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Table of contents:

S.No Title Page no


1 Chapter 1 2-4
• Rationale for the study

2 Chapter 2 5-7
Objectives of the study
• Title of the project
• Objectives of the study
• Scope of the study

3 Chapter 3 8-35
Profile of the company

4 Chapter 4 36-62
Theoretical perceptive

5 Chapter 5 63-65
Research methodology
• Research design
• Data collection methods/ source
• Data analysis (tools) Sample plan
6 Chapter 6 66-85
Data analysis and interpretation
7 Chapter 7 87
• findings
8 Chapter 8 88-92
• Expected contribution from the study
• Suggestion and conclusion
Annexure
Bibliography
HET’S Institute of Management Studies, Hubli 1
HET’S Institute of Management Studies, Hubli 2
Rationale for the study

This is an attempt to present a progressive detailed discussion on the “A study training


effectiveness of Flowserve microfinish valves pvt ltd Hubli”. Training is the act of
increasing the knowledge & skill of an employee for doing a particular job. In other
words, training improves & moulds the employee’s knowledge, skill, behavior, &
aptitude & attitude towards the requirements of the job & organization for a definite
purpose. I have, over here, tried to make almost a research work on the company’s
training system.

Organization & individual for their survival & attainment of mutual goals should
develop & progress simultaneously; this can be done mainly through training technique.
Because training is the most important technique & it is value addition to the
organization through Human Resource Development for the development of the
employee. The employee she/he been selected, placed & introduced in an organization
should be provided with training facilities in order to adjust & make them suitable for the
jobs, as no organization can get a candidate who exactly matches with the job &
organizational requirements. The trained employees are the valuable assets to any
organization. Training in the organization mainly Vega the difference between the job
requirements & employees present specifications. So employee training is the most
important sub-system, specialized & one of the fundamental operative functions of
Human Resource Development. Organizational efficiency, productivity, progress &
development, also organization viability, stability & growth to greater extent depend on
training. If the required training is not provided it leads to the failure of the performance
failure of the employees. Training enhances the competence, commitment, creativity &
contribution for the organization.

HET’S Institute of Management Studies, Hubli 3


The main objective of this study is to understand the method of training being used by
the company and analyze how the system has enabled the organization to become what it
is today. The entire study has been carried out from the point of both employees and
employers perspective.
This report represents the importance of efficiency of training system adopted by
Flowserve Microfinish valves pvt ltd, and its effects on employee’s performance.

On the base of responses got through the questionnaires data was classified, tabulated,
analyzed and interpreted. Finally conclusion were drawn and recommendations given to
the organization for improving the effectiveness of training.

After observing the results, I interpreted into a conclusion, which further directed me to
find out the loopholes and backlogs. Accordingly, with the meager knowledge and some
kind of intelligence that I carry, I have tried to give necessary suggestions to the
corporate body as to how to overcome its weakness in this system and build up their
strengths. No matter, how ordinary they might be, according to me, they were the actual
recommendations that I could suggest to Flowserve microfinish valves pvt ltd.

This study revealed that the training is very important in informing employees about the
objectives of the organization. The top management is providing proper guidance,
counseling and direction for better performance of employees in the training in
organization

HET’S Institute of Management Studies, Hubli 4


HET’S Institute of Management Studies, Hubli 5
Title of the project
“A study on training effectiveness of Flowserve microfinish valves pvt ltd Hubli”.
How well the employees are performing the job and establish a plan of improvement
plays very important role in determining the success of any industry. Training is the act
of increasing the knowledge & skill of an employee for doing a particular job. In other
words, training improves & moulds the employee’s knowledge, skill, behavior, &
aptitude & attitude towards the requirements of the job & organization for a definite
purpose. It is important to note that organizations have different methods of training to
train their employees.

Objectives of the study

The objectives of this project are –

 To understand training techniques at Flowserve microfinish valves.

 To know how the new and the existing employees perceive the training and
development program

 To determine the major factors influencing the effectiveness of training program

HET’S Institute of Management Studies, Hubli 6


 To investigate the effectiveness current training and development program by
analyzing each factor contributing to its effectiveness

 To find out the problems involved in measuring the training effectiveness and
making suggestions to improve it.

 To find out the satisfaction level of the employees towards the training

 To understand the assessment of training needs to the employees and suggesting


ways to improve them.

Scope of the study

• The purpose of the study is to get practical knowledge and to get experience and
also to know the various challenges that are faced in the corporate world.

• Study the training methods of Flowserve microfinish valves..

• To find out the problems in existing training systems.

• To know the employees attitude towards the existing training.

• To know the effectiveness of the training.

HET’S Institute of Management Studies, Hubli 7


HET’S Institute of Management Studies, Hubli 8
About the company:

Flowserve microfinish group of companies having two units namely Flowserve


microfinish valves pvt ltd. And Flowserve microfinish pumps pvt ltd was established in
1997 to manufacture industrial valves viz. ball valves and plug valves and industrial
pumps viz. ISO pumps and ANSI pumps. The group of companies are located in
industrial area Hubli, which is one of the biggest industrial center in the state of
Karnataka, India Hubli is situated midway between Pune and Bangalore on the NH4
highway and is well connected by road and retail valves and pumps manufacturing units
have a 15,000sq feet and 10,000sq feet of built up area to house the facilities
respectively. Both divisions have an open space of 10,000sq feet and 15,000sq feet
respectively for further expansion.

The two units have excellent machine testing facilities, consisting of CNC’s center
lathes, milling, drilling, and grinding machines, SPMS etc. supported by adequate
gauging measuring instruments. Dedicated staff & workers strive & ensure that quality
objectives are achieved

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The units are catering to the needs of major industries in the field of petrochemicals,
Refiners, fertilizers, fire chemicals, Pharmaceuticals, food and beverages and other
general chemical industries.

Flowserve microfinish valves pvt ltd, & flowserve microfinish pumps pvt ltd, have a
documented quality system to meet the requirements of ISO 9001:2000 requirements to
ensure that its orders are processed, products are manufactured to meet the requirements
of the customer. Flowserve microfinish valves pvt, ltd in addition meets requirements of
PED 97/23/EC

Microfinish was set up in the year 1978. The microfinish is manufacturing a industrial
pumps and valves. Microfinish is known for its quality product and has got certificate
from ISO 9002.
In 1998 Flowserve pvt ltd of USA came to India by entering into a joint venture with a
microfinish of Hubli as microfinish is known for its quality products world wide.

The Flowserve Corporation made a technical collaboration with microfinish valves.


Flowserve pvt ltd came to India and gave technical and management training to the
employees of microfinish in the year 1996 and commercialized its business in the year
1998. The training they give was high standard than later microfinish of Hubli was able
to produce spare parts of high quality. When Flowserve pvt ltd inspected the spare parts
which came out to be more than their execution. Later microfinish started its separate
100% exporting unit and came to be known as a flowserve microfinish pvt ltd, Hubli.
Now the Flowserve microfinish pvt ltd exports to more than 15 countries to name few.

1. USA 7. Belgium

2. UK 8. Mexico

3. Germany 9. Hongkong

4. Brazil 10. Korea

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5. South Africa 11. Australia

6. Taiwan 12. Singapore

Export oriented unit (EOU) status

As regards with gaining 100% EOU status, it required various formalities such as
preparing a feasible project report and submitting it for approval to the Cochin special
economic zone. The (SE) gives approval only if the report has essential criteria met such
as their export obligations, likely exports and imports etc.

When (SE)gave its approval Flowserve microfinish entered in to an agreement with the
(SE) as the case of Flowserve microfinish, they entered into an agreement with the
execution of the B17 bond (a10 year bond ) the establishment of the factory and the
performance of the unit is evaluated from the 1st year the development officer then
issues the green card to Flowserve microfinish stating that it is a unit under 100%
“export oriented unit “ scheme the green card can be said as a card which gives the 100%
EOU a priority over the other normal units and has a validity of 3 years

As soon as the company gains the status of100% EOU, It is a liable for exemptions
prescribed in the scheme
 Income tax 10 years U/S 10(b)

 Customs and excise duty

 VAT

 CST

Share holding pattern

HET’S Institute of Management Studies, Hubli 11


Share holders % of holding Number of equity shares Equity capital

Flowserve(Mauritius 76% 265200 256524000


)
Corporation, USA
Microfinish valves 24% 837600 8376000
ltd Hubli

Total 100% 3490000 34900000

Vision of Flowserve microfinish valves pvt ltd:

Vision is to manufacture quality valve products for the process industry world wide. We
embrace the concepts of total quality and people involvement to enhance “TOTAL
QUALITY SATISFACTION” and commit to maintain this standard of excellent through
continual improve and use of quality management system.

Mission of Flowserve microfinish valves pvt ltd:

Mission is to manufacture quality valve products for the process industry world wide. We
embrace the concept of total quality and people involvement to enhance “total customer
satisfaction” and commit to maintain this standard of excellence through continual
improvement and use of quality management system.

