PROJECT REPORT

ON

“ ToStudy the Evaluation of Employees Induction

and Training Programmes for Improving Workers
Efficiency in Tara Health Foods Ltd ”
Submitted to

PUNJABI UNIVERSITY

PATIALA (PUNJAB)

In partial fulfilment of the requirements

for the degree of

BACHELOR OF BUSINESS ADMINISTRATION

Submitted by
Name Harmanjit kaur
(UNIVERSITY ROLL NO: 8362)
Under the supervision of
Assistant Professor Raju Rosha
DEPARTMENT OF COMMERCE & MANAGEMENT
TARA VIVEK COLLEGE, GAJJAN MAJRA
AFFILIATED TO: PUNJABI UNIVERSITY, PATIALA
MAY 2019
 PROJECT REPORT

ON

“ ToStudy the Evaluation of Employees Induction

and Training Programmes for Improving Workers
Efficiency in Tara Health Foods Ltd ”
Submitted to

PUNJABI UNIVERSITY

PATIALA (PUNJAB)

In partial fulfilment of the requirements

for the degree of

BACHELOR OF BUSINESS ADMINISTRATION

Submitted by
Name Harmanjit kaur
(UNIVERSITY ROLL NO: 8362)
Under the supervision of
Assistant Professor Raju Rosha
DEPARTMENT OF COMMERCE & MANAGEMENT
TARA VIVEK COLLEGE, GAJJAN MAJRA
AFFILIATED TO: PUNJABI UNIVERSITY, PATIALA
MAY 2019
 ACKNOWLEDGEMENT

No serious and lasting achievement or success one ever achieves without the friendly
guidance and cooperation of so many people involved in work. Foremost of all, I express my
gratitude to the almighty for his blessings. I wish to take this privilege to express my
profound sense of respect to my project supervisor Raju Rosha and instructor Amanpreet
Singh for his enlightened, inspiring guidance, keen supervision, persistent encouragement,
valuable suggestions and constructive criticism during the completion of the project. Words
are not sufficient to register my sincere regards to my loving parents for their deep affection
and unabated inspiration that really kept me going. They were and unending source of
strength and perseverance during the course of the study. I place my thanks to all those who
spared their time and made it convenient for me to complete the research. I deeply
acknowledge their concern for my research. Last but not the least, I also wish to red cord my
gratitude for any person(s), my memory has failed to recall, who rendered his/her/their
support and services.

Name Harmanjit Kaur

University Roll No. 8362

Class: BBA – 3rd Year (Semester: VI’th)

Tara Vivek College, GajjanMajra, Gurmukh Nagar

Distt. Sangrur (Punjab)

 CERTIFICATE FROM COLLEGE

This is to certify that Miss. Harmanjit Kaur, a 6 th Semester BBA student of Tara Vivek
College, Gajjan Majra, Gurmukh Nagar, Distt. Sangrur (Punjab), has successfully completed
his/her major research project entitled “To Study the Evaluation of Employees Induction
and Training Programmes for Improving Workers Efficiency in Tara Health Foods
Ltd”

Her work has been prepared as partial fulfilment of the requirement for the degree of
Bachelor of Business Administration, to be awarded by Punjabi University Patiala. The
project work submitted here is the bona-fide work of the student.

During her summer training, he has displayed very sincere and consensus attitude towards his
research work under the supervision of Assistant Professor Raju Rosha, Department of
Commerce & Management.

I wish him/her success in all future endeavours.

Principal

Tara Vivek College, GajjanMajra, Gurmukh Nagar

Distt. Sangrur (Punjab)

 PREFACE

This project report develops business research knowledge and practical skills to help under
graduates to advance their careers in today’s competitive global markets. I gain a broad
understanding of contemporary management operations, learn industry – relevant skills and
develop solutions to complex business situations.

Emphasis was given on live learning during six month summer training project. Grateful
acknowledgment is here made to those who helped this researcher to gather data for this
major research project report entitled ““To Study the Evaluation of Employees Induction
and Training Programmes for Improving Workers Efficiency in Tara Health Foods
Ltd”” This work would not have reached its present form without their invaluable help.
 TABLE OF CONTENTS:

Chapters PARTICULERS: PAGE No.

:

1. Introduction 1-20

2. Review of Literature 21-39

3. Research Methodology 40-45

4. Data analysis and Interpretation 46-69

5. Results and findings 70-74

Bibliography & References

Annexure:

Questionnaire

CD
 INDEX OF TABLES:

Table No. Showing: Page No.

1. Response to Induction and Training Policy 46

2. Response towards Result of Induction 47

3. Perception of Employees about Induction and 48

Training Programs

4. Induction Training and Corporate Roles 49

Discussion

5. Effect of Induction on Role 50

6. Employees Induction and Training Programmes 51

process of company meets the current and legal
requirement

7. Lacking in Induction Program 52

8. Improvement in Induction Program 53

9. Awareness of HR web Pages 54

10. Use of HR Departmental Pages 55

11. Response Towards Regular Training of Tara 56

Health Foods Ltd.

12. Thinking towards Employees Induction and 57

Training Programmes Duration

13. Encouragement to pursue continuous work 58

improvements

14. Inquiry About Training & Development 59

15. Trainings related to your job responsibilities 60

16. Information in writing before the trainings 61

17. Experience of fruitful changes in working 62

Efficiency after being Trained
18. Inquiry About Training & Development 63

19. Response Towards training improves performance 64

20. The time duration of training is sufficient or not 65

21. Response to quality of training is Appropriate or 66

not

22. Inquiry About satisfied with the trainer 77

23. Thinking towards got sufficient time to perform 68

after trainings

24. Inquiry About Overall Satisfaction with training 69

programmes
 INDEX OF PICTURES AND GRAPHS:

Graph Showing: Page No.

No.

1. Response to Induction and Training Policy 46

2. Response towards Result of Induction 47

3. Perception of Employees about Induction and 48

Training Programs

4. Induction Training and Corporate Roles 49

Discussion

5. Effect of Induction on Role 50

6. Employees Induction and Training Programmes 51

process of company meets the current and legal
requirement

7. Lacking in Induction Program 52

8. Improvement in Induction Program 53

9. Awareness of HR web Pages 54

10. Use of HR Departmental Pages 55

11. Response Towards Regular Training of Tara 56

Health Foods Ltd.

12. Thinking towards Employees Induction and 57

Training Programmes Duration

13. Encouragement to pursue continuous work 58

improvements

14. Inquiry About Training & Development 59

15. Trainings related to your job responsibilities 60

16. Information in writing before the trainings 61

17. Experience of fruitful changes in working 62

Efficiency after being Trained

18. Inquiry About Training & Development 63

19. Response Towards training improves performance 64

20. The time duration of training is sufficient or not 65

21. Response to quality of training is Appropriate or 66

not

22. Inquiry About satisfied with the trainer 67

23. Thinking towards got sufficient time to perform 68

after trainings

24. Inquiry About Overall Satisfaction with training 69

programmes
Introduction

Employees Induction and Training Programmes are absolutely necessary for new employees
in any organization. Without Induction and training many things can and do take place that
have risky and negative impact on the company and the new employee. It is essential to
comprehend and recognize that Induction and training is not the same thing with each having
a different purpose and hence playing a different role in an organization; Induction is the
process of communicating to a new employee the duties of the job and how to accomplish
them. Training on the other hand is the process of building specific skills necessary to carry
out the job duties explained in the Induction. According to Mathias , Induction is the planned
introduction of new employees to their jobs, their co -workers, and culture of the
organization. Most organizations offer an employee Induction programme coordinated by the
Human Resource Department. Human Resources have played a significant role in the
economic development in most developed countries such as the United States of America,
Britain, and Japan among others. It can therefore be concluded that a developing country like
India, with its rich natural wealth and the necessary monetary support can also experience
such economic success if the appropriate attention is given to the development and training of
her human resource .In order to manage and run an organization, whether large or small, it
is necessary to recruit competent personnel. The formal educational system in India does not
adequately teach specific job skills for a position in a particular organization. Few employees
have the requisite skills, knowledge, abilities and competencies (SKAC) needed to work. As
a result, many require extensive training to acquire the necessary SKAC to be able to make
substantive contributions towards the organization’s growth .The new recruit or new
employee Inductions serve many purposes and have many meanings from both an
organizational and employee perspective. Researchers have found that successful new
employee Induction programmes help new employees become well-known or familiar with
their organizational environment and help them understand and appreciate their
responsibilities .To effectively impact on new employees through Induction and training,
one has to teach employees about the “big picture” organizational issues, such as culture,
vision, values, mission, structure, ethics, policies, and confidentiality. Every year, many
organizations in the private and public sectors face a sudden influx of employees. A well-

1
planned employee Induction can do much to help make this transition as painless as possible
and get new employees off on the right foot immediately. How effective is the new employee
process in conveying the big picture organizational issues? Do employees learn from new

employee Inductions, and is that learning carried back to the work place? It is difficult to
address these questions because of the dearth of research on this topic .Wanous and Reichers
note that “Induction programmes have rarely been the subject of scholarly thinking and
research” They continue by noting that “the current body of research work (on employee
research programmes) is too small for meta-analysis” and as a result, then changed their
methodology used in a 200 descriptive summary. Other researchers have come to similar
conclusions. While most organizations use formal Induction training to enhance performance
here is surprising THFL in academic literature examining the impact or most appropriate
structure of these programmes”

The rationale behind this research was to examine the impact of Induction on employee
satisfaction. It is significant for an institution or an organization to have a well-organized
Induction which should comprise a well-organized programme providing relevant and
appropriate information and conducted in a systematic manner which will ensure that the new
employee is equipped with all the information they need to succeed in an organization. The
employee should also be made to prepare a post Induction report to provide management with
feedback on the entire programme. Most organizations meet their needs for Induction through
ad hoc, chaotic, and haphazard methods while other organizations set about identifying their
actual needs for Induction and then designing programs in a rational manner in order to
address their employee needs.

Types of Induction

Basically there are two types of inductions, Formal induction and Informal induction.

Formal induction is a planned attempt to introduce new employees to the organization, job
and the working environment. This induction type may consume more time of the superiors
to learn and deliver the new employees needs at the beginning. But this may create new
employees less number of errors at the working period and good coordination among all the
parties. At this type of program, new employee may get know, who are the most experienced
person to have the solution of the particular problem new employee might has. At the very

2
beginning new employees are having lots of questions as same as kids at small ages. That is
full normal thing and common thing, because the new employee needs to get know all the
things, he may actually needs or not. CEO, GM, Section/Department Heads, Senior
Managers, and Line Managers may involve in to the formal induction program. (From top
management to bottom line). This will deliver fundamental things that new employees need
to know. Advantage of the formal induction program is organization will have the better
chance to win the new employee’s loyalty at the very beginning. And also new employee will
have the chance to carry his/her works clearly, with less numbers of errors. Also, new
employee will fit to the organizational culture and the work group easily, and strongly.

Formal Induction

Formal induction is a planned programme carried out to integrate the new entrant into the
organization. This is usually carried out by the large size organization. A comprehensive
induction programme is carefully designed to introduce the new entrant to all about his job,
colleagues and organization.

Accordingly, the contents of the formal induction programme cover the aspects ranging from
the mission, vision, rules and regulations of the organization to job related particulars like
salary, benefits, service conditions, safety and welfare measures, etc.

A formal induction programme, thus, includes the following contents:

i. Brief history of the organization.

ii. Organizational mission, vision, objectives and philosophies.

iii. Policies and procedures of the organization.

iv. Rules and regulation of the organization.

v. Organizational structure and authority relationship.

vi. Terms and conditions of job including remuneration, working hours, holidays,
promotional avenues, etc.

3
 vii. Welfare measures like subsidized canteen, transport, health and recreation facilities,
etc.

viii. Safety measure

Informal Induction is not planned and is ad hock. New employees learn through trial and
error method. They get familiar with the work and work environment by themselves. This
induction type will make the stress on new employee at the very beginning, because of
his/her not knowing things at the operations. So in that case, new employee may leave the
organization at the beginning and then the organization may need to follow all the process of
recruiting and new employee to the organization. Also this method will create a large number
of errors making by new employee and then it may creates big losses to the organization.
Those are the disadvantages of informal induction program. The advantage of informal
induction is, if the new employee survived, then he/she may know the process by his/her
experience, and the later on errors may minimize. But at the beginning the vice verse thing of
above advantage may creates loses, if the new employee unable to survive at the
organization. At the movements which employees couldn’t survive, there could be see they
are leaving organization at the beginning they have joined to it. So this will creates high labor
turn over too.

