CHAPTER-1

INTRODUCTION

1.1 Training and Development

One of the most talked subjects in corporate circles, in recent times is how to optimize
the contributions of human resources in achieving organizational goals. An efficient and
satisfied workforce is the most significant factor in organisational effectiveness and marginal
excellence. 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 a particular job.
Development refers to the learning opportunities designed to help employees grow and evolve
a vision for the future.

Training and development are closely related to each other. Training a person for bigger
and higher job is development. Training helps employees improve the preference on the current
job or prepares them for an intended job. Development covers not only those activities which
improve job performance but also those which bring about growth of the personality.
Development is intended to equip the persons to earn promotion and hold greater responsibility.
Development also includes imparting specific skills and knowledge and improving certain
personality and mental attitudes. Training includes updating knowledge, skill and attitude in
tune with the changing requirements of the organization. Accordingly the training process
ensures the improvement in the employees' behaviour and organizational effectiveness.

In today’s scenario change is the order of the day and the only way to deal with it is to
learn and grow. Employees have become central to success or failure of an organization as they
are the cornucopia of ideas. So it is high time the organization realize that “train and retain is
the mantra of new “millennium” for future. It is important to know 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.

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Meaning:

Training refers to the teaching and learning activities carried on for the primary
purpose of helping members of an organization acquire and apply the knowledge, skills,
abilities, and attitudes needed by a particular job and organization. By training the employee
can acquire new manipulative skills, technical knowledge, problem solving abilities etc.
Training is the programme that facilitates learning process, which results in development.

Development refers to those learning opportunities designed to help employees grow.

It is a long term educational process. It covers not only the activities which improve job
performance but also which bring about the growth of the personality; help individuals in the
progress towards maturity and actualisation of their potential capabilities so that they become
not only good employees but better men and women. In organizational terms, it is intended to
equip person to earn promotions and hold greater responsibility. In simple terms, training and
development refer to imparting specific skills, abilities and knowledge to an employee.

Definition:

A formal definition of training and development is “It is any attempt to improve current
or future employee performance by increasing an employee’s ability to perform through
learning, usually by changing the employee’s attitude or increasing his skills and knowledge.”

Dale S. Beach defines training as ‘the organized procedure by which people learn
knowledge and/or skill for a definite purpose’.

According to Edwin Flippo, ‘training is the act of increasing the skills of an employee
for doing a particular job’.

Development is defined as a process where the employee with the support of his/her
employer undergoes various training programs to enhance his/her skills and acquire new
knowledge and skills.

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1.12 Need of Training and Development:

The important need of training and advancement division is to ensure the accessibility
of a talented and willing workforce to an association.

1. Individual Need –help specialists in achieving their own particular destinations, which in
this manner, overhauls the individual duty to an affiliation.

2. Organizational Need – help the relationship with its vital focus by bringing solitary
ampleness.

3. Functional Need – keep up the workplace dedication at a level reasonable to the affiliation's
needs.

4. Societal Need –ensure that an affiliation is ethically and socially tried and true to the
necessities and challenges of the overall population.

1.13 Importance of Training and Development

Training plays an important role in human resource department. It is necessary, useful and
product7ive for all categories of workers and supervisory staff. The importance of training and
development in an enterprise are:-

 Optimum utilization of resources:

Training and development helps in optimizing the utilization of human
resources that further helps the employees to achieve the organizational as well as their
individual goals.
 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.
 Higher Productivity:
It is essential to increase productivity and reduce cost of production for meeting
competition in the market. Effective training can help increase productivity of workers
by imparting the required skills that helps organization to achieve its long-term goals.

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  Quality Improvement:
The customers have become quality conscious and their requirement keep on
changing. To satisfy the customers, quality of products must be continuously improved
through training of workers. Training and development helps in improving upon quality
of work and work-life.
 Reduction of Learning Time:
Systematic training through trained instructors is essential to reduce the training
period. If the workers learn through trial and error, they will take a longer time and even
may not be able to learn right methods of doing work.
 Industrial Safety:
Trained workers can handle the machines safely. They also know the use of
various safety devices in the factory. Thus, they are less prone to industrial accidents.
 Technology Update:
Technology is changing at a fast pace. The workers must learn new techniques
to make use of advance technology. Thus, training should be treated as a continuous
process to update the employees in the new methods and procedures.
 Effective Management:
Training can be used as an effective tool of planning and control. It develops
skills among workers and prepares them for handling present and future jobs. It helps
in reducing the costs of supervision, wastages and industrial accidents. It also helps
increase productivity and quality which are the cherished goals of any modern
organization.

1.14 Training and Development Process

Training and development is a continuous process as the skills, knowledge and quality
of work needs constant improvement. Various steps involved for conducting training program
include:

1. Identifying Training Needs

Training need is a difference between standard performance and actual
performance. Hence, it tries to bridge the gap between standard performance and actual
performance. The gap clearly underlines the need for training of employees. Hence,
under this phase, the gap is identified in order to assess the training needs.

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2. Establish Specific Objectives
After the identification of training needs, the crucial task is to determine the
objectives of training. Hence, the primary purpose of training should focus to bridge
the gap between standard performance and actual performance. This can be done
through setting training objectives. Thus, basic objective of training is to bring proper
match between man and the job.
3. Select Appropriate Methods
Training methods are desired means of attaining training objectives. After the
determination of training needs and specification of objectives, an appropriate training
method is to be identified and selected to achieve the stated objectives. There are
number of training methods available but their suitability is judged as per the need of
organizational training needs.
4. Implement Programs
After the selection of an appropriate method, the actual functioning takes place.
Under this step, the prepared plans and programs are implemented to get the desired
output. Under it, employees are trained to develop for better performance of
organizational activities.
5. Evaluate Program
It consists of an evaluation of various aspects of training in order to know
whether the training program was effective. In other words, it refers to the training
utility in terms of effect of training on employees' performance.
6. Feedback
Finally, a feedback mechanism is created in order to identify the weak areas in
the training program and improve the same in future. For this purpose, information
relating to class room, food, lodging etc. are obtained from participants. The obtained
information, then, tabulated, evaluated, and analysed in order to mark weak areas of
training programs and for future improvements.

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1.15 Distinction between Training and Development

TRAINING DEVELOPMENT

 Training means learning skills and  Development means growth of an

knowledge for doing a specific job. employees in all respects.

 Training is concerned with  Development seeks to develop

maintaining and improving current competence and skills for future
job performance. The purpose is to performance. The purpose is to
develop job related skills in an develop the overall personality of an
individual. individual.

 It is a short term affair.  It is a long term process.

 It is job centred.  It is career centred in nature.

 Role of trainer is very important.  Executives have to be motivated

internally for self-development.

 Involves technical and mechanical  Involves philosophical and theoretical

operations. concepts.

 Involves learning skills and  Involves growth of employees and is

knowledge for doing a specific job. designed for managers.

 Prepares employees to meet future

 Prepares employees for doing
needs.
present job needs.

 Many individuals collectively attend

 In development, manager self directs
the training program.
himself for future assignments
 It has wider scope
 It has less scope.

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1.16 Types of training

1. Induction or Orientation Training:

Introducing a new employee to the organization’s environment comprising of a
day to day functioning, products, services, rules and regulations are termed as Induction
or orientation training. The purpose of such training is to reduce the nervousness of a
new joinee, by making him accustom to the working environment. It is also called as
an orientation training, which means giving a fair idea to the new employee about, what
he is supposed to do in the organization.

2. Job Training:
This training is job specific and is given to the employee who has to perform
that job. Under this training, the information about the machine, the process of
production, methods to be used, the safety measures to be undertaken, etc. are
explained. Through this training, the employee develops the confidence and the
necessary skills that enables him to perform his job effectively and efficiently.

