Training and Devolpment

INTRODUCTION:-
Every organization needs to have well trained and experienced people to perform
the activities that have to be done. If the current or potential job occupant can meet
this requirements, training is not imparting. But when this is not the case, it is
necessary to raise the skill levels and increase the versatility and adaptability of
employees. Inadequate job performance or a decline in productivity or changes
resulting out of job redesigning or a technological break through require some type of
training and development efforts. As the jobs become more complex, the importance
of employee development also increases. In a rapidly changing society, employee
training and development or not only an activity that is desirable but also an activity
that an organization must commit resources or to if it is to maintain a viable and
knowledgeable workforce.
Training, ‘education’, and development’ are three terms frequently used. On the
face of it, there might not appear any difference between them, but when a deep
thought is given, there appear some differences between them. In all training ‘there is
some education’ and in all education there is some training and the two process cannot
be separated from development.
Edwin flippo “Training is the act of increasing the knowledge and skill of an
employee for doing a particular job”.
Advice Saint, “Training is includes any efforts within the organization to teach,
instruct. Coach, develop employees in technical skill, knowledge, principles,
techniques and to provide insight into and attitudes towards the organization”.
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Dales S Beach, “Training is an organized procedure by which people learn knowledge
and \ or skills for a definite purpose”.
Michael J. Jucius, “The term Training is used here to indicate only process by which
the aptitudes. Skill and abilities of employees to perform specific jobs are increased”
THREE TERMS. TRAINING, DEVELOPMENT AND EDUCATION.
TRAINING is a process of learning a sequence of programmed behavior. It is

application of knowledge. It gives people an awareness of the rules and procedures to
guide their behavior. It attempts to improve their performance on the current job or
prepare them for an intended job. Development is related process. It covers not only
those activities which improve job performance but also those which bring about
growth of the personality, help individuals in the progress towards maturity and
actualization of their potential capacities so that they become not only good
employees but better men and women. In organizational terms, it is intended to equip
persons to earn promotion and old greater responsibility. Training a person for a
bigger and higher job is development. And this may well include not only imparting
specific skills and knowledge but also inculcating certain personality and mental
attitudes. In this sense, development is not much different from education. Education
is the understanding and intervention of knowledge. It does not provide definitive
answers, but rather it develops logical and rational mind that can determine
relationships among pertinent variables and thereby character, and understanding of
basic principles and develop the capacities of analysis, synthesis and objectivity.
Usually, education is outside the scope of an organization’s functions. It involves a
range of skills expertise which can be only by education and institutions. An
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organization can and does make use of such institutions in order to support and
supplement its internal training development effort.
DISTINCTION BETWEEN TRAINING AND DEVELOPMENT:-
“Training is short term process utilizing a systematic and organized procedure by

which non managerial personnel learn technical knowledge and skills for definite
purposes……. Development is a long term educational process utilizing a systematic
and organized procedure by which managerial personnel learn conceptual and
theoretical knowledge for general purpose”.
“Training” refers only to instruction in technical and mechanical operations, while

“development” refers to philosophical and theoretical educational concepts. Training
is designed for non-managers, while development involves managerial personnel. In
the words of Campbell, “training courses are typically designed for a short term,
started set purpose, such as the operation of some piece(s) of machinery, while
development involves a border education for long term purposes.”
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NEED FOR BASIC PURPOSES OF TRAINING
Basic purposes of training are ………….
1. “To increase productivity :

Instruction can help employees increase their level of performance on their present
assignment. Increased human performance often directly leads to increased
operational productivity and increased company profit. Again, increased performance
and productivity, because of training, are most evident on the part of new employees.
Who are not yet fully aware of the most efficient and effective ways of performance
their jobs.”
2. To improve quality:
“Better informed workers are less likely to make operational mistakes . quality
increases may be in relationship to a company product or service, or in reference to
the intangible organizational employment atmosphere.”
3. To help a company to fulfill its future personnel needs:
“Organizations that have a good internal educational programme will have to make
less drastic manpower changes and adjustments in the even of sudden personnel
alternations. When the need arises, organizational vacancies can more easily be
staffed from internal sources if a company initiates and maintains an adequate
instructional programming for both non-supervisory and managerial employees.”
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4. To improve the organizational climate:
An endless chain of positive reactions results from a well-planned training

programme. Production and product quality may improve financial incentives may
then be increased; internal promotions become stressed, less supervisory pressure
ensue and base pay rate increase result. Increased morale may be due to many factors,
but one of the most important of these is the current state of an organization’s
educational Endeavour.
5. To improve Health and Safety:
“Proper training can help prevent industrial accidents. A safer work environment
leads to more stable mental attitudes on the part of employees. Managerial mental
state would also improve if supervisors know that they can better themselves through
company-designed development programmes.”
6. Obsolescence Prevention:
“Training and development programmes foster the initiative and creativity of

employees and help to prevent manpower obsolescence, which may be due to age,
temperament or motivation, or the inability of a person to adapt himself to
technological changes.”
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7. Personnel Growth:
“Employees on personal basis gain individually from their exposure to educational

experiences.” Again “management development programmes seem to give
participants a wider awareness, an enlarged skill, and enlightened altruistic
philosophy, and make enhanced personal growth possible.”
NEED AND IMPORTANCE OF TRAINING
Training of employees is essential because work-force is an invaluable asset to an

organization. Training is necessary for the following reasons:
1. Increased productivity:
Training improves the performance of employees. Increased skill and efficiency

results in better quantity and quality of production. A trained worker will handle
machines carefully and will use the materials in an economical way.
2. Higher Employee Morale:
A trained worker derives happiness and job satisfaction from his work. He feels
happy when his performance is up to the mark. This also gives him job security and
ego satisfaction. The employees will properly look after a worker who performs well.
All these factors will improve employee’s morale.
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3. Less Supervision:
The degree of supervision required for a trained worker will be less. He will not be
dependent upon the supervisor for minute details and may carry on his work himself.
On the other hand, an untrained worker will need constant watch and he will require
the guidance of the supervisor very often. A trained worker will be most disciplined
and independent. He will not like any type of interference in his work and may not
give any opportunity to the supervisor for complaint. Such workers can take more
interest in their work any may contribute significantly in reducing managerial
problems of supervision.
4. Less Wastage:
Untrained workers may waste more material, damage machines and equipment and
may cause accidents. Accidents generally occur due to deficiency in the operator and
not in the machine. A trained worker will know the art of operating the machine
properly. He will also use the material and other equipment in a systematic way
causing less wastage. The control of various wastes will substantially reduce the
manufacturing cost. The amount spent on training the workers will prove an asset to
the organization.
5. Easy adaptability:
The technological advancement will require new approach to work. The methods of
work constantly undergoing a change. This will necessitate the adaptability of worker
to changing work environment. A trained worker can be more adaptable to change
than an untrained one. The former can easily learn new work techniques with a little
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bit of guidance. There may not be any need to employ few workers for funning new
machines. The present workers will learn new techniques with some sort of
orientation. The trained persons will adopt to new situation more easily because they
have basic technical knowledge.
6. Reduced Turnover and Absenteeism:
Labor turnover and absenteeism are mainly due to job dissatisfaction. When a worker
is properly trained he will take keen interest in his job and can derive satisfaction from
it. A satisfied person may not like to leave his job and try at a new place. Training
helps in reducing labor absenteeism by increasing job satisfaction among them.
7. Employee Development:
Training also helps in the development of employees. It first helps in locating talent
in them and then developing it to the maximum. The adaptability of a worker will help
him in working on new and improved jobs. If a worker learns fast then he will be able
to develop his talent and improve his talent and improve his performance. Training
gives him an opportunity to show his work also.
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TYPES OF TRANING:
The following types of training are generally in use:
 Orientation or induction training.

 On-the-job Training.
 Off-the-job Training.
 Apprenticeship Training.
 Refresher Training.
 Vestibule Training.
 Orientation or induction Training.