Informal induction programme itself may be in the following two versions:

(i) Supervisory System:

In this system, the immediate job supervisor conducts the induction programme for the new
entrant. The supervisor briefs the new comer about the job, the department, introduces to the
colleagues, and takes him round the sections/divisions which are related to his job.

(ii) Buddy or sponsor system:

In the ‘Buddy System’, the immediate supervisor assigns the responsibility of induction of
the new entrant to an old employee. The old employee acts as friend, philosopher and guide
to the new comer. In order to introduce the new comer to the job and the organization, the
guide, i.e., the old employee arranges meetings with other persons and departments and also

4
supplies him with relevant documents/literature regarding rules, regulations and other details
of the organization.

As above, both the induction process are explained in detail I would focus on formal
induction as Tara Health Food Ltd. follow formal induction process as their induction is
planned & it is structured in a systematic manner. So it can be said that many of the
companies follow formal induction process.

What Involves In Induction And Training Programmes

Induction involves description of procedures, how things are done, introductions to peers,
facilities, structures, facilitating interpersonal acceptance, meeting the need for socialization
and organizational social activities, the employment situation, knowledge of how the job fits
into the organization, department goals and the need that employees should take part in the
overall achievement of organizational goals. Aswathappa reports that induction was first
developed in the United States during the 1970s and have continued to gain popularity.
According to Nyambegera re-Induction is a program in which all employees are periodically
given a refresher “introduction” and should be part of follow-up. Re-Induction is especially
important if significant changes in organizational policies or structure have occurred. For
example, if an organization acquires a controlling stake or merges with another one, a re-
Induction of employees of both firms may be necessary because of changes in operating
relationships and policies. In many organizations internal candidates and existing employees
deployed to new roles run the risk of being overlooked when it comes to induction. It can be
assumed that they are already familiar with organizational culture and knowledge; however
any person starting a new role should be provided with information and support to prepare
them for changing duties or more senior responsibilities. Induction is a never-ending process
of introducing both old and new employees to the current state of the organization. Induction,
also called Induction, is the planned introduction of new employees to their workplace and is
part of training and development. French defines induction as the process of familiarizing
new employees with the organization and the job. Graham and Bennet have defined induction
as the beginning of training or the final stage of selection process. Induction programs are
intended to help new employees to Settle into their new jobs. One of the reasons why people
leave organizations is that they are not given proper induction since commencing a new
position with a new organization can be a daunting process, this is because there are new
colleagues, supervisors and managers to meet, new processes to become familiar with, new

5
offices and buildings to navigate, new software to master, employment conditions to
understand and a new job to learn.

Most employees start a new job feeling a bit uneasy about meeting their supervisor and co-
workers and measuring up to their duties and expectations. They are often anxious to prove
themselves and to fit in at the workplace. They also have many questions about their new
work environment and wonder whether they can really do the job. Supervisors however,
often expect new employees will know what to do or will learn very quickly. Therefore, it is
very important for all new employees to participate in a solid induction program to ensure
good start, to avoid potential miscommunication and to make the job more manageable.
Induction is the first step in building a two-way relationship between the organization and the
employee. The transition to the new workplace is made easier and more effective for Mondy
et al Induction can be viewed as a special kind of training designed to help new employees to
learn about their tasks, to be introduced to their co-workers and to see in their work situation
– a vital ingredient of internal corporate communication. Employee Induction can be broadly
defined as the familiarization with, and adaptation to, a new work environment. It refers to
the process by which a new employee is introduced to the organization, to the work group,
and to the job. Traditionally, organizations approach Induction by describing to the new
employee the organisation’s history, structure, fringe benefits, rules and regulations. A more
progressive approach is to view Induction as an opportunity to communicate the
organization’s vision and values, shape the new employee’s values and integrate him/her into
the organsization’s structure. The first few months within any organization represent the
critical period during which an employee will or will not learn how to become a high
performer. According to Mathias and Jackson it is this principle of learning that ensures that
productivity potential is enhanced, while, simultaneously, both the company and employee
expectations are integrated. Employee Induction is the procedure of providing new
employees with basic background information about the firm and the job. It is more or less,
considered as one component of the employer’s new employee socialization process. The
socialization process could be seen as an ongoing process of initialling in all employees the
prevailing attitudes, standards, values, and patterns of behaviour that are expected by the
organization. Socialization is important for employee performance and for organizational
stability. For new employees, work performance depends to a great extent on knowing what
they should or should not do. Understanding the right way to do a job is a measure of
effective socialization. In the western world, for example United States of America, United

6
Kingdom etc., a person is hired and reports to work. After completing the documentation
required, he/she is expected to perform the role with minimal introduction. However, the
process is different for all Indian firm. The prevalent business environment is highly
competitive and is influenced by globalization, the outcomes of which are privatization and
deregulation of markets, aggressive competition and ever-rising expectations of customers.
Years of research have concluded that employee oriented companies perform better than
companies that are less employee oriented. To achieve employee focus, a firm with a high
degree of employee Induction cultivates a set of shared values and beliefs about putting the
employee first and reaps results in the form of a defendable competitive advantage, decreased
costs and increased profits .It would appear, therefore, that the term “Induction” should mean
some reflection or representation of the total motivational state of an individual at a particular
point in time. This state will portray the effects of needs, values, attitudes, abilities and other
behavioural aspects. It might thus be considered to represent what an individual wants from a
situation and the extent to which he believes he will be successful in achieving such wants.
The operational definition of Induction could then be that it is an expression of how the
individual views his situation in terms of what he desires from it and the extent to which
he/she expects these desires to be achieved or not. Apart from being a means of defining the
situation, Induction will also define the person. It therefore becomes the link between the
individual and his situations - both of which are variables which may change and may then
change the Induction. The reasoning for Induction is, in the main, to alleviate fear or anxiety
which can been experienced by newcomers in relation to how well they would fit into the
organization and how well they would perform. The components of an effective Induction
system include preparing for new employees, determining what information is needed and
when it is needed, presenting information about the workday, the organization itself, its
policies, rules and benefits, all to be evaluated and followed up. Most importantly and to the
fore, employees would be introduced to the channels of communication in the workplace and,
thus, leading to effective coordination.

Goals In The Induction & Induction Program

A comprehensive induction program for the new employee accomplishes the following: (1)
provides the new employee with information that will ease the transition into the workplace;
(2) paints a precise picture of the department and the institution as a whole; (3) introduces the
new employee to departmental goals ,policies and procedures, customs and traditions: (4)

7
conveys the employer’s expectations; (5) relieves the new employee’s anxieties about starting
a new job; and (6) inspires the new employee to have a good attitude towards the
organization and his or her new job, Nyambegera. This concurs with Armstrong’s statement
that the aims of induction are; put the new employee at ease, interest the new employee in the
job and the organization, provide the basic information about the work indicating the
standards of performance and behaviour expected from the employee, tell the employee about
the training arrangements and how he/ she can progress in the company .Induction programs
format are unique to each organization. However, almost all emphasize the following areas:
the employment situation (job, department, and company), company policies and rules,
compensation and benefits, corporate culture, team membership, employee development, and
dealing with changes and socialization. Induction improves performance and retention of
beginning employees, that is to both enhance and prevent the loss of human capital with the
ultimate aim of improving the growth and satisfying the needs of customers; Nemser, and
Ganser concur with this statement.

Components of Induction & Training Program

According to Mondy the components of induction are; employment situation, company

policies and rules, compensation, benefits, corporate culture, team membership, employee
development, dealing with change and socialization. These components are explained below;

The Employment Situation

All organizations require that new employees become productive as quickly as possible.
Therefore, specific information about performing the job may be provided at an early point in
time when new employees join the organization. Knowledge of how the job fits into the
departmental and the company goals tend to illustrate its importance and provide meaning to
the work.

Company Policies and Rules

Every job within an organization must be performed within the guidelines and constraints
provided by policies and rules. Work must be performed within the values and philosophies
of the organization. Employees must understand these to have a smooth transition to the
workplace. Since this information can be quite detailed, common practice is to include it in
the form of an employee handbook or locate this information where it is easily accessible.

8
Compensation and Benefits

Employees will have a special interest in obtaining information about the reward system of
their new organization. This information is usually provided during the Employees
Induction and Training Programmes process but a review of the data in some detail is
appropriate during induction.

Corporate Culture

Corporate culture commonly known as organizational culture is an interdependent set of

beliefs, values, ways of behaving and tools of living that are so common in a community that
they tend to perpetuate themselves sometimes over long periods of time, Wilhelm. The firm’s
culture reflects in effect, “How we do things around here.” This relates to everything from the
way employees dress to the way they talk. Organizations have a number of ways to
communicate their culture and knowledge of it is critical to a new employee’s induction,
otherwise one might not fit.

Team Membership

A new employee’s ability and willingness to work in teams is almost likely determined
before he or she is hired. In induction, the importance of becoming a valued member of the
organization team may be emphasized. It is imperative that team spirit be instilled in each
employee and the sooner the better.

Employee Development

Employee development is increasingly becoming a do-it-yourself process. However, some

firms provide assistance in this area. Employees should know exactly what is expected of
them and what is required by the organization for advancement in the job or for promotion.
An individual`s employment security is increasingly becoming dependent upon his or her
ability to acquire needed skills and knowledge that are constantly changing. Thus, employees
should be kept aware of organization sponsored development programs and those available
externally and they should receive encouragement to take advantage of any appropriate
opportunities.

Socialization

9
New employees are likely to see in more quickly and enjoy working for the organization if
the process of socialization takes place smoothly. The social aspects of work relationships
with colleagues are very important for many people. The extent to which employees can
directly influence the quality of socialization may often be limited but it is a feature of
introduction to the organization to which they should pay attention as far as possible during
the induction program which are concerned with reception, documentation to workplace
formal induction course and informal training activities. To reduce anxiety that new
employees may experience, attempts should be made to integrate the persons into the
informal organization, Armstrong .Introducing the new employee to presumed informal
group leaders, involving the new employee in the organization’s social activities and so forth,
can do this. Obviously the choice of the person is important because a poor selection could
lead to confusion or to the employee receiving inaccurate information.

Challenges Faced In Induction & Induction Program

Induction is important for all companies. However, according to a recent survey from the
United States executive search firm, Salveson Stetson Group, about two-thirds of
corporations admit that they need to improve induction programming, Amble .Human
resource departments face challenges on how to organize effective induction training to
provide employees with the resources they need to be successful, Robbins.

Induction programs are faced with four major challenges. The first is the lack of clearly stated
goals and objectives. Many companies did not state specific objectives for their induction
programs. Scanlan gave three basic reasons why induction programs missed their goals. The
first was lack of planning, disillusionment about the new employees and the feelings of new
employees that they simply did not fit into the company.

The second challenge was the delivery of appropriate and accurate information to new hires.
Some companies offer only one or two days for induction training. Too often, employees felt
that they did not get enough information or the amount of data overwhelmed them. Scanlan
reported that many new hires thought that induction was overwhelming, boring, and/or too
simplistic. Aswathappa gives various challenges that can be faced by organizations during
induction, he states that a challenge can arise when supervisors who are entrusted with the job
are not trained or considers the program a burden or are too busy, this agrees with Armstrong
that due to lack of training they are likely to give new comers too much information in a short

10
time, overload them with forms to complete, employees are pushed into a job with a sketchy
induction. This may make employees develop wrong perception.

The third challenge dealt with balancing the variety of needs of individuals and those of the
company. Each employee had their own needs and expectations. Companies and departments
also had expectations from the new employees. Balancing the different needs and
maximizing satisfaction for both sides is a problem for induction training. Scanlan

The last challenge was how to lessen new hire’s anxiety and make them feel welcomed into
the company Armstrong. The emotional investment associated with induction training was
often neglected. Typical induction training sessions focus on imparting information.
However, previous research showed new hires also required help in setting up new
relationships and in lessening the anxiety and stress that accompanied the newcomer
experience, Bourne . According to Richard and Linn , “emotional investment was a pivotal
dimension of group effectiveness”. To satisfactorily meet the above challenges, it is
important to note that the first, third, and fourth challenges involve the identification of
induction goals and learning materials. The second challenge addresses the delivery of
instruction.

