A STUDY ON EMPLOYEE SATISFACTION TOWARDS TRAINING AND

DEVELOPMENTWITH SPECIAL REFRENCES TO VETRI MOTOR

PRIVATE LIMITED, MADURAI.

Submitted in partial fulfillment of the requirement for the award of the Degree of Master
of Business Administration of Madurai Kamaraj University

by

K.ROHINI

(2018MBA40)

Under the guidance of

Dr.L. MEENA

DEPARTMENT OF MANAGEMENT STUDIES

FATIMA COLLEGE (AUTONOMOUS)

MADURAI - 625 018

OCTOBER - 2019
 FATIMA COLLEGE

DEPARTMENT OF MANAGEMENT STUDIES

MADURAI- 625018.

BONAFIDE CERTIFICATE

This is to certify that the project work entitled “A STUDY ON EMPLOYEE

SATISFACTION TOWARDS TRAINING AND DEVELOPMENT WITH REFERENCE
VETRI MOTORS PRIVATE LIMITED “is a bonafide record of work done by k.rohini
(Reg No.2018MBA40), submitted in partial fulfillment of the requirement for the award of the
degree of Master of Business Administration of Madurai Kamaraj University.

Faculty Guide Head of the Department

Dr.L. MEENA Dr.P. SHYAMALA

Director (Professional course)

Dr.S. RAJU
FATIMA COLLEGE

DEPARTMENT OF MANAGEMENT STUDIES

MADURAI- 625018.

K.ROHINI

(Reg.No:2018MBA40)

DECLARATION

I hereby declare that the project done under the title ―A study on
EMPLOYEE SATISFACTION TOWARDS TRAINING AND DEVELOPMENT with special
references to Vetri motors Private Limited ―submitted for the award of the degree of Master of
Business Administration is my original work and that no part of this project has been submitted
fully or partly for any other recognition earlier.

(K.ROHINI)

Signature of the student

COMPANY CERTIFICATE
 ACKNOWLEDGEMENT

First and foremost, I would like to thank God almighty whose blessings made us to complete the
training successfully.

It is a great pleasure to acknowledge my sincere thanks to Dr. Sr. G. Celine Sahaya Mary,
Principal, Fatima College, Madurai - 625018.

I express my gratitude to Dr.S.RAJU, Director (Professional course), Fatima College,

Madurai.

I also thank Dr.P. SHYAMALA, M.B.A, Ph.D., PGDCA, SET, NET, and Head of the
Department of Management Studies for her moral support to undergo the training/project.

I indeed greatly thankful to my faculty guide Dr. L. MEENA, M.B.A., M.Phil., Ph.D., NET,
SET, for her valuable support throughout the period.

It is a great pleasure to acknowledge my sincere thanks to guide in VETRI MOTORS PVT LTD.

I wish to express my gratitude to all the staff members in the Department of Management Studies
for their encouragement for completing this training. Finally, I thank my teachers, respondents,
friends and parents who helped us in completing my training successfully.
TABLE OF CONTENT

CHAPTER TOPIC PAGE NO

1 INTRODUCTION
1.1 Concept of training and develoment
1.2 Industry Profile
1.3 Company Profile
1.4 Theoretical Background
1.5 Factor and Variable
1.6 Chapterisation
2 REVIEW OF LITERATURE
2.1 Introduction
2.2 Review
2.3 Research Gap
3 RESEARCH METHODOLOGY
3.1 Research Methodology
3.2 Sampling Techniques
3.3 Data Collection
3.4 Tools Used for Analysis
4 ANALYSIS AND INTERPRETATION
4.1 Percentage Analysis
4.2 Chi-Square
4.3 One way ANOVA
4.4 Correlation
4.5 One way anova
5 FINDING AND SUGGESTIONS

6 BIBILOGRAPHY
7 ANNEXURES
 CHAPTER-1
INTRODUCTION

.
 INTRODUCTION

Training and development program organized in any organization to fulfill the requirement of
employee development as well as the success of the organization as success of any organization
depends on the employee competencies . The benefits of training and development are positive
individual outcomes as well as positive organizational commitment and enhancing organization
retention are competitive advantage , higher organizational commitment and enhancing
organizational retention are some of the benefits of training and development. Training and
development programmers gives positive result when planned effectively, effectively. In
effectively training becomes waste of time and resource for the organization and employee both.
When we are assessing training and development effectiveness one of the most important
criteria is employee satisfaction. Employee satisfaction with the organization‘s training and
development practices can be expected only when the practice incorporate employee needs.
Therefore, in assessing and improving the existing practices, the level of employee satisfaction
with the practices is worth to consider. In vettri motors private limited company and it has well
defined HR department looking for the responsibility of training and development. The study
will help to define the variables of training and development and measure its role in employees
satisfaction. It will help to improve method of training and identify the needs of employee with
these programs. This study will help to make strategies of training and and development so that
the trainees will use their potential to the maximum extent possible and the organization will
grow more with satisfied customers.
Industry profile:

Even as recession-hit international automobile majors are struggling to maintain

sustainable sales figures car exports from india surged by a remarkable 57 per cent year-on year
in the recently –ended. Let by Hundai motor India limited. India-based car maker shipped a
record number of vehicles, mainly to Europe. Exports grew to 331,539 cars from 211,112 a year
earlier. Exports had grown by a comparatively meager 8.9% in the previous year (2007-2008),
according to figure released by the society of Indian automobile manufacture. The country
largest exporter, hundai managed on export growth rate of 63% at 235,345units compared with
144,440 units in the year ago period. Domestic market leader Maruthi Suzuki was a distant
second, registering 32.58 percent growth in overseas sales at 68,834 units. Maruthi and Hundai
launched new model in the past year, including maruthis A star and hundai‘s i20, targeted at the
European market, which is cited as one reason for the robust export numbers. The weakness of
the rubee, which fell more than20% against the dollar in the just ended fiscal year also helped by
making Indian cars cheaper abroad. Explore growth was also robust in the two-wheelers
category, which registered 22,50 percent rise at 1004,174 units as against 819,713 units in the
previous financial year. However, with the global economy slowing, demand for Europe may not
hold up, analysts said. Mean while, landing rates in india are at nearly five-year high as bank,
worried about bad loans, hold back from financial vehicle purchases. ― the main concern are
availiblity of finance, which includes liquidity, and high interest rates. Domestic car sales in the
year ended 31 march grew by a mere1.3% from a year earlier to 1.21 million cars from1.2
million in the previous year. Local car sales had climbed 12percent in the previous fiscal year.

S Passenger vehicles sales reminded particularly, flat recording a mere 0.13% growth over
the previous year. Within the segment, passenger cars and multi purpose vehicles grew by just
1.31% and 5.69% respectively during 2008-09. However, sales of utility vehicle actually
declined 7.94%, During the month march itself, passenger vehicle sales dropped 1.15 percent
over same period last year. The segment that was hardest hit by the slow down was commercial
vehicles, with truck and bus sales dropping a massive 21.69% during 2008-09 over the same
period last year, medium and heavy commercial vehicle declined by an even larger 33.16%,
while the decline was less server for light commercial vehicle, which dropped 7.10 % while the
decline of less server for light commercial vehicles sales fell a substantial 26.22 percent
campared to march

2008, with medium and heavy CVs dropping 43.40% and LCVs falling just 0.17 %. Also
medium and heavy buses grew by a marginal 0.57% and light buses dropped 6.72% . three
wheeler sales fell by 4.13% during the previous fiscal year, while passenger carriers grew a solid
14.36% during 2008-09. Goods carriers declined a massive 37.52% due to the slow down in
economic activity. In march this year, three wheeler sales actually grew by 11.40 percent over
the same month last year

Two-wheeler sales also came under intense pressure in the Last financial year due to the
sudden slowdown in lending to the segment by big private financial companies. This, coupled
with week consumer sentiment, has seen the segment report a merge 2.60% growth during
2008-09 while mopeds and scooters grew by 4.22% and 9.11% respectively, motor cycle sales
were particularly badly hit, growing just 1.16%. electric two-wheelers grew by 49.48% albeit
from a relatively smaller base . During march 2009, two-wheelers sales grew at a sluggish 3.65
percent over the same month last year, indicating that a sustained recovery is still something
away. Export of automobile during 2008-09 grew strongly, showing in increase of 23.61%, with
all segment regarding increase, expect the commercial vehicles which were affected due to the
global economic slowdown . the export of passenger vehicle are 4 wheeler grew 53.73% and
22.50% respectively, while three wheeler exports grew 4.85%. however , exports of truck and
buses declined by 27.67% during this period. According to tata motors, its domestic sales for
march 2009, total sales were 498,581, which are 14% lower than the 582390 units sold in the
previous fiscal. The company believes that the financial stimulus packages announced by the
government, particularly for commercial vehicles, have had positive impacts. However its feels
that the demand for trucks and the retail level would still take some time to reach level from the
last fiscal. As a result its march 2009 domestic sales were 13% lower than those of march 2008,
soiled 30% . increase in sales for the company‘s utility vehicles. This includes the highest ever
monthly sales for the scorpio, bolero and the pickup model, which stood at 19973 units for
march 2009as against 15,366 units for the same period last year. The newly launched xylo multi-
purpose vehicle also should strongly with 3,124 units findings buyer in the Indian market.
According to anand Mahindra, vice chairman and managing director , Mahindra & Mahindra, ―
this is a clear validation of the faith reposed in our product by the customers. I am especially
pleased that over new Mahindra Xylo has changed the rules of the game with impressive sales
figure‖ The bolero model has also done very well for the company, selling a record 55,924 units
in 2008-09. According to Mahindra, this make to bolero the first brand in the SUV/UV/MPV
segments to cross 50,000 units for two consecutive years.:
company profile

vetri motors private limited is a private incorporated on 04 February 2015. It is classified

as non govt company and at registered at registrar of companies, Chennai. Its authorized share
capital is rs 20,000,000 and its paid up capital is rs 20,000,000. It is involved in sale,
maintaienance and repair of motorcycle and related parts of accessories.

Vetri motors private limited‘s annual general meeting (AGM) was last held on 29
September 2018 and as per records from ministry of corporate affairs (MCA), is balance sheet
was last field on 31 march 2018.

Role of training and development:

Is investment in the area of training and development linked to the bottom line within the
business. Increasingly, high performing organizations today are recognising the need to use best
training and development practices to enhance their competitive advantage. Training and
development is an essential element of every business if the value and potential of it‘s people is
to be harnessed and grown. Many studies have highlighted the clear links between well designed
and strategic training and development initiatives and the bottom line within the business. The
image of an industry and of individual employers is also influenced by the extent and quality of
staff training and development. Potential employees in such an open labour market will assess
the track record of prospective employers in this vital area. Career Progression and development
is an increasingly attractive or even basic requirement for many such employees. In today‘s
business climate where all industries are experiencing staff and skills shortages, companies are
faced with stiff internal and external competition for quality employees. Each employer who
invests seriously in the area of training and development will reap the benefits of an enriched
working environment with higher levels of staff retention as well as increased productivity and
performance.