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Flowserve microfinish group of companies pvt ltd , At Glance

HET’S Institute of Management Studies, Hubli 13


Name & Address of the company Flowserve microfinish group of companies pvt ltd 568/1,
industrial area, Gokul road Hubli-580030
Status of organization Private limited (100% EOU)
Date of registration 19th April 1996
Date of commencement 1st June 1998
Availability of communication Telephone, fax, internet, printer , hard copy ,PO
Cost of project (initial investment) 3 Crores
Exporting capacity 20,000 valves
Turn over per year 20 crores
Applicable act 1. Factory act

2. Provident fund

3. ESI (Employee State Insurance)

4. Bonus Act

5. Payment of gratuity

6. Product processing orders

Bank 1. Canara bank

2. Bank of India

Email admim@flowservemicrofinish.com
dispatch@flowservemicrofinish.com
Factory area 3/2 acres, built up are 15000 sq.ft

Branches Pumps pvt ltd and valves pvt ltd

Agencies Foreign system pvt –Germany panel kena south ,


Africa united uniworld logistics, US
Export priegn –Singapore
Tele phone & fax no 2233202, 2332301/fax 0836- 2333205

Owner ship pattern

Board of directors
Flowserve Microfinish pvt ltd managed by 5 directors
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Mr. Tilak K. vikamshi
Mr. Deepak K. vikamshi
Mr . S. Gopinath
Mr. Michel D. olsen
Mr . jhon m.Nanos

Basic functions of valves:

• Starting and stopping flow


• Regulating flow volume (frequently called throttling)
• Preventing reserve flow
• Changing flow direction
• Limiting fluid pressure

Competitors to the company:


The major competitors to the company are namely
1. BDK valves pvt ltd
2. A.K industrial valves

Achievements of the company:


• The company has achieved an ISO 9000-2001 reorganization
• The company is also certified for CE – marketing
• As per the safety related audit conducted by Flowserve US, the company is
certified as the “safest entity” scoring 99% beating even the Bangalore and
Singapore units
• It has also bagged the “best garden award ensuring to get even the ‘best flower’
award”
SWOT analysis of the company:
Strengths:

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• The company has excellent network, which provide good quality product with
minimum time
• ISO standard helps to marketing in international level
• The good HR system is their like motivation training to new employees etc.
• Feedback, information provided to all employees
• Benefits provided by government to 100% EOU unit
• The company has unity of teamwork good salary towards to workers
• Regular medical checkup and help to employees
• They are exempted from tax for the 10 year
• No borrowing of money from bank
Weaknesses:
• It is not having a separate marketing department
• No direct exporting
• No international reorganization by its own name
Opportunities:
• Potential market for spare parts is growing high
• Export order receipt is greater than what they are ask procedure, opportunity to
increase production capacity which ready market is available
• Whatever product is exported
• Opportunity to enter plug valve market
• International customer shows more interest to buy Flowserve microfinish
products
• Company has an out of bound logistic management and documentation
Threats
No threats in the sense, no competitor for it because it is not a independent firm but has
got joint venture with Flowserve USA.

Organization chart

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B.O.D

Managing director

Management
Manufacturing manager representative

Quality assurance
Administration & Production & in charge
Purchase & assembling in charge
Account in charge planning in
charge

Personnel Assistant
officer accountant

Sales & Planning S.O.1 S.O.2 Local


shipping purchase purchaser
officer assistant

Shift 1 in Shift 2 in Maintenance Assembly


charge charge in charge supervisor

Receiving Inspection Final product


quality eng quality eng eng

Draught
man

WORK FLOW MODUEL:

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PURCHASE ORDER

WORK ORDER FILE

PLAN AND PURCHASE DEPARTMENT

PRODUCTION AND ASSEMBLY

REQUISTION AND STORE

PRODUCTION WIP WORK ORDER

STORES FINISHED

WORK ORDER ASSEMBLY

FINAL INSPECTION

FINAL DESIGN

CUSTOMS INVOICE

CUSTOMS PACKING

ARE I FORM

RBI- GR FORM OR SDF FORM

FORMA

SHIPPERS INSTRUCTION

ANNEXTURES

Planning Department

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Plan is drawn to approximate 90% of capacity & 10% capacity is reserved to meet the
“URGENT” amendments. These percentages are indicating and may vary depending
various factors prevailing at the time of plan finalization (above percentage may vary)
Tentative monthly manufacturing planning a particular month is drawn 5 weeks earlier
considering the following elements that is not limited to
1. Delivery date of work order and pending orders

2. Availability of material

3. Feed back from P& A department

Tentative plan is modified / amended if required on basis of feed back information from
other department. Final plan is issued one week earlier to the particular month Final plan
is amended if required on basis the bass of feed back from production and assembly
department. Valves which are planned to be manufactured in a particular month but
could not manufacture are re planned in consultation with the production assembly
department
Causes of not meeting the plan are discussed with the production
Reference
1. Work order(pending order statement)

2. Inputs from production and assembly department

3. Monthly manufacturing plan(tentative and final)

Responsibility
Planning and purchase in charge responsible for drawing tentative and final “monthly
manufacturing plan through planning officer. Production and assembly in charge is
responsible for modifying the plan to meet urgent customer requirements Supplier will
send the bio-data and resume of that product before ordering.

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Microfinish sends the sample to that companies purchase dept is concerned to the
importer wants whether the customer is having good laboratory or not. Rajkot is No.1 for
machinery and raw material. The supplier has to send the raw material according to the
drawing of company requirements. The suppliers will give the raw material in the form
of dice.

Purchase department

Objective
To ensure that al purchase or processed items and services meet the specified
requirements
Responsibility
Planning and purchase in charge is responsible for approval of suppliers vendor rating
Planning and purchase in charge is responsible for controlling procurement and utilizing
qualified suppliers

Planning assistant is coordinating with quality assurance department for evolution of


suppliers and submitting the report to planning and purchase in charge for revival and
approval
Procedure
1. Evolution of suppliers

The potential suppliers are identifying based on their introduce


2. Type of control exercised on approved suppliers

3. Purchasing data

4. Verification of purchased processed products

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Quality department

Quality: quality refers to the degree of perfection as perceived by user of the product.
The main objective of the quality assurance department is to maintain a consistent
appraisal of quality of the product at all stages of manufacturing till the product is
dispatched.

Testing of ball valves


Objective: to ensure pressure containing capability of the valves as to ensure through
valves
Scope
• Hydrostatic shell test of body and tail peace

• Break away to test (under pressure) of assembled valve

• Break way torque test (No load after 4 shares) of assembled valves

Responsibility
• Final pneumatic seat test of assembled valve

• PDT engineer / testing personnel are responsible to carry out the test

Testing of plug valves


Objective
To ensure pressure containing capability of the valve as well as to ensure torque valves.
Scope
• Hydrostatic shell test of plug valve body

• Pneumatic seat test of assembled valve

• Break away torque test of assembled valves

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Responsibility
PDT engineer/testing personnel are responsible to carry out the tests
Corrective/ preventive actions relating to defective items

Objective
To ensure that the corrective and preventive actions relating to the defective items are
mentioned through P&P scope.

Scope This procedure is applicable to the potential causes of defects in consisting bought
out items and sub contracted items identifies at any stage of inspection and testing
needing correction action.
Responsibility

QA personnel are responsible for identifying the potential caused of defects in the casting
and till the casting and till the casting defects reports back the P&P department and to
inspect , test , rectify castings or identify whichever the defect per usual in rectified
castings. Concerned section quality engineer are responsible for maintaining the casting
defect report

Quality responsibility
• Maintenance of quality policy

• Ensuring the quality of product are verified with standard or customers


requirement

• Taking corrective & preventive actions for system none

• Conformities & customers complicate related to the department

• Assisting purchase & planning department head in sub contract rating & vendor
evaluation.
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Implementing & maintenance of quality systems
Holding the N C products & review of the same qualifying the special process & for
maintaining qualification records

Quality assurance
Planned & systematic actions necessary to provide adequate that a product or service will
satisfy given requirement for quality
Quality assurance serves s a managements serves as a management tool in contractual
situations. QA also serves to provide confidence in the supplier

Functions of quality assurance department

• Incoming material inspection.

• In process inspection.

• Final inspection.

Incoming material inspection


All materials are coming from out side such as casting bars and bought items, nuts, bolds
and picking and subcontract items are inspected as per the drawings or according to the
applicable work instruction.

Receiving quality engineer is responsible to ensure that the quality of incoming


components / raw materials or products is in accordance with the established methods
and the quality of all accepted items is conforming to the specified requirements.
Receiving quality engineer is also responsible for identifications of items. Receiving non-
conforming produces competition sub-contractor rating and test the sample material as
per the work instructions.

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In process inspection
Components taken for further process are also inspected. Materials that are used in the
manufacturing process are also inspected periodically.

In process quality engineer is responsible to ensure that the in process components / raw
materials / products in accordance with the established methods and the quality of all
accepted items are conforming to the specified requirements.

In process quality engineer is also responsible for identifications of items receiving non
conforming products/components and for maintaining quality records and maintain
quality records and testing and maintaining hydro shell testing reports of casing and
cover.

In process quality engineer is also responsible for ensuring that the special process are in
accordance with the established methods. special process carried out by in process
quality engineer is as follows.
a) Welding.

In process quality engineer is responsible for continuously monitoring the


welding process so as to ensure that it is in compliance with documented
procedure. All the welding process parameters are listed in welding process
specification and are carried out by a qualified welder.
b) Painting.

Painting is carried out as for work instruction of painting specialization and the
painter have been qualified based on the past experience.

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Final inspection
This inspection is mainly to check if any of the lapses that may have occurred in the
above stages.

Final product engineer is responsible for ensure that the products are in accordance with
the established methods and the quality of all accepted items is conforming to the
specified requirements.

Final product engineer is also responsible for identification of items receiving non
conforming products/components and for maintaining quality records and to ensure that
all assembled products/components are identified with regard to inspection and test
results.

Final product engineer is also responsible for issuing test certificates, material certificates
compliance and warranty certificates as against requirement of work order for closing all
positive recall loops.

