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INTRODUCTION
setting aside a few hours a year, will soon find themselves at the receiving end
when talented employees leave in frustration and other employees find it difficult
to beat rivals with new products, sophisticated designs and improving ways of
selling .to survive and flourish in the present day corporate jungle companies
should invest time and money in upgrading the knowledge and skills of their
employees constantly. For any company that stops injecting itself with intelligence
is going to die.
Every organization needs to have well – trained and experienced people to perform
the activities that have to be done. The effective functioning of any organization
requires that employees learn to perform their jobs at satisfactory level of
proficiency. An effective organization wishes to have amongst its ranks individuals
that are qualified to accept increasing responsibilities. So that organization needs in
their present jobs, but also to develop their capabilities of other jobs, for which
they might later be considered.
Training enables the employee to get acquainted with jobs and also increase their
aptitude, skills and knowledge. It makes newly recruited employees fully
productive in the minimum of time. Even for the old workers, it is necessary to
refresh them and to enable them to keep up with new methods and techniques as
well as new machine and equipments for doing the work. Thus, training is not a
‘One step process’ but it is a ‘continuous or never ending process’ because it
increase the knowledge and skills of new employees in performing their jobs and
serves as a refresher course for the old employees training job will never be
finished as long as organization remains operation.
Even the situation is that, after good training programme, all different type skilled
one group of employees can get in to similar capacity, similar skilled group. That
is an advantage of the trainings .In the field of Human Resources Management,
Training and Development is the field concern with organizational activities which
are aimed to bettering individual and group performances in organizational
settings. It has been known by many names in the field HRM, such as employee
development, human resources development, learning and development etc.
Training is really developing employees’ capacities through learning and
practicing.
On the other hand external training is normally arranged outside the firm and is
mostly organized by training institutes or consultants. Whichever training, it is
very important for all staff and helps in building career positioning and preparing
staff for greater challenges in developing world. However the training is costly.
Because of that, people who work at firms do not receive external trainings most of
times. The cost is a major issue for the lack of training programmes in Sri Lanka.
But nowadays, a new concept has come with these trainings which is “Trainers
through trainees”. While training their employees in large quantities, many
countries use that method in present days to reduce their training costs. The theory
of this is, sending a little group or an individual for a training programme under a
bonding agreement or without a bond. When they come back to work, the
externally trained employees train the employees who have not participated for
above training programme by internal training programmes.
For every employee to perform well, especially Supervisors and Managers, there is
a need for constant training and development. The right employee training,
development and education provides big payoffs for the employer in increased
productivity, knowledge, loyalty, and contribution to general growth of the firm. In
most cases external trainings for instance provide participants with the avenue to
meet new set of people in the same field and network. The meeting will give them
the chance to compare issues and find out what is obtainable in each others
environment. This for sure will introduce positive changes where necessary.
It is not mentioned in any where that the employers, managers and supervisors are
not suitable for training programmes. They also must be highly trained if they are
expected to do their best for the organization. Through that they will have best
abilities and competencies to manage the organization. Training employees not
only creates a more positive corporate culture, but also add a value to its key
resources.
Raw human resources can make only limited contribution to the organization to
achieve its goals and objectives. Hence the demands for the developed employees
are continuously increasing. Thus the training is a kind of investment.
CONCEPTUAL FRAMEWORK
Training often has been referred to as teaching specific skills and behavior. It is
usually reserved for people who have to be brought up to performing level in some
specific skills. The skills are almost always behavioral as distinct from conceptual
or intelligence.
Development, in contrast is considered to be more general than training and more
oriented to individual needs in addition to organizational needs and it is most often
aimed towards management people. There is more theory involved with such
education and hence less concern with specific behavior than is the case with
training. Usually the intent of development is to provide knowledge and
understanding will enable people to carry out non technical organizational
functions more effectively such as problem solving, decision making and relating
to people.
Meaning
The term ‘Training’ is concerned with impacting specific skills for a particular
purpose. Training refers to a planned effort by a company to facilitate employees’
learning of job-related competencies. These competencies include knowledge,
skills, or behaviours that are critical for successful job performance in the
immediate term or near future. This is in contrast with development, which is
training that provides employees with competencies for anticipated future jobs and
roles. The goal of training is for employees to master the knowledge, skill, and
behaviours emphasized in training programs and to apply them to their day-to-day
activities.
Definitions:
“Edwin. B.Ellppo” has defined “Training as the cut of increasing the knowledge
and skills of an employee for doing a particular job”.
“Michael J.Jucious” “Training is any process by which the attitude, skills and
abilities of employees to perform specific jobs are improved”.
The above definition suggests that training enhance the skill and capabilities of the
individuals in an organization. For training to be successful, the employees have to
be convinced of its utility and effectiveness.
A successful training program, which in turn enhance organizational performance.
enables an employee to do his present job more efficiently and prepare himself for
a higher level job.
Thus, training is meant for operatives and development is meant for managers.
Training tries to improve a specific skill relating to a job whereas development
aims at improving the total personality of an individual. Training is one-shot deal;
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Dimension
Meant for Operatives Executives
Focus
Current job Current and future jobs
Scope
Goal Individual employee Work group or organization
Initiated by Fix current skill deficit Prepare for future work demands
Content
Management The individual
Immediate
Long term
AREAS OF TRAINING:
The areas of training in which training is offered may be classified into the
following categories.
Knowledge:
Here the trainee learns about a set of rules and regulations about the job, the staff
and the products or service offered by the company. The aim is to make the new
employee fully aware of what goes on inside and outside the company.
Technical skills:
Social skills: The employee is made to learn about himself and others, and to
develop a right mental attitude towards the job, colleagues and the company. The
principal focus is on teaching the employees hoe to be a teach member and get
ahead.
TYPES OF TRAINING:
There many approaches to training. We focus here on the types of training that are
commonly employed in present day organizations.
Skills Training:
This type of training is most common in the organization. The process here is fairly
simple. The need for training in basic skills (such as reading, writing, computing,
speaking, listening, problem soloing, man gaining oneself, knowing how to learn,
working as part of a team, leading others) is identified through assessment.
Specific training objectives are set and training content is developed to meet those
objectives. Several methods are available for imparting these basic skills in modern
organization (such as lecture, apprenticeship, on- the job, coaching etc).
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Refresher Training:
Team Training:
Team training generally covers two areas : content task and group processes.
Content tasks specify the team’s goal such as cost control and problem solving.
Group processes reflect the way the member function as team – for example how
they interact with other, how they sort out difference, how they participate etc.