Advantage:
Training and Development helps in instilling the sense of team work, team spirit, and inter-team
collaborations. It helps in inculcating the zeal to learn within the employees. Employee
turnaround costs time and money. Training creates a feeling of confidence in the minds of the
employees. It gives them a security at the workplace. As a result, labor turnover and absenteeism
rates are reduced.

Disadvantage:

1. A failure to identify the specific needs of learners and for learners to own their own
development needs
2. Objectives set by trainers, rather than the learners
3. Little acceptance by learners of the need to take responsibility for their own development
4. Constraints of time for preparation and participation in learning events
5. A failure to follow through learning beyond an event or course
6. Failing to achieve high value via transfer of the learning

OBJECTIVES OF THE STUDY

 To determine the employee satisfaction towards on training and development in vetri

motors pvt ltd with respect various factors like training section effectiveness training
method and training process
 To offer valuable suggestion to improve the employee satisfaction towards on training
and development for their employees.
 To determine the satisfaction of the employee towards the welfare facilities of the
organization
Scope of the study:

Job satisfaction is an important output the employee work for organization It companies
extrinsic and intrinsic factors and maintain an able to willing work forcesIt is an
interesting and significant area for conducting research.The study made on the topic of
job satisfaction will revel the factor felling of employees This report is use full to the
management of the company by know the satisfaction level of employee and they can
take measure to increase productivity.

Limitation of the study:

 An employee has fear to reveal the negative aspects.

 The information collected is based on the perception of the respondent.
 I have that so much of dust which effects the employee concentration on their work
 Continuous and reliable information was not available
. CHAPTERISATION

This chapter is divided into five categories

Chapter 1: Chapter comprises the ―INTRODUCTION‖ of the study, statement of the problem,
significant of the study………etc..,

Chapter 2: This chapter enlist ―REVIEW OF LITERATURE‖ which includes of previous

researches.

Chapter 3: The chapter includes ―RESEARCH METHODOLOGY‖ that illustrates how research
is carried out

Chapter 4: This chapter entitled as ―ANALYSIS AND INTERPRETATION‖ consists of

statistical analysis and interpretation.

Chapter 5: The chapter enlist the ―FINDINGS, SUGGESTION AND CONCLUSION‖ brought
out from the study.
 CHAPTER II

Review of literature:

Training and development is vital part of the human resource development. It is assuming
ever important role in wake of the advancement of technology which has resulted in ever
increasing competition, rise in customer‘s expectation of quality and service and a
subsequent need to lower costs. It is also become more important globally in order to
prepare workers for new jobs. In the current write up, we will focus more on the
emerging need of training and development, its implications upon individuals and the
employers.
1.Wexley& Latham 2000 found in their study that training must be viewed
as a long term process, not just an infrequent and/or haphazard event. For effective
training and development programs must be well defined and not be held in haphazard
manner[16-19]. First of all the employees must be clear about the goals of the program
that is needed to be achieved. It is expected that the objectives that the training is trying
to achieve be made clear to employees before the training program. According to the
Edwin B Flippo, ―Training is the act of increasing knowledge and skills of an employee
for doing a particular job.‖
2. Robotham (2000) found that trainers must have awareness and
understanding of individual‘s style to achieve desired outcomes of training. The study
shows the role of trainer‘s awareness in making flourish a training program. Transfer of
learning of training is most crucial aspect of training and development programs.
Generally training and development programs are not seen at wider spectrum and the
training given to the employees is not transferred to the work. Tsang, 1997 said in his
study that even if the knowledge obtained through training is accurate, organizational
performance will not improve if dichotomy in implementation exists in the business
organization[20]. When management is supportive and motivates employees to transfer
their learning to work tolerate towards the time taken and mistakes done proper transfer
of training to work has been see.
 3. According to Haslinda ABDULLAH (2009), the challenges faced by
employers and organizations in the effective management of HR T&D varied from
concerns about the lack of intellectual HR professionals to coping with the demand for
knowledge-workers and fostering learning and development in the workplace. The core
and focal challenge is the lack of intellectual HRD professionals in manufacturing firms,
and this suggests that employers viewed HR T&D as a function secondary to HRM and
perhaps considered it as being of lesser importance. This implication could lead to the
ineffective implementation of HR T&D activities and increase ambiguity and failure in
effectively managing HR T&D as a whole. According to Ananth (1998), He pointed out
different problems faced by the organization in handling the corporate finance such as the
time of procurement and investment of funds. He suggested that the organisation must
relate itself with the needs of changing environment by taking good decisions through
professionally trained people.
4. According to Henry Ongori (2011), Jennifer Chishamiso Nzonzo,
training and development has become an issue of strategic importance. Although many
scholars have conducted research on training and development practices in organizations
in both developing and developed economies, it is worth mentioning that most of the
research has concentrated on the benefits of training in general. There is however limited
focus on evaluation of training and development practices in organizations. According To
Fizzah(2011), The purpose of the research is to find out how training and development
effect organizational performance and to find out what is the impact of training and
development in organization. Data is collected from the 100 members of different
organizations. And the previous researches carried out on training and development.
Training and development is important for the employees in organization, it helps the
employees to improve their skills and to give a good performance in workplace. There is
a big relation between training and development with the organization performance and
the relationship is discussed in the paper
5. According to Iftikhar Ahmad and Sirajud Din (2009), Training and
development is adopted by organizations to fill the skill gap of employees. Training
evaluation must be appropriate for the person and situation. Evaluation will not ensure
effective learning unless training is properly designed. Successful evaluation depends
upon whether the means of evaluation were built into the design of the training program
before it wasimplemented.According to Bates and Davis (2010), Usefulness of training
programme is possible only when the trainee is able to practice the theoretical aspects
learned in training programme in actual work environment. They highlighted the use of
role playing, cases, simulation, mediated exercises, and computer based learning to
provide exposure to a current and relevant body of knowledge and real world suitution.

. 6. According to Iftikhar Ahmad and Sirajud Din (2009), Training and

development is adopted by organizations to fill the skill gap of employees. Training
evaluation must be appropriate for the person and situation. Evaluation will not ensure
effective learning unless training is properly designed. Successful evaluation depends
upon whether the means of evaluation were built into the design of the training program
before it was implemented.
7. Lewis and Thornhill (2005) define training evaluation as the process of
attempting to assess the total value of training—that is, the cost benefits and general
outcomes which benefit the organization as well as the value of the improvedperformance
of those who have undertaken training.Kirkpatrick (2005) defines evaluation as
determinationof the effectiveness of a training programme. Evaluation of training as any
attempt to obtain information on the effects of a training programme, and to assess the
value ofthe training in the light of that information.
8. Riech (2007) defined ‗the gap between what the trainer teaches and
what the trainee learns‘. The evaluation of any training system helps measure the ‗know
ledge gap‘. Evaluations help to measure Reich‘s gap by determining the value and
effectiveness of a learning programme. It uses assessment and validation tools toprovide
data for the evaluation. Bramley and Newby (2002) identify five main purposes of
evaluation: feedback (linking learning outcomes to objectives, and providing a form of
qualitycontrol), control (using evaluation to make links fromtraining to organisational
activities, and to consider costeffectiveness), research (determining relationships between
learning, training, transfer to the job), intervention (inwhich the results of the evaluation
influence the contextin which it is occurring), and power games (manipulatingevaluative
data for organisational politics).
 9. Sims (2001) defined that the goal of evaluation is to improve the
training programme; provide feedback to the programme planners, managers and
participants; and to assess employee skills levels. Training is evaluated because
evaluation is one way in which trainers can assess their effectiveness. From an
administrative point of view, training is evaluated to justify the time and money spent on
training. Mann (2006) elaborates on the view and points out that training evaluation can
serve as a diagnostic technique to permit the revision of programmes to meet the large
number of goals and objectives, thus the information can be used to select or revise
programmes According to Van Dyk et. al. (2007) evaluation has the following three
purpose: it is performed to make decisions about individual learners (their needs, the
instructional plan and sequence, their grouping and feedback); course improvement
(Deciding on the most appropriate methods and material and where and how to revise the
material); and how effective the system is. Hoorwitz (1999) states that the challenge
facing human resource development practitioners is to ensurethat all training and
development activity meets the organisation‘s requirements for strategic functioning in
order to give it centrality in organizational life.
10. Tziner et. al. (2007) studied six employee characteristics
(conscientiousness, self-efficacy, motivation to learn, learning goal orientation,
performance goal orientation, instrumentality) and one work environment characteristic
(transfer of training climate) on 130 trainees in a large industrial company in an attempt
to predict evaluation of the application of training). The results strongly support the
predicted links, although not all the predictor variables contributed a statistically
significant training effectiveness (training grade, supervisor share of the explained
variance of the training outcomes. Motivation to learn and learning goal orientation were
found to contribute most to predicting training outcomes. Rajeev et. al. (2009) used a
combination of formative and summative evaluation techniques and is an approximation
of Kirkpatrick‘s model. Multiple methods are employed to determine the knowledge
gain, performance of skills and organizational effectiveness of training.

11. According to Bramley and Kitson (2004) evaluation at level 1

(Reaction) is extremely common. Goldstein (2003) supports the statement that while
mostrainers believethatinitial receptivity provides a good atomosphere of learning Mann
(2006) the reaction level measure is useful in providing information on how well run, the
training sessions were and how much they liked, etc. A positive attitude does not predict
how well participant are able to perform trained tasks. The reaction measure is not
attitude does not predict how well participant are able to perform trained tasks. The
reaction measure is not linked to subsequent performance and such a measure favourable
reaction to the programme does not ensure learning. According to Bramley and Kitson
(1994) measuring learning at Level 2 is also problematicshould be used with caution.
12. Bramley and Kitson (2004) mentioned that problems of evaluating at
Levels 3 and 4 (Behaviour and Result) are not well understood, because not enough of
this kind of evaluation is being done. Mann (2006) states that just as favorable do not
necessarily mean that learning will occur in the training programme, superior training
performancedoes not always result in similarly behavior in the work setting. Not more
than 10 percent of industrial training expenditure actually results in the transfer to the job.
Hoyle (2006) behavioral objects are rarely even set by the trainers. Progress in the
techniques of evaluation hasbeen slow, though a good deal of research has been done.

