1.

0 INTRODUCTION OF THE STUDY

TRAINING AND DEVELOPMENT is a subsystem of an organization. It ensures that

randomness is reduced and learning or behavioral change takes place in structured format.

Training and development have now become an essential part of every organization and in its
decision-making process. Developing talents, so as to, enable everyone to take up new
challenges and a new opportunity is very important. Training and development play an important
role in developing these talents. Through it, managers can reinforce the employee development
program and can ensure that organizations achieve their goals in long term.

The principal objective of training and development division is to make sure the availability of a
skilled and willing workforce to an organization. In addition to that, there are four other
objectives: Individual, Organizational, Functional, and Societal. Individual Objectives - help
employees in achieving their personal goals, which in turn, enhances the individual contribution
to an organization.

Organizational Objectives - assist the organization with its primary objective by bringing
individual effectiveness.

Functional Objectives - maintain the department's contribution at a level suitable to the

organization’s needs.

Societal Objectives - ensure that an organization is ethically and socially responsible to the
needs and challenges of the society.

TYPES OF TRAINING

 INDUCTION TRAINING:
 JOB TRAINING:
 APPRENTICESHIP TRAINING:
 INTERNSHIP TRAINING
 REFRESHER TRAINING
 TRAINING FOR PROMOTION

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WORKFLOW EFFICIENCY:

Efficiency helps to minimize the risk of errors, shorten turnaround times, and increase return on
investment (ROI), in addition to optimizing the value of time and resources. To boost the speed,
accuracy, and quality of your output, you must concentrate on streamlining your procedures to
increase the workflow's efficiency.

METHODS OF TRAINING

 On-the-job Training Method

 Off-the-Job Training Method

1.1STATEMENT OF THE PROBLEM

Training and development has lot of impact on employees performance. Skilled and engaged
employees result in high job satisfaction, commitment. Training and development mean the
employees get to learn something new or refine the existing skills. The study has been done
under the REVATHI EQUIPMENT LIMITED.

1.2OBJECTIVE OF THE STUDY

 To know the effectiveness of training and development program in Revathi Equipment

Ltd, Coimbatore.
 To know the existing training and development programme in Revathi
Equipment Ltd, Coimbatore.
 To know the employee perception on training and development initiatives in Revathi
Equipment Ltd, Coimbatore.
 To measure the satisfaction level of employees regarding training and development
Revathi Equipment Ltd, Coimbatore.

2
1.3 SCOPE OF THE STUDY

 The development of any organization depends on the employees for organizational

productivity training and development assumes great significance.
 The study is conducted to know the level of knowledge and skills given to the employees
in the organization.

1.4 LIMITATION OF THE STUDY

 The presents study is limited to many aspects. Providing information about Training and
Development is the outcome of various variables. It is not possible to take in to
consideration each and every criterion in this study.
 Some of the information given by the respondents may be bias.
 Analysis is done on the assumption that respondents have given correct information
through the Questionnaires.

1.5 INDUSTRY PROFILE

Manufacturing industry refers to those industries which involve in the manufacturing and
processing of the items and indulge in either creation of new commodities or in value addition.

The manufacturing industry accounts for a significant share of the industrial sector in developed
countries. The final products can either serve as finished goods for sale to customers or as
intermediate goods used in the Manufacturing provides important material support for national
infrastructure and for national defense. On the hand, most manufacturing industries may involve
in significant social and environmental costs. The clean-up costs of hazardous waste, for
example, may outweigh the benefits of a product that creates it. Hazardous material may expose
workers to health risks.

Manufacturing industries are the board categorized into engineering industries, construction
industries, electronics industries, chemical industries, energy industries, textiles industries, food
and beverage industries, metalwork industries, plastic industries transport.

3
The mining industry has been the key to the development of underpinning the iron and bronze
ages, the industrial revolution and the today’s information. chief wealth producing sectors of an
economy. These industries Shot on Youth various technologies and methods widely known as
acturing process management. trillion dollars.

Downstream beneficiation and minerals processing of these raw materials and products are
created to serve all aspects of industry and commerce worldwide. For the past several years the
mining sector has been growing at the rate of 3% to 4% annually.

Moreover, the new mining policy of Government of India is expected to give a further boost to
the mining sector and the government is expecting to increase share of the mining sector in the
GDP, which currently accounts for 2.8% Naturally, growth in the mining sector translates into an
exponential growth for the Indian mining equipment industry. Currently, the market size of
mining equipment in the country is estimated to be over Rs. 10,000 crores.

The industry is highly competitive with over 100 companies comprising of public (nearly 70%)
and private sector companies (about 30% include joint ventures and closely held companies).
Some of the players in the mining equipment industry Volvo, Liebhett, Caterpillar, Sandvik,
Terex, Bomag, Hyundai, Atlas Copco, Kobelco, Daewoo, Joy Mining, John Deere, Poclain,
Tega, JCB and Bitelli.

1.6 COMPANY PROFILE

Revathi Equipment Limited commonly as (REL) (formerly known as Revathi CP

Equipment Limited) was initially started as RMT Drills Private Limited in early 70’s initially the
company manufactured road rollers and its accessories since sickness in order to save the
company. Then the directors decide to enter in to collaboration with foreign company called
Chicago Pneumatics. The collaboration agreement was signed in 1977 was RMT drills 40%,
American public 40%, Indian public 20%. This collaboration later for 10 years. Established in
the year 1979 as a public limited company namely Revathi CP Equipment Limited is one of the
Manufacture and marketing of surface drilling equipment like blast hole drills, water well drills
and accessories the year 2001, the company’s name has been changed as Revathi Equipment
Limited (REL).