Final product engineer is also responsible for inspection of painted product / components
as per specification. Final product engineer is also responsible for to ensure that all out
going components/products are subjected to dispatch inspection. He verifies the
components/products materials of construction, site, and class. Special requirements and
materials etc with W.O and ensure that the sample tested valves are packed with
identified box and note down the box identification and then the inspection and testing
results is note down in the dispatch inspection report.

Inspection color codes used by the QA department


Green: conforming.
Black: accepted on deviation.

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Yellow: rework.
Red: reject.
Dark Blue: hold.
Sales department
Objective
To achieve maximum customer satisfaction, to treat all department as immediate
customer & work towards common goal of “total customer satisfaction”

Scope
This procedure is applicable for sales coordination & service department personnel.

Procedure
The responsibility of HOD is set by the top management or the managing director.
Changing the responsibilities assigning new responsibility & changing the scope of
existing responsibility are in the scope of same function setting the responsibility of all
the personnel in the department lies with the HOD

Responsibility
Department personnel HOD: resource requirement order acceptance, documents approval
prices, activities related to the managed review, ensuring corrective & preventive action,
solving customer complaints, identification of training needs, maintenance of quality
records.

Sales engineer(tender reviews TR): Tender/ enquiry review price estimation &follow up
amendments review (TED/ENQ) work order & amended work order approval, sales
drawing correspondence (TED/ENQ), customer supplied product follow up, inspection
call correspondence updating of Ted/enquiry list preparation of cancellation note,
maintenance of concerned quality records attending the customers during their visit .

Sales engineer (order review OR): order review, amendment review(order) preparation &
issue of work, orders & amended work orders, sales drawing correspondence (orders),

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review & correspondence of customer property order acceptance review, maintenance of
concerned quality records control of system documents.

Customer service engineer: attending the customer complaints preparation & submission
of summary of complaints product cost estimation, submission of summary of cancelled
orders, cost of attending complaints attending the rectifications on chargeable basis
maintenance of concerned quality records control of system documents.

Dispatch officer: Handling, storage, packing, & delivery status, allocation of stock
shipping & final documents correspondence, sales returns maintenance of concerned
records attending the customers during their visit.

Handling, packing, cleaning, storage, & delivery


Objective
The main objective of this department is to ensure that value product/ components are
property handled cleaned, stored, to prevent damage to ensure proper packing and
delivery
Scope
This work instruction is applicable for handling and cleaning of valves during storage
packing and delivery
Storage of the stock valve which are generated due to following
a. Change in specification

b. Cancellation of order

c. Sales return

d. Reduction in ordered

e. Packing and delivery of valves produces components released for dispatch

Responsibility

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Sales engineer (order review) is responsible to review for special packing special
storages and delivery requirements in coordination with the concerned department.
Dispatch officer is responsible to ensure proper handling, cleaning, storage, preservation,
packing and delivery. Dispatch officer is responsible to ensure issue and receipt of all
stock valves

Procedure
Handling
• All valves are property handled and necessary care is taken while handling and
precautions are taken to prevent damages or deterioration

• Cranes and suitable equipment are used for handling or higher site valve which
suitable care as per IOM manual

Cleaning
Whenever special cleaning is required like for oxygen service it will be conveyed to
concerned department storage.
Storage
• Designed storage areas are identified for all stock valves for the proper storage

• Reallocation of valves will be done as per sales returns work instructions

• All stock valves are tested before dispatch scope of testing

• Valves kept in stock for mare than 6 months and less than year from the date of
manufacture processed for performance list.

• Valves kept in stock for more than one year from the date of manufacture

• Valves will be properly stored to avoid damages

• All finished non corrosion resistant valves will be primed or painted before
dispatch.

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• Before shipment parts & equipment will have exposed bare metallic surfaces
protected with a rust preventative. Exposed sealing surfaces will be protected
from mechanical dames for shipping.

• Dispatch officer will ensure the issue and receipt of all stock valves

Packing
• Upon the receipt of information about completion of final inspection accepted
valves are packed as per customer requirements or as explained below

• The invoice and delivery challan is prepared as per work instruction preparation
of invoice and delivery challan the valve products are checked against packing
slip before packing.

• Dispatch officer will study the packing slip through and will collect the valve
numbers from availability assurance department against packing slip valves will
be segregated as per packing ship and dispatch officer will ensure that all valves
are undergone final inspection before packing for spare before packing dispatch
officer will ensure that there are properly identified will respect to purchase order

• Following detail are taken by care by dispatch officer while checking i.e packing
box marketing for exports, destination address, name of client or banker name ,
name of transporter, identification and number (invoice number), supplier and
number of boxes

Delivery
After the receipt of information about dispatch inspection accepted valves are dispatched
as per customer requirements if damage is in packing dispatch officer will allocate for
repacking after ensuring that there is no damage on product and dispatch officer will
evaluate the cause and take the corrective and preventive action to avoid such type of
damage
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Customer satisfaction survey
Objective
The primary objective of this department is to monitor customer satisfaction

Scope
This is applicable to all customers

Responsibility
HOD through customer service engineer is responsible for customer satisfaction survey.

Procedure
To monitor customer satisfaction or dissatisfaction, a questioner is prepared which
includes various points like, communication, quality, delivery and stock etc and send to
the customer for review and comments. Based on the points obtained customer
satisfaction index is calculated, in terms of customer satisfaction index =points scored
/total points.

If the obtained % is less than the benchmark the areas where customer is dissatisfied or
identified and verified concerned personal shall be informed so the corrective actions are
incited suggestion for improvement solicited from customer which are implemented
wherever feasible.

Records
Customer satisfaction survey
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Customer complaints
Objective
Primary objective is to ensure that customer complaints are solved and attended to the
customer satisfaction

Scope
This work instruction is applicable for the customer complaints involving rectification or
replacement.

Responsibility
The sales engineer is responsible to attend the customer complaints

Procedure
After studying the nature of customer complaints requisition will be forwarded to the
concern department accordingly same will be followed until the complaints is solved
For the customer complaints where re-execution is involved due to wrong supply , short
supply or damage of valve or components requisition will be issued purchase production
and assembly quality assurance department

For customer complaints very rectification of valves or its components is involved and
which is to be carried out at our end. Requisition will be issued to purchase production
and assembly quality assurance department.

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Reference
• Complaints received from customer

• Purchase order or work and its amendments if any.

Records
• Customer complaints

• requisition

Shipping and documentation


Objective
The main objective of this department is to ensure that all the shipping documents are
processed as per customer specification

Scope
This procedure applicable to all the orders

Responsibility
Dispatch officer is responsible to get all shipping and final documents for proper
execution with concerned department

Procedure
Documents consists of but not limited to following are prepared by dispatch officer in
coordination with concerned department personnel number of sets will be prepared as per
requirement & sent to the customer one set of document are property filed in the
concerned file property filed in the concerned file.
• Invoice

• Packing ship/ delivery challan


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• Test certificate

• Guarantee certificate

• L.R/ R.R/ C.R/ R.P.F/ V.PP/acknowledgement

Reference
• Purchase order

• Amendments to the PO.

• Work instruction for preparation of invoice & delivery challan

Production & assembly department


Production
It is one of the vital activities of every firm. It is which ensures the production process is
identified planned and carried out under controlled conditions in accordance with the
monthly manufacturing plan. The objective of this department is to improve the
productivity to reduce the cost of production without any compromise on quality and to
manufacture non defective products by training their workers

Objective
• Productivity improvement

• To reduce cost manufacturing with out compromising quality

• Manufacture non defective product by training people

Process of production
• Receipt work order

• Preparation of monthly plan

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• Cross refer with BOM (bill of materials)

• Collection of material

• Preparation of daily production plan and job cards process drawing

• Processing and stage wise inspection

• 1st piece inspection report & run charts

• Assembly

• Painting

• Corrective /preventive actions monitoring and measurement

Servicing

Objective
The objective of this department is to ensure that rectification valve or lts components on
chargeable basis are attended to the customer satisfaction

Scope
This work instruction is applicable for all valves or its components received for
rectification on chargeable basis

Responsibility
• The customer service engineer is responsible for estimation preparation and
submission charges of rectification or replacement.

• Sales engineers (order review) is responsible for the preparation of own order
after the receipt of purchase order from client

• Sales engineer (tender reviews) is responsible to verify approve the work order

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Procedure
After receipt of information from client if rectification/replacement is to be carried out at
site a prescribed format of “request to arrange for materials for rectification at site will be
issued to planning and purchase quality assurance and production & assembly
department to the materials for rectification at site are technician or service engineer will
be deputed with necessary materials . After completion of job at site debit note for a
greed service charge will be sent ff the client and invoice will be raised for the spares
replaced after receipt of purchase order for the same.

If the replacement / rectification is to be carried out at our end rectification charges will
be estimated & informed to the client. After the receipt of purchase order from client
“work instruction preparation of work order amendment “will be followed.

Reference
• All correspondence will client

• Purchase order /LOI/ TOI/ POI/specification sheet

• Amendments (if any)

• Work order

• Cancellation note

Administration & accounts department


Objective
This procedure establishes the responsibilities and authorities for various activities of
administration and accounts function.

Scope
This procedure is applicable for administration and accounts function personnel

Procedure

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The responsibilities of the administration department & account in charge are set by the
managing director / chief operations officer. Changing responsibilities and changing the
scope of existing responsibilities are scope of the same function setting the
responsibilities of all the personnel in the function lies with the administration and
accounts in charge.
Finance
Handling Inventory management, working capital management, selective control of
inventory i.e. ABC analysis.