This type of training is given to help a new entrant for adapting himself to the new
environment. The employee is given a full description of the job he is expected to do.
He is also informed about the policies, procedures and rules which are related to his
work. Some enterprises have a specific person who gives full information about the
organization and job to every new entrant. The newcomer is also taken around the
factory and informed about the location of various departments and offices.
The newcomer will also alike to know about his supervisors and subordinates.
Orientation training helps him to acquire himself with his immediate boss and the
persons who will work under his command. He is also given an organization chart so
that he knows his position in the enterprise in relation to other employees
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 On-the-job Training :
This is one of the commonly used type of training. It is also an effective method of
training the operative personnel. In this method the worker is trained on the job and at
his work-place. He gets training under the same type of conditions in which he will be
working later on. The new worker is generally attached to a supervisor or a senior
worker who will tell him the technique of doing that job. When a worker is trained on
those very machines on which he will work, then he will adapt more easily to the new
working conditions.
The success of this method will depend upon the quality of trainer is good and
knows the job well, then it will help the worker to learn all aspects of the jobs. On the
other hand, a bad trainer may give incomplete knowledge to the new person. The
trainers should be properly selected to make this system work.
 Off-the-job Training :
This type of training can be given in number of ways. Off-the-job training consists of
lectures. Conferences, group discussions, case studies, programme instructions. Etc.
This method is generally used by government and public enterprises. A school or an

institution is established to provide training to all types of persons. A programme of
training is designed to suit the needs of jobs the trainees will occupy. Sometimes
different courses are arranged for separate groups of employees.
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Only big enterprises may afford to set up separate schools but this method is
commonly in use in many concerns. The lecture method or group discussion helps
new employees to learn theoretical aspects of the jobs. Various rules, regulations, etc.
can easily be explained to employees through lecture system.
 Apprenticeship Training :
In apprenticeship training, a worker is attached to an experienced or senor worker.

The worker learns while observing his senior and helping him in the task. The period
of apprenticeship is generally long, ranging from two to five years. The trainees are
paid only nominal wages as apprentices during training. This method of training is
generally used in technical jobs. Mechanics, electricians, plumbers learn their jobs y
working with trained persons. This is one of the traditional methods of training and is
still in use for learning certain jobs.
 Refresher Training :
Refresher training is helpful in acquainting personnel with latest improvement in their

work. The changing technological methods require fresh training to existing
employees even if they are well trained or qualify. Everybody requires to attend
refresher courses to know the latest techniques of doing the work. Such training also
helps in refreshing the memory of employees.
The introduction of new products may also necessitate fresh training of employees.
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 Vestibule Training :
The term vestibule training is used to impart training in a class room in the plant. The
work meaning of ‘vestibule’ denotes a room between the out door and the interior of a
building. It means that workers are trained at some place in the factory.
When large numbers of workers are to be given training, then a separate training
department is set up. The instructors impart on-the-job training to new workers. This
method is similar to that of on-the-job training. The difference is only of place and
trainers. In vestibule training special instructors are appointed for this job while line
persons give training in the second workers are asked to work at a place where they
are supposed to work later on.
STEPS IN SYSTEMATIC TRAINING PLAN:
A training plan essentially involves seven steps namely:

 Determining Training Needs.
 Establishing Training Programmes.
 Setting Goals and Objectives of Training.
 Preparing Training Budget.
 Deciding about the Training Venue.
 Deciding about the Methods and Techniques to be deployed in training.
 Determining methods of evaluating training.
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 Determining Training Needs :
The first step in training is to determine what training, if any, is required. The main
task is assessing the training needs of the new employees is to determine what the job
entails and to break it down into subtasks, each of which is then taught jot the new
employee. Assessing the training needs of the current employees can be more
complex. Since there is an added task to decide whether or not training is the solution.
According to Thayer &McGhee Model training needs can be identified through the
following types of analysis
• Organizational analysis.
• Analysis of objectives.
• Resource utilization analysis.
• Environmental scanning.
• Organizational climate analysis.
• Task or role analysis.
• Manpower analysis.
 Establishing Training policies :
Company’s policies play a vital role in the formulation and designing of training
programmes. Every organization should have a well established training policy. Such
a policy represents the top management’s responsibility for training of its employees
and comprises rules and procedures governing the standard and scope of training and
development.
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 Setting Goals and Objectives of Training :
Once specific training needs have been determined and policies relating thereto
established, stage comes for setting goals and objectives of training for filling these
needs. Broadly speaking, the immediate objectives of training are to help an employee
to improve performance for positions involving greater responsibilities.
Major types of goals and objectives:
• Operational objectives.
• Performance objectives.
• Instructional objectives.
• Reaction objectives.
• Personal objectives.
• Innovation or change making objectives.
Preparing Training budget:

Preparing training budget is specifically concerned with the allocation of funds to be
provided for the training for carrying out the training activities as envisaged in the
plan.
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 Deciding about the Training Venue:
The decision about the training venue depends invariably on the type of training to be
given. For in company and on the job training, the venue naturally is the plant itself. in
the case of-off-the job training and training through external sources, the venue has to
be somewhat away from the trainees working environments. The venue of the training
will be the place where the outside agency is located.
 Deciding about the Methods and Techniques to be deployed in Training.

Broadly speaking, the training methods and techniques vary from unorganized system
of learning from working colleagues to more systematic methods of instruction
through programmed texts. No wonder, training may range from highly specified
instructions in the procedure to be adopted while performing particular job, to very
general instructions concerning economy and society. Factors that generally matter in
the selection or choice of a particular methods or technique for training are:
• Depth of knowledge, nature of the skill called for in particular job to be filled.
• Background of the trainees for assessing their capacities and potential and
ascertaining their aptitudes.
• Various kinds of operative problems confronted by the organization or for
achievement of any other specific organization objectives which compel them to bring
in use particular methods and techniques.
• Consideration of facilities by way of cost, time, material, equipments. Etc. as
available
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REVIEW OF LITERATURE
Introduction:
The knowledge of other research literature is very important carry out the research
project successfully. They help the researcher to get a clear idea about the particular
field.
A study survey conducted by W.D.Scott, R.C.Colother and W.R. springal (1954)

conducted over 600 companies showed that 87% provided for formal on-the-job
training for new employee. 72% had formal training classes, and 60% had special
classes for employees.
In a survey conducted at New York with 167 companies having systematic executive
development programmes on-the-job coaching was the single most used method with
56% reporting that it was much used and only 19% reported much. National industrial
board developing managerial competence studies changing competency engineering
practice, 1964.
A survey conducted by waye j.Forman (1966) directed towards the 75 corporation

with highest sale volume resulted in 96% of the respondents planning the on-the job
technique among the top five employed.
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John R.Cay (1958) made a study of 21 companies that used this system of
management development and found the system to be effective one in developing
manager.
Greenly (1941) and Capergul (1961) clearly indicated that professionally trained
individuals have significantly better performance in comparison with those were not
trained.Wexley and Yuki (1977) suggested that effective training programmes can
lead to increased productivity, decreased absenteeism and greater employee
satisfaction.
M.S.Saiyadin (1979) in his study ‘Training function in India’ has analyzed the nature
of training functions in industries. The major findings brought are
(1) Managers identify their needs themselves.
(2) In company programmes are generally conducted by the internal faculty.
(3) A small portion of total budget of human resources is spent on training.
K.R.Krishna Prasad (1981) in his investigation ‘A study on Managerial training’

has found that there is relationship between training programme attended and
managerial skills and majority of the respondents accept that training has improved
their quality of work and work output.
All the respondents have accepted (1988) in his study. ‘Identification of Training
and development needs for junior level executives of NLC, Neyveli’, found that
individual need is of prime importance and this helps them to update their technical
skill and develop their human skill. Another need identified is that learning more
about human relations and motivations would also help to bring the best of sub-
ordinates.
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oIs investment in training growing?
Training is only one section of personnel management. It has many competitors for a
large slice of the annual budget pie. Yet we are often told how important training is
for a successful organization. How many organizations are actually increasing the
amount of training that they provide for their staff? it turns out that the majority are –
68% say they have increased levels of training over the last two years. *
 Another survey found that 40% of companies were expecting to spend more on
training in 1995 than they did in 1994.
 Only 4% of companies surveyed were expecting to spend less in 1995.
How many companies have a board member responsible for training?