4
 The company through committed policy of maintaining a high standard of quality in its
products has achieved high customer acceptance level and today co acknowledged as a market
leader located in south of India at Coimbatore. The company has around 200 employees. The
manufacturing facilities of the company are spread over a land area measuring 23 acres. REL
caters largely to the mining sectors. The company makes Blast hole drilling rings used primarily
in the mining of coal and iron ore. In addition to the blast hole rigs, the company also
manufactures water well drilling rigs used for drilling bore wells. The company was incorporated
as a private company on May 30,1977 under the same of Revathi Equipment Limited and started
its manufacturing operations as its present location at Coimbatore, Tamil Nadu and India.
Subsequently, the company was converted into a public limited company on November 4,1977
and entered into a technical and financial tie-up with world renowned Chicago Pneumatic Tool
Company (cp), USA for the manufacture of water well rigs, blast hole rigs, drilling accessories
and allied products.

Accordingly, the name of the company was changed CP Equipment Ltd was holding 40%
of the paid-up share capital of Revathi and Revathi become a division under the Industrial Tools
Division of CP, USA. The balance 60% of the paid-up share capital was with the Indian public
and various financial institutions, in the mid 80’s CP was acquired by another world renowned
European giant Atlas Copco, Sweden. Thus, by virtue of such an acquisition, Revathi become a
group company of Atlas Copco, Sweden, in the year 2001, the name of the company was
changed from Revathi CP Equipment Ltd to Revathi Equipment Ltd. In the year 2002, Atlas
Copco India Ltd and Chicago Pneumatic Tools Company, USA sold their 40% paid-up share
capital in Revathi Equipment Ltd to Utkal Investments Ltd, New Delhi which is a part of
Renaissance Groupheaded by Mr. A.H. Dalmia. Thereafter, pursuant to SEBI’s Takeover Code,
the Group acquired another 20% from the public shareholders to take their stake to 60% Revathi
Equipment Ltd (REL) is registered with 9000:2008 Certified company and its products are
exported to countries like USA, Jordan, Tunisia, Nigeria, South Africa, Australia, etc.

5
2.0 REVIEW OF LITERATURE

Muhammad, Afridi, Ali, Shah, & Alasan, (2021) When an individual considers the perceived
cost of time, money, and effort invested in the organization before leaving, it develops into a
continuous commitment. The final component, known as normative commitment, is a sense of
obligation to remain in an organization. If a worker believes that remaining a member of the
organization is morally and legally correct, they are more likely to stay with the organization.

Khan and Iqbal (2020) also asserted that employee perception of commitment is the most
important factor in determining commitment, and that a single variable can affect all three
dimensions of commitment simultaneously. For instance, an employee may be committed to his
team, colleagues, supervisor and top management because of different commitment targets. As
the organization's commitment idea is a multidimensional concept, understanding the
determinants and outcomes of each commitment component that has a positive or negative
impact is necessary to increase employee commitment. Assume a person is chosen to participate
in a training course. Now investing time in acquiring new job-related abilities can develop a
desire based on the organization's support as well as a duty based on the training benefits
reciprocation.

Holton et al (2017) note that many public sector organizations are required to demonstrate
greater " outcome accountability ". They indicate that organizations with traditional training
departments focusing on delivering courses may need a large-scale training needs analysis
methodology to initiate a performance driven strategy. They note that " the needs assessment
literature does not report such methodologies " and that the " characteristics of large
organizations, such as many government agencies, present unusual challenges and often require
special tools. The conclusion from their literature search is that there is no one best approach to
training needs analysis and that the literature offers a range of tools and guidelines but there is no
discussion of large-scale needs assessment. Holton et al., (2017) in trying to meet the challenges
of the government agency they were working with considered a number of options.

6
Khan.M (2012) examined the training and motivation's impact on employee performance and
what role does training and motivation has to enhance the employee performance.

Karthik R (2012) Training objectives tell the trainee that what is expected out of him at the end
of the training program. Training objectives are of great significance from a number of
stakeholder perspectives; Trainer, trainee, designer, evaluator.

Kalaiselvan and Naachimuthu (2011) Training cost and business benefits are drawn on X and
Y axis respectively. Four quadrants were identified to highlight (i) strategic (Lower training cost
and higher business benefits), (ii) Payback (Higher training cost and higher business benefits)
(iii) Think (Lower training cost and lower business benefits) (iv)Drop (Higher training cost and
higher business benefits).

According to Henry Ongori (2011), Jennifer Chishamiso Nzonzo, training and development
has become an issue of strategic importance. Although many scholars have conducted research
on training and development practices in organizations in both developing and developed
economies, it is worth mentioning that most of the research has concentrated on the benefits of
training in general. There is however, limited focus on evaluation of training and development
practices in organizations.

According To Fizzah (2011), The purpose of the research is to find out how training and
development effect organizational performance and to find out what is the impact of training and
development in organization. Data is collected from the 100 members of different organizations.
And the previous researches carried out on training and development. Training and development
is important for the employees in organization, it helps the employees to improve their skills and
to give a good performance in workplace. There is a big relation between training and
development with the organization performance and the relationship is discussed in the paper.

7
Antonopoulos (2010) examined the interrelationships between training, learning and change.
She found that " managers have come to believe that learning is training and more specifically,
that learning is going on courses “. Paradoxically the managers in her study also found that
training was a barrier to learning in that the timing, structure and match with learners and
provision of opportunity to explore and question was inadequate. Antonopoulos’s findings
indicate that structured training is not always a learning opportunity.

Preskill and Torres (2010) explored the role of evaluative enquiry in creating training
organizations and proposed that " traditional forms of evaluation be reconceptualized as
evaluative enquiry for organizational training “. They propose that evaluative enquiry could be
an approach to " understanding, improving and changing organizational life " (Preskill and
Torres 2010). They identified a number of processes at the core of evaluative enquiry and these
are; asking questions; identifying and challenging values, beliefs and assumptions; reflection
dialogue; collecting, analyzing and interpreting data; action planning and; implementation.

According to Bates and Davis (2010), Usefulness of training programme is possible only when
the trainee is able to practice the theoretical aspects learned in training programme in actual work
environment. They highlighted the use of role playing, cases, simulation, mediated exercises, and
computer-based learning to provide exposure to a current and relevant body of knowledge and
real-world situations

Bates and Davis (2010) Usefulness of training programme is possible only when the trainee is
able to practice the theoretical aspects learned in training programme in actual work
environment. They highlighted the use of role playing, cases, simulation, mediated exercises, and
computer- based learning to provide exposure to a current and relevant body of knowledge and
real-world situations.