Stratigies For Improving Induction & Induction Program

According to Chhabra, to enhance induction programs, supervisors should be trained in the

art of induction programs. Specific responsibilities of the human resource and the immediate
supervisor should be made clear to avoid duplication or omission of important information,
this concurs with Decenzo who points out that organizations must be willing to invest in the
training of managers on what is required to help new employees adapt. This training involves
learning how to establish program standards, how to coach and counsel new employees and
how to be effective mentors. They should be capable of defining job requirements, provide
the necessary tools to enable the new employee to do the job and provide ample feedback.
The induction process should be well planned and those conducting the program are
supposed to give attention to specific problems faced by the new employees. Those designing
the program should also be sensitive to such matters as how much information to supply to a
given session, the sequence of the various parts of them program and how well the new
employees are assimilating the information. Opportunity should be provided for question and
discussion in order to clarify the presentation, information overload should thus be discarded

11
and only reasonable amounts of information are provided . The online journal of Workforce
Education and development Volume iv, issue 3, discusses two curriculum and instruction
models designed by Finch and Crunkilton, adapted for a general and departmental induction
development and the Mager and Beach’s model suggested for use in job induction
development.

Finch-Crunkilton Model

Human Resource specialists can adapt the Finch-Crunkilton model to meet the above four
challenges in both general and departmental induction. The model provides detailed
guidelines to develop vocational and technical curriculum and prepare students for
employment. The model includes four phases. The first phase, entitled Planning Curriculum,
consists of the steps of establishing a decision making process and collecting and assessing
school and community-related data. The second phase, establishing Curriculum Content
includes a strategy for developing curricular content, making content decision and developing
goals and objectives. The third phase, implementing the Curriculum, contains instructions for
identifying and selecting materials, developing content and selecting delivery strategies. The
fourth phase, Assessing and Refining Curriculum, explores assessment strategies and
solutions for program improvement.

Adapting The Model

Human Resource specialists can adapt the above model to organizational and departmental
inductions by changing several inputs. In the first plan phase, HR specialists can change
school-related data and community-related data to Organization and department-related data.
Also, to balance the needs of employees, it is appropriate to add employee-related data in the
first phase as one input for training objectives identification. During the Developing
Curriculum phase of the model, it is important to establish informational contents to support
company and HR strategy. Implementing curriculum is the third phase. In the step of
identifying and selecting learning materials, HR specialists can use an employee handbook as
a prime tool in the phase. An employee handbook was the primary resource in defining the
conditions and terms of employment and the benefits available to employees. Devon stated
that an employee handbook was the company’s communication tool for information and
policies to employees. A well-planned induction program is important for both employees
and the company when supplemented with an employee handbook. Berkeley explained that a

12
good employee handbook set clear ground rules for employees. Also, the handbook protects
an organization from lawsuits if an employee claims to have been unfairly disciplined or
fired. Weiss suggested that, it was best if the employer sent the new hires a welcome letter,
an employee handbook and a written job description before their first day on the company.
Gavin and Jawahar suggested the following contents be placed in an employee handbook
firstly company information: included at the beginning of the employee handbook with a
welcome letter, a brief description and a discussion of the company’s mission and values,
rules and expectations are addressed by policies which include prohibited conduct, right to
intellectual material, privacy right, arbitration, solicitation and dress code. Also, procedures
followed steps or actions if any of the policies or rules is not followed are placed in an
employee handbook. Procedures include a broad definition of harassment, authority when
complaints happen and an indication of what will follow after a complaint is solved and
finally it includes the benefits required to be included in employee handbooks. Benefits may
include social security, unemployment insurance and workers compensation, whom each
benefit applies and what criteria will be used to, and who to contact with questions.

Approaches To Induction & Induction Program

An induction program should be well-planned and be comprehensive in nature. An effective

development process can improve induction training. Belilos suggested three stages for
induction process: a general induction, a departmental induction and a specific job induction.
General induction focuses on the organization itself, such as organizational goals, mission,
values, history and culture. A departmental induction includes departmental mission and
goals, organizational structure, department functions and products introduction. A specific
job induction is performance-based or product-based training. It varies with individual
positions and focuses on technical training.

Developing An Induction Program

Human Resource specialists can use Mager and Beach‟s model to develop a job induction
program. The model provides detailed steps for course objectives identification and
instructions development for vocational and technical education/training. Mager and Beach’s
model is composed of three phases:

Preparation, Development and Improvement. The preparation phase guides the analysis of an
occupation in terms of work activities, course objectives and criterion examination. The

13
development phase focuses on the preparation of materials needed to attain the course
objectives; this phase guides classroom instructions, including course content, procedures and
sequences. The improvement phase assesses the efficiency and effectiveness of the
instructions. It guides the assessment of student performance in terms of the stated learning
objectives. Human resource specialists can apply a pre-test and a post-test to determine
participants knowledge, skill and abilities before and after the session.

Effectiveness assessment addresses the issues of course objectives. It assesses how well
curriculum instructors identify what to teach by comparing the course objectives with the
jobs. If the training program failed in the efficiency assessment, the curriculum instructors
will review the development phase to refine the instruction process. If the training program
failed in the effectiveness assessment, the curriculum instructors will go back to the
preparation phase to revise the identified course objectives. During the entire process,
organizations can develop “buddy” or “mentoring” programs to provide support and guidance
for new employees. Whatever induction materials are included in the process, they should
encourage participation in creative and entertaining activities that reinforce the necessary
skills and information. New employees must also have guidance and assistance throughout
the process from a mentor or buddy, as well as their manager. Overall, an induction program
is a well-planned, systematic procedure that includes well-identified goals and well designed
curricular and instruction. Induction strategies emerging from the discussions of Finch and
Crunkilton models can be summarized as: Induction should be well planned and have
systematic procedures that include a well identified and well designed curricular and
instructions, Employee handbooks should be used during induction program, people who
conduct induction should be trained and evaluation of induction programs should also be
done.

Evaluation Of Induction & Induction Program

Assessment and Refinement is the last phase of the Finch- Crunkilton model. It is important
for Human Resource specialists to value the assessment phase. A suitable assessment can
help balance the variety of needs from employees and the company. The purpose of an
assessment is to determine how well induction programs meet both the needs of the
organization and those of the new employees. Two sources for assessment are recommended
for HR specialists. One is the new employees themselves and the other is the leaders of the
organization. A survey can be used for employee assessment. Management’s active

14
involvement is critical and they are a good resource to provide feedback for improving
induction programs. A survey can be conducted with new employees to find out what they
want to gain from the induction training. Kirkpatrick’s model can be applied to assess the
induction programs. Bates clarified the four levels of Kirkpatrick’s model. Level One was to
assess learners reaction to the program to find out how well they liked it. Level Two assessed
the learners knowledge. Level Three assessed how the learners applied what they learned on
their jobs. Level Four measured the impact of the training on the whole organization.

Branham suggested surveying new hires to find out how to minimize new-hire surprises in
the future to meet mutual expectations from companies and new employees. Branham also
suggested that “unmet expectations is the primary reason that 4 percent of employees leave
the job on the first day and 50 percent quit during the first 6 months. Related is the fact that
40 percent of new executives also fail within the first 18 months. Follow-up can work as an
ongoing part of induction evaluation. Hacker believed that ongoing induction program was
the most ideal form. Ongoing evaluation of the induction process resulted in regular
refinements and occasional revisions.

Management has an important role in induction. A needs assessment for leaders would assess
if anything is missing from the current induction training. Amble cited that an agreed-upon
plan between the new employees and their supervisors should be prepared to measure the
new employee’s performance and expectations within the first 12 months. Wheeler suggested
that managers need to provide meaningful discussions and reflective work experience since
they controlled all career progressions and opportunities of the new employees. Meeting with
managers would also help to show concern for employees, provide basis for decision making
and build loyalty. Induction is an opportunity for both partners in the selection process to
confirm or review their decision to work together. A note in training magazine reports
anecdotal evidence of reduced turnover at several organizations where induction programs
were implemented Weirner et al. Induction is an opportunity to develop competence and
commitment. It is an essential part of the employee obligation to ensure safe, healthy and
enjoyable work place. Induction contributes to performance and is essential for clarity about
performance expectations. There is not a lot of published research on the effectiveness of
induction programs nor has the relative effectiveness of various approaches been adequately
assessed. Despite this lack of research some guidelines can be helpful to those planning

15
induction programs. Aspects of effective induction programs adapted from Feldman are listed
are well-run induction programs are run on a need-to know principle.

Employees are given the information they need as they need it and are subjected to neither
cram courses nor superficial treatments of topics. The most relevant and immediate kinds of
information are given first. Effective induction programs take place over a period of days
and weeks. While the intensity of the induction program is greatest on the first day, all its
objectives cannot be met in that time frame. Good induction programs begin even before new
recruits arrive and continue well after the first day.

The content of induction programs should present a healthy balance of technical information
and social aspects. Induction programs are generally more effective if they allow a lot of two-
way interaction between managers and new employees. Successful socialization depends
heavily on the establishment of helpful, trusting superior-subordinate relationships. The first
day has a major impact on new employees: they remember those first impressions for years.
Therefore, the running of that initial induction program should be carefully planned and
implemented by individuals with good social skills. Filling out paperwork should be kept to
the bare minimum that day. Well-run induction programs assign the responsibility for new
recruit’s adjustment to their immediate supervisors. While human resource professionals and
other staff can serve as important resources to new recruits, one steady source of guidance
and support is critical. Moreover, the immediate supervisor is in the best position to see
potential problems the recruit faces and to help him or her solve those issues. Induction
programs can facilitate new recruit’s adjustments by helping them get Settled in the
community and in new housing. When the logistics of living are up in the air, it is difficult for
new hires to fully concentrate on their work assignments. For this reason, many
organizations provide assistance to new recruits in house hunting and include spouses or
partners in several induction activities.

New employees should be gradually introduced to the people with whom they will work
rather than given superficial introduction to all of them on the first day. Get the new
employee involved in relevant team meetings as soon as possible. New employees should be
allowed sufficient time to get their feet on the ground before demands on them increase.
Well-run induction programs are relaxing. Their focus is on celebrations. They decrease
anxiety, not increase it. They seek to create positive attitude towards the company by helpful
and supportive behavior on the part of colleagues, not through high toned speeches. Finally,

16
organization should systematically diagnose the needs of new recruits and evaluate the
effectiveness of the induction programs. New topics and issues can be added to induction
programs when needed and peripheral parts of the induction programs can be pruned..

A Model Of Employee Induction & Induction

The previous discussion leads quite naturally to the consideration of a model which depicts
the total process involved with the concept of Induction. The model suggested here is based
on a simple systems concept; the input -process-output idea. Here the inputs can be
considered to be of two basic types: the first being situational variables (nature of job, home-
life, economic demands, and others) whilst the second is concerned with background factors
(past jobs, education and others) These inputs are not always in the same order since today’s
situational variables may become tomorrow’s background factors (that is; stored
experience).Support for these ideas can be found in the literature. The outputs of the model
may be considered to be different types of Induction. It may at first seem an arbitrary task to
determine what these Inductions are. However, according to Bennett there is substantial
support for adopting three different Inductions, namely: instrumental (a desire for economic
and material ends from work, together with security); relational (social needs are
interpersonal relationships); and personal growth (self-development and the use of skills etc).
These three Inductions accommodate another approach, that of intrinsic extrinsic satisfaction
as demonstrated by Alderfer .Take, for example, the idea of people seeking intrinsic and
extrinsic rewards .Bennett defines an intrinsic Induction as relating to Maslow’s highest order
- need for self -actualization and growth, whereas extrinsic Induction relates to the lower -
level needs of survival such as security and love. Maslow excludes for some unknown reason
the esteem needs, but one would suggest these as being of an intrinsic nature, since to feel
good is essentially an internal state. It is also possible that other people make us feel good by
way of praise, conferred status, and recognition, the social elements which Bennett defined as
extrinsic. In such a mode, “satisfaction” is considered a feedback variable, hence can be used
as an overall indication of “employee Induction”. A model of Induction to work for this study
is depicted in Figure below A model of Induction to work

17
Induction programs in institutions helps employees to socialize with one another and to be
psychologically prepared to work together to achieve the set goals of the organization.
Various authors have given their views on the importance of induction programs. Bennet
states that it is important for all new employees to participate in a solid induction program to
ensure a good start, avoid potential miscommunication and to make the job more
manageable.