Department personnel and their responsibilities


1. Account assistant

• Preparation of out standing debtors and creditors list on regular basis

• Issue if bank guarantees, in dimity bond and follow up to expired bank


guarantees for cancellation

• Maintenance of account books , inventory and tally

• Writing of cheques

• Handling of cash payments

• Issue of ‘C’ forms

2. Personnel officer

• Responsible for preparation and filling of statutory returns like PF, ESI ,
gratuity, PT etc.

• Salary computation

• Renewal of factory licenses and filling of statutory returns

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• Providing training to the employees at all levels of organization

• Coordinating training activities with all department heads

• Arranging for the recruitments

• Assisting the manufacturing manager on safety manager on safety matters


in the organization

• Maintaining personnel records

• Coordinating 5s activities

Functions
Requirement

Objective: This procedure list responsibility and authorities to recruit the personnel as
and when required
Training

Objective: The objective this procedure is to provide is to provide the adequate training
to the personnel of all department performing activities affecting quality.
Safety

Objective: To ensure safe and healthy environment for personnel.


Documents and data control
Inventory information
Objective: to ensure control of inventory of documents and data is being used in the
department and data being used in the department in electronic media.
Accounting information
Objective: to ensure control of accounting information and data is being used in the
department
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ISO system documents
Objective: to ensure control of ISO system documents and data is being used in the
concerned departments
Excel & word files
Objective: to ensure control of data in excel & word files being used in the concerned
departments
Calibration
Objective: to ensure control of calibration data being used in the concerned departments
CNC program
Objective: to ensure control of CNC program data being used in the departments

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Introduction about training:

Organization & individual for their survival & attainment of mutual goals should develop

& progress simultaneously; this can be done mainly through training technique. Because

training is the most important technique & it is value addition to the organization through

Human Resource Development for the development of the employee.

The employee she/he been selected, placed & introduced in an organization should be

provided with training facilities in order to adjust & make them suitable for the jobs, as no

organization can get a candidate who exactly matches with the job & organizational

requirements.

The trained employees are the valuable assets to any organization. Training in the

organization mainly Vega the difference between the job requirements & employees

present specifications. So employee training is the most important sub-system, specialized

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& one of the fundamental operative functions of Human Resource Development.

Organizational efficiency, productivity, progress & development, also organization

viability, stability & growth to greater extent depend on training. If the required training is

not provided it leads to the failure of the performance failure of the employees. Training

enhances the competence, commitment, creativity & contribution for the organization.

Training is the act of increasing the knowledge & skill of an employee for doing a
particular job. In other words, training improves change & moulds the employee’s
knowledge, skill, behavior, & aptitude & attitude towards the requirements of the job &
organization for a definite purpose.

Need for training:

i. To match the employee specifications with the job requirements & organizational
needs. Training is needed to fill these gaps by developing & molding the
employee’s skill, knowledge, attitude, behavior etc to tune the organization needs
& job requirements.

ii. For the organizational viability & transformation process so the organization has
to train its employees to impart specific skills & knowledge in order to contribute
to organizational efficiency & to cope with the changing environment

iii. Every organization in order to survive & to be effective should adopt the latest
technology i.e. mechanization, computerization & automation. So to adopt these
technologies the organization should train the employee to operate them & enrich
them in the areas of changing technical skills & knowledge from time to time.
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iv. For the organizational complexity it occurs because of the increased
mechanization & automation manufacturing the products & by-products or
dealing in services of diversified lines extension of operations to various regions
& overseas countries. This creates a complex problem, & this situation calls for
training in the skills of coordination, integration, & adaptability to the
requirement of growth, diversification & expansion.

v. Training is necessary when existing employee is promoted to higher level in the


organization or when there is some new job due to transfer. It is also necessary to
equip the old employee with the new techniques or technology & advanced
disciplines.

vi. It is necessary for maintaining human relation besides maintaining sound


industrial relations & also to deal with the human problems.

The Training needs also arise to:


 Increase productivity
 Improve the quality of the product/service
 Improve organizational climate.
 Effect personal growth
 Help a company to fulfill its future personnel needs.
 Prevent obsolescence
 Minimize the resistance to change

Objectives of training:

 To prepare both the old & new employee to meet the present as well

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as changing requirements of the job & the organization.
 To prevent obsolescence.
 To prepare employee for the higher-level tasks.
 To ensure smooth & efficient working of the department.
 To ensure economical output of the required quality.
 To impart knowledge & skills for new entrants for an intelligent

How to make training effective:

 Determine the training needs through job description, performance


appraisal, potential appraisal and discussion with employees.

 Prepare a training calendar in discussion with the managers concerned.

 Define the training objectives specifically.

 Select the efficient faculty

Training Process:

Steps:

1) Design the training needs

2) Job and organizational analysis

3) Evaluate the trainee

4) Prepare cost budget and foresee budget

5) Design training content, teaching methods and media

6) Prepare the instructions


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7) Get ready to teach

8) Implement the training program

9) Present the operations

10) Gain the acceptance of the program

11) Try out the trainees performance

12) Evaluate the results

13) Update the program

How training benefits to the organization

 Lead to improve profitability and improves the job knowledge and skills
at all level of the organization

 Improve the moral of the work force

 Helps create better corporate image

 Improves relation between boss and employee

 Helps prepare guidelines for work

 Provides information for future needs in all areas of the organization

 Helps keep costs down in many areas, e. g. production, personal,


administration, etc

 Develops sense of responsibility to the organization for being competent


and knowledge

 Improve labour-management relation

 Reduces outside consulting costs by utilizing competent internal


consultation

 Creates an appropriate climate for growth, communication

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 Improves organizational communication

 Helps employees adjust to change

 Organization gets more effective decision-making and problem-solving


skill

Benefits to the individual:

 Helps the individual in marketing better decisions and effective


problem solving

 Encouraging and achieving self-development and self-confidence

 Helps a person handle stress tension, frustration and conflict

 Provides information for improving leadership, knowledge,


communication skills and attitudes

 Increases job satisfaction and recognition

Methods and techniques of training:

There are mainly two methods adopted by every industry and organization to train
their employees

• On The Job Training

• Off The Job Training

On The Job Training:

• Orientation training

• Job instruction training

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• Apprentice training

• Internships & assistantship

• Job rotation

• Coaching

Off The Job Methods:

• Vestibule

• Lecture

• Special study

• Films

• Television

• Conference or discussion

• Case study

• Role playing

• Simulation

• Programmed instruction

• Laboratory training

• Audio-visual

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Techniques of Training:

Techniques Description
Ice Breaker Games to get team members know each other
Leading Games Exercise to each different style of leadership
Skill Games Test to develop analytical skills
Communication Games Exercise to build bias free listening and talking
Strategic planners Games to test ability to plan ahead
Team building games Exercise requiring collaborative effort
Role reversal Exercise to teach plurality of view
Doubling Bring out the ideas that are not often expressed

Methods of Training Evaluation:

 Immediate assessment of trainee’s reaction to the program.

 Knowing trainees expectations before the training program and collecting their views
regarding the attainment of the expectations after training.

 Seeking opinion of the trainee’s superior regarding his / her job performance and
behavior before and after training.

 Evaluation of trainee’s skill level before and after training program.

 Measurement of improvement in trainees on the job.

 Cost – benefit analysis of the training program

 Seeking opinion of trainees colleagues regarding his / her job performance and
behavior

 Measurement of levels in absenteeism, turnover, wastage / scrap, accidents, breakage


of the machinery during pre and post period of the training program.

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Training Program Evaluation
Training and learning evaluation, feedback forms, action plans and follow-up.

There have been many surveys on the use of evaluation in training and development.
While surveys might initially appear heartening, suggesting that many
trainers/organizations use training evaluation extensively, when more specific and
penetrating questions are asked, it is often the case that many professional trainers and
training departments are found to use only 'reactionaries' (general vague feedback forms),
including the invidious 'Happy Sheet' relying on questions such as 'How good did you
feel the trainer was?', and 'How enjoyable was the training course?'. As Kirkpatrick,
among others, teach us, even well-produced reactionaries do not constitute proper
validation or evaluation of training.

For effective training and learning evaluation, the principal significant questions
should be:

• To what extent were the identified training needs objectives achieved by the
programme?
• To what extent were the learners' objectives achieved?
• What specifically did the learners learn or be usefully reminded of?
• What commitment have the learners made about the learning they are going to
implement on their return to work?
• How successful were the trainees in implementing their action plans?
• To what extent were they supported in this by their line managers?
• To what extent has the action listed above achieved a Return on Investment (ROI)
for the organization, either in terms of identified objectives satisfaction or, where
possible, a monetary assessment.

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Organizations commonly fail to perform these evaluation processes, especially
where:

• The HR department and trainers, do not have sufficient time to do so, and/or
• The HR department does not have sufficient resources - people and money - to do
so.

Obviously the evaluation cloth must be cut according to available resources (and the
culture atmosphere), which tend to vary substantially from one organization to another.
The fact remains that good methodical evaluation produces a good reliable data;
conversely, where little evaluation is performed, little is ever known about the
effectiveness of the training.

Evaluation of Training

There are the two principal factors which need to be resolved:

• Who is responsible for the validation and evaluation processes?


• What resources of time, people and money are available for validation/evaluation
purposes? (Within this, consider the effect of variation to these, for instance an
unexpected cut in budget or manpower. In other words anticipate and plan
contingency to deal with variation.)

Responsibility for the Evaluation of Training

Traditionally, any evaluation or other assessment has been left to the trainers "because
that is their job..." The contention is that a 'Training Evaluation Quintet' should exist,
each member of the Quintet having roles and responsibilities in the process Considerable
lip service appears to be paid to this, but the actual practice tends to be a lot less.

