CHAPTER: 1

INTRODUCTION

1
INTRODUCTION

Training can be introduced simply as a process of assisting a person for enhancing his
efficiency and effectiveness to a particular work area by getting more knowledge & practice.
Also training is important to establish specific skills, abilities and knowledge to an employee.
For an organization, tanning & development are important as well as organizational growth,
because the organizational growth and profit are also dependent on the training. But the
tanning is not a core of organizational development. It is a function of the organizational
development.

Training is different from education; particularly formal education. The education is

concerned mainly with enhancement of knowledge, but the aims of training are increasing
knowledge while changing attitude and competence in good manner. Basically the education
is formulated with the framework and to syllabus, but the tanning is not formed to the frame
and as well as syllabus.

In the field of Human Resources Management, Training and Development is the field
concern with organizational activities which the aimed ton bettering individual and group
performance in organizational setting. Training is concerned with imparting and developing
the specific skills for a particular purpose. Training is process of learning a sequence of
programmed behaviour.

Objectives of Training:-

 To provide job related knowledge to the workers.

 To impart skills among the workers systematically so that they may learn quickly.
 To bring about change in the attitudes of the workers towards fellow workers,
supervisor and the organization.

 To improve the productivity of the workers and the organization.

 To reduce the number of accidents by providing safety training to the worker.

FEATURES OF TRAINING:-No organization has a choice of whether to train its employee

or not the only choice is that of method. The training has a some features and these feature
are-

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INCREASING EFFICIENCY:- Training plays an active role in increasing efficiency of
employees in an organization. Training increases skills for doing a job in a better way.
Though an employee can learn many things while he is put on a job, he can do much better if
he learns how to do the job.

Better human relation:- Training attempts to increase the quality of human relations in an
organization. Growing complexity of organization has led to various human problems like
alienation, interpersonal and inter group problems. Many of these problems can be overcome
by suitable human relation training

Senior Leadership Support:- This single element is probably the most important. By
support we do not mean simply signing off on a budget item. Top programs have fully
engaged senior leaders who actively participate in communicating strategic initiatives to
employees, mentor employees and participate in development programs

Training Goals Directly Support Organizational Strategic Goals:- In the popular industry
journals and literature you will frequently see the concept “alignment.” Top programs
do more than pay the concept lip service. Top programs ensure each employee’s training
efforts support the fulfilment of goals and objectives that support and contribute directly to
the organization’s strategic initiatives.
Measurement:- The old saying that “you can’t improve what you can’t measure,” rings true.
Top programs have a clear and well-developed system for measuring the effectiveness of
every level of the training programs, from participation, to the quality of courses, to the key
business impact.

Blended Learning & Technology Platform:- Employees learn differently, and different
topics and types of skill development require different approaches. Top programs take all of
these things – and more – into consideration.

Competency-Based:- Employee development is centred around critical

competencies needed to effectively perform duties and functions tied to strategic goals.
Sometimes “less is more” in top training programs. Great employee development programs
find a balance between the right amount of content and training and on-the-job learning.

Need and Importance of Training:-The basic aim of training to induce a suitable

change in the individual concern. It can be useful in improving the transformation process

3
that takes place in the organization in term of process of inputs to outputs. Therefore training
needs have to be related both in term of the organizations demands and their individual.
(i) Higher Productivity:- It is essential to increase productivity and reduce cost of
production for meeting competition in the market. Effective training can help increase
productivity of workers by imparting the required skills.
(ii) Quality Improvement:- The customers have become quality conscious and their
requirement keep on changing. To satisfy the customers, quality of products must be
continuously improved through training of workers.
(iii) Reduction of Learning Time:- Systematic training through trained instructors is
essential to reduce the training period. If the workers learn through trial and error, they will
take a longer time and even may not be able to learn right methods of doing work.

(iv) Industrial Safety:-Trained workers can handle the machines safely. They also know the
use of various safety devices in the factory. Thus, they are less prone to industrial accidents.

(iv) Reduction of Turnover and Absenteeism:- Training creates a feeling of confidence in

the minds of the workers. It gives them a security at the workplace. As a result, labour
turnover and absenteeism rates are reduced.
(vi) Technology Update:- Technology is changing at a fast pace. The workers must learn
new techniques to make use of advance technology. Thus, training should be treated as a
continuous process to update the employees in the new methods and procedures.

Types of Training:-

 Induction Training:- Also known as orientation training given for the new recruits in
order to make them familiarize with the internal environment of an organization.
 Job Instruction Training:- This training provides an overview about the job and
experienced trainers demonstrates the entire job.
 Vestibule Training:- It is the training on actual work to be done by an employee but
conducted away from the work place.
 Sensitivity Training:- Is a small group interaction process in the instructed from
which requires people to become sensitive to other feelings in order to develop
reasonable group activity.

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Training Methods:-

On-the-Job Training:- Allows employees to learn by actually performing a specific job or

task. The employee will perform the job and learn as he goes.

Job Rotation:- Teaches current employees how to do various jobs over time. The employee
will rotate around to different jobs within the organization, performing various different tasks
unrelated to his original job.

Job Monitoring:- Involves providing an employee with an experienced coach to oversee his
or her learning experience. The mentor or coach provides advice and instruction.

Demonstration:- Operatives can be trained through demonstration but trainer.In

demonstration method of training the trainer describe and display something when he trained
the operative. Demonstration is more effective in the case of teaching mechanical operations.
It can be combined lecture and group discussion so as to avoid any ambiguity.

OFF THE JOB TRAINING METHODS:-

Case study:- The case is description of a situation in evolving problem to be solved.