According to Nyambegera induction is important because it lays a foundation for the new
employee’s entire career with the department. When new employees come into an
organization, they should be made to understand what is expected of them from the employer
and what to expect from the employer, thus creating a good working relationship. Induction
programs provides the following benefits, reduce start up costs, reduce new staff anxiety,
reduce employee turnover, develops realistic job expectations, increase commitments,
provides the basis for employment relationship and increase the time taken to reach the
required level of performance. The challenges faced in induction programs have been
discussed by various authors in the chapter as being lack of clearly stated goals and
objectives, delivery of appropriate information to new hires, balancing the variety of needs of
individuals and those of the company and the last challenge is how to lessen new hire’s
anxiety and make them feel welcomed in the company. There are strategies on improvement
of induction programs that have been given and the strategies among others are to enhance
induction programs, supervisors should be trained in the art of induction. Planning for the
induction process is another strategy that should be given consideration in induction
programs.

Induction and Training Framework

18
The study was guided by Uncertainty Reduction Theory (URT), put forward by Falcione &
Wilson; Lester. The theory proposes that when an employee enters an organization or
assumes a new position within an organization, she/he experiences high levels of uncertainty.
To reduce the uncertainty, the employee gathers information in various domains and from
various sources. The information acquired then serves to make the work place more
understandable, predictable, and controllable. It is through this process as an environment,
that successful socialization takes place. This theoretical concept has served as the basis for
what is known about socialization in terms of training tactics and information seeking Saks &
Ashforth. In keeping with URT, many researchers have viewed socialization as a learning
process. In this context, studies have shown that there are four distinct contextual domains
that are relevant to the socialization process: task, role, group, and organizational domains
(Feldman; Fisher. The task domains deals with all aspects related to the actual execution of
the job, how to perform task assignments, use equipment, etc. The role domain focuses on
non-task specific expectations for the position. These would include appropriate behaviours
as well as boundaries of authority and responsibility. Group processes are concerned with
group structures, group norms/values and how the group functions as a unit. The
organizational domain is made up of information regarding organizational structure, history,
organizational goals/values, politics and language. Research has shown that employees who
believed that they possessed more knowledge in these information domains were more
satisfied; more committed and better adjusted Ostroff

9 & Kozlowski. Studies have also shown that knowledge in the task and role domains were
most important to successful socialization and that knowledge tended to be lowest in the
organizational domain Ostroff & Kozlowski. This theory has been selected because it deals
with reducing of uncertainty in new employees which is the major problem such employees
experience on their first days at the work place. Furthermore the theory has been tested and
found to be relevant to the subject under study as induction is part of the wider socialization
process of new employees in organizations.

Introduction to Company

About Company

Company Profile

19
Information

Tara Health Food Ltd Company was incorporated in 1977 and was acquired in 2004 by our
Promoters, including S. Balwant Singh, our Managing Director, who is a first-generation
entrepreneur with approximately nine years of experience in the compounded cattlee feed
industry. We are amongst few organized players of the oil and cattlee feed industry in India,
catering to the needs of both human and animal nutrition through our products with a present
capacity of 120 TPD refining capacity, 250 TPD of solvent extraction and 250 TPD of Cattle
feed manufacturing each at Punjab Unit, Jammu unit, Sitarganj unit and Hanumangarh unit.

The future will see us emerging as an even bigger player as we plan to setup 300 TPD of
refining capacity and 250 TPD of Cattle feed manufacturing facilities at Bihar, Gujarat and
400 TPD of Cattle feed at Punjab unit. Our group has been growing at an unexceptional rate
since 2004 due to the combined efforts of our promoters and the team.

Vision And Mission

Vision

We envisage capitalizing on our understanding of customer's needs, distribution and business

acumen to reach the zenith of success. We envision a healthy tomorrow where people live life
to its fullest. We are determined to be the India's number one manufacturer of Cattle feed and
edible oil.

Mission

We believe in contributing our commitment to excellence in every aspect of production and

distribution of healthy products. We aspire to discover newer, bigger and brighter horizons
for ourselves, our partners and above all for our consumers. Focus of our company while
offering any product to the customer is health with value.

Board of Directors

MR. BALWANT SINGH

MANAGING DIRECTOR

20
What we are today comes from our thoughts of yesterday. From our first Cattle
feed plant a decade ago in a small village in Sangrur District.

Company Strengths

18,420 - clients worked, 4- units, 45 –products, 1,000- Employees.

Review of Literature:

Effective research cannot be accomplished without studying critically what already exists in
the form of general literature and specific studies. Therefore, it is considered as an important
perquisite for actual planning and execution of research projects. There view of existing
literature helps to formulate hypothesis, identify research gaps and formulate a framework for
further investigation.

Cecilia Titiek Murniati (2012) found that improving the existing Induction and Training
Programs and disseminating information to Induction who need the service is preferable.
In addition, it is necessary for a formal mentoring program to help Induction build
networks and support. For Induction to work more productively and effectively, need to
create 69 sustainable trainings for administrative staff, decrease bureaucracy, and conduct
performance-based review for staff. Despite the fact that there has been a remarkable
increase in the number of Induction who have worked both developed and developing
countries (Davidson & Burke, 2004). The major contributing factor is the increasing
amount of educating Induction have pursued, tied with increasing number of Induction
undertaking professional studies. The hospitality industry overall faces a worldwide
shortage of trained hospitality staff (Robinson, 2007) and it appears that employment in
this sector is advantageous for talented and career oriented Induction

21
 Cecilia Titiek Murniati given that balancing personal and professional duties is the
most challenging factor in these Induction’s career advancement. It suggests that
there is a need of improving the existing Induction and Training centers and
disseminating information to Induction who need the service is preferable.

Factors facilitate Career Advancement of Induction The review of literature

revealed that energy and hard work are presented as being the most important
traits that facilitate to Induction’s career advancement.

Devos et al. (2012) investigated how the social working environment predicted beginning
Induction and Trainings Induction and feelings of depression. The results showed that the
goal structure of the school culture (mastery or performance Employees Induction and
Training Programmes ) predicted both outcomes. Frequent collaborative interactions
with colleagues were related to higher Induction only when the novices were
experiencing a few difficulties or work in an environment oriented towards mastery goals.
The mere occurrence of mentoring and meetings with the principal was not related to the
outcomes, but the quality of these activities predicted them significantly.

R. Sujatha (2011) founds that structural barriers and Program issues affects the career
advancement of Induction. And efforts from both organization and individual can help
in removing these barriers.

Corkett, Hattand Benevides (2011) conducted a study of student and Program self
efficacy and the connection to reading and writing. They observed that Induction or the
belief in one's ability (Bandura, 1977) on the part of both Induction and Trainings and
students is thought to be directly related to Program and student success. This study
examined the relationship between Program Induction, student Induction, and student
ability. Induction and Trainings perceptions of the students' Induction was significantly
correlated with students' abilities; however, student literacy Induction was not correlated

22
with their literacy ability. Additionally, there was no correlation between the Induction
and Trainings perception of the students' literacy Induction and the students' literacy
Induction. Finally, the Induction and Trainings Induction was significantly correlated
with their perception of the students' Induction.

Gorozidis and Papaioannou (2011) conducted a study on Induction and Trainings

Induction, achievement goals, attitude and intentions to implement the New greek
physical education curriculum. The network of relations between physical education (PE)
Induction and Trainings Induction, goal Employees Induction and Training Programmes
s, attitudes, intentions and behaviors concerning the implementation of a new PE
curriculum was examined. Participants were 290 Greek junior high school PE Induction
and Trainings. Two years after the introduction of the new curriculum, participants
responded to de-identified questionnaires with 81 acceptable psychometric properties.
Mastery-oriented and high self-efficacious Induction and Trainings had positive
attitudes towards the new curriculum, implemented the biggest number of teaching plans
and they intended to do the same in the future. Performance approach goal Employees
Induction and Training Programmes had low positive relationship with the
implementation of teaching plans and no relationship with intention to do the same in the
future, while performance avoidance goal was not related to any determinant of
curriculum implementation and intention. The effects of mastery goal Employees
Induction and Training Programmes on intention and behavior were mediated by
Induction to achieve an educational aim which is an end in itself, that is, the promotion of
students' self-regulation in exercise settings. The effects of performance approach goal
Employees Induction and Training Programmes on behavior were mediated by self
efficacy to achieve a curricular goal which was a means to promote other educational
aims, i.e., the adoption of student-centered teaching styles. Teaching experience was
negatively related to implementation of the new curriculum and with most of its
determinants

Hechter (2011) examined the changes in pre service elementary Induction and
Trainings personal science teaching efficacy and science teaching outcome expectancies.

23
Findings revealed that the number of post secondary science courses completed, and prior
school science experiences had a significant main effect on personal science teaching
efficacy (PSTE) but not science teaching outcome expectancy (STOE). There was no
evidence for significant interaction effects between variables on both efficacy subscales.

Tuchman and Isaacs (2011) examined the influence of formal and informal formative
pre-service experiences on Program Induction of three hundred fifteen Induction and
Trainings of general and Judaic studies in Jewish day schools in the USA. This study
examined the associations between both formal and informal formative pre-service
experiences and Program Induction. In addition, the effect of years of teaching experience
on these associations was investigated. Formal pre-service training and positive student
teaching experiences, as well as each of the three informal experiences, were found to be
associated with positive Program Induction .Formal and informal pre-service experiences
appeared to be associated with different aspects of Program self- efficacy. 82 Formal
Program training was most strongly associated with efficacy for instructional practices,
while the positive informal experiences were most strongly associated with efficacy for
student engagement. The potential impact of both formal and informal experiences did
not appear to fade over time. On the contrary, for those variables where an interaction
with years of teaching was detected, it was the efficacy beliefs of the most senior
Induction and Trainings that were mostly related to their pre-service experiences.

Patwardhan, Vidya and Venkatachalam, Balaji V (2011) said that even if Induction
managers are able to enter into a management cadre and move upwards, the difficulties
faced in attaining high level positions are many. The different factors affected are gender
issues, job characteristics, work life balance, Program concerns, relationships at work,
long work hours, mentoring and work environment and glass ceiling in general.
Information provided by the respondents confirms that Induction in hospitality industry
continue facing challenges in their career.

Both the men and Induction in hospitality education seemed remarkably similar.
Both men and Induction frequently want 'to improve job opportunities'.
Similarly, the most popular motive for men and Induction is 'to obtain a higher

24
 qualification' to get higher leadership position. (Heaton et al, 2000). In terms of
career benefits, popular choices are greater marketability, enhanced job prospects,
enhanced salary or status, and enhanced credibility and confidence. But still
researcher found that a number of factors affect the career advancement of male
and female. The researcher said that the Induction have to face lots of challenges
in achieving their target as compared to male. Researchers have identified a
number of factors that function as barriers to Induction’s career advancement.

Hameed and Manjusha (2010) explored Program efficacy of secondary school

Induction and Trainings in relation to teaching styles and organizational culture. The
sample of the study consisted of 370 secondary school Induction and Trainings
belonging to Malappuram, Kozhikode and Thrissur districts of Kerala. Major findings
were: (i) There was a significant difference in mean Program efficacy scores between
male and female Induction and Trainings, but in case of mean Program efficacy scores
based on locale and type of management, no significant difference was found; (ii)The
main effect of teaching styles on Program efficacy was found to be significant for total
sample, female, rural, government and unaided secondary school Induction and
Trainings;(iii)The main effect of organizational culture on Program efficacy was found
significant for total sample, female, urban, rural and government secondary school
Induction and Trainings; (iv)No significant interaction effect of teaching styles and
organizational culture on Program efficacy of secondary school Induction and Trainings
based on total sample and sub samples based on gender, locale and type of management
was found.

Robert and Ming (2010) studied the effects on Induction and Trainings Induction and
job satisfaction related to gender, years of experience, and job stress. The authors of this
study sought to examine the relationships among Induction and Trainings years of
experience, Induction and Trainings characteristics (gender and teaching level), three
domains of Induction (instructional strategies, classroom management, and student
engagement), two types of job stress (work load and classroom stress), and job
satisfaction with a sample of 1,430 practicing Induction and Trainings using factor

25
analysis, item response modelling, systems of equations, and a structural equation model.
Induction and Trainings years of experience showed nonlinear relationships with all three
Induction factors, increasing from early career to mid-career and then falling afterwards.
Female Induction and Trainings had greater workload stress, greater classroom stress
from student behaviours, and lower classroom management Induction. Those teaching
young children (in elementary grades and kindergarten) had higher levels of Induction for
classroom management and student 80 engagement. Lastly, Induction and Trainings
with greater classroom management Induction or greater instructional strategies Induction
had greater job satisfaction.