13. Clark (2007) Collecting, organizing and analyzing level-four (Results

level) information can be difficult, time-consuming and more costly than the other three
levels, but the results are often quite worthwhile when viewed in the full context of its
value to the organization.There are many factors that make it extremely difficult to
evaluate certain kinds of training programmes in terms of result. Therefore the training
should be evaluated in terms of reaction, learning, behavior first and then results.
14. Goldstein (2003) contends that the systemsmodel cannot be considered
a magic wand for all the problems that were unsolved prior to its introduction The
systems approach does provide a model that emphasizes important components and their
interaction. It is a useful tool that enables designers of instructional programmes to
examine the total training process. According Molenda et. al. (2006) design of instruction
can proceed in an orderly and systematic way if the al (2000) supports this view and
states that a systematic approach to the development of training is essential. processes are
carried out in a logical manner and the outputof each set-up provides the input for the
next.
15. Gerrard and Cunningham have developed a model of bank switching
that contained six switching incidents. The study also investigated if certain demographic
characteristic of Singapore's graduates could be used to distinguish those who have
switched banks from their counterparts. The results showed that the types of incident that
most often influenced bank switching were 'inconvenience', followed by 'service failures'
and 'pricing'. The demographic characteristics that were subject to testing, namely
gender, age, salary and racial group, showed no significant differences Devlin studied as
to how attempts can be made to add value when simple, rather than complex, offerings.
offering services exhibiting increased complexity, intangibility and impalpability in the
eyes of most consumers. It was found that the features and quality of the core service
provided are judged by managers to be more important in adding value to more complex
services; as are organizational factors such as image and reputation. In addition, price
perceived to be significantly more important in adding value to more.
16. Morrison and Hammon [98] provided simulation-based training (SBT)
is a methodology for providing systematic and structured learning experiences. In the
context of simulation-based training, training effectiveness can be defined as the extent to
which simulations prepare individuals or collections of individuals to conduct military
operation. Such types of training‘s effectiveness can be measured in two types the first
method is by the process of performance measurement. The usual metric for determining
the effectiveness of a training device is to assess task performance, including measures of
behavioral processes and the outcomes of those tasks. The measurement concepts of this
process are the validity. The index of validity is based on the relationship between the
performance measure and the concept of interest. The second is reliability that includes
refers to the consistency or stability of measurement. It is a basic requirement for any
performance measure because a measure cannot be valid if it is not reliable. The third is
the concept of sensitivity and specificity of measures has evolved from the medical
testing tradition and the last is the utility. The types of performance measures are
Objective measures based on actual performance and Subjective measures based on
human judgment. The second method is in the context of statistical analysis, the term
 ―design‖ refers to the arrangement of experimental treatments and subjects in an
experiment. A good design is one that allows valid inferences about the effects of
independent variables (e.g.,variations in the quality or quantity of simulation training) on
dependent variables (e.g., individual and collective measures of performance. Based on
research design there are 3 methods the first is by taking surveys, second empirical
Performance-Based Research Designs and then the third is Training Analysis.

17. McGehee and Thayer (2001) are widely acknowledged as the seminal text on
training needs analysis and are quoted in much of the literature. They outlined the analysis of
training need at the level of the organisation, group and individual and these levels continue
to form the foundation of most approaches. The traditional approach to training needs
analysis outlines a number of steps. The following are drawn from the main formats found in
the literature (Reay 1998, Boydell and Leary 1996, Reid and Barrington 1999, Wills 1998).

18. Hayton (2000) cites problems with traditional methods of training

needs analysis including those mentioned above and also states that non-training
solutions tend to be ignored and the process tends not to involve consultation with
employees and is usually management driven and focused. Potter et al., (2000) also
describes a process where employees were not consulted and needs were identified only
by supervisors and management. Gray et al., (1997) in a study of public health care found
that in many organisations needs were identified by senior management and commented
that this is problematic as managers are a step removed from day to day operations and
may not have the most accurate picture of the actual requirements. Matthews et al.,
(2001) surveyed organisations around competency assessment requirements for ISO and
found that training needs analysis was very management driven. They found training
needs analysis dominated by senior management decisions and supervisors opinions. The
most commonly used formal approach was the skills inventory.
19. Herbert and Doverspike (1990:268) raised issues around using
appraisal data as part of training needs analysis and conclude that the use of this data may
not achieve the intended goals. In a paper examining the weaknesses in conventional
approaches to training needs analysis Leat and Lovell (1997) consider the weaknesses
inherent in using performance appraisal data as a determinant of training needs. A
drawback in using this data is noted in that the performance appraisal process is often
linked to reward and promotion so that identifying development needs does not sit very
well with this purpose. The paper goes into some depth about the biases which potentially
exist in using performance appraisal for training needs analysis. An alternative approach
is put forward which would have significant cultural and change implications which are
not mentioned at all.

20. Wills (2008) discusses the need to meet both the needs of the
individual and the organisation and suggests that corporate policies and strategies are the
starting point for the analysis of both in order to align training and organisational
direction. He also discusses the need for clarity around corporate mission, vision and
strategy and the importance of senior management support.
21. Hayton (2000) discusses the need for skills audit to be linked with an
organisations broader change strategy. Key recommendations he makes include involving
employees in the process and linking skills audit to the company strategy. He also
highlights the need for a simple approach which can be understood by employees unions
and management. He recognises the potential for industrial relations issues with skills
audits. Research by Hussey (CLMS 1999) looking at the use of education and training as
as a strategic driver found that only a third of firms surveyed linked the aims of their
management development programmes to the achievement of organisational goals. The
majority of firms identified needs through appraisals alone thus there was no explicit
connection to the overall direction of the organisations strategy or goals. Hussey argued
that if training was strategic the focus of training would change as strategic focus
changed, however he found that training plans tended to be very stable thus indicating a
lack of connectivity with strategic direction. Hussey recommended the closer integration
of training with business strategy (CLMS 1999).

22. Ferdinand (2008) in looking at management training needs analysis

focussed on specific management groups and organisational challenges, outlining
approaches that may fit the different management groups and organisational scenarios.
highlights that without due consideration to the context in which the training
needs.analysis is being conducted the form of the process and the outcomes from it may
not be acceptable to the organisation or the key stakeholders.
23. According to the Michel Armstrong, ―Training is systematic
development of the knowledge, skills and attitudes required by an individual to perform
adequately a given task or job‖. (Source: A Handbook of Human Resource Management
Practice, Kogan Page, 8th Ed.,2001) According to the Edwin B Flippo, ―Training is the
act of increasing knowledge and skills of an employee for doing a particular job.‖
(Source: Personnel Management, McGraw Hill; 6th Edition, 1984) The term ‗training‘
indicates the process involved in improving the aptitudes, skills and abilities of the
candidates placed on the jobs need training to perform their duties effectively‘.employees
to perform specific jobs. Training helps in updating old talents and developing new ones.
‗Successful candidates placed on the jobs need training to perform their duties
effectively‘.
24.Oatey (1970) 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.
25. Yoder (1970) Training and development in today‘s employment
setting is far more appropriate than training alone since human resources can exert their
full potentials only when the learning process goes for beyond the simple routine.
Hesseling (1971) Training is a sequence of experiences or opportunities designed to
modify behavior in order to attain a stated objective.
26. Kane (2016) If the training and development function is to be effective
in the future, it will need to move beyond its concern with techniques and traditional
roles. He describes the strategic approaches that the organization can take to training and
development, and suggests that the choice of approach should be based on an analysis of
the organization‘s needs, management and staff attitudes and beliefs, and the level of
resources that can be committed. This more strategic view-point should be of use in
assessing current efforts as well as when planning for the future.
 27. Kane (2016) If the training and development function is to be effective
in the future, it will need to move beyond its concern with techniques and traditional
roles. He describes the strategic approaches that the organization can take to training and
development, and suggests that the choice of approach should be based on an analysis of
the organization‘s needs, management and staff attitudes and beliefs, and the level of
resources that can be committed. This more strategic view-point should be of use in
assessing current efforts as well as when planning for the future.
28. According to Casse and Banahan (2007), the different approaches to
training and development need to be explored. It has come to their attention by their own
preferred model and through experience with large Organisations. The current traditional
training continuously facing the challenges in the selection of the employees, in
maintaining the uncertainty related to the purpose and in introducing new tactics for the
environment of work and by recognizing this, they advising on all the problems, which
reiterates the requirement for flexible approach.
29. According to the Michel Armstrong, ―Training is systematic
development of the knowledge, skills and attitudes required by an individual to perform
adequately a given task or job‖. (Source: A Handbook of Human Resource Management
Practice, Kogan Page, 8th Ed.,2001) According to the Edwin B Flippo, ―Training is the
act of increasing knowledge and skills of an employee for doing a particular job.‖
(Source: Personnel Management, McGraw Hill; 6th Edition, 1984) The term ‗training‘
indicates the process involved in improving the aptitudes, skills and abilities of the
employees to perform specific jobs. Training helps in updating old talents and developing
new ones. ‗Successful candidates placed on the jobs need training to perform their duties
effectively‘. (Source: Aswathappa, K. Human resource and Personnel Management, New
Delhi: Tata Mcgraw-Hill Publishing CompanyLimited,2000, p.189) The principal
objective of training is to make sure the availability of a skilled and willing workforce to
the organization. In addition to that, there are four other objectives: Individual,
Organizational, Functional, and Social.
Individual Objectives – These objectives are helpful to employees in achieving their
personal goals, which in turn, enhances the individual contribution to the organization.
 Organizational Objectives – Organizational objectives assists the organization with its
primary objective by bringing individual effectiveness.

Functional Objectives – Functional objectives are maintaining the department‘s contribution at a

level suitable to the organization‘s needs.

Social Objectives – Social objectives ensures that the organization is ethically and socially
responsible to the needs and challenges of the society. Further, the additional objectives are as
follows:

 To prepare the employees both new and old to meet the present as well as the changing
requirements of the job and the organization.
 To prevent obsolescence.
 To impart the basic knowledge and skill in the new entrants that they need for an
intelligent performance of a definite job.
 To prepare the employees for higher level tasks.
 To assist the employees to function more effectively in their present positions by
exposing them to the latest concepts, information and techniques and developing the
skills they will need in their particular fields.
 To build up a second line of competent officers and prepare them to occupy more
responsible positions.
 To ensure smooth and efficient working of the departments.
 To ensure economical output of required quality.

