, its good, 21% of them says its average. Therefore the majority(72%) of the respondents accept that the quality of the training material is good.

4. QUALITY OF THE TRAINER 3.4 Table showing details of the quality of the trainer

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OPINION Excellent

NO.OF RESPONDENTS 5 54

PERCENTAGE (%) 6.66666667 72 21.3333333 0 0 100

Good 16 Average Poor Very Poor Total

(Source: Data Analysis)

0 0 75

3.4 Chart showing details of the quality of the trainer

(Source: Data Analysis)

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Interpretation From the above table its clear that 7% of the respondents accept that the quality of the trainer is excellent.72% of them says it as good and 21% of them says its average. Therefore majority (72%) accepts that, the quality of the trainer is good. 5. You are promoted to a higher level after training. 3.5 Table showing details about promotion OPINION Strongly Agree Agree Neutral Disagree Strongly Disagree Total
(Source: Data Analysis)

NO.OF RESPONDENTS 0 10 25 30 10 75

PERCENTAGE (%) 0 13.3333333 33.3333333 40 13.3333333 100

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3.5 Chart showing details about promotion

(Source: Data Analysis)

Interpretation From the above table its clear that 13% of the employees agree, 33% remains neutral, 40%disagrees and 13% strongly disagree to the statement .Therefore the majority (40%)of the employees say that ,they are not promoted to a higher level after training.

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6.

THE

TRAINER

GIVES

ENOUGH

EXAMPLES

AND

ILLUSTRATIONS TO CONVEY THE IDEAS 3.6 Table showing details about the illustrations and examples used by trainer PERCENTAGE (%)

NO.OF OPINION RESPONDENTS Strongly agree 6 Agree Neutral Disagree Strongly Disagree TOTAL
(Source: Data Analysis)

8 73.33333333 18.66666667 0 0 100

55 14 0 0 75

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3.6 Chart showing details about the illustrations and examples used by trainer

(Source: Data Analysis)

Interpretation From the above table its clear that 8% of the respondents strongly agree that, the trainer gives enough examples.73% of the respondents agree with the same and 14% of them remain neutral. Therefore it is clear that majority (73%) of the respondents say that, the trainer use examples and illustrations to convey the message.

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7. THE TRAINING PROGRAM COVERED ALL THE RELATED AREAS REQUIRED FOR THE JOB 3.7 Table showing details about the topics covered in the training session OPINION Strongly agree Agree Neutral Disagree 5 Strongly Disagree TOTAL
(Source: Data Analysis)

NO.OF PERCENTAGE RESPONDENTS (%) 8 10.66666667 42 20 56 26.66666667

6.67 0 100

0 75

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3.7 Chart showing details about the topics covered in the training session

(Source: Data Analysis)

Interpretation From the above table its clear that only 8% strongly agrees that the training covered all the areas required for the job.56% of the respondents agrees with the statement, 26.66%remain neutral and 6.67% disagrees and none of them strongly disagrees with it. Therefore the most (64%) of the respondents say that the training covered topics that are related with the job area

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8. THE RATING FOR THE USEFULNESS OF THE TRAINING PROGRAM 3.8 Table showing details about the rating for the usefulness of the training program

OPINION Excellent Good Average Poor Very poor TOTAL

NO.OF RESPONDENTS 0 50 25 0 0 75

PERCENTAGE (%) 0 66.66666667 33.33333333 0 0 100

(Source: Data Analysis)

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3.8 Chart showing details about the rating for the usefulness of the training program

(Source: Data Analysis)

Inference From the above table its clear that 66.67 % respondents give the rating as good, for the usefulness of it.33.33% rates it as average. Therefore the majority(66.67 %) rates the usefulness of training as good.

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9.THE TRAINING IS GIVEN BY WHOM 3.9 Table showing details about the trainer OPINION Internal expertise Both External expertise TOTAL
(Source: Data Analysis)

NO.OF PERCENTAGE RESPONDENTS (%) 45 28 2 75

60 37.33 2.667

100

3.9 Chart showing details about the trainer

(Source: Data Analysis)

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Interpretation 60% of the respondents say that the training is given by internal expertise.2.67% of the respondents say that, training is given by external expertise.37% of respondents say that training is given by both of them. Therefore majority (60%) of the respondents say that training is given by internal expertise. 10.THE EMPLOYEES THEM FOR PROGRAMME 3.10 Table showing details about feedback OPINION Strongly Agree Agree Neutral Disagree Strongly Disagree TOTAL
(Source: Data Analysis)

ARE

FEEDBACK TO MOTIVATE IN THE TRAINING

PARTICIPATING

NO.OF RESPONDENTS 0 40 30 5 0 75

PERCENTAGE (%) 0 53.33333333 40 6.666666667 0 100

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3.10Chart showing details about feedback

(Source: Data Analysis)

Interpretation 53% of the respondents agree they are given feedback.40% of them remains neutral to the statement.6.67% of them disagree with the statement. Therefore majority(53%) of the respondents agree that, they are getting feedback.

