UNIVERSITY OF MUMBAI

NCRDS

NERUL, NAVI MUMAI

COLLEGE CODE:

PROJECT REPORT ON

TRAINNING AND DEVELOPMENT IN CEREBRATE

SOLUTIONS

SUBMITTED BY

ABDUS SAMAD KHALIFE

PROJECT GUIDE

DR. SUMATHI GOPAL

IN PARTIAL FULFILLMENT FOR THE COURSE OF

BACHELOR OF MANAGEMENT STUDIES (B.M.S)

T.Y.B.M.S (SEMESTER V)

ACADEMIC YEAR 2017 - 2018

1
 DECLARATION

I ABDUS SAMAD KHALIFE OF NCRDS STERLING COLLEGE OF ARTS,

COMMERCE & SCIENCE, studying in B.M.S (Semester V) hereby declare that I have
completed this project report on TRAINNING AND DEVELOPMENT IN
CEREBRATE SOLUTION

And has not been submitted to any other University or Institute for the award of any
degree, diploma etc. The information is submitted by me is true and original to the best of my
knowledge.

Date: ____________ ______________________

Place: Nerul Navi Mumbai (ABDUS SAMAD KHALIFE)

2
 ACKNOWLEDGEMENTS

I am thankful to STERLING COLLEGE OF ARTS, COMMERCE AND

SCIENCE for giving me an opportunity to work on the project of TRAINNING AND
DEVELOPMENT IN CEREBRATE SOLUTION.

I am highly thankful to my esteemed guide DR. SUMATHI GOPAL for her support
throughout the completion of this project.

I am also thankful to our Principal Dr.M.G.Gonda for his support for the project
work completed.

3
 National Centre for Rural Developments

Sterling College of Arts, Commerce & Science

Affiliated to University of Mumbai & Approved by Govt. of Maharashtra

CERTIFICATE

This is to certify that ABDUS SAMAD KHALIFE of Bachelor of Management Studies has
undertaken and completed the project work titled TRAINNING AND DEVELOPMENT IN
CEREBRATE SOLUTION during the academic year 2017 - 2018 under the guidance of
DR. SUMATHI GOPAL submitted on ____________ to this college in fulfilment of the
curriculum Of Bachelor of Management Studies(sem-v) University of Mumbai.

This is a bonafide project work and the information presented is true and original to
the best of our knowledge and belief.

PROJECT GUIDE COURSE CO-ORDINATOR

(____________________) (_________________________)

PRINCIPAL EXTERNAL GUIDE

(________________) (_______________)

Plot No. 43, Sector - 19, D.G. WalsePatil Marg, Nerul (E), Navi Mumbai 400 706,
Maharashtra, Tel. No. 022-27705535, 022-27708059, website : sterlingcollege.edu.in

4
 ACKNOWLEDGEMENT

I would like to extend my sincere gratitude to all those people who helped me in the
successful completion of my project entitled "TRAINNING AND DEVELOPMENT IN
CEREBRATE SOLUTIONS". First and foremost I wish to take this opportunity to express
my deep sense of gratitude to DR. SUMATHI GOPAL for her valuable guidance in this
endeavour. He has been a constant source of inspiration and I sincerely thank him for his
suggestions and help to preparation this project.

I am grateful to our coordinator and head of department for giving me valuable information
regarding project.

I would also like to express my gratitude to all the authors of the books, newspaper articles
and magazines articles, which I have referred to collect information regarding my project.

5
 INDEX

SR TOPIC PG
NO. NO.
1 07
INTRODUCTION

2 10
TRAINNING AND DEVELOPMENT

3 24
LEARNING AND TRAINNING

4 36
METHODS OF TRAINNING

5 40
EXECUTIVE DEVELOPMENT PROCESS

6 47
TRAINNING AND DEVELOPMENT IN CEREBRATE
SOLUTION
7 49
RESEARCH OBJECTIVES

8 53
HYPOTHESIS

9 54
QUESTIONNAIR

10 56
DATA ANALYSIS

11 65
FINDINGS AND RESULT

12 66
CONCLUSION

13 67
BIBLOGRAPHY

6
INTRODUCTION

Employee training tries to improve skills, or add to the existing level of knowledge so that

employee is better equipped to do his present job, or to prepare him for a higher position with

increased responsibilities. However individual growth is not and ends in itself. Organizational

growth need to be measured along with individual growth.

Training refers to the teaching or learning activities done for the primary purpose of helping

members of an organization to acquire and apply the knowledge skills, abilities, and attitude

needed by that organization to acquire and apply the same. Broadly speaking training is the

act of increasing the knowledge and skill of an employee for doing particular job.

In todays scenario change is the order of the day and the only way to deal with it is to learn

and grow.

7
 EXECUTIVE SUMMARY

Every organization needs to have well trained and experienced people to perform the

activities that have to be done. If current or potential job occupants can meet this

requirement, training is not important. When this not the case, it is necessary to raise the skill

levels and increase the versatility and adaptability of employees. It is being increasing

common for individual to change careers several times during their working lives. The

probability of any young person learning a job today and having those skills go basically

unchanged during the forty or so years if his career is extremely unlikely, may be even

impossible. In a rapid changing society employee training is not only an activity that is

desirable but also an activity that an organization must commit resources to if it is to maintain

a viable and knowledgeable work force.

The entire project talks about the training and development in theoretical as well as new

concepts, which are in trend now. Here we have discussed what would be the input of

training if we ever go for and how can it be good to any organization in reaping the benefits

from the money invested in terms like (ROI) i.e. return on investment. Training being

covered in different aspect likes integrating it with organizational culture. The best and latest

available trends in training method are the benefits which we can derive out of it. How the

evaluation should be done and how effective is the training all together. Some of the

companies practicing training in unique manner a lesson for other to follow as to how to train

and retain the best resource in the world to reap the best outfit.

8
SCOPE OF THE STUDY

The scope of the study covers in depth, the various training practices, modules, formats being

followed and is limited to the company Cerebrate Solutions and its employees. The different

training programmes incorporated/facilitated in Cerebrate solution through its faculties. It

also judges the enhancement of the knowledge & skills of employees and feedback on its

effectiveness.

OBJECTIVE OF THE STUDY

The broad objective of the study of training policies in Cerebrate solution is to study the

impact of training on the overall skill development of workers. The specific objectives of the

study are:

1. To examine the effectiveness of training in overall development of skills of

Workforce.