Giangreco, Sebastiano, and Peccei (2009), The key determinants of overall satisfaction with
training (OST) are perceived training efficiency (PTE) and Perceived usefulness of training

8
(PUT).

9
According to Iftikhar Ahmad and Sirajud Din (2009), Training and development is adopted
by organizations to fill the skill gap of employees. Training evaluation must be appropriate for
the person and situation. Evaluation will not ensure effective learning unless training is properly
designed. Successful evaluation depends upon whether the means of evaluation were built into
the design of the training program before it was implemented.

According to Haslinda ABDULLAH (2009), the challenges faced by employers and

organizations in the effective management of HR T&D varied from concerns about the lack of
intellectual HR professionals to coping with the demand for knowledge-workers and fostering
learning and development in the workplace. The core and focal challenge is the lack of
intellectual HRD professionals in manufacturing firms, and this suggests that employers viewed
HR T&D as a function secondary to HRM and perhaps considered it as being of lesser
importance. This implication could lead to the ineffective implementation of HR T&D activities
and increase ambiguity and failure in effectively managing HR T&D as a whole.

Chih, Li and Lee (2008) Training programme are dependent on the following parameters for its
success (i) perceived value of leaning programme (ii) attitude to teacher (iii) response to learning
conditions (iv) desire to learn: the degree to which trainees really want to learn and do well.

10
3.0 RESEARCH METHODOLOGY

3.1 TYPE OF RESEARCH:

A descriptive study is undertaken in order to ascertain and be able to describe the characteristics
of the variable of interest in a situation. Descriptive studies are also undertaken to understand the
characteristics the organization that follows certain common practice.

3.2 SOURCES OF DATA:

Primary data: primary data is collected through the questionnaire method.

Secondary data: The secondary data collected to books, internet and website of the company.

3.3 SAMPLING TECHNIQUE:

 Simple random sampling technique is used for the study.

SAMPLE SIZE:

 The sample size for this study is 100

SAMPLE SIZE UNIT:

 Already working employees in HR, finance, manufacturing, sales and marketing

departments.

STATISTICAL TOOLS:

 The statistical tools used for analysis are:

 Percentage analysis
 Chi-square test
 Correlation

11
PERCENTAGE ANALYSIS:

Percentage is used in making comparison between two or more series of data. Percentage is used
to describe relationship and to compare the relative terms, the distribution of two or more series
of data.

Formula: Percentage = No. of responses × 100

Total no. of samples

CORRELATION:
Correlation is used to test relationships between quantitative variables or categorical variables. In
other words, it’s a measure of how things are related. The study of how variables are correlated is
called correlation analysis. And it is a statistical measure that indicates the extent to which two or
more variables fluctuate together. A positive correlation indicates the extent to which those
variables increase or decrease in parallel; a negative correlation indicates the extent to which one
variable increases as the other decreases.

FORMULA:

Here,
n = Number of values or elements
∑x = Sum of 1st values list
∑y = Sum of 2nd values list
∑xy = Sum of the product of 1st and 2nd values
∑x2 = Sum of squares of 1st values
∑y2 = Sum of squares of 2nd values

12
HYPOTHESIS:

Hypothesis testing – it is method of making statistical decisions using experimental data. In

statistics, a result is called statistically significant if it is unlikely to have occurred by chance.
Hypothesis testing delimits the area of research and keeps the researcher on the right track.

Two hypotheses are to be postulated: a null hypothesis (H0) and the alternative hypothesis (H1)

THE HYPOTHESES FRAMED ARE:

HYPOTHESIS 1

Efficiency in training and development program & number of training program conducted.

H0-There is no relationship between efficiency in training and development program & number
of training program conducted.

H1-There is relationship between efficiency in training and development program & number of
training program conducted.

HYPOTHESIS 2

Quality of training program & efficiency in training and development program.

H0-There is no relationship between quality of training program & efficiency in training and
development program.

H1-There is relationship between quality of training program & efficiency in training and
development program.

13
HYPOTHESIS 3

Training program conducted & satisfaction level with professional learning and growth
opportunities.

H0-There is no relationship between training program conducted & satisfaction level with
professional learning and growth opportunities.

H1-There is relationship between training program conducted & satisfaction level with
professional learning and growth opportunities.

PILOT STUDY:

It is good to conduct the pilot study so that it helps to evaluate feasibility, time, cost, adverse
events, and affect size (statistical variability) in an attempt to predict an appropriate sample size
and improve upon the study design prior to performance of a full-scale research project. The
pilot study was carried out to pretest and to assess the reliability and validity of the data
collection instrument.

For this study, A pilot group of 28 samples from the target population was selected which
represented 10% of the study population. The reliability of the questionnaire was assessed
through Cronbach alpha coefficient. The Cronbach alpha coefficient of the data collection
instrument was tabulated. The Reliability Statistics table provides the value for Cronbach’s
Alpha which in this case is 0.10. It indicates good consistency among the test items and reflected
high reliability of the measuring instrument.

14
 RELIABILITY STATISTICS

Cronbach's Alpha N of Items

0.10 100

CHI-SQUARE TEST:

Chi-square is a statistical test commonly used to compare observed data with data we would
expect to obtain according to a specific hypothesis. The investigation must conclude that
something causes the observed to differ from the expected. The chi-square test is always testing
the null hypothesis, which states that there is no significant difference between the expected and
observed result.

(𝟎 − 𝑬)𝟐
𝐱𝟐 = ∑ [ ]
𝑬

Where x2 = calculated value

O=observed frequency

E= expected frequency.

METHOD USE TO CLASSIFY DATA

Data collection was done through questionnaire. The MS-EXCEL and MS-WORD software was
used to analyses the data. Different type of graphs & chart was used to interpretation the findings
diagrammatically. They are: pie charts.