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11.

ARE

RESPONDENTS

ABLE

TO

IMPLEMENT

THE

LEARNING FROM THE TRAINING PROGRAM IN THEIR WORK. 3.11 Table showing details about implementation of learning OPINION Fully Partially To an extend Not sure Not at all TOTAL
(Source: Data Analysis)

NO.OF RESPONDENTS 19 40 15 1 0 75

PERCENTAGE (%) 25.33333333 53.33333333 20 1.333333333 0 100

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3.11 Chart showing details about implementation of learning

(Source: Data Analysis)

Interpretation 25.33% of the respondents can fully implement the learning into work.53.33% of the respondents can partially implement the learning into work.20% of them can implement it, only to an extent. Therefore most(53.33% ) of the employees are able to implement the learning into their work.

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12. THE ORAGNIZATIONS WILLINGNESS TO INVEST TIME AND RESOURCES TO ENSURE TRAINING 3.12 Table showing the organizations willingness to ensure training
OPINION NO.OF RESPONDENTS PERCENTAGE(%) 13.3333333

Strongly Agree Agree Neutral Disagre e Strongly Disagre e

TOTAL

10 58 7 0 0
0 77.3333333 9.33333333 0

75

100

(Source: Data Analysis)

3.12 Chart showing the organizations willingness to ensure training

(Source: Data Analysis)

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Interpretation From the above analysis its clear that 58% agree that the organization is willing to invest time and resources ensure training.10% strongly agree,7% remains neutral and none disagrees. Therefore it is clear that majority(68%) agree that that the organization is willing to invest time and resources ensure training. 13. ORGANIZATION CONSIDERS TRAINING AS A NECESSITY FOR THE PERSONAL AS WELL AS ORGANIZATIONAL GROWTH 3. 13 Table showing details about organizations consideration for training as a necessity for the personal as well as organizational growth
OPINION NO.OF RESPONDENTS PERCENTAGE (%) 13.3333333

Strongly Agree Agree Neutral Disagre e Strongly Disagre e

TOTAL

10 55 8 2 0
0 73.3333333 10.6666667 2.66666667

75

100

(Source: Data Analysis)

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3.13 Chart showing details about organizations consideration for training as a necessity for the personal as well as organizational growth

(Source: Data Analysis)

Interpretation 73% of the respondents agree that the organization considers training as a necessity for the personal as well as organizational growth, 13% of the respondents strongly agree, 11% remains neutral and 2% disagree. Therefore majority (73%) of the respondents agree that the organization considers training as a necessity for the personal as well as organizational growth

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14. MENTION THE DURATION FOR TRAINING PROGRAM 3.14 Table showing details about duration of training program
NO.OF RESPONDENTS 40 PERCENTAGE (%)

OPINION LESS THAN 1 WEEK 2 WEEKS 1 MONTH MORE THAN 1MONTH TOTAL

53.3333333 30 0 5 6.66666667 75 100 40 0

(Source: Data Analysis)

3.14 Chart showing details about duration of training program

(Source: Data Analysis)

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Interpretation Only 7% of them said that the duration is more than 1month .Therefore the majority (93%)of the employees say that the duration of training period is less than 2 weeks 15. T i m e d u r a t i on g i v e n f o r t h e t r ai n i n g programme is sufficient; 3.15 Table showing details about the sufficiency of the duration
OPINION NO.OF RESPONDENTS PERCENTAGE (%) 0

Strongly Agree Agree Neutral Disagree Strongly Disagree

TOTAL

0 38 20 17 0 75
50.6666667 26.6666667 22.6666667 0 100

(Source: Data Analysis)

3.15 Chart showing details about the sufficiency of the duration

90

(Source: Data Analysis)

Interpretation 50% of the employees agree that the duration of the training program is sufficient,26% remain neutral and 22% says that its not sufficient. Therefore majority(50%) says that the duration of the training is sufficient 16.Name the training programs undertaken in your organization 3.16 Table showing details about the training programs undertaken in your organization NO.OF TYPE RESPONDENTS PERCENTAGE(%) Lecture 45 60 Demonstration 4 5.33333333 Simulation 12 16 CBT 1 1.33333333 Vestibule 13 Training 17.3333333 0 Others 0
TOTAL

