CHAPTER LIST OF CONTENTS PAGE NO

NO
CERTIFICATE

ACKNOWLEDGEMENT

LIST OF TABLES 2

LIST OF FIGURES 3

1 INTRODUCTION

2 REVIEW OF LITERATURE 9-26

3 CONCEPTUAL FRAMEWORKS 27-40

4 DATA ANALYSIS AND INTERPRETATION 41-63

5 FINDING AND SUGGESTION 64-78

REFERENCE 69-70

ANNEXURE 71-75

TABLE NO LIST OF TABLES PAGE NO

4.1 Gender 42
4.2 Age 43
4.3 Marital status 44
4.4 Qualification 45
4.5 Experience 46

1
4.6 Department 47
4.7 Training methods 48
4.8 Leve of satisfaction identification of training needs 49
4.9 Sufficiency of training needs 50
4.10 Supportiveness of senior managers in training new employees 51
4.11 Induction training 52
4.12 Emphasis towards developing managerial capabilities 53
4.13 Emphasis towards human relation competencies 54
4.14 The organizational have increasing the skill, set talents towards the 55
assigned job
4.15 Program in the perspective of commitment to work 56
4.16 Developing positive attitude and teamwork 57
4.17 Deputed for training program take the training seriously 58
4.18 Rate the standards of in-house trainers 59
4.19 Improved efficiency after training 60
4.20 Satisfied with the quality and duration of existing 61
4.21 Improvement of knowledge after training program 62
4.22 Safety awareness program is effective 63

TABLE NO LIST OF FIGURE PAGE NO

4.1 Gender 42
4.2 Age 43
4.3 Marital status 44
4.4 Qualification 45
4.5 Experience 46
4.6 Department 47

2
4.7 Training methods 48
4.8 Identification of training needs 49
4.9 Sufficiency of training needs 50
4.10 Supportiveness of senior managers in training new employees 51
4.11 Induction training 52
4.12 Emphasis towards developing managerial capabilities 53
4.13 Emphasis towards human relation competencies 54
4.14 The organizational have increasing the skill, set talents towards the 55
assigned job
4.15 Program in the perspective of commitment to work 56
4.16 Developing positive attitude and teamwork 57
4.17 Deputed for training programmers take the training seriously 58
4.18 Rate the standards of in-house trainers 59
4.19 Improved efficiency after training 60
4.20 Satisfied with the quality and duration of existing 61
4.21 Improvement of knowledge after training program 62
4.22 Safety awareness program is effective 63

3
 CHAPTER – 1

INTRODUCTION

1.1 About the area

Human Resource Management (HRM) is an operation in companies designed to maximize

employee performance in order to meet the employer's strategic goals and objectives. More
precisely, HRM focuses on management of people within companies, emphasizing on
policies and systems. In short, HRM is the process of recruiting, selecting employees,
providing proper orientation and induction, imparting proper training and developing skills.
HRM also includes employee assessment like performance appraisal, facilitating proper
compensation and benefits, encouragement, maintaining proper relations with labor and with
trade unions, and taking care of employee safety, welfare and health by complying with labor
laws of the state or country concerned. The human resources department deals with any
issues facing the staff in their working capacity within an organization. HR is concerned with

4
specific work practices and how they affect the organization’s performance. Anything related
to managing people within a company or organization. This means decisions, strategies,
principles, operations, practices, functions, activities, and the methods used to manage
employees. The type of relationships people have in their places of employment and anything
that affects those relationships in a positive or negative way. Ensuring that employees are
satisfied with the conditions of their employment. This leads to better services and production
of goods and helps the company’s success. HRM focuses on bringing in (recruiting) new
employees with new talents for the company and managing employees. Another function is to
guide and help said employees by providing direction when necessary. In a large
organization, with a lot of people, it is important to have a department that specifically
focuses on staff issues. These issues are things like hiring, performance management,
organizational development, training, occupational health and safety, motivation incentives,
communication, workplace culture, and environment.

Training and Development is the continuous process of improving skills, gaining knowledge,

clarifying concepts and changing attitude through structured and planned education by which
the productivity and performance of the employees can be enhanced. Training and
Development emphasize on the improvement of the performance of individuals as well as
groups through a proper system within the organization which focuses on the skills,
methodology and content required to achieve the objective. Good & efficient training of
employees helps in their skills & knowledge development, which eventually helps a company
improve its productivity leading to overall growth.

Training and development refers to educational activities within a company created to

enhance the knowledge and skills of employees while providing information and instruction
on how to better perform specific tasks. Training is a short-term reactive process meant for
operatives and process while development is designed continuous pro-active process meant
for executives. In training employees' aim is to develop additional skills and in development,
it is to develop a total personality. In training, the initiative is taken by the management with
the objective of meeting the present need of an employee. In development, initiative is taken
by the individual with the objective to meet the future need of an employee.