Diversity Training:
Diversity training considers all of the diverse dimensions in the work place – race,
gender, age lifestyles, culture, education, ideas, and background- while designing
training programmes. It aims to create better cross – cultural sensitivity with the
aims of fostering more harmonious and fruitful working relationship among firm’s
employees.
TRAINING METHODS:
Training methods are usually classified by the location of instruction. On the job
training is provided when the workers are taught relevant knowledge, skill and
abilities at the actual workplace. Off-the-job training on the other hand, requires
that trainees learn at a location other than the real work spot.
1. Coaching :
Coaching is a kind of daily training and feedback given to employee by
immediate supervision. It involves a continuous process of learning by doing. It
may defined as an informal, unplanned training and development activity
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2. Mentoring:
Mentoring is relationship in which a senior manager in organization assumes
the responsibility for grooming a junior person. Technical, interpersonal and
political skills are generally conveyed in such a relationship from the more
experienced person. A mentor is a teacher, suppose, counselor, developer of
skills and intellect, host, guide exemplar and most importantly, supporter and
facilitator in the realization of the vision the young person has about the kind of
life he wants as an adult. The main objective of mentoring is to help an
employee attain psychological maturity and effectiveness and get integrated
with the organization.
3. Job rotation:
This kind of training involves the movement of trainee one job to another. This
helps him to have a general understanding of how the organization functions.
The purpose of job rotation is to provide trainees with a larger organizational
perspective and a greater understanding of different functional areas as well as a
better sense if their own career objectives and interests. Apart from reliving
boredom, job rotation allows trainees to build rapport cooperation among
Under this method of training, the trainee is separated from the job situation
ad his attention is focused upon learning the materials related to his future
job performance. There is an opportunity for freedom of expression for the
trainees. Off-the-job methods are as follows:
a) Vestibule Training:
In this method, actual work conditions are simulated in a class room.
Material, files and equipment- those that are used in actual job performance
are also used in the training. This type of training is commonly used for
training personnel for clerical and semi-skilled jobs. The duration of this
training range from a few days to a few weeks. Theory can be related to
practice in this method.
b) Role playing:
It is defined as method of human interaction that involves realistic behavior in
imaginary situations. This method of training involves action, doing and
practice. The participants play the role of certain characters such as the
production manager, mechanical engineer, superintendents, maintenance
engineer, quality control inspector, foremen, workers and the like. This
method is mostly used for developing interpersonal interactions and relations.
c) Lecture method:
The lecture is a traditional and direct method of instruction. The instructor
organizes the material and gives it to a group of trainees in the form of a talk.
To be effective, the lecture must motivate and create interest among the
trainees. An advantage of lecture method is direct and can be used for a large
group of trainees. Thus, costs and time involved are reduced. The major
limitation of the lecture method is that it does not provide for transfer of
training effectively.
d) Conference / discussion approach:
In this method, the trainers deliver a lecture and involve the trainee in a
discussion so that his doubts about the job get clarified. When big organization
use this method, the trainer uses audio-visual aids such as black board, mock
ups and slides; in some cases the lecture are videotapes or audio taped. Even
the trainee’s presentation can be taped for self confrontation and self-
assessment. The conference is, thus a group-centered where there is a
clarification of ideas, communication of procedures and standards to the
trainees. Those individuals who have a general educational background and
whatever specific skills are required- such as typing, shorthand, office
Training is the act of improving one’s knowledge and skill to improve his/her
job performance. Training is job – oriented. It bridges the gap between what
the employee has and what the job demands. For that matter, imparting to
employees working in all organized sectors of human activity is longer a
matter of debate. The need for training has been recognized as essential
activity not only in the business organizations, but also in academic
institution, professional bodies and the government department.
IMPARTANCE OF TRAINING:
The importance of training can best be appreciated with the help of various
advantages it offers to both employees and employer.
1.Better performance:
Training improves employee’s ability and skills, in turn improves employee’s
performance both in quality and quantity. Better or increased employee
performance directly leads to increased operational productivity and increased
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distribution inside the country. In fact the main function of a port is to develop
country’s foreign trade, Export and Import.
The New Mangalore harbor project started in 1962 was complete in May
1974. The New Mangalore Port was declared as the 9th Major port on 4th May 1974
and was formally inaugurated by the former Prime Minister of India, Smt.Indira
Gandhi on 11th January 1975.
Till 31st March 1980, Government of India centrally administered both the
project and the port. On 1st April 1980, the port trust board was set up under the
major port trust Act 1963 and was inaugurated by the minister for shipping and
transport, Mr. A.P.Sharma on 31st March 1980. Since then, the port has been
functioning as the 10th major port trust and is fallen in line with other major port
trusts functioning in the country.
New Mangalore Port is well connected by Rail, Road and Air and is
strategically placed. The New Mangalore Port is popularly known as “THE
GATEWAY OF KARNATAKA.
Historical background:
Even though the Minor Port of Mangalore was one among the 19 such ports
in the state of Karnataka with a sea-coast of 285 k/ms, the Mangalore Port had a
long maritime history of its own as is evident from the fact that the geographer
Ptolemy of second century AD has made a mention of Mangalore in his
travelogue. The old port of Mangalore had played a vital role in the golden ore of
Karnataka when it served as an important gateway to the illustrious Hindu Empire
of Vijayanagar for brisk trade in silk and spices.
Being a natural outlet of strategic importance, Hyder Ali and Tippu Sultan
the former rulers of Mysore maintained a dockyard and arsenal at Mangalore in
18th century. The defeat of Tippu Sultan by the British brought this region of south
Karnataka under presidency of Madras Province and this position was retained till
the re-organization of the state in 1956, when the South Kanara and other were
merged with Karnataka state.
Objectives
Mi
nister of surface transport is the supreme head representing central government
for NMPT. He overall responsibility for efficient management and operation of
major ports vests in central government followed by board of trustees with
strength of 17 members. Major ports are autonomous bodies run by the Board
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of trustees, constituted under the major ports act 1963. The trustees, appointed
on these boards by the central government, representatives, interests and
workers employed in port.
Organization structure and responsibilities
The department maintains and operates all civil maintenance works related
to port operation and execute revenue and capital works related to infrastructural
development works as well as management of estate. The department is also in
charge of capital and maintenance dredging.
and shippers. Besides, this division prepares review reports on various operational
parameters and monitors the port operation to reduce non working time and
improve the turnaround time of the vessels called at the port. Deputy Director is
the head of the port. Deputy Director is the head of the M.S.D. preceded by other
staff.