75

100

(Source: Data Analysis)

91

3.16 Chart showing details about the training programs undertaken in your organization

(Source: Data Analysis)

Interpretation 60% of the respondents says that Lecture method is the type of training, 5% says that Demonstration, 1% says it as CBT, 17 % says as Vestibule Training , and 16% says it as Simulation.Therefore majority (60%) of the respondents says that lecture method is the type of training conducted at FACT. 17. There was a proper linkage between organizational & individual training needs. 3.17 Table showing details about the linkage between organizational & individual training needs.
OPINION NO.OF RESPONDENTS PERCENTAGE (%) 9.33333333

Strongly Agree

92

Agree Neutral Disagre e Strongly Disagre e

TOTAL

39 29 0 0

52 38.6666667 0

75

100

(Source: Data Analysis)

3.17 Chart showing details about the linkage between organizational & individual training needs.

(Source: Data Analysis)

Interpretation The table shows that 52% agrees that there is a linkage between organizational & individual training needs,9% strongly agrees,39% remains neutral to the statement. Therefore majority (52%) agrees that there is a proper linkage between organizational & individual training needs

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18. How often did the trainer find time to listen to employees questions? 3.18 Table showing details about the responsiveness of trainer NO.OF OPINION RESPONDENTS PERCENTAGE(%) Always 44 58.6666667 Sometimes 28 37.3333333 Rarely 3 4 Very 0 Rarely 0 0 Never 0 TOTAL
(Source: Data Analysis)

75

100

3.18 Chart showing details about the responsiveness of trainer

94

(Source: Data Analysis)

Interpretation From the above table it is clear that 59% of the respondents accept that the trainer always find time to listen to them.37% says it as sometimes, 4% says it as rarely. Therefore it is clear that the majority(59%) of the respondents accept that the trainer always find time to listen to them 19. You are able to achieve the target successfully after attending training session 3.19 Table showing details about the target achievement NO.OF OPINION RESPONDENTS PERCENTAGE(%) Strongly 5 Agree 6.66666667 Agree 54 72 Neutral 16 21.3333333 Disagree 0 0 Strongly 0 Disagree 0 75 TOTAL 100
(Source: Data Analysis)

3.19 Chart showing details about the target achievement

95

(Source: Data Analysis)

Interpretation 72% of the respondents agree that they are able to achieve the target,7% strongly agrees to the statement, and 21% remains neutral. Therefore majority(72%) of the employees say that they are able to achieve the target after training. 20. The trainer has been able to respond well to fatigue, confusion, frustration or resistance among the trainees 3.20 Table showing details about the ability of trainer to respond to fatigue and confusion NO.OF OPINION RESPONDENTS PERCENTAGE(%) Strongly 0 Agree 0 Agree 62 82.6666667 Neutral 13 17.3333333 Disagree 0 0 Strongly 0 Disagree 0 75 TOTAL 100
(Source: Data Analysis)

3.20 Chart showing details about the ability of trainer to respond to fatigue and confusion

96

(Source: Data Analysis)

Interpretation 82% of the respondents agree that the trainer has been able to respond well to fatigue, confusion, frustration or resistance among the trainees, 17% remains neutral to the same .Therefore majority (82%) agree that the trainer has been able to respond well to fatigue, confusion, frustration or resistance among the trainees. 21. The Training Programs are done on an individual or group basis 3.21 Table showing details about how training is conducted NO.OF Basis RESPONDENTS PERCENTAGE(%) Group 75 100 Individual 0 0 75 TOTAL 0
(Source: Data Analysis)

3.21 Chart showing details about how training is conducted

(Source: Data Analysis)

97

Interpretation Its clear from the above that all(100%) the training programmes are conducted on a group basis. 22. The training programs help you to increase your technical skills. 3.22 Table showing details about the increase in the level of technical skills NO.OF OPINION RESPONDENTS PERCENTAGE(%) Strongly 20 Agree 26.6666667 Agree 50 66.6666667 Neutral 5 6.66666667 Disagree 0 0 Strongly 0 Disagree 0 75 TOTAL 100
(Source: Data Analysis)

3.22 Chart showing details about the increase in the level of technical skills

98

(Source: Data Analysis)

