project tranining and developement
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A STUDY ON
IMPORTANCE OF TRAINING AND DEVELOPMENTAT
wVARDHMAN FABRICS(a unit of Vardhman textiles
ltd.)Submitted To, Submitted ByMISS Bharti yaduwenshi Renu BadgujarProfessor MBA III Sem.
Scope Institute of Business Management
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DECLARATION
I Renu BadgujarClass M.B.A. III SEM (HR) College Scope
Institute of Business Management state that I got work place training
VARDHMAN FABRICS from 16/05/2012 to 30/06/2012 by being
personally present in the company and this project is prepared by me
and is completely fundamental.
Signature
Name Renu Badgujar
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CERTIFICATE OF THE GUIDE
This is to certify that the work place training project entitled,
TRAINING AND DEVELOPMENT with special reference to
VARDHMAN FABRICS is prepared by Renu Badgujar Class M.B.A. III
SEM (HR) under my guidance after taking training from VARDHMAN
FABRICS, BUDNI (M.P.)
SignatureName Of the Guide
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CERTIFICATE OF THE COMPANY
This is to certify that Renu Badgujar Class M.B.A. III SEM (HR)
got work place training in VARDHMAN FABRICS, BUDNI by being
personally present from 16/05/2012 to 30/06/2012
Signature
Name of the Guide
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ACKNOWLEDGEMENT
I Renu Badgujar the completion of my work place training in
VARDHMAN FABRICS,BUDNI (M.P.) I feel pleasure to thank Mr. Ni
tin Modh, Professor, Scope Institute of business management for
guiding me throughout the project work and leading me positively in
every subject of doubt.
I would like to extend my gratitude to all staff of Indore School
of Social Work for the valuable education they have provided during
this course curriculum.
I heartily thank my friends and colleagues for their immense
help that they had provided to me during my work place training
Report.
My special thanks to Mr. Lalit Mahajan, HR Manager,
Ms. Rashmi Jain, Mr. Mukesh Serohi, Mr. Lalit Sharma and different
employees of VARDHMAN FABRICS for providing me with
adequate information and help during training and for the fulfillment
of my project.
Renu Badgujar
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CONTENT
IIntroduction of Training
Training: concept
Principles of training Purpose of training
Training objectives Systematic approach to training
Responsibilities for training Quality records for training
Methods of training
On the job methods On the job methods
II METHODOLOGY Introduction
Statement of the problem Objectives of the study
III Area of study
About VARDHMAN FABRICSIV Tabulation & interpretation
V Findings & Conclusion Conclusion Interview schedule
VI Bibliography
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CHAPTER - I
INTRODUCTION OFTRAINING &
DEVELOPMENT
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Introduction of Training
Training refers to the acquisition of knowledge, skills, and competencies as a result
of the teaching of vocational or practical skills and knowledge that relates to specific
useful skills. It forms the core of apprenticeships and provides the backbone of
content at technical colleges and polytechnics. Today it is often referred to as
professional development.
Training & Development is the field concerned with workplace learning to
improve performance. Such training can be generally categorized as on-the-job or
off-the-job. On-the-job training that is given in a normal working situation, using the
actual tools, equipment, documents or materials that they will use when fully trained.
On-the-job training describes is usually most effective for vocational work. Off-the-job
training takes place away from normal work situation which means that the employee
is not regarded as productive worker when training is taking place. An advantage of
off-the-job training is that it allows people to get away from work and totally
concentrate on the training being given. This type of training is most effective for
training concepts and ideas.
TRAINING: Concept
Training is the act of increasing the knowledge and skills of an employee for
performing a particular job.
A trainee learns new habits, refined skills and useful knowledge during the
training that helps him improve performance.
Training involve the change of skills, knowledge, attitude or social behavior,which reflect
How employees work
Employees attitude towards work
Employees performance
PRINCIPLES OF TRAINING
Since training is a continuous process and not a one shot affair, and since itconsumes time and entails much expenditure, it is necessary that a training
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programme or policy should be prepared with great thought and care, for it should
serve the purposes of establishment as well as the needs of employees.
Certain general principles need to be considered while organizing a training
programme. For example:
Training in work organization trend to be most responsive to training
programme"s when they feel the need to learn.
Leaning is more effective where there is reinforcement in the form of rewards
and punishments.
In the long run, awards tend to be more effective for changing behavior and
increasing ones learning than punishment.