However the case may not have as complete information about the problem as a reader
wishes. The amount of detail required would make the case too long to read and to detailed to
analysis.

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Lectures & conference:- lecture & conferences are knowledge based management
development methods. In these methods and efforts if may to expose participant to concept
and theories, basic principles and pure and applied knowledge in any particular area.

Audio-Visual:- Providing training by way of using Films, Televisions, Video, and

Presentations etc.

Simulation:- The simulation Method of training is most famous and core among all of the
job training methods.

Role Playing:- During a role play, the trainees assume roles and act out situations connected
to the learning concepts. It is good for customer service and training. This method is also
called ‘role-reversal’.

EMPLOYEE INNOVATION

Employee innovation is a package of measure a business organization uses to determine and

exploit new ideas and solutions that lead to the development and improvement employee
skills, experience and knowledge, while ensuring that transformation generate, new values
and bring about positive changes to the organization’s working environment.

Employee innovation ensure out of the box thinking and provide a platform for strengthening
corporate sustainability. A company will invest in innovation workforce in order to create an
improved working environment in which employee are enabled to generate a new value
through utilizing technological solutions, improved knowledge and better management
systems.

For most commercial organizations, employees innovation become one of the major factors
that influence success of the strategic business planning, because it leads to wealth creation in
the long run and sustains continuous business growth.

Can be defined as the application of new ideas to the products, processes, or other aspects of
the activities of a firm that lead to increased “value.” This “value” is defined in a broad way
to include higher value added for the firm and also benefits to consumers or other firms. Two
important definitions are:

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Product innovation the introduction of a new product, or a significant qualitative change in an
existing product.
Process innovation: the introduction of a new process for making or delivering goods and
services. Some authors have emphasized a third category of innovation, that of organizational
change within the firm, but we see this as being naturally included within the second
category, as a type of process innovation.
Product innovations may be tangible manufactured goods, intangible services, or a
combination of the two. Examples of recent tangible product innovations that have had a very
significant impact on the way people live and work are personal computers, mobile phones,
and microwave ovens. Intangible products that complement these types of physical
equipment include the various pieces of computer software needed to control flows of
information through these devices, leading to the delivery of information, the supply of
communication services, or the arrival of a correctly heated dinner. Equally, process
innovations, which are new ways of making and doing things, can arise from the use of new
combinations of tangible and intangible inputs. A robotic machine to assemble cars can
deliver welding services with even greater precision than a human welder, but is only as good
as its computer control system. Inherent in the above definitions of innovation is an element
of novelty. The question then arises as to how much novelty is enough to identify any change
as “innovation.” A key issue here is to distinguish innovation, the bringing to market of a
truly novel item, from imitation, the adoption of a new technique or design that is already in
the market. A product or process can be new to the firm new to the domestic market or new
to the world market Clearly, the last of these, global novelty, is sufficient to qualify the
product or process as an innovation. For those goods and services that are not internationally
traded—whether due to the nature of the product, prohibitive transport costs, or restrictions
on trade—the test of being “new to the domestic market” is sufficient to establish that there is
an innovation within that economy. In our view, being “new to the firm” is an insufficient test
for innovation, as the firm in question may simply be adopting a product design, or a
production method, introduced by a competitor. In this book we call this the diffusion of
innovation.
We define an innovation as new to the firm and new to the relevant market. Whether this
relevant market is local or global is dependent on the product or process in question and the
degree to which it is traded in a competitive global or local environment.
Another feature of our two definitions of innovation is that the product or process must be
introduced into the market place so that consumers or other firms can benefit. This

7
distinguishes an innovation from an invention or discovery. An invention or discovery
enhances the stock of knowledge, but it does not instantaneously arrive in the market place
as a full-fledged novel product or process. Innovation occurs at the point of bringing to the
commercial market new products and processes arising from applications of both existing and
new knowledge. Thus we can see that innovation occurs at the kernel of a complex process,
preceded by inventions and succeeded by the widespread adoption of the new genre of
products by customers, or the adoption of best-practice processes in the majority of firms. We
call this final stage diffusion, and it is clear that the benefits of innovation to the economy and
its citizens are not fully realized until this has taken place.

DEFINING KNOWLEDGE AND TECHNOLOGY:-

Already we have begun to make continual reference to knowledge and technology. What do
economists mean by these terms? Economically relevant knowledge is the whole body of
scientific evidence and human expertise that is, or could be, useful in the production and
supply of commodities and in the invention and design of new products and processes.
Knowledge can be codified, as in a chemical formula or computing algorithm, or it can be
tacit, as when a person knows how to do something that is not written down, like mixing and
serving a perfect cocktail. When knowledge is embodied in individuals it is often referred to
as human capital, to distinguish this valuable asset from physical capital, such as machinery
or buildings. For an individual, the acquisition of new skills and knowledge through
education and training increases his/her human capital Technology encompasses the current
set of production techniques used to design, make, package, and deliver goods and services in
the economy. So technology is the application of selected parts of the knowledge stock to
production activity. Within the firm, the technology used determines its productive capability
when combined with other inputs.
Inventions and discoveries add to the stock of knowledge that can be applied to production.
Some types of innovations, termed process innovations above, add to the available stock of
technology for production, while product innovations add to the choice of products facing
final customers.
The Stages of the Innovation Process the innovation process has a number of stages that can
be distinguished, as shown in figure at each stage of the process there are activities requiring
inputs of knowledge, embodied in skilled personnel and specialized equipment, and

8
investment of time in using these resources. Additionally, each stage, if successful, produces
an output.