30. Noe(2005) states that ―Traditionally, training and development was

not considered as an activity that could help organizations to create ―value‖ and deal with
competitive challenges successfully. Nowadays, that view changed. Organizations use
innovative training and development programs is likely to report better financial
performance than their rivals that not do. Training and development also helps a company
to meet competitive challenges. For instance, as organizations tried to put new products
to market and adjust services just-in-time, employees need training and knowledge
required as soon as possible delivery.‖
At present, training and development plays an important role in helping organizations meet
some challenges. Therefore, organizations need to train employees to work with persons
from different cultures both in domestic and foreign people. If the training such as Web and
multimedia, these new technologies will reduce the costs associated with bringing employees
to a central location for training. In homology, these training methods include the necessary
conditions (feedback, practice, etc) for learning to occur. Due to the development of the
internet, e-commerce has exploded on the business scene. Organizations have already
recognized that training and development activities can adapt to the Internet, reducing costs
and increasing their effectiveness, resulting in the development of electronic learning (Neo,
2005).Training effect has expanded beyond training program design. Effective instructional
training is still important, but more and more training managers, human resource experts and
training staff have been asked to create systems to motivate employees to learn, share that
knowledge with other employees in the organization. Training has moved from an emphasis
on a one-time event to the creation of conditions for learning that can occur through
collaboration, online learning, traditional classroom training, or a combination of methods.
There is increased recognition that learning occurs without a formal training course (Neo,
2005).

31. to enhance the performance of the employees in the organization.‖ (Ul- Ameeq,
Hanif, 2013). Training has been defined by Gorden (1992,235) as the ― planned and systematic
modification of behavior through learning events, activities and programs which result in the
participants achieving the levels of knowledge, skills, competencies and abilities to carry out
their work effectively‖ .Training also can be identified as a ― learning process that involves the
acquisition of knowledge, sharpening of skills, concepts, rules, or changing of behaviors and
attitudes

32. A study for (Branine & Pollard, 2010) assured that Managers with a
high level of Ihsan which is ―one of the principles of an Islamic management system‖
promotes the training and development of their employees and encourage employment
sharing and involvement in decision-making. Islam suggests training and development to
increase the knowledge of employees of all levels. Development is all including, beginning
from the mental development of someone and demonstrated ultimately into physical
 development. According to the Qur‘an, man‘s basic qualification for being the
representative of God on earth is possession of knowledge. God said (2:30-33):

33. 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. 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.

34. A study conducted by Shiv Kumar Singh and Subhash Banerjee (2000),
‖Trainer roles in Cement industry‖, says that ,today the Indian Cement Industry is the
second largest in the world. There has been tremendous growth of activities in the Indian
Cement Industry in terms of modernization, in order to keep pace with such
modernization/expansion due to technological development, a strong manpower base
equipped with latest development has to be built with in Cement Industry, New Training
initiative has to be taken at all levels. A Trainer‘s main objective is to transfer his
knowledge and skills to the Trainees. This paper is focused on the Trainer Roles in Cement
Industry, the factors which are important to become an effective Trainer. This involves
identifying training courses, choosing appropriate Training methods, evaluation of Training
activities, and helping the Trainer to deliver good Training to the Cement Industry
35. A study on ―HRD strategies at various levels in construction
organisations‖ by Singh, S. K. and Banerjee, S. (2000), 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 upgradation. 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..
36. Binna Kandola (2000) has discussed some of the difficulties associated
with accurate and useful evaluation of training effectiveness particularly in the department
of soft skills which include skills relating to people management. The author highlights
some existing training evaluation techniques and then outlines a model of training
evaluation which currently is found to be successful in the United Kingdom.
37. Moses (2000) observed that companies can no longer guarantee
employees promotions to the top, it is important that training and development help
employees with career planning and skills development. Some organization fear that career
planning will communicate to employees that their jobs are at risk, but it can be framed
differently to communicated that they are willing to invest in helping employees reach their
potential. Companies can also help ease employees‘ minds by making career planning a
standard part of their employee development process of downsizing or restructuring. When
a company communicates to their employees that they are marketable outside the 36
organization, yet still invests in their training and development, it makes a strong statement
to workers that they are values, and many are compelled to offer a high level of
commitment.
38. Logan, J.K (2000) illustrated that retention is a complex concept and
there is no single recipe for keeping employees with a company. Many companies have
discovered, however, that one of the factors that helps retain employees is the opportunity
to learn and try new things. The Gallup Organization also supports this contention, as they
found ―the opportunity to learn and grow‖ as one of the critical factors for employee
retention. Companies that offer employee development programs find success with
retaining workers. Sears has found that in locations where managers work to help their
employees grow professional turnover is 40 to 50 per cent less than in stores where that
relationship does not exist.
 39. Wagner S (2000) in his study on ―Employees Speak out on Job
Training: Findings of New Nationwide Study,‖ highlighted employee development
programs are experiencing higher employees satisfaction with lower turnover rates
although salary and benefits play a role in recruiting and retaining employees, people are
also looking for opportunities to learn new things, the challenge of new responsibilities,
and the prospect of personal and professional growth. The Gallup Organization found that
employee satisfaction and retention are high when a company is willing to train its workers.
40. Lance Gray and Judy Mc Gregor (2001) have compared 100 New
Zealand surveys for workers aged 55 years and over, and another one for employers. The
issue of older workers captured respondent attention with both studies receiving response
roles of around 50%. The congruence of attitudes among older workers and employers
regarding the efficiency was negative. Training stereotypes is a feature of the study. Older
workers are in some agreements that there is difficult to train less willing to lean and afraid
of new technology older workers saw provision of training as a concern with 11.6%
reporting discrimination with regard to training. Significantly, skilled older workers saw
the provision of training was a signal by employers that they are to be taken as serious
contributors.
41. Olga et al (2001) is concerned with how MNCs differ from indigenous
organization in relation to their training needs and whether this relationship changes across
countries. The question is whether local isomorphism is apparent in the training needs of
MNCs, or whether MNCs share more in common with their counterparts in the countries.
A series of hypothesis has been put forward and tested using survey data form 424
multinational and 259 indigenous organizations based in the UK (United Kingdom) and
Ireland. The result suggests a hybrid form of localization. Where MNCs adopt their
practices to accommodate national differences but that these adaptations have not reflected
convergence to domestic practice. The results also indicates that the MNCs are selective in
the training practices that are adopted. Evidence from this study indicate that country
difference in career traditions and labour market skill needs are key drivers in the
localization of associated training. In contrast MNCs, irrespective of national Content adopt
comparable systematic training frameworks (i.e.) Training and identification evaluation and
delivery.
 42. Yadapadithaya (2001) studied the current practices of evaluating
training and development programmes in the Indian corporate includes High pressure for
increased quality, innovation, and productivity acts as a major driving force for the Indian
corporate training and development programmes, Most of the key result areas of training
and development function are related to the measurement and evaluation of training
effectiveness. Nearly 6 per cent of the private sector, 81 per cent of the public sector, and
all the MNCs evaluate the effectiveness of training in one way or the other, The major
purpose of evaluation is to determine the effectiveness of the various components of a
training and development programme. Organizations rely mostly on the participants‘
reactions to monitor the effectiveness of training. An overwhelming majority of the
organizations use ―questionnaires‖ as an instrument to gather relevant data for evaluation,
In most of the cases, evaluation was done immediately after the training. Majority of
private and public sector organizations use one –shot programme design and more than half
of the MNCs also use single group, pre-test and post-test design for evaluating the
effectiveness of training and development programmes. Absence of transfer of learning
from the place of training to workplace has been a major perceived deficiency of the 38
corporate training and development system. Indian Corporate sector is currently facing the
challenge of designing and developing more valid, reliable and operational measures to
evaluate the effectiveness of training and development.
43. Radhakrishna, Plank, and Mitchell (2001) studied using a learning style
instrument (LSI) and demographic profile in addition to reaction measures and learning
measures. The three training objectives were to assess knowledge gained through a web
based training, to determine participant reaction to Web-based material and Listerv
discussion, and to describe both the demographic profile and the learning style of the
participants. The evaluation of the training began with an on-line pretest and an on-line
LSI. The pretest included seven demographic questions. The LSI, pretest and post test, and
LSI questionnaire were paired by the agent‘s social security numbers. Fifty-five agents of
the available (106) agents completed all four instruments and were included in this study.
44. A study conducted on ―Return on investment in Training‖ by Bettina
Lankard Brown (2001) reveals that training and development efforts are big business in the
United States, with the amount of money spent increasing every year. However, changes in
the economy and declining profit margins are prompting many businesses to question the
value of their training investments. Do businesses benefit from their expenditures on
employee training or are they merely preparing their workers for jobs elsewhere? When
workers bear the costs of such training, do they realize personal benefits or does the
employer reap the only rewards? This study examines myths and misconceptions about
who pays and who reaps the Return On Investment (ROI) in training. Investments in
Training are assumed to have positive returns.

45. Training strategies in the emerging hi-tech banking environment by

Basu, Kishanjit; Satish, P. (2001) implies that, like all other institutions, banks have to
organise, develop and manage their human resources effectively in order to achieve their
goals. Their major responsibility in this regard is to build up a right mix of skills and
attitude among their employees. For achieving this, a continuous process of training
interventions in banks is a must. However banking the world over, including India, is
undergoing a change, transforming itself into technology based, specifically, IT
[Information Technology] based banking. This transformation calls for a radical departure
from the existing training strategies. While upgraded technology calls for training in both
hardware as well as software, the methods and content of training delivery are also likely to
undergo change. Computer based training, distance learning, Internet based training, etc.
would be increasingly used in this emerging scenario. The role of a trainer would also be
more of a facilitator than a knowledge disseminator. The need also exists for a matching
input of commitment building and attitudinal orientation along with skill inputs if the
totality of the organisation‘s needs is considered. In the fast changing situation, banks
cannot afford to be away from new technology if they want to continue to be relevant in the
market. With the Indian banking industry entering an era of hi-technology, the training
strategies have to keep pace with this transformation, albeit with a re-emphasis on the
human side of the enterprise.
46. Srivastava (2001) has evaluated the effectiveness of various training
programmes offered by the in-house training centre of Tata Steel, Shavak Nanavati
Training Institute (SNTI), India. The effectiveness of the training was measured in terms of
various outcomes such as satisfaction level; reaction and feedback of participants; and
change in performance and behavior as perceived by participants, their immediate
supervisors, and departmental heads. The sample consisted of sixty departmental heads,
fourteen hundred participants and thirteen hundred immediate supervisors from various
departments. The data were collected through structured interview schedule. It was found
that the satisfaction levels of participants, their superiors, and divisional heads were above
average for all types of programmes. The participants were benefited from the
programmes, but transfer of learning was not as expected form their supervisors. There 40
were changes in the post training performance ranging from 10 to 37 per cent. The training
programmes could meet the objectives only to a limited extent.
47. Ogunu (2002) in his study titled ―Evaluation of Management Training
and Development Programme of Guinness Nigeria PLC‖ examined the management
training and development programme of Guinness Nigeria PLC, Benin City with a view to
ascertaining its relevance, adequacy, and effectiveness. A convenience sampling design
was adopted, whereby the researcher used all the 50 management staff in the company‘s
Benin Brewery as subjects for the study. Data was collected by administering a
questionnaire titled ‗Management Training and Development Questionnaire‘ (MTDQ) that
was developed by the researcher. Hypotheses testing in the study revealed that facilities for
staff training were adequate for effective training of management staff, training
programmes for management staff were relevant to the jobs they performed, and the
training programmes undergone by the staff did indeed improve their performance and
effectiveness at works.