Rewards for the application of learned behavior are most useful when they
quickly follow the desired performance.
Negative reinforcement through application of penalties and heavy criticism following
inadequate performance may have a disruptive effect upon the learning experience
of the trainee than positive reinforcement.
The Need for Training
Good communications and consultation are essential for efficient operation in any
organization. However, their impact is often diminished by a lack of skill or knowledge
on the part of the participants. It is important, therefore, to provide both managers
and employees with training in the skills and techniques required for communication
and consultation.
Training can help employees better understand the information they are given and
can encourage them to play a fuller part in the way the organization conducts itsaffairs. Training courses in particular can be a useful way of giving employees factual
information about their employment because they necessarily include a substantial
element of explanation and provide opportunities for questions to be answered.
Managers have an important role to play in communicating and consulting and good
training can enable them to:
become more aware of the importance of good communication and
consultation practice
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understand their roles and responsibilities as communicators
Support those who are less outspoken and improve their ability to
communicate.
Training is particularly important for supervisors who have important communications
responsibilities but often limited experience. Communication and consultation skills
should have a place in any development programme for them as well as for other
managers.
Trade unions should also ensure that they provide adequate training for their
representatives to enable them to take a full part in employee communications and
consultation.
Wherever possible training should be participative and trainees should be
encouraged to exchange views, take part in discussions and share ideas and
experiences. Such participation not only makes for more effective training but also
helps to foster the idea of employee involvement which is an underlying principle of
consultation and communication.
It is good practice to evaluate periodically the effectiveness of any training
undertaken.
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Figure 1: Importance of Training
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TRAINING IN VARDHMAN FABRICS
PURPOSE OF TRAINIG
To stablish a system for identifying the training need and to provide the same so asto enable the employees of the unit to discharge their assigned responsibility as per
the desired quality & focus on customers specific requirements and employee
motivation and empowerment.
SCOPE
Applicable to all personel carrying out activites affecting the quality of product &
environment.
TRAINING OBJECTIVES
To prepare employee for the job meant for them while on first appointment, on
transfer, or on promotion, impart to the required skill and knowledge.
To assist the employees to function more effectively in their present position
by exposing them to the latest concepts, information, techniques, and
developing the skills that would be required in their particular fields.
To build a second line of competent officers and prepare them to occupy more
responsible positions.
SYSTEMATIC APPROACH TO TRAINING
Training is most effective when it is planned, implemented and evaluated in a
systematic way. Unplanned, uncoordinated and haphazard training efforts greatlyreduce the learning that can be expected. Table 1 shows three major components of
a systematic approach to training.
ASSESSMENT :- before assessing the training needs following must be considered-
a. INDIVIDUAL NEEDS training related to individual skill e.g. general
computer trining, communication skill etc.
b. OCCUPATIONAL NEEDS training related to individuals presentresponsibilities e.g. Working on a specific software training etc.
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c. ORGNIZATIONAL NEEDS training related to companys long term gole
e.g. training on TS 16949, ISO 14001, Fire Fighting, first aid etc.
IMPLEMENTATION :- Training program must be organized and documented as a
part of companys continuous on going improvement program.
EVALUATION :- compare training outcomes against criteria .
RESPONSIBILITIES FOR TRAINING
Training is the responsibility of four main groups.
The top management, which frames the training policy;
The personnel department, which plans, establishes and evaluates
instructional programs;
Supervisors, who implement and apply developmental procedure; and
Employees, who provide feedback, revision and suggestions for corporate
educational Endeavours.
Other responsibilities are given in description blow :
s.no Activity responsibility1 NEW EMPLOYEE INDUCTION
On joining the company each new employee must be given
basic induction on the companys profile, polices, system.
Officer HR
In case of refresher/trainee, initelly he she works under
supervision of related engineer/ supervisor /manager. His
work is to be supervised by the related officer
Officer HR
For initial 6 months, the perfornmance of new recruit to be
reviewed on two month basic, to assess-progress made by employee, & Training needs.
Concern
Department Head
2 ON-JOB TRAININGTraining should be given to operators/employees on-job to
enhance their skills.
Concern personnel
Record the training provided and review the records. Conc. Personnel +
Officer HRUpdate the employee training records and updation of skill
matrix of staff.
Officer HR
3 REGULAR TRAINING AND AEWARENESS PROGRAME
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(INTERNAL)
In every depatrtment regular intruction /awareness are
conducted for up keep & up gradation of knowledge,
awareness, skills, attitude, their participation for solving
present problems and achieving companys aim & objectives.