3. Safety training:
The safety training is given to the employees so as to minimize the number of
accidents caused due to the handling of machines or other equipment. Under this
training, the employees are given the safety instructions on the usage of machinery and
the other dangerous devices. The most common causes of injury and illness in the iron
and steel industry include: slips, trips and falls on the same level; falls from height;
unguarded machinery; working in confined spaces; moving machinery, on-site
transport, forklifts and cranes etc

4. First aid training:

Providing first aid training and health and safety is very important to companies
and employers as it is necessary to ensure the safety of the employees. Specialised first
aid courses for the manufacturing and engineering sector include: Manual handling,
Slips, falls from height, Workplace transport; including FLTs, if struck by something –
sharp or falling objects, working with machinery.

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 5. Fire fighting training:
In any steel manufacturing industry, we can find heat, flammable materials and
sensitive production processes nearby. To prevent operational interruptions, downtimes
and subsequent financial losses, fire protection requirements are extremely high.
Extensive damage and longer downtimes can really only be prevented in the case of
fires that are extinguished in their initial phase.

6. Apprenticeship Training:
Under this training, the worker earns while learning. This training is generally
given to the technical staff, craftsmen, plumber, etc. who are required to work under
the superior for a relatively longer period, until he gains the expertise in that particular
field.

7. Promotional Training:

This training is given to the potential employees, who can be promoted to the
senior position in the organization. The promotional training is given in advance so that
employee gets accustomed to the new roles and responsibilities and do not get nervous
at the time of promotion.

1.17 Methods of Training

There exists a number of Training and development methods. Choice of any particular
method varies in different situations and businesses depending on what kind of training needs
and objectives need to be met in what given conditions. Various factors like the Skills required,
Qualification of candidates, Cost of training, Period of time available, Depth of knowledge
required, Purpose of training, Background of training, Nature and size of the group to be
trained, Nature of job, Type of employees are considered while selecting a suitable method.

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I On-the-Job Methods

On-the-job training, also known as OJT, is a hands-on method of teaching the skills,
knowledge, and competencies needed for employees to perform a specific job within the
workplace. Employees learn in the environment where they will need to practice the knowledge
and skills obtained during training. On-the-job training uses the existing workplace tools,
machines, documents, equipment, and knowledge to teach an employee how to effectively do
his or her job. It takes place within the employee's normal job environment and may occur as
he or she performs actual work. Or it may happen elsewhere within the workplace using
dedicated training rooms, workstations, or equipment.

Types of On-The-Job Training:

1. Understudy: Here operator is set up by its official. Learner here gets connected with
its upper class officer senior thus himself is known as understudy or accomplice. As for
instance, any person eligible and qualifying as possible head may live-in couple of
weeks as right hand with current chief.
2. Job rotation: This training method involves movement of trainee from one job to
another to gain knowledge and experience from different job assignments. This method
helps trainee understand the problems of other employees. It insinuates advancement
or forward movement by any labourer starting at a particular means of livelihood, later
keep changing it depending on time, season and situation.
3. Job instruction: It is also known as step by step training in which the trainer explains
the way of doing the jobs to the trainee and in case of mistakes, corrects the trainee.
4. Uncommon projects: The understudies quality request that work on extraordinary
attempts related with departmental destinations. By this, the understudies will get the
information of the committed work in addition comprehend how to function with
others.
5. Experience: It proposes doing all things considered as to learn. It constitutes a leading
champion when talking in terms of most reliable on-the-job training. It is an
extraordinarily persuading procedure but is phenomenally monotonous and inefficient.
As requirements are it ought to be trailed by other training strategies.

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 6. Committee task: Here, the learner's gathering assembles to outline a virtual driving
collection of trustees. The guiding get-together is exposed about any matter for studying
it in detail and then recommending suggestions.
7. Coaching: In this method the trainee is placed under a particular supervision who
functions as a coach in training and provides feedback to the trainee. Here the coach
behaves like a partner and instructor of the learner. It fuses extensive corrections with
tenacious vital judgements and amendments.

II Off-the-job Training

The Off-the-Job Training is the training method wherein the workers/employees learn
their job roles away from the actual work floor. Simply, off-the-job training comprises of a
place specifically allotted for the training purpose that may be near to the actual workplace,
where the workers are required to learn the skills and get well equipped with the tools and
techniques that are to be used at the actual work floor.

The Methods Employed for off-The-Job-Training:

1. Special courses and lectures: They constitute basic elementary methods that are even
eminent in the present scenario. Unprecedented training schedules and programs are
formed by the association or by the organization/capable educational institutions.
Organizations thereby motivate workers/ students under them for participating in these
programmes. Such courses are power-packed, refreshing, elemental ways to deal with
any given information with a sea of students.
2. Conferences and seminars: Here, people assemble and contribute their views,
contemplations, suggestions giving valuable recommendations. Attending these get-
togethers and courses, learners gain a rainbow of valiant view-points regarding any
topic as people come from stem to stern of country to attend these programs.
3. Selected reading: It comprises a self-change training procedure. Individuals pick up
information and consideration by looking at assorted exchange diaries and magazines.
Most by a wide margin of the affiliations have their own particular libraries. The agents
change into the general population from the expert relationship to stay informed and
upgraded concerning recent advances in their specific fields.

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4. Case study method: Such tool originated from Harvard Business School, U.S.A. It is
used as a supplement to address procedure. A case is a made record out of a certified
business situation/issue stood up to by an association. The case is given to the
understudies to talk and examination. Distinguishing proof and analyse of the issue is
the purpose of matter in this study procedure. Substitute methodologies are suggested
from parts.
5. Programmed instruction/learning: It refers to a controlled self-learning system in
which the medium may be a course book, PC or the web. This is an efficient method
for indicating work aptitudes including showing request or substances allowing the
person to respond and giving the learner brief feedback on the precision of his or her
answers.
6. Brainstorming: It comprises of imagination training method, here various hombre,
groups and gatherings join hands to deal with issues in another and assorted way. In
this framework, the learners are given the chance to deliver musings clearly and with
no apprehension of judgment. Input of any contemplation is not allowed with a specific
end goal to diminish subduing powers. Once a huge amount of musings are made then
they are evaluated for their cost and achievability.
7. Role-playing: Under such procedure, all learners have to face a particular situation,
where they have to play in a dishonestly made condition. Case in point, an understudy
is requested to expect the part from a trade union pioneer and another learner are
required to play out the part of an HR chief. It is an effective means by which people
tend to understand the traumas and situations, the other party has to face.

8. Vestibule training: The Vestibule Training is one of the methods of training, where
the technical staff, especially those who deal with the tools and machinery, are given
the job education training in the workplace other than the main production plant. In
other words, the Vestibule training is called, “near the job training”, which means the
simulated setup is established, proximate to the main production plant, wherein the
technical staff learns how to operate the tools and machinery, that may be exactly
similar, to what they will be using at the actual work floor. There are special trainers or
the specialists, who impart this training to the technical staff, thereby reducing the
burden on the line supervisor, who has to supervise the entire production process.

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9. Apprenticeship training: Such sort of programs evolved during the medieval period
when the individuals who needed to learn exchange aptitude bound themselves to an
expert skilled worker and worked under his direction. Apprenticeship training is an
organized procedure by which individuals get to be talented specialists through a mix
of classroom guideline and on-the-job training.

10. In-basket exercise: Here students get foundation data regarding any reproduced firm
and its items, and key staff. After this, the students are given in-bushel of notices,
letters, reports, demands and different records related with the firm. The student must
bode well out of this mass of research material and get ready reminders, make notes
and delegate responsibilities inside of a constrained time period.

11. Business games: Such amusements incorporate gatherings comprising understudies.

These gatherings discuss and separate the issue and get in contact at decisions.
Generally, issues related with inventories, bargains, R&D, creation process, and so on
are taken up for thought.

12. Behaviour modelling: This is sorted out approach to show particular supervisory
expertise. This relies on upon the social learning speculation where the learner is given
a particular role-play regarding a peculiar behaviour and thus is trained beforehand how
to handle such situations.