One way to gauge the significance of any area of company policy is to find out
whether there is a board member responsible for it. So how may companies take
training seriously enough to take it to the highest level?
• According to one survey, 50% of companies have a board member with a specific
responsibility for training. **
Another survey found that 50% of employees who provide off-the-job training have
someone at board level responsible for training. ***
* Training climbs the corporate agenda, personnel Management, July 1994
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** training video survey, benchmark Research ltd, 1995
***Training climbs the corporate Agenda, Personnel Management, and July 1994
How many companies have a training plan?
Of course, training can simply be given ad hoc, as and when the need arises. But some
companies prefer to take a longer term view of the situation and actually develop a
training plan for their organization. So if you do not have a training plant, or only an
informal one, then are you being sloppy, or are you in line with common practice?
Companies with training plan 63%

Companies with a formal training plan 43%
Percentage of organizations with 500+
employees with a training plan 88%
percentage of organization with 25-49
employees with a training plan 58%
• Training plans (formal or informal) are more

Prevalent in larger companies
What are the main triggers for training initiatives?
Increasing training in your organization can have many benefits, and the impetus to
review or improve training standards can come from a variety of sources. But some of
the potential reasons for updating training strategies may not have as much impact as
some would like to think, and there may well be more unexpected factors at work. The
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personnel management survey asked respondents to indicate which of the following
influences had triggered their training initiatives. Respondents were followed to
indicate more than one factor, and the number indicating each option is shown below
Formal quality initiative 61%

Organizational restructuring 59%
Technological change 50%
Market related policies 45%
Investment in People 39%
Legislation 39%
New products | services 32%
Consultant’s advice 21% **
**Employees Commitment and the Skills Revolution, Policy Studies Institute, 1993.
This article argues that
Who is receives training programmes.
How can we decide to whom in the company to training? We are unlikely to be able to
give all our staff all the training that they want, so at some point we will have to
decide who comes top of the list, this can be a tough decision, and it may help us to
find out who receives most training in other companies. The chart below shows what
proportion of companies employing each of the Major standard occupational
classifications provided training for them at the time of the survey.
Associate professional and technical 64%

Professional occupations 60%
Managers and administrations 59%
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Craft and related occupations 53%
Clerical and secretarial 52%*
Another survey, conducted a year before skill Needs in Britain, also attempted to
answer this question. The results are interesting, since it uses different occupational
groups, and also because it aimed to find out which personnel had been trained in the
last three years, not just the last year. The main findings were as follows:
• Training was most common among managers and professionals, then gradually less
common through lower non-manual workers, technicians and supervisors, and skilled
manual workers, with semi-and un-skilled manual workers receiving the least training.
• 71% of managers and professionals with supervisors had received training during
the three years prior to the survey.
• Only 45% of skilled manual workers had received training during this time.
• Of semi- and un-skilled manual workers, only 34% had been trained in the last three
years. **
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Training Climbs the Corporate Agenda, Personnel Management, July 1994, this
articles argues that
• Who gets the benefit of increased training programmes?
Equally for all levels of staff. Training will always be increasing for some groups
faster than for other. So when firms say that they are increasing training, who are they
really increasing it for, and are their priorities the same as yours? The figures below
what percentage of firms say that training has Of course; it is all very well to say that
training is increasing, but that does not mean that it is increasing increased over the
last two years for each grade of staff.
Management 58%
Supervisors 52%
Administrative\clerical 45%
Professional 39%
Manual 34%
Sales 25%
Technical 24%
*source: skill Needs In Britain 1994, IFF research for Employment Dept
**Employees Commitment and the Skills Revolution, Policy Studies Institute,
1993.
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“Skill Needs In Britain 1994, IFF research for employment Dept”
This argues that
Types of training are most commonly provided
What areas of training should receive the most concentration? Of course, specific
needs may be identified at any time, but without this impetus it can be hard to decide
what topics should top the priority list. If this is a decision that you have to make, then
it may interest you to know what areas of training are most commonly provided in the
business community in general. This is the percentage of organizations providing each
type of training.
Health and safety\first aid 84%

Induction training 49%
Management training 47%
New technology training 47%
Supervisory training 41%
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The article “Training Climbs the Corporate Agenda, personnel Management,
july1994” Argues that
The areas of training are being increased most.
Current training levels are not the whole story. Some topics will always be becoming
more fashionable, while others are likely to be left some way behind. If you are
distributing your company’s training budget, you may want to know what topic areas
most managers say that they are increasing their training in. the chart below shows
what proportion of trainers say that they are increasing their training in each area.
Computer \IT skills 76%

Customer care 67%
Quality 65%
Health and safety 59%
Team working 58%
Interpersonal skills 53%
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“Skill Needs In Britain 1994, IFF research for employment Dept”
This argues that.
The proportion of employees provides off-the-job training.
A lot of relevant training can be directly in the working situation, but there are
some skills that are best learnt in a different environment, but is it necessary to take
your staff away from their work to train them, or can you get by without giving any
off-the-job training?
• 78% of employers say that they have provided off-the-job training for at least some
of their employees over the last 12 months.
• 74% say they have provided much training for employees taken on more than
12 months ago.
• Off-the-job, in this survey, includes “all training away from the immediate work
position”.
Larger employers undertake more training than smaller ones.
The amount of training that a company does depends on many factors. If we want to
benchmark. Our activities effectively, then we have to take these into account. One
major difference in training is between small and large companies. But how big a
difference is this?
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72% of companies with 25-49 employees have provided some off-the-job training in
the last 12 months.
But an overwhelming 94% of companies with 500+employees have done so.
What proportion of experienced employees receives training?
Obviously new recruits need to be trained in how to do their job, but what about
employees who have already had time to settle in? Should they be left to get on with
their jobs, or do most companies still consider it necessary to give them further
instruction? In 1994, off-the-job training was arranged for 41% of all employees who
had been employed for over 12 months.
How many companies have training budget.
Many training provided see themselves as fighting for a piece of their customer’s
training budgets. But how many companies actually have such budgets? If your
training expenses are decided on a different basis from the standard budget, is this a
peculiarity of your company, or there many others who operate in the same way?
• 55% of companies have a training budget.
• However, only 46% have a formal one.
• Large companies are much more likely to have training budgets (formal or
informal) than small ones.
• Budgets exist in 87% of organization with 500+ employees.
• But only 47% of organizations with 25-49 employees have them.
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Evaluating training needs.
Evaluating the need for training is an important part of a training manager’s job, and it
is not just a question of reading through training catalogues. So how do most people
with this responsibility actually evaluate the training needs of their company? One
survey asked this question, and allowed respondents the option of giving more than
one answer.
If found that 38% of employers rely on management to evaluate training needs.

Individual appraisals were used by another 34%.
Source: Skills need In Britain 1994-IFF research for Employment Dept.
To what extent is training subsequently evaluated?
If you are providing for your employees, then you may want to know to what extent,
if any, it was worth the money that you spent on it? If you do want to find this out, we
have to evaluate the training in some way. But how common is it to evaluate the
training that we have provided for our staff, and what methods are used for such an
evaluation?
• 65% of the companies who had provided training in the last 12 months had
evaluated the training in some way.
• The most common methods used were:
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Method Proportion of companies
Informal feedback from employees 58%
Assessment the impact on employees performance 54%
Management assessment 53%
Formal feedback from employees 51%
In the article Employee Training: Grooming for a Better Tomorrow writer Mandip
Ray Chaudhuri Says
Training is vital for the growth of organizations. Thus, they Irrespective of their size,
structure and industry have to give due importance to training. The article focuses on
various aspects of training and explains why continuous training is important for any
organization to become successful.
Training in business parlance is perceived as learning that is provided in order to

improve performance at work. Training implies learning to do something in a more
productive and professional way.
Much of what people learn during their daily lives is a result of unplanned
experience. If what is to be learnt can be described or specified that, in turn, would
facilitate the learning by making it easier and quicker. Training in organizations
should be planned process rather than an accidental one. Within, organizations the
investment in training is intended to result in increased effectiveness at work.
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Hence, we can say that the concept of training refers to a process, which is planned to
facilitate learning so that people can become more effective in carrying out various
aspects of their work.
This definition is broad enough to include activities such as on-the-job learning, team
development, action learning and performance management, etc. A person’s
performance is improved by showing him\her how to master a new or established
technology. The technology may be a piece of heavy machinery, a computer, a
procedure for creating a product or a method of providing a service. This includes
training new personnel to perform their job, introducing a new technology or bringing
an employee up to standards.
Training is Essential
Every organization—big or small, productive or non-productive, economic or social,

old or new—should provide training to all employees irrespective of their
qualification, skill, suitability for the job etc. thus, training remains to be quite
essential for most, if not all business set-ups.
Specifically, the need for training arises due to certain key issues:
• To much employee specifications with the job requirements and organizational

needs.
• To increase employee effectiveness influenced by environmental pressures.
• To cope with technological advances.
• To solve organizational complexity like automation, extension of operations, etc.
• To improve human relations.
• To effective manage change in job assignment e.g., promotions, and transfer.
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Priority Areas in Today’s Training Agenda
According to Human Resource Trends Survey, 2002. Work place training should
focus on certain key areas,
Priority Areas of Training