Conc. Dept. Head
4 SPECIAL TRAININGAssess the training needs required by the personel based on
the work assigned to individual personnel, problem being
faced if any through Appraisal form or training need
assessment form.
Conc. Dept. Head
Receive the identified training need form M.D/ Dept. Head
and compile the training the training need. Identify the trainerfor the required training programmes.
Officer HR
Get the training calendar approved from M.D. for getting
budget approvals.
Officer HR
In case of particular training could not be conducted for any
reason reschedule the training
Officer HR
Provide all logistic arrangement required during the in house
training
Officer HR
Get the feed back from the participant for the faculty / trainer
towards evaluating the program.
Officer HR
Evaluate the utilization of training imparted to the participantsin the Dept./ section and send the evaluation report OfficerHR for review. S
Conc. Dept. Head
For in effective training/ improper utilization of skills, discuswith the M.D./Dept. Head and if required, organize refreshertraining for such participants.
Officer HR
5 SPECIAL TRAINING Officer HREmployees to be encouraged to share their ideas/suggestion for continual impovernment and to promote
innovation towards achieving organization objectives e.g.Kaizen, Value Engg. Etc.
Officer HR
Attractive schemes to be introduced for employees for giving
their ideas e.g. in form of gift vouchers, prizes, recognitions
etc.
QUALITY RECORDS FOR TRAINING
FORMAT NAME FORMAT NUMBER RETENTION PERIOD
Appraisal form F01(TRG-P-01) Till working in CompanyTraining Need F02(TRG-P-01) Till working in Company
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Assessment formTraining Calendar F04(TRG-P-01) 1 year Training Feedback Form F05(TRG-P-01) 1 year Training Evaluation
Report
F06(TRG-P-01) Till working in Company
Employee MotivationSurvey
F07(TRG-P-01) 5 yrar
Individual TrainingRecordds
F08(TRG-P-01) Till working in Company
Skill Matrix F09(TRG-P-01) Till working in CompanyJob Descruption Sheets F010(TRG-P-01) Till working in CompanyInduction Evaluation
Reports
F011(TRG-P-01) Till working in Company
METHODS OF TRAINING
There are two types of training methods mainly used by the company
On the job methods
Off the job methods
On the job methods
On the job training: an employee is placed in a new job and is told how it is
to be performed by a trained instructor. Vestibule training or training center training: it involves classroom training
imparted with the help of equipment and machines identical to those in use at
the work place.
Simulation: it is an extension of vestibule training. The trainee works in
closely duplicated real job condition.
Demonstration and examples: here the trainer performs the activity himself,
going through a step-by-step explanation of the why, how and what of what heis doing.
Apprenticeship: each apprentice is given a programme of assignment
according to a predetermined scheduled which provides for efficient training
trade skills.
Off the job or classroom methods:
Here training is not a part of everyday job activity, location may be a company
classroom or an outside place.
Lectures: these are formally organized talks by an instructor on specific
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topics. They are useful for a very large group to be trained in a short time.
Conference method: here, a conference is held where mutual problems are
discussed and participants pool their ideas and experience in attempting to
arrive at better methods of dealing with these problems.
Seminar or team discussion:
Case discussion: here a real situation is presented to the group and
members are trained to identity the problem present. They must suggest
various alternatives for tackling them, analyze each one of these, find out their
comparative suitability, and decide for themselves the best solution.
Role-playing: here trainees act out a given role as they would in a stage
play. There are no written lines to be said and naturally, no rehearsals.
Programmed instruction: here programme knowledge is imparted with the
use of a textbook or a teaching machine.
T-group training: here learning about oneself and others through observing
and participating in an ongoing group is done.
SUPPORT MATERIAL FOR TRAINING
A variety of tools and equipment are utilized to impart effective training. These are:
Lectures, conferences, seminars and staff-meetings, demonstrations and
short course through coaching.
Role-playing and job rotation.
Case or project studies and problem-solving sessions.
Pamphlets, charts, brochures, booklets, handbooks, manuals, etc.
Graphs, pictures, books, slides, movie projectors, filmstrips, tapes, etc.
Posters, displays, notice and bulletin boards.
Reading rooms and libraries.
Under-study and plant visits.