13. Sensitivity (T-group) training: It is all together a different kind of practice where 10
to 12 students are moulded to encounter an unpredictable circumstance. Everything is
immediate and unplanned. Hence key destinations have more openness with each other,
extended listening capacities, trust, bolster, adaptability and sensitivity toward others.
The coaches serve a reactant part. Here social event happen in isolation without any
structured arrangement. Individual behaviour is given primary concern. Besides,
mentor gives genuine however unfaltering contribution to people on how they
interfaced with each other.

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1.2 STATEMENT OF PROBLEM

Training and development play vital and important role in any given organisation in the
modern day. The problem statement include various factors such as knowing the training and
development facilities to the employees and also to know what best effort has been put in any
the firm to improvise it so that it can be utilized effectively by the employees in the
organisation.

1.3 JUSTIFICATION OF THE STUDY

Ample researches have been conducted which highlighted the effect of training &
development on employee performance. There is increasing evidence that training &
development are associated with higher performance and can encourage the employees to
perform better to attain the organizational goals. This examination will be of great help to carry
out a detailed study to find out which type of training & development is best suited in this
association so that employees can work in effective manner in SAIL-SCL. This will help the
employers to use the particular type of training & development to motivate the employees and
this will also suggest the measures for improvement in methods of training & development.

1.4 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 SAIL-SCL Kerala Ltd and its employees. The
different training programmes incorporated/ facilitated in SAIL-SCL through its faculties,
outside agencies or professional groups. It also judges the enhancement of the knowledge and
skills of employees and feedback on its effectiveness.

1.5 OBJECTIVES OF THE STUDY

 To study the methods used in training the employees.

 To determine the impact of training and development on employee performance and

effectiveness.

 To analyse whether the quality of training and satisfaction of respondents are related.

 To study the relationship between training and personal growth of employees.

 To collect and analyse the views of the participants and superior on the training.
 To study the training program on the basis of relevance, implementation and outcomes.

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1.6 LIMITATIONS OF THE STUDY

 Some were reluctant to answer some question thinking that might affect their job
negatively.
 The primary collection of data was time consuming, as the employees were busy.
 Sample size was 50% of total population.
 Being a very lengthy and complex process it is difficult to analyse the details of
training and process.
 The working personals are not proffered to give complete information.

1.7 SCHEME OF CHAPTERISATION

The thesis has been arranged in five chapters.

1. The first chapter presents the introduction of the study; importance, needs, types
and methods of training and development along with the research problems,
objectives, scope and limitation of the study. It also gives an outline of the various
chapters proposed in the study.
2. The second chapter consists of the company profile and industry profile.
3. The third chapter explains general approach and methodology applied in the study.
It describes in detail the research design used for the study, data sources, sample
selection, methodology and models used for analysis.
4. The fourth chapter discusses the empirical research conducted with reference to the
objective of the study. The results obtained from the analysis of the data are
provided in this chapter.
5. The final chapter presents the summary of findings and conclusion of the study
along with the implications for future research.

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1.8 REVIEW OF LITERATURE

Dr. Sarbjit,director, Apeejay college of engineering, Gurgon, India, august 18, 2009.

In today’s fast moving economy and prevailing uncertainty all around us, the role of HRD is
lot more than just identifying suitable manpower and meeting organizational training needs.
Developing people’s full capabilities and managing them well is the heart of any organization.
This articles focus on three controlling elements for the success of any business that are people,
time and cost.

Paul lewis, William j. Rothwell, Lindamillar, Ahad Osman-,14/2010.This article says

that, the effective use of human resources is seen as a perquisite, and the training and
development of employees as paramount.

Swaminathan and U Gowri Shankar, March 2011 discusses the perceived effectiveness
of training in STC technologies Pvt ltd, Chennai. The main objective of the study was to
measure the effectiveness of the training in the organization and its impact on employee job
performance in the organization. The opinion about training helps to work better and improves
job satisfaction and working condition. These points are to be considered to improve the
effectiveness of training and development program.

Ahmad. N., Iqbal. N., Sohail M., Haider. Z., and Hamad. N. (2014) Impact of Training
and Development on the Employee Performance from Different Banking Sectors of North
Punjab.” The motivation behind this study is to discover the effects brought by employee
―training and development on employee‘s performance. This precognitive research was
carried out to see the effect of Training and Development on worker execution, to watch the
effect of occupational training on representative execution and to see the effect of Delivery
style on worker execution. The results show that noteworthy positive relationship exists
between worker training and representative execution. People of this study belonged to
Banking Sector of northern Punjab which covers 100 workers of 11 banks and data was
assembled through a review. Results show Positive relationship between on occupation
Training and Employee Performance besides there is the Positive relationship between
Delivery style and Employee Performance.

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 Oatey (1970) stated that training improves a person’s skill at a task. Training helps in
socially, intellectually and mentally developing an employee, which is very essential in
facilitating not only the level of productivity but also the development of personnel in any
organization.

Beach (1991) focused on need based nature of training and he termed training as “The
organized procedure by which people learn knowledge or skill or attitude for a definite
purpose”. This definition emphasizes need based nature of the training calculated to serve a
definite objective

Raza. H. (2014) “Training and Development impact on Organizational Performance:

Empirical Evidence from Oil and Gas Sector.” Primary aim was looking the co-relation
between the training and progression strategies, targeting their impact on various levelled
execution. To assess this relationship, key data has been accumulated. The finding of the study
revealed the situation of training and change in Pakistan and showed that prevailing part of the
specialists satisfied by the key T&D of the firm. The disclosures helped the organization to
think towards the T&D as to upgrade the required aptitudes of the agents which are
fundamental for the definitive execution. For driving the practical training results the study
must be carried out more readily. The growth of training and development as an academic
subject reflects its growth in practice.

Raymond Noe and Neal Schmitt (1986) studied influence of trainee attitudes on training
effectiveness. They stated that the influences of trainees’ characteristics on trainng
effectiveness have focused on the level of ability necessary to learn program content.
Motivational and environmental influences of training effectiveness have received little
attention. This analysis integrates important motivational and situational factors from
organizational behavior theory and research into a model which describes how trainees'
attributes and attitudes may influence the effectiveness of training.

Kuldeep Sing (2000) has selected 84 organization from business representing all the
major domestic industries questionnaire has developed by Huselid (1993) are used to study
training. The objectives of the study are to examine the relationship between training and
organizational performance which shows that Indian organizations are still not convinced of
the fact that investments in human resources can result in higher performance.

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 Alphonsa V.K. (2000) has conducted training climate survey in a large private hospital
in Hyderabad. 50 supervisors from different departments of the hospitals randomly selected for
the study. The researcher used training – climate survey questionnaire (Rao-1989). “The
analysis of training climate as perceived by the supervisors” Covered various aspects such as
corporate philosophy policies superior, subordinate relationships, valued performance features
and behaviours, interpersonal and group relationship. The results showed that reasonably good
training-climate is prevailing in this organization but the supervisors’ perception about
training-climate differs according to their respective departments.

M. Vijayaraj, M. Malarvizhi, P. Sasikumar, April 2012 conducts a study to know the

effectiveness of training, which an important problem is in Godrej Sara lee ltd. The data was
analyzed by using different tools such as z-test, correlation and percentage analysis. The
targeted population is mainly from Godrej Sara lee limited, Puducherry, Which is
approximately to have a population of 400 employees. From the analysis it was known that
there was a moderate positive linear relationship between effectiveness of training program
and employee’s age.

Singh, S. K. and Banerjee, S. (2000), A study on “HRD strategies at various levels in

construction organisations” reveals that construction is the second largest economic activity in
India, and accounts for half of the nation's investment or development. In this article the authors
briefly discuss the HRD strategies at various levels in construction organisations. Many sectors
of the construction industry are in urgent need of technological up gradation. An effort to
develop manpower by the organisations will directly show results in the bottom line. Since
there are not many professionals imparting training in construction - related aspects, refreshers
training is essential and some concrete efforts in imparting systematic technical training is
necessary.

Adeniyi (1995) referred staff training and development as a work activity that can make
a very significant contribution to the overall effectiveness and profitability of an organization.