Areas of Training Level of Priority
Leadership \ Management Training 81%
Technical Training (computer, Software) 03%
Custom-Designed Training for special Needs 69%
Teamwork and Team Problem-solving 05%
Diversity Training 43%
Workplace Security \ Safety Training 42%
Sexual Harassment Prevention 40%
Conflict Resolution Training 34%
Quality Control \ Quality Management 25%
Basic skills (Math’s, Reading) 15%
Others 26%
Leadership | Management Training:

• Leadership and effective management are the buzzwords in today’s business world.
There is a greater emphasis on training the ‘whole person’ and a focus on
relationships, communication and self-development. Thus, soft skills training and
leadership development have been the major areas of training.
• Technical Training :
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Technical skilled employees are needed in every Industry. The lines of distinction are
gradually becoming invisible between manual labor, technical skills and professional
requirements. So, adapting the changing technology is under prome3 focus.
Custom-designed Training for Specific Needs:
These areas include industry-specific skills or special organizational needs at various

time-periods. Also downsizing and succession planning make cross-department
training more vital than ever.
Teamwork and Team Problem-solving:
As companies look to reengineering, the ideas and solutions will come more and more
from the workforce itself. Even the strategic decisions can consider the views and
suggestions from related persons in various fields within the organization through
teamwork and discussions only.
Diversity Training:
With the changes in the global economy and culture, diversity training becomes
important in various industries, especially in multinational organizations.
Workplace Security \ Safety Training:
HR continues to face OSHA requirements and internal safety standards. That is why
everyday security and safety training requires to be included in the organization’s
training schedule.
32
Sexual Harassment Prevention:
As the tensions and uncertainties of men and women together in the workplace
continue to become more complex, the need for sexual harassment prevention training
is cited by many of the companies. Managers need to be trained on how to avoid and
prevent employment litigation.
Conflict Resolution Training:
There is increased personal tensions in the modern work environment—tempers are

shorter, nerves, are frayed and employees need to tactfully handle issues and
situations before they become significant problems.
Quality control \ Quality Management:
While organizations are aiming towards profit making, employees are looking for
fulfillment of their own personal needs and career opportunities. Management must be
strict towards maintaining quality standards and controls. Various quality and other
certifications can help in the long run in survival of the company in this era of
competition.
Needs of an Effective Training Exercise:
To assess the need for training in a modern business set up a framework may be
prepared as given below. It shows shy training is needed for generating business
33
benefits and how it relates to organizational, group and individual performance
requirements. An effective training exercise is needed in an organization to benefit the
work process in terms of proper implementation of principles and techniques,
improving the existing methodologies and styles of operations and finally, doing new
and finer things through innovation, change and modernization. All these aim at
enhancing the skill sets and style of functioning for the organization, groups and also
for the individuals.
It is useful to consider two main sets of information that can help us to identify
training needs. These are:
• Information about the current performance.
• Information about future changes.
One may obtain data about current performance by using objective data or
quantifiable data, using feedback from others, and using self-assessment.
Information about future changes can be collected from information about changes in
the economy and technology; strategies taken up buy competitors, and brainstorming
and observation.
If the more of current operations and future possibilities of change in the business
process can be tapped, it becomes easy to analyze and identify the needs for training
in an organization and to answer the basic question as to why at all the training
exercise is essential in the current work scenario.
Classifying Training Needs at Work
34
Training needs at work may be classified into three groups based on the factors
leading to training needs. The group one training needs arise as result of changed
circumstances, which have been brought about by certain internal or external factors.
The group two training needs arise as work-related problems, which exist in the
departments and sections of the organization. These problems are investigated and
then assessed to find whether training can reduce or eliminate them and then the
training are determined. The group three training needs can be found out by
interpreting the manpower wastage date of an organization. Analysis of date gives an
overall view about how the organization attracts, selects and trains staff.
Training Needs vis-à-vis Change in Business Environment
Change can occur in any organization. It will not only affect the demand for specific
skills but also staffing levels. A training need is created whenever the activities
pertaining to a method of production or service are changed. New methods require a
new sequence of activities, which again require the staff to develop new skills and
attitudes.
Training needs resulting from changed circumstances can be further divided into
needs arising from changes which have occurred and those which are likely to occur
in the future. In the later case it is rather difficult to establish training needs but it is
very important to identify future training needs.
35
Four types of changes can be identified that modify the way in which the organization
is structured and manned thus causing a change in the type, quality and mix of skills
needed. These are technological changes, market changes, legislative changes and
manpower composition changes.
Technological changes like improvements in equipment, machinery process

And methods of working require that the person using the equipment must lean new
techniques, again knowledge, and develop new skills in order to use the new machine
and work with the improved processes. In order to cope with the demands of the new
technology the individual should also develop a new attitude.
Market changes are observed in the different sectors of the economy due to changes in
the composition, taste, fashion or values of the economic agent. The organization
which provided the goods or services in the economy must be prepared to change the
quality, quantity and mix of the goods and services in order to remain in the business.
The staff will need to acquire the new skills and knowledge to produce and distribute
new goods and services. This requires training for effective contribution to the
continuing success and relevance of the organization. Legislative changes with regard
to wage policy, industrial relation, industrial safety, etc, training needs for the
executives and managers who implement and administer them.
Manpower composition changes are changes in the type, age, quality and availability
of manpower. These create a large area of training needs. A major disadvantage of
analysis at this level is the prediction of the size, structure and training needs of the
future labor force.
Training needs vis-a-via Work Problems
36
In an organization when activities are below the acceptable level of effectiveness it
is seen that the staff who work and operate the procedures are not sufficiently well
developed and trained. It has been seen that the performance of such an organization
can be improved by proper training. In the short run, it is not possible to solve all
organizational difficulties through the development and training of the staff. An
example would be of organizational problems caused by capital constraint where the
solution would be an injection of capital. In the long run training and development
will be a solution to this type of problem where the people of the organization are
trained to improve the manner in which capital investments are made and hence such
a problem would rarely occur.
In problem-oriented training needs, detection of the work problem is difficult. The

managers and staff will not readily accept the problems, difficulties and inefficiencies
that they are responsible for as it implies their own performance is lacking.
Training Needs vis-à-vis Data on Manpower Wastage
The examination of manpower wastage data is an important area to drive corporate

training needs. Investigation of the causes of labor turnover can give important
insights to training needs within an organization. For example, the results of such an
analysis may indicate that a trainee is insufficiently trained and\or wrongly selected
for a job. This again indicated training needs for the person who recruited the trainee
and the trainee’s supervisor.
Interpretation of the training needs for manpower wastage data requires accurate
measure of the parameters of wastage acceptable to it for its overall effectiveness. The
37
difference between the current level of wastage and expected level of wastage and
expected level must be reduced through training and development.
There are six factors that lead to manpower losses. These are induction crisis, skill
and career development, recruitment and selection, interpersonal conflict and changed
work demands.
The induction crisis occurs in the first few days or weeks of employment when the
newcomer may have difficulty in adjusting to the physical, social and psychological
demands of the new job or organization and may leave to find another job. Skill and
career development is an important factor, which keeps an employee satisfied with his
current job. The lack of advancement opportunities in an organization or lack of
interest in the job leads a significant number of people to leave the job. Recruitment
and selection procedures of the organization must be adequate in order to place the
correct number of suitable job applicants. It is better for the job applicant to find out
his suitability the job before employment rather than afterwards. Interpersonal conflict
causes manpower wastage when an employee becomes dissatisfied and leaves a job
because of the stresses, arguments and problems, which he faces in the job. Changed
work demands cause manpower wastage when there are changes in the physical,
mental, social or psychological demands of the job. These changes may make it too
difficult or inconvenient for some existing employees to adapt to the new
requirements.
38
Identify Training Needs
Chalk Out Detailed Identify and Correctly

Identify and Nominate the
Training Time Schedule Select the Right Training
Trainee
Program
Manage Resources
Conduct the Training Exercise
Evaluating Training Report Training