2. To examine the impact of training on the workers.

3. To study the changes in behavioural pattern due to training.

4. To measure the differential change in output due to training

5. To compare the cost effectiveness in implanting training programmes.

9
 TRAINING AND DEVELOPMENT

TRAINING
Training is concerned with imparting developing specific skills for a particular purpose.

Training is the act of increasing the skills of employees for doing a particular job. Training is

the process of learning a sequence of programmed behaviour.

In earlier practice, training programme focused more on preparation for improved

performance in particular job. Most of the trainees used to be from operative levels like

mechanics, machines operators and other kinds of skilled workers. When the problems of

supervision increased, the steps were taken to train supervisors for better supervision.

DEVELOPMENT
Management development is all those activities and programme when recognized and

controlled have substantial influence in changing the capacity of the individual to perform his

assignment better and in going so all likely to increase his potential for future assignments.

Thus, management development is a combination of various training programme, though

some kind of training is necessary, it is the overall development of the competency of

managerial personal in the light of the present requirement as well as the future requirement.

Development an activity designed to improve the performance of existing managers and to

provide for a planned growth of managers to meet future organizational requirements is

management development..

It is a subsystem of an organization. It ensures that randomness is reduced and learning or

behavioural change takes place in structured format.

10
AIMS OF TRAINING & DEVELOPMENT

The fundamental aim of training is to help the organization achieve its purpose by adding

value to its key resource the people it employs. Training means investing in the people to

enable them to perform better and to empower them to make the best use of their natural

abilities. The particular objectives of training are to:

Develop the competences of employees and improve their performance.

Help people to grow within the organization in order that, as far as possible, its future needs

for human resource can be met from within.

Reduce the learning time for employees starting in new jobs on appointment, transfers or

promotion, and ensure that they become fully competent as quickly and economically as

possible.

11
Importance of Training and Development

Optimum Utilization of Human Resources Training and Development helps in

optimizing the utilization of human resource that further helps the employee to achieve the

organizational goals as well as their individual goals.

Development of Human Resources Training and Development helps to provide an

opportunity and broad structure for the development of human resources technical and

behavioral skills in an organization. It also helps the employees in attaining personal growth.

Development of skills of employees Training and Development helps in increasing the

job knowledge and skills of employees at each level. It helps to expand the horizons of

human intellect and an overall personality of the employees

Productivity Training and Development helps in increasing the productivity of the

employees that helps the organization further to achieve its long-term goal

Team spirit Training and Development helps in inculcating the sense of team work, team

spirit, and inter-team collaborations. It helps in inculcating the zeal to learn with in the

employees

Organization Culture Training and Development helps to develop and improve the

organizational health culture and effectiveness. It helps in creating the learning culture within

the organization.

Organization Climate Training and Development helps building the positive perception

and feeling about the organization. The employees get these feelings from leaders,

subordinates, and peers.

12
 Quality Training and Development helps in improving upon the quality of work and

work-life.

Healthy work-environment Training and Development helps in creating the healthy

working environment. It helps to build good employee, relationship so that individual goals

aligns with organizational goal.

Health and Safety Training and Development helps in improving the health and safety of

the organization thus preventing obsolescence.

Morale Training and Development helps in improving the morale of the work force.

Image Training and Development helps in creating a better corporate image.

Profitability Training and Development leads to improved profitability and more positive

attitudes towards profit orientation.

Training and Development aids in organizational development i.e. Organization gets more

effective decision making and problem solving. It helps in understanding and carrying out

organizational policies.

Training and Development helps in developing leadership skills, motivation, loyalty, better

attitudes, and other aspects that successful workers and managers usually display.

13
TRAINING AND DEVELOPMENT OBJECTIVES

The principal objective of training and development division is to make sure the availability

of a skilled and willing workforce to an organization. In addition to that, there are four other

objectives: Individual, Organizational, Functional, and Societal.

Individual Objectives help employees in achieving their personal goals, which in turn,

enhances the individual contribution to an organization.

Organizational Objectives assist the organization with its primary objective by bringing

individual effectiveness.

Functional Objectives maintain the departments contribution at a level suitable to the

organizations needs.

Societal Objectives ensure that an organization is ethically and socially responsible to the

needs and challenges of the society.

NATURE OF TRAINING AND DEVELOPMENT

In simple terms, training and development refers to the imparting of specific skills, abilities

and knowledge to an employee. A formal definition of training & development is it is any

attempt to improve current or future employee performance by increasing an employees

ability to perform through learning, usually by changing the employees attitude or increasing

his or her skills and knowledge.

The need for training & development is determined by the employees performance

deficiency, computed as follows:

Training & Development need = Standard performance Actual performance.

14
TRAINING DEFINED

It is a learning process that involves the acquisition of knowledge, sharpening of skills,

concepts, rules, or changing of attitudes and behaviours to enhance the performance of

employees. Training is activity leading to skilled behaviour

Its not what you want in life, but its knowing how to reach it

Its not where you want to go, but its knowing how to get there

Its not how high you want to rise, but its knowing how to take off

It may not be quite the outcome you were aiming for, but it will be an outcome

Its not what you dream of doing, but its having the knowledge to do it

It's not a set of goals, but its more like a vision

Its not the goal you set, but its what you need to achieve it

Training is about knowing where you stand (no matter how good or bad the current situation

looks) at present, and where you will be after some point of time. Training is about the

acquisition of knowledge, skills, and abilities (KSA) through professional development.

15
Importance of Training Objectives

Training objective is one of the most important parts of training program. While some people

think of training objective as a waste of valuable time. The counterargument here is that

resources are always limited and the training objectives actually lead the design of training. It

provides the clear guidelines and develops the training program in less time because

objectives focus specifically on needs. It helps in adhering to a plan. Training objectives tell

the trainee that what is expected out of him at the end of the training program. Training

objectives are of great significance from a number of stakeholder perspectives.

1. Trainer The training objective is also beneficial to trainer because it helps the

trainer to measure the progress of trainees and make the required adjustments. Also,

trainer comes in a position to establish a relationship between objectives and

particular segments of training.

2. Trainee The training objective is beneficial to the trainee because it helps in

reducing the anxiety of the trainee up to some extent. Not knowing anything or going

to a place which is unknown creates anxiety that can negatively affect learning.