Obisi (1996) stated that the concepts of training and development are used
interchangeably. However, it can be differentiated from the other. Training is for specific job
purpose while development goes beyond specifics development covers not only those activities
which improve job performance, but also those which bring about growth of personality.

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 CHAPTER 2

PROFILE

2.1 STEEL INDUSTRY IN INDIA - AN OVERVIEW

The iron and steel industry is one of the most important industries in India. India is the
third largest producer of raw steel and the largest producer of sponge iron in the world. The
industry produced 91.46 million tons of total finished steel and 9.7 million tons of pig iron.
Easy availability of low cost man power and presence of abundant iron ore reserves make India
competitive in global setup. Most iron and steel in India is produced from iron ore. The
Indian Ministry of Steel is concerned with: the coordination and planning of the growth and
development of the iron and steel industry in the country, both in the public and private sectors;
formulation of policies with respect to production, pricing, distribution, import and export of
iron and steel, ferroalloys and refractories; and the development of input industries relating
to iron ore, manganese ore, chrome ore and refractories etc., required mainly by the steel
industry.

Steel industry and its associated mining and metallurgy sectors have seen a number of
major investments and developments in recent pasts. The national steel policy (NSP) 2017
implemented to encourage the industry to reach global benchmark. Most of the public sector
undertakings market their steel through the Steel Authority of India (SAIL).

Steel Plants:

There are two types of steel plants - mini steel plants and integrated steel plants.Mini
steel plants are smaller, have electric furnaces, used steel scrap and sponge iron. They have re-
rollers that use steel ingots as well. They produce and introduction. Carbon steel mild and Alloy
steel of certain specifications. There are around 650 mini steel plants in India.

Integrated steel plants are large, handle everything in one complex - from putting
together raw material to steel making, rolling and shaping. Iron ore, coke, and flux are fed into
the blast furnace and heated. The coke reduces the iron oxide in the ore to metallic iron, and
the molten mass separates into slag and iron. Some of the iron from the blast furnace is cooled,
and marketed as pig iron; the rest flows into basic oxygen furnaces, where it is converted into
steel. Iron and steel scrap may be added to both to the blast furnace and to the basic iron furnace.

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Production:

The steel industry in India was de licensed and decontrolled in the years 1991 and 1992
respectively. In 2014-15, production for sale of total finished steel (alloy + non-alloy) was
91.46 Million Tonnes, a growth of 4.3% over 2013-14. Production for sale of Pig Iron in 2014-
15 was 9.7 million tonnes, a growth of 22% over 2013-14. India is the largest producer of
sponge iron in the world with the coal-based route accounting for 90% of total sponge iron
production in the country. Data on production for the sale of pig iron, sponge iron and total
finished steel (alloy + non-alloy) are given below for last five years.

Production (in million tonnes)

Category 2010-11 2011-12 2012-13 2013-14 2014-15
Pig Iron 5.68 5.371 6.870 7.950 9.694
Sponge Iron 25.08 19.63 14.33 18.20 20.38
Total Finished Steel
68.62 75.70 81.68 87.67 91.46
(alloy + non-alloy)

Current Steel Plants in India

There are more than 50 iron and steel industries in India. Their locations are given below in
the following table:

Name Location Owner

Jindal Steel and Power limited. Raigarh, Angul, Odisha

Tata Steel Limited formerly Tata Iron

Jamshedpur, Jharkhand Tata Steel
and Steel Company Limited (TISCO)

Tata Steel Limited kalinganagar, odisha Tata Steel

19
Visvesvaraya Iron and Steel Plant Bhadravati, Karnataka SAIL

Bhilai Steel Plant Chhattisgarh SAIL

Durgapur Steel Plant Durgapur, West Bengal SAIL

Bokaro Steel Plant Jharkhand SAIL

Chandrapur Ferro Alloy Plant Chandrapur, Maharashtra SAIL

IISCO Steel Plant Asansol, West Bengal SAIL

Salem Steel Plant Tamil Nadu SAIL

Rourkela Steel Plant Odisha SAIL

JSW Steel Hospet, Bellary, Karnataka JSW Steel

Rashtriya
Visakhapatnam, Andhra
Visakhapatnam Steel Plant Ispat Nigam
Pradesh
Limited

Bhushan
Bhushan Steel Limit Angul, Odisha
steel limited

Yogesh
Rimjhim Ispat Limited Kanpur, Uttar Pradesh
Agrawal

Essar Steel Limited Hazira

20
National Steel Policy:

National steel policy – 2005 has the long-term goal of having a modern and efficient
steel industry of world standards in India. The focus is to achieve global competitiveness not
only in terms of cost, quality, and product-mix but also in terms of global benchmarks of
efficiency and productivity. The Policy aims to achieve over 100 million metric tonnes of steel
per year by 2019-20 from the 2004-05 level of 38 mt. This implies an annual growth of around
7.3% per year from 2004-5 onward.

The strategic goal above is justified because steel consumption in the world, around
1000 million metric tonnes in 2004, is expected to grow at 3.0% per annum to reach 1,395
million metric tonnes in 2015.

China will continue to have a dominant share of the demand for world steel. Domestically, the
growth rate of steel production over the past fifteen years was 7.0% per annum. The projected
rate of 7.3% per annum in India compares well with the projected national income growth rate
of 7-8% per annum, given an income elasticity of steel consumption of around 1.

Subsequent steel policies have been drafted each year. The Indian Ministry of Steel has
released draft National Steel Policy (NSP), 2017. The problems identified in this sector include:

 Steel companies are plagued with huge debts.

 Lack of domestic demand.
 Low quality of metallurgical coke for blast furnace iron making.
 High input costs.
 Cheap imports from China, Korea and other countries are also a matter of concern for
domestic producers.

The aim of the draft NSP is to develop a self-sufficient steel industry that is globally
competitive. The policy proposes setting up Greenfield Steel Plants along the Indian coastline
under the Sagarmala Project. This has been proposed in order to tap cheap imported raw
materials such as coking coal and export the output without incurring huge cost burden. The
policy has also proposed the idea of gas-based steel plants and use of electric furnaces in order
to bring down the use of coking coal in blast furnaces. The policy targets to achieve production
of 300 million tonnes by 2030-31.

21
2.2 SAIL-SCL – AN OVERVIEW

SAIL-SCL Kerala Limited, is a joint venture company of steel authority of India-SAIL

and The Government of Kerala. It offers billets and constructional steel TMT bars by melting
various grades of good scrap, hot briquetted iron, iron ore, and pig iron. The company provides
its products through sales depots and retail sales to government departments, public sector
undertakings, private builders, and engineering firms. The company, formerly known as Steel
Complex Ltd., was founded in 1969 and is based in Kozhikode, India. SAIL-SCL Kerala
Limited operates as a subsidiary of Steel Authority of India Limited.

SCL is the only mini steel plant in Kerala. The company was originally promoted in the
joint sector between the Kerala state industrial developments corporations Ltd. SCL set up its
mini steel plant in 1972 with installed capacity of 37000 tonnes per annum which was
subsequently enhanced to 55000 tonnes p.a.

The steel produced here is strictly conforming to BIS specification falling under mild,
medium carbon and spring steel qualities and in cast into 100mm sq. billets. The billets are
further rolled and converted into constructional steel of various sections at rolling mills and
marketed by SCL.

History of Sail-SCL

Steel complex limited (SCL), the only mini steel plant in Kerala was incorporated in
1969 as a joint venture between Kerala State Industrial Limited (KSIDC) and a group of private
entrepreneurs with the authorised capital of 500 lakhs.

Installed capacity of SCL was 37000 tonnes steel p.a but company could not achieve
this. In order to improve the quality of production process, twin strand continuous casting
machine was installed in 1978, thus company started production of 100mm square steel billets.
From the very inception company faced financial crisis and other difficulties. The turmoil had
resulted in retrenchment of 104 employees in 1974 and consequent labour problems. Later a
rival package was prepared for SCL. As part of the revival scheme KSIDC acquired more than
50% shareholding in 1979 and accordingly SCL became a holding company of KSIDC. To
improve Productivity Company started to import quality scrap relaying on decision taken by
Gov. of India. Company also started to convert steel billets into constructional steel and market
finished products like rods and bars through its sales department.