15
4.0 DATA ANALYSIS AND PERCENTAGE ANALYSIS:
TABLE 4.1
AGE OF THE RESPONDENTS

AGE OF THE RESPONDENTS NO OF RESPONDENT PERCENTAGE

21 - 22 years 48 47.52%
23 -24 years 13 12.87%
25 - 26 years 18 17.82%
27 - 28 years 10 9.90%
29 - 30 years 12 11.88%
(Source: primary data)

INTERPRETATION:
The above table shows that 47.52% of the respondents belong to the age group between 21-22
years, 12.87% of the respondents belong to the age group between 23-24 years, 17.82% of the
respondents belong to the age group between 25-26 years, 9.90% of the respondents belong to
the age group between 27-28 years and 11.88% 0f the respondents belong to the age group
between 29-30 years.

CHART 4.1
AGE RESPONDENTS

AGE RESPONDENTS
12%
10%
47%
18%

13%

21 - 22 years23 -24 years25 - 26 years27 - 28 years29 - 30 years

16
 TABLE 4.2
GENDER OF THE

GENDER RESPONDENTS NO OF RESPONDENT PERCENTAGE

Male 58 57.42%
Female 43 42.60%
(Source: primary data)

INTERPRETATION:
The above table shows that the 57.42% of the respondents are male and 42.6% of the respondents
are female.

CHART 4.2
GENDER RESPONDENTS

GENDER RESPONDENTS

43%

57%

MaleFemale

1
 TABLE

TRAINING PROGRAM

TRAINING PROGRAM CONDUCTED NO OF RESPONDENT PERCENTAGE

Continuously 31 30.69%
Once in a month 44 43.56%
Once in six months 10 9.90%
Once in a year 9 8.91%
More than one year 7 6.93%
(Source: primary data)
INTERPRETATION:
The above table shows that the 30.69% of the respondents are chosen that continuously training
program conducted, 43.56% of the respondents are chosen that training program conducted once
in a month, 9.90% of the respondents are chosen that training program conducted once in six
months, 8.91% of the respondents are chosen that training program conducted once in a year and
6.93% of the respondents are chosen that training program conducted more than one year.

CHART 4.3
TRAINING PROGRAM CONDUCTED

TRAINING PROGRAM CONDUCTED

7%

9%
31%
10%

43%

Continuously Once in a monthOnce in six months

Once in a yearMore then one year

1
 TABLE

NATURE OF

NATURE OF WORK NO OF RESPONDENT PERCENTAGE

Technical 53 52.47%
Non-technical 48 47.52%
(Source: primary data)

INTERPRETATION:
The above table shows that the 52.47% of the respondents are chosen technical nature of work and
47.52% of the respondents are chosen non-technical nature of work.

CHART 4.4

NATURE OF

WORK

NATURE OF WORK

48%
52%

TechnicalNon-technical

1
 TABLE
FACILITIES OF TRAINING PROGRAM DURING TRAINING PERIOD

FACILITIES OF TRAINING PROGRAM

NO OF RESPONDENT PERCENTAGE
DURING TRAINING PERIOD

Accommodation facility 25 24.75%

Transportation facility 31 30.69%
Technical Skills 18 17.82%
Managerial and leadership 15 14.85%
Orientation 12 11.88%
(Source: primary data)

INTERPRETATION:
The above table shows that the 24.75% of the respondents have accommodation facility, 30.69%
of the respondents have transportation facility, 17.82% of the respondents have technical skills,
14.85% of the respondents have managerial and leadership and 11.88% of the respondents are
orientation.

CHART 4.5
FACILITIES OF TRAINING PROGRAM DURING TRINING PERIOD

FACILITIES OF TRAINING PROGRAM DURING TRINING PERIOD

12%
25%
15%

18%
30%

Accommodation facility Transportation facility

Technical Skills Orientation Managerial and leadership

2
 TABLE
GUIDANC ON TRAINING PROGRAM

GUIDANC ON TRAINING PROGRAM NO OF RESPONDENT PERCENTAGE

Strongly agree 23 22.77%
Agree 40 39.60%
Neither disagree nor agree 19 18.81%
Disagree 11 10.89%
Strongly disagree 8 7.92%
(Source: primary data)

INTERPRETATION:
The above table shows that the 22.77% of the respondents are strongly agree, 39.60% of the
respondents are agree, 18.81% of the respondents are neither disagree nor agree, 10.89% of the
respondents are disagree and 7.92% of the respondents are strongly disagree guidance on training
program

CHART 4.6
GUIDANCE ON TRAINING PROGRAM

GUIDENCE ON TRAINING
PROGRAM
8%
11% 23%

19%

39%

Strongly agree Agree

Neither disagree nor agree Disagree
Strongly Disagree

2
 TABLE

EFFICIENCY IN TRAINING AND DEVELOPMENT PROGRAM

EFFICIENCY IN TRAINING AND

NO OF RESPONDENT PERCENTAGE
DEVELOPMENT PROGRAM

Strongly agree 25 24.75%

Agree 47 46.53%
Neither disagree nor agree 15 14.85%
Disagree 8 7.92%
Strongly Disagree 6 5.94%
(Source: primary data)
INTERPRETATION:

The above table shows that the 24.75% of the respondents are strongly agree, 46.53% of the
respondents are agree, 14.85% of the respondents are neither disagree nor agree, 7.92% of the
respondents are disagree and 5.94% of the respondents are strongly disagree efficiency in
training and development program.
.
CHART 4.7
EFFICIENCY IN TRAINING AND DEVELOPMENT PROGRAM

EFFICIENCY IN TRAINING AND

DEVELOPMENT PROGRAM
8% 6%
25%
15%

46%

Strongly agree Agree

Neither disagree nor agreeDisagree
Strongly Disagree

2
 TABLE

METHODS ADOPTED IN TRAINING PROGRAM

METHODS ADOPTED IN TRAINING

NO OF RESPONDENT PERCENTAGE
PROGRAM

Yes 60 59.40%
No 41 40.59%
(Source: primary data)

INTERPRETATION:

The above table shows that the 59.40% of the respondents agrees the methods adopted in training
program and 59.40% of the respondents disagrees the methods adopted in training program.