Therefore, it is important to keep the participants aware of the happenings, rather than

keeping it surprise.Secondly, it helps in increase in concentration, which is the crucial

factor to make the training successful. The objectives create an image of the training

program in trainees mind that actually helps in gaining attention. Thirdly, if the goal

is set to be challenging and motivating, then the likelihood of achieving those goals is

much higher than the situation in which no goal asset. Therefore, training objectives

helps in increasing the probability that the participants will be successful in training.

16
3. Designer The training objective is beneficial to the training designer because if the

designer is aware what is to be achieved in the end then hell buy the training package

according to that only. The training designer would then look for the training

methods, training equipments, and training content accordingly to achieve those

objectives. Furthermore, planning always helps in dealing effectively in an

unexpected situation. Consider an example; the objective of one training program is to

deal effectively with customers to increase the sales. Since the objective is known, the

designer will design a training program that will include ways to improve the

interpersonal skills, such as verbal and non verbal language, dealing in unexpected

situation i.e. when there is a defect in product or when a customer is angry. Therefore,

without any guidance, the training may not be designed appropriately.

4. Evaluator It becomes easy for the training evaluator to measure the progress of the

trainees because the objectives define the expected performance of trainees. Training

objective is an important to tool to judge the performance of participants.

17
Training and Human Resource Management

The HR functioning is changing with time and with this change, the relationship between the

training function and other management activity is also changing. The training and

development activities are now equally important with that of other HR functions. Goneare

the days, when training was considered to be futile, waste of time, resources, and money.

Now-a-days, training is an investment because the departments such as, marketing & sales,

HR, production, finance, etc depends on training for its survival. If training is not considered

as a priority or not seen as a vital part in the organization, then it is difficult to accept that

such a company has effectively carried out HRM. Training actually provides the opportunity

to raise the profile development activities in the organization. To increase the commitment

level of employees and growth in quality movement(concepts of HRM), senior management

team is now increasing the role of training. Such concepts of HRM require careful planning

as well as greater emphasis on employee development and long term education.

Training is now the important tool of Human Resource Management to control the attrition

rate because it helps in motivating employees, achieving their professional and personal

goals, increasing the level of job satisfaction, etc. As a result training is given on a variety of

skill development and covers a multitude of courses.

18
Role of HRD Professionals in Training

This is the era of cut-throat competition and with this changing scenario of business; the role

of HR professionals in training has been widened. HR role now is:

1. Active involvement in employee education

2. Rewards for improvement in performance

3. Rewards to be associated with self esteem and self worth

4. Providing pre-employment market oriented skill development education and

postemployment support for advanced education and training

5. Flexible access i.e. anytime, anywhere training.

19
Models of Training

Training is a sub-system of the organization because the departments such as, marketing&

sales, HR, production, finance, etc depends on training for its survival. Training is a

transforming process that requires some input and in turn it produces output in the form of

knowledge, skills, and attitudes (KSAs).

THE TRAINING SYSTEM

A System is a combination of things or parts that must work together to perform a particular

function. An organization is a system and training is a sub system of the organization. The

System Approach views training as a sub system of an organization. System Approach can be

used to examine broad issues like objectives, functions, and aim. It establishes a logical

relationship between the sequential stages in the process of training need analysis (TNA),

formulating, delivering, and evaluating. There are 4necessary inputs i.e. technology, man,

material, time required in every system to produce products or services. And every system

must have some output from these inputs in order to survive. The output can be tangible or

intangible depending upon the organizations requirement. A system approach to training is

planned creation of training program. This approach uses step-by-step procedures to solve the

problems. Under systematic approach, training is undertaken on planned basis. Out of this

planned effort,

one such basic model of five steps is system model that is explained below. Organization are

working in open environment i.e. there are some internal and external forces, that poses

threats and opportunities, therefore, trainers need to be aware of these forces which may

impact on the content, form, and conduct of the training efforts. The internal forces are the

20
various demands of the organization for a better learning environment; need to be up to date

with the latest technologies.

The three model of training are:

1. System Model

2. Instructional System Development Model

3. Transitional model

System Model Training

The system model consists of five phases and should be repeated on a regular basis to make

further improvements. The training should achieve the purpose of helping employee to

perform their work to required standards.

Model of training are as follows:

1. Analyze and identify the training needs i.e. to analyze the department, job, employees

requirement, who needs training, what do they need to learn, estimating training cost, etc.

2. The next step is to develop a performance measure on the basis of which actual

performance would be evaluated.

3. Design and provide training to meet identified needs. This step requires developing

objectives of training, identifying the learning steps, sequencing and structuring the contents.

21
4. Develop- This phase requires listing the activities in the training program that will assist

the participants to learn, selecting delivery method, examining the training material,

validating information to be imparted to make sure it accomplishes all the goals & objectives.

5. Implementing is the hardest part of the system because one wrong step can lead to the

failure of whole training program.

6. Evaluating each phase so as to make sure it has achieved its aim in terms of subsequent

work performance. Making necessary amendments to any of the previous stage in order to

remedy or improve failure practices

Instructional System Development Model (ISD) Model Instructional System Development

model was made to answer the training problems. This model is widely used now-a-days in

the organization because it is concerned with the training need on the job performance.

Training objectives are defined on the basis of job responsibilities and job description and on

the basis of the defined objectives individual progress is measured. This model also helps in

determining and developing the favourable strategies, sequencing the content, and delivering

media for the types of training objectives to be achieved.

22
The Instructional System Development model comprises of five stages:

1. ANALYSIS This phase consist of training need assessment, job analysis, and target

audience analysis.

2. PLANNING This phase consist of setting goal of the learning outcome, instructional

objectives that measures behavior of a participant after the training, types of training material,

media selection, methods of evaluating the trainee, trainer and the training program,

strategies to impart knowledge i.e. selection of content, sequencing of content, etc.

3. DEVELOPMENT This phase translates design decisions into training material. It

consists of developing course material for the trainer including handouts, workbooks, visual

aids, demonstration props, etc, course material for the trainee including handouts of

summary.

4. EXECUTION This phase focuses on logistical arrangements, such as arranging

speakers, equipments, benches, podium, food facilities, cooling, lighting, parking, and other

training accessories.

5. EVALUATION The purpose of this phase is to make sure that the training program has

achieved its aim in terms of subsequent work performance. This phase consists of identifying

strengths and weaknesses and making necessary amendments to any of the previous stage in

order to remedy or improve failure practices.

