A

Project Report
On

“TRAINING AND DEVELOPMENT”

Submitted in the partial fulfillment of the degree

of
Bachelor of Commerce (H)

Faculty Guide: Submitted by:

Ms. Ankita Singh Nikhar Kumar

Assistant Professor Roll No. 159
ARKA JAIN University 2017-2020
 ACKNOWLEDGEMENT

“It is not possible to prepare a project report without the assistance &
encouragement of other people. This one is certainly no exception.”

On the very outset of this report, I would like to extend my sincere & heartfelt
obligation to our teachers for inspiring me to take up this project. Without
their active guidance, help, cooperation & encouragement, I would not have
made headway in the project.

I also extend my sincere appreciation to Mrs. Ankita Singh who provided her
valuable suggestions and precious time in accomplishing my project report.

Lastly, I would like to thank the almighty and my parents for their moral
support and my friends with whom I shared my day-to-day experience and
received lots of suggestions that improved my quality of work.
Any omission in this brief acknowledgement does not mean lack of gratitude.

It has also helped me in doing lot of research and I come to know about so many things.
And at last but not least I am really thankful to my friends who helped me a lot in this
project not only for marks but also to increase my knowledge.

Thank you,

Nikhar Kumar

Place: Jamshedpur

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 School of Commerce and Management

Certificate by the Faculty Mentor

This is to certify that Mr. Nikhar Kumar, Roll. No. 159, a student of B.COM (H). (2018-20), has undertaken the
Project titled “TRAINING ANDDEVELOPMENT”. The Project report is hereby submitted by the student for
the partial fulfilment of requirement for the award of Bachelor of Commerce (H), under my supervision. To the
best of my knowledge, this project is the record of authentic work carried out during the academic year (2019-20)
and has not been submitted anywhere else for the award of any Certificate/Degree/Diploma, etc .

Guided By: Verified By:

Ms. Ankita Singh Ms Priya Raman,

AssistantProfessor Programme Coordinator B. Com (H)

Verified By: Verified By:

7Dr.Angad Tiwary

Dean-School of Commerce & Management External Examiner

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 School of Commerce and Management

Declaration by the Student

I, Nikhar Kumar, hereby declare that the Project titled, “TRAINING AND DEVELOPMENT”,
has been carried out by me and is hereby submitted for the partial fulfillment of the
requirement for the award of degree of Bachelor of Commerce (H). To the best of my
knowledge, the project undertaken, has been carried out by me, and is my own work. The
contents of this report are original and this report has been submitted to the ‘ARKA JAIN
University’, Jamshedpur and it has not been submitted elsewhere, for the award of any
Certificate/Diploma/Degree etc.

Name: Nikhar Kumar

Roll no. 159
B.COM (H). Batch 2017-20

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EXECUTIVE SUMMARY

An internship enables us to gain first-hand exposure of working in the real world. It also allows
us to harness the skill, knowledge and theoretical practice and basic knowledge gained in
the classroom. This training program is designed to give the future manager a feel about
the corporate happenings and work culture of an organization. These real life situations are
entirely different from the stipulated exercise enacted in an artificial environment inside
the classroom and it is precisely because of this reason that this summer training program
is designed, so that managers of tomorrow get ideas about the real time business operations.
The summer internship program helps us to apply our theoretical knowledge into the
practical field.

Human Relations is a department in an organization responsible for the management of

hiring qualified personnel for the purpose of filling vacant positions. Activities involved
with the department include advertising and posting, recruiting, staffing, interviewing,
hiring, terminations, layoffs, career training, and performance reviews of company
employees.

The fundamental aim of training is to help the organization achieve its purpose by
adding value to its key resource – the people it employs. Training means
investing in the people to enable them to perform better and to empower them to
make the best use of their natural abilities. The particular objectives of training
are to:

• Help people to grow within the organization in order that, as far as

possible, its future needs for human resource can be met from within.

• Reduce the learning time for employees starting in new jobs on

Appointment, transfers or promotion, and ensure that they become fully
competent as quickly and economically as possible.

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 CONTENTS:

CHAPTER PAGE
CHAPTER NAME
NO. NO.
1 INTRODUCTION 7
1.1 OBJECTIVES OF THE STUDY 8
1.2 SCOPE OF STUDY 9
1.3 REVIEW OF LITERATURE 10
1.4 RESEARCH METHODOLOGY 22
2 DATA ANALYSIS 29
3 FINDINGS 34
4 RECOMMENDATIONS 36
5 CONCLUSION 38

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CHAPTER-1

INTRODUCTION

Introduction of HRM
Human resources management deals with the management of people in an organization. It
is assessed and accepted that human resources are the main component of an organization
and the success or failure of the organization depends on how effectively this component
is managed. The organization's objectives and strategies are achieved, if the personnel
policies and procedures are well connected and mainly contribute in that direction. The
organization excels other competitors, if the organization climate, managerial behavior,
and corporate culture have an impact on the organization activities.
“It is our people who make the difference where it matters most…”
(Tesco 2002)
“This is a global success story made possible by the quality and determination
of over 100,000 people worldwide.” (Vodafone 2002)

“…we believe that competitive advantage is achieved through our people…”

(Kellogg 2002)

Every organization requires competent employees for the successful

functioning of its various departments. To ensure that the staff works efficiently and
effectively, the organization has to continuously evaluate their performance and bridge
any performance gaps by providing appropriate training to them. For, it is the people who
‘make or mar’ an organization.