22
 Financial stability as well as production and productivity improved further in the
1980’s. In 1985-86 company made a profit of 3.97 crore. Company declared maiden dividend
and steel complex limited was high lightened as a model public sector undertaking. Company
was converting steel billets mostly from rerolling mills outside Kerala and was investing
heavily on transportation of steel billets and to bring back finished products.

In 2006 the Kerala government involved steel authority of India Ltd (SAIL) in the
revival of SCL. Based on report of expert committees, Board of directors of SAIL and Ministry
of steel, Govt. of India showed green signal for equity participation of SAIL in SCL for a joint
venture of SAIL and SCL. Meanwhile SAIL extended techno economic support to improve
production and productivity. SCL with available profit now market wide range of MS rounds,
CTD bars and TMT rods. Company’s production and productivity improved and SCL has again
achieved operational profit.

Quality Policy

 To maintain highest standards for manufacture of quality steel having strict compliance
to the prescribed code of standards.
 To subject the process to the most stringent and uncompromising quality control tests
thereby controlling the refining process, quality steel.

Highlights of the company

 TMT Steel
Construction of Residential Buildings, Industrial Plants, Dams, bridges,
flyovers, airports etc needs to have a strong foundation at competitive prices. With the
infrastructure boom in India strength is of paramount importance. It is here that TMT
(thermo mechanically treated) scores. TMT is high strength steel having superior
properties.
 The only electric Arc furnace in Kerala
Electric arc furnace (EAF) enables tighter control over carbon percentage by
taking frequent samples. This facility is not available in induction furnaces. SCL is
producing 100 mm square steel billets of 4 meter length.

23
  ‘A’ grade BIS licence
During refining, samples are analysed in the laboratory and the process is
controlled according to the sample. Steel produced in the plant is every time subjected
to the most stringent and uncompromising quality control tests. The company being the
holder of A grade licence is authorised to issue certificates conforming to BIS
specification.

Management

Company is professionally managed by a team of experts in the steel field with adequate
support from a committed Board of Directors. SAIL SCL has around 100 employees. With its
progressive and dynamic approach, it has a proud position among the public sector undertaking
in Kerala.

Board of directors of SAIL-SCL

The Board of directors comprises of six members, three each from SAIL and
government of Kerala.

Present list of directors of SAIL- SCL :

SL. No Name Designation Remarks

1 Shri Sanjay M Kaul IAS Chairman Nominee of Govt. of
Kerala
2 Shri C Maheendranath Managing Director Nominee of SAIL

3 Mini V R Director Nominee of Govt. of

Kerala
4 Shri P.K.Mishra Director Nominee of SAIL

5 M.C Jain Director Nominee of SAIL

6 ‘presently not appointed’ Director Nominee of Govt. of

Kerala

24
 CHAPTER 3

METHODOLOGY

Methodology is a way to systematically solve research problem. The research methods

used in this study can be classified into the following groups.

 The sample design used

 Methods used for the collection of data
 Analysis of data

3.1 RESEARCH METHODOLOGY

Research methodology is the general research strategy that outlines the way in which
a research project is to be undertaken and among other things identifies the methods to be
used in it. It is backed by collection, compilation, presentation and interpretation of relevant
details or data. It is termed as organised, systematic, data based, critical, objective and
scientific investigation into a specific problem, undertaken with the purpose of finding
solutions to the problem. This chapter will present the methodological framework used for
collecting the data and the statistical tools used for analysing the data in order to solve the
research problem and answer the research questions from the suppliers.

To find out the effectiveness of a training programme from the perspective of the
trainees, pre-training expectations of trainees have been compared with their post training
experience to check whether the training programme has been successful in producing the
result that was intended. Labourers undergoing training are good source of getting genuine
feedback on training effectiveness. The study examines the issue of training effectiveness
from the trainee’s perspective. There is a possibility that the demographic characteristics like
age, gender and education may affect their views on the effectiveness of training programme.
This is why such demographic variables too have been included in the study so that their
impact can be examined on the perception of training effectiveness.

25
3.2 RESEARCH DESIGN

Research design is the description of the overall structure of the intended research
identifying the various elements or components of the research, the type of each elements, and
how these elements relate to each other. Research design helps us to define the overall structure
and methods of intended research that will enable us to answer the initial research question
effectively and efficiently.

In this study descriptive research design is used. The design describes the characteristics
of a population or the phenomenon being studied and portrays the state of affairs of event or
trend as it exists at present. It includes surveys and fact finding inquires of different kind.

Logical Flow of Research Is As Follows:

Identification of problem

Research objective

Sources of data

Data collection

Sample Size

Data interpretation

Data analysis

Finding and observation

Conclusion Recommendation

3.3 TYPE OF DATA

Primary data has been collected for the studies.

3.4 RESEARCH INSTRUMENT

A questionnaire was developed to gather in depth information for the measurement of

conceptual models constructs. The items used to operationalize the constructs were based on
literature reviews that have been validated in previous studies.

The final questionnaire employed multiple item to measure each construct of the proposed
research model.

26
3.5 SAMPLING DESIGN

Sampling is concerned with the selection of a subset of individuals from within a

population to estimate characteristics of the whole population.

The sampling design is considered in the following heading:

Population: Employees in SAIL-SCL

Sampling unit: Employees in SAIL-SCL

Sampling procedure: Convenience sampling

3.6 SAMPLING TECHNIQUE

The data was collected using convenience sampling technique, which is a type of non-
probability sampling. This method relies on data collected from population members who are
conveniently available to participate in study. Convenience sampling is a type of sampling were
the first available primary data source will be used for the research without additional
requirements. Convenience sampling technique may prove effective during exploration stage
of research area.

3.7 SAMPLE SIZE AND PERIOD OF STUDY

The data for this study was surveyed during one month period. Sampling size for this
study is 50 respondents from SAIL-SCL.

3.8 TOOLS USED FOR DATA ANALYSIS

 Percentage analysis

Percentage analysis is a method used to represent raw streams of data as a percentage

for better understanding of collected data. Percentage analysis is applied to create a
contingency table from the frequency distribution and represent the collected data for better
understanding.

27
 Number of respondents

Percentage of respondents = X 100

Total number of respondents

 Chi square

The Chi-Square statistic is most commonly used to evaluate Tests of Independence

when using a cross tabulation (also known as a bivariate table). The Test of Independence
assesses whether an association exists between the two variables by comparing the
observed pattern of responses in the cells to the pattern that would be expected if the
variables were truly independent of each other. Calculating the Chi-Square statistic and
comparing it against a critical value from the Chi-Square distribution allows to assess
whether the observed cell counts are significantly different from the expected cell counts.

O = frequency observed

E = frequency expected

28
 CHAPTER 4
ANALYSYS AND INTERPRETATION

Analysis and interpretation are central steps in research process. The main aim of the
analysis is to organise, classify and summarize the collected data so that they can be better
comprehended and interpreted to give answers to the questions that triggered the research.
Interpretation is the search for the broader meaning of findings. Analysis is not fulfilled without
interpretation; and interpretation cannot proceed without analysis. So both are inter depended.