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The 'Training Evaluation advocated consists of:

• senior management
• The trainer
• line management
• the training manager
• the trainee

Each has their own responsibilities, which are detailed below.

Senior Management - Training Evaluation Responsibilities

• Awareness of the need and value of training to the organization.


• The necessity of involving the Training Manager (or equivalent) in senior
management meetings where decisions are made about future changes when
training will be essential.
• Knowledge of and support of training plans.
• Active participation in events.
• Requirement for evaluation to be performed and require regular summary report.
• Policy and strategic decisions based on results and ROI data.

The Trainer - Training Evaluation Responsibilities

• Provision of any necessary pre-programme work etc and programme planning.


• Identification at the start of the programme of the knowledge and skills level of the
trainees/learners.
• Provision of training and learning resources to enable the learners to learn within the
objectives of the programme and the learners' own objectives.
• Monitoring the learning as the programme progresses.
• At the end of the programme, assessment of and receipt of reports from the learners
of the learning levels achieved.

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• Ensuring the production by the learners of an action plan to reinforce, practice and
implement learning.

The Line Manager - Training Evaluation Responsibilities

• Work-needs and people identification.


• Involvement in training programme and evaluation development.
• Support of pre-event preparation and holding briefing meetings with the learner.
• Giving ongoing, and practical, support to the training programme.
• Holding a debriefing meeting with the learner on their return to work to discuss,
agree or help to modify and agree action for their action plan.
• Reviewing the progress of learning implementation.
• Final review of implementation success and assessment, where possible, of the ROI.

The Training Manager - Training Evaluation Responsibilities

• Management of the training department and agreeing the training needs and the
programme application
• Maintenance of interest and support in the planning and implementation of the
programs, including a practical involvement where required
• The introduction and maintenance of evaluation systems, and production of regular
reports for senior management
• Frequent, relevant contact with senior management
• Liaison with the learners' line managers and arrangement of learning implementation
responsibility learning programs for the managers
• Liaison with line managers, where necessary, in the assessment of the training ROI.

The Trainee or Learner - Training Evaluation Responsibilities

• Involvement in the planning and design of the training programme where possible
• Involvement in the planning and design of the evaluation process where possible
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• Obviously, to take interest and an active part in the training programme or activity.
• To complete a personal action plan during and at the end of the training for
implementation on return to work, and to put this into practice, with support from the
line manager.
• Take interest and support the evaluation processes.

Although the principal role of the trainee in the programme is to learn, the learner must
be involved in the evaluation process. This is essential, since without their comments
much of the evaluation could not occur. Neither would the new knowledge and skills be
implemented. For trainees to neglect either responsibility the business wastes its
investment in training. Trainees will assist more readily if the process avoids the look and
feel of a paper-chase or number-crunching exercise. Instead, make sure trainees
understand the importance of their input - exactly what and why they are being asked to
do.

Training Evaluation and Validation Options

As suggested earlier what you are able to do, rather than what you would like to do or
what should be done, will depend on the various resources and culture support available.
The following summarizes a spectrum of possibilities within these dependencies.

1 - Do nothing

Doing nothing to measure the effectiveness and result of any business activity is never a
good option, but it is perhaps justifiable in the training area under the following
circumstances:

• If the organization, even when promoted, displays no interest in the evaluation


and validation of the training and learning - from the line manager up to the board
of directors.
• If you, as the trainer, have a solid process for planning training to meet
organizational and people-development needs.

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• If you have a reasonable level of assurance or evidence that the training being
delivered is fit for purpose, gets results, and that the organization (notably the line
managers and the board, the potential source of criticism and complaint) is happy
with the training provision.
• You have far better things to do than carry out training evaluation, particularly if
evaluation is difficult and cooperation is sparse.

However, even in these circumstances, there may come a time when having kept a basic
system of evaluation will prove to be helpful, for example:

• You receive have a sudden unexpected demand for a justification of a part or all
of the training activity. (These demands can spring up, for example with a change
in management, or policy, or a new initiative).
• You see the opportunity or need to produce your own justification (for example to
increase training resource, staffing or budgets, new premises or equipment).
• You seek to change job and need evidence of the effectiveness of your past
training activities.

Doing nothing is always the least desirable option. At any time somebody more senior to
you might be moved to ask "Can you prove what you are saying about How successful
you are?" Without evaluation records you are likely to be at a loss for words of proof.

2 - Minimal action

The absolutely basic action for a start of some form of evaluation is as follows:

At the end of every training programme, give the learners sufficient time and support in
the form of programme information, and have the learners complete an action plan based
on what they have learned on the programme and what they intend to implement on their
return to work. This action plan should not only include a description of the action
intended but comments on how they intend to implement it, a timescale for starting and
completing it, and any resources required, etc. A fully detailed action plan always helps
the learners to consolidate their thoughts. The action plan will have a secondary use in
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demonstrating to the trainers, and anyone else interested, the types and levels of learning
that have been achieved.

The learners should also be encouraged to show and discuss their action plans with their
line managers on return to work, whether or not this type of follow-up has been initiated
by the manager.

3 - Minimal desirable action leading to evaluation

When returning to work to implement the action plan the learner should ideally be
supported by their line manager, rather than have the onus for implementation rest
entirely on the learner. The line manager should hold a debriefing meeting with the
learner soon after their return to work, covering a number of questions, basically
discussing and agreeing the action plan and arranging support for the learner in its
implementation. As described earlier, this is a clear responsibility of the line manager,
which demonstrates to senior

Management, the training department and, certainly not least, the learner, that a positive
attitude is being taken to the training. Contrast this with, as often happens, a member of
staff being sent on a training course, after which all thoughts of management follow-up
are forgotten.

The initial line manager debriefing meeting is not the end of the learning relationship
between the learner and the line manager. At the initial meeting, objectives and support
must be agreed, then arrangements made for interim reviews of implementation progress.
After this when appropriate, a final review meeting needs to consider future action.

This process requires minimal action by the line manager - it involves no more than the
sort of observations being made as would be normal for a line manager monitoring the
actions of his or her staff. This process of review meetings requires little extra effort and
time from the manager, but does much to demonstrate at the very least to the staff that
their manager takes training seriously.

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4 - Training program basic validation approach

The action plan and implementation approach described in (3) above is placed as a
responsibility on the learners and their line managers, and, apart from the provision of
advice and time, do not require any resource involvement from the trainer. There are two
further parts of an approach which also require only the provision of time for the learners
to describe their feelings and information. The first is the reactionnaire which seeks.

The views, opinions, feelings, etc., of the learners about the program. This is not at a
'happy sheet' level, nor a simple tick-list - but one which allows realistic feelings to be
stated.

This sort of reactionaries is described in the book ('Assessing the Value of Your
Training', Leslie Rae, Gower, 2002). This evaluation seeks a score for each question
against a 6-point range of Good to Bad, and also the learners' own reasons for the scores,
which is especially important if the score is low.

Reactionaries should not be automatic events on every course or programme. This sort of
evaluation can be reserved for new programs (for example, the first three events) or when
there are indications that something is going wrong with the programme.

The next evaluation instrument, like the action plan, should be used at the end of every
course if possible. This is the Learning Questionnaire (LQ), which can be a relatively
simple instrument asking the learners what they have learned on the programme, what
they have been usefully reminded of, and what was not included that they expected to be
included, or would have liked to have been included. Scoring ranges can be included, but
these are minimal and are subordinate to the text comments made by the learners. There
is an alternative to the LQ called the Key Objectives LQ (KOLQ) which seeks the
amount of learning achieved by posing the relevant questions against the list of Key
Objectives produced for the programme. When a reactionnaire and LQ/KOLQ are used,
they must not be filed away and forgotten at the end of the programme, as is the common
tendency, but used to produce a training evaluation and validation summary.

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A factually-based evaluation summary is necessary to support claims that a programme is
good/effective/satisfies the objectives set'. Evaluation summaries can also be helpful for
publicity for the training programme, etc.

Example Learning Questionnaires and Key Objectives Learning Questionnaires are


included in the set of free evaluation tools.

5 - Total Evaluation Process

If it becomes necessary the processes described in (3) and (4) can be combined and
supplemented by other methods to produce a full evaluation process that covers all
eventualities. Few occasions or environments allow this full process to be applied,
particularly when there is no Quintet support, but it is the ultimate aim. The process is
summarized below:

• Training needs identification and setting of objectives by the organization


• Planning, design and preparation of the training programs against the objectives
• Pre-course identification of people with needs and completion of the preparation
required by the training programme
• Provision of the agreed training programs
• Pre-course briefing meeting between learner and line manager
• Pre-course or start of programme identification of learners' existing knowledge,
skills and attitudes, ('3-Test' before-and-after training example tool and manual
version and working file version)
• Interim validation as programme proceeds
• Assessment of terminal knowledge, skills, etc., and completion of
perceptions/change assessment ('3-Test' example tool and manual version and
working file version)
• Completion of end-of-programme reactionary
• Completion of end-of-programme Learning Questionnaire or Key Objectives
Learning Questionnaire
• Completion of Action Plan
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• Post-course debriefing meeting between learner and line manager
• Line manager observation of implementation progress
• Review meetings to discuss progress of implementation
• Final implementation review meeting
• Assessment of ROI

The Trainer's Overall Responsibilities - Aside From Training


Evaluation

Over the years the trainer's roles have changed, but the basic raison-d'être for the trainer
is to provide efficient and effective training programmes. The following suggests the
elements of the basic role of the trainer, but it must be borne in mind that different
circumstances will require modifications of these activities.