The ISD model is a continuous process that lasts throughout the training program. It also

highlights that feedback is an important phase throughout the entire training program. In this

model, the output of one phase is an input to the next phase.

23
Transitional model

Transitional model focuses on the organization as a whole. The outer loop describes the

vision, mission and values of the organization on the basis of which training model i.e. inner

loop is executed.

Vision focuses on the milestones that the organization would like to achieve after the

Defined point of time. A vision statement tells that where the organization sees itself few

years down the line. A vision may include setting a role mode, or bringing some internal

transformation, or may be promising to meet some other deadlines

Mission explain the reason of organizational existence. It identifies the position in the

community. The reason of developing a mission statement is to motivate, inspire, and inform

the employees regarding the organization. The mission statement tells about the identity that

how the organization would like to be viewed by the customers, employees, and all other

stakeholders.

Values Is the translation of vision and mission into communicable ideals. It reflects the

deeply held values of the organization and is independent of current industry environment.

For example, values may include social responsibility, excellent customer service, etc.

The mission, vision, and values precede the objective in the inner loop. This model considers

the organization as a whole. The objective is formulated keeping these three things in mind

and then the training model is further

24
 LEARNING AND TRAINING
Irrespective of the type or method of training, a trainer has to keep in mind some of the

principles of learning or motivation, which would enhance internationalization of what is

taught.

PRINCIPLES OF TRAINING
MOTIVATION

Learning is enhanced when the learner is motivated. Learning experience must be designed

so learners can see how it will help in achieving the goals of the organization. Effectiveness

of training depends on motivation.

FEEDBACK

Training requires feedback. It is required so the trainee can correct his mistakes. Only getting

information about how he is doing to achieve goals, he can correct the deviations.

REINFORCEMENT

The principle of reinforcement tells the behaviours that are positively reinforced are

encouraged and sustained. It increases the likelihood that a learned behavior well be repeated.

PRACTICE

Practice increases a trainees performance. When the trainees practice actually they gain

confidence and are less likely to make errors or to forget what they have learned.

25
 INDIVIDUAL DIFFERENCES

Individual training is costly. Group training is advantageous to the organization. Individuals

vary in intelligence and aptitude from person to person. Training must be geared to the

intelligence and aptitude of individual trainee.

OBJECTIVES OF TRAINING

TO INCREASE PRODUCTIVITY

An instructor can help employees increase their level of performance on their assignment.

Increase in human performance leads to increase in the operational productivity and also the

increase in the profit of the company.

TO IMPROVE QUALITY

Better-trained workers are less likely to make operational mistakes. It can be in relationship

to the company or in reference to the intangible organizational employment atmosphere.

TO HELP A COMPANY FULFILL ITS FUTURE PERSONNEL NEEDS

The organizations having good internal training and development programmes will have to

make less changes and adjustments. When the need arises, vacancies can be easily staffed.

TO IMPROVE ORGANIZATIONAL CLIMATE

An endless chain of positive reactions result from a well planned training programme.

26
 TO IMPROVE HEALTH AND SAFETY

Proper training can prevent industrial accidents. A safer atmosphere leads to

More stable attitudes on part of the employees.

PERSONAL GROWTH

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

expressions. Training programmes give them wider awareness and skills

NEED FOR TRAINING

To impart to the new entrants the basic knowledge and skills they need for definite tasks.

To assist employees to function more effectively in their present positions by exposing

them to new concepts.

To build a line of competent people and prepare them to occupy more responsible

positions.

To reduce the supervision time, wastage and spoilage of new material.

To reduce the defects and minimize the industrial accidents.

To ensure the economical output of the required quality.

To prevent obsolescence.

To promote individual and collective morale, responsibility and cooperative attitudes etc.

27
INPUTS IN TRAINING AND DEVELOPMENTS

Any training and development programme must contain inputs which enable the participants

to gain skills, learn theoretical concepts and help acquire vision to look into distant future. In

addition to these, there is a need to impart ethical orientation, emphasize on attitudinal

changes and stress upon decision-making and problem-solving abilities. Skills Training, as

was stated earlier, is imparting skills to employees. Employees, particularly supervisors and

executives, need interpersonal skills popular known as the people skills. Interpersonal skills

are needed to understand one self and others better, and act accordingly. Of interpersonal

skills include listening, persuading, and showing an understanding of others feelings.

Attitudinal Changes Attitudes represent feeling and beliefs of individuals towards others.

Attitude affects motivation, satisfaction and job commitment. Negative attitudes need tube

converted into positive attitudes. Changing negative attitudes is difficult because

1. Employees refuse to changes.

2. They have prior commitments.

3. Information needed to change attitudes may not be sufficient.

Nevertheless, attitude must be changed so that employees feel committed to the organization,

are motivated for better performance, and derive satisfaction from their jobs and the work

environment Decisions Making and Problem Solving Skills Decision making skill and

problem solving skills focus on method and techniques for making organizational decisions

and solving work-related problems. Learning related to decision-making and problem-solving

skills seeks to improve trainees abilities to define structure problems, collect and analysis

information, generate alternative solution and make an optimal decision among alternatives.

Training of this type is typically provided to potential managers, supervisors and

professionals

28
TRAINING INPUTS

There are three basic types of inputs;

(i)Skills

(ii)Attitude

(iii)Knowledge.

The primary purpose of training is to establishing a sound relationship is at its best when the

workers attitude to the job is right, when the workers knowledge of the job is adequate, and

he has developed the necessary skills. Training activities in an industrial organization are

aimed at making desired modifications in skills, attitudes and knowledge of employee so that

they perform their jobs most efficiently and effectively.

29
DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT:

Training and development go hand in hand and are often used synonymously but there is a

difference between them.

Training is the process of learning a sequence of programmed behavior. It is an application

of knowledge. It gives people an awareness of the rules and procedures to guide their

behavior. It intends to improve their performance on the current job and prepares them for an

intended job.

Development is a related process. It covers not only those activities, which improve job

performance, but also those, which bring about growth of the personality. It helps individual

in the progress towards maturity and actualization of potential capabilities so that they can

become not only good employees but better human beings.

30
BEST TIME TO IMPART TRAINING TO EMPLOYEE

1. NEW RECRUITS TO THE COMPANY

These have a requirement for induction into the company as a whole in terms of it business

activities and personnel policies and provisions, the terms, conditions and benefits

appropriate to the particular employee, and the career and advancement opportunities

available.

