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CHAPTER I

Introduction And ResearchMethodology

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1. INTRODUCTION

Training fills the gap between what someone can do and what he or she should

be able to do. Its first aim is to ensure that, as quickly as possible; people can reach anacceptable level in their jobs. Training then builds on this foundation by enhancing

skills and knowledge as required to improve performances in the present job (or)

develop potential for the future. There are three terms in the context of Learning-

Education, Training and Development. Though these three are different and unique

from each other, many times they are interchangeably used in place of one another.

The term education is used in a broader sense involving the development of an

individual socially, mentally and physically. Therefore at this stage the understandingof the nature of training and development is important.

Training, the most important function that directly contributes to the

development of human resources is the organization should create conditions in which

people acquire new knowledge and skill and develop healthy pattern of behavior and

styles.

Training is essential because technology is developing continuously and at a

fast rate. System and practices get out dated soon due to new discoveries in

technology including technical, managerial and behavioral aspects. Organizations

which do not develop mechanisms to catch up with and use the growing technology

soon become state.

However, developing individual in the organization can contribute to its

effectiveness of the organization.

So, training and development both go together, while training provides

knowledge and skill, were as development concentrate more on communicating

organizational norms and values for the given roles, training employees to perform

their jobs and the retraining of employees as their job requirement change.

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1.1 PRINCIPLES OF TRAINING

Training program should be design to achieve predetermine objective goals

and needs of the organization.

Training program should be developed for all in the organization.

Training program must be preplanned and well organized.

Training program should be design according to the nature and financial

position of the concerned.

Training program must be fixable.

The program must be conducted by a senior and a experiences persons.

Theoretical and practical aspects of training.

It should be incorporate of modern techniques and recent trends.

Training program should be design with the interest of both employee and

employer.

It is not essential to follow a single method of training for all employees.

The main purpose of the training should be motivated the worker to learn

something to improve there job performance and job promotion.

Allowance of individual differences should also be considered.

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1.2 DIFFERENCE BETWEEN TRAINING & DEVELOPMENT

Training:

It is a short term process

It utilizes systematic and organized procedure

Managerial personnel acquire Skill of training sub-ordinates.

Non Managerial personnel acquire technical skill andknowledge for definite purpose

It is primarily related with the job and technical skill learning

Development:

It is a long term process

It too utilizes systematic and organized procedures

Managerial personnel get conceptual and theoretical

knowledge and skill or managing. It is rarely used.

Non Managerial personnel acquire technical skill and

knowledge for a long term purpose.

It is mainly useful for long term management development

process.

TRAINING DEVELOPMENT

WHO? Non-managerial personnel Managerial personnel

WHAT? Technical and mechanical Conceptual skills

WHY? For specific task/job For various jobsWHEN? Short-term Long-term

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1.3 PURPOSE OF TRAINING

There are few reasons for emphasizing the growth and

development in an organization.

Creating a cool of readily available and adequate replacement

for who may leave (or) move up in the organization.

Enhancing the company ability to adopt and use advances in

technology because of a sufficiently knowledgeable employee.

Building a more efficient, effective and highly motivated team,which enhances the company competitive positive and

improve employee morale.

Ensuring adequate human resource for expansion into new

program.

Increased productivity

Reduced employees turn over

Increased efficiency resulting in financial gain.

Decreased need for supervision.

1. 4 METHODS OF TRAINING AND BOARD CLASSIFICATIO AND

SELECTION OF TRAINING METHODS

1.4.1 On the job training

On the job training is delivered to employers while they

perform their regular job. In this case, they do not lose time while

they are learning.

On the job techniques includes

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Orientation

Job instruction training

Apprenticeships

Internships

Assistantship

Job rotation

Coaching

These are the most common method of training.

The training can be made extremely specific to the requirement of

employees. It is highly practical and reality based.

To be successful, the training should be done according to astructured program that uses task lists, job breakdown and

performances standards etc.

There are few characteristic for on the job training

Being delivered on one to one basis and taking place at the

work place of trainees.

Requiring time to take place, including potential periods when

there is little (or) no useful out put of products (or) service.

Being specified, planned and structured activity.

1.5 TYPE OF ON THE JOB TRAINING

1.5.1 In-basket

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In basket is a simulation (pretend to feel) exercise, which

enables assessment of the capabilities of potential employees to

discharge the responsibility of the concerned position.

In this method the participants is required to assume the role

of a manager of an organization and he is presented with some

problem is the form of letter, memos and memorandum put in the

IN-TRAY and take appropriate action within a framed (or) limited

time.

In-basket is further divided into two types

(a) Real life action

(b) Contents

Real life action

The manager is always expected to take a timely action as the

limitation on time is very important fact in this type of training

exercise. The player is forced to set priorities and delegate some of

the work to subordinate and him (player) must take an action just as

a real manager and write a note to complete this exercise.

Contents

This type of training mainly focus on the activities of

managerial position and also it can be altered according to the

training requirement. It effectively enhances the skills in decision

making and problem solving activities.

1.5.2 Team task

Different team can be formed to perform various tasks (or)

activities, structured (or) unstructured in which the end result may

be completion of task. Some of these activities either can be

performed by individual in a self instruction approach, but many

require interaction of the group to produce learning possibilities.

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Many these can be learnt by team tasks training like- it mainly

help in behavior in a group to solve its problem (or) accomplish its

tasks.

This also includes discussion, suggestion, new ideas, solution,

clarifier, explanation, coordination, summarizing etc.

Buzz group

In many group activities the trainer discusses the activity with the

group member, concentrating on either the task (or) the process

(or) sometimes even both. The principal aim of the trainer is that

the group should provide most of the discussion but the group (or)

participants many be unable (or) unwilling to express their view.