In this chapter a detailed analysis of the collected data has been attempted as per the
objectives stated earlier. Hypothesis were tested based on which the findings of the study,
interpretation and conclusion were drawn. In this chapter, the statistical technique for the
collected data viz.., descriptive analysis and inferential statistics etc.., are presented. The
sample of 50 labourers was selected based on the easy availability and accessibility of the
trainees through convenience sampling (Non-probability sampling). The tabulated description
of demographic details of the sample is given as under:

29
 Table 4.1

Frequency Distribution of Sample Demographics

S.NO VARIABLE FREQUENCY PERCENTAGE

Supervisor 1 2
Sr/jr mason 8 16
Fitter 7 14
DESIGNATION Furnace man 9 18
Crane operator 10 20
Concast operator 8 16
Mechanical helper 7 14
Male 50 100
GENDER female 0 0
21-30 6 12
31-40 11 22
AGE 41-50 14 28
Above 50 19 38
MARITAL Married 48 96
STATUS Unmarried 2 4

30
 DATA ANALYSIS AND DATA INTERPRETATION

Table 1: Table showing experience of the employees in the organisation.

opinion No. of Percentage of

respondents respondents
Less than 10 years 5 10
10-15 years 9 18
15-20 years 10 20
More than 20 years 26 52

Chart 1:Chart showing experience of the employees in the organisation

60%

50%

40%

30%

20%

10%

0%
Less than 10 years 10-15 years 15-20 years More than 20 years

Inference:

A majority of the workers in SAIL-SCL have been working with the organisation for
more than 20 years. 56% of the people are above the age of 40 years and they have been
working in the organisation for a long period. 20% of the workers have been working in the
organisation for 15 to 20 years and 18% of the workers have been working for 10 to 15 years.
Only 10% of the employees have less than 10 years of working experience.

31
Table 2: Table showing No. of training sessions attended by the employees.

Answer No. of respondents Percentage of

respondents
2 0 0
2-3 6 12
3-5 13 26
More than 5 31 62

Chart 2: Chart showing No. of training sessions attended by the employees.

0.7

0.6

0.5

0.4

0.3

0.2

0.1

0
2 2 to 3 3 to 5 More than 5

Inference:

The above data shows that the organisation provides a number of training for the
workers. Most people, i.e. 62% of the employees have attended more than 5 training sessions.
26% of the respondents have attended 3-5 training sessions and 12% have attended 2-3 training
sessions. All the employees in the organisation have attended at least 1 training programme.

32
Table 3: Table showing opinion of employees regarding necessity of training in
enhancing productivity and performance.

Opinion No. of respondents Percentage of

respondents
Strongly Agree 50 100
Agree 0 0
Disagree 0 0
Completely disagree 0 0
Unsure 0 0

Chart 3: Chart showing opinion of employees regarding necessity of training in

enhancing productivity and performance.

120%

100%

80%

60%

40%

20%

0%
Strongly Agree Agree Disagree Completely Unsure
disagree

Inference:

The above table and graph shows that all the employees agree that training is essential
to improve productivity and their performance at work place.

33
Table 4: Table showing Employees understanding about training.

Opinion No. of Percentage of

respondents respondents
Learning 8 16
Enhancement 8 16
Sharing information 6 12
All of the above 28 56

Chart 4: Chart showing Employees understanding about training.

60%

50%

40%

30%

20%

10%

0%
Learning Enhancement Sharing information All of the above

Inference:

56% of the respondents feel that the training they are given should enable them to learn
new things, share information, and also enhance their knowledge. 16% feel training is only for
learning, another 16% of respondents feel it is only for enhancement and rest of the 12% feel
training is only for sharing information.

34
Table 5:Table showing Methods of training used in the organisation.

opinion No. of Percentage of

respondents respondents
On the job training 3 6
Off the job methods 2 4
Audio visuals 0 0
Lectures 0 0
All of the above 45 90

Chart 5: Chart showing Methods of training used in the organisation.

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
On the job Off the job Audio visuals Lectures All of the above
training methods

Inference:

90 % of the employees say that the organisation provides them different methods of
training including- on the job training, off the job training, audio visuals and lectures. 6% of
the employees have attended only on the job training and 4% of the people have attended only
off the job training. None of the respondents have attended audio visual methods of training or
lectures.

35
Table 6: Table showing Employee’s satisfaction towards the training program attended.

opinion No. of respondents Percentage of

respondents
Very good 16 32
Good 24 48
Poor 9 18
Very poor 1 2

Chart 6:Chart showing Employee’s satisfaction towards the training program

attended.

60%

50%

40%

30%

20%

10%

0%
Very good Good Poor Very poor

Inference:

The above table shows that 32% of the sample are very much satisfied about the training
program they attended, 48 % of the respondents say it was good, 18% of the respondents feel
that the quality of the training programs are poor and 2 % say it was very poor.

36
Table 7: Table showing how the training program was helpful in the personal growth of
employees.

opinion No. of respondents Percentage of

respondents
Yes 28 56
No 22 44

Chart 7: Chart showing how the training program was helpful in the personal growth
of employees.

60

50

40

30

20

10

0
Yes No

Inference:

56% of the respondents are of the opinion that the training provided by the company was useful
for their personal growth. The rest 44% of the respondents felt they did not have any personal
growth after attending the training.

37
Table 8: Table showing the Category of employees to whom the training is given more
in the organisation.

opinion No. of respondents Percentage of

respondents
New staff 10 20
Junior staff 9 18
Senior staff 2 4
Based on requirement 29 58

Chart 8: Chart showing the Category of employees to whom the training is given more
in the organisation.

70%

60%

50%

40%

30%

20%

10%

0%
New staff Junior staff Senior staff Based on
requirement

Inference:

20% of the respondents feel that the training is provided more to new staffs employed,
18% of the respondents felt more training are provided to junior employees, 4% said senior
staffs are given more of the training sessions and a majority of 58% of the respondents felt,
trainings are provided to the employees based on their requirements.

38
Table 9: Table showing the Quality of the contents provided in the training.

Opinion No. of respondents Percentage of

respondents
Very good 16 32
Good 24 48
Poor 8 16
Very poor 2 4

Chart 9: Chart showing the Quality of the contents provided in the training.

60%

50%

40%

30%

20%

10%

0%
Very good Good Poor Very poor

Inference:

32% of the respondents feel that the quality of the training they were provided was very good,
48% felt that the quality of training was good, 16% felt it was bad and 4% of the sample
employees were of the opinion that the quality of training provided was very bad.

39
Table 10: Table showing the opinion of employees about the training faculty.

Opinion No. of respondents Percentage of

respondents
Very good 6 12
Good 8 16
Average 30 60
Bad 6 12
Very bad 0 0

Chart 10: Chart showing the opinion of employees about the training faculty.

70%

60%

50%

40%

30%

20%

10%

0%
Very good good Average Bad Very bad

Inference:

A majority of 60% of the respondents have a satisfactory opinion about the trainers.12%
of the respondents feel the trainers are very good and 16 % say they are good. Also another 12
% of the respondents have a bad opinion about the trainers.

40
Table 11: Table showing how much the Training programs conducted have helped the
employees fetch faster promotion.

opinion No. of respondents Percentage of

respondents
Yes 14 28
No 26 52
Sometimes 10 20

Chart 11: Chart showing how much the Training programs conducted have helped the
employees fetch faster promotion.

60%

50%

40%

30%

20%

10%

0%
Yes No Sometimes

Inference:

28% of the respondents are of the opinion that the training programmes have helped
them fetch faster promotion. The majority of 52% of the respondents did not feel they get
promotion by attending training programmes. 20% of the respondents say only sometimes
they get promotion

41
Table 12: Table showing the time taken to implement the trained process.

Opinion No. of Percentage of

respondents respondents
Less than 1 month 27 54
1-2 months 11 22
2-4 months 10 20
More than 4 months 2 4

Chart 12: Chart showing the time taken to implement the trained process.

60%

50%

40%

30%

20%

10%

0%
Less than 1 month 1-2 months 2-4 months More than 4 months

Inference:

54% of the respondents are of the opinion that it takes less than 1 month to implement
the trained process. 22% say it takes 1-2 months and 20% say it takes 2-4 months to implement
the trained process. 4% of the respondents say it takes more than 4 months to implement the
trained process.

42
Table 13: Table showing whether the training programs have given an opportunity for
the employees to express their problems at the job.

opinion No. of Percentage of

respondents respondents
Strongly agree 0 0
Agree 35 70
Disagree 15 30
Strongly disagree 0 0

Chart 13: Chart showing whether the training programs have given an opportunity for
the employees to express their problems at the job.