REVIEW OF LITERATURE
Kirkpatrick (1971)
British Airways assessed the effectiveness of the Managing People First (MPF)
training by measuring the value shift, commitment, and empowerment of the
trainees. An in-depth interview was used to measure the action potential (energy
generated in the participants by the course) and level of action as a result of the
course. A want level was used to measure the action potential and a do level for the
action. Each measurement was assigned a value of high, medium, or low.
However, high, medium, and low were not defined.
Robert (1988) in his study “The Pygmalion Effect” personal journal describes
the “Pygmalion Effect” or the “Behavior Science Principle” which states that an
employees’ success is directly related to the company’s expectation. Good
management training practice is discussed. Such as recognizing employees
potential for improved performance showing confidence in the staff marinating an
in-going dialogue setting, high performance standards complimenting, criticizing
constructively and with empathy, helping people advance and overcome self-
defects.
Lookatch (1991) and ASTD (2002) reported that only one in ten organizations
attempted to gather any results-based evaluation. In 1952, Donald Kirkpatrick
(1996) conducted doctoral research to evaluate a supervisory training program.
Kirkpatrick’s goal was to measure the participants’ reaction to the program, the
amount of learning that took place, the extent of behavior change after participants
returned to their jobs, and any final results from a change in behavior achieved by
participants after they returned to work.
Wagner & Roland, (1992). Over 20 organizations and 5,000 participants were
studied. Three measures were used to determine behavioral changes. Measure one
was a questionnaire completed by participant s both before and after training. The
second measure was supervisory reports completed on the functioning of work
groups before and after training. The third measure was interviews with managers,
other than the immediate supervisor, to obtain reactions to individual and work-
group performance after an OBERT program. Results reported showed no
significant changes in behavior.
Hopkins (1995)
There are several ways managers can use professional development to increase the
competence, skills, and leadership capacity of their employees. One way to do this
involves managers encouraging employees to pursue continuing education
opportunities and/or empowering employees through various leadership
opportunities within the organization.
Kirkpatrick, (1998)
From Kirkpatrick’s doctoral research, the concept of the four Kirkpatrick
measurement levels of evaluation emerged. While writing an article about training
in 1959, Kirkpatrick (1996) referred to these four measurement levels as the four
steps of a training evaluation. It is unclear even to Kirkpatrick how these four steps
became known as the Kirkpatrick Model, but this description persists today). As
reported in the literature, this model is most frequently applied to either
educational or technical training.
Jan (1999) in his study “Training and Development” reveals that a majority of
training programme relay that a majority of training programme relay on western
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Warr, Allan and Birdie (1999) evaluated a two-day technical training course
involving 123 mo tor-vehicle technicians over a seven- month period in a
longitudinal study using a variation of the Kirkpatrick Model. The main objective
of this study was to demonstrate that training improved performance, thereby
justifying the investment in the training as appropriate. Warr et al.(1999) suggested
that the levels in the Kirkpatrick Model may be interrelated. They investigated six
trainee features and one organizational characteristic that might predict outcomes
at each measurement level. The six trainee features studied were learning
motivation, confidence about the learning task, learning strategies, technical
qualifications, tenure, and age. The one organizational feature evaluated was
transfer climate which was defined as the extent to which the learning from the
training was actually applied on the job.
Boulmetis and Dutwin (2000) defined evaluation as the systematic process of
collecting and analyzing data in order to determine whether and to what degree
objectives were or are being achieved.
Phillips and Pulliam (2000) reported an additional measure of training
effectiveness,return on investment (ROI), was used by companies because of the
pressures placed on Human Resource Departments to produce measures of output
for total quality management (TQM) and continuous quality improvements (CQI)
and the threat of outsourcing due to downsizing. Great debate was found in the
training and development literature about the use of ROI measures of training
programs. Many training and development professionals believed that ROI was
too difficult and unreliable a measure to use for training evaluation (Barron,
1997).
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available (106) agents completed all four instruments and were included in this
study.
According to Heathfield (2001) there six tips to which helps training and
development that will transfer skills back to the job.
• Provide information for the employee about exactly what training session
will involve, prior to the training. Explain what is expected of the employees
at the training session.
• Make clear to the employee that the training is OMS responsibility and she
needs to take the training seriously.
• Make sure that internal or external training providers supply pre-training
assignments. Reading or thought- provoking exercises in advance of the
session promote thoughtful consideration of training content. Exercises or
self assessment, provided and scored in advance of the session, save
precious training time for interaction and new information.
• Train supervisors and managers either first or simultaneously so they know
and understand the skills and information provided in the training session.
• Ask supervisors to meet with employees prior to the training session.
Determine if key learning points are important for the organization in return
for the investment of his time in the training. Identify any obstacles the
employee may expect to experience as he transfers the training to the
workplace.
K ASWATHAPPA (2008)
Cambell (1971), “Training courses are typically designed for a short – term,
started set purpose, such as the operation of some piece of machinery, while
development involves a broader education for long – term purpose.”
Scott (1970) He told about “Instruction can help employees increase their level of
performance on their present assignment. Increased human performance often
directly leads to increased operational productivity and increased company profit.
METHODOLOGY
The research methods refer to the different methods which are used in research
studies. So, before starting any research a preliminary plan has to be drawn out.
The aim of the study and available resources should be understand at the outset.
The validity of any research lines to a great extent in the methodology is “The
systematic and scientific description of how a particular study has been carried
out.” An enquiry would be neither if is done along certain methodological lines
methodology includes the generis of the study the objectives the universe. The
sampling technique adopted the tools of data collection the research design the
limitation of the study undertaken.
Title of Study:
PROBLEM FORMULATION:
Training is act of increasing the knowledge and skills of an employee for doing a
particular job. Training is employed as techniques of control and also gives
information for developing new skills of a job. The primary concern of any
organization is to respond to this pressure, it may find itself rapidly losing
whatever share of the market it has.
The employee training imparts specific skills and knowledge to the employees,
so that they contribute to the organization efficiency and be able to cope with the
pressure of a changing environment. Research methodology is a way to
systematically solve the problem. In order to find out the truth involved in or
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problems, certain steps must be taken. In a certain order and the ordered steps are
called a method. This research methodology is very essential.
Aim of the researcher is to find out the level of satisfaction of employee and to
know about the different methods of training in the organization.
Objective of Study:
HYPOTHESIS:
“Training is necessary for the overall development of any organization”.
The purpose of the study is to gain more knowledge about Training and
Development to motivate the employees and to study about the training
programmes provided to the employees of the organization.
Sampling Technique:
The researcher used the simple random sampling method to collecting data.
Under simple random sampling every item of the universe has equal chance of
inclusion in the sample. Researcher selected this type of sampling because it
gives each event in the population an equal probability of being a sample.
INCLUSION CRITERIA:
All the operational employees were taken for the study.