48. A Study by Barnes and Kennard (2002) in Australia suggest that factors
other than increased skill have mainly contributed to Australia‘s recent productivity surge.
They also comment that there does not appear to be a strong correlation across countries
between labour productivity growth and movements in skill composition towards skilled
workers. Some countries with large contributions of skill change, such as France and the
UK, do not have very high labour productivity growth. Having said this, they believe that
education and skills remain important for long-run growth. Another study by L. Holladay,
Jennifer L. Knight, Danielle L. Paige, & Miguel A. (2002) investigated how the Effects of
Training, Course title, Training content, Training assignment, and Gender influence
participant‘s attitudes in this study. They have found that women were influenced by the
training content and not by the organization standing.
49. Natarajan and Deepasree (2002) made a study on ―Training climate in
the burn standard company limited, Salem‖, a Public sector undertaking. A prepared
questionnaire was distributed to 145 employees at random. This result shows that training
climate in the organization appears to be at an average level of (50%). There is a good deal
of scope for improvement. Training climate facilitates the employees in acquiring
capabilities required to perform various functions associated within their present or future
expected roles and developing their capabilities for organizational development has been
suggested by Sharad Kumar and Sabita Patnaik (2002). The performances of the roles
depend upon the individual perception regarding the effectiveness of performing the role
and various organizational factors.
50. ―Employees attitude towards training and development in private
sectorindustries‖ by Sundararajan S. (2007) suggests that, in the current competitive
business environment, the demand of organisations compels Indian Industries to rethink
their vision and mission about Human Resource Development (HRD) practices through
training and development. Changes are inevitable anywhere i.e. in our personal life, social
life, work life, in nature, in society, in universe etc. We cannot avoid changes, but we can
adjust and adapt to such changes for betterment through training and development. Today's
industries are moving towards globalisation, and this process is characterised by intense
competition, technological innovations, consumer satisfaction, competitive advantages etc.
Here, the human resource provides impetus training and development to deal with such
competitive and complex situations in the business world. In this day and age,
organisations are forced to thrive on the cutting edge competition using the most
appropriate technology. For this, managing HR is more effectively through appropriate
training to the organisational workforce. Training might thus mean showing a machinist
how to operate his new machine; a new sales person, how to sell his firm's product; or a
new supervisor how to interview and appraise employees. For analysing the existing
training and development programme of private sector organisation and employees'
attitude, the researcher conducted an empirical study on 'employees' attitude towards
 training and development' in private sector manufacturing and business organisations.
Based on this research, the researcher come to certain conclusions about employees'
mindset towards training and development in private sector organisations.

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Research gap:

The review of related literature to the regarding to employee satisfaction toward on

training and development are analysed from different sources from the analysis of the
review of literature, it is found that all the employee have attempted to the examine various
training performance, but no attempts have made to study the training onperformance in
Fatima college.
 Conclusion
In India, many companies other than multi-nationals are not meeting the
employee demands with reference to training and development and ultimately the gaps
found in the required skills vis-a-vis attained skills have become so wide that inter-
relationships of training and performance are badly disturbed. There is still a big gap
between the knowledge and skills imparted and acquired in the institutions and its
applications as seen in the industrial environments. Due to this gap, companies now feel
that there should be a close liaison between such institutions and the industry so that
employee development programs are made more purpose oriented. There are training
institutions which offer customized as well as off-the-shelf programs based on their
client‘s business operations but yet, there is much to be improved. Therefore, training and
development cannot be disconnected from the business activities of the organizations; on
the contrary, this is the area that clearly illustrates positive relationships between training
activities and the organizational performance. In particular it is recognised that an
effective training and development policy can be a crucial factor in addressing
inequalities in employment in relation to race, gender and disabilities. It is recommended
that organization produce a training and development plan, the aim of which shall be to
empower all employees to carry out their roles to the highest standards, and deliver high
quality services to customar. In these guidelines, training and development are broadly
defined as those activities aimed at raising the standards of employee practice and thus
lifting the quality of the employees, and customars learning and organisation
experiences..
. CHAPTER III

RESEARCH METHODOLOGY:

Research Methodology is the systematic, theoretical analysis of the methods applied

to a field of study. It comprises the theoretical analysis of the body of methods and principles
associated with a branch of knowledge.

Research design:

 Population are taken from the total number of employees in susee cars and trucks
private limited.
 The research design is probability research design and its descriptive design.

Data collection:

Data collection are classified into two,

1. Primary data
2. Secondary data

The researcher has done through both primary data and secondary data. Primary data is collected
through questionnaire. Population is taken as the total number of employees in susee cars and
trucks company. The size of the population totally 125 employees.

Sampling method:

Sampling size: 50

Sampling unit: employees of vetri motars pvt ltd.

Sampling Area: Human resource department of vetri motars, Madurai.

Sampling Technique: Random Sampling Technique

The researcher has done the project by simple random sampling method. Simple random
sampling from a finite population refers to that method of sample selection which gives each
possible sample combination and equal probability of being picked up and each item in the entire
population to have an n equal chance of being included in the sample.

The researcher has selected the simple random sampling to find out the employee satisfaction
towards the welfare facilities. The size of the sample included totally of 75 employees. The
sampling units are the 125 employees

Tools used for Analysis:

The researcher uses two tools for analyzing the data. They are,

 Percentage Analysis
 Weighted Average Method
 Chi-square
 One way anova
 Correlation

PERCENTAGE ANALYSIS

Percentage Analysis is applied to create a contingency table from the frequency distribution
and represent the collected data for better understanding. Data analysis, also known as
analysis of data or data analytics, is a process of inspecting, cleansing, transforming, and
modeling data with the goal of discovering useful information, suggestion conclusion and
supporting decision-making. The term data analysis is sometimes used as a synonym for data
modeling.

X. of respondent = Number of respondents in category x 100

Total number of respondents

WEIGHTED AVERAGE METHOD

 Weighted Average Cost is a method of calculating Ending Inventory cost. It is also
known as WAVCOs. It takes Cost of Goods Available for Sale and divides it by the number of
units available for sale. This gives a Weighted Average Cost per Unit. Retailers and other
businesses that keep and sell inventory must keep track of the cost of inventory on hand as well
as the cost of inventory that was sold.

Formula:

Xw = ∑wx

∑w

Where Xw = weighted arithmetic mean

W = the weightage attached to variables

X = the variable value

CHI- SQUARE:

The chi-square is one of the most commonly used non parametric test in
which the sampling distribution when the null hypothesis is true.

X2 = [ (n -1) * s2 ] / σ2

ONE WAY ANOVA

It is used to test for difference among two or more independent means when
there are only two means to compare the t-test and the anova f test are equivalent
the relation between anova and t is given by F=T2

F=MST/MSE

Where,

F= anova coefficient
MST= mean sum of square due to treatment

MSE= mean sum of square due to error

CORRELATION

Correlation is simply defined as a relationship between the two variables the

purpose of using the correlation in research is to figure out which variables are
connected.

The correlation r between two variables is:

r = Σ(xy)/sqrt [(Σx2) * (Σy2)]

 CHAPTER IV

Analysis and interpretation

Table 4.1

Frequency Percent
male 32 56.4

female 18 43.6

Total 50 100.0

Interpretation

Majority of the respondents (82%) are male and 18% of the respondents are female.
Table 4.2

Frequency Percent
20-29 years 15 26.3

30-39 years 12 21.1

40-49 years 14 24.6

above 50 years 9 15.8

Total 50 100

Interpretation

Majority of the respondents are between 40 – 49 years (30%) and the lowest is above 50 years
(6%).
Table 4.3

Finance 11 19.3
human resource 23 40.4

Administarative 11 19.3

Production 5 8.8

Total 50 100.0

Interpretation
Majority of the respondents belongs to finance department (40%) and the lowest is
administrative department (6%).
Table 4.3

Frequency Percent
less than 1years 10 17.5

5-10 years 22 38.6

10-15 years 10 17.5

above 15 years 8 14

Total 50 100

Intrepretation

Majority of the respondents are working between 5 - 10 years (34%) and the lowest is above 10
years (16%).
Table 4.5

over night 14 24.6

between a.m and p.m 18 31.6

i work all different 18 31.6

type of shift

Total 50 100

Interpretation

Majority of the respondents are working in all different types of shifts (44%) and the lowest is
working at overnight (20%).
Table 4.6

Frequency Percent

Rural 24 42.1

Urban 26 45.6

Total 50 100.0

Interpretation

Majority of the respondents are from urban area (62%) and the lowest is from rural area (38%).
Table 4.7

Frequency Percent
arts and science 6 10.5

engineering 9 15.8

management 24 42.1
studies
Others 11 19.3
Total 50 100.0

Interpretation

Majority of the respondents studied arts and science (38%) and the lowest have studied
engineering (10%).
 Chi-square

Factor 1

Table 4.8

gender * onthejob Crosstabulation

Statement strongly satisfied neutral Dissatisfied strongly

satisfied dissatisfied

Gender Male 4 10 4 7 7 32

Female 5 5 3 4 1 18

Total 9 15 7 11 8 50

Source: Primary data

The table above shows that among the 32 respondents, who were male, majority of 4

respondents was in strongly satisfied, 10 respondents in satisfied. 4 respondents of neutral, 7

respondents of dissatisfied, 7 respondents of strongly satisfied . Among the female category of

18 respondents, 5 respondent of strongly satisfied 5 respondents of satisfied, 3 respondents of

neutral, 7 respondents of dissatisfied, 7 respondents of strongly satisfied.

In order to examine the formulated null hypothesis that there is no significant relationship
between the gender of the respondents and their Productivity. The computed results are given in
Table 4.9

gender ofthejob Crosstabulation

Statement Ofthejob

strongly satisfied neutral Dissatisfi strongly

satisfied ed dissatisfie
d

Gender Male 7 12 4 4 5

Female 3 4 3 6 2

Total 10 16 7 10 7

Source: Primary data

The table above shows that among the 32 respondents, who were male, majority of 7

respondents was in strongly satisfied, 12 respondents in satisfied. 4 respondents of neutral, 4

respondents of dissatisfied, 5 respondents of strongly satisfied . Among the female category of

18 respondents, 3 respondent of strongly satisfied 4 respondents of satisfied, 3 respondents of

neutral, 10 respondents of dissatisfied, 7 respondents of strongly satisfied.