In the early stage, in the group the individuals express views

which are critical of them (or) to perform the task. At this later

stage, there will be a open relationship in a group.

Therefore sufficient core and planning for both the trainer and

trainees is necessary for a training program in an organization.

Syndicates

Participants from different back ground are formed as one

group which is called as syndicates. A syndicate may consist of six

(or) seven participants. By this method there can be a effective

performances in small group in a limited time.

In this method there is correct implementation and much

more learning. In this method the participant learn from each other

and contribute their own experiences to a maximum extent. This

method is suitable for training and development of executives with

considerable experience.

1.6 Off the job training

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Off the job training involves employees taking training course away

from their place of work. This is often also referred to as formal

training. Off the job training course may be run by the training

department or institute of an organization or by an externalorganization or institution.

Off the job training includes lectures, special study, film,

television conferences or discussions, case studies, role playing,

simulation, programmed instruction laboratory training etc. most of

these techniques can be used for effective training, although some

may be too costly.

Lecture

Lecture present training material verbally and are used when

the goal is to present a great of material to many people within

short time. It is more cost effective to deliver lecture to a group of

participants than to train people individually. Lecturing is one way

communication.

Field trip

Field trip can be valuable training method for many

organizations. Faculty members who are planning to conduct field

trips should perform their own risk analysis and take sufficient

precautions during the preparation. They should have proper

planning to determine the procedure of the field trip for achieving

the learning objective.

Panel discussion

Panel members may have different view but they must also

have objective concerns for the purpose of the training. This is an

excellent method for using outside resource people. This method

can be used for small group of 20 or less and the members know

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each other and the material can be assimilated readily with some

prior knowledge. Division into group can also be used to provide

discussion opportunities in smaller associations of trainees. This will

allow a silent trainee to have the opportunity to say something.

Action mazes

In this type of training, each individual is given an information

sheet with details of the situation, which can be a technical problem

or an interpersonal problem. At the end of the first information, the

person is asked to make a decision based on the facts given up to

that stage. Usually a choice between a numbers of actions is given.

The particular choice leads the learner to the next type of

information, at the end of which there is a further choice to make.

Each learner can precede individual to move through the maze. The

individual having good grasped of the principles involved can reach

the final decision very quickly, having made the correct choices. The

unskilled trainee is likely to make a number of inappropriate choices

and will take a circular path to reach the end. Under this type of

training can absorb the correct methods or attitudes from their

mistake.

1.7 ROLE OF TRAINING AND DEVELOPMENT SPECIALIST :

The organizational strategic plans for present and future

goals.

The likely changes in the environment and their impact on

the training and development activities.

The management process to implement the above strategic

decisions.

The present philosophy of HRD and the role of training and

development

The recent development in the training and development.

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Training and development Specialist is:

Act as Consultant or advisor

Act as exponent.

Act as diagnostician

Act as an effective Manager.

1.8 HRD ROLES

Arising from the research conducted on behalf of the American Society for Training

and Development, McLagan and Suhadolnik (1989:20) identified 11 roles thatindicate many of the dimensions carried out by HRD professionals. They are:

Researcher

Marketer

Organizational change agent

Needs analyst

Programmer designer

HRD Materials developer

Instructor/facilitator

Individual career development advisor

Administrator

Evaluator

HRD Manager.

1.9 NEED FOR TRAINING

Training need only arises: when a learning need cannot be met within the normal day-

to-day processes or when meeting learning need in this way will take too long,

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involve too high risk/cost, not result in the required standard of performance, and

when training is the most cost effective way of meeting the need. (Cabinet office ,

1988:4)

Increases Efficiency : Training increases skills for doing a job in better way.This is more important in the context of changing technology because the old

method of working may not be relevant. As such, training is required even to

maintain minimum level of output.

Increases Morale : Training increases morale of employees. High morale is

evidenced by employee enthusiasm. Training increases employee morale by

relating their skills with their job requirements. Possession of skills necessary

to perform a job well often tends to meet human needs such as security and

ego satisfaction. Trained employees can see the job in more meaningful way.

Better Human Relations : Training increases the quality of human relation in

an organization. Growing complexity of organization has led to various human

problems like inter-personal and inter-group problem. This problem can be

overcome by suitable human relation training.

Reduced Supervision : Training employees require less supervision.Autonomy and freedom can be given if the employees are trained properly to

handle their job without the help of supervision. With reduced supervision, a

manager can increase his span of control in the organization which saves cost

of the organization.

Increased Organizational Viability and Flexibility: There are no greater

organizational assets than trained personnel, because these people can turn the

other assets into productive whole. Viability relates to survival of the

organization during bad days and flexibility relates to sustain its effectiveness

with the existing personnel. Such adjustment is possible if the organization has

trained people who can occupy the positions vacated by key personnel. The

organization, which dose not prepares a second line of personnel who can

ultimately take the charge of key personnel, may not be successful in the

absence of such key personnel for whatever the reason.

Job Requirements: Employees selected for a job might lack the qualifications

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required to perform the job effectively. In some cases, the past experience,

attitude and behavior patterns of experienced person might be inappropriate to

the new organization. Remedial training should be given to such people to

match the needs of the organization. New employees need to provide

orientation training to make them familiar with the job and the organization.

Technology Change: Technology is changing very fast. Increasing use of fast

changing techniques requires training into new technology. No organization

can take advantage of latest technology without well trained personnel. New

jobs require new skills. Thus, both new and old employees require training.

Internal Mobility: Training becomes necessary when an employee moves

from one job to another due to promotion and transfer. Employees had chosen

for higher jobs needs to be trained before they are asked to perform the higher

responsibilities. Training is widely used to prepare employees for higher level

jobs.