Viel-Ruma et. al. (2010) studied Induction beliefs of special educators. In order to
examine the relationship between reported levels of Program Induction, collective
efficacy, and job satisfaction in special educators, Induction and Trainings in one school
district completed three surveys measuring these constructs. The results indicated that
Program Induction had a direct effect on job satisfaction. It was further found that
collective efficacy directly affected Program self- efficacy but that it did not have a direct
effect on job satisfaction. No significant differences were found in reported levels of these
are as a cross subgroups of Induction and Trainings categorized by teaching level
(elementary, middle, and high), teaching setting (self-contained, resource, or inclusion),
and certification type (highly qualified, not highly qualified, or emergency).

Nilgun (2009) examined the Induction levels of science Induction and Trainings relating
to science teaching for some variables. This study was verified with the aim of
determining how the Program efficacy and the level of Induction belief of science
Induction and Trainings changed. According to the findings of the study, Program
efficacy of science Induction and Trainings was not changing according to gender, age,
seniority, weekly lesson load, receiving in-service training and job satisfaction. While
Induction beliefs of Induction and Trainings were not being different, it showed
sufficient change according to seniority and weekly lesson load.

26
Rao and Haseena (2009) conducted a study of Induction among primary school
Induction and Trainings among 120 primary school Induction and Trainings from rural
and urban schools located in Tirupati rural and urban mandal of Chittor district of Andhra
Pradesh. An attempt was made to assess the effect of gender and locality of residence of
primary school Induction and Trainings on their Induction. The major findings of the
study were: (i) Locality of residence had significant impact on the Induction of primary
school Induction and Trainings; (ii) Gender had no significant impact on Induction of
the primary school Induction and Trainings;(iii)There was significant interaction
between gender and locality of residence with regard to the self efficacy of primary
school Induction and Trainings.

Williams (2009) examined the effect of gaining a degree on Program self- efficacy and
emotions. This research project examined the impact on the Induction of 202 practicing
primary Induction and Trainings of completing a degree qualification some years after
gaining their initial teaching qualification. Rather than the Induction and Trainings
emotions and 79 sense of self efficacy being shaped by their practice, mastery of a degree
was an emotional experience that shaped the Induction and Trainings personal self-
efficacy and ultimately their sense of professional self- efficacy.

Bruce and Ross (2008) prepared a Model for Increasing Reform Implementation and
Program Efficacy. This study examined the effects of peer coaching on mathematics
teaching practices and Program beliefs about their capacity to have an impact on student
learning. Twelve Induction and Trainings in grades 3 and 6 participated in a brief but
intensive professional development program over six months. The program focused on
effective mathematics teaching strategies and peer coaching opportunities. Data sources
included classroom observations, Program self-assessments, interviews, and field notes.
Data were analyzed using a two-level qualitative coding strategy with multiple
interpreters. Findings showed that Induction and Trainings implemented key strategies
for effective mathematics teaching, especially in facilitating student interaction and
improving the quality of tasks assigned.

27
Bakar et al. (2008) carried out a study to access teaching efficacy of University Putra
Malaysia Science student Induction and Trainings. The specific objectives were to
determine teaching efficacy of Science student Induction and Trainings in terms of
student engagement; instructional strategies; classroom management and teaching with
computers in classroom; their satisfaction with Program education program and lastly to
determine their attitudes towards teaching profession. Findings indicated that a majority
of the respondents had a high level of confidence with their efficacy in term of student
engagement, instructional strategies, classroom management and teaching with computers
in classroom. Pearson correlation showed that teaching efficacy and perception toward
Program’s education program were significantly correlated with each other. The
relationship between these two variables was positive and of moderate strength. In
contrast teaching efficacy was weak and negatively correlated with attitude toward
teaching profession.

Chan (2008) conducted a study of general, collective, and domains specific Program
Induction among 273 Chinese prospective and in-service Induction and Trainings in
Hong Kong. 77 This study assessed two global (general and collective) and seven
domain-specific sets of Program Induction beliefs. While Induction and Trainings
generally reported the highest confidence in teaching highly able learners and the least
confidence in classroom management, there were significant Program group differences.
Among four groups of Induction and Trainings, the experienced Induction and
Trainings reported the highest level of global and domain specific Program Induction,
suggesting that there could beater end of rising Program Induction as a Program went
through preparation and teaching practice to becoming a novice and then a more
experienced Program.

Cheung (2008) conducted a comparative study of Program efficacy between 725 Hong
Kong and 575 Shanghai primary in-service Induction and Trainings on their Program
efficacy. Two Chinese versions of the 12-item Induction and Trainings Sense of
Efficacy Scale were used in this study since some wordings of the Hong Kong version of
the Scale (HK-TSE) were different from the Shanghai version (S-TSE) as result of

28
cultural differences. The Shanghai Induction and Trainings reported significantly higher
efficacy than did the Hong Kong Induction and Trainings. As the age and experience
will increase the respect and confidence placed in them by students and their parents will
also increase. Results showed that the three most commonly cited factors for the
contribution of Program efficacy were: respect and confidence placed in them by students
and parents, the training they received from universities and the experience they gained
from daily teaching practice. Though, Hong Kong in-service Induction and Trainings
had lower efficacy scores than the Shanghai counterparts.

Sridhar and Razavi (2008) examined Induction and Trainings efficacy of 256
Induction and Trainings of 61 secondary schools of different management types in
Mysore city. The study concluded significant relationship between personal efficacy and
type of school. Navodaya Induction and Trainings scores on personal efficacy were
found higher than Induction and Trainings of other schools. However, there was no
significant difference between general teaching efficacy (GTE) and types of schools. This
indicated that GTE was independent of type of secondary schools. Induction and
Trainings below 30 years and above 51 years of age, Induction and Trainings with
Masters’ degree and Induction and Trainings with experience more than 21years,
Induction and Trainings teaching science and 78 female Induction and Trainings were
found to have higher personal efficacy and also higher general teaching efficacy than
their counter parts in respective groups.

Rathi and Rastogi (2008) studied the effect of emotional intelligence on occupational
Induction of 112scientists in a number of research organizations. The study revealed that
emotional intelligence had a positive relationship with occupational Induction and was
found to be one of its significant predictors. This study also implied that people with
higher emotional intelligence were more effective Marketing Employees as compared to
those with lower emotional intelligence.

Afza & Nawaj (2008) conducted a study on “factors determining the presence of glass
ceiling and influencing Induction's career advancement in Bangladesh”. In this study,
the researcher identified some factors which are responsible for creating glass ceiling
effects. It also revealed some factors which help Induction advance their career growth

29
Caroline Straub (2008) in his study of work-Program issues, finds that Organisational
contexts can influence female’s behavior. Besides organizational contexts, group related
factors were found to be critical as well. As a consequence, organizations should create
more inclusive female managers do not feel as tokens.

Anderson and Maninger (2007) conducted a study to examine 76pre service Induction
and Trainings abilities, beliefs, and intentions regarding technology integration. This
study investigated changes in and factors related to Induction and Trainings technology-
related abilities, beliefs, and intentions. Statistically significant changes were found in
Induction and Trainings' perceived abilities, Induction beliefs, value beliefs, and
intentions to use software in their future classrooms. Induction and Trainings Induction,
value beliefs, and intentions were moderately correlated with each other. Abilities were
correlated with Induction and computer access. The best predictors of intentions were
Induction beliefs, gender, and value beliefs. These results strongly supported the
effectiveness of educational technology course work in improving not just abilities, but
also beliefs and intentions. They highlighted the importance of relationships between pre
service Induction and Trainings beliefs about technology integration and their potential
use of technology in their future classrooms.

Gabriele and Joram (2007) conducted a study of Induction and Trainings reflections
on their reform based teaching in mathematics. The purpose of this study was to examine
the sources of efficacy of experienced Induction and Trainings, who were making the
transition to reform- based mathematics teaching, by examining the criteria that they used
to evaluate their teaching effectiveness. The quantity and quality of 10 elementary
Induction and Trainings verbal reflections on the success of their lessons were compared
as a function of the length of time that they had participated in a professional
development project. Results 76 suggested that the sources of information upon which
Induction and Trainings based evaluations of their teaching changed in important ways as
Induction and Trainings shifted from traditional to reform-based mathematics teaching.

30
Bennett, C., et al. (2006) in his study of “ Inductions career development in the Local
Authority” Found that organizational cultures hinder rather than support Induction’s
career progression.

Zhong Yan (2006) identified several factors that influence Induction’s career
advancement. Conflict with Program responsibilities, job characteristics, childcare
responsibilities, and lack of work support were considered as the strongest constraints.

Zeynep Aycan (2006) examined in his study of “Career development of professional

Induction in turkey” that Induction’s career influenced by both individual and situational
factors. He said that individual factors were more important for Induction managers to
overcome the situational barriers. The effect of social-cultural context was also discussed
in his study

Moseley and Utley (2006) examined the effect of an integrated science and mathematics
content-based course on science and mathematics teaching efficacy of pre service
elementary Induction and Trainings. The purpose of this study was to determine the
effect of an earth systems science course (integrated mathematics and science content) on
preservice elementary Induction and Trainings mathematics and science teaching
efficacy. Paired ttests revealed that the personal mathematics and science teaching
efficacy and science teaching outcome expectancy significantly increased over the course
of the semester for the experimental group (those students enrolled in the earth systems
science course). For the control group (those students not enrolled in the course),
however, there was no significant increase.

Yan Zhong (2006), conduct a study on “factors affecting Induction’s career

advancement in the hospitality industry: perceptions of students, educators, and industry
recruiters”. The study identified several factors that influence Induction’s career
advancement. Hard work, attitude towards work, communication skills, and problem

31
solving skills were considered by all groups as the most important facilitators to
Induction’s career advancement.

According to Costello (2006) recruitment is described as the set of activities and

processes used to legally obtain a sufficient number of qualified people at the right
place and time so that the people and the organization can select each other in
their own best short and long term interests.

Rao and Rao & Prasad (2005) have defined career path as 'it is the sequential pattern of
jobs that forms a career'. The career path is the logical possible sequence of positions that
could be held by an individual based on how he performs in the organization. Career path
consists of two elements: line and ladder. Line is the field of specialty in which an
individual is placed like production, marketing, finance, HRM etc. Within each line, there
are various positions arranged in hierarchical order. Placing an individual on a career path
indicates, how the individual will progress to those positions. This placing is essentially
determined by the alignment of individual needs his strengths and weaknesses, and
organizational opportunities.

Prasad (2005) found that an individual joins an organization not just for a job, but for a
career, that is, where he/she will be at the far end of his work-life through a series of
progression in responsibilities and reward for such a responsibility. It is common to find
out that after the initial excitement in a job, executives/managers tend to lose interest and
begin to feel that there is no career in a particular organization. This implies that career
advancement has not taken place as expected of them after a certain period of time. This
mismatch between a manager's expectations and his/her actual career advancement
experience may prove very shocking to both managers and the organization. However,
much of this problem can be overcome by proper career strategies by the individual and
the organization..

32
Judge et al 2004, Gattiker and Larwood & (Bozionelos, 2004) in his study said that in
extrinsic terms, careers are evaluated with the use of external reference points or norms;
while in intrinsic terms, careers are evaluated by individuals themselves using personal
subjective definitions of success or failure. Unlike extrinsic career success, intrinsic
career success is primarily associated with personality; with no consistent effects of
general mental ability and with very weak experiential effects.

Naidoo (2004) observed that “Career advancement is often defined in terms of promotion
within managerial ranks, the level of management and ultimately reached the level of pay
received.”

Smith (2004) found that elevated qualifications and economic fluctuations

combined with internal (psychological) and external (environmental) interferences
can make career advancement problematic. And Ethnic minorities perceived
greater barriers to finding a job, job performance, and career balance than non-
minorities.

Jovanovic (2004) said recruitment is a process of attracting a pool of high quality

applicants so as to select the best among them. For this reason, top performing companies
devoted considerable resources and energy to creating high quality selection systems. Due
to the fact that organizations are always fortified by information technology to be more
competitive, it is natural to also consider utilizing this technology to re-organize the
traditional Employees Induction and Training Programmes process through proper
decision techniques, with that both the effectiveness and the efficiency of the processes
can be increased and the quality of the Employees Induction and Training Programmes
decision improved.