In order to examine the formulated null hypothesis that there is no significant relationship
between the gender of the respondents and their Productivity. The computed results are given in
Table:4.10

age * onthejob Crosstabulation

Statement Onthejob Total

strongly satisfied neutral dissatsfie strongly
satisfied d dissatisfie
d
Age 20-29 3 6 0 4 2 15
years
30-39 2 5 0 3 2 12
years
40-49 4 3 3 2 2 14
years
above 50 0 1 4 2 2 9
years

Source: Primary data

The table above shows that among the 20-29 years of respondents, majority of 3

respondents was in strongly satisfied, 6 respondents in satisfied. o respondents of neutral, 4

respondents of dissatisfied, 2 respondents of strongly satisfied . Among 30-39 years of

respondents of respondents, 2 respondent of strongly satisfied 5 respondents of satisfied, 0

respondents of neutral, 3 respondents of dissatisfied, 2 respondents of strongly satisfied.

In order to examine the formulated null hypothesis that there is no significant relationship
between the age of the respondents and their Productivity. The computed results are given in
Table:4.11

Age of the job Crosstabulation

statement Ofthejob Total

strongly satisfied neutral dissatsfied strongly

satisfied dissatisfied

Age 20-29 1 5 1 4 4 15
years
30-39 0 5 2 4 1 12
years
40-49 4 3 3 2 2 14
years
above 50 5 3 1 0 0 9
years

Source: Primary data

The table above shows that among the 20-29 respondents of the year, who were male,

majority of 7 respondents was in strongly satisfied, 12 respondents in satisfied. 4 respondents of

neutral, 4 respondents of dissatisfied, 5 respondents of strongly satisfied . Among the 30-39

respondents of the year 18 respondents, 3 respondent of strongly satisfied 4 respondents of

satisfied, 3 respondents of neutral, 10 respondents of dissatisfied, 7 respondents of strongly

satisfied.

In order to examine the formulated null hypothesis that there is no significant relationship
between the age of the respondents and their Productivity. The computed results are given in
Table:4.12

departement * ofthejob Crosstabulation

Statement Of the job

strongly satisfied neutral dissatsfied strongly

satisfied dissatisfied

Department Finance 2 4 3 2 0 11
human resource 4 6 2 5 6 23

administarative 4 2 2 2 1 11

Production 0 4 0 1 0 5

Total 10 16 7 10 7 50

Source: Primary data

The table above shows that among the 11 repondends, finance majority of 2 respondents

was in strongly satisfied, 4 respondents in satisfied. 3 respondents of neutral, 2 respondents of

dissatisfied, 0 respondents of strongly satisfied . Among the female category human resource 23

respondents , 4 respondent of strongly satisfied 6 respondents of satisfied, 2 respondents of

neutral, 5 respondents of dissatisfied, 6 respondents of strongly satisfied. , administrative

majority of 4 respondents was in strongly satisfied, 2 respondents in satisfied. 2 respondents of

neutral, 2 respondents of dissatisfied, 1 respondents of strongly satisfied . Among the production

category human resource 5 respondents , 0 respondent of strongly satisfied 4 respondents of

satisfied, 0 respondents of neutral, 1 respondents of dissatisfied, 6 respondents of strongly

satisfied.

In order to examine the formulated null hypothesis that there is no significant relationship
between the department r of the respondents and their Productivity. The computed results are
given in

4.13

Of the job duration

Statement strongly Satisfi Neutra dissatsfie strongly

satisfied ed l d dissatisfied
Durati less than 1 3 1 0 5 10
on 1years
5-10 years 5 6 4 5 2 22
10-15 years 1 4 1 4 0 10
above 15 3 3 1 1 0 8
years
Total 10 16 7 10 7 50

Source: Primary data

Source: Primary data

The table above shows that among the 50 respondents, who were male, majority of 10
respondents was in Agree, 15 respondents in Strongly Agree. Among the female category of 25
respondents, greater number of respondents (15) was in Agree, 10 respondents in Strongly
Agree.

In order to examine the formulated null hypothesis that there is no significant relationship

between the gender of the respondents and their Job Satisfaction. The computed results are given
In order to examine the formulated null hypothesis that there is no significant relationship
between the gender of the respondents and their Productivity. The computed results are given in

Table:4.14

shift * onthejob Crosstabulation

Onthejob Total

Statement strongly satisfie neutral dissatsfi strongly

satisfied d ed dissatisfied
Shift over night 5 3 4 1 1 14

between a.m and 1 5 2 8 2 18

p.m
i work all different 3 7 1 2 5 18
type of shift
Total 9 15 7 11 8 50

Source: Primary data

The table above shows that among the 14 respondents, of night shift there are 5

respondents of strongly satisfied, 3 respondents of satisfied 4 are neutral 1 distatisfied 1 are

strongly satisfied . between a.m and p.m 18 respondents .type of shift has been 18 respondents
 Table:4.14

shift * ofthejob Crosstabulation

Statement Ofthejob Tota

strongly satis neutr dissatsfie strong l
satisfied fied al d ly
dissati
sfied
Shift over night 5 1 3 3 2 14

between a.m 2 7 2 4 3 18
and p.m
i work all 8 2 3 2 18
different type 33
of shift 3
onthejob
strongly
strongly satisfi dissatsfi dissatisfie
satisfied ed neutral ed d Total
Total 10 16 7 10 7 50

Interpretation:

The table above shows that among the 14 respondents, of night shift there are 5 respondents of
strongly satisfied, 3 respondents of satisfied 4 are neutral 1 distatisfied 1 are strongly satisfied .
between a.m and p.m 18 respondents .type of shift has been 18 respondents

In order to examine the formulated null hypothesis that there is no significant relationship

between the shift of the respondents and their Productivity. The computed results are given in
Table:4.15

area * ofthejob Crosstabulation

Statement Ofthejob Total

strongly satisfied Neutral dissatsfied strongly

satisfied dissatisfi
ed
Area rural 6 7 3 4 4 24

urban 4 9 4 6 3 26
Total 10 16 7 10 7 50

Chi –Square analysis between Area and Productivity

With a view to find the degree of relationship between the Area of the respondents and
their Productivity, a two way table was prepared and shown in
Table 4.16:

Qualification on the job

Statement Onthejob
strongly Satisfied neutral dissatsf strongly
satisfied ied dissatisfied
qualfication arts and 2 1 0 1 2
science

Engineering 2 2 2 2 1

management 2 9 4 5 4
studies
Others 3 3 1 3 1

Total 9 15 7 11 8

Source: Primary data

The table above shows that among the qualifaction respondents, who were arts amd

science, majority of 9 respondents was in strongly satisfied, 15 respondents in satisfied. 1

respondents of neutral, 11 respondents of dissatisfied, 8 respondents of strongly satisfied .

In order to examine the formulated null hypothesis that there is no significant relationship
between the gender of the respondents and their Productivity. The computed results are given in
Table:4.17
qualfication ofthejob Crosstabulatin

Statement Ofthejob Tota

l
strongly satis neutr dissats strongly
satisfied fied al fied dissatisfi
ed
qualfication arts and 1 2 0 2 1 6
science
Engineering 4 1 0 2 2 9
management 2 10 6 4 2 24
studies
Others 3 3 1 2 2 11
Total 10 16 7 10 7 50

Source: Primary data

The table above shows that among the 32 respondents, who were male, majority of 7

respondents was in strongly satisfied, 12 respondents in satisfied. 4 respondents of neutral, 4

respondents of dissatisfied, 5 respondents of strongly satisfied . Among the female category of

18 respondents, 3 respondent of strongly satisfied 4 respondents of satisfied, 3 respondents of

neutral, 10 respondents of dissatisfied, 7 respondents of strongly satisfied.

In order to examine the formulated null hypothesis that there is no significant relationship
between the gender of the respondents and their Productivity. The computed results are given in
 One way anova
Factor 2

Table : 4.18

Factor : gender of the respondents

Variable: recruitment

Statement Sum of Squares df Mean Square F Sig.

Between Groups .877 4 .219 .927 .457

Within Groups 10.643 45 .237

Total 11.520 49

Interpretation:

recruitment:
From the above table that there is no significant differences (sig = .457) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward recruitment of job satisfiaction vary with gender
Table:4.19
factors: gender of the respondents
Variable : selection

Statement Sum of Squares Df Mean Square F Sig.

Between Groups .877 4 .219 .927 .457

Within Groups 10.643 45 .237

Total 11.520 49

Interpretation
Selection:

From the above table that there is no significant differences (sig = .457) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time d vary with their area at 5%
level.

H0: The awareness level of respondents toward selection of job satisfiaction vary with gender
Table:4.20
Factors: age of the respondents
Variable : recruitment

Statement Sum of Squares df Mean Square F Sig.

Between Groups 14.047 4 3.512 3.498 .014

Within Groups 45.173 45 1.004

Total 59.220 49

Interpretation
Recruitment:

From the above table that there is no significant differences (sig = .014) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time do not vary with their area
at 5% level.

H0: The awareness level of respondents toward Recruitment of job satisfiaction does not vary
with age
Table:4.21
Factors: age of the respondents
Variable: selection

Statement Sum of Df Mean Square F Sig.

Squares

Between Groups 15.377 4 3.844 3.946 .008

Within Groups 43.843 45 .974

Total 59.220 49

Interpretation
Selection:

From the above table that there is no significant differences (sig = 0.08) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time do not vary with their area at
5% level.

H0: The awareness level of respondents toward selection of job satisfiaction vary with age
Table: 4.22
Factors: department of the respondents
Variable: recruitment

Statement Sum of Squares df Mean Square F Sig.

Between Groups 5.455 4 1.364 1.777 .150

Within Groups 34.545 45 .768

Total 40.000 49

Interpretation
Recruitment:

From the above table that there is no significant differences (sig = .150) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward Recruitment of job satisfiaction vary with
department
Table:4.23
Factors : department of the respondents
Variable :selection

Statement Sum of Squares df Mean Square F Sig.

Between Groups 3.040 4 .760 .925 .458

Within Groups 36.960 45 .821

Total 40.000 49

Interpretation
Selection:

From the above table that there is no significant differences (sig = .458) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward selection of job satisfiaction vary with
department
Table:4.24
Factors: duration of the respondents
Variable: recruitment

Statement Sum of df Mean Square F Sig.