1.10 CLASSIFICATION OF NEEDS

The above model also gives a gentle hint that in an organization not

only the individual but the group or even the organizational culture

need to be developed to set in an organizational effectiveness. Thus

the training needs can be said to exist at following three levels.

Individual needs

Occupational needs

Organizational needs

Individual needs

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Skill, Knowledge and Attitude are the three dimensions of a

performer which contribute towards his/her total effectiveness or

the competence. One can have basic knowledge and skill to justify

for the job description but the improvement in these dimensionswith reference to the occupational and organizational needs can

bring out better results. Amongst the individual needs supervisory

skill development, Managerial/Executive Developmental Decision

making needs etc. are important needs.

Occupational needs

The need to fulfill the competence gap to perform quality output,breaking the barriers of interpersonal group effectiveness,

developing confidence to take up challenges and initiatives;

generally clarifies the occupational need. Amongst this Team

Development, Group Dynamism, On the Job Training, Just in Time

etc. can be considered.

Organizational needs

Every organization strives for excellence in job performance to

achieve total dynamism in respect of fulfilling its objectives.

Therefore, there must be an approach to develop individual by way

of correcting his attitude, appraising and counseling his\her attitude,

etc. which can promote harmonious work culture. The Management

Development Programs, Organization

Development, Management by Objectives, etc. is the common

organizational needs.

1.11 IDENTIFYING TRAINING NEEDS :

All training activities must be related to the specific needs of the

organization and the individual employees. In order to identify

training needs, the gap between the existing and required levels of

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knowledge, skills, performance and aptitudes should be specified.

The problem areas that can be resolved through training should also

be identified.

Training needs can be identified through the following types of

analysis:

1.11.1 Organizational Analysis :

It involves a study of the entire organization in terms of its

objectives, its resources, resource allocation and utilization, growth

potential and its environment. Its purpose is to determine where

training emphasis should be placed within the organization.

Organizational analysis consists of the following elements:

a. Analysis of objectives: The long term and short term objectives

and their relative priorities are analyzed. General objectives

need to be translated into specific and detailed operational

targets. It is also necessary to continuously review the

objectives in the light of the changing environment.

b. Resource Utilization Analysis: The allocation of human and

physical resources and their efficient utilization in meeting the

operational targets are analyzed.

c. Organizational Climate Analysis: The prevailing climate of an

organization reflects the members attitudes. It also represents

managements attitude towards the employee development.

Analysis of organization climate can reveal the strengths and

weakness also.

d. Environmental Scanning: The economic, political, technological

and socio culture environment of the organization is examined.

This is necessary to identify the environmental factors which

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the organization can influence and the constraints which it

cannot control.

1.11.2 Task or Role Analysis : It is systematic and detailedanalysis of jobs to identify job contents, the knowledge, skills and

aptitudes required and the work behavior. On the part of the job

holder particular attention should be paid to the tasks to be

performed, the methods to be used, the way employees have learnt

these methods and the performance standards required of

employees.

Manpower Analysis: In this analysis the persons to be trained and

the changes required in the knowledge, skills and aptitudes of an

employee determined. First of all, it is necessary to decide whether

performance of an individual is substandard and training is needed.

Secondly, it is determined whether the employee is capable of being

trained. Thirdly, the specific areas in which the individual requires

training are determined. Lastly, whether training will improve the

employees performs or not is determined. Moreover, these

analyses should be integrated in a carefully designed and executed

program.

1.12 EXITANCE OF NEED

The organizational effectiveness depends on the performance and

excellence of their employees. The employees may be

inexperienced or lacking in some of the skill, knowledge required for

performing the given task or even organizational culture demands

the flexibility of attitude and awareness of legacy or discipline to

enable him to recognize red, green and grey lines before making

any decisions.

Out of these the following can be analyzed and corrected through

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T&D efforts to achieve desired performance:-

lack of knowledge and skill

Poor attitude or negative approach

Unsatisfactory work culture

Faulty mechanism or inadequate facilities

Working group approach and poor interpersonal relationship

Faulty job design

Poor managerial abilities.

Error: Reference source not found

The Education, Training & Development economic spiral

1.13 BENEFITS OF TRAINING TO EMPLOYEES:

Training is useful to employees in the following ways:

Self Confidence : Training helps to improve the self

confidence of an employee. It enables him to approach and

perform his job with enthusiasm.

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Higher Earnings : Trained employees can perform better and

thereby earn more.

Adaptability : Training enables an employee to adopt to

changes in work procedures and methods.

Promotion : Through training employee can develop himself

and earn quick promotions

New Skills : Training develops new knowledge and skills

among employees.

The new skills are a valuable asset of an employee and remain

permanently with him.

1.14 IMPORTANCE OF TRAINING:

A well planned and well executed training program can provide

following advantages:

1. Better Quality of Work : In formal training, the best methods

are standardized and taught to employees. Uniformity of work

methods and procedures helps to improve the quality of product or

service. Trained employees are less likely to make operational

mistakes.

2. Less Learning Period : A systematic training program helps to

reduce time and cost involved in learning. Employees can more

quickly reach the acceptable level of performance. They need not

waste their time and efforts in learning through trial and error.

3. High Morale : Proper training can develop positive attitudes

among employees. Job satisfaction and morale are improved due to

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rise in the earnings of employees. Training reduces employee

grievances because opportunities for internal promotion are

available to well trained person.

4. Personal Growth : Training enlarges the knowledge and skills of

the participants. Therefore, well trained personnel can grow faster in

their career.

Training prevents obsolescence of knowledge and skills. Trained

employees are a more valuable assets to any organization. Training

helps to develop people for promotion to higher posts.

5. Organizational Climate : A sound training program helps to

improve the climate of an organization. Organizations having

regular training programs can fulfill their needs for HR from internal

sources.