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1.1 Objectives:

➢ To provide job related knowledge to the workers.

➢ To impart skills among the workers systematically so that they may learn quickly.
➢ To bring about change in the attitudes of the workers towards fellow workers,
supervisor and the organization.
➢ To improve the productivity of the workers and the organization.
➢ To make the workers handle materials, machines and equipment efficiently and thus to
check wastage of time and resources.

➢ To prepare workers for promotion to higher jobs by imparting advanced skills

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1.2SCOPE OF STUDY:

• Higher Productivity: It is essential to increase productivity and reduce cost of

production for meeting competition in the market. Effective training can help increase
productivity of workers by imparting the required skills.
• Reduction of learning time: Systematic training through trained instructors is essential
to reduce the training period. If the workers learn through trial-and-error, they will take
a longer time and even may not be able to learn right methods of doing work.

• Industrial Safety: Trained workers can handle the machines safely. They also know the
use of various safety devices in the factory. Thus, they are less prone to industrial
accidents.
• Reduction of turnover & absenteeism: Training creates a feeling of confidence in the
minds of the workers. It gives them a security at the workplace. As a result, labour-
turnover and absenteeism rates are reduced.

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 1.3 REVIEW OF LITERATURE

A Review of literature on evaluation of training was conducted to identify methods of

effectiveness evaluation for training programs. Five definitions of evaluation were identified in
the literature.

KIRKPATRICKS,1971
Kirkpatrick’s first level of measurement , reaction ,is defined as how well the trainees liked the
training program . The second measurement level, learning , is designated as the determination
of what knowledge, atitude ,and skills were learned in the training. The third measurement
level is defined as a behaviour,
Behaviour outlines a relationship of learning (The previous measurement level
To the actualization of doing. Kirkpatrick recognized a big difference between knowing
principles and techniques on the job. The fourth measurement level , results, is the expected
outcomes of most educational training programmes such as reduced costs ,reduced grievances ,
improved profits or moral , and increased quality and quantity of production.
PAQUET, KASL, WEINSTIEN & WAITE,1987

One study was found by a major corporation that measured change in productivity and ROI of
a training program. CIGNA corporation’s corporate management development and training
department, which provides training for the employees of CIGNA corporation’s operating
subsidiaries , initiated an evaluation program to prove management training made a business
contribution. The research question posed was ,’’Does management training results in
improved productivity in the manager’s workplace?” The team conducting the research
identified that the data collection needed to be built into the training program for optimal data
gathering.

PHILLIPS,

He stated the Kirkpatrick model was probably the most well known framework for classifying
areas of evaluation. This was confirmed in 1997 when the America society for training and
development (ASTD) assessed the nationwide prevalence of the importance of measurement
and evaluation to human resources department (HRD) executives from a variety of types of
U.S organisations. Survey results indicated the majority (81%) of HRD executives attached
some level of importance to evaluation and over half (67%) used the Kirkpatrick model. The
most frequently reported challenge was determining them impact of the training.

HOLLI AND CALABRESE (1998)

He defined evaluation as comparison of an observed value or a quality to a standard or criteria

of comparison. Evaluation is the process of forming value judgements about the quality of
programmes, products and goals.

KIRKPATRICK, 1998

From Kirkpatrick’s doctoral research, the concept of the fourth Kirkpatrick measurement
levels of evaluation emerged. While writing an article about training in 1959 , Kirkpatrick
(1996) Referred to these four measurement levels as the four steps of a training evaluation
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It is unclear even to the Kirkpatrick model, but this description persists today. As reported
in the literature , this model is most frequently applied to either educational or technical
training.

BOULMETIS AND DUTWIN (2000)

He defined evaluation as the systematic process of collection and analysing data in order
to determine whether and to what degree objectives were or are being achieved.

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TRAINING

Training and Development has emerged as a major tool in the last two decades in India
because it has been widely accepted as a critical input for improving managerial performance
and organisational effectiveness. There are several reasons which emphasis why skills,
managerial skill should be prioritized.
A company has abundance of factors of production like capital Labour and entrepreneurship
but still they may not be highly productive in the absence of relative skills. It is a skill which
provides a crucial input into any productive process. The importance of learning skill
particularly technical skill has been emphasized upon from time immemorial. With the
development of human culture and civilization, various kinds of skills which include
Technical, Innovative Organisational and managerial skills and are not interchangeable.
Learning of and mastery over relevant skills, therefore has become critical in controlling
complex situation factors of the organized venture in the vague of economic, demographic and
technological changes.
It is therefore preferable that management training and development point of view hence
basic management skill training.

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Benefits of Training:

The benefits of training and development to employees and organisations alike are
numerous and include (but are not limited to) the following:
• Workers are helped to focus, and priority is placed on empowering employees.
• Productivity is increased, positively affecting the bottom line.
• Employee confidence is built, keeping and developing key performers, enabling
team development and contributing to better team/organisation morale.
• Employees are kept current on new job-related information, thereby contributing
significantly to better customer service.
• Employees are updated on new and enhanced skills, with a view to aligning them
to business goals and objectives.
• After a downsizing, remaining workers are given the technical and management
skills to handle increased workloads.
• Companies with business problems are given a fresh or unbiased professional
opinion or exploration, evaluation, or critique.
• Job satisfaction, employee motivation and morale are increased, reducing employee
turnover.
• Processes increase in efficiency, resulting in financial gain.
• Innovation is increased, bringing new strength to strategies, products and the
company’s capacity to adopt new technologies and methods.