2. TRANSFEREES WITHIN THE COMPANY

These are people who are moved from one job to another, either within the same work area,

i.e. the same department or function, or to dissimilar work under a different management.

Under this heading we are excluding promotions, which take people into entirely new levels

of responsibility.

3. PROMOTIONS

Although similar to the transferee in that there is a new job to be learned in new

surroundings, he is dissimilar in that the promotion has brought him to a new level of

supervisory or management responsibility. The change is usually too important and difficult

to make successfully to permit one to assume that the promotes will pick it up as he goes

along and attention has to be paid to training in the tasks and the responsibilities and personal

skills necessary for effective performance.

31
4. NEW PLANT OR EQUIPMENT

Even the most experienced operator has everything to learn when a computer and electronic

controls replace the previous manual and electro-mechanical system on the process plant on

which he works. There is no less a training requirement for the supervisors and process

management, as well as for technical service production control and others.

5. NEW PROCEDURES

Mainly for those who work in offices in commercial and administrative functions but also for

those who we workplace is on the shop floor or on process plant on any occasion on which

there is a modification to existing paperwork or procedure for, say the withdrawal of

materials from stores, the control of customer credit the approval of expense claims, there

needs to be instruction on the change in the way of working in many instances, a note

bringing the attention of all concerned the change is assume to be sufficient, but ` are cases,

such as when total new systems in corporating IT up dates are installed, when more thorough

training is needed.

6. NEW STANDARDS, RULES AND PRACTICES

Changes in any one these are likely to be conveyed by printed note or by word of mouth by

the manager to his subordinates, and this can be the most satisfaction way of dealing with the

change from the point of view of getting those affected to understand their new

responsibility. However not all changes under this heading can be left to this sort of handling.

Even the simplest looking instruction may be regarded as undesirable or impracticable by

whoever has to perform it he may not understand the purpose behind the change and lose

32
confidence in a management which he now believes to be messing about, or he may

understand the purpose and have a better alternative to offer if it is not too late.

7. NEW RELATIONSHIP AND AUTHORITIES

These can arise, as a result of management decisions, in a number of ways. In examples the

recognition of the accounts department can result in a realization of responsibilities between

the section leaders of credit control, invoicing and customer records, although there is no

movement of staff between the sections (i.e. no transfers). Although the change in work

content for each clerk and supervisor is defined clearly for each person in the new

procedures, there is nevertheless a need for each person to know where he stands in the new

set up, which is responsible for what, and where to direct problems and enquiries as they arise

in the future.

8. MAINTENANCE OF STANDARDS

We are here concerned with maintenance of standards through training, for it must be

remembered that supervision and inspection and qualify control are continuously responsible

for standards and exercise their own authorities to this end. Although it is generally agreed

that some retraining from time to time, taking varied forms even for the on group of

employees, does act as both a reminder and a stimulus, there is not much agreement on the

next frequency and form that such retraining should take, of there is as yet little scientific

knowledge on this subject which is of much use in industrial situations.

9. THE MAINTENANCE OF ADAPTABILITY

Again, whilst there is little scientific study of the loss of ability to learn new skills in those

cases where people spend a long time without change, and without the need to learn, there is

33
increasing evidence in current experience to suggest that this is the case in industrial

employment. Add, of course, there is the inference arising from the laboratory experiments of

psychologists.

10. THE MAINTENANCE OF MANAGEMENT SKILLS & STANDARDS

Skills in supervising, employee appraisal, communications, leadership etc are important in all

companies. Some of these skills are seen to be critical to major developments in company

organisation, culture, employee empowerment and so on. Initial training in these skills is not

uncommon in the largest companies on appointment into management and supervision. But

continuous training and performance monitoring is rare, despite the common knowledge that

standards are as varied as human nature.

11. RETIREMENT AND REDUNDANCY

Employees of any position in the company who are heading towards retirement will benefit

from learning about health, social life, work opportunities money management etc. Internal or

external courses are best attended a year or two before retirement date, in a few companies a

member of Personnel will act as a counsellor as required.

34
TYPES OF TRAINING

Training is required for several purposes. Accordingly training programmes maybe of the

following types:

Orientation training: Induction or orientation training seeks to adjust newly appointed

employees to the work environment. Every new employee needs to be made fully familiar

with his job, his superiors and subordinates and with the rules and regulations of the

organization. Induction training creates self-confidence in the employees. It is also knows as

pre-job training.

It is brief and informative.

Job training: It refers to the training provided with a view to increase the knowledge

and skills of an employee for performance on the job. Employees may be taught the correct

methods of handling equipment and machines used in a job. Such training helps to reduce

accidents, waste and inefficiency in the performance of the job.

Safety training: Training provided to minimize accidents and damage to machinery is

known as safety training. It involves instruction in the use of safety devices and in safety

consciousness.

35
 Promotional training: It involves training of existing employees to enable them to

perform higher-level jobs. Employees with potential are selected and they are given training

before their promotion, so that they do not find it difficult to shoulder the higher

responsibilities of the new positions to which they are promoted.

Refresher training: When existing techniques become obsolete due to the

development of better techniques, employees have to be trained in the use of new methods

and techniques. With the passage of time employee may forget some of the methods of doing

work. Refresher training is designed to revive and refresh the knowledge and to update the

skills of the existing employees. Short-term refresher courses have become popular on

account of rapid changes in technology and work methods. Refresher or re-training

programmes are conducted to avoid obsolescence of knowledge and skills.

36
METHODS OF TRAINING

ON-THE-JOB TECHNIQUES

On the job techniques enables managers to practice management skills, make mistakes and

learn from their mistakes under the guidance of an experienced, competent manager. Some of

the methods are as:

Job Rotation: It is also referred to as cross straining. It involves placing an employee on

different jobs for periods of time ranging from a few hours to several weeks. At lower job

levels, it normally consumes a short period, such as few hours or one or two days. At higher

job levels, it may consume much larger periods because staff trainees may be learning

complex functions and responsibilities. Job rotation for managers usually involves temporary

assignments that may range from several months to one or more years in various

departments, plants and offices. Job rotation for trainees involves several short-term

assignments, that touch a variety of skills and gives the trainees a greater understanding of

how various work areas function. For middle and upper level management, it serves a slightly

different function. At this stage, it involves lateral promotions, which last for one or more

years. It involves a move to different work environment so that manager may develop

competence in general management decision-making skills.