Whitmell Associates, (2004) observed that the extent of Employees Induction and
Training Programmes strategy integration can be gauged through four distinctive
indicators. These indicators are: the timely supply of an adequately qualified workforce,

33
effective job analysis and descriptions, effective selection, and the involvement of line
managers in the Employees Induction and Training Programmes practices. A key
source of uncertainty in the business strategy implementation is whether there is a timely
supply of adequately qualified people, and to a great extent this uncertainty involves the
quality of Marketing Employees. An organization can successfully eliminate this
uncertainty if its Employees Induction and Training Programmes policies and practices
are strategically integrated with the business.

Naidoo (2004) in his study definition of the career consistent with the notion that
career develops over time, and that all persons have careers, regardless of their
profession, their level of advancement or the stability of their work pattern.

Naidoo said that it is clear that a career can be seen as a twofold process
consisting of individual factors (such as the individual's likes, identity, self-image
and interests) and job factors (being part of an organization, work relationships
and work lifestyles)

Smith (2004) found that elevated qualifications and economic fluctuations

combined with internal (psychological) and external (environmental) interferences
can make career advancement problematic. And Ethnic minorities perceived
greater barriers to finding a job, job performance, and career balance than non-
minorities.

Kaplan and Norton (2004) found that the number of people who refused to
provide screening information tended to be higher by telephone than in person.
However, refusals over the telephone tend to be less likely than with mailed
surveys Kelly,2006 It should be noted that telephone methods can be used not
only for recruitment, but also for data collection. Recent advances in telephone
survey methodology have made telephone recruitment and surveying an
increasingly attractive option in many research fields.

34
 According to Kaplan and Norton, a common problem in Employees Induction
and Training Programmes is poor HR planning. Rigorous HR planning translates
business strategies into specific HRM policies and practices. This is particularly
so with Employees Induction and Training Programmes policies and practices.
The key goal of HR planning is to get the right numberof people with the right
skills, experience and competencies in the right jobs at the right time at the right
cost. Past research shows that the competency level of HR managers has a major
influence on Employees Induction and Training Programmes and experienced
HR experts within the HR department will not only shorten vacancy duration, but
also improve the quality of the applicants. Moreover, effective Employees
Induction and Training Programmes is possible only if there is a dedicated and
competent HR team.

Ng & Pine, 2003 provides some suggestions to Induction managers to stand out by hard
work, being good at what they do, networking, relocating, or changing companies which
will helpful in their career advancement. Ng and Pine found significant gender
differences on the importance of effective communication skills, which indicated that
female managers viewed a strong positive relationship between communication skills and
career development than males. Three obstacles were found to be significantly different
between female and male managers; they were inadequate job knowledge, difficulty in
establishing credibility, and lack of equity in training. In all these items, males viewed
them as bigger obstacles than females. Studies Related to Self- Efficacy Induction is the
belief in one’s effectiveness in performing specific tasks. Caprara et al. (2003) conducted
a study of 726 Induction and Trainings, 387 staff members, and 1994 parents’ efficacy
beliefs as determinants of attitudes toward school from 18 junior high schools. Self and
collective efficacy beliefs were examined as correlates of attitudes toward school of
Induction and Trainings, school staff, and parents. They were administered questionnaires
assessing Induction beliefs, perceptions about colleagues' behavior, collective efficacy
beliefs, affective commitment and job satisfaction of Induction and Trainings and school
staff and parent’s satisfaction with school. Path analyses corroborated a conceptual model
in which self and collective efficacy beliefs represented, respectively, the distal and

35
proximal determinants of affective commitment and job satisfaction for Induction and
Trainings and staff and of satisfaction with school for parents. Perceptions that Induction
and Trainings, staff and parents held about the behavior of their colleagues largely
mediated the links between self and collective efficacy beliefs. Collective efficacy beliefs,
in turn, largely mediated the influence that Induction beliefs and perceptions of school
constituencies' behaviors exerted on attitudes toward school of Induction and Trainings,
staff and parents.

Sandu and Anand (2003) carried out a study of role diversity and burnout moderating
effects of Induction of 50 married Induction Induction and Trainings of the age group
of 30-40 years from universities and colleges and all had the similar educational status
(Ph.D. Level of education). The objective of the study was to explore how Induction
beliefs of Induction Induction and Trainings with high role diversity moderates their
burnout experience. The findings of the study were: (i) there was no significant difference
in the experience of 74 role diversity in the high-low Program self- efficacy groups.
Beliefs played a role in the experience of the basic and central dimensions of burnout-
emotional exhaustion; (ii) there was also a significant difference between the two groups
in the feeling of personal accomplishments.

Garcia (2004) conducted a study of construct of Program efficacy and Program

involvement practices exhibited by 110 elementary school Induction and Trainings from
a large urban school district. The study explored the relationship between perceived
Program efficacy and specific practices of Program involvement Bandura's construct of
Induction provided the theoretical framework for examining Program efficacy. The study
investigated the predictive value of Induction beliefs for determining specific Program
involvement practices exhibited by Induction and Trainings. Results from this
investigation revealed that Program efficacy was significantly correlated to and was a
predictor of five different types of Program involvement practices, as reflected in Epstein
typology of home-school and community partnerships. The study raised questions related
to the effective preparation of Induction and Trainings in this area and the types of

36
experiences that facilitate the development of Program efficacy beliefs in the area of
home-school and community partnerships.

Mottet et al. (2004) conducted a study to examine the effects of student verbal and
nonverbal responsiveness on Program self- efficacy and job satisfaction. Over a quarter
(26%) of the total variance in Program Induction and over half (53%) of the total variance
in Program job satisfaction were attributable to student verbal and nonverbal
responsiveness. Rather than student verbal and nonverbal responsiveness interacting, the
analyses of variance yielded significant main effects of both the verbal responsiveness
and nonverbal responsiveness independent variables for each of the Program Induction
and job satisfaction dependent variables. Overall, student nonverbal responsiveness had a
greater effect on Program Induction and job satisfaction than verbal responsiveness. Also,
Program job satisfaction was more susceptible to student verbal and nonverbal
responsiveness than Program Induction. Ng & Pine, 2003 found that other traits also
included communication, trust, and perseverance. He said that lack of support at work,
lack of equity in promotions, inadequate job knowledge, and lack of mentor to be the first
four major constraints.

Hawlett (2002) conducted a nationwide survey in the US on “Executive Induction & the
Myth of Having it All”, which was targeted at the top 10% of Induction measured in
terms of earning power. She summarized her findings in two points: 1. Even in
organizations whose policies support Induction, prevailing attitudes and unrelenting job
pressure undermine them; and 2. Induction’s lives have been expanded, but the grudging
attitude of most corporate cultures weighs down and constrain what individual Induction
feel is possible.

Poulter, (2002) published an article in “Career Induction Opt For Home Alone” in which
the author highlighted how many Induction are sacrificing marriage and a Program for
financial independence. Another article, also published in the ‘Star’ (Halliwal, 2002),
focuses on how Induction are giving up their careers to raise their families. The article

37
includes a recent survey that found that 94% of Induction are sick of those who ‘do it
all’ and more than 75% would leave their jobs if they could.

Landkin (2002), Ladkin and Juwaheer and ladkin and Riley in his study examined the
career paths of hotel managers and investigated career profiles and labor mobility in the
convention exhibition industry in Australia. In this study, we shift the attention from the
members of the tourism and hospitality academics, examining their perceptions of
important career strategies, career satisfaction, and barriers to career advancement.

Vianen and Fischer (2002) suggested that compared to men, Induction would feel less
attracted to management positions, especially top management positions, because of their
organizational cultural preferences. According to their studies, Induction are confronted
with two barriers on the way to the top, which are more restrained for them than for men.
One is the Induction’s first step into management. Few Induction will take this step
partly because they have weaker masculine culture preferences. The other barrier
concerns the step from middle management to top management. Induction seem less
ambitious than men in pursuing a top management career. It is suggested that if an
organization truly wanted to assign more Induction in top management positions, they
should put effort into changing the top management culture as well as trying to attract
Induction with higher salaries and status. Vianen and Fischer concluded that both
processes of selection and self-selection are responsible for the slow advancement of
Induction to top management careers.

Miyake, (2002) indicated that while advertising is usual for job vacancies, applicants
were sometimes recruited by word of mouth, through existing Marketing Employees.
Besides being cheaper, the “grapevine” finds Marketing Employees who stay longer (low
volunteer) and who are less likely to be dismissed (low involuntary turnover). People
recruited by word of mouth stay longer because they have a clearer idea of what the job
really involves. The study reviewed five studies in which average labor turnover of those

38
recruited by advertising was 51 percent. The labor turnover for spontaneous applicants
was 37 per cent and turnover for applicants recommended by existing Marketing
Employees was 30 percent. One hypothesis proposed to account for this was the “best
information” hypothesis. It was argued that people who were suggested by other
Marketing Employees were better and more realistically informed about the job than
those who applied through newspapers and agencies. Thus, they were in a better position
to assess their own suitability. Better informed candidates are likely to have a more
realistic view of the job, culture of the organization and job prospects. Miyake, In a
comparison of personnel selection practices in seven Europeancountries explored the
utilization of a range of established selection methods. Theyreported a general trend
towards structured interviews in all countries and, while thegeneral validity and
acceptability of methods such as work samples, group exercises and assessment centers
were widely recognized, reported usage of these methods was infrequent.

Seibert and Kraimer (2001) observed that “Career advancement is defined as the
accumulated positive work and psychological outcomes resulting from one's work
experiences.”

Burton (2001) in his study of Employees Induction and Training Programmes practices
in the USA, foundthat approximately 25 percent of respondent organizations conducted
validation studieson their selection methods. Furthermore, in a rating of various selection
methods, thoseperceived to be above average in their ability to predict Marketing
Employees' job performanceincluded work samples, references/recommendations,
unstructured interviewsstructured interviews and assessment centers

39
Problem Statement

It is worrying that big organizations and institutions in this country have problems with
Employees Induction and Training Programmes. Some organizations as well as some leaders
of institutions still consider Employees Induction and Training Programmes to be a waste
for organizational Resources. A significant problem that continues to confront our
organizations in India is the lack provisions of adequate Employees Induction and Training
Programmes for employees to enable them deliver their optimum .In most cases, new
employees are being influenced or affected by certain factors in the Organization. This
includes vision, mission, values, organizational/institutional culture and structure, policies of
the organization and others. The Employees Induction and Training Programmes s at
organizations usually Provided for their new employee appears to be overloaded with too
many details and irrelevant introduction which makes the Employees Induction and
Training Programmes process ineffective. Although, it is an undeniable truth that problems
exist everywhere, especially where there are human interactions and activities, there is the
need for organisations to orient its staff on ways to circumvent these problems. As much as it
can be said that Employees Induction and Training Programmes affects or impacts one
employee satisfaction, the question is ‘to what extent can Employees Induction and Training
Programmes affect satisfaction?” This research is therefore intended to find out the effect of
employee Employees Induction and Training Programmes on satisfaction .

Research Objectives

The primary objective is to study, understand and analyze aspects related to various HR
Procedures of Employees Induction and Training Programmes at Tara Health Foods Ltd. ,

The objectives of the study were:

1. To understand the induction procedure.

2. To understand the Employees Induction and Training Programmes procedure.

40
3. To find out the effect of employee induction/ Employees Induction and Training
Programmes for Improving Workers Efficiency .

Research Questions

The questions that guided the study were:

1. What are the characteristics of employee induction procedures?

2. What are the characteristics of employee Employees Induction and Training Programmes
procedures?

3. Does employee induction/ Employees Induction and Training Programmes have any
effect on Improvement of Workers Efficiency ?

Relevance Of Study

The study contributes to the existing body of knowledge in the area of effect of employee
Employees Induction and Training Programmes on Workers Efficiency .It brings to light the
challenges of employee Employees Induction and Training Programmes in organizations.
The findings and recommendations of the study are useful for employers in designing
employee Employees Induction and Training Programmes programs. Insights from the
study informs on how to improve work output. In addition, the research brings to the fore
questions to expose gaps that would require further investigation.

Assumption of The Study

The study assumed that respondents were truthful and gave the researcher honest feedback. It
was further assumed that the company in which the study was conducted would accord the
researcher adequate cooperation and take the research outcomes positively and implement
them in order to benefit from them. Last but not least, the researcher assumed that

41
environmental factors would remain conducive throughout the research period and that
budgeted costs of carrying out the research would remain unchanged.

Scope Of Study

The study focused on employee Employees Induction and Training Programmes and took
an in-depth look into employees who have joined their organizations in the last one year, with
the focus on how Employees Induction and Training Programmes affects their
performance and satisfaction. This demographic is selected as their satisfaction will be
greatly affected by the type of induction program they had.