Types of Training

1. Induction or Orientation Training

Introducing a new employee to the organization and its procedures, rules and regulations.

Every new employee needs to be made familiar with his job, his superiors and
subordinates and with the rules and regulations of the Organization. It is short and
informative. Given immediately after recruitment

Orientation

The primary reason for orientation programs is that the sooner employees know basic information
related to their job, the sooner they can become productive.
It also reduces their nervousness and uncertainty, and leads to more
satisfaction so they are less likely to quit
 Orientation training is used to develop a positive attitude in employees.
The time spent conducting a session shows that the organization values the
new employees.
2. Job Training
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 ➢ To increase the knowledge and skills of an employee for improving performance
on the job.
➢ Informing about machine and its handling
➢ Process of production
➢ Methods to be used
➢ The purpose is to reduce accidents, waste, and inefficiency in performance

3. Safety Training
 Training provided to minimize accidents and damage to the machinery

 It involves instruction in the use of safety devices and in safety consciousness.

4. Promotional Training
 It involves training of existing employees to enable them to perform higher level
jobs.

 Employees with potential are selected and are given training before their promotion.

5. Refresher Training
 Also called Retraining

 Purpose is to acquaint the existing employees with the latest methods of performing
their jobs and improve their efficiency further i.e. to avoid personnel obsolescence

 It is essential

 To relearn

 To keep pace with the technological changes in the field

 When newly created jobs are given to existing employees

6. Remedial Training
 To overcome the shortcomings in the behavior and performance of old employees

 It may include unlearning certain inappropriate methods and techniques

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 Should be conducted by Psychological experts

7. Internship Training
 Under this educational or vocational institutes enter in an arrangement with an
industrial enterprise for providing practical knowledge to its students

 The organization providing the training may even absorb the candidates post training.

Training Methods

Trainings in an organization can be divided to two broad types. They are on-the-job
trainings and off-the-job trainings. These on-the-job trainings are given to the employees
while they are conducting their regular works at the same places. In this way they do not
lose time while they are training or learning. After a plan is developed for what should be
taught, employees should be informed about the details. A time table should be establish
with periodic evaluations to inform employees about their progress. On-the-job training
techniques include orientations, job instruction training, apprenticeships, internships,
assistantships, job rotation and coaching.

Off-the-job techniques include lectures, special study, audio visual conferences or

discussions, case studies, role playing, simulation, programmed instructions, and
laboratory trainings. Most of these techniques are too costly.

On the Job Training Methods

On-the-job training is training that takes place while employees are actually working. It
means that skills can be gained while trainees are carrying out their jobs. This benefits
both employees and the business. Employees learn in the real work environment and gain
experience dealing with the tasks and challenges that they will meet during a normal
working day. The business benefits by ensuring that the training is specific to the job. It
also does not have to meet the additional costs of providing off-the-job training or losing
working time.

There are several methods of providing on-the-job training. Four frequently used methods
are briefly described here:
➢ Coaching – an experienced member of staff will help trainees learn skills and
processes through providing instructions or demonstrations (or both).

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 ➢ Mentoring – each trainee is allocated to an established member of staff who acts as
a guide and helper. A mentor usually offers more personal support than a coach,
although
the terms ‘mentor’ and ‘coach’ are often used interchangeably.

➢ Job rotation – this is where members of staff rotate roles or tasks so that they gain
experience of a full range of jobs.

➢ Job Instruction Training (JIT) is a step-by-step, relatively simple technique used to

train employees on the job. It is especially suitable for teaching manual skills or
procedures; the trainer is usually an employee's supervisor but can be a co-worker.
The JIT technique consists of a series of steps that a supervisor or other instructor
follows when teaching an employee to do something. The steps consist of the
following: (1) get ready to instruct; (2) prepare the learner; (3) present the learning;
(4) try out learner performance; and (5) follow up. The steps are often summarized
and printed on a small card that can be put in a worker's wallet or pocket. The worker
can refer to the card when preparing to instruct or when instructing another
employee. The Institute of Development Management has found that 10 hours
spread over 4 or 5 days are needed to teach and learn this skill in Botswana. On-
the-job training workshops typically devote 3 hours to job analysis, 3 hours to
introducing the JIT approach, and 4 hours to practice and feedback. Additional time
is given to other training techniques and affecting change towards use of these
techniques.

➢ Committee assignments: Assignment to a committee can provide an

opportunity for the employee to share in manager decision making to learn by
watching others and to investigate specific organizational problems. When
committees are of “Ad-hoc” or temporary nature they often take on task force
activities designed to delve into a particular problem, ascertain alternative solutions
and make recommendations for implementing solutions.

➢ Understudy -The understudy method is considered a somewhat different approach

from those described above, that a certain person is specifically designated as the
heir-apparent. The understudy method makes the trainee an assistant to the current
job holder. The trainee learns by experience, observation and imitation. If decisions
are discussed with the under study, he can become informed the policies and
theories involved. The advantage of this method is that training is conducted in a
practical and realistic situation. However disadvantages are many. The method
tends to perpetuate mistakes and deficiencies of existing managerial practices.
Moreover, the understudies are frequently neglected by those they assist.

Off-the-job training is conducted in a location specifically designated for training. It may be

near the workplace or away from work, at a special training center or a resort

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conducting the training away from the workplace minimize distractions and allows
trainees to devote their full attention to the material being taught- However, off-the-job
training programs may not provide as much transfer of training to the actual job as do on-
the-job Programs

Many people equate off-the-job training with the lecture method, but in fact a very wide
variety of methods can be used.