Costs
Cost-benefit Analysis of the Entire

Training Exercise
Assessment an Evaluation of Training Programmes
Post-training assessment and evaluation has three main purposes. They act as
feedback to help trainers understand the extent to which objectives have been met and
39
to what extent the learning activities have been effective as a solid step towards
continuous work-forces improvement. They act as a control mechanism to make sure
that training policy and practices have been completely aligned with organizational
goals to deliver cost-effective solutions to situational issues. They also help to find out
faults, if any, in the whole program or in any of its related areas.
The out come of such evaluation may call for abandoning the training program,
redesigning the training process with new methods, new content, and new trainer,
redesigning the training materials, reorienting ways of communicating instructions or
even rescheduling the time, cost and frequency of the training.
Path of Assessment and Evaluation of a training Program
40
Has Learning Is this because Is it because
Taken Place Learning was not Training did not
Needed? Work?
Has personal Is this because Analyze cause and

Performance Learning was not Redesign training
Improved? Relevant?
Training has been Re-examine whether

Effective and Clear Learning has taken place
Employee Training -----How it Works in Practice
Two decades ago, the concept of technology had quite a different connotation than
what it is today. There was only a minimum need for IT skills. Today, the necessity
and use of technology, IT systems and modern methods of operations are the life
blood of every business house. It is for this reason that many companies like GE,
AT&T Educational Alliance, Taj Hotels, State Bank of India, Hutchison Telecom
Limited, Tata Consultancy Services, Reliance Telecom Limited, etc. Have come up
with innovative training initiatives, which aim at enhancing the employees skills in
handling modern technology and thereby preparing a new generation of competent
workforce.
The Last word
41
No matter where, when, why, how, and for whom the training program is conducted,
an effective training exercise must be a teaching method that advocates principles and
practices of learning as it core focus. Any training portfolio should consider the need
and importance of human learning. If training is the means, the concept of learning
should be the method for acquiring human, technical and interpersonal skills. The act
of training, by way of effective learning, should always work in a macro perspective
with a view to help employees acquire skills relating to basic knowledge and
expertise, skills to handle complex problems, departmental problems and
organizational problems as a whole. Every employee believes in seeing a better
tomorrow—and that is why a knowledge worker always seeks training opportunities
for career development and thereby, gain advantage in his area of specialization.
42
RESEARCH METHODOLOGY
INTRODUCTION:
43
Research has been defined as the manipulation of things, concepts or symbols for the
purpose of generalizing to extend, correct or verify knowledge, whether that
knowledge aids in construction of theory or in the practice of an art.
Research methodology is a general format of conducting a study. It gives about

simplified version of what is involved in doing research. It provides the researcher the
guidelines to go about conducting a full fledged study. It gives a logical and
systematic plan to carry out research. It is a flexible one allowing minor alternative
depending on the situation and need.
.
It is a strategy to merge extensive research projects and also it guides in collection
of data and later analysis them. The general components of research methodology are
nature of the study, geographical area of the study, where study is conducted,
sampling, tools of data pre-test etc.
SELECTION OF THE PROBLEM:
The researcher interested in the area of the training for research. Because in the
changing scenario, the need for systematic training is now felt in almost all
organization in order to cope with the changing requirements.
Training nourishes a person with full-fledged knowledge of job, industry which
results in the smooth running of the industry and high production. As a result, the
researcher cultivated an interest in investigating the training programme, effect of
those programmes and the feed back of the programmes given by the workers.
OBJECTIVIES OF THE STUDY:
44
The following objectives have been prepared by the researcher for the research study
1) To assess how far training help the employees in acquire knowledge in concerned
field.
2) To find out the change in the attitude and behaviour of employees through training
programmes.
3) The Role of training programmes in skill development of employees.
4) To evaluate the workers opinion about the functions of training programmes.
5) To make suggestions and recommendations.

PILOT STUDY:
The pilot study is the preliminary study of the universe to get idea about the universe
and about the study area. It is necessary for framing perfect schedule. It gives an idea
of different variables proved nature of the problem and based on this actual schedule
is formulated.
The purpose of the study is to find out the feasibility of conducting the study in a
particular field. The researcher after selecting topic, conducted study in the selected
area. The researcher analyzed the facts in the area and conditions in the industry and
response of the workers pertaining to the training programmes.
PRE-TEST:
45
The pre-test is used to find out the applicability, validity of the questionnaire, it
uses to finalize the skeleton of questionnaire. After the preparation of questionnaire,
the researcher checked the feasibility of the questionnaire in the questionnaire with the
help of the Research Guide.
AREA OF THE STUDY:

The area selected for the present study is, “Bell Ceramics Ltd Hoskote”.
RESEARCH DESIGN:
Research Design is nothing but a plan of study or a blue print for any study. A
researcher attending to solve his\her problem should necessarily prepare a plan to
achieve the goal. This plan is nothing but Research Design. The researcher has
adopted Descriptive Design to investigate and analyze the problem. The main
characteristics of this method are the research has no control and it denotes on what
has happened or what is happening. The design helps to analyze how far the training
programmes are helpful to the workers\trainees.
SAMPLING:
It refers to the investigation of the elements that are selected with the intension of
finding out something about the population from which they are taken.
The sampling adopted for this study is simple random sampling method which
enables the researcher to derive all the possible data required for the study. The
researcher has selected 50 respondents for this study.
RESEARCH TOOL:
46
The researcher prepared questions and follow the questionnaire schedule for the
data collection of this study. It consists of 34 questions.
DATA COLLECTION:
The researcher collected data from the selected respondents (from both primary
and secondary data) for this study by using questionnaire schedule. The researcher
referred various books and journals related to training for this study.
LIMITATIONS:
• This research conducted for study purpose only so the duration was only semester
period which was not sufficient.
• The study was conducted to 50 respondents only but the total strength was 250.
• The information collected from the every employee will be kept in confidential.
CHAPTERISATION:-
The entire report is divided into 6 chapters,
1. Introduction:-
In this chapter the Researcher has introduced the topic very clearly.
Ex. The concept of training, definitions, objectives, training process, types and
distinction between training and development.
2. Review of literature:-
47
This chapter contains theoretical input of the research study. And also in include some
information of previous research studies.
3. Research Methodology:-
This chapter discuss about the methodology which is adopted in the study. It includes
statement of problems, objectives of the study, area of the study, sampling methods,
tools of data collection, and cauterization
4. Analysis of Interpretation:-
This chapter deals with the details of analysis and interpretation of the data collected
from the Respondents.
5. Findings, suggestions and conclusion:-
This chapter discloses the major findings which are found after analyzing the data and
also suggestions and conclusion.
6. Appendix:-
a) Bibliography,
b) Questionnaire.
ORGANISATIONAL PROFILE:
48
The ceramics industry in India was started in the late 1950’s with H&R Johnson
setting up its plant for the manufacture of the wall tiles at Thane near Mumbai, spartek
ceramics joined in 1985 the booming demand for floor tiles prompted the entry of
other players like Regency ceramics, Kajaria ceramics, Murdeshwara ceramics & Bell
ceramics. By basic product variation the tiles market has three component segments
mosaic, ceramics tile and natural stone. Mosaic tiles claim a 70% share. The ceramic
tile and natural stones share the rest almost equally. Natural stone in turn has three
segments granite, made and other stones including kotas stone.
The ceramic tiles are available in at least three variations; floor tiles, wall tiles and
vitrified tiles.
Size of the industry:
At present there are 14 units in the organized sector with an in stalled capacity of
12 lack MT It account for about 2.5% of world ceramic tile production. The ceramic
tile industry has grown by about 11% per annum during the last three years. In India
the per capita consumption is 0.09sq.m per annum as compared to 1.2sq.m per annum
in china and 5 to 6sq.m per annum in European countries. Its demand is expected to
increase with the growth in the housing sector. Indian tiles are competitive in the
international market.
Roles and Responsibilities:
49
Employees:
• Work hard to achieve the goals
• Take responsibility for their own professional development
• Solicit, listen to and act on feedback.
• Assess their performance objectivity.
Managers:
• Set and clarify employee’s goals
• Support employee development and possible career progression
• Provide yourself frequent and candid feedback
• Access employee performance fairly
Compensation and Benefits:

The salaries of the employees are based on performance, periodic performance
appraisals are conducted and the salary is fixed based on performance.
The following are the components of the compensation package:
• Basic
• Dearness Allowance
• Statutory payment (PF, ESI, Gratuity, etc)
• Efficiency Allowance
• Annual benefit such as medical reimbursement, medical support scheme, LTA
• Superannuation scheme
• Social consciousness
• Eco-friendliness
Organization Culture and Environment:
50
• Motivation and moral of the employee
• Inter-personal relation and team work
• Recognition and appreciation of good work by superior officer
• Transparency in transaction and decision.
MANUFACTURING SYSTEM OF BELL CERAMICS

Manufacturing of floor tiles at Hoskote plant is done in the state-of-the art plant
using Multinate dry process technology. The various raw materials like
shale\clay\chamotte are stored in the clay shed. Then the raw materials are fed into 5
feed into hoppers. Each feed containing a particular raw material.
Raw materials, which are not very hard, are passed into PEG Mill where it is
crushed into small pieces are sieved and then stored in Silos. The hard raw material
then enters into the pendular mill where is it crushed into small powder form. Screens
sieve the powder where the particles, which are not crushed, are sent back to the
pendular mill. The fine dust is then stored into Silos each one storing different
components of raw materials.
The raw material now gets mixed on the conveyor belt and passes through the
bucket elevator and is sieved and again mixed properly in the screw conveyors then
the powder undergoes wetting in Silos and the resultant powder has moisture content
around 7.5% to 8%. The powder is presses in three presses where at one time four
tiles of 300mm*300mm or three tiles of 400mm*400mm can be pressed in one press.
51
The pressed tile passes through twisting unit and passes through the Dryer where 80 C
temperatures is maintained. The tiles are glazed in the glazing line by glazing
machines and then printed by roller printers. The glazed tiles enter the 126 meter long
kiln and are subjected to around 1140c. This results affordable Bell floor tiles are
Palletized and shifted to the warehouse and are ready to be dispatched by trucks to be
laid on the floor & wall at an affordable price. The system is shown diagrammatically
on follows.
52
1) Sl.Number of the Employee……
53
2) Age Groups of the Respondents.
Table No.1
Sl.No Age Number of Percentage

Group Respondents
A Below- 0 0%
20
B 20-24 20 40%
C 25-29 18 36%
D 30-34 12 24%
Total 50 100.0
Diagram No.1
54
Age group of the Respondents
50%
40%
30%
20%
10%
0%
Below 20 20-24 25-29 30-34
The above table No.1

Shows the distribution of the age group of the Respondents.40% of the Respondents
Belong to the age group of 20-24. 36% percent of the Respondents belong to the age
group of 25-29 percents .24% of the Respondents belong to the age group of 30-34
3) Qualification of the Respondents.

Table No.2
Sl.No Qualifications Number of Percentage

Respondents
A S.S.L.C 0 0%
B P.U.C 1 2%
C I.T.I 0 0%
D OTHERS 49 98%
Total 50 100.0
55
Diagram No.2
Qualificationof theRespondents
120%
100%
80%
60%
40%
20%
0%
S.S.L.C P.U.C I.T.I OTHERS
The above table No.2 shows 98% of Respondents belongs to other qualification that
means all belong technical education which is more essential to technically oriented
work at industries; only 2% belongs to P.U.C.
4) Marital status of the Respondents.

Table No.3
Sl.No Perticulars Number of Percentage

Respondents
A Single 18 36%
B Married 26 52%
C Unmarried 06 12%
D Widowed 00 00%
Total 50 100.0
56
Diagram No.3
Marrital Status of the Respondents
60%
50%
40%
30%
20%
10%
0%
Single Married Unmarried Widowed
The above table No.3 shows that among the 50 Respondents of total.56% belong to
married, 36% belong to single remaining unmarried. Most of the respondents are
married group
7) Present Job Performance:

Table No.4
Sl.No Perticulars Number of Percentage

Respondents
A Very Good 09 18%
B Good 41 82%
C Bad 00 00%
D Very Good 00 00%
Total 50 100.0
57
Diagram No.4
Jo b p e rfo rm an c e o f th e R e s p o n d e n ts
100%
80%
60%
40%
20%
0%
V ery G ood G ood B ad V ery B ad
Among 50 Respondent 18% of Respondents feeling Very Good about their Present
job performance remaining 82% feeling good about the present job performance.
8) Training is an element to change the attitude
Table No.5
58
Sl.No Particulars Number of Percentage
Respondents
A Yes 47 94%
B No 03 6%
Total 50 100.0

Shows that 94% of Respondents accepts that Training is an Element to change their
attitude, but remain 6% percents has not accepted.
Diagrame N0-5
Training is Element
the Attitud
100%
This table shows that 94% of the respondents accepted that Training is an element to
change the attitude of the employees, remaining 6% of the respondents responded that
training is not element to change the attitude of the employees.
80%
9) Training foster authenticity, openness, and Trust.
Table No.6
60%
40%
A Yes
Respondents
47 94%
B No 03 6% 59
20% Total 50 100.0

Diagram No.6
Training foster, authentisity, openess

and Trust.
No
6%
Yes
No
Yes
94%
The above table No.6 shows that 94% of Respondents accepted that Training foster
authenticity, openness and Trust. Remaining 6% Respondents have not accepted.
10) Attendance of training programmes outside the company:

Table No.7

Respondents
A Yes 29 58%
B No 21 42% 60
Total 50 100.0
Diagram No.7
Attended any Training Programmes

outside the company
100%
21 42%
No
Percentage 50%
Yes
29 58%
0%
Series

Shows that 58% percentage of total Respondents responded as they attended training
programmes outside the company, Remaining 42% percents responded as they
couldn’t attended any training programmes outside the company
11) Training programmes on attitude change in the company

Table No.8

Respondents
A Yes 47 94% 61
B No 03 6%
Total 50 100.0
Diagram No.8
Training Programmes in the

company on Attitude Change
100%
80%
60%
40%
20%
0%
yes No

Shows that 94% percent of the Respondents responded as there is training
programmes on attitude change in the company, only 6% of respondents as there is no
training programmes on attitude change
Performance after training programmes in group wise
62
Table No.9

Respondents
A Improved 24 48
Group
B Non- 08 16%
improved
Group
C To be 18 36%
improved
Group
Total 50 100.0
Diagram No.9
63
Boss measure the performance of
Employees
30
Improved Group
Percentage
20
10 Non-Improved
0 Group
1 2 3 4 To be Improved
Group
series

Shows that the evaluation of boss of respondents in the company and also it shows
that the present performance of the employees in group wise. 16% of the respondents
belong to improved group, 48% of the respondents belong to Non-improved group
and rest of the respondents belongs to be improved group.
13) Training Provide Avenue for growth in future:

Table No.10
64
Respondents
A Yes 50 100%
B No 00 00%
Total 50 100.0
Diagram No.10
Training Provide an avnue for

growth in future
No
0%
Yes
No
Yes
100%
The above table No.10 shows 100% of the employees accepted that Training provide
an avenue for growth in future. It shows that the value or importance of the training
for each and every individual in the company.
14) Behaviour change after training programmes
65
Table No.11

Respondents
A Yes 50 100%
B No 00 00%
Total 50 100.0
Diagram No.11
After training behaviour and

attitude changed
No
0%
Yes
No
Yes
100%
The above table No.11 Shows that cent percent of the employees attitude is changed
after training programmes. It is an indication of growth and development.
15) Evaluation of Performance

Table No.12
66
Respondents
A Very Good 16 32%
B Good 34 58%
C Bad 00 00%
D Very Good 00 00%
Total 50 100.0

Shows that 32% of respondents accepted that while they were in group their behavior
and attitude is Very Good and rest of respondents 58% accepted that their attitude and
behavior while in the group is good.
67
16) Employees skill in concerned job is…………..
Table No.13

Respondents
A Very Good 14 28%
B Good 36 72%
C Bad 00 00%
D Very Good 00 00%
Total 50 100.0

Shows that 28% percent accepted that respondents skills concerned to job is Very
Good. While the other 72% percent accepted that their skill concerned job is good.
17) Need skill development training Programs

Table No.14

Respondents
A Yes 47 94%
B No 03 06%
Total 50 100.0
68
The above table No.14 shows that 94% of respondents accepted that they need skill
development training programmes in their company rest 06% accepted that they no
need of skill development training at their company.
18) Attendance of Skill development progrmmes

Table No.15

Respondents
A Yes 36 72%
B No 14 28%
Total 50 100.0

Shows that 72% of the respondents attended skill development training programmes
in the company remaining 28% of respondents not attended the skill development
training programmes in the company.
19) Skill development training programmes in your company.