Tools of Data Collection:

In order to find data on To Study The Recruitment And Development Policies of

Tara Health Food Ltd. I will collect data with the Help of Questionnaire

The first benefit to use questionnaire technique is that result is Non-Biased.

Sampling Technique and Sample

Data Source:

Data used in this research paper is based on primary sources only.

Data Type:

The data used in this research paper quantitative in nature. Self-designed closed ended
questionnaires were administered to gauge the preferences of respondents. The questionnaires
were rated on the 5 point likert scales with 1 for definitely not and 5 for definitely yes. The
questionnaires were administered online as well as offline to seek responses.

42
Target Population:

Target population involves the Employees of Tara Health Foods Ltd. The Employee include
the High level Position Employees and Low and Middle Level Employees . The deciders and
the buyers mostly include the Male Employees who are the major Departmental aspects of
Tara Health Food Ltd.

SAMPLING TECHNIQUE:

The Simple random sampling technique is used in this study in which all Employees of Tara
Health Food Ltd were freely choose to fill questionnaire.

Research Universe : All Employees of Tara Health Food Ltd

Research Sample :140 Employees of Tara Health Food Ltd

Sample Area :Tara Health Foods Ltd Punjab Premises

Sampling Technique :Random Selection

Sample Size :Sample Size Has Been Taken as per Following

Senior Level Employees 20

Junior Level Employees 120

I have taken 20 High Level and 120 Random Employees to accomplish my

research Project
43
Measures:

There were at least 24 questions in the survey obtaining data for one
variable and some questions were directly obtaining data with no
complications. The sample of questioner is available in appendix-1.
Measure for each variable is defined below:

Each of above mentioned variable was measure by asking the seven

questions by using the 5-points itemized rating type scale ranging from
(1) strongly disagree to (5) strongly agree

Methodology:

To make analysis of data I will use Excel software in which we will make
analysis in to two parts where part one will lead Tables that will be use to
describe and summarize data and Part two leads Graphs & Charts which I used
for Interpretation

Tools:-

1. Tables
A table is a chart that organizes information in rows and columns. Information
presented in a table format is tabular. However, if tabular makes you think of a
piece of furniture, you aren’t wrong. Tabular can also describe something that is
flat like a table.

I have used first tabular techniques for generating result . It shows All Basic
Values of Data

44
2. Bar Charts
A bar chart or bar graph is a chart or graph that presents categorical data with
rectangular bars with heights or lengths proportional to the values that they
represent. The bars can be plotted vertically or horizontally. A vertical bar chart
is sometimes called a line graph. A bar graph shows comparisons among
discrete categories. One axis of the chart shows the specific categories being
compared, and the other axis represents a measured value. Some bar graphs
present bars clustered in groups of more than one, showing the values of more
than one measured variable

A Bar Chart is a type of mathematical diagram using Cartesian coordinates to

display values for two variables for a set of data.I used Bar Charts to Simplify
My Data and to make it easy to Understood.

3. 3D Bar Charts
3D Bar charts are a type of graph that is used to show and evaluate the number,
frequency or other measure for various discrete categories of data.I used 3DBar
Charts to Explain Concepts of My Data and to make it Familiar.

4. Pie Charts

A pie chart (or a circle chart) is a circular statistical graphic, which is divided
into slices to illustrate numerical proportion. In a pie chart, the arc length of
each slice (and consequently its central angle and area), is proportional to the
quantity it represents. While it is named for its resemblance to a pie which has
been sliced, there are variations on the way it can be presented. The earliest
known pie chart is generally credited to William Playfair's Statistical Breviary
of 1801.Pie charts are very widely used in the business world and the mass
media. However, they have been criticized, and many experts recommend
avoiding them, pointing out that research has shown it is difficult to compare
different sections of a given pie chart, or to compare data across different pie
charts. Pie charts can be replaced in most cases by other plots such as the bar
chart, box plot or dot plots.

45
 I used Pie Charts to Display Overall Result of My Work

Data Analysis and Interpretation

Q 1 Were you personally introduced to your new colleagues, managers and other
appropriate Employees during your first few days in post ?

1 Strongly Disagree 5
2 Disagree 10
3 Normal 20
4 Agree 90
5 Strongly Agree 15
Table 1

90
90

80

70

60

50

40

30
20
15
20
10
5
10

Chart 1

Interpretation Most of the Employees Are Agree to Question 90 of sample has shown
positive response to the Question, 4 of them was Strongly Disagree, whereas 20 of them was
normal and 10 was Disagreed as well as 15 of them was strongly Agree.

46
Q2 Has your induction helped you understand your job, responsibilities, and
performance standards?

1 Strongly Disagree 4
2 Disagree 10
3 Normal 20
4 Agree 100
5 Strongly Agree 6

Table 2

100
100

90

80

70

60

50

40

30
20
20
10
4 6
10

Chart 2

Interpretation Most of the Employees Are Agree to Question 100 of sample has shown
positive response to the Question, 05 of them was Strongly Disagree, whereas 20 of them was
normal and 10 was Disagreed as well as 06 of them was strongly Agree.

47
Q3. Have appropriate policies and procedures important to your job (e.g. health and
safety regulations, work processes, annual and public holiday leave entitlements and
how to apply for annual leave, FOI/Data Protection) been shown to you and explained
to you?

1 Strongly Disagree 6
2 Disagree 5
3 Normal 10
4 Agree 105
5 Strongly Agree 14

Table 3

120
105

100

80

60

40

14
20 10
6 5

Chart 3

Interpretation Most of the Employees Are Agree to Question 105 of sample has shown
Positive response to the Question, 06 of them was Strongly Disagree, whereas 10 of them
was Normal and 05 was Disagreed as well as 14 of them was strongly Agree.

48
Q 4. Have you discussed/completed an induction programme ?

1 Strongly Disagree 3

2 Disagree 10

3 Normal 10

4 Agree 110

5 Strongly Agree 7

Table 4

120 110

100

80

60

40

20 10 10
7
3

Chart 4

Interpretation Most of the Employees Are Agreed to Question. 110 of sample has
shown positive response to the Question, 03 of them was Strongly Disagree, whereas 10 of
them was Normal and 10 was Disagreed as well as 07 of them was strongly Agree.

49
Q5 Have you been able to access training or courses related to your role and/or the
Company ?

1 Strongly Disagree 4

2 Disagree 20

3 Normal 30

4 Agree 80

5 Strongly Agree 6

1 Strongly Disagree 5

2 Disagree 5

3 Normal 20

4 Agree 100

5 Strongly Agree 10

50
 100
100

90

80

70

60

50

40

30
20
20
10
5 5
10

Chart 6

Interpretation Most of the Employees Are Agree to Question 100 of sample has shown
positive response to the Question, 5 of them was Strongly Disagree, whereas 20 of them was
normal and 5 was Disagreed as well as 10 of them was strongly Agree.

51
Q7 Do you feel there were any areas missing from your induction programme?

1 Strongly Disagree 5

2 Disagree 10

3 Normal 30

4 Agree 80

5 Strongly Agree 15

Table 7

80
80

70

60

50

40
30
30

20 15
10
10 5

Chart 7

Interpretation Most of the Employees Are Agree to Question 80 of sample has shown
positive response to the Question, 5 of them was Strongly Disagree, whereas 30 of them was
normal and 10 was Disagreed as well as 15 of them was strongly Agree.

52
Q8. Is there was any aspect of your induction that could be improved

1 Strongly Disagree 4

2 Disagree 20

3 Normal 40

4 Agree 70

5 Strongly Agree 6

Table 8

70
70

60

50
40
40

30
20
20

10 6
4

Chart 8

Interpretation Most of the Employees Are Normal to Question 70 of sample has shown
positive response to the Question, 4 of them was Strongly Disagree, whereas 40 of them was
Agreed and 20 was Disagreed as well as 6 of them was strongly Agree.

53
Q9) Are you aware of the Human Resources web pages for staff?

1 Strongly Disagree 5

2 Disagree 5

3 Normal 10

4 Agree 105

5 Strongly Agree 15

Table 9

120
105

100

80

60

40

15
20 10
5 5

Chart 9

Interpretation Most of the Employees Are Agree to Question. 105 of sample has shown
positive response to the Question, 5 of them was Strongly Disagree, whereas 10 of them was
Normal and 05 was Disagreed as well as 15 of them was strongly Agree.

Q 10 Have you used the Human Resources Departmental pages for staff ?

54
 1 Strongly Disagree 6

2 Disagree 10

3 Normal 20

4 Agree 90

5 Strongly Agree 14

Table 10

90
90

80

70

60

50

40

30
20
20 14
10
6
10

Chart 10

Interpretation Most of the Employees Are Agree to Question 90 of sample has shown
positive response to the Question, 6 of them was Strongly Disagree, whereas 20 of them was
normal and 10 was Disagreed as well as 14 of them was strongly Agree.

55
 Q11 Does your organization provide you regular trainings?

1 Strongly Disagree 4

2 Disagree 10

3 Normal 20

4 Agree 100

5 Strongly Agree 6

Table 11

100
100

90

80

70

60

50

40

30
20
20
10
4 6
10

Chart 11

Interpretation Most of the Employees Are Agree to Question 100 of sample has shown
positive response to the Question,4 of them was Strongly Disagree, whereas 20 of them was
normal and 10 was Disagreed as well as 6 of them was strongly Agree.

56
Q.12) Induction Training is of sufficient duration

1 Strongly Disagree 7

2 Disagree 5

3 Normal 10

4 Agree 105

5 Strongly Agree 13

Table 12

120
105

100

80

60

40

20 13
10
7 5

Chart 12

Interpretation Most of the Employees Are Agree to Question 105 of sample has shown
Positive response to the Question, 7 of them was Strongly Disagree, whereas 10 of them was
Normal and 05 was Disagreed as well as 13 of them was strongly Agree.

57
Q.13) Your manager/co executives encourages you to pursue continuous work
improvements by giving you feedback/suggestions

1 Strongly Disagree 2

2 Disagree 10

3 Normal 10

4 Agree 110

5 Strongly Agree 8

Table 13

120 110

100

80

60

40

20 10 10 8
2

Chart 13

Interpretation Most of the Employees Are Agreed to Question. 110 of sample has
shown positive response to the Question, 2of them was Strongly Disagree, whereas 10 of
them was Normal and 10 was Disagreed as well as 8 of them was strongly Agree.

58
Q.14) Are trainings conducted whenever they are required as per the situations and
majority?

1 Strongly Disagree 5

2 Disagree 20

3 Normal 30

4 Agree 80

5 Strongly Agree 5

Table 14

80
80

70

60

50

40
30
30
20
20

10 5 5

Chart 14

Interpretation Most of the Employees Are Agree to Question 80 of sample has shown
Positive response to the Question, 5 of them was Strongly Disagree, whereas 30 of them was
Normal and 20 was Disagreed as well as 5 of them was strongly Agree.

59
Q.15) You are given trainings related to your job responsibilities and also which helps
in your overall development.

1 Strongly Disagree 5

2 Disagree 5

3 Normal 20

4 Agree 100

5 Strongly Agree 10

Table 15

100
100

90

80

70

60

50

40

30
20
20
10
5 5
10

Chart 15

Interpretation Most of the Employees Are Agree to Question 100 of sample has shown
positive response to the Question, 5 of them was Strongly Disagree, whereas 20 of them was
normal and 5 was Disagreed as well as 10 of them was strongly Agree.

60
Q.16) You are informed in writing before the trainings are conducted.

1 Strongly Disagree 5

2 Disagree 10

3 Normal 30

4 Agree 80

5 Strongly Agree 15

Table 16

80
80

70

60

50

40
30
30

20 15
10
10 5

Chart 16

Interpretation Most of the Employees Are Agree to Question 80 of sample has shown
positive response to the Question, 5 of them was Strongly Disagree, whereas 30 of them was
normal and 10 was Disagreed as well as 15 of them was strongly Agree.

61
Q.17) Do you experience fruitful changes in working efficiency after being Trained?

1 Strongly Disagree 3

2 Disagree 20

3 Normal 40

4 Agree 70

5 Strongly Agree 7

Table 17

70
70

60

50
40
40

30
20
20

7
10
3

Chart 17

Interpretation Most of the Employees Are Normal to Question 70 of sample has shown
positive response to the Question, 3 of them was Strongly Disagree, whereas 40 of them was
Agreed and 20 was Disagreed as well as 7 of them was strongly Agree.