CHART 4.8

METHODS ADOPTED IN TRAINING PROGRAM

METHODS ADOPTED IN TRAINING

PROGRAM

41%

59%

YesNo

2
 TABLE

FREQUENCY OF SPOKEN ENGLISH TRAINING PROGRAM

FREQUENCY OF SPOKEN ENGLISH

NO OF RESPONDENT PERCENTAGE
TRAINING PROGRAM
Continuously 42 41.58%
Once in a month 29 28.71%
Once in six months 12 11.88%
Once in a year 10 9.90%
More than one year 8 7.92%
(Source: primary data)
INTERPRETATION:
The above table shows that the 41.58% of the respondents chosen there is continuously having
spoken training program, 28.71% of the respondents chosen there is once in a month having
spoken training program, 11.88% of the respondents chose once in six months having spoken
training program, 9.90% of the respondents chosen there is once in a year having spoken training
program and 7.92% of the respondents chosen there is more than one year having spoken
training program.

CHART 4.9

FREQUENCY OF SPOKEN ENGLISH TRAINING PROGRAM

FREQUENCY OF SPOKEN ENGLISH

TRAINING PROGRAM
8%
10%

41%
12%

29%

Continuously Once in a monthOnce in six months

Once in a year More then one year

2
 TABLE

BASICS OF ELECTRICALS CONCEPT IN TRAINING SESSION

BASIS OF ELECTRICALS IN TRAINING

NO OF RESPONDENT PERCENTAGE
SESSION

Only theory 18 17.82%

Only practical 32 31.68%
Both theory and practical 51 50.49%
(Source: primary data)

INTERPRETATION:
The above table shows that the 17.82% of the respondents have only theory basics of electricals
concept in training session, 31.68% of the respondents have only practical basics of electricals
concept in training session and 50.49% of the respondents have both theory and practical basics
of electricals concept in training session.

CHART 4.10

BASIS OF ELECTRICALS IN TRAINING SESSION

BASIS OF ELECTRICALS IN TRAINING SESSION

18%

50%

32%

Only theoryOnly practicalBoth theory and practical

2
 TABLE

THE TRAINER ASSIGNED FOR INDUSTRIAL SAFETY TRAINING

PROGRAM.
THE TRAINER ASSIGNED FOR
INDUSTRIAL SAFTY TRAINING NO OF RESPONDENT PERCENTAGE
PROGRAM
Internal 56 55.44%
External 45 44.55%
(Source: primary data)

INTERPRETATION:

The above table shows that the 55.44% of the respondents have internal troubleshooting method
of training program and 44.55% of the respondents have external troubleshooting method of
training program.

CHART 4.11
THE TRAINER ASSIGNED FOR INDUSTRIAL SAFETY TRAINING
PROGRAM.

THE TRAINER ASSIGNED FOR INDUSTRIAL SAFETY TRAINING PROGRAM.

45%
55%

InternalExternal

2
 TABLE

KNOWLEDGE SHARING IN TRAINING PROGRAM

KNOWLEDGE SHARING IN TRAINING

NO OF RESPONDENT PERCENTAGE
PROGRAM
Very easy 17 16.83%
Comfortable 42 41.58%
Neutral 25 24.75%
Not comfortable 8 7.92%
Difficult 9 8.91%
(Source: primary data)

INTERPRETATION:
The above table shows that the 16.83% of the respondents have very easy knowledge sharing,
41.58% of the respondents have comfortable knowledge sharing, 24.75% of the respondents
have neutral knowledge sharing, 7.92% of the respondents have not comfortable knowledge
sharing and 8.91% of the respondents have difficult knowledge sharing.

CHART 4.12
KNOWLEDGE SHARING IN TRAINING PROGRAM

KNOWLEDGE SHARINGIN
TRAINING PROGRAM
9%
17%
8%

25%

41%

Very easyComfortableNeutralNot comfortableDifficult

2
 TABLE

WORK PLACE OF THE TRAINING

WORK PLACE OF THE TRAINING NO OF RESPONDENT PERCENTAGE

Highly satisfied 25 24.75%
Satisfied 36 35.64%
Neutral 25 24.75%
Dissatisfied 10 9.90%
Highly dissatisfied 5 4.95%
(Source: primary data)

INTERPRETATION:
The above table shows that the 24.75% of the respondents are highly satisfied work place,
35.64% of the respondents are satisfied work place, 24.75% of the respondents are neutral work
place, 9.90% of the respondents are not dissatisfied work place and 4.95% of the respondents are
highly dissatisfied work place.
CHART 4.13

WORK PLACE OF THE TRAINING

WORK PLACE OF THE TRAINING

5%
10% 25%

25%

35%

Highly satisfiedSatisfiedNeutralDissatisfiedHighly dissatisfied

2
 TABLE

KINDS OF TRAINING TECHNIQUES

KINDS OF TRAINING TECHNIQUES NO OF RESPONDENT PERCENTAGE

On the job 63 62.37%

Off the job 38 37.62%
(Source: primary data)

INTERPRETATION:

The above table shows that the 62.37% of the respondents are on the job and 37.62% of the
respondents are off the job.

CHART 4.14
KINDS OF TRAINING TECHNIQUES

KINDS OF TRAINING TECHNIQUES

38%

62%

On the jobOff the job

2
 TABLE

NUMBER OF TRAINING PROGRAM

NUMBER OF TRAINING PROGRAM NO OF RESPONDENT PERCENTAGE

Highly satisfied 19 18.81%

Satisfied 46 45.54%
Neutral 20 19.80%
Dissatisfied 12 11.88%
Highly dissatisfied 4 3.96%
(Source: primary data)

INTERPRETATION:

The above table shows that the 18.81% of the respondents with the highly satisfied number of
training program, 45.54% of the respondents with the satisfied number of training program,
19.80% of the respondents with the neutral number of training program, 11.88% of the
respondents with the not dissatisfied number of training program and 3.96% of the respondents
with the highly dissatisfied number of training program.