All the employees from various departments such as cargo handling
Employees, Training department, Traffic department, Statistical and
Research department.
EXCLUSION CRITERIA:
Executive Employers and Employees are excluded from the study.
Dock workers are excluded from the study.
RESEARCH DESIGN:
The researcher adopted the descriptive research design for the study. Description
studies aim at pertaining accurately the characteristics of particular group or
situation researcher wants to study the practice of training at NMPT. The
descriptive research design helps to researcher to get a detailed study of practice of
training facilities at NMPT, Mangalore.
DATA COLLECTION:
The data and information has been collected through two sources namely
primary and secondary sources.
Primary Data:
The researcher collected data through questionnaire method the researcher
collected responses from 50 employees belonging to various department of NMPT.
Secondary Data:
The secondary data collected with the help of research guide at NMPT by
asking different details about the organization. Details were from annul reports,
Company profile, Articles and reference books of NMPT and also from website of
NMPT.
INSTRUMENT:
Questionnaire method was used to collect the data from the respondents.
assigned to the variable which courses the proper evaluation. This method in
analysis by reducing the quantity of the data.
Tabulation:
Arrangement of data into concise and logical order is the next step. Percentage
are worked out after grouping the data into seta and categories, charts and diagram
will be prepared where ever necessary.
Limitations of the study:
Every study has its own limitation due to unavailable circumstance.
The duration of the study is not sufficient for an in depth study.
The study is limited only to the employees of NMPT, Mangalore.
Collected the data within the work schedule.
All departments have not covered on the base of time and limitation and
work procedure.
Study conducted only for academic purpose and self interest.
Within the time limitation the study has been conducted.
ANALYSIS AND INTERPRETATION
Analysis and interpretation are central steps in the research process involves
breaking down existing complex factor into simple parts and putting the part
together in new arrangement for the purpose interpretation. Thus the goal of
analysis is to summaries the date in such a way that they provide answer to the
questions that the research interprets.
02 Female 20 40.00
Total 50 100.0
0
Table No. 1
From the above Table out of total 50 respondents more than half 30 respondents
(60.00 per cent) are male and remaining less than quarter 20 respondents (40.00
per cent) are female.
Table No. 02
Age of the Respondents.
Sl. Age of the Respondents No of the Per
No Respondents cent
01 Below 20 years 00 00.00
02 21-25 years 00 00.00
03 26-30 years 04 08.00
04 31-40 years 13 26.00
05 Above 40years 33 66.00
Total 50 100.00
From the above Table out of total 50 respondents, less than quarter 33 respondents
(66.00 per cent) are belonging to the age group of above 40 years, 13 respondents
(26.00 per cent) of them are between the age group of 31-40years, 04 respondents
(08.00 per cent) of them are between 26-30 years
It is inferred from the above interpretation that Majority of the respondents are
belonging to the age group of 40 years and above.
Table No. 03
Marital status of the Respondents.
Sl. Marital status No of the Per
No Respondents cent
01 Yes 21 42.00
02 No 29 58.00
Total 50 100.00
From the above table show that among 50 respondents, more than half i.e. 29
respondents (58.00 per cent) are Unmarried, and remaining 21 respondents (42.00
per cent) are married.
It clearly indicates from the above interpretation that, Majority of the employees
are Unmarried.
Table No. 04
Educational Qualification.
Sl. Educational No of the Per
No Qualification Respondents cent
01 Undergraduate 26 52.00
02 Graduate 23 46.00
03 Master degree 01 02.00
04 ITI/Diploma 00 00.00
Total 50 100.00
Above table shows that out of 50 respondents, just above the quarter i.e. 26(52.00
per cent) of the respondents are Undergraduate are Graduate Holders, less than half
i.e. 23(46.00 per cent) of them are Master degree Holders, and remaining 1(2.00
per cent) respondents are master degree holders.
It is inferred from the above analysis that majority 26(52.00 per cent) of the
respondents are Undergraduates.
Table No. 05
Work experience
Sl. Work experience No of the Per
No Respondents cent
01 Below 1 years 01 02.00
02 1-5years 00 00.00
03 6-10 years 01 02.00
04 11-15 years 13 26.00
05 16-20 years 35 70.00
Total 50 100.00
From above table out of total 50 respondents just more than half 35 respondents
(70.00 per cent) have work experience of above 16-20 years, just above the quarter
13 (26.00 per cent) respondents possess work experience of 11-15 years, 1 (2.00
per cent) 0f them possess 6-10 years of work experience, and remaining 1 (2.00 per
cent) of the respondents have the work experience of 1 years.
It is inferred the above analysis that majority 35 (70.00 per cent) have the work
experience of above 16-20 years.
Table No. 06
Training programmes are conducted.
Sl. Response of the No of the Per
No Respondents Respondents cent
01 Monthly 07 14.00
02 Quarterly 09 18.00
03 Annually 34 68.00
Total 50 100.00
From the above table out of 50 respondents, more than half i.e. 34 respondents
(68.00 per cent) of the respondents are trained annually, 09 (18.00per cent) of them
are trained quarterly, and remaining 07 (14.00 per cent) of the respondents are
trained monthly.
It is inferred from the above analysis that majority 34 respondents (68.00 per
cent) often trained annually.
Table No. 07
Necessary for the Training Programme.
Sl. Response of Respondents No of the Per
No Respondents cent
From the above table out of total 50 respondents, just below half 23 (46.00 per
cent) respondents opinioned that training programme is necessary to some extent,
16 (32.00 per cent) respondents need training programmes, 09 (18.00 per cent)
respondents feel training programmes are not necessary and remaining 02 (04.00
per cent) respondents feel training programme are not at all necessary.
It is inferred from the above analysis that majority 23 (46.00 per cent) respondents
opinioned that training programme is necessary to some extent.
Table.No.08
Opinion regarding duration of Training programme.
From the above table we can see that 28 (56.00 per cent) of the respondents say
that duration of training programme can be improved, where 13 (26.00 per cent) of
the respondents feel that training duration is inadequate and the rest of the
respondents 09 (18.00 per cent) reported that duration of the programme is
adequate.
It is inferred from the above analysis that majority 28 (56.00 per cent) respondents
say that duration of training programme can be improved.
Table No. 09
Opinion to get trained in the areas of their preference.
Sl. Response of No of the Per
No Respondents Respondents cent
01 Yes 37 74.00
02 No 13 26.00
Total 50 100.00
From above table out of 50 respondents, more than half 37 (74.00 per cent) of the
respondents opinioned that they are trained in their preference areas and remaining
13 (26.00 per cent) of the respondents do not agree to the above mentioned
statement.