Squares

Between Groups 1.731 4 .433 .431 .785

Within Groups 45.149 45 1.003

Total 46.880 49

Interpretation
Recruitment:

From the above table that there is no significant differences (sig = .785) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward Recruitment of job satisfaction vary with
duration
Table:4.25
Factors : duration of the respondents
Variable :selection

Statement Sum of df Mean Square F Sig.

Squares

Between Groups 3.101 4 .775 .797 .534

Within Groups 43.779 45 .973

Total 46.880 49

Interpretation
selection:

From the above table that there is no significant differences (sig = .534) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward selection of job satisfaction vary with duration
Table:4.26
Factors : shift of the respondents
Variable : recruitment

Statement Sum of df Mean F Sig.

Squares Square

Between 12.243 4 3.061 7.087 .000

Groups

Within Groups 19.437 45 .432

Total 31.680 49

Interpretation
Recruitment:

From the above table that there is no significant differences (sig = .000) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time do not vary with their area
at 5% level.

H0: The awareness level of respondents toward selection of job satisfaction does not vary with
shift
Table:4.27
Factors : shift of the respondents
Variable : selection

statement Sum of df Mean Square F Sig.

Squares

Between Groups 1.353 4 .338 .502 .734

Within Groups 30.327 45 .674

Total 31.680 49

Interpretation
selection:

From the above table that there is no significant differences (sig = .734) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward selection of job satisfaction vary with shift
Table:4.28
Factors : area of the respondents
Variable : recruitment

Statement Sum of df Mean F Sig.

Squares Square
Between 1.245 4 .311 1.246 .305
Groups
Within Groups 11.235 45 .250

Total 12.480 49

Interpretation
Recruitment:

From the above table that there is no significant differences (sig = .305) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward recruitment of job satisfaction vary with area
Table:4.29
Factors : area of the respondents
Variable : selection

statement Sum of df Mean F Sig.

Squares Square

Between .809 4 .202 .780 .544

Groups

Within Groups 11.671 45 .259

Total 12.480 49

Interpretation
Selection:

From the above table that there is no significant differences (sig = .544) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward selection of job satisfaction vary with area
Table:4.30
Factors : qualification of the respondents
Variable : recruitment

Statement Sum of df Mean Square F Sig.

Squares

Between Groups 1.042 4 .260 .286 .885

Within Groups 40.958 45 .910

Total 42.000 49

Interpretation
Recruitment:

From the above table that there is no significant differences (sig = .885) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward recruitment of job satisfaction vary with
qualification
Table:4.31
Factors : qualification of the respondents
Variable : recruitment

statement Sum of Df Mean Square F Sig.

Squares

Between Groups 3.378 4 .844 .984 .426

Within Groups 38.622 45 .858

Total 42.000 49

Interpretation
Selection:

From the above table that there is no significant differences (sig = .426) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward recruitment of job satisfaction vary with
qualification
 Factor 3

Factor 3

correlation

Table:4.32

Factors: gender of the respondents

Variable: ranking

Statement gender Ranking

Gender Pearson Correlation 1 -.029

Sig. (2-tailed) .843

N 50 50
Ranking Pearson Correlation -.029 1

Sig. (2-tailed) .843

N 50 50

SOURCE: PRIMARY DATA

INTERPRETATION:
From the above table correlation gives as a relationship between gender of the respondents with
applicable variable gender (-.029) it indicates strong negative relationship
From the above table correlation gives as a relationship between gender
of the respondents with applicable variable ranking (-.029) it indicates strong negative
relationship.
Table:4.33

Factors :gender of the respondents

Variable: paired comparison

Gender pairedcomprais
statement on

Gender Pearson Correlation 1 -.178

Sig. (2-tailed) .217

N 50 50
pairedcompraison Pearson Correlation -.178 1

Sig. (2-tailed) .217

N 50 50

SOURCE: PRIMARY DATA

INTERPRETATION:
From the above table correlation gives as a relationship between gender of the respondents with
applicable variable gender (-.178) it indicates strong negative relationship
From the above table correlation gives as a relationship between gender
of the respondents with applicable variable paired comparison (-.178) it indicates strong
negative relationship.
Table:4.34
Factors: age of the respondents
Variable: ranking

Statement Age Ranking

Age Pearson Correlation 1 .014

Sig. (2-tailed) .923

N 50 50
Ranking Pearson Correlation .014 1

Sig. (2-tailed) .923

N 50 50

SOURCE: PRIMARY DATA

INTERPRETATION:
From the above table correlation gives as a relationship between age of the respondents with
applicable variable age (-.0.14) it indicates strong negative relationship
From the above table correlation gives as a relationship between age of
the respondents with applicable variable ranking (-.014) it indicates strong negative relationship.
Table:4.35
Factors: age of the respondents
Variable: paired comparison

Statement Age Pairedcompraiso

n
Age Pearson Correlation 1 .237

Sig. (2-tailed) .097

N 50 50
Pairedcompraison Pearson Correlation .237 1

Sig. (2-tailed) .097

N 50 50

SOURCE: PRIMARY DATA

INTERPRETATION:
From the above table correlation gives as a relationship between age of the respondents with
applicable variable age (.097) it indicates strong positive relationship
From the above table correlation gives as a relationship between age of
the respondents with applicable variable paired comparison (.097) it indicates positive
relationship.
Table:4.36
Factors: department of the respondents
Variable: ranking

Statement departement ranking

Department Pearson Correlation 1 -.292*

Sig. (2-tailed) .040

N 50 50
Ranking Pearson Correlation -.292* 1

Sig. (2-tailed) .040

N 50 50
*. Correlation is significant at the 0.05 level (2-tailed).

SOURCE: PRIMARY DATA

INTERPRETATION:
From the above table correlation gives as a relationship between department of the respondents
with applicable variable age (-.0.292) it indicates strong negative relationship
From the above table correlation gives as a relationship between
department of the respondents with applicable variable ranking (-..292) it indicates strong
negative relationship.
Table:4.37
Factors: department of the respondents
Variable: paired comparison

Statement departement pairedcomprais

on
Department Pearson Correlation 1 -.173

Sig. (2-tailed) .228

N 50 50
pairedcompraison Pearson Correlation -.173 1

Sig. (2-tailed) .228

N 50 50

SOURCE: PRIMARY DATA

INTERPRETATION:
From the above table correlation gives as a relationship between department of the respondents
with applicable variable age (-.173) it indicates strong negative relationship
From the above table correlation gives as a relationship between
department of the respondents with applicable variable paired comparison (-.173) it indicates
strong negative relationship.
Table:4.38
Factors: duration of the respondents
Variable: ranking

Statement duration Ranking

Duration Pearson Correlation 1 .480**

Sig. (2-tailed) .000

N 50 50
Ranking Pearson Correlation .480** 1

Sig. (2-tailed) .000

N 50 50
**. Correlation is significant at the 0.01 level (2-tailed).

SOURCE: PRIMARY DATA

INTERPRETATION:
From the above table correlation gives as a relationship between duration of the respondents with
applicable variable age (.480) it indicates strong positive relationship
From the above table correlation gives as a relationship between duration
of the respondents with applicable variable ranking (.480) it indicates strong positive
relationship.
Table:4.39
Factors: duration of the respondents
Variable: paired comparison

Statement Duration Pairedcompraison

Duration Pearson Correlation 1 .113

Sig. (2-tailed) .433

N 50 50
pairedcompraison Pearson Correlation .113 1

Sig. (2-tailed) .433

N 50 50

SOURCE: PRIMARY DATA

INTERPRETATION:
From the above table correlation gives as a relationship between duration of the respondents with
applicable variable age (.113) it indicates strong positive relationship
From the above table correlation gives as a relationship between duration
of the respondents with applicable variable paired comparison (.113) it indicates strong positive
relationship.
Table:4.40
Factors: shift of the respondents
Variable: ranking

Statement Shift ranking

Shift Pearson Correlation 1 .419**

Sig. (2-tailed) .002

N 50 50
Ranking Pearson Correlation .419** 1

Sig. (2-tailed) .002

N 50 50
**. Correlation is significant at the 0.01 level (2-tailed).

SOURCE: PRIMARY DATA

INTERPRETATION:
From the above table correlation gives as a relationship between shift of the respondents with
applicable variable age (.419) it indicates strong positive relationship
From the above table correlation gives as a relationship between shift of
the respondents with applicable variable ranking (.419) it indicates strong positive relationship.
Table:4.41
Factors: shift of the respondents
Variable: paired comparison

statement shift pairedcompraiso

n
Shift Pearson Correlation 1 .147

Sig. (2-tailed) .309

N 50 50
pairedcompraison Pearson Correlation .147 1

Sig. (2-tailed) .309

N 50 50

SOURCE: PRIMARY DATA

INTERPRETATION:
From the above table correlation gives as a relationship between shift of the respondents with
applicable variable age (.147) it indicates strong positive relationship
From the above table correlation gives as a relationship between shift of
the respondents with applicable variable paired comparison (.147) it indicates strong positive
relationship.
Table:4.42
Factors: area of the respondents
Variable: ranking

statement area Ranking

Area Pearson Correlation 1 .257

Sig. (2-tailed) .071

N 50 50
Ranking Pearson Correlation .257 1

Sig. (2-tailed) .071

N 50 50

SOURCE: PRIMARY DATA

INTERPRETATION:
From the above table correlation gives as a relationship between area of the respondents with
applicable variable age (.257) it indicates strong positive relationship
From the above table correlation gives as a relationship between area of
the respondents with applicable variable ranking (.257) it indicates strong positive relationship.
Table:4.43
Factors: area of the respondents
Variable: paired comparison

statement area pairedcompraiso

n
Area Pearson Correlation 1 -.001

Sig. (2-tailed) .993

N 50 50
Pairedcompraison Pearson Correlation -.001 1

Sig. (2-tailed) .993

N 50 50

SOURCE: PRIMARY DATA

INTERPRETATION:
From the above table correlation gives as a relationship between area of the respondents with
applicable variable age (-.001) it indicates strong negative relationship
From the above table correlation gives as a relationship between area of
the respondents with applicable variable paired comparison (-.001) it indicates strong negative
relationship.
Table:4.44
Factors: qualification of the respondents
Variable: ranking

statement qualfication ranking

Qualification Pearson Correlation 1 .056

Sig. (2-tailed) .701

N 50 50
Ranking Pearson Correlation .056 1

Sig. (2-tailed) .701

N 50 50

SOURCE: PRIMARY DATA

INTERPRETATION:
From the above table correlation gives as a relationship between qualification of the respondents
with applicable variable age (.056) it indicates strong positive relationship
From the above table correlation gives as a relationship between
qualification of the respondents with applicable variable ranking (.056) it indicates strong
positive relationship.
Table:4.45
Factors: qualification of the respondents
Variable: ranking

statement qualfication Pairedcomprais

on
Qualification Pearson Correlation 1 .120

Sig. (2-tailed) .405

N 50 50
pairedcompraison Pearson Correlation .120 1

Sig. (2-tailed) .405

N 50 50

SOURCE: PRIMARY DATA

INTERPRETATION:
From the above table correlation gives as a relationship between qualification of the respondents
with applicable variable age (.120) it indicates strong positive relationship
From the above table correlation gives as a relationship between
qualification of the respondents with applicable variable paired comparison (.120) it indicates
strong positive relationship.
One way ANOVA

Factor 4

Table: 4.46

Factors: gender of the respondents

Variable:one month

Statement Sum of df Mean Square F Sig.