Figure 2: The Structure of the Training Evaluation
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Using the diagram in Figure 1 as a structural framework, we can identify five basic
points at which we might take measurements, conduct assessments, or reach
judgments. These five points are indicated in the diagram by the numerals 1 through
5:
1. Before Training
2. During Training
3. After Training or Before Entry (Reentry)
4. In The Workplace
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CHAPTER II
METHODOLOGY
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METHODOLOGY
INTRODUCTION
This chapter describes the method being adopted to conduct research. Research
methodology enables systematic solution of the research problems. It serves as a
blue print which guides the researcher step by step and provides structure to the
research being conducted. The chapter throws light on the method of survey, data
processing, analysis and setting of study.
STATEMENT OF THE PROBLEM
Training is necessary for improving the quality of work of employees. There are some
other reasons also, for which this training becomes necessary. Given below are
various factors giving rise to the need for training: -
To impart to the new entrants the basic knowledge and skills they need for an
intelligent performance of definite tasks.
To assist employees to function more effectively in their present position by
exposing them to the latest concepts, information and techniques and
developing the skills they would need in their particular field.
People have not only to work but work effectively with the minimum of
supervision, minimum of cost, waste and spoilage, and to produce quality
goods and services.
Increasing use of fast changing techniques in production and other operations
requires training into newer methods for the operatives.
Old employee need refresher training to enable them to keep afresh of
changing techniques and the use of sophisticated tool and equipment.
Training is necessary when a person has to move from one job to another
because of transfer promotion or demotion.
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UNIVERSE STUDY
The trainee has taken all the staffs (135) of VARDHMAN FABRICS BUDNI (M.P.) as
a universe study.
SAMPLE SIZE
The trainee has taken 20 employee from the universe.
SAMPLING PROCEDURE
The selection was done on the basis of non-probability accidental sampling
because the trainee taken the employee from different departments, those who are
free from work that time.
OBJECTIVES OF THE STUDY
1. To understand type of training used in organization.
2. To know about the level of training programme.
3. To assess the view of the employee towards the training program
DATA COLLECTION
A. Source of data collection :
i. Primary sources :
Primary sources was the first time data collected by researcher. He gathered
information directly from employee i.e. workers, officers, trainees, executives and
managers.
ii. Secondary sources :
Secondary data was already available in the form of paper source. This included
documents, journals, newspaper articles, statistical studies and survey, magazines,
text books and scholarly research papers, manual and internet. Researcher used the
above resources as an additional one required for understanding and acquiring in
depth knowledge of the subject.
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B. Tools of data collection :
i. Interview schedule :
The interview scheduled was used to collect primary data from employee. Keeping
the objectives of study in mind the researcher designed the interview scheduled
comprising both open-ended and close-ended questions. And a structural interview
scheduled was used to collect information from employee.
ii. Uncontrolled observation :
Trainee did observations in an uncontrolled manner which means he had not decided
the parameters on which he would observe. He observed the body language,
expressions, way of talking and place of work of each respondent.
DATA PROCESSING
i. Scrutinizing the data :
The first was to scrutinize the information collected through interview schedule.Whole scrutinizing the data it was necessary to check the completeness of forms,
relevance and response of the questions, internal and external consistency.
ii. Code Book :
In code book each question converted in its shortest from and alternatives were
given different codes by researcher.
iii. Master Chart :
The master chart was prepared with the help of codes prescribed in the code book.This gives a clear picture of data.
iv. Tabulation :
The researcher to present the statistics in a tabulated form and to analyze those
findings prepared the tabulations.
v. Interpretation of data :
After the tabulation and percentage information is completed, the researcher then
interprets the tables and draw various inferences related to the subject.
vi. Statistical method :
Various statistical measures are applied by the researcher in the interpretation of his
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data collected.
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CHAPTER NO III
AREA OFSTUDY
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A B O U T V A R D H M A N F A B R I C S
Vardhman Group is a leading textile conglomerate in India having a turnover of $700mn. Spanning over 24 manufacturing facilities in five states across India, the Groupbusiness portfolio includes Yarn, Greige and Processed Fabric, Sewing Thread,Acrylic Fibre and Alloy Steel.
Vardhman Group manufacturing facilities include over 9,27,430 spindles, 55.5 tonsper day yarn and fibre dyeing, 900 shuttle less looms, 90 mn meters per annumprocessed fabric, 33 tons per day sewing thread, 20000 metric tons per annumacrylic fibre and 100,000 tons per annum special and alloy steel.