Organizational stability is enhanced because training in people helps

to reduce the attrition rate. Training is an investment in people and

therefore, systematic training is a sound business investment. In

fact, no organization can choose whether or not to train

employees. The only choice left to management is whether

training shall be haphazard, casual and possibly misdirected or

whether is shall be made a carefully planned part of an integrated

program of HR administration.

1.15 EVALUATION OF THE TRAINING

HDR evaluation is defined as the systematic collection of descriptive and judgmental

information necessary to make effective training decisions related to the selection,

adoption, value and modification of various instructional activities.

According to Phillips, evaluation can help to do the following:

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Determine whether program is accomplishing its objectives.

Identify the strengths and weaknesses of HRD programs, which can need tochanges as needed.

Determine the cost benefit ratio of an HRD program.

Decide who should participate benefited the most of least from the program.

Reinforce major point to be made to the participate.

Gather data to assist in marketing future program

Determine if the program was appropriate

Establish a database to assist management in making decisions.

Zenger and Hargis identified three additional reasons for conducting HRD evaluation:

If HRD staff cannot substantiate its contribution to the organization, its

funding and program may be cut during the budgeting process, especially

when the organization faces tough time.

Evaluation can build credibility with top managers and others in theorganization.

Senior management often wants to know the benefits of HED program.

Thus, evaluation is a critical step in the HRD process. It is the only way one can know

whether an HRD program has fulfilled its objective.

1.16 MODELS AND FRAMEWORK OF EVALUATION

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A model of evaluation outlines the criteria for and focuses of the evaluation effort.

Because an HRD program can be examined from a number of perspectives, it is

important to specify which perspectives will be considered. While the different

models and framework share some features, they also differ in significant ways.

1.16.1 Kirkpatricks Evaluation Framework

The most popular and influential framework for training evaluation was

articulated by Kirkpatrick. Kirkpatrick argues that training effort can be

evaluated according to four criteria: reaction, learning, job behavior and

results.

Reaction (level 1) at this level, the focus is on trainees or participants

perceptions about the program and its effectiveness. This is useful

information. Positive reactions to a training program may make it easier to

encourage employees to attend future programs. But if trainees did not like the

program of think they didnt learn anything, they may discourage others from

attending and may be reluctant to use the skills or knowledge obtained in the

program. The main limitation of evaluating HRD program at the reaction level

is that this information cannot indicate whether the program met its objective

beyond ensuring participant satisfaction.

Learning (Level 2) did the trainees learn what the HRD objectives said they

should learn? This is an important criterion; one many in the organization

would expect an effective HRD program to satisfy. Measuring whether

someone has learned something in training may involve a quiz or test clearly

a different method from assessing the participants reaction to the program.

Job Behavior (Level 3) dose the trainee use what was learned in training back

on the job? (Discussion of transfer of training) this is also a critical measure of

training success. The co-worker who have learned how to do something butchoose not to practice, if learning dose not transfers to the job, the training

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effort cannot have an impact on the employees or organizations effectiveness.

Measuring whether training has transferred to the job required observation of

the trainees on the job behavior or viewing organizational record (e.g., reduced

customer complaints, a reduction in scrap rate)

Result (Level 4) has the training or HRD effort improved the organizations

effectiveness? Is the organization more efficient, more profitable, or base to

serve its clients or customers as a result of the training program? Meeting this

criterion is considered to be the most challenging level to assess, given that

many things beyond employee performance can affect organizational

performance. Typically at this level, economic and operating data (such as

sales or waste) are collected and analyzed.

Kirkpatricks frameworks provide a useful way of looking at the possible

consequences of training and remind us that HRD efforts often have multiple

objectives. It has something been assumed that each succeeding level incorporates the

one prior to it, finally culminating in what many people consider to be the ultimate

contribution of any organizational activity: improving the organizations effectiveness.

However, one of the more enduring finding about HRD evaluation is the extent to

evaluation outcomes.

While most discussions about training and HRD evaluation are organized

around Kirkpatricks four level of criteria, Kirkpatricks approach has increasingly

been the target of criticism and modification. First, some authors point out that the

framework evaluates only what happens after training, as opposed to the entire

training process. A second line of criticism is that what Kirkpatricks proposed would

be better described as a taxonomy of outcomes, rather that a true model of training

outcome.

1.16.2 Other framework and models of evaluation

Training researchers have attempted to expand Kirkpatricks ideas to develop a model

that provides a more complete picture of evaluation and encourages practitioners to do

a more thorough job of evaluation. Several authors have suggested modifications of

Kirkpatricks four level approaches that keep the framework essentially intact. These

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include.

Expanding the reaction level to include assessing the participants reaction to

the training method and efficiency.

Splitting the reaction level to include assessing participants perceptions of

enjoyment, usefulness (utility), and the difficulty of the program.

Adding a fifth level (beyond results) to address the societal contribution and

outcomes created by an HRD program.

Adding a fifth level (beyond results) to specifically address the organizations

return on investment.

Galvin, building upon studies in the education field, suggested the CIPP (context,

input, process and product) model. In this model, evaluation focuses on measuring the

context for training (needs analysis), inputs to training (examining the resources

available for training, such as budgets and schedules), the process of conducting the

training (for feedback to the implementers), and the product, or outcome. Of training

(success in meeting program objectives). Galvin also reported survey resultsindicating that ASTD member preferred the CIPP model of evaluation to

Kirkpatricks framework.

Similarly, the CIRO (context, input, reaction, and outcome) model was offered

by Warr el al, the context, input and outcome evaluations in this model are essentially

the same as the context, input, and product evaluations in CIPP, but CIRO emphasizes

trainee reaction as a source of information to improve the training program.