1. The basic role of a trainer (or however they may be designated) is to offer and provide
efficient and effective training programmes aimed at enabling the participants to learn the
knowledge, skills and attitudes required of them.

2. A trainer plans and designs the training programmes, or otherwise obtains them (for
example, distance learning or e-technology programmes on the Internet or on CD/DVD),
in accordance with the requirements identified from the results of a TNIA (Training
Needs Identification and Analysis) for the relevant staff of an organizations or
organizations.

3. The training programmes cited at (1) and (2) must be completely based on the TNIA
which has been: (a) completed by the trainer on behalf of and at the request of the
relevant organization (b) determined in some other way by the organization.

4. Following discussion with or direction by the organization management who will have
taken into account costs and values (eg ROI - Return on Investment in the training), the
trainer will agree with the organization management the most appropriate form and
methods for the training.

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5. If the appropriate form for satisfying the training need is a direct training course or
workshop, or an Intranet provided programme, the trainer will design this programme
using the most effective approaches, techniques and methods, integrating face-to-face
practices with various forms of e-technology wherever this is possible or desirable.

6. If the appropriate form for satisfying the training need is some form of open learning
programme or e-technology programme, the trainer, with the support of the organization
management obtain, plan the utilization and be prepared to support the learner in the use
of the relevant materials.

7. The trainer, following contact with the potential learners, preferably through their line
managers, to seek some pre-programme activity and/or initial evaluation activities,
should provide the appropriate training programme(s) to the learners provided by their
organization(s). During and at the end of the programme, the trainer should ensure that:
(a) an effective form of training/learning validation is followed (b) the learners complete
an action plan for implementation of their learning when they return to work.

8. Provide, as necessary, having reviewed the validation results, an analysis of the


changes in the knowledge, skills and attitudes of the learners to the organization
management with any recommendations deemed necessary. The review would include
consideration of the effectiveness of the content of the programme and the effectiveness
of the methods used to enable learning, that is whether the programme satisfied the
objectives of the programme and those of the learners.

9. Continue to provide effective learning opportunities as required by the organization.

10. Enable their own CPD (Continuing Professional Development) by all possible
developmental means - training programmes and self-development methods.

11. Arrange and run educative workshops for line managers on the subject of their
fulfillment of their training and evaluation responsibilities.

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Dependent on the circumstances and the decisions of the organization management,
trainers do not, under normal circumstances:

1. Make organizational training decisions without the full agreement of the


organizational management.

2. Take part in the post-programme learning implementation or evaluation unless the


learners' line managers cannot or will not fulfil their training and evaluation
responsibilities.

As a final reminder, unless circumstances force them to behave otherwise, the trainer's
role is to provide effective training programmes and the role of the learners' line
managers is to continue the evaluation process after the training programme, counsel and
support the learner in the implementation of their learning, and assess the cost-value
effectiveness or (where feasible) the ROI of the training. Naturally, if action will help the
trainers to become more effective in their training, they can take part in but not run any
pre- and post-programme actions as described, always remembering that these are the
responsibilities of the line manager.

A Note about ROI (Return on Investment) In Training

Attempting financial ROI assessment of training is a controversial issue. It's a difficult


task to do in absolute terms due to the many aspects to be taken into account, some of
which are very difficult to quantify at all, let alone to define in precise financial terms.
Investment - the cost - in training may be easier to identify, but the benefits - the return -
are notoriously tricky to pin down. What value do you place on improved morale?
Reduced stress levels? Longer careers? Better qualified staff? Improved time
management? All of these can be benefits - returns - on training investment. Attaching a
value and relating this to a single cause, ie, training, is often impossible. At best
therefore, many training ROI assessments are necessarily 'best estimates'.

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If ROI-type measures are required in areas where reliable financial assessment is not
possible, it's advisable to agree a 'best possible' approach, or a 'notional indicator' and
then ensure this is used consistently from occasion to occasion, year on year, course to
course, allowing at least a comparison of like with like to be made, and trends to be
spotted, even if financial data is not absolutely accurate.

In the absence of absolutely quantifiable data, find something that will provide a useful if
notional indication. For example, after training sales people, the increased number and
value of new sales made is an indicator of sorts. After motivational or team-building
training, reduced absentee rates would be an expected output. After an extensive
management development programme, the increase in internal management promotions
would be a measurable return. Find something to measure, rather than say it can't be done
at all, but be pragmatic and limit the time and resource spent according to the accuracy
and reliability of the input and output data. Also, refer to the very original Training
Needs Analysis that prompted the training itself - what were the business performance
factors that the training sought to improve?

Use these original drivers to measure and relate to organizational return achieved. The
problems in assessing ROI are more challenging in public and non-profit-making
organizations - government departments, charities, voluntary bodies, etc.

ROI assessment in these environments can be so difficult as to be insurmountable, so that


the organization remains satisfied with general approximations or vague comparisons, or
accepts wider forms of justification for the training without invoking detailed costing.
None of this is to say that cost- and value-effectiveness assessment should not be
attempted. At the very least, direct costs must be controlled within agreed budgets, and if
it is possible, attempts at more detailed returns should be made.

It may be of some consolation to know that Jack Philips, an American ROI 'guru',
recently commented about training ROI: "Organizations should be considering
implementing ROI impact studies very selectively on only 5 to 10 per cent of their
training programme, otherwise it becomes incredibly expensive and resource intensive."
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Flowserve microfinish valves Training process:
Meaning: training is the act of increasing the knowledge and skill of employee for doing
a particular job. It is concerned with importing specific job related skills to the employee
training department has a border connection its aim being to improve the overall
personality of an individual.
Objective: the objective of this procedure is to provide adequate training to the personnel
departments performing activities of teaching quality.
Scope: planning and arranging training as regarding the training need of personnel of the
organization and orientation in case of fresher
Procedure:
1. All departments in charge review performance of their personnel and identify the
training needs including topics or scope by March every year
2. Training officers in consultation with department in charge finalize the topic and
scope
3. Training officer in consultation with top management select suitable trainers both
internal and external
4. Based on the above data training plan for the year is prepared
5. Individual trainers are informed about training which they need to undergo
6. Fresh appointees are given orientation and training and ISO system awareness
training
7. Effectiveness of training is monitored and measured after every class room
training by conducting written test to evaluate the trainees who have scored less
than 60% retrained
8. On job training is monitored by concerned department in charge
9. The performance of trainers is evaluated by obtaining feedback from trainees
10. The record of training activity performed is maintained and the concerned
departments in charge are informed of training undergone by their department
personnel after completion of training plan along with performance of trainees
11. If the average of attendance is below 80% then training program will be
rescheduled

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Training need:

All the training needs to achieve necessary competence are identified by functional in
charges for their function. For in charges of function training needs are identified through
self appraisal training needs are identified for new recruitment during introduction of
new system/ procedure annual training appraisal skill/competence matrix and
competence level are compared for identifying training needs. Training needs are
identified for QMS and skills required for the job being performed functional in charge.
Organize on job training for the personnel performing the work affecting quality
regarding the consequences to the customer of non conformity.

All these training needs are communicated to personnel officer through inter department
note based upon training needs personnel officer prepares the annual training plan.
According to training program personnel officer communicates the training plan through
inter department note after providing training personnel officer updates “training
programme information sheet and attendance status of trainee”. Accordingly individual
training records are updated the effectiveness of the training programme is monitored
through “ questionnaire for class room training” and for on job training feedback from
concerned functional head on quarterly basis should there be gaps ever after training
other suitable actions are taken to necessary competence

Training responsibility:
Administration and accounts in charge through personnel officers is overall responsible
to ensure that the training of personnel of all the departments are fulfilled
Personnel officer is responsible for identifying the appropriate trainer is consultation with
the top management for arranging the training.

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• In charge of respective departments are responsible to appraise and forward the
training requirements of their department personnel to personnel officer
• Training given for employees ones or twice in a month depending on the need in
training the following aspects are covered.
Product application, basic computer knowledge, instrument knowledge, industrial safety
aid, statistical quality control, ISO awareness (9001:2000), leadership quality, manpower
handling, commercial acumen, communication skills, identification and traceability,
material handling.

Infrastructure and work environment:


All the resource related infrastructure maintaining working environment are identified by
the respective functional in charges and communicated to top management with proper
justification top management reviews the requirement in relation to the benefits derived
safety requirements, regulatory requirements and depending upon the merits suitable
infrastructure is provided. All machinery and processing equipments are maintained as
per maintenance process module. Concerned functional heads are responsible for
monitoring the performance of the facilities being provided. Accounts and
administration ensure that proper communication takes place within the organization. All
functions are well connected with intercom facility.

All the products are transferred from our end to our suppliers and or vice a versa through
approved sources. 5s audits are conducts quarterly for monitoring cleanliness and
orderliness as per checklist. Safety precaution will be taken as per work instruction
“safety practices”. Statutory and regulatory requirements will be identified by the
concerned department in charge and are coordinated by the accounts and administration
departments who have primary responsibility. Minimum qualification, experience and
competency requirements are as per work instruction.