TRAINING AND INNOVATION

The incidence of each type of innovation conditional on whether the workplace offers
classroom or on-the-job training. The table demonstrates that workplaces that offer training
are much more likely to innovate. The rates of innovation for workplaces that offer classroom
training are on average twice as high as those of workplaces that do not.
For example, 39% of workplaces that offered classroom training introduced product
innovation whereas only 22% of workplaces that did not offer classroom training introduced
such innovation.
The impact of on-the-job training seems to be as strong. presents average training intensities
for innovating workplaces compared to workplaces that do not innovate. Classroom and on-
the-job training intensities are again on average twice as high in innovating workplaces, with
a greater difference in the case of process innovation.
It remains to be seen whether this relationship between training and innovation holds when
taking into account other determinants of innovation performance and confounding
influences. There are reasons to consider that this is the case, as the positive relationship
between training and innovation has been commented upon in several studies.

CREATIVITY TRANING AND INNOVATION

Creativity training and innovation programmed works by asking people to deliberately break
the normal rules of planning, behaviour, decision-making, just to mess up current pattern. By
overturning the predictable, new possibilities will emerge, including the absurd, the
inappropriate, even the dangerous.

However, out of a bit of irreverence and rule breaking comes original and innovative
thinking, even for those who absolutely are convinced they aren’t creative

By focusing on creativity and innovation for individuals or teams (a great way to get people
to bond and work better together), productivity increases, solutions to problems are found
more easily, people's energy and enthusiasm are multiplied and people feel they have a
greater stake in the company's success.

9
A Creativity and Innovation Training Program tailored to your needs may be just the ticket to
stretch your people's imaginations and inspire them to make a greater contribution to the
business of your business. As innovation becomes an important skill set, large organizational
will seek to obtain training for their employees. We stand on the brink of an innovation
training “land rush” with few rules and little information to identify the best programs.
Evaluating an innovation training program based on their depth, the experience of the
trainers, the referenced body of practical example and hands on exercises. Ignore
certifications, because no standard exists.

Innovation training led by people who lack real world innovation experience. Innovation
differs from other management philosophies in that it often runs counter to prevailing
strategic or operational logic, rather than reinforcing or improving the existing model.
Cultural attitudes, behaviours and expectations must be addressed, which requires practical
experience.

The people who lead the training who leads your innovation training program is as important
as the course content, if not more so. Instructors who are actively engaged in innovation
projects and programs have far more experience and “real world” applications to describe the
opportunities and challenges of implementing innovation as a capability. Understanding how
a specific tool or methodology works is helpful; understanding how those tools work together
in a system to create insight that drives valuable new ideas is invaluable. Individuals who
have led innovation projects understand the subtle forces that work for, and against,
innovation activities and can convey far more insight, information and lessons learned than
those that simply describe a tool or technique. As you evaluate innovation training and
certification options, learn more about the content and who developed the materials. Were
innovation practitioners involved in the selection and development of the material? Then,
consider who is delivering the material. Are the instructors people with real world innovation
experience, or people who have read innovation best practice and now seek to teach it?

Creative and innovation training objective:-

 Learn to identify hidden creative strength.

 Understand and utilize the 'process' of creativity.

 Find unexpected solutions to your challenges.

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  Blend Right and Left Brain Thinking.

 Break a few Rules

 Learn to Think Laterally

Benefits:-
 Improving financial outcome.

 Increasing employee benefits value.

 Enhancing customer service.

 Achieving administrative efficiencies.

Employee Training For Essential Innovation Skills:-

 Activity looking for new ways of doing things.

 Deliberately challenging the status quo.

 Generating creative, unique and effective solutions to problems .

 Designing and facilitating more effective workshops, brainstormed and meeting.

 Collaborating with others to solve problems.

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 CHAPTER: 2

LITRATURE REVIEW

12
REVIEW OF LITRATURE

Raymod A.Noe (1986) examined that studies of the influence of trainee’s characteristics on
training effectiveness have focused on the level of ability necessary to learn program content.
Motivational and environment influences of training effectiveness have received little
attention. This analysis integrates important motivational and situational factors from
organizational behaviours theory and research into a model which describes how trainee’s
attributes and attitudes may influence the effectiveness of training.

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.

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

behaviour in order to attain a stated objective.

Kane (1986):- 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.

ALLEN (1994):-Examined that the training program setup by all rich, Inc. highly successful
manufacturing firm. The aim was to set up training model which was sufficiently flexible to
accommodate the needs of all individual in the organization. It was set up on the bases of
organization mission statements out of which a corporate needs profile was drawn up. This
was followed by assessment of individual learning needs to provide an individual needs
profile.

13
Adeniyi (1995):- Staff training and development is a work activity that can make a very
significant Contribution to the overall effectiveness and profitability of an organization.

Aidah Nassazi (2013):-conducted a study on effects of training on employee. the took a

sample size of 120 respondents. Based on this sample the results obtained indicate that
training have a clear effect on the performance of employees. The findings can prove useful
to Human resource managers, Human resource policy decision makers, as well as
government and academic institutions.

Raja Abdul Ghafoor Khan etc all.(2011) :-conducted a study on impact of training and
development organizational performance. They took sample size off 100 employees of
different organizations of Islamabad, capital of Pakistan. The sample is mixed like both male
and female. The data is collected through a questionnaire consists of 15 questions. All
questions are close ended questions with the use of a five point Likert scale consisted of
strongly disagree, disagree, neutral, agree and strongly agree. All questionnaires were
distributed and collected by hand from the offices of the organizations in the office timings.