37
Enlarged and enriched job responsibilities:

METHODS OFTRAINING

ON- THE- JOBMETHODS

OFF- THE- JOBMETHODS

By giving an employee added job duties, and increasing the autonomy and responsibilities

associated with the job, the company allows an employee to learn a lot about the job,

department and organization.

Job instruction training:

It is also known as step-by-step training. Here, the trainer explains the trainee the way of

doing the jobs, job knowledge and skills and allows him to-do the job. The trainer appraises

the performance of the trainee, provides feedback information' and corrects the trainee. In

simple words, it involves preparation, presentation, performance, and tryout and follows up.

Coaching:

The trainee is placed under a particular supervisor who functions as a coaching training the

individual. The supervisor provides the feedback to the trainee on his performance and offers

him some suggestions for improvement. Often the trainee shares some duties and

responsibilities of the coach and relives him of his burden. A drawback is that the trainee may

not have the freedom or opportunity to express his own ideas.

38
Committee assignments:

Here in, a group of trainees are given and asked to solve an actual organizational problem.

The trainees solve the problem jointly. This develops steam work and group cohesiveness

feelings amongst the trainees.

OFF-THE-JOB TRAINING

It includes anything performed away from the employees job area or immediate work area.

Two broad categories of it are:

IN HOUSE PROGRAMMES

These are conducted within the organizations own training facility; either by training

specialists from HR department or by external consultant or combination of both.

OFF-SITE PROGRAMMES

It is held elsewhere and sponsored by an educational institution, professional association, a

government agency or an independent training and development company. The various off-

the- job-training programmes are as follows:

Vestibule training: Herein, actual work conditions are simulated in a classroom. Material,

files and equipment those are used in actual job performance are also used in training. This

type of training is commonly used for training personnel for clerical and semiskilled jobs.

The duration of this training ranges from few days to a few weeks. Theory can be related to

practice in this method.

39
 Role-playing: It is defined as a method of human interaction that involves realistic

behaviour in imaginary situations. This method involves action doing and practice. The

participants play the

role of certain characters, such as production manager, HR manager, foreman, workers etc.

This method is mostly used for developing interpersonal interactions and relations.

Lecture method: The lecture is a traditional and direct method of instruction. The

instruction organizes the material and gives it to the group of trainees in the form of a talk. To

be effective, the lecture must motivate and create interest among the trainees. An advantage

of this method is that it is direct and can be used for a large group of trainees.

Conference or discussion: It is a method entraining the clerical, professional and

supervisory personnel. It involves a group of people who pose ideas, examine and share facts

and data, test assumptions and draw conclusions, all of which contribute to the improvement

of job performance. It has an advantage that it involves two way communication and hence

feedback is provided. The participants feel free to speak in small groups. Success depends

upon the leadership qualities of the person who leads the group.

Programmed instruction: This method has become popular in recent years. The subject

matter to be learned is presented in a series of carefully planned sequential units. These units

are arranged from simple to mere complex levels of instructions. The trainee goes through

these units by answering questions or filling the blanks. This method is expensive and time

consuming.

40
EXECUTIVE DEVELOPMENT PROCESS

Executives are the people who shape the policies, make the decisions and see their

implementation in any business organization. They are the president, the vice-president, the

managing director, works manager, plant superintendent, controller, treasurer, office

managers, engineers, directors of functions such as purchasing, research, personnel, legal,

marketing etc.

Executive development may be stated as the application of planned efforts for raising the

performance standards of high level managers, and for improving the attitudes and activities

that enter into or influence their work and their work relations.

Following are the steps, which are involved in the development process of executives:

OBJECTIVES

The first and foremost step is to define the long- term objectives of training and development

of executives.

STRENGTH AND WEAKNESS

An inventory of managers is taken with special focus on their strength in terms of managerial

skills and other attributes. Their unique capabilities, specialist knowledge and achievements

are listed down against each. A comparison with the requirement of the organization will

bring the gap in knowledge and skills of existing executive. This is the weakness.

41
 LONG- RANGE PLANS

Here the management prepares long-term training and development plans for their

executives, which include the annual training targets, the annual budget sand the specific area

of training.

SHORT- TERM PROGRAMME

This programme specify the duration, starting time, ending time, number of executives being

trained, identify the resources etc.

IMPLEMENTATION

The training programme envisaged before is put into operation. The actual training is initiated

by proper timetable and other arrangements.

EVALUATION

In this step, the effectiveness of the executive training programme is evaluated by measuring

the improved performance of executives who underwent the programme, on their job. There

are various criteria of measuring effectiveness such as validity, reliability etc.

42
EVALUATING THE EFFECTIVENESS OF TRAINING

An Investor in People evaluates the investment in training and development to assess

achievement and improve future effectiveness.There are four groups of measures of training

effectiveness, which aroused by organization.

The groups are as follows:

- No Measurement

- Subjective Measures

- Qualitative Measures

- Objective Measures

The first group, in which no real measurement occurs, includes activities undertaken as an

Act of Faith, where no form of measurement is attempted, such as initiatives to improve

communications in organization, which seem to make people feel good and appear to have

worked in some intangible manner.

The second group includes subjective responses from trainees/course delegates, as

exemplified by the Happy Sheet. The main question asked is about how individuals feel

after the training. Organizations often make the assumption that positive responses indicate

training success and therefore value to the organization. However, course delegates may well

give strong positive response scores for a number of reasons, including the presentational

skills of the trainer, the quality of the venue, and the feel good factor of indulging in a

creative work group, and so on. Quality measures appear to bemire objective than the

previous group, but are often flawed by subjectivity as well. They are typified by

43
questionnaires asking delegates to put a value on the likely benefits of a training

programme. Objective measures are the only really meaningful ones. However, they

challenge the provider of training to demonstrate how their training activities feed through to

the bottom line: in terms of return on investment and return on the capital employed. There

has often been an assumption, in times past, that training somehow justifies itself, because

it is all about developing people. However, it is incumbent on organizations to look critically

at the ways in which they evaluate their training activities, lest they fall prey to the subject

approach and are badly caught out when a rigorous analysis of all the functions of the

organizations business is called for. A desirable, if not essential, characteristic of all training

programmes is a built-in provision for evaluation.

The four main dimensions of evaluation are:

EVALUATION OF TRAINING INPUTS

This involves the evaluation of the training curriculum and its sequencing.