Interpretation From the above analysis, it is clear that 27% strongly agrees that training helps in increasing the level of technical skills, 67% agrees and 6% remains neutral. Therefore majority (67%) accepts that training helps in increasing the technical skills. 23. Are these training programs sufficient to combat your areas of weaknesses? 3.23 Table showing details about the sufficiency of training to combat the areas of weakness
OPINION Ideal Average Sufficient Inadequate Highly Inadequate TOTAL NO.OF PERCENTAGE RESPONDENTS (%) 1 1.33333333 56 74.6666667 18 0 0 0 75 100 24 0

99

(Source: Data Analysis)

3.23 Chart showing details about the sufficiency of training to combat the areas of weakness

(Source: Data Analysis)

Interpretation From the above data, it is clear that 75% of the respondents agree that these training programs remains only to an average to combat your areas of weaknesses,2% says it as ideal,24% says it as sufficient. Therefore majority(75% ) says it as average to combat your areas of weaknesses. 24. CHI SQUARE ANALYSIS H0: There is no significant relationship between the employees productivity and training. H1: There is a significant relationship between the employees productivity and training. 3.24 Table of expected frequencies of hypothesis 1:

100

Employee
Training

Strongly Agree
Employee Promotion

Agree

Neutral

Disagree

Strongly Disagree

Total

Strongly Agree Agree Neutral Disagree Strongly Disagree Total

1.6133333 3 5.72 2.9333333 3 0.5866666 7 0.1466666 7 11 39

5.72 20.28 10.4 2.08

2.93333333 10.4 5.33333333 1.06666667

0.58666667 2.08 1.06666667 0.21333333

0.1466666 7 0.52 0.2666666 7 0.0533333 3 0.0133333 3 1

11 39 20 4

0.52

0.26666667 20

0.05333333 4

1 75

(Source: Data Analysis)

3.25 Table showing calculations of hypothesis 1:

O 11 0 0 0 0 0 39 0 0 0 0 0 20 0 E 1.61333333 5.72 2.93333333 0.58666667 0.14666667 5.72 20.28 10.4 2.08 0.52 2.93333333 10.4 5.33333333 1.06666667 O-E 9.38666667 -5.72 -2.93333333 -0.58666667 -0.14666667 -5.72 18.72 -10.4 -2.08 -0.52 -2.93333333 -10.4 14.66666667 -1.06666667 (O-E)2 88.10951117 32.7184 8.604444425 0.344177782 0.021511112 32.7184 350.4384 108.16 4.3264 0.2704 8.604444425 108.16 215.1111112 1.137777785 101 (O-E)2/E 54.61333348 5.72 2.93333333 0.58666667 0.14666667 5.72 17.28 10.4 2.08 0.52 2.93333333 10.4 40.33333338 1.06666667

0 0 0 0 4 0 0 0 0 0 1

0.26666667 0.58666667 2.08 1.06666667 0.21333333 0.05333333 0.14666667 0.52 0.26666667 0.05333333 0.01333333

-0.26666667 -0.58666667 -2.08 -1.06666667 3.78666667 -0.05333333 -0.14666667 -0.52 -0.26666667 -0.05333333 0.98666667

0.071111113 0.344177782 4.3264 1.137777785 14.33884447 0.002844444 0.021511112 0.2704 0.071111113 0.002844444 0.973511118 980.2855113

0.26666667 0.58666667 2.08 1.06666667 67.2133345 0.05333333 0.14666667 0.52 0.26666667 0.05333333 73.01335208 300.0000201

(Source: Data Analysis)

Degree of Freedom

= = = =

(R-1)*(C-1) (5-1)*(5-1) 4*4 16 5% (O-E)2/E 300.00

Level of Significance 2

= = =

Tabled Value: 26.296 Inference Since the calculated value (300) is greater than the tabled value (26.296), The null hypothesis H0 (There is no significant relationship between the employees productivity and training.) is rejected and accept the alternate hypothesis H1(There is a significant relationship between the employees productivity and training.). Therefore the employees productivity and training are related.