Abdus Sattar Niazi (2011). Conducted a study on training and development strategy and its
role in organizational performance they took a sample size off 80 employee In order to meet
the current and future challenges of our business, training and development assumes a wide
range of learning actions, ranging from training of the employees for their present tasks and
more so, knowledge sharing to improve the business horizon and customer’s service. It also
focuses on their career development, thus expanding individual, group and organizational
effectiveness.

Cascio (2005):- In order to meet the current and future challenges of our business, training
and development assumes a wide range of learning actions, ranging from training of the
employees for their present tasks and more so, knowledge sharing to improve the business
horizon and customer’s service. It also focuses on their career development, thus expanding
individual, group and organizational effectiveness

D A Olaniyan and Lucas b.ojo (2008) conducted a study on staff training and development.
A vital tool for organizational effectiveness. Staff training and development has been

14
identified by various scholars and encore to be very crucial to an organization its
effectiveness for any organization to succeed training of staff in form of workshops
conferences should be vigorously purred and made compulsory.

Chris (1996):-Training and development aim at developing competences such as technical,

human, conceptual and managerial for the furtherance of individual and organization growth.

Carvalho (1998):-The continuous changing scenario of business world, training is an

effective measure used by employers to supplement employees’ knowledge, skills and
behaviour.

Akinpeju (1999):- The process of training and development is a continuous one. The need to
perform one’s job efficiently and the need to know how to lead others are sufficient reasons
for training and development and the desire to meet organizations objectives of higher
productivity, makes it absolutely compulsory.

Oribabor (2000):- Training and development aim at developing competencies such as

technical, human, conceptual and managerial for the furtherance of individual and
organization growth.

Isyaku (2000):- The process of training and development is a continuous one. It is an avenue
to acquire more and new knowledge and develop further the skills and techniques to function
effectively.

Tan, Hall and Boyce (2003):- Companies are making huge investment on training
programmes to prepare them for future needs. The researchers and practitioners have
constantly emphasised on the importance of training due to its role and investment.

Stavrouet al., (2004):- The main goal of training is to provide, obtain and improve the
necessary skills in order to help organizations achieve their goals and create competitive
advantage by adding value to their key resources – i.e. managers.

15
 CHAPTER: 3

RESEARCH METHODOLOGY

16
RESEARCH METHODOLOGY:

Research methodology is way to systematically solve the problems. I may be defined as a

science of how research is done scientifically. We studies the various sets that are generally
adopted by researcher to study his research problem along with the logic behind them. It is
necessary for the researcher to know not only the research method or techniques but also
research methodology. Research methodology is referring to a search for knowledge for its
advancement. It is persuade of truth with the help of study.

According to C R Kothari, Methodology is the systematic, theoretical analysis of the

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

NEED OF THE STUDY:

The need of this study is to know about the work culture of the company and to know the
how training helps in employee innovation. The Training is important not only form the point
of view of the organization but also for the employees. Training is valuable to the employee
because it give the greater job security and an opportunity for advancement. A skill acquired
through training is an asset for the organization and the employee. It can be taken away only
by the complete elimination of the need for that skill because of technological changes.

SCOPE OF THE STUDY: The present study entitled as “The Impact of Training &
Development on Employees” is restricted to the employees of TATA Motors Didwin Tikker,
Hamirpur(H.P.).

OBJECTIVES OF THE STUDY

For the present study purposes following objectives were framed:
1. To know the process of training and development of organization.
2. To know the impact of the training and development.
3. To measure the satisfaction level of employees regarding their training and
development process.

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RESEARCH DESIGN
A research design is a map developed to guide a research. It is a part of planning stage of
research a blue print for collection measurement and analysis of data. For the present study
research design is followed. This research design takes the three decisions for the present
study purpose namely.

a.) Data collection

b.) Sample design

c.) Analysis instrument

RESEARCH TYPES:

In this project the two basic types of research designs are used:-

 Exploratory Research
 Descriptive Research
Exploratory Research:
All research projects must start with exploratory research. This is a preliminary phase and is
absolutely essential in order to obtain a proper definition of problem in hand. The major
emphasis on the discovery if ideas and insights. The exploratory study is particularly helpful
in breaking broad and vague problems into smaller, more precise sub problem statements
hopefully in the form of specific hypothesis. In nutshell we can say that exploratory studies
help in formulating hypothesis for the further research. Exploratory research is also used to
increase the familiarity with the problem under investigation.

Descriptive Research:
Descriptive Research design is the one that simply describe something such as demographic
characteristics of people. The descriptive study is typically concerned with determining
frequency with which something occurs or how two variables vary together. This study is
typically guided by an initial hypothesis. A descriptive study requires a clear specification of
who, what, when and why apex of the research. It requires formulation of more specific
hypothesis and the testing these through statistical inference technique.

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DEVELOPING THE RESEARCH PLAN
The data for this research project has been collected through self Administration. Doe to time
limitation and other constraints direct personal interview e study method is used. A structured
questionnaire was farmed as it less time consuming generates specific and to the point
information, easier to tabulate and interpret. Moreover respondents prefer to give direct
answers.
Development of research plan has the following steps:

1. Sampling Design
2. Sample unit
3. Sample size
4. Sample procedure
UNIVERSE OF THE STUDY

For the present study purpose TATA Motors Didwin Tikker, Hamirpur (H.P.) is considered
as universe of the study.

SAMPLING DESIGN
The complete study of all the items in the population is known as a census inquiry. Sample is
a group of few items, which represents the population is or universe from where it is taken.
The sampling plan calls for three decision.

SAMPLE UNIT
The target population must be define as that has to be sampled. It is necessary so to develop a
sample frame so that everyone in the target population gets an equal chance of being
sampled. In the study the target population has to be the employees of TATA Motors Didwin
Tikker, Hamirpur(H.P.).