1.17 PERFORMANCE APPRAISAL

Performance appraisal has traditionally been used as a mechanism of controlling

employees through salary administration, reward administration, promotions and

disciplinary action. in the organization context, performance appraisal is a systematic

evaluation of personnel by superiors or others familiar with their performance. It is

also described as merit rating in which one individual is ranked as better or worse in

comparison to others.

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1.17.1 Objective

Performance appraisal is undertaken for a verity of reasons as stated below:

Salary increase

Promotion

Training and development

Feedback

Pressure on employees

Strategic Objectives Business objectives Performance

Objective

Coaching

And support Performance Review Performance Appraisal

Performance

Development

A Simple Model of Performance Management System

1.17.2 Methods of performance appraisal:

There is various method of performance appraisal. Usually performance

appraisal has two bases: i) appraisal of employees, according to traits, attributes and

general behavior on the job, commonly known as trait approach: ii) appraisal of

results, work and goal achieved by the employees, known as appraisal by results:

(i) Traditional methods

Ranking method

Paired comparison

Grading

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Critical incidents method

Graphic scale method

Essay method

Field review method

(ii) Modern method

Appraisal by result or objective

Behaviorally anchored rating scales

Assessment appraisal

360-degree appraisal

These are the various method adopted to evaluate the training program and show if

there is any change or improvement after the training and for a better performances in

future.

The training and development can be easily understood by this training wheel, the

cycle of training and development of people and organization.

Error: Reference source not found

The training wheel

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1.18 NEED OF PRESENT STUDY

The vary need of present study to train members of staff to the new scenario of all

aspect and for the changing techniques which will more advantage, improvement,

better quality and quantity which will be more efficient than the immediate old

method. Need for training has increased due to growing complexity of jobs, global

competition, increased professionals, human potential, growing aspiration, to get the

up dated information, and to full filling the success full gap between the objective-

plan and result.

CHAPTERIZATION

Chapter I Introduction and Methodology

Chapter II Review of Literature

Chapter III Date analysis and interpretations with table and graphs

Chapter IV Findings suggestions and conclusions

Bibliography

Appendix

1.19 METHODOLOGY

Title of the study

Dynamism of Training and Development.

General objective

Find the power of training and its reason for development.

Specific objective

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1. To identify the power of training given by supervisor to the employees.

2. To find the effectiveness of present training programmer.

3. To check whether the training plan is matching with the training needs.

4. Employees satisfaction on taken training programmer.

5. Training and its relation with performance appraisal.

6. To find the employee suggestion, ideas and feed back on training in their

organization.

Research Design

The researcher adopted descriptive research design to study the characteristics

of a given set of employee accurately.

Universe

The researcher did the research in Teknomec Company, Anna nagar, Chennai, whose

total population is 210.

Sampling Technique

The researcher used Convenience sampling technique for this study.

Sampling size

The sampling size for this study is 50 as per the schedule of University of

Madras.

Tool of data collection

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The researcher done the data collection by both Primary and Secondary method .

Source of data collection

The researcher approached the respondent from Teknomec Company and

collected the data. The research met the respondent and asked questions from the

interview schedule and recorded the answers and also by questioner method.

Hypothesis

Training plan match with training needs.

Training brings job satisfaction and gives job security.

Employee interested to training program.

Training helps to bring change and development of the company.

CHAPTER TWO

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REVIEW OF LITERATURE

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2. REVIEW OF LITERATURE

2.1 Training

A planned process to modify attitude, knowledge (or) skill behavior through

learning experience to achieve effective performance in an activity (or) range of

activities. Its purpose in the work situation is to develop the abilities of the individual

and to satisfy the current and future needs of the organization.

This is according to manpower service commission (1981:62)

2.2 Education

Activities which aim at developing the knowledge, skill, moral values and

understanding required in all aspect of life rather than a knowledge and skill relating

to only a limited field of activity.

The main purpose of education is to provide the condition essential to young

people and adult to develop an understanding of the tradition and idea influencing the

society in which they live and to enable them to make a contribution to it. It involves

the study of their own cultures and of the laws of nature, as well as acquisition of

linguistic and other skills which are basic to learning, personal development,

creativity and communication.

This is according manpower service commission 1981: 17

2.3 Development

Development occurs when a gain in experience is effectively combined with

the conceptual understanding that can illuminate it, giving increased confidences both

to act and to perceive how such action relates to it context.(Bolton 1945:15)

2.4 Learning

Learning may be defined as a relatively permanent change of knowledge

attitude (or) behavior occurring as a result of formal education (or) training (or) as aresult of informal experiences.

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Training- Learning related to present job.

Education- Learning to prepare the individual but not related to a specific present (Or)

future job.

Development- Learning for growth of the individual but not related to a specific

Present (or) future job

2.5 Determining Training Needs

In order to determine the training needs at an organization the HR manager should

seek information on the following points:

Whether training is needed?

Where training is needed?

Which training is needed?

2.6 Brinkerhoff extends the training evaluation model to six stages:

Goal setting: what is the need?

Program design: what will work to meet the need?

Program implementation: is working, with the focus on the implementation of

the program?

Immediate outcomes: Did participants learn?

Intermediate or usage outcomes: are the participants using what they learned?

Impact and worth: did it make a worthwhile difference to the organization?

Brinkerhoffs model suggests a cycle of overlapping steps, with problems

identified in one step possible caused by things occurring in previous steps.

Bushnell suggests a model also based on a system view of the HRD function (i.e.,

input-throughput-output) containing four stages:

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Input: what goes into the training effort? This consists of performance

indications such as trainee qualification and trainer ability.

Process: the planning, design, development and implementation of the HRD program.

Output: effects on the organization, including profit, productivity and

customer satisfaction.

Bushnell states that evaluation measurement can and should occur between each of

the stages as well as between the four activities in the process stage to ensure that the

program is will designed and meets its objectives.