Vardhman has evolved through history from a small beginning in 1965 into a moderntextile major under the dynamic leadership of its chairman, S.P.Oswal. His vision andinsight has given Vardhman an enviable position in the textile industry. Under hisleadership, Vardhman is efficiently using resources to innovate, diversify, integrateand build its diverse operations into a dynamic modern enterprise.
HISTORY
The industrial city of Ludhiana, located in the fertile Malwa region of Central Punjab isotherwise known as the "Manchester of India". Within the precincts of this city islocated the Corporate headquarters of the Vardhman Group, a household name inNorthern India. The Vardhman Group, born in 1965, under the entrepreneurship ofLate Lala Rattan Chand Oswal has today blossomed into one of the largest TextileBusiness houses in India.
At its inception, Vardhman had an installed capacity of 14,000 spindles, today; itscapacity has increased multifold to over 8 lacs spindles. In 1982 the Group enteredthe sewing thread market in the country which was a forward integration of thebusiness. Today Vardhman Threads is the second largest producer of sewing threadin India. In 1990, it undertook yet another diversification - this time into the weavingbusiness. The grey fabric weaving unit at Baddi (HP), commissioned in 1990 with acapacity of 20,000 meters per day, has already made its mark as a quality producerof Grey poplin, sheeting, shirting in the domestic as well as foreign market. This wasfollowed by entry into fabric processing by setting up Auro Textiles at Baddi andVardhman Fabric at Budhni,Madhya Pradesh. Today the group has 900 shuttlelesslooms and has processing capacity of 90mn meters fabrics/annum.
In the year 1999 the Group has added yet another feather to its cap with the settingup of Vardhman Acrylics Ltd., Bharuch (Gujarat) which is a joint venture in Acrylic
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Fibre production undertaken with Marubeni and Exlan of Japan. The company alsohas a strong presence in the markets of Japan, Hong Kong, Korea, UK and EU inaddition to the domestic market. Adherence to systems and a true dedication toquality has resulted in obtaining the coveted ISO 9002/ ISO 14002 quality award
which is the first in Textile industry in India and yet another laurel to its credit.
.
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CHAPTER NO IV
TABULATIONS
&INTERPRETATIONS
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In this chapter the researcher show the data and interprets through tables,
graphs, which was collected during the data collection session.
In this chapter the researcher show the personal and job profile of the employee andalso show the, who training needs identified, perception of the workers towards the
training and development programme, practical applicability of training and
development
TABLE-2.1
Gender
Above Table-2.1 shows that 19 respondent are male only 1 is femal from the 20
employee. s
TABLE-3.2AGE
SR.NO. AGE NO. OF
RESPONDAN
PERCENTAGE
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SR.NO.Gender NO. OF
RESPONDAN
CES
PERCENTAGE
1. Male 19 952. Female 1 5
TOTAL 20 100
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CES
1. 20-30 12 602. 30-40 6 303. 40-50 2 10
4. 50-ABOVE 0 0TOTAL 20 100
Above Table-3.2 shows that maximum 60% employee are in the age in bitween 20-
30 years and 30% are in the age in bitween 30-40 years.
TABLE NO.4.3EDUCATIONAL QUALIFICATIONS
SR.NO. QUALIFICATIONNO. OF
RESPONDENTSPERCENTAGE
1. H.SC. 0 02. Graduate 5 253. Post Graduate . 5 254. Others 10 50
TOTAL 20 100
Table-4.3 shows that 50% of the respondent are heaving techinical and special
qualification . and 25% employee are graduate and same 25% employee are post
graduate.
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TABLE NO.5.4
EXPERIENCE
SR.NO. EXPERIENCENO. OF
RESPONDENTSPERCENTAGE
1. 01-05 09 45
2. 05-10 07 35
3. 10-15 03 15
4. Above 15 01 05
TOTAL 20 100
Table-5.4 shows that 45% employee have 01-05 years experience and 05%
employee have above 15 years experience.
Figure:5.4
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1
2
3
4
5
6
7
8
9
01_05
05_10
10_15
Above 15
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TABLE-9.5MONTHLY INCOME
SR.NO. INCOME (in rs)NO. OF
RESPONDENTSPERCENTAGE
1. 5000-10000 6 302. 10000-15000 5 253. 15000-20000 9 45
4. 20000 and above 0 0TOTAL 20 100
Table-9.5shows that 45% employees Have monthly income in bitween 5000-10000
rs, 25% empolyee have 10000-15000 nd 45& employee stated that of salary bitween
15000-20000.