CHART 4.15
NUMBER OF TRAINING PROGRAM

NUMBER OF TRAINING PROGRAM

12% 4%19%

20%

45%

Highly satisfiedSatisfiedNeutralDissatisfiedHighly dissatisfied

3
 TABLE

ENHANCING AND INTERESTING TRAINING PROGRAM

ENHACING AND
NO OF RESPONDENT PERCENTAGE
INTERSTINGTRAINING PROGRAM
Strongly agree 27 26.73%
Agree 38 37.62%
Neither disagree nor agree 20 19.80%
Disagree 6 5.94%
Strongly Disagree 10 9.90%
(Source: primary data)

INTERPRETATION:
The above table shows that the 26.73% of the respondents with the strongly agree enhancing and
interesting training program, 37.62% of the respondents with the agree enhancing and interesting
training program, 19.80% of the respondents with the neither disagree nor agree enhancing and
interesting training program, 5.94% of the respondents with the disagree and 9.90% of the
respondents with the strongly disagree enhancing and interesting training program.

CHART 4.16

ENHANCING AND INTERESTING TRAINING PROGRAM

ENHANCING AND INTERESTING

TRAINING PROGRAM
10%
6% 27%
20%

37%

Strongly agree Agree

Neither disagree nor agreeDisagree
Strongly Disagree

3
 TABLE

CONFIDENCE LEVEL AFTER THE TRAINING PROGRAM

CONFIDENCE LEVEL AFTER THE

NO OF RESPONDENT PERCENTAGE
TRAINING PROGRAM
Yes 81 80.19%
No 20 19.80%
(Source: primary data)

INTERPRETATION:

The above table shows that the 80.19% of the respondents agree yes confidence level after the
training program and 19.80% of the respondents agree no confidence level after the training
program.

CHART 4.17
CONFIDENCE LEVEL AFTER THE TRAINING PROGRAM

CONFIDENCE LEVEL AFTER THE TRAINING PROGRAM

20%

80%

YesNo

3
 TABLE

OPINION ABOUT PRESENT TRAINING SYSTEM

OPINION ABOUT PRESENT

TRAINING SYSTEM NO OF RESPONDENT PERCENTAGE
Very easy 23 22.77%
Comfortable 39 22.77%
Neutral 22 21.78%
Not comfortable 13 12.87%
Difficult 4 3.96%
(Source: primary data)

INTERPRETATION:
The above table shows that the 22.77% of the respondents are very easy on the opinion on
training system, 22.77% of the respondents are comfortable on the opinion on training system,
21.78% of the respondents are neutral on the opinion on training system, 12.87% of the
respondents are not comfortable on the opinion on training system and 3.96% of the respondents
are difficult on the opinion on training system.

CHART 4.18
OPINION ABOUT PRESENT TRAINING SYSTEM

OPINION ABOUT PRESENT

TRAINING SYSTEM

4%
13% 23%

22%

38%

Very easyComfortableNeutralNot comfortableDifficult

3
 TABLE

TRAINING SESSIONS

TRAINING SESSIONS NO OF RESPONDENT PERCENTAGE

2 to 3 20 19.80%
3 to 4 40 39.60%
4 to 5 18 17.82%
5 to 6 15 14.85%
More than 6 8 7.92%
(Source: primary data)

INTERPRETATION:
The above table shows that the 19.80% of the respondents have 2 to 3, 39.60% of the
respondents have 3 to 4, 17.82% of the respondents have 4 to 5, 14.85% of the respondents are 5
to 6 and 7.92% of the respondents have more than 6.

CHART 4.19

TRAINING SESSIONS

TRAINING SESSIONS
8%
20%
15%

18%

39%

2 to 33 to 44 to 55 to 6More than 6

3
 TABLE

CAREER GROWTH BASED ON TRAINING PROGRAM

CAREER GROWTH BASED ON

NO OF RESPONDENT PERCENTAGE
TRAINING PROGRAM

Yes 66 65.34%
No 35 34.65%
(Source: primary data)

INTERPRETATION:

The above table shows that the 65.34% of the respondents agrees yes career growth based on
training program and 34.65% of the respondents agree no career growth based on training program.

CHART 4.20

CAREER GROWTH BASED ON TRAINING PROGRAM

CAREER GROWTH BASED ON

TRAINING PROGRAM

35%

65%

YesNo

3
 TABLE

JOB SATISFACTION AFTER TRAINING

JOB SATISFACTION AFTER TRAINING NO OF RESPONDENT PERCENTAGE

Very easy 21 20.79%

Comfortable 43 42.57%
Neutral 22 21.78%
Not comfortable 9 8.91%
Difficult 6 5.94%

(Source: primary data)

INTERPRETATION:

The above table shows that the 20.79% of the respondents are very easy in job satisfaction,
42.57% of the respondents are comfortable in job satisfaction, 21.78% of the respondents are
neutral in job satisfaction, 8.91% of the respondents are not comfortable in job satisfaction and
5.94% of the respondents are difficult in job satisfaction.

CHART 4.21
JOB SATISFACTION AFTER TRAINING

JOB SATISFACTION AFTER TRAINING

6%
9%21%

22%

42%

Very easyComfortableNeutralNot comfortableDifficult

3
 TABLE
SATISFACTION LEVEL WITH PROFESSIONAL LEARNING AND
GROWTH OPPORTUNITIES
SATISFACTION LEVEL WITH
PROFESSIONAL LEARNING AND NO OF RESPONDENT PERCENTAGE
GROWTH OPPORTUNITIES
Highly satisfied 24 23.76%
Satisfied 40 39.60%
Neutral 17 16.83%
Dissatisfied 12 11.88%
Highly dissatisfied 8 7.92%
(Source: primary data)
INTERPRETATION:
The above table shows that the 23.76% of the respondents with highly satisfied satisfaction level
with professional learning and growth opportunities, 39.60% of the respondents with satisfied
satisfaction level with professional learning and growth opportunities, 16.83% of the respondents
with neutral satisfied satisfaction level with professional learning and growth opportunities,
11.88% of the respondents with not dissatisfied satisfied satisfaction level with professional
learning and growth opportunities and 7.92% of the respondents with highly dissatisfied satisfied
satisfaction level with professional learning and growth opportunities.