It is inferred from the above analysis that majority 37 (74.00 per cent) of the
respondents opinioned that they are trained in their preference areas.
Table No.10
Kind of Training getting from the organization.
Sl. Response of No of the Per
No Respondents Respondents cent
01 Technical 06 12.00
02 Manual 04 08.00
03 Official 34 68.00
04 Safety 06 12.00
05 Any other 00 00.00
Total 50 100.00
From above table out of 50 respondents 34 (68.00 per cent) respondents are getting
official training, 6 (12.00 per cent) respondents are getting technical training,
6(12.00 per cent) respondents are getting safety training and the remaining 4(8.00
per cent) respondents are getting manual training.
It is inferred from the above analysis that majority 34(68.00 per cent) respondents
are getting official training.
Table No.11
Adequate importance is given for the training.
Sl. Response of No of the Per
No Respondents Respondents cent
01 Not at all true 10 20.00
02 To some extent 25 50.00
03 Very true 15 30.00
Total 50 100.00
From above table out of 50 respondents 25 (50.00 per cent) respondents opinioned
that adequate importance is given for training to some extent, 15 (30.00 per cent)
respondents opinioned that ‘Training is given adequate importance’ and the
remaining 10(20.00 per cent) respondents opinioned that training is not at all
given adequate importance.
It is inferred from the above analysis that majority 25 (50.00 per cent) respondents
opinioned that adequate importance is given for training to some extent.
Table No.12
Senior line managers are eager in helping juniors to develop them through
training.
Sl. Response of No of the Per
No Respondents Respondents cent
01 Disagree 13 26.00
02 Agree to some extent 26 52.00
03 Agree 11 22.00
Total 50 100.00
From above table out of 50 respondents 26 (52.00 per cent) respondents agree to
some extent that senior line managers are eager to help juniors in developing them
through training, 13(26.00 per cent) respondents disagree that ‘Senior line
managers are eager to help juniors to develop them through training’ and the
remaining 11(22.00 per cent) respondents agree to the above statement.
It is inferred from the above analysis that majority 26 (52.00per cent) respondents
agree to some extent that senior line managers are eager to help juniors in
developing them through training.
Table No.13
Adequate free time is given to the employees to reflect and plan for
improvement after the training.
From above table out of 50 respondents 28 (56.00 per cent) respondents Agree to
some extent that adequate free time is given to the employees to reflect and plan
for improvement after the training.11(22.00 per cent) respondents agree and
disagree that adequate free time is given to the employees to reflect and plan for
improvement after the training’ respectively.
It is inferred from the above analysis that majority 28 (56.00per cent) respondents
Agree to some extent that adequate free time is given to the employees to reflect
and plan for improvement after the training.
Table No.14
Training programmes are organized well.
Sl. Response of No of the Per
No respondents Respondents cent
01 Very well 06 12.00
02 Well 15 30.00
03 Average 23 46.00
04 Not well 06 12.00
05 Very poor 00 00.00
Total 50 100.00
From the above table out of 50 respondents, more than half i.e. 23 respondents
(46.00 per cent) of the respondents opinioned that training programmes are
organized to an average extent, 15 (30.00 per cent) say that training programmes
are well organized and remaining 06 (12.00 per cent)respondents opinioned that
training programmed is organized very well and poor respectively
It is inferred from the above analysis that majority 23 respondents (46.00 per
cent) of the respondents opinioned that training programmes are organized to an
average extent
Table No.15
Evident change in the performance after getting training.
From above table out of 50 respondents, more than half 39 (78.00 per cent) of the
respondents say that there is an Evident change in their performance after getting
training, and remaining 11(22.00 per cent) of the respondents say no to it.
It is inferred from the above analysis that majority 39 respondents (78.00 per cent)
say that there is an Evident change in their performance after getting training
Table No. 16
Training programmes will provide an opportunity to bring out the hidden
skills.
Sl. Response of the No of the Per
No Respondents Respondents cent
01 Yes 40 80.00
02 No 10 20.00
Total 50 100.00
From above table out of 50 respondents, more than half 40 (80.00 per cent) of the
respondents say that Training programmes will provide an opportunity to bring out
the hidden skills, and remaining 10 (20.00 per cent) of the respondents say no to it.
It is inferred from the above analysis that majority 39 respondents (78.00 per cent)
Training programmes will provide an opportunity to bring out the hidden skills.
Table No. 17
Aware of the selection procedure for training.
From above table out of 50 respondents 15 (30.00 per cent) respondents opinioned
that selection procedure for training is need based, 12 (24.00 per cent) are of the
opinioned that it is based on Departments, 11(22.00 per cent) respondents
opinioned that is based on seniority, 08 (16.00 per cent) respondents say it is on the
appraisal and remaining 02 (04.00 per cent) respondents opined selection
procedure for training is based on random and any other criteria respectively.
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It is inferred from the above analysis that majority 15 (30.00 per cent) respondents
opinioned that selection procedure for training is need based.
Table No.18
Development of the personality after attending the training.
From above table out of 50 respondents, more than half 43 (86.00 per cent) of the
respondents say that their personality developed after attending the training and
remaining 07 (14.00 per cent) of the respondents opinioned negative to it.
It is inferred from the above analysis that majority 39 respondents (78.00 per cent)
say that their personality developed after attending the training.
Table no. 19
Procedure of training need to be changed.
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From above table out of 50 respondents, more than half 31 (62.00 per cent) of the
respondents say that Procedure of training need to be changed, and remaining 19
(38.00 per cent) of the respondents opinioned that procedure of training need not
be changed.
It is inferred from the above analysis that majority 31 respondents (62.00 per cent)
say that Procedure of training need to be changed.
Table.No.20
Interest that will be considered while setting the objectives of the training
programme.
Sl. Response of the No of the Per
No respondents Respondents cent
01 Employees 15 30.00
02 Employer 11 22.00
03 Both 24 48.00
Total 50 100.0
0
From above table out of 50 respondents 24 (48.00 per cent) respondents opinioned
that both employees and employers Interest will be considered while setting the
objectives of the training programme, 15(30.00 per cent) are of the opinioned that
employees ‘Interest will be considered while setting the objectives of the training
programme’, and the remaining 11(22.00 per cent) respondents opinioned that it is
employers, interest will be considered while setting the objectives of the training
programme .
It is inferred from the above analysis that majority 24 (48.00per cent) respondents
opinioned that both employees and employers Interest will be considered while
setting the objectives of the training programme.
Table.No.21
Training will improve confidence in work.