TABLE-10.6
TRAINING PROVIDED
SR.NO.TRAINING PROVIDED NO. OF
RESPONDENTSPERCENTAGE
1. Yes 18 902. No 2 10TOTAL 20 100
Table-10.5 shows that 90% employee stated that company provided them any kind of
training and 10% employee sys that they are not giveg thriugh in any kind of training.
TABLE-11.7TYPE OF TRAINING
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SR.NO.TYPE OF TRAINING
ATTENDED
NO. OF
RESPONDENTSPERCENTAGE
1. Work related 10 552. safty related 3 153. Health related 2 104. For improving skill 5 25TOTAL 18 100
Table-11.7 shows that 55% employee stated that they got work related training,
17% employee says that they got sefty related training and 28% employee says that
it was the training of employee to increase/ improve their skills.
TABLE-13.8
PROCEDURE OF SELECTION
SR.NO.SELECTION
PROCEDURE
NO. OF
RESPONDENTSPERCENTAGE
1. Through Selection
process
6 33
2. Self demanding 0 03. Through need assesment 12 674. Any other 0 0TOTAL 18 100
Table-13.8 shows that 33% employee have selected through the selection
procedure of the company and 67% employeee stated that they have selected
through the need evaluation
TABLE-14.9
PLACE OF TRAINING
SR.NO. PLACE OF TRAININGNO. OF
RESPONDENTSPERCENTAGE
1. ON WORK PLACE 15 832. OTHER PLACE 3 17TOTAL 18 100
Table-14.9 shows that 83% employee get training at the work place AND 17%employee get training at any other place.
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TABLE-15.10
DURATION OF TRAINING
SR.NO. DURATIONNO. OF
RESPONDENTSPERCENTAGE
1. 1 day 18 1002. 2 days 0 03. 3 days 0 04. More than 3 0 0TOTAL 18 100
Table-15.10 shows that 100% employee got training of one day.
TABLE-16.11
LEVEL OF TRAINING
SR.NO. LEVELNO. OF
RESPONDENTSPERCENTAGE
1. High level 10 552. General 8 453. Low level 0 04. Cant say 0 0TOTA 18 100
Table-16.11 shows that 55% employee stated that the level of training was of high
level, and 45% employee stated that they got the training of general level.
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TABLE NO: - 17.12
TRAINER
SR.NO. TRIAINER NO. OFRESPONDE
NTS
PERCENTAGE
1. Internal Trainer 12 67
2. External Trainer 4 22
3. TrainedEmployee
2 11
TOTAL 18 100
Table17.12shows that 67% of the employee got training from the internl trainer, 22%
got training from external trainer and 11% of the of the employee got the training from
the other trained employees
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TABLE NO: - 18.13
PROCEDURE OF GIVING TRAINING
SR.NO. PROCEDURE NO. OFRESPONDE
NTS
PERCENTAGE
1. Verbaly 8 442. Techinicallymedium
3 17
3. Presentation 5 284. All of the above 2 11
TOTAL 18 100
According to table 18.13, 44% employee get training from varbaly, 17% employee
get training from techinically medium, 28% employee get training from presentation
and 11% of the employee stated that they have got trainig form all the three medium.
TABLE NO; - 19.14FREQUENCY OF TRAINING
SR.NO. ALTERNATIVES NO. OFRESPONDENTS
PERCENTAGE
1. Monthly 0 0
2. According to trainingcalender
18 100
3. According to need 0 04. Dont know 0 0
TOTAL 18 100
Table19.14 interprets that 100% and 10% employee stated that the company
provides training according to the training calender.
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TABLE NO: -20.15
LEVEL OF TRAINING METERIAL & KNOWLEDGE OF TRAINER
SR.NO. LEVEL NO. OFRESPONDENTS
PERCENTAGE
1. Satisfactory 15 832. Partly satisfactory 3 173. Un satisfactory 0 0
TOTAL 18 100
Teable 20.15 shows that 83% of the employee stated that the meterial which wasused in the training and the level of trainer was satisfactoryonly 17% employee statedtht it was partly satisfactory.
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TABLE NO: - 21.16NACESSICITY OF TRAINING
SR.NO. NACESSICITY NO. OFRESPONDENTS
PERCENTAGE
1. Yes 16 892. No 2 11
TOTAL 18 100
Teable 21.16 shows that 89% of the employee stated that the training is necessary
and 11% employee stated that it is not nacessary.