“Off the Job Training” Methods

➢ Classroom Lectures: Under the off the job methods of training, classroom method
or lecture method is well-known to train white collar or managerial level employees
in the organization. Under this method employees are called to the room like that
of classroom to give training by trainer in the form of lectures. This method is
effectively used for the purpose of teaching administrative aspects or on
management subject to make aware of procedures and to give instructions on
particular topic.

Advantage – It can be used for large groups. Cost per trainee is low.

Disadvantages – Low interest of employees. It is not learning by practice. It is One-way

communication. No authentic feedback mechanism. Likely to lead to boredom for
employees.

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

Presentations etc. This method of training has been using successfully in education
institutions to train their students in subjects to understand and assimilate easily and
help them to remember forever. New companies have come up for providing audio
visual material for students in their concern subjects. In the corporate sector, mainly
in customer care centers employers are giving training to their employees by using
audio visuals material to teach how to receive, talk and behavior with the customer.

Advantages – Wide range of realistic examples, quality control possible.

Disadvantages – One-way communication, No feedback mechanism. No flexibility for
different audience.
➢ Simulation: The simulation Method of training is most famous and core among all
of the job training methods. In the simulation training method, trainee will be
trained on the especially designed equipment or machine seems to be really used in
the field or job. But, those equipment or machines are specifically designed for
training a trainee was making them ready to handle them in the real field or job.

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This method of planning is mostly used where very expensive machinery or equipment
used for performing Job or to handle that job.

Example:- The simulation method has been using widely for the purpose of training
aeroplane pilots on aeroplane simulator to make them ready to handle an fly aeroplane.
Especially in Air force fighter pilots are getting trained on the jet fighters simulator.
Because the cost of aeroplane or jet fighter will be very expensive, hence employer may not
allow directly to get trained on real equipment to avoid damage to equipment or machine or
in sometimes may cause loss of trainee life. To avoid all such risks by the employer giving
training on simulator is safe.
➢ Vestibule Training: - Mostly this method of training will be used to train technical
staff, office staff and employees who deal with tools and machines. Employees
learn their jobs on the equipment they will be using, but the training is conducted
away from the actual work floor by bringing equipments or tools to certain place
where training is provided, but not work place. Vestibule training allows employees
to get a full feel for doing task without real world pressures. Additionally, it
minimizes the problem of transferring learning to the job.

Vestibule training is provided to employees when new or advanced equipment or tools

introduced in to the organisation to do a particular job by using them. For this purpose such
equipment is brought to a separate place to give demonstration and train how to use and that
handle it by employees safely.
Case Studies: It is a written description of an actual situation in the past in same organisation
or somewhere else and trainees are supposed to analyze and give their conclusions in writing.
This is another excellent method to ensure full and whole hearted participation of employees
and generates good interest among them. Case is later discussed by instructor with all the
pros and cons of each option. It is an ideal method to promote decision-making abilities
within the constraints of limited data.

6. Role Playing: During a role play, the trainees assume roles and act out situations
connected to the learning concepts. It is good for customer service and training. This
method is also called ‘role-reversal’, ‘socio-drama’ or ‘psycho-drama’. Here trainees act
out a given role as they would in a stage play. Two or more trainees are assigned roles in
a given situation, which is explained to the group. There are no written lines to be said
and, naturally, no rehearsals. The role players have to quickly respond to the situation that
is ever changing and to react to it as they would in the real one. It is a method of human
interaction which involves realistic behaviour in an imaginary or hypothetical situation.
Role playing primarily involves employee-employer relationships, hiring, firing,
discussing a grievance problem, conducting a post appraisal interview, disciplining a
subordinate, or a salesman making presentation to a customer.

7. Programmed Instructions: This involves two essential elements: (a) a step-by-step

series of bits of knowledge, each building upon what has gone before, and (b) a
mechanism for presenting the series and checking on the trainee’s knowledge. Questions

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are asked in proper sequence and indication given promptly whether the answers are
correct.
This programme may be carried out with a book, a manual or a teaching machine. It is
primarily used for teaching factual knowledge such as Mathematics, Physics, etc.

8. Management Games : With computerized management games, trainees divide into

five- or six-person groups, each of which competes with the others in a simulated
marketplace. Each group typically must decide, for example.
How much to spend on advertising.
How much to produce,
How much inventory to maintain, and
How many of which product to produce.
Usually, the game itself compresses a two- or three-year period into days, weeks, or
months. As in the real world, each company team usually can't see what decisions (such
as to boost advertising) the other firms have made, although these decisions do affect
their own sales.

Management games can be effective. People learn best by being involved, and the games
can gain such involvement. They help trainees develop their problem-solving skills, as
well as to focus attention on planning rather than just putting out fires. The groups also
usually elect their own officers and organize themselves. This can develop leadership
skills and foster cooperation and teamwork.

9. Sensitivity Training - Training designed to make people more aware of group

dynamics and their own behaviour, interpersonal traits, and role within a group. Based on
the work of Kurt Levin and Ronald Lippit, it also forms a part of the 'human
potential development' movement.
Advantages of Off-the-Job Training
➢ Trainers are usually experienced enough to train
➢ It is systematically organized
➢ Efficiently created programs may add lot of value

Disadvantages of Off-the-Job Training:

❖ It is not directly in the context of job
❖ It is often formal
❖ It may not be based on experience.
❖ It is expensive.
❖ Trainees may not be much motivated
❖ It is artificial in nature.