According to Smith and Piper (1990:9) identified four groups of people

directly involved in evaluating the effectiveness of management training and

development who should be involved in its evaluation:

The purchaser of training

The training agency

The trainee and

The independent contracted assessor or researcher.

2.7 Evaluative methods

At whichever level the evaluating there are always basic questions need to be

asked:

Why are you undertaking the evaluation?

Who are the stakeholders?

How information gathered?

Who will have access to it?

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How will it be used and why?

How will it be analyzed?

Is there a pre-designed or standard instrument available?

Got the time and resources to pilot the method?

Can anticipate the time and resources needed to complete the evaluation?

How accurate dose the information need to be, and if very accurate, how are

you going to deal with error and bias?

When, how often and over what period of time will it be undertaken?

The type of evaluative methods or instrument are selected which is more suitable and

available. They may well include:

Personal inventories

Attitudinal diagnostic questionnaires

Factual written tests

Observations of practice or interpersonal skill

Group brainstorming or analysis

Focus group

Observation of work performance

Analysis of documentation according to pre-defined or open criteria

Portfolios of evidence

Individual or group interviews.

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2.8 Evaluating reactions to training

Formats for evaluations can vary from open oral discussion, to individual

conversation, from a simple blank sheet to a list of topics. Sometimes negotiation of

criteria for feedback takes place at the beginning of a learning event, enhancing

ownership of the whole process. Sometimes organizers have particular data they are

required to collect which relate to organizational policy. Common criteria include:

Content-level, relevance, interest, quality, quantity;

Style- pace, format, accessibility of language, flexibility, inter-activity;

Media-readability, variety, clarity, user-friendly, familiar of innovative, stimulating;

Personnel-motivation, presentation, commitment, professionalism;

Location-comfort, fit-for-purpose, refreshments, access, facilities;

Timing-in relation to external and internal events

2.9 Evaluation is also done on

Cognitive learning from training : the extent to which people know more or better, or

the extent to which attitudes have changed.

Change in practice and behavior after training : acquisition of new skills that are

demonstrated and then tried out in training, learners require time and the appropriateoccasion to practice new learning over a period of time before new skills can become

habitual.

How an organization benefits from training : one of the current trends in

organizational evaluation of training is the desire to measure return on investment

(ROI). This has become highly relevant in some sectors where budgets and

sponsorship are increasingly competitive, and where one has to justify expenditure or

devise strategic plan at operational level. Those who have attempted to devise ways of

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predicting the monetary value of training, that is to say the extent to which training

can enhance profitability, increase productivity, develop new market or create

business opportunities (Phillips, 1994a).

Jone Newstoran (1980) conducted a project of evaluating effectiveness of trainee

method for American society of personnel administration. He has done it in 200 large

firms for 50 training directors. The sample drawn was random and the study revealed

that the case study method was much preferred.

Paul Davision (1982) conducting a study on human resource development service at

MRF. Objectives were on the following areas functions and development needs of

supervisory training and their reaction to the training programmer. Through

systematic sampling 55 respondents were selected out of 156 supervisors who

underwent training. The major findings were the training has to be imparted to the

supervisor in the following areas production, process, grievance handling and house

keeping. The supervisors were satisfied with the training programmers and training

has on job satisfaction.

Academy of managerial executives (1986) conducted a study on the need for

executive development programmers. The study revealed a managers work is been

divided in six clusters on which basis, training is given.

Grace Jone (1986) conducted a study on Training and Development at Indian Oil

Commission Exchange, India. The sample size was 30 and the objective of study was

to find whether training and development could influence the behavior and attitude of

the trainees. The study said that 24% of the respondents agree to the objectives.

Nathaniel Sasikar (1988) conducted a study on HRD programmer in Bharath Heavy

Electrical Limited Trichy. It was aimed at assessing the effectiveness of the training

programmer and also the attitude of supervisors towards a training programmer 70

respondents were selected through simple random sampling and the study reveled that

the training programmer had a define impact on the supervisors and it was mean to

enrich their ability to perform the duties.

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Study of Training and Development Audit and Evaluation Division March 2002

Recommendations

This study makes the following four recommendations:

1. Senior management should encourage divisions that are not yet doing so, to

plan and support training at a divisional level in order to ensure a more

strategic, co-ordinate approach to the management of employee training.

2. For new training courses or programs, course designers should include

measures to evaluate learning and behavior (performance).

3. For existing courses, a plan should be established to identify ways in which to

integrate evaluation measures that address learning and behavior

(performance).

4. Any user surveys undertaken as part of the renewal of the Global system

should include consultations with training administrators and divisional

managers in order to ensure that the systems capabilities better support their

planning, management and information needs.

Appendix A contains the management action plan developed in response to these

recommendations.

Conclusion

The studys findings on the accessibility of training are generally positive for all

groups of employees and therefore we made no recommendations. As a helpful tool,

information for line managers has been collated, focusing on promising practices and

possible solutions to barriers identified by employees. We expect it will assist

managers in meeting challenges of a workplace recognized for a very positive culture

surrounding human resources management.

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CHAPTER THREE

DATA ANALYSIS ANDINTERPRETATION

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3. Data Analysis and Interpretation

TABLE 1

Gender of the respondents

Gender Frequency Percentage

Male

Female

43

7

86

14

Total 50 100

According to the researcher majority of the respondents are from male with 43

responds and rest 7 responds are female out of total number of 50 samples.

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TABLE 2

Designation of the respondents

Designation Frequency Percentage

Administration

Marketing

Senior Technician

Technician

10

7

8

25

20

14

16

50

Total 50 100

The researcher selected maximum of 25 respondents is from Technician which is

followed by 10 respondents from administrator, 8 respondents from Senior

Technician and with least number of respondents from marketers with 7 respondents.