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25. CHI SQUARE ANALYSIS H0: There is a significant relationship between employees and training. H1: There is no significant relationship between employees promotion and training. 3.26 TABLE OF EXPECTED FREQUENCIES OF HYPOTHESIS 2
Employee
Training

promotion

Strongly Agree
Employee Promotion

Strongly Agree Neutral Disagree Disagre e Total

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Strongly Agree Agree Neutral Disagree Strongly Disagree

0.213333 1.386667 1.066667 1.066667 0.266667

1.386667 9.013333 6.933333 6.933333 1.733333

1.066667 6.933333 5.333333 5.333333 1.333333 19.999999

1.066667 6.933333 5.333333 5.333333 1.333333 19.999999

0.266667 1.733333 1.333333 1.333333 0.333333 4.999999

4.000001 25.999999 19.999999 20 5 75

Total 4.000001 25.999999 (Source: Data Analysis)

3.27 Table showing calculations of hypothesis 2:

O 4 0 0 0 0 0 26 0 0 0 E 0.213333 1.386667 1.066667 1.066667 0.266667 1.386667 9.013333 6.933333 6.933333 1.733333 O-E 3.786667 -1.386667 -1.066667 -1.066667 -0.266667 -1.386667 16.98667 -6.933333 -6.933333 -1.733333 (O-E)2 14.33884 1.922844 1.137778 1.137778 0.071111 1.922844 288.5468 48.07111 48.07111 3.004444 (O-E)2/E 67.21333 1.386667 1.066667 1.066667 0.266667 1.386667 32.01333 6.933333 6.933333 1.733333

104

0 0 20 0 0 0 0 0 20 0 0 0 0 0 5

1.066667 6.933333 5.333333 5.333333 1.333333 1.066667 6.933333 5.333333 5.333333 1.333333 0.266667 1.733333 1.333333 1.333333 0.333333

-1.066667 -6.933333 14.66667 -5.333333 -1.333333 -1.066667 -6.933333 -5.333333 14.66667 -1.333333 -0.266667 -1.733333 -1.333333 -1.333333 4.666667

1.137778 48.07111 215.1111 28.44444 1.777778 1.137778 48.07111 28.44444 215.1111 1.777778 0.071111 3.004444 1.777778 1.777778 21.77778 1025.718

1.066667 6.933333 40.33333 5.333333 1.333333 1.066667 6.933333 5.333333 40.33333 1.333333 0.266667 1.733333 1.333333 1.333333 65.33333 300

(Source: Data Analysis)

Degree of Freedom

= = = =

(R-1)*(C-1) (5-1)*(5-1) 4*4 16 5% (O-E)2/E 300

Level of Significance 2

= = =

Tabled Value: 26.296 Inference

105

Since the calculated value(300) is greater than the tabled value (26.296), we reject the null hypothesis H0(There is a significant relationship between employees promotion and training.) and accepts the alternate hypothesis H1(There is no significant relationship between employees promotion and training.). Therefore the employees promotions and training are not related.

106

CHAPTER 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

FINDINGS Majority (54%) of the respondents are above the age of 40years. All the employees (100%) at FACT undergo training. The majority (72%) of the respondents accept that the quality of the training material is good. Majority (72%) accepts that, the quality of the trainer is good. Majority (85%) of the employees ,say that they are not promoted after training Most (73%) of the respondents say that, the trainer use examples and illustrations to convey the message.

107

 The most(56%) of the respondents say that the training cover topics that are related with the job area. The majority(67%) rates the usefulness of training as good. Majority (60%)of the respondents say that training is given by internal expertise. Most(75%) of the employees can implement the learning into work. Majority (53%) of the respondents agree that that the organization is willing to invest time and resources ensure training. Majority (75%) says training helps to combat your areas of weaknesses. All the employees have told that feedback is always received by them. All (100%) the training programmes are conducted on a group basis. Almost all (94%) the employees have stated that training leads to increase in productivity. Most of the employees feel that training improve their skill

Few of the employees feel that they are not allowed to participate and implement their ideas during training sessions. Majority of the employees have stated that the duration of the training programme is satisfactory Majority (65%)of the employees have stated that the training content matches the job requirements.

108

Majority (62%) agrees that there is a proper linkage between organizational & individual training needs

Majority (86%) of the respondents agree that the organization considers training as a necessity for the personal as well as organizational growth The majority (60%) of the respondents say that lecture method is the type of training conducted at FACT.

SUGGESTIONS The employees should be made aware about the importance of attending training programmes. Training may be given according to the needs of the employees and they may be consulted before determining the contents of the training programme. The trainers may use different types of training, in order to improve its effectiveness The training programmes may become more effective if it is handled by experts. The duration of the training program may be according to the requirements of the job.

CONCLUSION

109

The employees are satisfied with the training system of FACT Limited. The company is making continuous effort to update the knowledge and skills of employees.