Sl. Response of the No of the Per
No respondents Respondents cent
01 Yes 44 88.00
02 No 06 12.00
Total 50 100.00
From the above table shows out of 50 respondents more than half 44 (88.00 per
cent) opinioned that their confidence level in work increased and remaining 06
(12.00 per cent) respondents opinioned that their confidence level did not increased
the confidence level of work.
It is inferred from the above analysis that majority 44 (88.00per cent) respondents
opinioned that their confidence level in work increased.
Table No. 22
Trained on safety measures.
From the above table shows out of 50 respondents more than half 36 (72.00 per
cent) respondents opinioned that they are not trained on safety measures, and
remaining 14 (28.00 per cent) respondents are trained in the safety measures.
It is inferred from the above analysis that majority 36 (72.00per cent) respondents
opinioned that they are not trained on safety measures.
Table No. 23
Developments after getting the training.
Sl. Response of the respondents No of the Per
No Respondents cent
01 Skills development 10 20
02 Aptitude development 04 08
03 Updating the existing knowledge 08 16
04 Acquiring new knowledge 28 56
Total 50 100
From the above table out of total 50 respondents, just below half 28 (56.00 per
cent) respondents opinioned that new knowledge is acquired after getting the
training, 10 (20.00 per cent) respondents it is skills development, 08 (16.00 per
cent) respondents say it is updating the existing knowledge, and remaining 04
(08.00 per cent) respondents feel their aptitude develops after getting the training.
It is inferred from the above analysis that majority 28 (56.00 per cent) respondents
opinioned that new knowledge is acquired after getting the training.
Table No. 24
Training centre is well equipped to organize the training programmes.
Sl. Response of the No of the Per
No respondents Respondents cent
01 Yes 42 84.00
02 No 08 16.00
Total 50 100.00
From the above table shows out of 50 respondents more than half 42 (84.00 per
cent) answered that training centre is well equipped for organizing the training
programme and remaining 08 (16.00 per cent) of the respondents opinioned
negatively to the above.
It is inferred from the above analysis that majority 42 (84.00per cent) respondents
are of the opinion that training centre is well equipped for organizing the training
programme.
Table No. 25
Resource person of the training progrmme are efficient.
Sl. Response of the No of the Per
No respondents Respondents cent
01 Yes 31 62.00
02 No 19 38.00
Total 50 100.00
From above table out of 50 respondents, more than half 31 (62.00 per cent) of the
respondents say that ‘Resource person of the training progrmme are efficient’ and
remaining 19 (38.00 per cent) of the respondents opinioned that resource person
for the training programme is not efficient.
It is inferred from the above analysis that majority 31(62.00 per cent) respondents
say that ‘Resource person of the training progrmme are efficient.
Table. No. 26
The organization considers training as a part of organizational strategy.
From the above table out of 50 respondents more than half 22 (44.00 per cent) of
the respondents agreed that the organization considers training as a part of
organizational strategy, 14 (28.00 per cent) respondents strongly agree that the
organization considers training as a part of organizational strategy 08 (16.00 per
cent) of the respondents disagree for the same and remaining 06 (12.00 per cent) of
the respondents somewhat agree for the above mentioned view.
It is inferred from the above analysis that majority 22(44.00per cent) respondents
agreed that the organization considers training as a part of organizational strategy.
Table.No.27
From the above table out of total 50 respondents, just below half 20 (40.00 per
cent) respondents opinioned that less than 10 training programmes are attended by
them in a year, 11 (22.00 per cent) respondents attended 11-20 training
programmes, 11 (22.00 per cent) respondents attended more than 41 training
programmes, and remaining 08 (16.00 per cent) respondents attended 21-40
training programmes in a year.
It is inferred from the above analysis that majority 20 (40.00 per cent) respondents
opinioned that that less than 10 training programmes are attended by them in a
year.
Table No. 28
Trainings are more for.
From the above table out of total 50 respondents, just below half 26 (52.00 per
cent) respondents opinioned that trainings are organized more based on
requirement, 09 (18.00 per cent) respondents opinioned that trainings are more to
the senior staffs, 09 (18.00 per cent) respondents say it is for junior staffs, and
remaining 06 (12.00 per cent) respondents opinioned that trainings are more for the
new staff.
It is inferred from the above analysis that majority 26 (56.00 per cent) respondents
opinioned that trainings are organized more based on requirement.
Table No. 29
Important barriers to training and development progarammes.
Sl. Response of the respondents No of the Per
No Respondents cent
01 Time 04 08.00
02 Money 19 38.00
03 Lack of interest by the staff 14 28.00
04 Non-availability of skilled 13 26.00
trainer
Total 50 100.00
From the above table out of total 50 respondents, more than half 19 (38.00 per
cent) respondents answered that Money is Important barriers to training and
development progarammes, 14 (28.00 per cent) respondents opinion that it is lack
of interest by the staff, 13 (26.00 per cent) respondents say it is non-availability of
skilled trainer, and remaining 04 (08.00 per cent) respondents say it is the time the
important barrier to training and development programmes in the organization.
It is inferred from the above analysis that majority 19 (38.00 per cent) respondents
opinioned that Money is Important barriers to training and development
progarammes.
Table.No.30
Mode of training method used.
From the above table out of total 50 respondents, more than half 20 (40.00 per
cent) respondents answered that External training Mode of training method used,
16 (32.00 per cent) respondents say it is Programmed instruction, 10 (20.00 per
cent) respondents say it is Job rotation, and remaining 04 (08.00 per cent)
respondents say it is Conference/discussion mode is used for the training in the
organsation.
It is inferred from the above analysis that majority 20 (40.00 per cent) respondents
opinioned that External training Mode of training method used.
Table.No.31
Enough practical’s are conducted during the training sessions.
Sl. Response of the No of the Per
No respondents Respondents cent
01 Strongly agree 03 06.00
02 Agree 21 42.00
03 Somewhat agree 13 26.00
04 Disagree 13 26.00
Total 50 100.00
From above table shows that out of 50 respondents, just above the quarter i.e.
21(42.00 per cent) of the respondents are agree that enough practical’s are
provided during the training session, 13(26 per cent) of the respondents somewhat
agree to the above statement, 13(26.00 per cent) of the respondents do not agree to
the above statement and remaining 3(06.00 per cent) of the respondents strongly
agree that enough practices are provided during the training session in the
organization.
It is inferred from the above analysis that majority 21(42.00 per cent) of the
respondents that enough practical’s are provided during the training session.
Table.No.32
Employees are motivated to attend the training programmes.
From above table shows that out of 50 respondents, just above the quarter i.e.