Squares

Between Groups .993 4 .248 1.061 .387

Within Groups 10.527 45 .234

Total 11.520 49

Interpretation:

One month:
From the above table that there is no significant differences (sig = .387) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.
H0: The awareness level of respondents toward one month of training vary with gender

Table:4.47

Factors: gender of the respondents

Variable: weekly once

Statement Sum of df Mean Square F Sig.

Squares

Between Groups 3.228 4 .807 4.379 .004

Within Groups 8.292 45 .184

Total 11.520 49

Interpretation

Weekly once:
From the above table that there is no significant differences (sig = .004) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward weekly once of training vary with gender
Table:4.48

Factors: age of the respondents

Variable: one month

statement Sum of Squares df Mean Square F Sig.

Between Groups 4.430 4 1.108 .910 .467

Within Groups 54.790 45 1.218

Total 59.220 49

Interpretation

One month:
From the above table that there is no significant differences (sig = .467) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward one month of training vary with age
Table:4.49

Factors: age of the respondents

Variable: weekly once

statement Sum of df Mean Square F Sig.

Squares
Between Groups 6.655 4 1.664 1.424 .241

Within Groups 52.565 45 1.168

Total 59.220 49

Interpretation

Weekly once:
From the above table that there is no significant differences (sig = .241) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward weekly once of training vary with age
Table:4.50

Factors: department of the respondents

Variable: one month

Statement Sum of Df Mean Square F Sig.

Squares

Between Groups 10.877 4 2.719 4.202 .006

Within Groups 29.123 45 .647

Total 40.000 49

Interpretation

One month:
From the above table that there is no significant differences (sig = .006) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward one month of training vary with department
Table:4.51

Factors: department of the respondents

Variable: weekly once

Statement Sum of df Mean Square F Sig.

Squares
Between Groups 7.252 4 1.813 2.491 .056

Within Groups 32.748 45 .728

Total 40.000 49

Interpretation

Weekly once:
From the above table that there is no significant differences (sig = .056) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward one month of training vary with department
Table:4.52

Factors: duration of the respondents

Variable: one month

Statement Sum of df Mean Square F Sig.

Squares
Between Groups 3.557 4 .889 .924 .459

Within Groups 43.323 45 .963

Total 46.880 49

Interpretation

One month:
From the above table that there is no significant differences (sig = .459) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward one month of training vary with duration
Table:4.53

Factors: duration of the respondents

Variable: weekly once

Statement Sum of df Mean Square F Sig.

Squares
Between Groups 5.256 4 1.314 1.420 .243

Within Groups 41.624 45 .925

Total 46.880 49

Interpretation

Wekly once:
From the above table that there is no significant differences (sig = .243) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward weekly once of training vary with duration
Table:4.54

Factors: shift of the respondents

Variable: one month

Statement Sum of df Mean Square F Sig.

Squares
Between Groups 5.830 4 1.458 2.537 .053

Within Groups 25.850 45 .574

Total 31.680 49

Interpretation

One month:
From the above table that there is no significant differences (sig = .0.53) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward one month of training vary with shift
Table:4.55

Factors: shift of the respondents

Variable: weekly once

Statement Sum of df Mean Square F Sig.

Squares
Between Groups .951 4 .238 .348 .844

Within Groups 30.729 45 .683

Total 31.680 49

Interpretation

Weekly once:
From the above table that there is no significant differences (sig = .844) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward one month of training vary with duration
Table:4.56

Factors: area of the respondents

Variable: one month

Statement Sum of df Mean Square F Sig.

Squares
Between Groups 1.461 4 .365 1.491 .221

Within Groups 11.019 45 .245

Total 12.480 49

Interpretation

One month:
From the above table that there is no significant differences (sig = .221) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward one month of training vary with area
Table:4.57

Factors: area of the respondents

Variable: weekly once

Statement Sum of df Mean Square F Sig.

Squares
Between Groups 1.848 4 .462 1.955 .118

Within Groups 10.632 45 .236

Total 12.480 49

Interpretation

Weekly once:
From the above table that there is no significant differences (sig = .118) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward weekly once of training vary with area
Table:4.58

Factors: qualification of the respondents

Variable: one month

Statement Sum of df Mean F Sig.

Squares Square
Between 16.477 4 4.119 7.263 .000
Groups
Within 25.523 45 .567
Groups
Total 42.000 49

Interpretation

One month:
From the above table that there is no significant differences (sig = .000) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time does not vary with their area
at 5% level.

H0: The awareness level of respondents toward one month of training do not vary with
qualification
Table:4.59

Factors: qualification of the respondents

Variable: weekly once

Statement Sum of df Mean F Sig.

Squares Square
Between 1.747 4 .437 .488 .744
Groups
Within 40.253 45 .895
Groups
Total 42.000 49

Interpretation

Weekly once:
From the above table that there is no significant differences (sig = .744) in level of respondents
towards free time among different area of the respondents at 5% level.
This finding indicates that the level of knowledge towards free time vary with their area at 5%
level.

H0: The awareness level of respondents toward one month of training vary with qualification
 CHAPTER V

FINDINGS

 majority of the respondents (82%) are male and (18%) of the respondents are female
 mojarity of respondents are between 29-39 years (30%) and the lowest is above 50
years(6%)
 majorty of the respondents belongs to finance department (40%) and the lowest in
production department (6%)
 majority of respondents are working between 5-10 years (34%) and the lowest is above
10 years (16%)
 majority of respondents studied arts and science (38%) and the lowest have the studied
engineering (10%)
 majority of the respondents are from urban area (62%) and lowest is from rural area
(38%)

One way anova:

H0: The awareness level of respondents toward recruitment of job satisfiaction vary with gender

H0: The awareness level of respondents toward Recruitment of job satisfiaction does not vary
with age
H0: The awareness level of respondents toward Recruitment of job satisfiaction vary with
department

H0: The awareness level of respondents toward Recruitment of job satisfaction vary with
duration
H0: The awareness level of respondents toward selection of job satisfaction does not vary with
shift

H0: The awareness level of respondents toward recruitment of job satisfaction vary with area

H0: The awareness level of respondents toward recruitment of job satisfaction vary with
qualification

Correlation:

Relationship between gender of the respondents with applicable variable paired comparison (-
.178) it indicates strong negative relationship.
Relationship between age of the respondents with applicable variable paired comparison (.097) it
indicates positive relationship.
Relationship between department of the respondents with applicable variable paired comparison
(-.173) it indicates strong negative relationship.
Relationship between duration of the respondents with applicable variable ranking (.480) it
indicates strong positive relationship.
Relationship between shift of the respondents with applicable variable ranking (.419) it
indicates strong positive relationship
SUGGESTIONS:

 It is observed that the organization has satisfied all the procedure of recruitment. To
motivate the employees; the organization has plan to offer incentives. Invest in recruiting
software. Application tracking system can also help you manage your hiring stages, keep
candidate profiles in a searchable database and collaborate with your team
Recruiting software (e.g. hirevue, jobma, spark hire)

Company has to introduce effective training in every department of the firm so as it help
to learn more knowledge in the subject Give company based training to the employee
once in every three months

 Skilled based training (product/process training) should be provided Communicate

continuously,Hold regular meetings to keep employees informed Provide a positive
working environment,Provide developmental opportunities,Show respect
Provide workers with responsibilities and let them use itidentify and deal with problem
people

CONCLUSION:

From the study it is clear that employees training in vetri motars pvt ltd is good , but there is a
small gap from employee job satisfaction to company.

training and development needs and methods, executive development programmers

were discussed. The systematic approach to the training by identifying needs. training is an
effective way with follow up and evaluating discussed. For the employee, there is lesser stress,
increased happiness, motivation, and productivity, and a better chance of reaching both personal
and career goals satisfactory.
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ANNEXURES

1. Gender ___________
a. male b. female
2. Age ___________
a. 20-29 years b. 30-39 years c. 40-49 years d. above 50
3. In which department do you currently work? ___________
a. Finance b. human resource c. administrative d. production
4. How long you have been working in this industry?
a. Less than 1 year b. 1-5 years c. 5-10 years d. above 10 years
5. What shift do you work most often?
a. Overnight b. between a.m. and p.m. c. I work all different types of shifts
6. Where are you from?
a. Rural b. urban
7. Educational qualification _______________
a. Arts and Science b. engineering c. management studies d. others

S.NO QUESTIONS STRONGLY SATISFIED NEUTRAL DISSATISFIED STRONGLY

SATISFIED DISSATISFIED
8. Are you
satisfied with
the on the job
training?
9. Do you
satisfied with
the time
provided for
of the job
 training?
10. Are you fully
satisfied with
the quality
and duration
of existing
programs?
11. Does the
recruitment
process is
simple &
easy?
12 How do you
assess the
quality of
training?
13 Are you
satisfied with
the
information
provided by
the training
during the
training
session?

S no Question Strongly Agree neutral Dis agree Strongly

agree disagree
14 Your organization
provides training to
every employee?
15 Training is
provided for all the
new employee?
16 Your organization
has all the
infrastructure
facilities required
for the training
program?
17 Do you agree the
training is well
planned?
18 Traineruses modern
aids while training?

19. do you feel training program is compulsory for the employee?

(a) yes (b) no

20. do you feel the training session helped you to improve your work efficiency?

(a) yes (b) no

21.what you understand by training?

(a) learning (b) enhancement (c) sharing information (d) all the above
22. How long will it take to implement the trained process?

(a) less than 1 month (b)2-4 months

(c) 1-2months (d) more than 4 months

23. what is your opinion about present training system?

(a) excellent (b) good (c) average (d)bellow average

24. To whom the training is given more in your organization?

(a) senior staff

(b) junior staff

(c) new staff

(d) based on requirements

25. Suggestion ___________________