62
Q.18 ) Does training improve performance?

1 Strongly Disagree 10

2 Disagree 5

3 Normal 10

4 Agree 105

5 Strongly Agree 10

Table No 18

120
105

100

80

60

40

20 10 10 10
5

Chart 18

Interpretation Most of the Employees Are Agree to Question. 105 of sample has shown
positive response to the Question, 10 of them was Strongly Disagree, whereas 10 of them was
Normal and 05 was Disagreed as well as 10 of them was strongly Agree.

63
Q.19) Do you think the time duration of training is sufficient?

1 Strongly Disagree 6

2 Disagree 10

3 Normal 20

4 Agree 90

5 Strongly Agree 14

Table 19

90
90

80

70

60

50

40

30
20
20 14
10
6
10

Interpretation Most of the Employees Are Agree to Question 90 of sample has shown
positive response to the Question, 6 of them was Strongly Disagree, whereas 20 of them was
normal and 10 was Disagreed as well as 14 of them was strongly Agree.

64
Q.20 ) quality of training is Appropriate ?

1 Strongly Disagree 6

2 Disagree 10

3 Normal 20

4 Agree 100

5 Strongly Agree 4

Table 20

100
100

90

80

70

60

50

40

30
20
20
10
6 4
10

Chart 20

Interpretation Most of the Employees Are Agree to Question 100 of sample has shown
positive response to the Question, 6 of them was Strongly Disagree, whereas 20 of them was
normal and 10 was Disagreed as well as 4 of them was strongly Agree.

65
Q.21) You are satisfied with the trainer(Who so ever)

1 Strongly Disagree 5

2 Disagree 10

3 Normal 20

4 Agree 90

5 Strongly Agree 15

Table 21

90
90

80

70

60

50

40

30
20
15
20
10
5
10

Chart 21

Interpretation Most of the Employees Are Agree to Question 90 of sample has shown
positive response to the Question, 4 of them was Strongly Disagree, whereas 20 of them was
normal and 10 was Disagreed as well as 15 of them was strongly Agree.

66
Q.22) You feel enhanced and you are more productive and you made an action-plan for
your task.

1 Strongly Disagree 4

2 Disagree 10

3 Normal 20

4 Agree 100

5 Strongly Agree 6

Table 22

100
100

90

80

70

60

50

40

30
20
20
10
4 6
10

Chart 22

Interpretation Most of the Employees Are Agree to Question 100 of sample has shown
positive response to the Question, 05 of them was Strongly Disagree, whereas 20 of them was
normal and 10 was Disagreed as well as 06 of them was strongly Agree.

67
Q.23) Did you got sufficient time to perform after trainings?

1 Strongly Disagree 6

2 Disagree 5

3 Normal 10

4 Agree 105

5 Strongly Agree 14

Table 23

120
105

100

80

60

40

14
20 10
6 5

Chart 23

Interpretation Most of the Employees Are Agree to Question 105 of sample has shown
Positive response to the Question, 06 of them was Strongly Disagree, whereas 10 of them
was Normal and 05 was Disagreed as well as 14 of them was strongly Agree.

68
Q.24) Overall Satisfaction with training programmes organized in your company?

1 Can’t Say 3

2 Average 10

3 Highly Satisfactory 10

4 Satisfactory 110

5 Dissatisfactory 7

Table 24

7%
2% 7%
5%

79%

Chart 24

Interpretation Most of the Employees Are Satisfied . 110 (79%) of sample has shown
positive response to the Question, 03(2%) of them was Unable to Respond, whereas 10 (7%)
of them Said Average and 10 (7%) was Highly Satisfied as well as 07 (5%) of them was
said that it was Dissatisfactory.

69
Findings

The findings of the study are as follows-

i. Induction programme -it includes involvement of every department which exists in

thfl. It is designed systematically. It involves different speakers from each department
which increases the communication of the employee and making the employee well
verse with the surroundings

ii. Work culture- tara health food ltd.limited has a well-defined organization structure.
The mission and vision statement of the company do play an important role in
motivation of the employees. Employees are satisfied with the company’s policies,
administration and code of conduct which contributes in their motivation.

iii. Work enviornment-the study reveals that majority of the employees are satisfied
with the infrastructure and facilities provided by the company .most of the employees
agreed that the company recognizes and appreciates their work .majority of the
employees agreed that there is job security to their present job. The company is
providing good safety measures for ensuring the employee’s safety. The study reveals
that the sports and cultural events organized for the employees help to get motivated.

iv. Reward & recognition for performance- from the study it is clear that most of
employees agree to the fact that performance appraisal activities and support from the
co-workers is helpful to get motivated. The study reveals that challenging roles and
responsibilities in work helps to get motivated.

v. Interpersonal relationship- the study reveals that a good relationship amongst

employees helps in better coordination which in turn helps in enhancing an
employee’s performance. The study also reveals that employee empowerment

70
 activities such as education enhancement schemes, scope for growth helps to get
motivated.

vi. Employee empowerment & growth- the study shows that employees feel that
various employee education programs and hr initiatives taken by the company play a
very important role in their motivation. This has given a boost to their motivation
level and improved their performance.

vii. Other findings- this study also reveals that employees work for the ‘tara brand’.

Suggestions

i. The suggestions for the findings from the study are follows-

ii. As only one induction is conducted for the ft, contract, c2r and project trainee it
results in time consuming for the project trainee as their documentation is less
compared to the others. So induction programmes for the all four category should be
different.

iii. The documentation part should be completed in the starting as it is time consuming
and lengthy procedure.

iv. The company already has a happy culture but there is scope for better transparency in
the organization. This can be achieved through better communication between
employees.

71
 v. Better career development opportunities should be given to the employees for
their improvement.

vi. Employees should be given opportunity to travel abroad for work; it helps gain
knowledge and exposure. This plays a pivotal role in enhancing their motivation level.

vii. A growth map should be created for employees and adequate training should be
provided which helps one see him-self/her-self inching towards his/her mission.

viii. Corporate retreats should be held to enhance better coordination and team spirit
amongst employee

Limitations

i. The limitations of the study are the following-

ii. The data was collected through questionnaire. The responds from the respondents
may not be accurate.

iii. Some respondents may not be willing to give correct information. This may lead to
incomplete information.

iv. The sample taken for study was only 140 and the results drawn may not be accurate.

72
 v. Since the organization has strict control, it acts as another barrier for getting data.

vi. Another difficulty was limited time-span of the project.

vii. Lack of experience of researcher.

Conclusion

The study concludes that, the induction program procedure in Tara Health Food Ltd.Ltd. is
found effective. The study on employee induction highlighted so many factors which will
help to satisfy the employees. The study was conducted among 140 employees and collected
information through structured questionnaire. The study helped to findings which were
related with employee induction programs which are provided in the organization.

The presentation delivered by every department really play a significant role in satisfying
the employees of the organization. They are major factors that make an employee feel good
in his work and results in his satisfaction too. The organization can still concentrate on
specific areas which are evolved from this study in order to make the induction programs
more effective. Only if the employees are properly satisfied - they work well and only if they
work well the organization is going to benefit out it. Steps should be taken to improve the
induction programs procedure in the future. The suggestions of this report may help in this
direction.

Scope For Future Research

73
The present study on employee induction helps to get clear picture about the factors which
Improves Workers Efficiency of the employees. This in turn helps the management to
formulate suitable policy to satisfy the employees. Hence, the satisfaction level of the
employees may also change. The factors that satisfies the employees may change with change
in time because the needs of employees too change with change in time. So, continuous
monitoring and close observation of factors that satisfy the employees is necessary to
maintain a competent work force. Only with a competent work force an organization can
achieve its objective. Moreover, human resource is the most valuable asset to any
organization. A further study within department can be done to analyze to know to what
extent these factors are required to satisfy the employees.

74
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77
 Induction and Training Program Feedback Form

QUESTIONNAIRE

Respected madam/sir,

As a part of my project I would like to gather some information from you which
will help me in an in-depth study of project. I would be obliged if you co-
operate with me in filling the questionnaire. Since the questionnaire is being
used for the academic purpose, the information gathered will be strictly
confidential.

Personal Information

Name
Gender
Age
Employee Code No
Rank Level
No Of Years Experience in Your
Position
No Of Years Associated with Tara
Health Food Ltd.
Education
E-Mail

78
 Contact No

Rating of Questions

1 Strongly
Disagree
2 Disagree
3 Normal
4 Agree
5 Strongly Agree

Q Questions
1 Were you personally 1 2 3 4 5
introduced to your new
Strongly Disagree Normal Agree Strongly
colleagues, managers
Disagree
and other appropriate Agree

Employees during your

first few days in post ?
2 Has your induction 1 2 3 4 5
helped you understand
Strongly Disagree Normal Agree Strongly
your job,
Disagree
responsibilities, and Agree

performance standards?

3 Have appropriate 1 2 3 4 5
policies and procedures
Strongly Disagree Normal Agree Strongly
important to your job

79
 (e.g. health and safety Disagree Agree
regulations, work
processes, annual and
public holiday leave
entitlements and how to
apply for annual leave,
FOI/Data Protection)
been shown to you and
explained to you?
4 Have you 1 2 3 4 5
discussed/completed an
Strongly Disagree Normal Agree Strongly
induction programme?
Disagree
Agree

5 have you been able to 1 2 3 4 5

access training or
Strongly Disagree Normal Agree Strongly
courses related to your
Disagree
role and/or the Agree

Company ?

6 Have you been able to 1 2 3 4 5

use required systems for
your role? Strongly Disagree Normal Agree Strongly
Disagree
Agree

80
7 Do you feel there were 1 2 3 4 5
any areas missing from
your induction Strongly Disagree Normal Agree Strongly
programme? Disagree
Agree

8 Is there was any aspect 1 2 3 4 5

of your induction that
Strongly Disagree Normal Agree Strongly
could be improved
Disagree
Agree

9 Are you aware of the 1 2 3 4 5

Human Resources web
pages for staff? Strongly Disagree Normal Agree Strongly
Disagree
Agree

10 Have you used the 1 2 3 4 5

Human Resources
Strongly Disagree Normal Agree Strongly
Departmental pages for
Disagree
staff ? Agree

11 Does your organization 1 2 3 4 5

provide you regular
Strongly Disagree Normal Agree Strongly
trainings?
Disagree
Agree

81
12 Induction Training is of 1 2 3 4 5
sufficient duration
Strongly Disagree Normal Agree Strongly
Disagree
Agree

13 Your manager/co 1 2 3 4 5
executives encourages
Strongly Disagree Normal Agree Strongly
you to pursue
Disagree
continuous work Agree

improvements by giving
you
feedback/suggestions
14 Are trainings conducted 1 2 3 4 5
whenever they are
Strongly Disagree Normal Agree Strongly
required as per the
Disagree
situations and majority? Agree

15 You are given trainings 1 2 3 4 5

related to your job
Strongly Disagree Normal Agree Strongly
responsibilities and also
Disagree
which helps in your Agree

overall development.

16 You are informed in 1 2 3 4 5

writing before the
Strongly Disagree Normal Agree Strongly
trainings are conducted.
Disagree
Agree

82
17 Do you experience 1 2 3 4 5
fruitful changes in
Strongly Disagree Normal Agree Strongly
working efficiency after
Disagree
being Trained? Agree

18 Does training improve 1 2 3 4 5

performance?
Strongly Disagree Normal Agree Strongly
Disagree
Agree

19 Do you think the time 1 2 3 4 5

duration of training is
Strongly Disagree Normal Agree Strongly
sufficient?
Disagree
Agree

20 quality of training is 1 2 3 4 5
Appropriate ?
Strongly Disagree Normal Agree Strongly
Disagree
Agree

21 You are satisfied with 1 2 3 4 5

the trainer(Who so ever)
Strongly Disagree Normal Agree Strongly
Disagree
Agree

83
22 You feel enhanced and 1 2 3 4 5
you are more productive
Strongly Disagree Normal Agree Strongly
and you made an action-
Disagree
plan for your task. Agree

23 Did you got sufficient 1 2 3 4 5

time to perform after
Strongly Disagree Normal Agree Strongly
trainings?
Disagree
Agree

24 Overall Satisfaction 1 2 3 4 5
with training
Can’t Say Average Satisfacto Highl Dissatis
programmes organized
ry y factory
in your company?
Satisfa
ctory

I am very thankful to all the participants for this cooperation. I hope all the
information that you put in the questionnaire will be according to your best
expertise.

84