0.8

0.7

0.6

0.5

0.4

0.3

0.2

0.1

0
Strongly agree Agree Disagree Strongly disagree

Inference:

70% of the respondents agree that they are able to express their problems at their
workplace during the training period. But 30% of the respondents disagree to this. They feel
their problems are not asked while conducting the training programmes.

43
Table 14: Table showing opinion of the employees about the work place of training.

Opinion No. of Percentage of

respondents respondents
Excellent 29 58
Good 10 20
Average 5 10
Bad 6 12
Very bad 0 0

Chart 14: Chart showing opinion of the employees about the work place of training.

70

60

50

40

30

20

10

0
Excellent Good Average bad Very bad

Inference:

From the above table we can infer that 58% of the respondents have excellent opinion
about the organisation of the work place. 20% say its good, 10% say it is average and 12 % of
the people feel the organisation of workplace is bad.

44
Table 15: Table showing the relevancy of training program with the job

opinion No. of Percentage of

respondents respondents
Very good 6 12
Good 32 64
Average 9 18
Bad 3 6
Very bad 0 0

Chart 15: Chart showing the relevancy of training program with the job

70

60

50

40

30

20

10

0
Very good Good Average Bad Very bad

Inference:

From the above table we can infer that 12% of respondents feel that the training provided to
them is very much relevant to the job while majority of 64% feel that it is good and 18 percent
revealed that its satisfactory and 6% feel it as irrelevant.

45
Table 16: Table showing knowledge of employees about the program objectives before
attending it.

opinion No. of Percentage of

respondents respondents
Strongly agree 11 22
Agree 9 18
Disagree 30 60
Strongly disagree 0 0

Chart 16: Chart showing knowledge of employees about the program objectives before
attending it.

70

60

50

40

30

20

10

0
Strongly agree Agree Disagree Strongly disagree

Inference:

Form the above table, it is clear that 60% of the people did not know about the
objectives of training before attending it. 22% of the respondents, strongly agreed, and 18 %
agreed that they knew program objective before attending it.

46
Table 17: Table showing if the employees apply the new concepts taught at the training
program in their job.

opinion No. of Percentage of

respondents respondents
Yes 10 20
Somewhat 27 54
No 0 0
Can’t say 13 26

Chart 17: Chart showing if the employees apply the new concepts taught at the training
program in their job.

60%

50%

40%

30%

20%

10%

0%
Yes Somewhat No Can’t say

Inference:

From the above table and figure we can observe that 53% respondents think employees
somewhat apply their newly learned skills. While 20 % respondents confidently stated
employees apply their new skills. 27% respondents choose not to say.

47
Table 18: Table showing the barriers to training and development.

opinion No. of Percentage of

respondents respondents
Time 14 28
Money 28 56
Lack of interest 1 2
Non availability of skilled trainers. 7 14

Chart 18: Chart showing the barriers to training and development.

60%

50%

40%

30%

20%

10%

0%
Time Money Lack of interest Non availability of
skilled trainers.

Inference:

From the above table and the graph, it is clear that a majority of 56% of people say that
unavailability of funds or money is the barrier to training. 28% of the respondents feel time is
the barrier, 14% say it is because of lack of availability of skilled trainer and 2% say the main
barrier is lack of interest.

48
Table 19: Table showing the conditions that have to be improved during the training
sessions.

opinion No. of Percentage of

respondents respondents
Reorganise the job 16 32
Remove interference 4 8
Non-availability of skilled trainer 3 6
Upgrade information of materials 27 54
given during training

Chart 19: Chart showing the conditions that have to be improved during the training
sessions

60%

50%

40%

30%

20%

10%

0%
Reorganise the job Remove interference Non-availability of skilled Upgrade information of
trainer materials given during
training

Inference:

54% of the respondents feel that upgradation of the materials given during the training
is necessary.32% of the respondents say jobs have to be reorganised, 8% feel interference has
to be removed, and 6% of the respondent feel that non availability of skilled trainer is the
condition that has to be improved during the training sessions.

49
Table 20: Table showing about the general complaints about training sessions.

opinion No. of Percentage of

respondents respondents
Take away precious time of workers 0 0
Too many gaps between the sessions 6 12
Training sessions are unplanned 37 74
Boring and not useful 7 14

Chart 20: Chart showing about the general complaints about training sessions.

80%

70%

60%

50%

40%

30%

20%

10%

0%
Take away precious Too many gaps Training sessions are Boring and not useful
time of workers between the sessions unplanned

Inference:

74% of the respondent feel that the main complaint about training session is that they
are generally unplanned.14% feel it is boring and not very useful, and 12% of the respondents
feel there are too many gaps between sessions and it is not affective.

50
CHI SQUARE ANALYSIS 1- Quality of training program Vs Satisfaction of employees

Aim: To find out whether there is an association between quality of the training program
conducted and satisfaction of the training program conducted.

Null hypothesis: [H0] There is no significant relation between the quality of the training
program conducted and satisfaction of participants.

Alternative hypothesis: [H1] There is a significant relation between the quality of the training
program conducted and satisfaction of participants.

OBSERVED FREQUENCY

Question Quality of training provided

Option Very good Good Poor Very poor Total
Satisfaction Very good 6 8 2 0 16
of the Good 8 13 2 1 24
training Poor 2 3 3 1 9
provided Very poor 0 0 1 0 1
total 16 24 8 2 50

Row total* column total

E = _____________________
Grand total

EXPECTED FREQUENCY

Question Quality of training provided

Option Very good Good Poor Very poor Total
Satisfaction Very good 5.12 7.68 2.56 0.64 16
of the Good 7.68 11.52 3.84 0.96 24
training Poor 2.88 4.32 1.44 0.36 9
provided Very poor 0.32 0.48 0.16 0.04 1
Total 16 24 8 2 50

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O E O-E (O-E)^2 [(O-E)^2]/E
6 5.12 0.88 0.7744 0.15125
8 7.68 0.32 0.1024 0.013333333
2 2.88 -0.88 0.7744 0.268888889
0 0.32 -0.32 0.1024 0.32
8 7.68 0.32 0.1024 0.013333333
13 11.52 1.48 2.1904 0.190138889
3 4.32 -1.32 1.7424 0.403333333
0 0.48 -0.48 0.2304 0.48
2 2.56 -0.56 0.3136 0.1225
2 3.84 -1.84 3.3856 0.881666667
3 1.44 1.56 2.4336 1.69
1 0.16 0.84 0.7056 4.41
0 0.64 -0.64 0.4096 0.64
1 0.96 0.04 0.0016 0.001666667
1 0.36 0.64 0.4096 1.137777778
0 0.04 -0.04 0.0016 0.04
TOTAL 10.76388889

Calculated Value of X2 = 10.763

DF= [r-1]*[c-1] where r: Number of rows c : Number of columns

= [4-1]*[4-1]

=9

Table value of x2 for dof =16.91 @ 5% level of significance

Result

Calculated Value of x2 is less than table value of x2. Hence null hypothesis is accepted.

52
Inference

The calculated value, 10.763 is lesser than tabulated value is 16.91. Therefore we accept null
hypothesis and alternative hypothesis is rejected. That is, there is no significant relation
between the quality of the training program conducted and satisfaction of participants.

CHI SQUARE ANALYSIS 2-

No of training sessions attended Vs Personal growth of employees

Aim: To find out whether there is an association between number of training programs attended
by the employees and their personal growth.

Null hypothesis: [H0] There is no significant association between number of training programs
attended by the employees and their personal growth.

Alternative hypothesis: [H1] There is a significant association between number of training

programs attended by the employees and their personal growth.