SAMPLE SIZE
This refers to the number of items to be selected from the universe to constitute a sample in
this study the sample size has been consisting of 50 respondents.

SAMPLING PROCEDURE
The sampling procedure for the present study was convenience sampling.

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COLLECTUON OF DATA
1. PRIMARY DATA
2. SECONDARY DATA
1. Primary data: Primary data are collected for the first time by an investor or an
agency for any statistical investigation and analysis. Such data are original I character
and are generated when a particular problem at hand is investigated by the researcher
employing scheduling, personal interviews, telephone surveys, questionnaire etc.

For the purpose of study primary data has been collected through the
questionnaire method.
Questionnaire:
Questionnaire refers to a set of questions printed on a paper for the purpose of collecting the
information regarding the research.

2) Secondary data: Secondary data are collected from some secondary resources i.e. the
source of reservation or storage where the data are stored after being collected and used for
some purpose by the some other agency. The secondary data was collected on the basis of
organizational file, official records, news papers, magazines, management books, preserved
information in the company database and website of the company.

DATA ANALYSIS INSTRUMENT:

The technique used for data analysis and interpretation are Pie charts and Percentage method.

a. Percentage method: - It was used to draw specific inferences from the collected data
that fulfil the objective of the study.
The formula was use:
P = Q/R x 100
P = Reading in percentage
Q = Number of respondents falling in a specific
category to be measured
R = Total number of respondents

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LIMITATION OF THE STUDY:
 The study was confined to limited period.
 Accuracy of the study was purely based on the information as given by the
respondents.
 The study cannot give the accurate result because the sample size is very small.

21
 CHAPTER: 4

DATA ANALYSIS & INTERPRETATION

22
Data collection and Interpretation

The data collection from various respondents has to be analysed for drawing conclusion.

In this chapter efforts has been made to analyse and interpreted collective data toward “The
Impact of Training & Development on Employees” is restricted to the employees of TATA
Motors Didwin Tikker, Hamirpur(H.P.).

First of all the collective data has been presented in a tabular form and thereafter it is
analysed with the help of percentage & pie chart. A brief description of analysing &
interpretation is given below:-

In the table no. 4.1 an attempt has been made to classify the respondents on the basis of
gender factor.

Table No. 4.1

Classification on the basis of gender

Sr. No. Gender No. of Respondents Percentage

1 Male 49 98
2 Female 01 02
Total 50 100
Source: Data collected through questionnaire method.

Classication on the basis of gender

2%

Male
Female
98%

Fig. No. 4.1

Interpretation: From the above table 98% of respondents are male and 2% are female.

23
In the table no. 4.2 an attempt has been made to classify the respondents on the basis of age.

Table No.4.2

Classification on the basis of age

Sr. No. Age No. of Respondents Percentage

1 18-25 13 26

2 25-35 29 58

3 35-50 08 16

4 More than 50 00 00

Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of age

0%

16%
26%

18-25
25-35
35-50
More than 50
58%

Fig. No. 4.2

Interpretation: From the above table majority of respondents that is 58% are belongs to 25-
35 years age group, 26% respondents belongs to 18-25 years age group, and rest of 16%
respondents belongs to 35-50 years age group.

24
In the table no. 4.3 an attempt has been made to classify the respondents on the basis of
Educational Qualification.

Table No. 4.3

Classification on the basis of Educational Qualification

Sr. No. Particular No. of Respondents Percentage

1 Matric 3 6
2 Senior Secondary 3 6
3 Graduate 12 24
4 Post Graduate 32 64
Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of Educational

Qualification

6% 6%

24% Matric
Senior Secondary
64%
Graduate
Post Graduate

Fig. No. 4.3

Interpretation: From the above table 64% of respondents are post graduate, 24% of
respondents are graduate,6% of respondents are senior secondary and rest of 6% are matric
qualified.

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In the table no. 4.4 an attempt has been made to classify the respondents on the basis of
marital status

Table No. 4.4

Classification on the basis of marital status

Sr. No. Particular No. of Respondents Percentage

1 Married 17 34

2 Unmarried 33 66

Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of marital status

34%

Married
66% Unmarried

Fig. No. 4.4

Interpretation: From the above table 66% of respondents are married and 34% of
respondents are unmarried.

26
In the table no. 4.5 an attempt has been made to classify the respondents on the basis of time
period since working in TATA Motors.

Table No. 4.5

Classification on the basis of time period since working in TATA Motors

Sr. No. Particular No. of Respondents Percentage

1 Less than 5 years 28 56

2 5-10 years 21 42

3 10-15 years 01 02

4 More than 15 years 00 00

Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of time period since

working in TATA Motors
2% 0%

42%
Less than 5 years
56% 5-10 years
10-15 years
More than 15 years

Fig. No.4.5

Interpretation: From the above table 56% of respondents are working in the organisation
from less than 5 years, 42% of respondents are working from 5-10 years, and 2% are working
from 10-15 years in TATA Motors.

27
In the table no. 4.6 an attempt has been made to classify the respondents on the basis of
training as a part of organisational strategy.

Table No. 4.6

Classification on the basis of training as a part of organisational strategy

Sr. No. Particular No. of Respondents Percentage

1 Strongly Agree 37 74
2 Agree 13 26
3 Neither agree nor disagree 00 00
4 Disagree 00 00
5 Strongly disagree 00 00
Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of training as a part

of organisational strategy
0%
0% 0%

26%
Strongly Agree
Agree
Neither agree nor disagree
74% Disagree
Strongly disagree

Fig. No.4.6

Interpretation: From the above table majority of the respondents that is 74% are strongly
agree with the factor that training as a part of organisational strategy and rest of 26% are
agree with the factor that training as a part of organisational strategy.