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Monitoring and measurements:
Parameter Method Frequency Unit of measurement

No. of training Training record Training plan Achieved/planned


classes conducted
Marks scored by House keeping audit Quarterly Marks scored
each department record
No. of accidents _ Monthly Nos
Effectiveness of Questionnaire As per training %
training plans

Principals of learning:
1. Knowledge of result:
Every employee in a learning situation wants to know what is excepted of him
and how well he is doing knowledge of results affects learning in two ways.
• It provides the trainee the basis for correcting the error
• It provides motivational effects on trainee
2. Motivation: A motivated workers learn better than a unmotivated one. Until the
worker has become convinced of the need of the training and of the worth while
ness of the returns the level of motivation will be low and learning will be
perfunctory and slow
3. Reinforcement: in order for behavior to be acquired, modified and sustained, it
must be rewarded but reward should be distributed continuously (discreetly,
praising an inefficient and poor learner may disappoint good trainees). Principle
of reinforcement also states that punishment is less effective in learning then
reward
4. Supporting climate and practice: In order that the trainee may not revert back
to the back to the old behavior it is essential that he practice the new learning
daily. The internal environment of many organizations is hostile to this too often

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the trainee is not able to implement in the workplace what he has learned during
the training session.
5. plant vs. whole learning: this controversial issue is concerned with whether it is
more efficient to practice a whole task all at once whether sub tasks/ component
tasks should be mastered first before integrating them in to the whole task
performance

A vital aspect of any sort of evaluation is its effect on the person being evaluated.
Feedback is essential for people to know how they are progressing, and also, evaluation
is crucial to the learner's confidence too.

And since people's commitment to learning relies so heavily on confidence and a belief
that the learning is achievable, the way that tests and assessments are designed and
managed, and results presented back to the learners, is a very important part of the
learning and development process.

People can be switched off the whole idea of learning and development very quickly
if they receive only negative critical test results and feedback. Always look for
positives in negative results. Encourage and support - don't criticize without adding some
positives, and certainly never focus on failure, or that's just what you'll produce.

This is a much overlooked factor in all sorts of evaluation and testing, and since this
element is not typically included within evaluation and assessment tools the point is
emphasized point loud and clears here.

Evaluation is not just for the trainer or teacher or organization or policy-makers -


evaluation is absolutely vital for the learner too, which is perhaps the most important
reason of all for evaluating people properly, fairly, and with as much encouragement as
the situation allows.

Most of the specific content and tools below for workplace training evaluation is based
on the work of Leslie Rae, an expert and author on the evaluation of learning and training
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programmes, and this contribution is greatly appreciated. W Leslie Rae has written over
30 books on training and the evaluation of learning - he is an expert in his field. His
guide to the effective evaluation of training and learning, training courses and learning
programmes, is a useful set of rules and techniques for all trainers and HR professionals

In measuring improvement, using self-assessment, between before and after training it is


useful first to revise our pre-trained assessment, because before training usually our
assessment of ability is over-optimistic, which can suggest (falsely) an apparent small
improvement or even regression (because we thought we were more skilled than we
actually now realize that we were).

Learning and training enables positive change and improvement - for people and
employers - when people's work is aligned with people's lives - their strengths, personal
potential, goals and dreams - outside work as well as at work.

Evaluation of training can only effective if the training itself is effective and appropriate.
Testing the wrong things in the wrong way will give you unhelpful data, and could be
even more unhelpful for learners.

Consider people's learning styles when evaluating personal development. Learning styles
are essentially a perspective of people's preferred working, thinking and communicating
styles. Written tests do not enable all types of people to demonstrate their competence.

Evaluating retention of knowledge only is a very limited form of assessment. It will not
indicate how well people apply their learning and development in practice.

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Design of the study:

The study is organized in the following section:

1) Methods used
2) Data analysis
3) Over view of the study
4) Opinion of the study
5) Findings, Suggestion and Conclusion

Methodology

• Size of the sample: 100 respondents

• Sampling design:
Non probability  Judgmental sampling

• Sampling unit: Employees of Flowserve microfinish valves pvt ltd


• Sample method: questionnaire method

Source of data

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Primary data collected from interaction with employees & questionnaire. Secondary data
was collected from text materials, organization report & internet.

Geographical area of the study:

• Flowserve microfinish valves pvt ltd Hubli

Data collection:

Primary Data:

The primary data is collected with the help questionnaires by handling out the
questionnaires to the employees, and personal interaction. The sample size is of 100
respondents. The sampling methodology being adopted is non probability convenient
sampling method.

Secondary Data:

The major source of secondary or supporting data is from


• Internet
• Text books
• Organization report

Data Analysis tools:

The data and information obtained from the respondents are put into Spss form. Then the
data is been organized in such a way that they would yield specific results to the

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objective of the study. The data is organized in the tally marks and various charts, graphs
& pie charts that will help to have overview of the fact and figures. All the work is done
under the data, which is collected, form the employees. From the process data the
research loudly speaks of its findings and implications that aid in arriving at a conclusion

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Training program undergone

Cumulative
Frequency Percent Valid Percent Percent

Valid team building method 24 24.0 24.0 24.0

on job training 76 76.0 76.0 100.0

Total 100 100.0 100.0

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Findings: out of 100 respondents 76 respondents undergone on job training, 24
respondents under gone team building method.

Analysis: most of the respondents under gone on job training, in the company they are
giving induction training to the newly joined employee, to tell about the organization
objectives, rules. Team building method is to maintain the good relationship between the
employees in the company.

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Employee contribution towards achieving organization goal has increased after
training

Cumulative
Frequency Percent Valid Percent Percent

Valid Lowest 5 5.0 5.0 5.0

no opinion 5 5.0 5.0 10.0

Average 25 25.0 25.0 35.0

Highest 34 34.0 34.0 69.0

very highest 31 31.0 31.0 100.0

Total 100 100.0 100.0

Findings: out of 100 respondents 90 respondents said employee contribution towards


achieving organization goal has increased, 10 respondents said employee contribution
towards achieving organization goal has not increased.

Analysis: most of the respondents said employee contribution towards achieving


organization goal has increased. By this we can say that after giving training employee
contribution towards achieving organization goal has increased

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Training program was well planned

Cumulative
Frequency Percent Valid Percent Percent

Valid average 31 31.0 31.0 31.0

highest 41 41.0 41.0 72.0

very highest 28 28.0 28.0 100.0

Total 100 100.0 100.0

Findings: all respondents said that training program was well planned

Analysis: all respondents said that training program was conducted by the company is
well planned.

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Training program provided excellent opportunity to learn comprehensively about
the organization

Cumulative
Frequency Percent Valid Percent Percent

Valid Lowest 6 6.0 6.0 6.0

no opinion 5 5.0 5.0 11.0

average 34 34.0 34.0 45.0

highest 30 30.0 30.0 75.0

very highest 25 25.0 25.0 100.0

Total 100 100.0 100.0

Findings: out of 100 respondents 89 respondents said training program provided


excellent opportunity to learn comprehensively about the organization, 11 respondents
said training program was not provided excellent opportunity to learn comprehensively
about the organization

Analysis: most of the respondents said training program provided excellent opportunity
to learn comprehensively about the organization. By this we can say that training helps
them to learn about the organization

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Training enhances personality and it brings enthusiasm at work place

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 36 36.0 36.0 36.0

Agree 54 54.0 54.0 90.0

Neutral 3 3.0 3.0 93.0

Disagree 4 4.0 4.0 97.0

strongly disagree 3 3.0 3.0 100.0

Total 100 100.0 100.0

Findings: out of 100 respondents 90 respondents said training enhances personality and it
brings enthusiasm at work, 10 respondents said training is not enhances personality and it not
brings enthusiasm at work place

Analysis: most of the respondents said training enhances personality and it brings enthusiasm
at work place. By this we can say that training enhances personality and it brings enthusiasm at
work place.
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Employee level of knowledge and skill on the topic before completing
training

Cumulative
Frequency Percent Valid Percent Percent

Valid none 32 32.0 32.0 32.0

basic 50 50.0 50.0 82.0

good 11 11.0 11.0 93.0

excellent 7 7.0 7.0 100.0

Total 100 100.0 100.0

Findings: out of 100 respondents 32 employees said their level of knowledge and skill
on the topic before completing training was none. 50 employees said their level of
knowledge and skill on the topic before completing training was basic and 11 respondents
said good and 7 employees said excellent

Analysis: most of the respondents said their level of knowledge and skill on the topic
before completing training was none and basic. By this we can say that training is important to
increase the skills and knowledge about the work.

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Employee level of knowledge and skill on the topic after completing the
training

Cumulative
Frequency Percent Valid Percent Percent

Valid basic 12 12.0 12.0 12.0

good 48 48.0 48.0 60.0

excellent 40 40.0 40.0 100.0

Total 100 100.0 100.0

Findings: out of 100 respondents 48employees said their level of knowledge and skill on
the topic after completing training is good. 40 employees said their level of knowledge
and skill on the topic after completing training is excellent and 12 respondents said basic.

Analysis: most of the respondents said their level of knowledge and skill on the topic
after completing training is good and excellent. By this we can say that training is helpful to
increase the skills and knowledge about the work.

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Training program was for sufficient duration

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 33 33.0 33.0 33.0

Agree 46 46.0 46.0 79.0

Neutral 8 8.0 8.0 87.0

Disagree 6 6.0 6.0 93.0

strongly disagree 7 7.0 7.0 100.0

Total 100 100.0 100.0

Findings: out of 100 respondents 79 employees said training provided by the company
was sufficient duration 21 employees said training duration was not sufficient.