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 Importance of Training & Development
➢ Helps remove performance deficiencies in employees.
➢ Greater stability, flexibility and capacity for growth in an organization.
➢ Accidents, scraps and damages to machinery can be avoided.
➢ Serves as effective source of recruitment.
➢ It is an investment in HR with a promise of better returns in future.
➢ Reduces dissatisfaction, absenteeism, complaints and turnover of employee.

Training and development is one of the lowest things on the priority list of most
companies. When it's organized, it is often at the persistence of the human resources
department. There is, however, enormous value in organizing proper training and
development sessions for employees. Training allows employees to acquire new
skills, sharpen existing ones, perform better, increase productivity and be better
leaders. Since a company is the sum total of what employees achieve individually,
organizations should do everything in their power to ensure that employees perform at
their peak.
Training is particularly important for new employees. This can be conducted by
someone within the company and should serve as a platform to get new employees up
to speed with the processes of the company and address any skill.

EVALUATION OF TRAINING AND EFFECTIVENESS

Designing a training program involves an investment of creativity, hard work and money.
Training practitioners justify such investment in the belief that training makes a real
difference in the workplace contributing to organizational effectiveness. The contribution
of a training program to the business organization is arrived at through the process of
Evaluation.
Evaluation in simple terms, may be defined as “the assessment of any value or worth of
an activity in terms of some criterion of value in the light of the available information”.

• NEED AND PURPOSE OF EVALUATION TRAINING

A training program is designed and administered by synchronizing a variety of factors

involving- Creativity, Hard work and Financial Resources of various partners of training.
These partners have definite interests in the program and therefore like to appraise and
evaluate the effective of the training for a variety of purposes.

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 • STAGES OF EVALUATION

The two stages of evaluation are:

1. Pre-Training Evaluation (CIRO-I)

2. Post-Training Evaluation (CIRO-II)

Pre-Training Evaluation

• It consists of three stages- Analysis, Examination and Appraisal

1. It is in concern for formulating a “Need Based Training Program” for the specified
group of learners by refining the standard training program developed following
the system approach.
2. This section includes three evaluation stages- Terminal Review of Learners,
Learning Test and Terminal Check.

Post- Training Evaluation

1. It is concentrated on finding the impact generated by the training and can be

evaluated at different levels through a chain of actions since the result of the
training is realized indirectly.

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1.4 RESEARCH METHODOLOGY

In detailed view of methodology and procedure of conducting the present study includes:
❖ Universe of study
❖ Sample size
❖ Method of data collection
❖ Tools for analysis
❖ Data analysis and interpretation
❖ Presentation of data
❖ Research design

• METHOD OF DATA COLLECTION

The data can be collected through primary and secondary sources of data

• Primary data

A survey was conducted by the distribution of questionnaire to each of the 100 at their
work place itself according to their convenience.

• TOOLS FOR ANALYSIS

Ciro form-1 has been provided by my mentor during internship.

• PRESENTATION OF DATA

It has been done through tables and graphs which is mentioned further in the projects.
• TITLE OF THE STUDY
Title of the research: "A Study On Effectiveness of Training & Development"

• STATEMENT OF THE STUDY

Every organization needs the employees to reach its organizational goals. And even
employees in the company will be more active when they are properly trained. So the
company should provide the better training facilities.
So here the researcher has tried to research whether the employees in the company are
satisfied with the training facilities provided by the company (or) not.

• OBJECTIVES OF THE STUDY

❖ To impart basic knowledge and skill to new entrants required for intelligent
performance of definite task in order to induct them without much loss of time.
❖ To assist employees to function more effectively by exposure of latest concepts
information and techniques and development of skills required in specific fields
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 including production, purchase, marketing, logistics, information technology etc.
❖ To prepare employees to undertake different jobs in order to enable redeployment
and maintain flexibility in workforce so that ever changing environment of market
can be met and downturns can be managed without losing experienced employees.
❖ To provide employees job satisfaction, training enables an employee to use their
skill, knowledge and ability to fullest extent and thus experience job satisfaction
and gain monetary benefits from enhanced productivity.
❖ To improve knowledge, skills, efficiency of employees to obtain maximum
individual development.
❖ To fulfill goals of organization by securing optimum co-operation and contribution
from the employees.

* SCOPE OF THE STUDY

1. Training & Development is an important output that employee work for organization.
2. It comprises of extrinsic and intrinsic factors and helps to maintain an able and willing
work forces.
3. It is an interesting & significant area for conducting research.
4. The study will reveals the factor of feeling of employees.
5. The report is useful to the management of the company to know the skill level of
employees and they can take measures to improve productivity.