OBSERVED FREQUENCY

Question Number of training sessions attended

Training Option 2 2-3 3-5 >5 TOTAL
helps in Yes 0 4 5 19 28
Personal No 0 2 8 12 22
growth of TOTAL 0 6 13 31 50
employees

EXPECTED FREQUENCY

Question Number of training sessions attended

Training Option 2 2-3 3-5 >5 TOTAL
helps in Yes 0 3.36 7.28 17.36 28
Personal No 0 2.64 5.72 13.64 22
growth of TOTAL 0 6 13 31 50
employees

53
O E O-E (O-E)^2 [(O-E)^2]/E
0 0 0 0 0
4 3.36 0.64 0.4096 0.121905
5 7.28 -2.28 5.1984 0.714066
19 17.36 1.64 2.6896 0.154931
0 0 0 0 0
2 2.64 -0.64 0.4096 0.155152
8 5.72 2.28 5.1984 0.908811
12 13.64 -1.64 2.6896 0.197185
TOTAL 2.252049

DF= [r-1]*[c-1] where r : Number of rows, c : Number of columns

= [2-1]*[4-1]

=3

Calculated Value of X2 = 2.252049

Table value of x2 for dof =7.815 @ 5% level of significance

Result

Calculated Value of x2 is less than table value of x2. Hence null hypothesis is accepted.

Inference

The calculated value, 2.0354 is lesser than tabulated value is 16.91. Therefore we accept null
hypothesis and alternative hypothesis is rejected.

That is, there is no significant association between number of training programs attended by
the employees and their personal growth.

54
 CHAPTER V
FINDINGS, SUMMARY AND CONCLUSIONS

5.1. Observations and Findings

 Though by and large, substantial number of employees are content with the way the
training is conducted, still there is a scope to analyse at micro level whether the
negatives respondents were either non attentive confronted confused or otherwise.
Based up on the data there is a scope to take corrective action.
 All the employees in the company were male, and 68% of them were above 40 years of
age. Among them, 10% of the employees were nearing the retirement age.
 Most of the employees have many years of service with 52% of the employees working
in the company for more than 20 years. 68% of the employees have attended more than
5 training sessions.
 As far as the infrastructure facilities are concerned, majority of employees have stated
that the learning atmosphere was quite all right and the facilities provided during the
process of training were adequate and conductive to learning.
 With regards to the enhancement of skills and usefulness of the training program to the
employees, more than 90 percent of them have cited there was an enhancement in their
knowledge and skills compared to the other employees who have not attended the
training program. The skill and knowledge learned through training were helpful to
them in exercising the job.
 The company uses different training methods like on the job and off the job methods
but they use less audio visual methods of training.
 Majority of the employees had expressed satisfactory opinion about the training faculty
and their ability to train but a few numbers of the respondents were neither satisfied
with the way in which the training programs were conducted by the trainer /faculty.
 Only half of the respondents have the opinion of significance of training in developing
the personality of the individual. This shows that the training programs conducted were
related only with their job but not concerned with the personal development of the
employees.
 Majority of the employees stated that they were not informed about the purpose of
training, its objectives and significance of training.

55
  The training expectations or training satisfaction of the respondents were found to be
moderate. It could be observed from these facts that the employee‘s expectations were
not completely fulfilled trough training.
 The majority of the respondents feel that the quality of contents provided in the training
were good but 16% of them feel that the content of training is poor.

5.2. Suggestions

 The training needs should be assessed regularly by observing the performance of

employees and also from feedback.
 The training records must be maintained, preserved properly and updated timely.
 Proper care should be taken while selecting the trainers.
 Try to consider the personal goals of participants also when designing the training
module. By which the interest and satisfaction of participants can be increased.
 Trainers must be given continuous feedback and the training should be performed as a
continuous planned activity.
 New and different trainers should be invited so that the maximum impact can be got
from the training programmes.
 Coordination and interaction of the employees of all levels must be encouraged to
locate new talents among employees. Individual care should be given as much as
possible in case of practical sessions.
 The employees must be informed in advance about the purpose of training, its intended
results, and significance of training. This helps the management in achieving the
objective for which training programs are conducted.
 Try to use more visual and audio aids to make trainings more interactive and active.
 The employee expectation and requirements of the training must be analysed and the
quality of content in the training is to be improved.
 In today‘s competitive world attitude is the factor which is the dividing line between
failure and success. Thus recruitment of the employees must be made not only on skills
and attitude but also the attitude of the employee. If an employee has a positive attitude
then training for him can be more effective, he has a positive effect on the climate.

56
5.3. Conclusions

Analysis of all the facts & figures, the observations and the experience during the
training period gives a very positive conclusion/ impression regarding the training imparted by
the SAIL-SCL Kerala-Ltd.

The training imparted meets the objectives like:

 Effectiveness of the training and its resultant in the performance of the employees.
 Assists the employees to acquire skills, knowledge and attitude and also enhance the
same.
 Helps to motivate employees and helps in avoiding mistakes.
 Provides training like safety training, first aid training, fire fighting training which are
essential for the employees who work in steel manufacturing industry.

It becomes quite clear that there is no other alternative or short cut to the development of
human resources. Training when used in a planned and purposeful manner can be an extremely
effective management tool as they increase the knowledge and skills of workers and thereby
increasing the productivity and wealth of the organization.

57
 Bibliography

Books:-

 Dr. Rathan Reddy. B., Effective Human Resource Training and development strategy,
3rd edition, 2008, Himalaya Publishing house, New Delhi.

 Pandu Naik.G, Training and development, Texts, Research and cases, 1st edition,
2007, Excel Books, New Delhi.

 Uday Pareek, Training instruments in HRD and OD, 2002, Tata McGraw Hill, New
Delhi.

 L.R. Potti, Research Methodology.

 V.S.P Rao, Human resource management

Websites:

 http://www.managementparadise.com/mba-articles/human-resources-management-
articles

 http://www.whatishumanresource.com/training-and-development

58
 ANNEXURE

QUESTIONNAIRE

PERSONAL DETAILS:

Name: _________________________________________________________

Designation: _________________________________________________________

Age: 21-30 31-40 41-50 above 50

Gender: Male Female

Marital Status: Married Single

Q.1. How long have you been working in this organisation?

Less than 10 yrs. 15-20 yrs.

10-15 yrs. More than 20 yrs.

Q.2. How many training sessions have you attended?

2 3-5

2-3 More than 5

Q.3. Training is must for enhancing productivity and performance?

Completely agree Disagree

Partially agree Unsure

Q.4. What do you understand by training?

Learning Sharing information

Enhancement All of the above

59
Q.5. What kind of training methods does the organisation provide to train the employees?

On the job training methods Audio visuals

Off the job training methods Lectures
All of the above

Q.6. Are you satisfied with the training programs attended so far?

Strongly agree Disagree

Agree Strongly Disagree

Q.7. Was training program helpful in personal growth?

Yes No

Q.8. To whom is training given more in your organisation?

New staff Senior staff

Junior staff Based on requirement

Q.9. How do you rate the quality of the contents in the training?

Excellent Bad

Good Very bad

Average

Q.10. What is your opinion about the Training faculty?

Very good Bad
Good Very bad
Average

Q.11. Did the training program helped you to get faster promotion
Yes Sometimes
No

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Q.12. How long does it take to implement the trained process?

Less than one month 2-4 months

1-2 months More than 4 months

Q.13. Did the training programmes offer you an opportunity to express your problems at the
job

Yes Sometimes
No

Q.14. How well the work place of training is organised?

Excellent Bad

Good Very Bad

Average

Q.15. The Training programmes conducted are relevant to the job

Strongly agree Agree

Disagree Strongly disagree

Q.16. The program objectives were known to you before attending it.

Strongly agree Agree

Disagree Strongly disagree

Q.17. The time limit of training program, if increased would make it more effective.

Strongly agree Agree

Disagree Strongly disagree

Q.18. What are the barriers to training and development in your organisation?

Time Money
Lack of interest Non-availability of skilled
trainer

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Q.19. What are the conditions that have to be improved during training sessions?

Re organise the job

Remove interference
Non-availability of skilled trainer
Upgrade the information of material given during training.

Q.20. What are the general complaints about training sessions?

Take away precious time of workers

Too many gaps between the sessions.
Training sessions are unplanned.

62