The study also reveals that the training programmes are evaluated and the employees participate in programmes with enthusiasm and readiness to implement it in their work. The study reveals that the training programmes are really effective and directed towards the objectives. So it is clear that the company is updating the knowledge base of the employees continuously, in order to remain competent in the competitive business environment.

110

REFERNCES

REFERNCES Websites Search: 1.http://traininganddevelopment.naukrihub.com/trainingevaluation.html 2.http://www.mba-mentor.com/ 3. http://www.fact.co.in 4. http://www.mbaknol.com C.R. Kothari ,Research Methodology Methods and Techniques, New Age International Publications,New Delhi. P. Jyothi,D.N Venkatesh ,Human Resource Management
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 K.Aswathappa, Human Resource Personal Management Philip Tom, Making performance work effectively, McGraw Hill Book Company,England: 1983 T.N Chandra, Human Resource Management

112

APPENDIX

QUESTIONNAIRE Sir, I am Devika U.K., fourth semester MBA student of Albertian Institute of Management, Kochi .I present this questionnaire to you Is to Evaluate the Effectiveness of Training Programmes Conducted at FACT.I will be thankful, if you could spare your valuable time to fill up this questionnaire. All the data collected will be kept confidential and will be used purely for academic purposes. A .Personal Details Age : Below 25yrs ( )25-32yrs ( ) 32-39yr( ) 39-46yrs ( ) 46&above ( )
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Gender Marital Status

: :

Male ( )

Female ( )

Single ( ) Married ( ) SSLC ( ) Graduation ( ) Professional ( ) PG ( ) Diploma ( ) Others ( ) ( ) 10,000-20,000 ( ) ( ) ( ) 5-10yrs ( )

Educational Qualification:

Income Work Experience

: Below 10,000 : Below 5yrs

20,000- 30,000 ( )30, 000 &Above ( ) 10-20yrs Above 30 yrs B. Please tick your option 1. Does your organization give training? Yes No 2.Is the organization willing to invest considerable part of its time and resources to ensure training? Strongly Agree Agree Neutral Disagree Strongly Disagree 3.Your organization considers training as a necessity for the personal as well as organizational growth ( ) 20-30yrs ( )

114

 Strongly Agree Agree Neutral Disagree Strongly Disagree 3. Mention the duration for training program Less than 1 week 2 weeks 1 month More than one month 4. T i m e d u r a t i o n g i v e n f o r t h e t r a i n i n g programmes is sufficient; Strongly Agree Agree Neutral Disagree Strongly Disagree 5. Name the training programs undertaken in your organization Lecture Demonstration Simulation Computer Based Technique Others ,Mention

115

6. The training programs covered all the related topics required for the job Strongly Agree Agree Neutral Disagree Strongly Disagree 7. The rating given to the usefulness of training program Excellent Good Average Poor Very Poor 8. How do you evaluate the quality of the training material provided? Excellent Good Average Poor Very Poor 9. How do you evaluate the quality of the trainer? Excellent Good Average Poor

116

 Very Poor 10.How do you evaluate the quality of the training material? Excellent Good Average Poor Very Poor 11.Who gives you training? Internal expertise External expertise Both 12. Employees are given feedback in order to motivate them to attend the training. Strongly Agree Agree Neutral Disagree Strongly Disagree 13. You are able to implement the learning from the following training program into your work.

Fully Partially To an Extend Not Sure

117

 Not at all 14. There was a proper linkage between organizational individual training needs. Strongly Agree Agree Neutral Disagree Strongly Disagree 15. How often did the trainer find time to listen to employees questions? Always
&

Sometimes Rarely Very Rarely Never 16. You are able to achieve the target successfully after attending training session? Strongly Agree Agree Neutral Disagree Strongly Disagree 17. You are promoted to a higher level after attending the training session? Strongly Agree
118

 Agree Neutral Disagree Strongly Disagree 18. The trainer has been able to respond well to fatigue, confusion, frustration or resistance among the trainees Strongly Agree Agree Neutral Disagree Strongly Disagree 19. The trainer has given enough examples and illustrations to convey his ideas Strongly Agree Agree Neutral Disagree Strongly Disagree

20. The Training Programs are done on an individual or group basis?

21. The training programs help you to increase your technical skills.
119

 Strongly Agree Agree Neutral Disagree Strongly Disagree 22. The training programs help you to increase the productivity Strongly Agree Agree Neutral Disagree Strongly Disagree 23. Are these training programs sufficient to combat your areas of weaknesses? Ideal Average Sufficient Inadequate Highly Inadequate 24. Do you have any personal reason for the improvement in the performance level of yours?

120