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TYPES OF RESEARCH
Individual
• COUNSELLING/COACHING:- designed to formalize/increase helping
relationship in which individuals may relate their problems to sympathetic
listeners or be advised how to deal with work or interpersonal problems.
• TRAINING:- designed to provide individuals with knowledge, skills, or
attitudes that may be applied immediately on the job.
• INDIVIDUAL GOAL SETTING:-intended to increase planning for
performance improvement between employees and their immediate
supervisors.
• PERFORMANCE:- appraisal system –intended to change or improve methods
for measuring employee performance and providing feedback to employees
about their performance.
• STATISTICAL PROCESS CONTROL (SPC):- technique used to track
production/performance and its variations.
• JOB DESCRIPTIONS:- intended to analyze duties performed by job
incumbents and to describe what results they are to achieve .Changes in job
descriptions may affect individual behaviors and accomplishments
• VALUES CLARIFICATION:- designed to help assess or determine individual
or group values.
• LIFE AND CAREER PLANNING:-designed to help individuals plan for their
lives or careers.
• PEOPLE-POLICY DEVELOPMENT:- designed to establish broad guidelines
for to be followed by employees when they encounter common problems in
the course of their work.
• PROCEDURE MANUALS:- designed to establish or formalize methods of
handling common problems encountered by people in an organization. The
procedure stem from the organization’s policies.
• PROCESS IMPROVEMENT:- designed to change the way in which processes
are performed to make them more effective or efficient.

Team or unit
• TEAM BUILDING: - designed to increase cohesiveness/cooperation of people
who work together.
• JOB ENRICHMENT: - designed to change job duties and expected results,
providing job incumbents with greater responsibilities.
• QUALITY OF WORK LIFE: - designed to improve working conditions and to
increase employee participation in decision that affect them and their
organizations.
• QUALITY CIRCLES: - designed to use small groups , often work problems.
• UNIT GOAL SETTING: - designed to help members of a work group to
establish goals (often involving production output) for their work group.

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 • between members of a work unit.
• OPEN-SYSTEM MAPPING: - designed to identify relevant inputs, outputs,
and transformation processes of an organization.
• PROCESS CONSULTATION: - designed to focus attention on how
individuals or groups interact.

Intergroup
• WORK-FLOW PLANNING: - designed to plan the flow of work between two
or more components of an organization.
• SCHEDULING REVIEW: - designed to assess how work is scheduled.
• INTERORGANIZATIONAL DEVELOPMENT: - intervention in which two
groups or organizations work together to establish and/or maintain more
effective relationships.
• INTERGROUP-CONFLICT MANAGEMENT: - designed to deal with
destructive conflict between two or more work units.
• THIRD-PARTY INTERVENTION: - designed to improve relationships that
have been marred by previous conflict.
• CROSS-FUNCTIONAL TRAINING: - designed to provide individuals or
groups with the knowledge they need to function with another unit or
organizations.

Total Organization
• STRATEGIC PLANNING: - designed to improve establishment of long-term
organizational goals, objectives and direction.
• CONFRONTATION MEETINGS: - intervention designed to bring together two
or more groups to resolve destructive conflict.
• CULTURE TRANSFORMATION: - designed to change assumption about the
“right” and “wrong” way of doing things.
• REENGINEERING: - intervention also known as process innovation and
process redesign- a radical redesign of business process to achieve breakthrough
results.
• WORK REDESIGN: - intervention in which the work itself is changed.
• QUALITY AND PRODUCTIVITY SYSTEM: - designed to improve quality
and productivity continually across an organization.
• SURVEY FEEDBACK: - designed to collect information from members of an
organization, report the results, and use the results as the starting point for
action planning for improvement.
• STRUCTURAL CHANGE: - designed to alter reporting relationships and the
purpose/objectives of component parts of n organization.
• CUSTOMER-SERVICE DEVELOPMENT: - designed to increase the
sensitivity of employees to the importance of efficient, courteous customer
service and to give employees the means by which to carry out effective
customer service.

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• SOCIOTECHNICAL SYSTEMS: - designed to improve the link between
employees and the work technology used in the organization.
• LARGE-SCALE TECHNOLOGY/FUTURE SEARCH CONFERENCES: -
designed to bring together 300 to 2300 employees from all levels of an
organization to create an ideal future for the organization.

Societal/Planetary
• TRANSCULTURAL PLANNING PROCESS: - designed to improve planning
across national or cultural groups.
• TRANSNATIONAL COMMUNITY BUILDING AND PROBLEM
SOLVING: - designed to improve trust and collaboration across national or
cultural groups.

Internal-design-component interventions
• SOCIOTECHNICAL-SYSTEMS-DESIGN: - includes technology and
performance –management elements
▪ Based on the premise that an organization or a work unit is a
combination of social and technical parts and that it is open to its
environment. The goal is that the social and technical parts are designed
together, rather than the people being forced to fit the design.
▪ Guidelines for designing work:
1. Work should be organized in a way that is compatible with the
organization’s objectives. This often leads to a participative process
that promotes employee involvement in work design.
2. Only those features needed to implement the work design should be
specified. The remaining features should vary according to the
technical and social needs of the situations. This helps employees
control technical variances quickly and close to their sources.

▪Design components affected:

1. Technology
2. Performance management
• STRUCTURAL DESIGN: - involves structure and technology
▪ A consultant divides the organization’s tasks into specific groups or
units and then coordinates them to achieve overall effectiveness.
▪ Four basic organizational structures:
1. Functional
2. Self-contained units
3. Matrix
4. Networked
▪ When selecting a structure for the organization, the consultant needs to
consider the following factors:
1. Environment