EVALUATION OF THE TRAINING PROCESS

The climate of the training organization, the relationship between participants and trainers,

the general attitude, and approaches of the trainers, training methods, etc are some of the

important elements of the training process which also needs to be evaluated.

EVALUATION OF TRAINING OUTCOMES

Measuring the carry-home value of a training programme in terms of what has-been achieved

and how much is the main task of evaluation. This, however, is complex technical and

professional task. Benefits of a training programme are not obvious and they are not readily

measurable. Payoffs from training are intangible and rather slow to become apparent. A

44
central problem is the absence of objective criteria and specific definitions of relevant

variables by which to measure the effectiveness either of specific programmes or changes in

employee behaviour. Nevertheless, the good personnel managers do make an effort to

systematically appraise the benefits and results of their programmes.

In job-related training, the objective is to train people for specific job skills so that their

productivity may increase. Evaluation can be done either to the direct criterion of increase in

output or to the indirect criteria of decrease in cost, breakage or rejects. Even more indirect

are measures that point out changes in absenteeism or turnover. The most difficult problems

of evaluation lie in the area of human relations skill training, which is given to the

supervisors and middle- level managers. Supervisory and managerial training programmes

are, for this reason, less amenable to objective review procedures. Much subjectivity enters

into evaluations of these programmes, since exact standards and criteria are hard to devise.

45
The Benefits of Employee Training:
Leads to improved profitability and/or more positive attitudes towards profit orientation.

Improves the job knowledge and skills at all levels of the organization

Helps people identify with organizational goals

Helps create a better corporate image

Improves relationship between boss and subordinate

Helps in organizational development

Helps prepare guidelines for work.

Helps in understanding and carrying out organizational policies.

Provides information for future needs in all areas of the organization

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

Helps in development for promotion from within

Helps in increasing productivity and/or quality of work

Helps keep costs down in many areas, e.g. production, personnel, administration, etc.

Develops a sense of responsibility to the organization for being competent and

knowledgeable

Improves Labour-management relations

Reduces outside consulting costs by utilizing competent internal consultation

Stimulates preventive management as opposed to putting out fires

Creates an appropriate climate for growth, communication

Helps in improving organizational communication

Helps employees adjust to change

Helps in handling conflict, thereby helping to prevent stress and tension.

46
TRAINNING AND DEVELOPMENT IN CEREBTRATE

SOLUTION

The philosophy to establish and build a strong performance driven culture with greater

accountability and responsibility at all levels. To that extent the Company views capability as

a combination of the right people in the right jobs, supported by the right processes, systems,

structure and metrics. The Company organizes various training and development

programmes, both in house and at other places in order to enhance the skills and efficiency of

its employees. These training and development programmes are conducted at various levels

for officers.

TRAINING IN CEREBRATE SOLUTIONS

They provides training to all its employees as per the policy of the organization.

PURPOSE OF TRAINING: To ensure availability of trained manpower.

SCOPE: All categories of employees

NEEDS: Identify the training needs to employees

MANAGEMENT STAFF

The Performance Appraisal form of the organization has a section in which the training and

development needs are filled up. The Individual Officer first identifies the training needs of

himself and then it is recommended by the reporting Officer and then by the Departmental

Head.

47
Training needs are identified based on:

- Companys strategy and policy.

- Organizational Thrust Areas.

- New Emerging Areas.

IMPARTING OF TRAINING

Actual training is imparted with the help of in-house. Training is also imparted by

nominating the concerned employee for an external training programme. All records of the

training are maintained as per Record of Training in the Personnel folder and the same is

intimated to the Executive Office Personnel through the Monthly Personnel Report.

FEEDBACK

A feedback is taken from the participants through a questionnaire on the programme and their

impressions in order to further improve upon the same. There are three such questionnaires

available and one of these is used depending upon the nature of the training programme and

the level of participants. Also, a person from the personnel department sits through the final

session of the programme and takes the verbal feedback about the programme.

48
RESEARCH OBJECTIVES

OBJECTIVES OF THE STUDY

The first & foremost step in any research work is to identify the problems or objectives on

which the researcher has to work on.

MAJOR OBJECTIVE

To analyze the existing training practices, its effectiveness and recommend measures to

improve the training practices in Cerebrate solution

MINOR OBJECTIVES

To study the frequency of training, training methods and their effects on the trainees and

recommend certain measures for improvement.

To understand the present practices enforced in respect of training at the personnel

department and recommend any changes if necessary.

To take feedback and analyze the level of satisfaction amongst the employees in respect of

training activities and suggest alternatives.

49
RESEARCH METHODOLOGY

Every project work is based on certain methodology, which is a way to systematically solve

the problem or attain its objectives. It is a very important guideline and lead to completion of

any project work through observation, data collection and data analysis .

According to Clifford Woody, Research Methodology comprises of defining &redefining

problems, collecting, organizing &evaluating data, making educations & researching to

conclusions.

Accordingly, the methodology used in the project is as follows: -

Defining the objectives of the study

Framing of questionnaire keeping objectives in mind (considering the objectives)

Feedback from the employees

Analysis of feedback

Conclusion, findings and suggestions.

50
SELECTION OF SAMPLE SIZE

In order to take a reasonable sample size and not to disturb the functioning of the

organization, a sample size of reasonable strength of the Firm has been taken in order to

arrive at the present practices of training in the Firm.

Accordingly, 30 employees of the organization and feedback forms (questionnaire) have been

obtained .The data has been analyzed in order to arrive at present training practices in the

organization.

SAMPLING TECHNIQUE USED

The technique of Random Sampling has been used in the analysis of the data/Random

sampling from a finite population refers to that method of sample selection, which gives each

possible sample combination an equal probability of being picked up and each item in the

entire population to have an equal chance of being included in the sample. This sampling is

without replacement, i.e. once an item is selected for the sample, it cannot appear in the

sample again.

51
DATA COLLECTION

To determine the appropriate data for research mainly two kinds of data wascollected namely

primary & secondary data as explained below:

PRIMARY DATA

Primary data are those, which were collected afresh & for the first time and thushappen to be

original in character. However, there are many methods ofcollecting the primary data; all

have not been used for the purpose of thisproject. The ones that have been used are:

Questionnaire

Informal Interviews

Observation

SECONDARY DATA

Secondary data is collected from previous researches and literature to fill in therespective

project. The secondary data was collected through:

Text Books

Articles

Journals

Websites

52
 HYPOTHESIS

1. In my opinion, every large scale company has to go through three phases of training
programme which may be critical and crucial for actual implementation of such training
programmes.