Table No.16

Respondents
A Yes 47 94%
B No 03 06%
Total 50 100.0
69
The above table No.16 shows that 94% of the respondents accepted that they skill
development training programmes in their company remaining 06% accepted that they
no need of skill development training programmes in their company.
20) Training programmes on new machineries.

Table No.17

Respondents
A Very Good 11 22%
B Good 39 78%
C Bad 00 00%
D Very Good 00 00%
Total 50 100.0
The above table No.17 shows that 22% of respondents accepted that Very Good and
78% accepted good while introducing new machineries in training programmes.
21) Training programmes role to manage job related crisis.

Table No.18

Respondents
A Yes 46 92%
B No 04 08%
Total 50 100.0
70
The above table shows that 92% of respondents says that training programmes would
helpful to manage job related crisis. While 06% respondents accepted that training
programmes would not helpful to manage job related crisis.
22) Improvement in interpersonal skills.

Table No.19

Respondents
A Yes 47 94%
B No 03 06%
Total 50 100.0
The above table shows that 94% of respondents interpersonal skills are improved and
only 06% accepted that training does not improved interpersonal skills.
23) Knowledge about training.

Table No.20

Respondents
A Yes 47 94%
B No 03 06%
Total 50 100.0
71
The above table shows that 94% of respondents know about training programmes.
Only 06% of respondents does not know about training programmes.
24) Training Progrmmes on Knowledge management.

Table No.21

Respondents
A Yes 45 90%
B No 05 10%
Total 50 100.0
The above table shows that 90% of respondents accepted that they had training
programmes for knowledge improvement and remaining 10% of respondents
responded that they did not have any training programmes on knowledge
improvement.
25) Training programmes into practice.

Table No.22

Respondents
A Yes 45 90%
B No 05 10%
Total 50 100.0
72
The above table shows that 90% of respondents kept training programmes in to
practice. Remaining 10% of respondents not kept in to practice of training programmes.
26) Role of training in knowledge improvement.

Table No.23

Respondents
A Yes 48 96%
B No 02 04%
Total 50 100.0
The above table show that 96% of respondents accepted that training programmes
improve the knowledge and rest of 4% of respondents accepted that training
programmes does not improve the knowledge.
27) Present knowledge of handling machine parts.

Table No.24

Respondents
A Very Good 09 18%
B Good 41 82%
C Bad 00 00%
D Very Good 00 00%
Total 50 100.0
73
The above table shows that 18% of respondents responded that they are very good at
handling machineries remaining 41% responded that they are good in handling
machineries.
28) Kind of training programmes respondents prefer….

Table No.25

Respondents
A Inter 29 58%
Training
B External 21 42%
Training
Total 50 100.0

Shows that 58% of respondents are interested in internal training programmes. And
42% of respondents are interested in external training programmes. Maximum number
of respondent have interested to go for different training programmes (ASK concept
means Attitude, Skill, Knowledge).
29) Number of Training Programmes attended
Table No.26

Respondents
A Below-5 27 54%
B 5-10 23 46%
C 10-15 00 00% 74
D 15-20 00 00%
Above-20 50 100%
The above Table N0.26
Shows that 54% of respondent attended Below-5 times of training programs. Rest of
the 46% of respondents attended 5-10 training programmes. But no respondents from
group C, group D and above that.
30) Performance after having training programmes.
Table No.27

Respondents
A Very Good 08 16%
B Good 42 84%
C Bad 00 00%
D Very Good 00 00%
Total 50 100.0
The above table shows that 16% of respondents accepted that they are very good after
having training programmes and rest of the 84% of respondents good after having
training programmes.
75
31) Inter personal relationship with boss and colleagues.
Table No.28

Respondents
A Very Good 13 26%
B Good 37 74%
C Bad 00 00%
D Very Good 00 00%
Total 50 100.0
The above table shows that 26% of respondents have very good inter personal
relationship with their boss and colleagues and 37% of respondents have good
relationship with their boss and colleagues
32) Additional jobs engaged.

Table No.29

Respondents
A Yes 21 42%
B No 29 58%
Total 50 100.0
76
The above table shows that 42% of respondents engaging in additional job and 58% of
respondents are not engaging any additional training programmes after having training
programmes.
33) Training increases the versatility and adoptability of employees.

Table No.31

Respondents
A Yes 49 98%
B No 01 02%
Total 50 100.0
The above table shows that 98% of respondents accepted that training would increase
the versatility and adoptability of employees. And remaining 02% responded that
training would not increase the versatility and adoptability of employees.
77
78
FINDINGS:
 The majority of (40%) the respondents belong to the age group of 20-24 while the
minority 24% of the group belongs to age group of 30-34 and there are no respondents
from the age group of below 20 years.
 Only 2% of respondents belong to female and rest of respondents belong male

group.
 52% of the respondents are married. 36% of respondents are single and 12% are
unmarried.
 82% of respondents feeling good about their present performance while 18%
respondents feeling Very Good.
 94% of respondents accept that training is an element to change the attitude. And
rest of 06% of respondents responded that training is not element to change the
attitude.
 94% of respondents accepted that training foster the authenticity trust and
openness. While 06% of respondents accepted that training does not foster the
authenticity trust and openness.
79
 42% of respondents have got trained from outside the company remaining 52%
have not gone outside the company for training programmes.
 94% of respondents accepted that training programmes are there on attitude change
in bell ceramics remaining 6% accepted there are no training programmes.
 According boss measurements 48% belongs to Improved Group 16% Non-

Improved Group and 36% belong to be improved group.
 Cent percent of respondents accepted that training provide an avenue for growth in
future.
 Cent percent of respondents accepted that after having training programmes their
attitude and behaviour changed.
 When they were in group 32% of respondents feel? Very Good, and 68% feel
Good.
 28% of respondents feel Very Good skill in present job. Remaining 72% feel good.
 94% of respondents accepted that they need skill development training

programmes in their company remaining 06% or respondents they do not want skill
development training programmes in their company.
 72% attended skill development training programmes. Only 28% have not attended
skill development training programmes.
80
 78% of respondents feel good while introducing computer training programmes
and 22% responded Very Good while introducing computer training programmes.
 92% of responded Training Progrmmes helpful in managing job related crisis.

Only 8% responded training programmes are not helpful in managing job related
crisis.
 94% accepted that training improved interpersonal skills and 06% do not accepted.
 94% accepted that training programs improves the knowledge on job, only 06%
have not accepted.
 90% of respondents had training on knowledge improvement. And 10% have not
had training on knowledge improvement.
 Present knowledge about handling the machineries and tools are 18% Very Good
and 82% responded No.
 29% of respondents accepted for internal training programmes. 21% of

respondents responded for External training programmes.
 27% attended below 5 times training Programmes. And 23% attended 5-10 times
training programmes.
81
 16% accepted Very Good in the present job performance after having training
programmes.84% accepted that they Good in the present job performance after having
trainings.
 26% are Very Good in Inter personal Relationship with boss and colleagues and
74% are good in Interpersonal Relationship with their boss and colleagues.
 42% engaging additional job and 58% not engaging any additional jobs after
having training programmes.
 92% accepted that Training programmes would helpful to manage job related
crisis. And remaining 08% have not accepted.
 98% accepted that training programmes would increase the versatility and
adoptability, while 2% have not accepted.
82
Suggestions
• The training programmes mostly attended by age group of 20-24 and 25-29 so the
company needed to emphasis on the age group of 30 and above age group.
• The trainees may be motivated to come forward voluntarily to attend the training
programmes on their accord.
• The duration of the Training programmes may be extended.
• The management may encourage both the internal and external training
programmes, because most of the respondents interested in both the training
programmes.
• .Most of the respondents prefer of the internal training programmes. The company
may increase the quality of Training center at the company.
• Most of the respondents expecting more training programmes for skill Development
Company need to plan for more training programmes so that employees can inculcate
suitable skills.
83
CONCLUSTION
The study dealt in detail the various factors that are linked with training. The prime
importance of training for workers has been well realized by this study. The study
conducted also revealed that majority of the workers satisfied with the training
programmes conducted by the industry in spite of that the employees are very eager to
involve in more training programmes.
Today’s industry is a technologically advanced one, so the training is an essential

one in modernized industries. The industrialist should realize the importance of
training given to the workers.
84
CJCHCHCCCCCC
85
BIBLIOGRAPHY :
Magazines:
• P.Subba Rao, Essentials of Human Resource Management and Industrial Relations,
Second Edition, Himalaya Publishing House, 1999.
• Rolf P Lynton and Udai Pareek, Training for Development, Second Edition, Vistaar
Publications, 1990.
• Indian Management, Various Issues.