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 2. Size
3. Technology
4. Goals
▪ Design components affected:
1. Structure
2. Technology
• REWARD SYSTEM: - includes performance management and feedback
systems
▪ Focus on rewarding desired behaviors and work outcomes. Because
people generally do those things for which they are rewarded, rewards
can powerfully shape work behavior.
▪ Skill-based and performance-based pay fit in with this
▪ Design components affected:
1. Performance management
2. Feedback systems
• HIGH-INVOLVEMENT: - involves changes in an organization’s culture and,
consequently, affects most design components.
▪ Incorporates aspects of several interventions
▪ Key emphasis of this change effort is a shift from control-oriented
organizations to one based on commitment.
▪ Seeks to diffuse power, knowledge, information, and rewards throughout
the organization.
▪ Based on the fundamental belief that people are an organization’s most
important asset and, consequently, they need to be more involved in
work-related decisions.
▪ Design elements include: self-managing teams, dispersed information
systems, flexible structures, social and technical training, egalitarian
practices, skill-based pay, pay for performance and participative goal
setting.
▪ Design components affected:
1. Culture
2. All design components

Person-focused interventions
• Typology
▪ By the person or group that initiates the intervention
▪ By intervention mode-self-study, reflection, feedback, coaching or
mentoring
▪ By theoretical basis
▪ By the person or group that takes the active role
• Participant-active interventions
▪ Laboratory-Training groups
▪ Instrumentation

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 ▪ Reflection
• OD Consultant-Active Interventions
▪ Training.
▪ Feedback.
▪ Coaching and Mentoring.

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 CHAPTER 2

DATA ANALYSIS (LEARNING)

THE CIRO APPROACH ( CIRO-I )

- The CIRO approach to evaluate training impact is and another four level approach
which is originally developed by Warr, Bird and Racham. It is unique was to classify
evaluation process.

This approach consists of four level of evaluation; first letter of each evaluation forms the
word CIRO.
- Context evaluation
- Input evaluation
- Reaction evaluation
- Outcome evaluation

1. Context evaluation of the learning event

Context evaluation involves collecting information about performance deficiency,
assessing that information to establish training needs and on the basis of those findings,
setting of objectives at three levels.

Context of the learning event concerns with obtaining and using information about the
current operational situation in order to determine training needs and objectives. This
evaluation determines if training is needed. During this process three types of objectives
may be evaluated.
• Ultimate objectives: The particular deficiency in organization that program will
eliminate.
• Intermediate objective: Changes in employees work behaviour necessary for
attainment of ultimate objectives.
• Immediate objectives: New knowledge, skills or attitudes that employees must
acquire to change their behaviour and to reach intermediate objectives.

2. Input evaluation to the learning event

It concerns with how well the learning event was planned, managed, designed and delivered.
It involves determining how cost efficient, cost effective and feasible and well- chosen major
inputs are. It involves analyzing the resources available and determining how they can be
deployed in order to achieve maximum possibility of desired objectives.

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3. Reaction evaluation to the learning event
Reaction evaluation concerns with obtaining and using information about participant’s
reactions to improve the HRD process. The distinguishing feature of this type of evaluation
is that it rely on subjective inputs of participants. It can be helpful when collected and used
in systematic and objective manner.

4. Outcome evaluation of the learning event

This involves assessing what actually happened as a result of learning event. Outcome
should be measured at any or all of the following levels, depending on the object of the
evaluation exercise and resources available for the task.

The learner level: This involves establishing changes in learner’s knowledge, skills and
attitudes at the completion of the training. These changes can be determined and compared
with levels of knowledge, skills and attitudes identified at the beginning of program.

The workplace level: This involves changes that take place at the workplace level in the
learner’s job behaviour. This can be measured by appraisal, observation, and discussion
with the manager of learner/peers/customers/clients. The team/department or unit level:
This involves identifying changes that take place in team, department or unit as a result of
learning event. It is very difficult to evaluate changes at departmental level. Changes at
departmental level may include alteration in departmental output, costs, scrap rates,
absenteeism, and staff turnover or accident frequency. Unit level changes may include
enhanced productivity rates, reduced labour costs, and reduced absenteeism and staff turnover
rates.
The organizational level: This involves identifying changes that take place in the organization
as whole after the completion of training program. This outcome is also very difficult to
evaluate. The changes which may occur after the introduction of training program may include
change in culture of organization, more flexibility, and reduced level of conflict, enhanced
ability to attract and retain valued workers.

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 Multi Skill benefits Plan- 2019 (Painting Trade)
Training Effectiveness Analysis – CIRO I

Training Input Faculty-

was Duration was Improvement Training overall Prog. KK CIRO I
relevant of course relevant in work coordination program Avg Shukla Avg
3.8 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0

MSBP 2019 PAINTING

4.1

4.0

4.0

3.9

3.9
FEEDBACK

3.8 4.0 4.0 4.0 4.0 4.0 4.0

4.0 4.0
3.8

3.7
3.8
3.7

3.6 Duration Input Improve Training overall Facuty-

Training Prog CIRO I
of was ment in coordina program KK
was Avg Avg
cource relevent work tion me Shukla
relevent

3.8 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0

CIRO I

Remarks & Suggestions: FST Painting-During Water Spray Painting Mix the Color with Water for
visibility.

ANALYSIS AND INTERPRETATION

• 95 % of the employees feel that the training was relevant.
• 100 % of the employee’s mark the duration of the training & the
improvement of their work as excellent.
• The overall result of the training was Excellent

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 Evaluation of the Effectiveness of Development

CIRO – Training Effectiveness Measurement Process

The flow chart below depicts the CIRO model. This model is a strong
measurement to check the effectiveness of training which is imparted to the
employees. Whole process is being encountered to measure the training
effectiveness

Within 3 months send

Get participants
feedback form to the
feedback for all
supervisor of participant for CIRO2
programmes.
identified key programme. score is
less

NO
Continue the
NO programme.
CIRO 1 Review programme,
score is YES design, content &
less less
than faculty.
threshold

Use data to :

• Improve training
coordination
• Modify the
programme/faculty
• Future programme

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CIRO is the abbreviated form of Context, Input, Result, Outcome by which Effectiveness
of the training is evaluated. The model has two parts.
CIRO I feedback measures effectiveness as participants’ immediate reaction to the
training.