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FIGURE 1

Training is essential for present job system

0%

10%

20%

30%

40%

50%

60%

stronglyagree

agree stronglydisagree

disagree

strongly agree

agree

strongly disagree

disagree

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TABLE 3

Training is essential for present job system

Frequency Percentage

Strongly Agree

Agree

Strongly Disagree Disagree

14

25

-

11

28

50

-

22

Total

50 100

From the research the table shows that 25 respondents agree; 14 respondents stronglyagree and 11 respondents disagree with the requirement of training for present job

system.

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TABLE 4

Training helps in work place


Strongly Agree

Agree


17

32

-

1

34

64

-

2

Total

50 100

According to the researcher majority of 32 respondents Agree and 17 respondents

strongly agree and 1 disagree with the supportive of training in work place.

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FIGURE 2

Training gives job security

0%

1 0%

2 0%

3 0%

4 0%

5 0%

6 0%

strongly

agree

strongly

disagree

strongly a gree

agree

strongly disagreedisagree

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TABLE 5

Training gives job security


Strongly Agree

Agree

Strongly Disagree

Disagree

8

27

7

8

16

54

14

16

Total

50 100

From the research the researcher would observe that training directly or indirectly

gives job security which is agreed by 27 respondents; 7 respondents strongly disagree

and 8 respondents strongly agree and disagree with this comment.

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FIGUREG 3

Training helps in performance appraisal

22%

64%

4%

10%

strongly agree

agree

strongly disagree

disagree

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TABLE 6

Training helps in performance appraisal


Strongly Agree

Agree


11

32

2

5

22

64

4

10

Total

50 100

According to the researcher the table states that out of 50 respondents 32 respondentsagree; 11 strongly agree; 5 disagree and 2 strongly disagree that training helps in

performance appraisal.

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TABLE 7

Training program helps in bringing job satisfaction


Strongly Agree

Agree


11

33

2

4

22

66

4

8

Total

50 100

According to the researcher the table shows that 33 and 11 respondents agree and

strongly agree that training brings job satisfaction where as 2 and 4 respondentsstrongly disagree and disagree with that.

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FIGURE 4

Training as a whole will bring organization change and development

0%

10%

20%

30%

40%

50%

60%

70%

stronglyagree

agree stronglydisagree

disagree

strongly agree

agree

strongly disagre

disagree

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TABLE 8

Training as a whole will bring organization change and development


Strongly Agree

Agree

Strongly Disagree

Disagree

16

31

-

3

32

62

-

6

Total

50 100

According to the researcher 16 and 31 respondents strongly agree and agree and only

3 respondents disagree that training as a whole bring organization change and

development.

TABLE 9

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Was any training given to solve the problem in work


Yes

No

28

22

56

44

Total 50 100

According to the above table shown says that 28 respondent yes and 22 respondents

no for training helps in solving problem in work place.

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TABLE 10

Current training is adequate to deal with day to day problem duringwork?


Very much helpful

helpful

At times

Not at all

24

16

12

48

32

24

Total 50 100

According to the researcher the table shows that 24 respondents say training was very

much helpful in dealing with day to day problem; 16 respondents found it helpful and12 respondents say at times it is useful.

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TABLE 11

Performances of the supervisor

According to the researcher it state the performance of their supervisor with 19

respondents says excellent and 26 respondents say good performance of their

supervisor and 5 respondents says satisfied with their supervisor.


Excellent

Good

Satisfied

Not satisfied

19

26

5

38

52

10

Total 50 100

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FIGURE 5

Role that can be performed by the supervisor

for an effective training

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

motivation handlingcapacity

be verystrict

wellknowledge

ni l

motivation

handling c apacit

be very strict

well knowledgeni l

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TABLE 12

Role that can be performed by the supervisor

for an effective training


Motivation

Handling capacity

Be very strict

Well knowledge Nil

10

21

10

5

4

20

42

20

10

8

Total

50100

According to the researcher, the respondents state few roles which can be performed

by the supervisor, 10 respondents say supervisor must learn to motivate and be very

strict; 21 respondents must improve in handling capacity; 5 respondents says the

supervisors must be well knowledge and 4 respondents give no such comments.

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TABLE 13

Main area to be concentrated during training


Qualified supervisor

Knowledge on modern equipment

Teaching ability

9

27

14

18 54

28

Total 50 100

According to the researcher the table shows that training can be made effective by

concentrating the following area like 9 respondents say trainer must be well qualified;

27 respondents say trainer must be well knowledge on modern equipment and 14

respondents say the trainer must have teaching ability.

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TABLE 14

Training understandings


Given to weak worker

Introduce of modern/new machines

Shift to other section

7

34

9

14

68

18

Total 50 100

According to the researcher the above table helps to measure the respondents

knowledge in training were 7 respondents says it is given to weak worker;34

respondents says it given to introduce of modern or new machines and 9 respondents

say it is given when there is shift to other section.

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FIGURE 6

Level of encouragement for training

v e r y m u4 6 %

w h e n n e e5 4 %

n o t su0 %

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TABLE 15

Level of encouragement for training


Very much

When needed

Not sure

23

27

-

46

54

-

Total 50 100

According to the researcher 23 respondents says the company encouragement in

training is very much; 27 respondents say when needed company provides training.

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TABLE 16

Interested in getting training


Yes

No

43

7

86

14

Total 50 100

According to the researcher out of 50 samples 43 respondents are interested in getting

training and 7 respondents are not interested in getting training.