28
In the table no. 4.7 an attempt has been made to classify the respondents on the basis of
training program is well planned.

Table No. 4.7

Classification on the basis of training program is well planned

Sr. No. Particular No. of Respondents Percentage

1 Strongly Agree 40 80
2 Agree 10 20
3 Neither agree nor disagree 00 00
4 Disagree 00 00
5 Strongly disagree 00 00
Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of training program

is well planned
0% 0%
0%

20%

Strongly Agree
Agree
Neither agree nor disagree

80% Disagree
Strongly disagree

Fig. No. 4.7

Interpretation: From the above table majority of the respondents that is 80% are strongly
agree with training program is well planned and rest of 20% are agree.

29
In the table no. 4.8 an attempt has been made to classify the respondents on the basis of
training method.

Table No. 4.8

Classification on the basis of training method

Sr. No. Particular No. of respondents Particular

1 On-the-job 06 12

2 Off-the-job 01 02

3 Both 43 86

Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of training method

11%
6%

On-the-job
Off-the-job
Both
83%

Fig. No.4.8

Interpretation: From the above table 11% of respondents prefer on-the-job training method,
6% prefer off-the-job training method and 83% prefer both the training method.

30
In the table no. 4.9 an attempt has been made to classify the respondents on the basis of
training program helpful in personal growth.

Table No. 4.9

Classification on the basis of training program helpful in personal growth

Sr. No. Particular No. of respondents Percentage

1 Yes 50 100

2 No 00 00

Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of training program

helpful in personal growth
0%

Yes
No

100%

Fig. No. 4.9

Interpretation: From the above table 100% of respondents agree with training program
helpful in personal growth.

31
In the table no. 4.10 an attempt has been made to classify the respondents on the basis of
opinion about present training system.

Table No. 4.10

Classification on the basis of opinion about present training system

Sr. No. Particular No. of respondents Percentage

1 Excellent 47 94

2 Good 00 00

3 Average 03 06

4 Below average 00 00

Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of opinion about

present training system
0% 0%
6%

Excellent
Good
Average
Below Average
94%

Fig. No.4.10

Interpretation: From the above table 94% of the respondents have excellent opinion about
present training system and 6% of the respondents have excellent opinion about present
training system.

32
In the table no. 4.11 an attempt has been made to classify the respondents on the basis of
training instructor’s responses to trainee’s doubts.

Table No. 4.11

Classification on the basis of training instructor’s responses to trainee’s doubts

Sr. No. Particular No. of Respondents Percentage

1 Strongly Agree 26 52

2 Agree 24 48

3 Neither agree nor disagree 00 00

4 Disagree 00 00

5 Strongly disagree 00 00

Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of training

instructor’s responses to trainee’s doubts
0% 0%
0%

48% Strongly Agree

52% Agree
Neither agree nor disagree
Disagree
Strongly disagree

Fig. No. 4.11

Interpretation: From the above table 52% of respondents are strongly agree and rest of 42%
are agree with training instructor’s responses to trainee’s doubts.

33
In the table no. 4.12 an attempt has been made to classify the respondents on the basis of
duration of training process.

Table No. 4.12

Classification on the basis of duration of training process

Sr. No. Particular No. of respondents Percentage

1 2-5 Days 13 26

2 5-10 Days 17 34

3 15-20 Days 08 16

4 More than 20 days 12 24

Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of duration of

training process

24% 26%
2-5 Days
5-10 Days
16%
15-20 Days
34% More than 20 days

Fig. No. 4.12

Interpretation: From the above table 26% of respondents attended 2-5 days long training
program, 34% attended 5-10 days training program, 16% attended 15-20 days training
program, and rest of 24% of respondents attended more than 20 days long training program.

34
In the table no. 4.13 an attempt has been made to classify the respondents on the basis of
training programs attended.

Table No. 4.13

Classification on the basis of training programs attended

Sr. No. Particular No. of respondents Percentage

1 0 00 00
2 1 05 10
3 2 07 14
4 3 05 10
5 More than 3 33 66
Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of training

programs attended
0%

10%
14%
0
1
10%
66% 2
3
More than 3

Fig. No. 4.13

Interpretation: From the above table 10% of respondents attended 1 training program, 14%
attended 2 training programs, 10% attended 3 training programs and 66% attended more than
3 training program.

35
In the table no. 4.14 an attempt has been made to classify the respondents on the basis of
training programs conducted in the organisation.

Table No. 4.14

Classification on the basis of training programs conducted in the organisation

Sr. No. Particular No. of respondents Percentage

1 Weekly 25 50
2 Monthly 08 16
3 Quarterly 04 08
4 Half yearly 03 06
5 Yearly 10 20
Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of training

programs conducted in the organisation

20%

6% Weekly
50%
Monthly
8%
Quarterly
Half yearly
16%
Yearly

Fig. No.4.14

Interpretation: From the above table 50% respondents says weekly training programs
conducted in the organization, 16% says monthly, 8% says quarterly,6% says half yearly and
20% says yearly training programs conducted in the organization.

36
In the table no. 4.15 an attempt has been made to classify the respondents on the basis of
training program increase the employees productivity.

Table No.4.15

Classification on the basis of training program increase the employees productivity

Sr. No. Particular No. of respondents Percentage

1 Yes 50 100

2 No 00 00

Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of training program

increase the employees productivity
0%

Yes
No

100%

Fig. No.4.15

Interpretation: From the above table 100% of respondents said that the training program
increase the employees productivity.