20(40.00 per cent) of the respondents agree that employees are motivated to attend
the training, 12(24.00 per cent) of the respondents somewhat agree to the above
statement, 10(20.00 per cent) of the respondents disagree that employees are
motivated to attend the training and remaining 08(16.00 per cent) of the
respondents strongly agree that employees are motivated to attend the training.
It is inferred from the above analysis that majority 20(40.00 per cent) of the
respondents are agree that employees are motivated to attend the training.
Table.No.33
From above table shows that out of 50 respondents, just above the quarter i.e.
17(34.00 per cent) of the respondents opinioned that less than 1 month Duration is
needed for the implementation of the training programmes, 13(26.00 per cent) of
the respondents say the duration should be between 1-2 months, 11(22.00 per cent)
of the respondents opinion the duration to be more than 4 months, and remaining
09(18.00 per cent) of the respondents opinion that the training duration is 2-4
months.
It is inferred from the above analysis that majority 17(34.00 per cent) of the
respondents opinioned that less than 1 month Duration is needed for the
implementation of the training programmes.
Table.No.34
The kind of training imparted for the newly recruited employees.
Sl. Response of the No of the Per cent
No respondents Respondents
01 Technical training 11 22.00
02 Management 18 36.00
training
03 Presentation skill 13 26.00
04 Other 08 16.00
Total 50 100.00
From above table shows that out of 50 respondents, just above the quarter i.e.
18(36.00 per cent) of the respondents opinioned that management training is
imparted for the newly recruited employees, 13(26.00 per cent) of the respondents
opinioned that presentation skills are imparted to the newly recruited employees,
11(22.00 per cent) of the respondents opinioned that technical skill are imparted,
and remaining 08(16.00 per cent) of the respondents opinioned that any other
trainings are imparted to the newly recruited employees.
It is inferred from the above analysis that majority 18(36.00 per cent) of the
respondents opinioned that management training is imparted for the newly
recruited employees.
Table No. 35
Training and development programmes needed to make their carrier
aspirations to come true.
Sl. Response of the No of the Per
No respondents Respondents cent
01 Leadership training 12 24.00
02 External degree study 18 36.00
03 Formal meeting 15 30.00
procedures
04 other 05 10.00
Total 50 100.00
From the above table out of total 50 respondents, more than half 18 (36.00 per
cent) respondents answered that External degree study is needed to make their
career aspirations to come true, 15 (30.00 per cent) of the respondents opinioned it
is formal meeting procedures, 12 (24.00 per cent) of the respondents say it is
leadership training, and remaining 05 (10.00 per cent) of the respondents say it is
other study is needed to make their career aspirations to come true.
It is inferred from the above analysis that majority 18 (36.00 per cent) of the
respondents answered that External degree study is needed to make their career
aspirations to come true.
Table.No.36
The conditions that have to be improved during the training session.
From the above table out of total 50 respondents, more than half 17 (34.00 per
cent) respondents answered that Upgrade the information of the material given
during training should be improved during the training session, 15 (30.00 per cent)
of the respondents opinioned to reorganize the work place, 10 (20.00 per cent) of
the respondents opinion that interference should be removed, and remaining 08
(16.00 per cent) of the respondents opinioned that job should be redesigned during
the training sessions.
It is inferred from the above analysis that majority 17 (34.00 per cent) of the
respondents Upgrade the information of the material given during training should
be improved during the training session.
Table.No.37
Skills that should be possessed by the trainer to make it effective.
From the above table out of total 50 respondents, more than half 21 (42.00 per
cent) of the respondents opinioned that the trainer should possess People skills or
soft skills are more important than technical skills, 10 (20.00 per cent) respondents
opinioned that trainer should possess technical skills and Generalist is better than
the specialist, and remaining 09 (18.00 per cent) of the respondents opinioned that
trainer should be Found of talking to people .
It is inferred from the above analysis that majority 21 (42.00 per cent) of the
respondents that the trainer should possess People skills or soft skills are more
important than technical skills
Table.No.38
Reason for the shortage of skilled man power at workplace.
Sl. Response of the respondents No of the Per
No Respondents cent
01 Lack of planning 12 24.00
02 Lack of support from senior staff 15 30.00
03 Lack of proper guidance and training at 16 32.00
workplace
04 Lack of quality education at primary and 07 14.00
secondary level
Total 50 100.00
From above table out of 50 respondents 16 (32.00 per cent) respondents opinioned
that due to the Lack of proper guidance and training at workplace there is a
shortage of skilled man power at work place, 15(30.00 per cent) are of the opinion
that Reason for the shortage of skilled man power at workplace’ is Lack of support
from senior staff , 12(24.00 per cent) respondents opinioned that it is Lack of
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planning, and remaining 07 (14.00 per cent)of the respondents opinioned that it is
Lack of quality education at primary and secondary level.
It is inferred from the above analysis that majority 16 (32.00 per cent) respondents
due to the Lack of proper guidance and training at workplace there is a shortage of
skilled man power at work place.
Table.No.39
Training needed to perform other jobs.
Sl. No Response of the respondents No of the Per cent
Respondents
01 Safety awareness 16 32.00
02 Negotiation skills 10 20.00
03 Machine operations 14 28.00
04 Occupational health 10 20.00
Total 50 100.00
From the above table that out of 50 respondents just more than half 16 (32.00 per
cent) of the respondents opinioned that safety awareness is needed to perform other
jobs, 14 (28.00 per cent) of the respondents opinioned that they need training on
machine operations, 10 (20.00 per cent) of the respondents say they need
negotiation skills, and remaining 10 (20.00 per cent) of the respondents need
training on the occupational health to perform the other job.
It is inferred from the above analysis that majority 16 (32.00 per cent) respondents
opinioned that safety awareness is needed to perform other jobs.
Table.No.40
General complaints about the training sessions.
Sl. Response of the respondents No of the Per
No Respondents cent
01 Take away precious time of employees 10 20.00
02 Too many gaps between the sessions 16 32.00
03 Training sessions are unplanned 15 30.00
04 Boring and not useful 09 18.00
Total 50 100.00
From the above table that out of 50 respondents just more than half 16 (32.00 per
cent) of the respondents complained that training programme has Too many gaps
between the sessions, 15 (30.00 per cent) of the respondents complain that training
sessions are unplanned, 10 (20.00 per cent) of the respondents complained that
training sessions Takes away precious time of employees, and remaining 09 (18.00
per cent) of the respondents complained that training sessions are Boring and not
useful.
It is inferred from the above analysis that majority 16 (32.00 per cent) respondents
complained that training programme has too many gaps between the sessions.
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Table. No. 41
Degree to which the training objective is met.