CHART 4.22
SATISFACTION LEVEL WITH PROFESSIONAL LEARNING AND
GROWTH OPPORTUNITIES

SATISFACTION LEVEL WITH

PROFESSIONAL LEARNING AND GROWTH OPPORTUNITIES
8%

12% 24%

17%

39%

Highly satisfied Satisfied

Neutral Dissatisfied
Highly dissatisfied

3
 TABLE

LEVEL OF TRAINING AND DEVELOPMENT PROGRAM

LEVEL OF TRAINING AND

DEVELOPMENT PROGRAM NO OF RESPONDENT PERCENTAGE
Strongly Disagree 18 17.82%
Agree 55 54.45%
Neither disagree nor agree 14 13.86%
Disagree 5 4.95%
Strongly Disagree 9 8.91%
(Source: primary data)
INTERPRETATION:
The above table shows that the 17.82% of the respondents with strongly agree level of training
and development program, 54.45% of the respondents with agree level of training and
development program, 13.86% of the respondents with neither disagree nor agree level of
training and development program, 4.95% of the respondents with disagree level of training and
development program and 8.91% of the respondents with strongly disagree level of training and
development program.

CHART 4.23
LEVEL OF TRAINING AND DEVELOPMENT PROGRAM

LEVEL OF TRAINING AND DEVELOPMENT PROGRAM

9%
5% 18%

14%

54%

Strongly agree Agree

Neither disagree nor agree Strongly
Disagree
Disagree

3
CORRELATION:

TABLE 4.1
EFFICIENCY IN TRAINING AND TRAINING PROGRAM CONDUCTED
DEVELOPMENT PROGRAM

25 31

47 44

15 10

8 9

6 7

P = 0.967458

TABLE 4.2
NUMBER OF TRAINING PROG RAM EFFICIENCY IN TRAINING AND
DEVELOPMENT PROGRAM

19 25

46 47

20 15

12 8

4 6

P = 0.962843

3
 TABLE 4.3
TRAINING PROGRAM CONDUCTED SATISFACTION LEVEL WITH
PROFESSIONAL LEARNING AND
GROWTH OPPORTUNITIES

31 24

44 40

10 17

9 12

7 8

P = 0.962024

RELATIONSHIP BETWEEN Z SCORE AND H SCORE

To find out the relationship between z score and H score the correlation analysis is performed.

correlation Z H

Z 1 0.967458

H 0.967458 1

Table 4.7Respondents the correlation between z and h scores. From the table it is clear that z and
h score is highly correlated (positively) with correlation co efficient of 0.999988 and there is no
negative relationship this indicates that both fulmer model and springate model predict the
solvency of the companies in a similar fashion.

4
 correlation Z H

Z 1 0.962843

H 0.962843 1

Table 4.15Respondents the correlation between z and h scores. From the table it is clear that z
and h score is highly correlated (positively) with correlation co efficient of 0.999988 and there is
no negative relationship this indicates that both Fulmer model and springate model predict the
solvency of the companies in a similar fashion.

correlation Z H

Z 1 0.962024

H 0.962024 1

Table 4.3Respondents the correlation between z and h scores. From the table it is clear that z and
h score is highly correlated (positively) with correlation co efficient of 0.999988 and there is no
negative relationship this indicates that both fulmer model and springate model predict the
solvency of the companies in a similar fashion.

INTERPRETAION:
 There is a significant positive relationship between efficiency in training and
development program and number of training program conducted.
There is a significant positive relationship between quality of training program and
efficiency in training and development program.

 There is a significant positive relationship between number of training program

conducted and satisfaction level with professional learning and growth opportunities

4
CHI-SQUARE TEAT:

TABLE 3.1

Value Df Asymptotic Significance (2-sided)

Pearson Chi- 72.455a 16 .000

Square

Likelihood Ratio 60.088 16 .000

N of Valid Cases 101

INTERPRETAION:
There is significant positive relationship between expected count less than 5. The minimum
expected count is .32.

TABLE 3.2

Value Df Asymptotic Significance (2-sided)

Pearson Chi- 24.644a 16 .076

Square

Likelihood Ratio 25.195 16 .066

N of Valid Cases 101

INTERPRETAION:
There is significant positive relationship between expected count less than 5. The minimum
expected count is .79.

4
5.1 FINDINGS, SUGGESTION,CONCLUSION:

DATA ANALYSIS:

 Majority of 47.52% of the respondents fall under age group between 21 - 22 years.
 Majority of 57.42% are male respondents.
 Majority of 43.56% respondents are training program conducted was once in a month.
 Majority of 52.47% of the respondents are nature of work is technical.
 Majority of 30.69% of the respondents have facilities of training program during training
period.
 Majority of 39.60% of the respondents have guidance in training program.

 Majority of 46.53% of the respondents are efficiency in training and development program.
 Majority of 59.40% of the respondents the methods adopted in training program.
 Majority of 41.58% of the respondents are frequency in spoken English training program.
 Majority of 50.49% of the respondents have basis of electricals in training session.
 Majority of 55.44% of the respondents have troubleshooting method of training program.
 Majority of 41.58% of the respondents have knowledge sharing in training program.
 Majority of 35.64% of the respondents have work place of the training.
 Majority of 62.37% of the respondents choose on the job training techniques.
 Majority of 45.54% of the respondents are number of training program.
 Majority of 37.62% of the respondents are enhancing and interesting training program.
 Majority of 22.77% of the respondents have increased the confidence level after the
training program.
 Majority of 39.60% of the respondents have opinion about present training system.
 Majority of 65.34% of the respondents have attended training sessions.
 Majority of 42.57% of the respondents have career growth based on training program
 Majority of 39.60% of the respondents have job satisfaction after training.
 Majority of 54.45% of the respondents have job satisfaction after training.
 Majority of 39.60% of the respondent’s preference that training is well planned.