37
In the table no. 4.16 an attempt has been made to classify the respondents on the basis of
training program enhancing knowledge, skills, attitude and job.

Table No. 4.16

Classification on the basis of training program enhancing knowledge, skills, attitude

and job

Sr. No. Particular No. of Respondents Percentage

1 Strongly Agree 32 64
2 Agree 18 36
3 Neither agree nor disagree 00 00
4 Disagree 00 00
5 Strongly disagree 00 00
Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of training program

enhancing knowledge, skills, attitude and job
0%
0% 0%

19%
Strongly Agree
Agree
Neither agree nor disagree
81% Disagree
Strongly disagree

Fig. No. 4.16

Interpretation: From the above table 81% of respondents are agree with training program
enhancing knowledge, skills, attitude and job and rest 19% are agree with training program
enhancing knowledge, skills, attitude and job.

38
In the table no. 4.17 an attempt has been made to classify the respondents on the basis of
target group undergoes most of training.

Table No. 4.17

Classification on the basis of target group undergoes most of training

Sr. No. Particular No. of respondents Percentage

1 Junior staff 01 02
2 New staff 01 02
3 Middle level 03 06
4 Senior staff 00 00
5 All of above 45 90
Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of target group

undergoes most of training
2% 3%
0% 2%

Senior staff
New staff
Middle level
Junior staff
93% All of above

Fig. No. 4.17

Interpretation: From the above table the group undergoes training most of the time is 2%
respondents responses for junior staff, 2% respondents responses for new staff, 3% responses
for middle level and 90% said that all of above groups undergoes for training.

39
In the table no. 4.18 an attempt has been made to classify the respondents on the basis of the
barrier of training & development.

Table No. 4.18

Classification on the basis of the barrier of training & development

Sr. No. Particular No. of respondents Percentage

1 Time 04 08
2 Money 00 00
3 Unskilled trainer 08 16
4 Lack of interest 38 76
Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of the barrier of

training & development
0%
8%
16%

Time
Money
Unskilled trainer
76%
Lack of interest

Fig. No.4.18

Interpretation: From the above table 76% of respondents says lack of interest is the main
barrier of training and development, 16% says unskilled trainer is the barrier of training and
development, and 8% says time is the barrier of training and development.

40
In the table no. 4.19 an attempt has been made to classify the respondents on the basis of

Table No. 4.19

Classification on the basis of training is relevant to the needs of the organisation

Sr. No. Particular No. of respondents Percentage

1 Yes 50 100

2 No 00 00

Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of training is

relevant to the needs of the organisation
0%

Yes
No

100%

Fig. No. 4.19

Interpretation: From the above table 100% of respondents said that the training is relevant
to the needs of the organization.

41
In the table no. 4.20 an attempt has been made to classify the respondents on the basis of
satisfaction with the effectiveness of training program.

Table No. 4.20

Classification on basis of satisfaction with the effectiveness of training program

Sr. No. Particular No. of respondents Percentage

1 Excellent 46 92
2 Very good 00 00
3 Good 04 08
4 Poor 00 00
Total 50 100

Source: Data collected through questionnaire method.

Classification on basis of satisfaction with the

effectiveness of training program
0%
0%
8%

Excellent
Very good
Good

92% Poor

Fig. No.4.20

Interpretation: From the above table 92% of respondents says excellent for the satisfaction
level with the effectiveness of training program, rest of 8% says good excellent for the
satisfaction level with the effectiveness of training program.

42
In the table no. 4.21 an attempt has been made to classify the respondents on the basis of
training helps to improve employee-employer relationship.

Table No. 4.21

Classification on the basis of training helps to improve employee-employer relationship

Sr. No. Particular No. of respondents Percentage

1 Yes 50 100
2 No 00 00
Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of training helps to

improve employee-employer relationship
0%

Yes
No

100%

Fig. No. 4.21

Interpretation: From the above table 100% of respondents said that the training helps to
improve employee-employer relationship.

43
In the table no. 4.22 an attempt has been made to classify the respondents on the basis of
training to help to increase the motivational level of employees.

Table No. 4.22

Classification on the basis of training helps to increase the motivational level of

employees

Sr. No. Particular No. of respondents Percentage

1 Yes 50 100
2 No 00 00
Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of training helps to

increase the motivational level of employees
0%

Yes
No

100%

Fig. No. 4.22

Interpretation: From the above table 100% of respondents said that the training helps to
increase the motivational level of employees.

44
In the table no. 4.23 an attempt has been made to classify the respondents on the basis of
satisfaction with the information provided by the trainer during the training session.

Table No.4.23

Classification on the basis of satisfaction with the information provided by the trainer
during the training session

Sr. No. Particular No. of respondents Percentage

1 Satisfied 37 74

2 Average 13 26

3 Dissatisfied 00 00

Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of satisfaction with

the information provided by the trainer
during the training session
0%

24%

Satisfied
Average
76%
Dissatisfied

Fig. No. 4.23

Interpretation: from the above table the. 76% of respondents are satisfied with the
information provided by the trainer during the training session, and 24% said average for the
information provided by the trainer during the training session.

45
In the table no. 4.24 an attempt has been made to classify the respondents on the basis of
training assess the impact of training.

Table No. 4.24

Classification on the basis of training assess the impact of training

Sr. No. Particular No. of respondents Percentage

1 Performance 09 18
2 Feedback 41 82
Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of trainer assess the

impact of training

18%

Performance
Feedback
82%

Fig. No. 4.24

Interpretation: From the above table 82% of respondents said that through feedback trainer
assess the impact of training and 18% said that through performance trainer assess the impact
of training.