From the above table that out of 50 respondents just more than half 22 (44.00 per
cent) of the respondents opinioned that Some training objective is met after the
training programme, 14 (28.00 per cent) of the respondents opinioned that training
objective is met according to the need, 11 (22.00 per cent) of the respondents
opinioned that all the training objectives are met in the training, and remaining 03
(06.00 per cent) of the respondents say that none of the training objectives are met
after the training programme.
It is inferred from the above analysis that majority 22 (44.00 per cent) respondents
opinioned that some training objective is met after the training programme.
Table.No.42
Come across with any problems during the training sessions.
From above table out of 50 respondents, more than half 38 (76.00 per cent) of the
respondents opinioned that they dint come across any problems during the training
session, and remaining 12 (24.00 per cent) of the respondents opinioned that they
came across some problems during the training sessions.
It is inferred from the above analysis that majority 38 (76.00 per cent) respondents
opinioned that they dint come across any problems during the training session.
Hereby the researcher makes a few observations from the answers derives a few
suggestion for improving the Training and development of the company. Since,
this study is taken up purely for academic interest of the student the suggestions
may not be controversial.
FINDINGS:
The final chapter attempts to recapture the major findings of this study, it aims
at highlighting the implications of these findings.
Majority 20 (40.00 per cent) respondents opinioned that that less than 10
training programmes are attended by them in a year.
Majority 26 (56.00 per cent) respondents opinioned that trainings are
organized more based on requirement.
Majority 19 (38.00 per cent) respondents opinioned that Money is Important
barriers to training and development progarammes.
Majority 20 (40.00 per cent) respondents opinioned that External training
Mode of training method used.
Majority 21(42.00 per cent) of the respondents that enough practical’s are
provided during the training session.
Majority 20(40.00 per cent) of the respondents are agree that employees are
motivated to attend the training.
Majority 17(34.00 per cent) of the respondents opinioned that less than 1
month Duration is needed for the implementation of the training
programmes.
Majority 18(36.00 per cent) of the respondents opinioned that management
training is imparted for the newly recruited employees.
Majority 18 (36.00 per cent) of the respondents answered that External
degree study is needed to make their career aspirations to come true.
Majority 17 (34.00 per cent) of the respondents Upgrade the information of
the material given during training should be improved during the training
session.
Majority 21 (42.00 per cent) of the respondents that the trainer should
possess People skills or soft skills are more important than technical skills
Majority 16 (32.00 per cent) respondents due to the Lack of proper guidance
and training at workplace there is a shortage of skilled man power at work
place.
SUGGESTIONS
Following are some of the suggestions that may be recommended for the
improvement of the training programme.
Conclusion
The New Mangalore Port is the fastest growing port in India; as a result it
has all modern techniques of cargo-handling which makes work faster and
easier. The success of every organization depends on its resource, if the
organization is able to manage its resources well then it can excel.
Training make a very important contribution to the development of the
organization’s human resources and hence to the achievement of its aims
and objectives. To achieve its purpose, training needs to be effectively
managed so the right training is given to the right people, in the right form,
at the right time and it the right costs. Training has gained importance in
present day environment where jobs are complex and change rapidly.
Training is a learning experience designed to achieve a relatively permanent
change in an individual that will improve the ability to perform on the job.
Training is planned programme designed to improve performance and bring
about measurable changes in knowledge, skills, attitude and social behavior
of employees.
BIBLIOGRAPHY
Chhabra T.N, Human Resource Management, Dhanpat Rai and Co (P) Ltd.
New Delhi. Fourth revised edition, (2008) pp.225.
A need for HRD, HRD times Andhra Pradesh oct. (2006) p.23.
JOURNALS.
The Lagoon (House journal of New Mangalore Port Trust),
October 2008, vol- III No 7.
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Internet resources
www.NMPT.com
www.hrguru.com
www.kfli.com
www.indianportassociation.com
QUESTIONNAIRE
Dear sir/madam,
Myself Mr. DHANARAJ NAIK.P.G.4th semester M.S.W. student specializing in
HRD. Studying in srinivas institute of management studies Mangalore, affiliated to
Mangalore University. I have under taken Research project as part of the study
curriculum. The title of the research project is “TRAINING AND
DEVELOPMENT”WITH REFERENCE TO NEW MANGALORE PORT
TRUST. PANAMBUR MANGALORE.
I kindly request you read each statement carefully and give appropriate
answers. This study is conducted for academic purpose only. I also assure you that
information given by you will be kept confidential.
Hence I solicit your kind co-operative in this respect and kindly to spare few
minutes for filling questionnaire.
e) 16-20 years ( )
To study the various Training programmers provided to employees.
PART-B
9) How often are you trained?
Monthly ( ) Quarterly ( ) Annually ( )
10) Is Training Programme Necessary?
a) Fully Necessary ( ) b) Necessary to some extent ( )
c) Not necessary ( ) d) Not at all ( )
11) What is your opinion regarding duration of Training Programme?
Adequate ( ) Inadequate ( ) can be improved ( )
12) Whether you have the opinion to get trained in the areas you prefer?
Yes ( ) No ( )
13) What kind of training you’re getting from organization?
f) Technical ( )
g) Manual ( )
h) Official ( )
i) Safety ( )
j) Any other ( )
To understand the satisfaction levels of the employees towards
Training programme.
14) Training of employees is given adequate importance in your organization?
Not at all true ( ) to some extent ( ) very true ( )
15) Senior line managers are eager to help their juniors In providing training to
them for Development?
Disagree ( ) agree to some extent ( ) Agree ( )
16) Employees returning from training are given adequate free time to reflect and
plan improvement in organization?
Not agree ( ) Agree to some extent ( ) Agree ( )
17) How well the Training Programs are organized?
27) Whether training center is well equipped for organizing training programme?
Yes ( ) No ( )
28) Do you feel that resources person of training program is efficient?
Yes ( ) No ( )
29) Your Organization considers training as a part of organizational strategy. Do
you agree with this statement?
32) What are all the important barriers to training and development in your
organization?
a) Time ( ) b) Money ( )
c) Lack of interest by the staff ( )
d) Non-availability of skilled trainer ( )
To understand the importance of Training in acquiring the skills
and efficiency of employees.
<
37) What type of training is being imparted for new recruitments in your
organization?
a)Technical training ( )
b)Management training( )
c)Presentation skill ( )
d)Other ( )
38) What Training and Development do you need to make your career aspirations
to come true?
40) What are the skills that the trainer should possess to make the training
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effective?
a) Lack of planning ( )
b) Lack of support from senior staff ( )
43) What are the general complaints about the training session?
44) Comment on the degree to which the training objective are met during the
training sessions:
a) Yes ( ) b) No ( )