4
CHI-SQUARE

 There is 72.455a chi-square significant relationship between number of training program

and satisfaction level with professional learning and growth opportunities.

 There is 24.644a chi-square significant relationship between satisfaction level with

professional learning and growth opportunities and age of the respondents.

CORRELATION:

 There is 0.967458 correlation between efficiency in training and development program

and training program conducted.

 There is 0.962843 correlation between number of training program and efficiency in

training and development program.

 There is 0.962024 correlation between training program conducted and satisfaction level

with professional learning and growth opportunities.

4
SUGGESTION

 Ensure that there is a proper linkage among organizational, Operational, and individual
training needs
 Skill based training (Product/Process Training) should be provided.
 On the job training and off the job training is equally important. Provide both the training
continuously to the employees.
 Post training has to be continuous and should be taken from fine manager / superior and
from peers to find out the effectiveness and valuation of training.
 The maximum emphasis is to given to job instruction methods where the trainee are made
to understand their job thoroughly and the role they are going to play in their performing
their job.

4
CONCLUSION

• Professional competence describes the state of the art, Area-knowledge, expertise and
skill relevant for performing excellently within a specific functional department. This
competence ensures that technical knowledge is both present used within a firm for the
welfare of its stake holders. To develop this competence regular Training and
Development is required.

• Training evaluation is the important part of training process. It provides feedback and
help the sponsors and the resource persons for improvement at the level of individual
performance and in the strategy formulation for training and development. Post training
evaluation can be used to identify the effectiveness and evaluation of training
programme, to identify the ROI (Return on Investment) to identify the need of retraining
and to provide to improve the training.

4
5.2 BIBLIOGRAPHY

 Muhammad, Afridi, Ali, Shah, & Alasan, (2021) “Human resource development,
learning & training for individuals and organizations”.
 Khan and Iqbal (2020) “Employee development programs”.
 Bates and Davis (2010)” Training and development strategies”
 Iftikhar Ahmad and Sirajud Din (2009), “Training and development program motivation”
 Iftikhar Ahmad and Sirajud Din (2009), “Training and development and to improve
employee performance”.
 https://www.slideshare.net/Refkin/training-development.
 https://www.scribd.com/doc/on-training-and-development.
 Denise R., and Mariya Garilova Aguilar(2021) “Training and development”
 Sinaga, Marida and Setyo Riyanto (2018) “Training and development to improve
employee performance”.
 Osewe and Joseph Ouma (2016) “Training and development on employee satisfaction”.
 Nwali and Ndidi (2019) “Training and development employee performance”.
 Rodriguez & Walters (2017) “Training and development career opportunities”.
 http://www.mondovi.com.
 http://www.mondovi.org.
 http://training-and-development.nakurihub.com.
 http://training-and-development-education -for-employees.htm.
 HRM training and development by Dipak.K.Bhattacharya.

4
ANNEXURE

TRAINING AND DEVELOPMENT: A WELL FIT-IN BETWEEN THE

EMPLOYEES’ WORKFLOW AND EFFICIENCY

1) Name:
2) Age: A) 21 – 22 years B) 23 -24 years C) 25 – 26 years D) 27 -28 years
E) 29 -30 years
3) Gender: A) Male B) Female
4) How frequently training program is conducted?
A) Continuously B) Once in a month C) Once in six months

D) Once in a year E) More than one year.

5) Nature of work.

A) Technical B) Non-technical.
6) During the training period, what type of facility program you have?

A) Accommodation facility B) Transportation facility C) Technical Skills

D) Managerial and leadership E) Orientation
7) Does the trainer is able to train &guide you properly on the training domain?

A) Strongly agree B) Agree C) Neither disagree nor agree D) Disagree

E) Strongly Disagree
8) Do you think training and development programme increase the efficiency in employees?

A) Strongly agree B) Agree C) Neither disagree nor agree D) Disagree

E) Strongly disagree
9) Is innovative methods adopted in the training programme.

A) Yes B) No
10) How frequently spoken English training program is conducted?

4
 A) Continuously B) Once in a month C) Once in six months
D) Once in a year E) More than one year
11) Will the basic of electricals training session involve only theory concepts or even practical.

A) Only theory B) Only practical C) Both theory and practical

12) The trainer assigned for industrial safety training program.

A) Internal B) External

13) How did you Feel the knowledge sharing training program conducted?

A) Very easy B) Comfortable C) Neutral D) Not comfortable E) Difficult

14) How well the workplace of the training is physically organized?

A) Highly satisfied B) Satisfied C) Neutral D) Dissatisfied

E) Highly dissatisfied
15) What kind of training techniques does the organization provide to train the employees.

A) On the job B) Off the job

16) Are you satisfied on the quality of the training program?

A) Highly satisfied B) Satisfied C) Neutral D) Dissatisfied

E) Highly dissatisfied
17) The trainer conducted the training programme in a enchaining and interesting manner.

A) Strongly agree B) Agree C) Neither disagree nor agree D) Disagree

E) Strongly disagree

18) Did you feel your confidence level increased to face any higher responsibility after the
training program?

A) Yes B) No
19) What is your opinion about present training system?

A) Very easy B) Comfortable C) Neutral D) Not comfortable

E) Difficult

20) How many training sessions have you attended.

A) 2 to 3 B) 3 to 4 C) 4 to 5 D) 5 to 6 E) More than 6

4
21) Is there any career growth based on various training programme you have attended.

A) Yes B) No
22) How did you feel the job after the training?

A) Very easy B) Comfortable C) Neutral D) Not comfortable

E) Difficult

23) What is your satisfaction level with professional learning and growth opportunities?

A) Highly satisfied B) Satisfied C) Neutral D) Dissatisfied

E) Highly dissatisfied

24) Do you agree that training is well planned?

A) Strongly agree B) Agree C) Neither disagree nor agree D) Disagree

E) Strongly disagree

5
5