46
In the table no. 4.25 an attempt has been made to classify the respondents on the basis of
utilizing the training skills and knowledge acquired through training program.

Table No. 4.25

Classification on the basis of utilizing the training skills and knowledge acquired
through training program

Sr. No. Particular No. of respondents Percentage

1 Yes 50 100

2 No 00 00
Total 50 100

Source: Data collected through questionnaire method.

Classification on the basis of utilizing the

training skills and knowledge acquired
through training program
0%

Yes
No

100%

Fig. No.4.25

Interpretation: From the above table 100% of respondents said that they are utilizing the
training skills and knowledge acquired through training program.

47
 CHAPTER : 5

SUMMARY, FINDINGS, CONCLUSION

&
SUGGETIONS

48
FINDINGS:

The important findings recorded in this research report are consolidated as follows:

 74% employees are strongly agree and 26% are agree with training is considered as a
part of organizational strategy.
 80% employees are strongly agree and 20% are agree with training program is well
planned.
 Majority of the employees i.e. 86% prefers both types of training methods, 12%
prefers on-the-job training method and 2% prefers off-the-training method.
 All the employees agree that the training program helpful in personal growth.
 94% employees said excellent and 6% have average opinion about present training
system.
 52% of employees are strongly agree and rest of 42% are agree with training
instructor’s responses to trainee’s doubts.
 26% of persons attended 2-5 days long training program, 34% attended 5-10 days
training program, 16% attended 15-20 days training program, and rest of 24% of
persons attended more than 20 days long training program.
 10% of employees attended 1 training program, 14% attended 2 training programs,
10% attended 3 training programs and 66% attended more than 3 training program.
 50% respondents says weekly training programs conducted in the organization, 16%
says monthly, 8% says quarterly,6% says half yearly and 20% says yearly training
programs conducted in the organization.
 50% employees says weekly training programs conducted in the organization, 16%
says monthly, 8% says quarterly,6% says half yearly and 20% says yearly training
programs conducted in the organization.
 100% of employees said that the training program increase the employees
productivity.
 81% of employees are agree with training program enhancing knowledge, skills,
attitude and job and rest 19% are agree with training program enhancing knowledge,
skills, attitude and job.
 the group undergoes training most of the time is 2% employees responses for junior
staff, 2% employees responses for new staff, 3% responses for middle level and 90%
said that all of above groups undergoes for training.

49
 76% of employees says lack of interest is the main barrier of training and
development, 16% says unskilled trainer is the barrier of training and development,
and 8% says time is the barrier of training and development.
 100% of employees agree that the training is relevant to the needs of the organization.
 92% of employees says excellent for the satisfaction level with the effectiveness of
training program, rest of 8% says good excellent for the satisfaction level with the
effectiveness of training program.
 100% of employees said that the training helps to improve employee-employer
relationship.
 100% of employees said that the training helps to increase the motivational level of
employees.
 76% of employees are satisfied with the information provided by the trainer during
the training session, and 24% said average for the information provided by the trainer
during the training session.
 82% of employees said that through feedback trainer assess the impact of training and
18% said that through performance trainer assess the impact of training.
 100% of employees said that they are utilizing the training skills and knowledge
acquired through training program.

50
SUMMARY:
The corporate world is witnessing rapid changes in the work place styles of
management and leadership, work processes and everything else related to work. The
degree of changes in the variable may vary from one industry to industry or a
corporation house to another but the management is putting its efforts to understand,
equip and act to emerge a winner out of the situation. At the core of their efforts is the
realization that the employee is their most valuable assets. Training is the formal or
systematic modification of behaviour through learning which occurs as a result of
education, instruction, development and planned experience. Training deals with the
design and delivery of learning to improve performance, skills, or knowledge within
organization. Facilitate enhancement of individual knowledge and skills sets keeping in
mind the vision and corporate objectives.
There is a formal and systematic modification of behaviour through learning which
occurs as a result of education, instruction development and planned experience. Any
learning activity, which is directed toward future needs rather than present needs, and
which is concerned more with the carrier growth in an organization. Training
contributes to employee contributes to stay with the organization. Further trained
employee seldom leaves the company. Training makes the people versatile in
operations. All rounder can be transferred to any job. Flexibility is there ensured.
Growth indicates prosperity, which is reflected in increased profit from year to year.
Training increases the creativity, productivity of the employee. It is also increase the
decision making power of the employee. Employee innovation is a package of measure a
business organization uses to determine and exploit new ideas and solutions that lead
to the development and improvement employee skills, experience and knowledge, while
ensuring that transformation generate, new values and bring about positive changes to
the organization’s working environment.

51
CONCLUSION:

From the above data analysis and by taking the findings into consideration, the conclusion of
the whole study is that the objective of my study was achieved. The majority of the
employees agree that the training and development increase the productivity and motivational
level of the employees and also helpful in personnel growth. Training and development also
helps to enhancing the knowledge, skills and attitude of the employees. Training programs
are well planned. Most of the employees agree that the organisation consider training as a
part of organisational strategy and relevant to the needs of the organisation. Most of the
employees are satisfied with the information provided by the trainer during the training
session. Training helps to improve employee-employer relationship. The employees are
satisfied with the effectiveness of the training program.

52
SUGGETION:

 The organization should invite suggestions from employees about changes or

improvement in training program they need.
 There should be some rewards for the employees who done very well in their training.
 There should be proper test after training so that the organization comes to what
employee have learnt during training.
 There should be proper healthy environment to implement new ideas and thoughts of
the employees which can be gained from his/her training.

53
54