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FIGURE 7

Appropriate comments and suggestion on training and development

0% 10% 20% 30% 40%

Very much needed

Not needed of present job

Helped lot to do presentwork

It must improvecapacity

Not necessary

Not necessary

It must improvecapacity

Helped lot to dopresent work


Very much needed

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TABLE 17

Appropriate comments and suggestion on training and development


Very much needed


Helped lot to do present work

It must improve capacity Not necessary

18

7

16

9

36

14

32

18

Total

50100

According to the researcher, the respondents gave few suggestion in which,18

respondents say training is needed very much; 7 respondents say it is not needed of

the present job; 16 respondents say it helped lot to do present work and 16

respondents say training must able improve ones capacity and bring some change.

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CHAPTER FOUR

FINDINGS, SUGGESTIONSAND CONCLUSION

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4. FINDINGS, SUGGESTIONS ANDCONCLUSION

3. SUMMARY

The objective of the present study is to identify the dynamism of training and

development in Teknomac Company.

In the present study the sample consist of 50 employees who are right now working

with Teknomac Company. Samples are randomly selected; and the following

demographical details also collected from the respondents such as sex, marital status,designation, education, and experience and income level of each employee.

To fulfill the objective of the present study the questioner have been prepared with 50

questions and collected the employee views both by questioner method and interview

method. And the datas have been deeply analyzed based on the objective of the study

and take to mean.

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3.1 FINDING

The study shows the performance of the supervisor has been assessed by the

employee/worker; Majority of the respondents assesses the supervisor to be

good and excellent performance.

Respondents suggest few roles that can be performed by the supervisor for the

effective training process; which are, handling capacity by the supervisor

wants to have some improvement, level motivation and to be strict falls to be

with same rank.

The study shows the effectiveness of the present training given by the

company is very much satisfied with the employee/worker.

Large number of the respondents state that the present topics and needs are

fulfilled by the company but in addition to this training programmer

employee/worker suggest including few more advanced topics.

The shows that the Respondents are very much agreeing with the statement

that training are planned according to the training need. And the training need

is identified and fulfill by the organization with the help of supervisors.

According to the supervisor comments- training is given to the

employee/worker only on the bases of their performance in work, punctuality

etc

Almost all the respondents have gone through the process of training and very

much satisfied with the training plan which leads all the respondents those

who attended training and those who have not attended any training are very

much interested in getting training according to this study.

The study shows the majority of the respondents are very much clear that

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training helps in boost up performance appraisal which in turn brings job

satisfaction and job security of the respondent and it also shows that the

training enhances ones skill and improves capacity.

Training will bring respondent improvement and change in the performance of

work which in turn also causes the organization to develop with it.

The study shows that all the respondents able to perform their work but still

they are interested is getting training.

More than half of the respondents have attended training program which

largely relates to their work.

The study shows that most of the respondents say the current training which is

conducted by the organization is very much helpful which mean the training

plan largely match with the training need.

The study visibly rates the respondents training knowledge, that training is

given when new machinery arrive therefore the respondents says that good

trainer must have healthy knowledge on modern machines and good teaching

ability.

The study state that the training is given for the improvement and better

quality of the product and services.

3.2 LIMITATIONS OF THE STUDY

The researcher would not collect filled up questioner from the

respondents at once, a few questions the respondent did not wish to

answer and hardly any respondents gave irresponsible answers and

the researcher were not allowed to fill the questioner from few

department.

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3.3 CONCULSIONIn some organizations the term Learning & Development is used instead of Training

and Development in order to emphasise the importance of learning for the individual

and the organization. In other organizations, the term Human Resource Development

is used.

The organizations spend ideally on the training aiming to bring some

change which must result in the development of the organization

and training also creates the worker/employee to bring passion

toward their work.

Training in any place, if it is presented to the level of the trainees

and according to the need of the training, it will bring development

of the organization. The training helps in handling critical situation

and it build up the confidences in their work environment. The

training helps in reducing attrition level by bring job satisfaction and

job security and job safety by reducing the accidents.

Even thou the employee/worker able to do their regular work they

are interested to learn few more new technicians in their work

through training. The supervisor makes remarkable support to the

worker/employee in their each step of their work.

It is sturdily accepted by the management of the organization that

the training program helped in their development of organization.

And with the proper identification of training need at a right time

and right place will helps in the development of the organization as

well as the employee/worker improve their capacity.

Based on the hypothesis of the study, all the hypothesis have been

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proved, which are as follow

Training plan match with training needs.

Training brings job satisfaction and gives job security.

Employee interested to training program.

Training helps to bring change and development of the company.

3.4 SUGGESTION

A study on particular designated employee/workmen will be use full for theresearcher as well as to the organization.

Since the study conducted in manufacturing sector difficult to collect the filled

up questioner because of their shift work timing.

Avoid perception.

Latest edition of books can be referred to know about new concepts of training

and development.

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BIBLIOGRAPHY

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REFERENCES

Edwin Flippo.B. (Personnel management)International edition;Singapor.1984

Aswathappa.K (Human resource and personnel management) New Delhi: Tata

McGrew-Hill Publishing Company limited. 2005

Manoj.T.R (Human Resource Development) New Delhi. 2005

Davar.R.S (Personnel Management and Industrial Relations) New Delhi:

Vikas Publishing house Pvt.Ltd.1988

Magazine from Labour Law Reporter(Editor) on HRD & Labour law;New

Delhi.2007

Prof.Patra.S.C.,Prof Kumar.S, Prof. Murali.B: (Master of Business

Adimistration in Human Resource Development) Pondicherry: Pondicherry

University. 2007.

John P Wilson: Human Resource Development.

Magazine on HRM Review; the ICFAI University Press; Murthy.E.N.(Editor)

Hyderabad.2007.

NHRD Journal, Arvind Agrawal (Guest Editor): Publication by the National

HRD Network. Nov 2007.

Website
http://www.icfaipress.org/http://www.icfaipress.org/

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