CIRO II measures superior’s feedback on the outcome of the training against the
programme’s objective.

Effective Succession Planning

Succession Planning Process is carried out for management positions of Grades DGM &
above by Corporate HR. This is a process involving detailed discussion between HR and
senior management. The process involves identification of one drop dead and two
successors in the short to the medium term. The shortlists are determined based on the
needs of the role/positions by a process of deliberation between the HR and Business
Heads. This includes articulating the roles and responsibilities of the job plus evaluating
the candidates past performance, expertise, strengths, weakness, potential, likely
aspirations, tenure within the organization, grade, and age fit etc. The shortlists may
consist of people from the talent pool and employees from subsidiaries/ associate
companies too. Identified successors are taken through defined business and leadership
programme as part of their grooming process. There is no official communication to the
identified successor about the likely path, though indirect signals through involvement in
specific programme/ training are given.

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 CHAPTER-3

FINDINGS

Findings
From the above analysis, the research has made the following findings about the study:
➢ The study shows that the majority of the employees feels good about the training &
development program provided by the company.

➢ Company mostly concentrates off the job training compared to on the job training.

➢ Workers are satisfied with the training program of the company.

➢ The company focus on the training of the workers related to job according to the
company’s changing needs.

➢ Participation level of the workers in the training programme is more.

➢ Helps workers to build confidence and work efficiently.

➢ Performance of the workers is comparatively good after the training programme

and brought improvements in their skills/knowledge.

➢ Communication & Relationship between trainer & trainee is relatively good.

➢ Satisfaction level of worker is good.

➢ Majority of the employees agree that the training given to them is relevant to their
job.

➢ Most of the employees said that training can regulate accidents, wastage & increase
turnover to great extent.

➢ Had enough practice during the training session.

➢ The workers said that the training sessions can be made interactive.

➢ Expectation of company’s objective is fulfilled through the training programme.

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 Suggestions

✓ Training has to be planned before & time period should be extended during the
training session, so that all the employees can improve their skill/knowledge about
heir selected job.
✓ Company should conduct meetings once in a month to know the problems faced by
the employees during the training sessions and get the feedback of each trainee
about the trainee sessions.
✓ Senior management should take active part and also show some interest & spend
some time with staff during the training process.
✓ Experts in the related field related to the technical field should be invited to conduct
the training sessions.
✓ Trainer should have inter-personal skills & make the training sessions more
effective, interactive & participatory
✓ Training sessions should benefit both individual & company.
✓ Training sessions should use advanced equipments to make it more efficient.

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 CHAPTER-4

RECOMMENDATIONS

After the analysis done, I would like to point out some areas where a little
change is required:

• During the training program, the trainer must also stress on the importance of
the evaluation program. The trainer must make it sure that the trainees take
the evaluation system and the feedback form seriously so that they can give
the accurate feedback.

• The feedback forms should be printed in both Hindi and English so that it is
easier for the trainees who are uncomfortable with English.

• The duration of taking the feedback through ciro-2 should fixed so that
correct and accurate feedback can be taken from the trainees.

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 LEARNING FROM THE PROJECT
THE PROJECT HAS HELPED A LOT IN UNDERSTANDING THE TRAINING
PROCESS THAT TAKES PLACE IN AN ORGANIZATION. IT IS KNOWN THAT
TRAINING AND DEVELOPMENT IS A VERY IMPORTANT RESPONSIBILITY OF
A HR MANAGER AS IT PLAYS A VERY CRUCIAL ROLE IN THE COMPANY.

THUS THROUGH THIS INTERNSHIP PROJECT I HAVE LEARNED MANY

VITAL THINGS.

• HANDLING THE DATA MANAGEMENT SYSTEM

• KNOWING ABOUT VARIOUS TRAINING PROGRAMS
• EXPERIENCING HOW A TRAINING PROGRAM IS CONDUCTED
• VISITING THE PLANT AND GROWING VARIOUS DIVISIONS. KNOWING THE
VARIOUS WORK CARRIED OUT IN VARIOUS DEPARTMENTS
• TAKING TO EMPLOYEES AND UNDERSTANDING THE WORKING
ENVIRONMENT AND KNOWING THEIR EXPERIENCE OF WORKING.

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 CHAPTER-5

CONCLUSION

I would like to conclude by saying that education and training are means of learning
which continue throughout human life enabling them to modify their behavior fairly
rapidly in more or less permanent way as a result of new perceptions, concept and other
experiences.

HERE THE CONCLUSIVE POINTS:

• Training & Development, Identification & Analysis are important criteria in the
organization.
• Majority of staffs feel good about the training provided in the company & said that
training programme will improve their job & skills, help in improving their efficiency
in performing the job
• Helps in motivation for employee.
• Try to increase the level of training & development so that it becomes more effective
& helps in betterment of the company & workers.
• Helps to achieve organizational goals, mission & vision of the company.
• The employee shows positive level of attitude towards the training programme in terms
of procedure adopted for training programmes.

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 BIBLIOGRAPHY

For the purpose of the project, the information was taken from the
following areas:

Wikipedia
MTC library
Google.

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