• The Economic Times and The Times of India, Various Issues.
H.R.M Review November-2004 Orgnisational Knowledge,

The H.R. frame work.
H.R.M Review Monthly digest of Human Capital

June 2003 (Discrimination at work Place)
86
Books:
Shashi. K. Guptha
Roshy Joshi. 2005 Human Resource Management
C.B. Mamoria &

S.V. Gankar. 2002 Personal Management
David Joy. 1996 The Essential Personnel Source Book.
Appannaiah
Reddy
Aparna Rao. 2005 Human Resource Management
Shivarudrappa
Ramachandra
Gopal Krishna 2005 Human Resource Management
Subba Rao. 2003 Personnel and Human Resource Management
Internet and different websites.(Google.com, MSN.Com, Articles.Com, Yahoo.Com,

RediffMail.Com).
87
A STUDY ON TRAINING FOR THE EMPLOYEES OF BELL CERAMICS
LTD HOSKOTE.
Respect sir | Madam,
I am Suresh Babu studying in M.S.W. in Kristu Jayanti College, specializing in
Human Resource Management and pursuing research “A STUDY ON TRAINING
FOR THE EMPLOYEES’’ in your organization. I request you to spend few munits
to fill my questionnaire.
I assure you that date collected from you will be used for academic purpose only.
Thanking you
(Suresh Babu)
88
A STUDY ON TRAINING FOR THE EMPLOYEES OF BELL CERAMICS
LTD HOSKOTE.
Personal data:
1. Sl.No.of the employee……..
2. Age…..
a.Below -20 []
b.20-24 []
c.25-29 []
d.30-34 []
e.35-39 []
3. Qualification.
a.S.S.L.C []
b.P.U.C []
c.I.T.I []
d.Others []
4. Marrital status
a.Single []
b.Married []
c.Unmarried [ ]
d.Widowed []
89
6. Designation………………
Objective-1
Training in attitude change
7.How do you feel about your present job performance ?

a.verygood []
b.good []
c.bad []
c.very bad []
8. Do you feel that training is an element to change your attitude ?

a. yes [ ] b.no [ ]
9. Does training foster authenticity openness and trust according to you?

a. yes [ ] b.no [ ]
10. Have you attended any other training programmes outside the company ?
a. yes [ ] b.no [ ]
11. Is there any training programmes on attitude change in your company?

a. yes [ ] b.no [ ]
12. How is your boss measured your performance after training programmes by
keeping you in the categories of,
a. Improved group []
b.Non-improved group []
c.To be improved group []
13. Do You think that training provides an avenue for growth in your future?
a. yes [ ] b.no [ ]
14. Do you think that your behaviour and attitude is improved after training?
a. yes [ ] b.no [ ]
90
15. How do you evaluate your attitude and behaviour while you were in the group?
a.verygood [ ]
b.good []
c.bad []
c.very bad [ ]
Objective-2
Training in skill development
16. Do you feel that your skill in concerned job is……

a.verygood []
b.good []
c.bad []
c.very bad []
17. Do you need skill development training programmes in your company?

a. yes [ ] b.no [ ]
18. Have you attended any skill development training programmes?

a. yes [ ] b.no [ ]
19. Do you have skill development programmes in your company?

a. yes [ ] b.no [ ]
20. How do you feel about the training programmes conducted while introducing new
machineries such as computer etc?
a.verygood []
b.good []
c.bad []
c.very bad []
21. Do you believe that training programmes would be helpful to manage job related
crisis?
a. yes [ ] b.no [ ]
22. Apart from your basic skills does training improved your interpersonal skills?
91
a. yes [ ] b.no [ ]
Objective-3
Training in knowledge improvement
23. Do you know about training?

a. yes [ ] b.no [ ]
24. Do you had any training programmes for your knowledge improvement?
a. yes [ ] b.no [ ]
25. Did you put training programmes (theory) into practice?

a. yes [ ] b.no [ ]
26. Do you think training programmes improve your knowledge?

a. yes [ ] b.no [ ]
27. How is your present knowledge about the job\handling the tools\machine parts
after having training programmmes?
a.verygood [ ]
b.good []
c.bad []
c.very bad [ ]
28. what type of training programmes your prepare…..

a.Internal training programmes [ ]
b.External training programmes [ ]
92
Objective-4
Evaluation of training programmes
29. How many training programmes you have attended?

a.Below-5 []
b.5-10 []
c.10-15 []
d.15-20 []
e.Above-20 []
30. How is your performance after having training programmes?

a.verygood []
b.good []
c.bad []
c.very bad []
31. How is your interpersonal relationship with your boss and colleagues after having
training programmes?
a.verygood [ ]
b.good []
c.bad []
c.very bad []
32. Are you engaging any other additional job after having training programmes?
a. yes [ ] b.no [ ]
33. Do you believe that training programmes would be helpful to manage job related
crisis?
a. yes [ ] b.no [ ]
93
34. Do you agree that training would increase the versatility and adoptability of
employees?
a. yes [ ] b.no [ ]
35. Any suggestions ……….
94

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INTRODUCTION:-

THREE TERMS. TRAINING, DEVELOPMENT AND EDUCATION.

TRAINING is a process of learning a sequence of programmed behavior. It is

DISTINCTION BETWEEN TRAINING AND DEVELOPMENT:-

“Training is short term process utilizing a systematic and organized procedure by

“Training” refers only to instruction in technical and mechanical operations, while

Basic purposes of training are ………….

1. “To increase productivity :

3. To help a company to fulfill its future personnel needs:

An endless chain of positive reactions results from a well-planned training

5. To improve Health and Safety:

“Training and development programmes foster the initiative and creativity of

“Employees on personal basis gain individually from their exposure to educational

NEED AND IMPORTANCE OF TRAINING

Training of employees is essential because work-force is an invaluable asset to an

Training improves the performance of employees. Increased skill and efficiency

2. Higher Employee Morale:

6. Reduced Turnover and Absenteeism:

The following types of training are generally in use:

 Orientation or induction training.

 Orientation or induction Training.

This method is generally used by government and public enterprises. A school or an

In apprenticeship training, a worker is attached to an experienced or senor worker.

Refresher training is helpful in acquainting personnel with latest improvement in their

STEPS IN SYSTEMATIC TRAINING PLAN:

A training plan essentially involves seven steps namely:

 Establishing Training policies :

Major types of goals and objectives:

Preparing Training budget:

 Deciding about the Methods and Techniques to be deployed in Training.

A study survey conducted by W.D.Scott, R.C.Colother and W.R. springal (1954)

A survey conducted by waye j.Forman (1966) directed towards the 75 corporation

K.R.Krishna Prasad (1981) in his investigation ‘A study on Managerial training’

 Only 4% of companies surveyed were expecting to spend less in 1995.

How many companies have a board member responsible for training?

How many companies have a training plan?

Companies with training plan 63%

• Training plans (formal or informal) are more

What are the main triggers for training initiatives?

Formal quality initiative 61%

Associate professional and technical 64%

Types of training are most commonly provided

Health and safety\first aid 84%

The areas of training are being increased most.

Computer \IT skills 76%

Larger employers undertake more training than smaller ones.

But an overwhelming 94% of companies with 500+employees have done so.

What proportion of experienced employees receives training?

How many companies have training budget.

If found that 38% of employers rely on management to evaluate training needs.

To what extent is training subsequently evaluated?

Training in business parlance is perceived as learning that is provided in order to

Every organization—big or small, productive or non-productive, economic or social,

• To much employee specifications with the job requirements and organizational

Priority Areas of Training

Leadership | Management Training:

Custom-designed Training for Specific Needs:

These areas include industry-specific skills or special organizational needs at various

Teamwork and Team Problem-solving:

Workplace Security \ Safety Training:

Conflict Resolution Training:

There is increased personal tensions in the modern work environment—tempers are