Analysis: most of respondents said that training program provided by the company was
sufficient duration.
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Training improves the skill, knowledge and sense of responsibility of an employee

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 36 36.0 36.0 36.0

Agree 49 49.0 49.0 85.0

Neutral 5 5.0 5.0 90.0

Disagree 5 5.0 5.0 95.0

strongly disagree 5 5.0 5.0 100.0

Total 100 100.0 100.0

Findings: out of 100 respondents 85 employees said training improves the skill,
knowledge and sense of responsibility of an employee. 15 employees said training dose
not improves the skill, knowledge and sense of responsibility of an employee

Analysis: most respondents said training improves the skill, knowledge and sense of
responsibility of an employee. By this we can say that training is helpful to improve the skills,
responsibility and knowledge

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Training program objectives usually have a link with the organization objectives

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 30 30.0 30.0 30.0

agree 52 52.0 52.0 82.0

neutral 8 8.0 8.0 90.0

disagree 5 5.0 5.0 95.0

strongly disagree 5 5.0 5.0 100.0

Total 100 100.0 100.0

Findings: out of 100 respondents 82 employees said training program objectives usually
have a link with the organization objectives. 18 employees said training program
objectives are not having a link with the organization objectives

Analysis: most respondents said training program objectives usually have a link with the
organization objectives. By improving employees skills and Knowledge Company will
achieve organization goal. So the training program objectives are having a link with
organization objectives
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You feel training program should be taken more seriously

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 41 41.0 41.0 41.0

Agree 43 43.0 43.0 84.0

Neutral 9 9.0 9.0 93.0

disagree 3 3.0 3.0 96.0

strongly disagree 4 4.0 4.0 100.0

Total 100 100.0 100.0

Findings: out of 100 respondents 84 employees feel training program should be taken
more seriously. 16 employees feel training program should not taken more seriously

Analysis: most respondents feel training program should be taken more seriously for the
organization and individual improvement.

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Training programs are planned and conducted to help achieve specific organizational
goal

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 34 34.0 34.0 34.0

Agree 54 54.0 54.0 88.0

neutral 4 4.0 4.0 92.0

disagree 6 6.0 6.0 98.0

strongly disagree 2 2.0 2.0 100.0

Total 100 100.0 100.0

Findings: out of 100 respondents 88 employees said that training programs are planned
and conducted to help achieve specific organizational goal. 16 employees are not agree
with this.

Analysis: most of the respondents said that training programs are planned and conducted
to help achieve specific organizational goal.

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Training has an important role in increasing the productivity

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 40 40.0 40.0 40.0

Agree 40 40.0 40.0 80.0

neutral 5 5.0 5.0 85.0

disagree 11 11.0 11.0 96.0

strongly disagree 4 4.0 4.0 100.0

Total 100 100.0 100.0

Findings: out of 100 respondents 80 employees said that training has an important role
in increasing the productivity. 20 employees are not agree with this.

Analysis: most of the respondents said that training has an important role in increasing
the productivity. Training helps to improve the productivity.

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Training will help bridge the gap between the standards of performance needed and
the actual performance

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 34 34.0 34.0 34.0

Agree 49 49.0 49.0 83.0

neutral 7 7.0 7.0 90.0

disagree 7 7.0 7.0 97.0

strongly disagree 3 3.0 3.0 100.0

Total 100 100.0 100.0

Findings: out of 100 respondents 83 employees said that training will help bridge the
gap between the standards of performance needed and the actual performance. 17
employees are not agreed to this statement.

Analysis: most of the respondents said that training will help bridge the gap between the
standards of performance needed and the actual performance. Training help to improve
thee performance of the employee
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A sufficient amount of both theoretical and practical content is including in
training programs

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 50 50.0 50.0 50.0

agree 50 50.0 50.0 100.0

Total 100 100.0 100.0

Findings: all the respondents said that a sufficient amount of both theoretical and
practical content is including in training programs

Analysis: all the respondents said that sufficient amount of both theoretical and practical
content is including in training program.

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Feedback from trainees is captured before, during, and after training

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 39 39.0 39.0 39.0

agree 47 47.0 47.0 86.0

neutral 4 4.0 4.0 90.0

disagree 6 6.0 6.0 96.0

strongly disagree 4 4.0 4.0 100.0

Total 100 100.0 100.0

Findings: out of 100 respondents 86 respondents said that feedback from trainees is
captured before, during, and after training. And 14 respondents are not agreed this.

Analysis: most of the respondents said that feedback from trainees is captured before,
during, and after training.

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The content of training programs is prepared according to trainees job profile

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 1 1.0 1.0 1.0

agree 1 1.0 1.0 2.0

neutral 33 33.0 33.0 35.0

disagree 52 52.0 52.0 87.0

strongly disagree 13 13.0 13.0 100.0

Total 100 100.0 100.0

Findings: out of 100 respondents 98 respondents said that the content of training
programs is not prepared according to trainee’s job profile

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Trainees knowledge level is measured before and after training

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 39 39.0 39.0 39.0

agree 52 52.0 52.0 91.0

neutral 3 3.0 3.0 94.0

disagree 6 6.0 6.0 100.0

Total 100 100.0 100.0

Findings: out of 100 respondents 91 respondents said that trainees’ knowledge level is
measured before and after training. And 9 respondents are not agreed this.

Analysis: most of the respondents said that trainees’ knowledge level is measured before
and after training

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Training helps in bridging the gap between superiors and subordinates

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 49 49.0 49.0 49.0

agree 51 51.0 51.0 100.0

Total 100 100.0 100.0

Findings: all respondents said that training helps in bridging the gap between superiors
and subordinates trainees’

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Findings:

• From the findings and interpretation of the graphs we can infer that the training is
very important to improve behavioral skills regarding the team work and inter
personal relations have been gradually improved.

• Maximum no of the trainees had opinion that they have highly learnt about the
responsibility of his/ her work and their personal learning objectives to high
extent.

• The study revealed that the trainees have highly developed the confidence of
communicating with team and they have been highly efficient in resolving
conflicts.

• From this study we can infer that modules of training have received positive
response by the respondents in the “Reaction stage” and same response is
expected in the further stages of research and evaluation.

• Maximum number of respondents referred that training sessions has inferred great
change in their behavioral objectives and enhanced capability of employees to
perform the assigned tasks in team. And it brings enthusiasm at work place

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Expected contribution of the study:

From this study I come to know the training importance, training need, training
effectiveness to the company. How this training is helpful to maintain the relationship
between the employees and the employer.

This project is also helpful to the company; we studied the training process of the
company and took employees opinion by asking question and felling the questionnaire.
By this we can find the problems in training which the company is giving. From our
company get suggestion to improve the training program in the next time

Suggestions

• There is a great need for a particular exposure


• Training sessions must be increased for two to three hours so that it will be
helpful to take the quick decision towards the organization for example “Practice
Makes Man Perfect “
• Trainer must be very friendly towards the employee so that employee can
share all the problems
• Their should be regular check towards the employees once the training
finished

Conclusion

From the overall study we can conclude that the training provided to staff regarding team
building skills and behavioral objects have received a positive response from the
respondents and the training is going to benefit them in the long run and can surely
contribute to the change in their skills in the organization and in life time. And The one
satisfaction what I had with my project was that it gave me a good foundation for

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evaluating training programs for company and also helped me to get in depth knowledge
about it.

BIBLIOGRAPHY

• Gary Dessler (2003), Human Resource & Personnel Management,


Eastern Economy Edition.

• P. Subba Rao, (2004) Personnel and Human Resource Management,


Himalaya Publishing House.

• Luis R. Gomez-Mejia; David B Balkin; Robert L Cardy.(2006)


“Managing Human Resources”.

• K Ashwathappa (2000) “Human Resource and Personnel


Management”, Tata Mc Graw Hill Publications.

• Dr B Ratan Reddy (2008), Effective Human Resource Training And


Development Strategy, Himalaya Publishing House

WEBSITES REFERRED
www.microfinish.com
www.google.com
www.humanresource.com
www.workforce.com

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“A Study on Training Effectiveness Of Flowserve Microfinish Valves pvt ltd”

NAME *…………………..
AGE *…………………….
SEX * Male  Female 
CONTACT NO*…………………

TRAINING PROGRAMME UNDERGONE *


Case study method  Team building method  on job training  off job training 

Questionnaire

"Please read each statement given and use the following key to respond"

Choose 1 for the lowest, Choose 5 for the highest

1. My contribution towards achieving organization's goal has increased


after training.

1 2 3 4 5

2. The training program was well-planned.

1 2 3 4 5

3. The training program provided excellent opportunity to learn


comprehensively about the organization. *

1 2 3 4 5

4. Training enhances personality and it brings enthusiasm at work


place. *

1 2 3 4 5

5: My level of knowledge and skill on the topic before completing the training was:
Please tick only one of the following

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None  Basic  Good  Excellent 

6: My level of knowledge and skill on the topic after completing the training was
Please tick only one of the following:

None  Basic  Good  Excellent 

Please tic any one answer for following each question that comes closest to reflecting
your opinion about the questions.
SA- Strongly agree, DA – Disagree, SDA – Strongly disagree

S. A Agree Neutral D. A S.D.A


S. no Factors
7 The training program was for sufficient duration

8 Training enhances personality and it brings


enthusiasm at work place
9 Training improves the skill, knowledge, & sense of
Responsibility of an employee.
10 Training program objectives usually have a tight link with
the organization objectives
11 You feel training programs should be taken more seriously
12 Training programs are planned and conducted to help
achieve specific organizational goals
13 Training has an important role in increasing the
productivity
14 Training will help bridge the gap between the standards of
performance needed and the actual performance
.15 A sufficient amount of both theoretical and practical
content is included in training programs
.16 Feedback from trainees is captured before, during, and
after training
.17 The content of training programs is prepared according to
trainees' job profiles
18 Trainee’s knowledge level is measured before and after
Training
19 You feel training helps in bridging the gap between
superiors and subordinates

20. Suggestions if any: ………………………………………………..


…………………………………………………………………..

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