Phase 1: Pre-training

The use the organization expects to make of the participants after training.
Selection of trainer and suitable participants.
Finalizing Methods of training.

Phase 2: Training

Observe participants behaviour during training.

Prepare the conditions for improved performance by their participants upon their
return.

Phase 3: Post-training

Observe participants behaviour during training.

Evaluate training.
Calculating the benefits to the company in terms of ROI.

2. Company would prefer On-the-job training methods because of the technical nature of

work like coding and software programme development.

Post training phase may ensure the feedback from participants in the training programme,

which may work as a guide for further training programmes.

53
Questionnaire for Employees

Q1. Do you like to attend the training program?

a. Yes

b. No

Q2 Do you feel training is necessary for any employee for developing his skills?

a. Yes

b. No

Q3. Which technique is most suitable for training?

a. On the job

b. Off the job

c. Depends on need

Q4. Which method is most suitable for training?

a. Step by Step Instruction

b. Coaching / Lecture

c. Conference / Discussions

d. Programmed Instructions.

54
Q5. Do you experience fruitful changes in working efficiency after being trained?

a. Yes

b. No

Q6. Does the training enhance organization effectiveness?

a. Yes

b. No

Q7. Do company provide study material before the training program?

a. Yes

b. No

Q8. Are you satisfied with the training procedure?

a. Yes

b. No

Q9. Do you get innovative ideas during training?

a. Yes

b. No

55
 DATA ANALYSIS
Q1. Do you like to attend the training program?

Response No of employees
Yes 20
No 10
Total 30

No
17%

Yes
No

Yes
83%

Analysis:

Out of 30, 20 employees attain training programme, and 10 employees did not attain.

Interpretation:

It can be interpreted that the maximum numbers of employees attain training.

56
Q2. Do you feel training is necessary for any employee for developing his skills?

Response No of employees
Yes 20
No 10
Total 30

No
20%

Yes
No

Yes
80%

Analysis:

Out of 30, 20 employees said Yes and 10 employees said No.

Interpretation:

It can be interpreted that the maximum numbers of employees feels that training is necessary.

57
Q3. Which technique is most suitable for training?

Response No of employees
On the job 15
Off the job 10
Depends on need 05
Total 30

Depends on need
17%

On the Job
On the Job Off the Job
50%
Depends on need
Off the Job
33%

Analysis:

Out of 30, 15 employees said on the job training is good, 10 employees said of the job
training is good, 05 employees said depends on the needs training is need is decides.

Interpretation:

It can be interpreted that the maximum numbers of employees feels that on the job training is
necessary.

58
Q4. Which method is most suitable for training?

Response No of employees
Step by Step Instruction 15
Coaching / Lecture 05
Conference / Discussions 05
Programmed Instructions. 05
Total 30

Programmed
Instructions.
17%
Step by Step Instruction

Conference / Coaching / Lecture

Step by Step
Discussions Conference / Discussions
Instruction
17%
50% Programmed Instructions.

Coaching / Lecture
16%

Analysis:

Out of 30, 15 employees said Step by Step Instruction is good, 05 employees said Coaching /
Lecture is good, 05 employees said Conference / Discussions, 05 employees said
Programmed Instructions are good.

Interpretation:

It can be interpreted that the maximum numbers of employees said Programmed Instructions
is good method of training.

59
Q5. Do you experience fruitful changes in working efficiency after being trained?

Response No of employees
Yes 25
No 5
Total 30

No
11%

Yes
No

Yes
89%

Analysis:

Out of 30, 25 employees said Yes and 05 employees said No.

Interpretation:

It can be interpreted that the maximum numbers of employees feels that training help in
improving their performance.

60
Q6. Does the training enhance organization effectiveness?

Response No of employees
Yes 20
No 10
Total 30

No
22%

Yes
No

Yes
78%

Analysis:

Out of 30, 35 employees said yes and 25 employees said no.

Interpretation:

It can be interpreted that the maximum numbers of employees feels that training help in
improving organization performance.

61
Q7. Do company provide study material before the training program?

Response No of employees
Yes 30
No 00
Total 30

No
0%

Yes
No

Yes
100%

Analysis:

Out of 30, 30 employees said Yes and 0 employees said No.

Interpretation:

It can be interpreted that the organization provides study materials.

62
Q8. Are you satisfied with the training procedure?

Response No. of employees

Fully Satisfied 15
Partly satisfied 10
Satisfied 5
Dissatisfied 0
Total 30

dissatisfied
0%

satisfied
14%

Fully Satisfied
Fully Satisfied Partly satisfied
43%
satisfied
Partly satisfied dissatisfied
43%

Analysis:

Out of 30, 15 employees are fully satisfied, 10 employees are partly satisfied, 5 employees
are satisfied, no employees is dis

Interpretation:

It can be interpreted that the maximum number of employees fully satisfied.

63
Q9. Do you get innovative ideas during training?

Response No of employees
Yes 25
No 5
Total 30

No
11%

Yes
No

Yes
89%

Analysis:

Out of 30, 25 employees said Yes and 05 employees said No.

Interpretation:

It can be interpreted that the maximum numbers of employees get ideas during training
session.

64
 Findings and Results

It is found that the Employees like the training programme.

The company conducts training at frequent intervals.

Employees are satisfied with the training sessions done in company.

Employees are happy that they are considered as important part in company.

Employees are always ready for training sessions.

Employees are generous to get involved in the training session and take part actively.

65
CONCLUSION

Training is considered as a positive step towards augmentation of the knowledge base by

the respondents.

The objectives of the training programmes were broadly known to the respondents prior to

attending them.

The training programmes were adequately designed to cater to the developmental needs of

the respondents.

Some of the respondents suggested that the time period of the training programmes were

less and thus need to be increased.

Some of the respondents also suggested that use of latest training methods will enhance the

effectiveness of the training programmes.

Some respondents believe that the training sessions could be made more exciting if the

sessions had been more interactive and in line with the current practices in the market.

The training aids used were helpful in improving the overall effectiveness of the training

programmes.

The training programmes were able to improve on-the-job efficiency.

66
 BIBLIOGRAPHY:

BOOKS:
SETH PUBLICATIONS

RISHAB PUBLICATIONS

VIPUL PUBLICATIONS

WEBSITES:
www.wiki.com

www.google.com

67