TABLE NO: - 22.17
IMPROVEMENT IN WORK CAPECITY BY TRAINING
SR.NO. ALTERNATIVES NO. OFRESPONDENTS
PERCENTAGE
1. Yes 14 782. No 0 03. Cant say 4 22
TOTAL 18 100
Teable 22.17 shows that 78% of the employee stated that the training helped him in
improving their working capacity and 22% employeee sayd that they can not say
anything about it.
TABLE NO: - 23.18
INCREMENT AND PROMOTION BY TRAINING
SR.NO. ALTERNATIVES NO. OFRESPONDENTS
PERCENTAGE
1. Yes 10 552. No 8 45
TOTAL 18 100
Teable 23.18 shows that 55% of the employee stated that the training helped him in
increasing their salary and promotion and 45% employee said that training has not
increased their salary.
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TABLE NO: - 24.19
COMPULSION OF TRAINING
SR.NO. ALTERNATIVES NO. OFRESPONDENTS
PERCENTAGE
1. Yes 15 832. No 3 17
TOTAL 18 100
Teable 24.19 shows that 83% of the employee stated that the training should have
to be done compulsoery for all the employee but the 17% of the employees were not
agreed with the same.
TABLE NO: - 25.20TRAINING IS IN FAVOUR OF WHOM
SR.NO. ALTERNATIVES RESPONDENTS PERCENTAGE
1. Employee 10 552. Employer 2 113. Both 6 34
TOTAL 20 100
Table 25.20 shows that the 55% of the employee ststed that the training is in the
favour of the employee, 11% saya that it is in the favour of the employer. And 34%
ststed that it is in the favour of both.
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CHAPTER V
FINDINGS
&CONCLUSION
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FINDINGS
Through the project the researcher derived various findings, which are provided and
highlighted as under: -1. Necessity of Training: - For personal development, necessity of training was
agreed upon by a majority of employee which implies that employees hereinare very
conscious about developing their competencies and abilities.
3.Technical Training: - The researcher noticed that more technical training is
carried out in VARDHMAN FABRICS Engineering India Pvt. Ltd, Pithampur as much
training is organized for labourers and supervisors who are technically qualified.
4.Acceptance For Training Programme: - Acceptance towards training programme
is quite high due to high improvement in quality and production of work and well
maintenance of machine by the employees. Also the work has every time fasten with
accuracy after training. The researcher also found that skills like productivity, quality,
removal of excessive scrap and waste, tension reduction, well acquaintance with
machines, etc. were developed.
5.Training Brings Changes: - Many employee are also agreed upon by change in
the individual status after training. Majority consider a hike in economic status due to
positional promotion or increments which in turn has changed the family status.
6.Beneficial And Interesting Training Programmes: - The training programmes
carried out herein seems to be very suitable for the employees as the training
programmes are found to be very interesting and highly satisfying to the employees.
Also majority of the employees consider training programmes highly beneficial to the
workers and organization than others.
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CONCLUSION
Training and developmental activities are the main mechanisms through which
individuals goals and aspiration can be integrated with organizational goals and
requirements. We can consider training as one of the tool for employee development.
The objective of training is to develop specific and useful knowledge, skills and
techniques. It is intended to prepare people to carry out predetermined tasks in a
well-defined job context. Training is basically a task-oriented activities aimed at
improving performance in current and future jobs.
Thus, the researcher concludes that role of training in skill development of
workers means training expected to help each employees to see a high level of
mutuality in personal and organizational goals. An employee can confidently identify
his personal interests with those of the organization through training programmes
and thus can work safeguarding both the aspects.
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Kindersley (India) pvt. Ltd.; Delhi.
Chaterjee N.N.: Management of Personnel in Indian Industries Calcutta, AlliedBook Agency, 1980.
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Choudhary D. Paul: Training Methodology and Management New Delhi, SterlingPublisher Pvt. Ltd., 1986.
Craig Robert L.: Training and Development Hand Book New York, Mc Graw HillBook Company, 1965.
Das lal D.K, 2000; Practice of social research; Rawat publication, Jaipur and New
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Davar R.S.: Personnel Management and Industrial Relation in India New Delhi,Vikas Publishing House, 1882.
Dwivedi R.S.: Personnel Management New Delhi, Oxford & IBH Publishing Co.,1982.
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