Training and development involve improving the effectiveness of organizations and the

individuals and teams within them. Training may be viewed as related to immediate changes
in organizational effectiveness via organized instruction, while development is related to the

5
progress of longer-term organizational and employee goals. While training and development
technically have differing definitions, the two are oftentimes used interchangeably and/or
together. Training and development have historically been topics within adult education and
applied psychology but have within the last two decades become closely associated
with human resources management, talent management, human resources
development, instructional design, human factors, and knowledge management.

1.2 Scope of the study

Training and development is a branch of the human resource function of an organization.

Training and development is important because it leads to an optimum utilization of the
human resources of a firm.

This research provides me with an opportunity to describe in the field of human resources.
This research also provides the feedback of people involved in the training and development
process apart from that it would provide me a great deal of exposure to interact with the high
profile managers of the company.

6
1.3 Need for the study

 Training and development is the act of increasing the knowledge and skills of an
employee for doing a particular job. It utilizes a systematic and organized procedure by
which employee learns technical knowledge skills. Training refers to the teaching and
learning activities carried on for the primary purpose of helping members of an
organization.

 Training is closely related with education and development but needs to be differentiated
from these terms. It is aimed at improving the behavior and performance of a person.

 Training is a continuous and life long process. Training provides an atmosphere of

sharing synthesizing with the help of the trainers, the information already available on the
subject.

1.4 Objectives of the study

 To provide job-related knowledge to your staff.

 To provide skill, knowledge systematically
 To develop the productivity of the employees and the organization
 To maintain safety standards.
 To improve equipment handling practices.
 To develop the employees for advancement.

1.5 Limitation of the study

The present study is limited to many aspects. Providing information about training and
development is the outcome is the outcome of various variables. It is not possible to take in to
consideration each every criterion in this study.

 Some of the information given by the respondents may be bias.

 Could not able to collect the information from all the employees of organization because
of busy schedule of employees.
 The questions that are asked being personal, some of them hesitated to answer it.

7
 Analysis is done on the assumption that respondents have given correct information
through the Questionnaires.
 Due to the limitation of the time the research could not be made more detailed.

8
 CHAPTER – 2

PROFILE & METHODOLOGY

2.1 Industry profile

Automobile industry is one of the leading and best industries across the world. From the day
of industrial revolution to till date, automobile industry was given utmost importance. The
reason was that the human beings depend on automobiles because wants to move from one
place to other for doing different works and for transporting goods and services. When
compared with other ways of transportation, Automobiles are way cheaper and easy to
maintain. So because of many other reasons, Automobiles became part of our lives.

9
Developed countries like USA, UK, JAPAN and GERMANY, automobile industry play a
crucial role and it is the leading industry. Even in developing countries like INDAI, CHINA
and many more, have seen a great demand for automobiles in 20th century. Automobile has
shown a great impact on society. Automobile industries have seen ups and down over the
period of time.

We all know that Ford model T was one of the best sold cars in the history. Model T was
produced by Ford in 1900's. It was one of the first mass produces cars in and around USA. It
was the first affordable automobile for middle class family and also available for the mass
market across the world. This was possible because of introducing assembly line in to the car
manufacturing industry. Automobiles are not new to the man, they are already existed for
decades, they were expensive and scarce. Through the introduction of model T the
automobile industry has changed. Concept of assembly line was adopted quickly by all most
all other car manufactures and by the other industries. By using assembly line the cost, time
and inventory came down, ultimately the cost of the car was way cheaper than it was before.

One of the first car companies to implement assembly line was FORD. Later on in the world
war assembly line was used for the production of military vehicles, equipment and
ammunition. Once the war was over the demand for commercial vehicles like personal cars
and Farm vehicles, equipment has increased a lot, because all most all countries focused more
on Reconstruction and sustainable development.

Till 1950's, United States of America was the global leader in the production of motor
vehicles, as well as it is the big market. It produces around 60% of automobile till 1950's.
Because many countries like UK, FRANCE, GERMANY, JAPAN are recovering from the
war. By the end of 1950's all the other countries have entered in to the production of
automobiles. During 1970's oil crisis showed great impact on automobile industry, and
production reduced.

By the end of 1980's they occupy 80% of the production and market. Later on it has changed.
Developing countries has emerged as the leader in automakers. China, India has increased the
production by 40% over the time and it is growing rapidly. Meanwhile the productions in
other countries are decreasing day by day during 1970's Oil Crisis has changed the face of
automakers. Till then no one focused on alternatives for fossil fuels.

10
The automotive industry designs, develops, manufactures, markets, and sells the world's
motor vehicles. Recent time's world has seen greater boom in the automobile industry. North
America is leading the market by sales quantity for long time. In 2008 great recession time
Asian market has crossed the sales; after recession the market has seen more boom. After
America Asia is leading the auto market. Major Asian countries are China, Japan and India.

The share according to the continent. Over the period of time European market and African
market share has been reduced when compared with last 10 years. However the sales in Asian
and north American market has raised buy 3% and growing day by day.

Worldwide, passenger car sales are expected to continue to grow to about 81.6 million units
in 2018. Car sales started falling dramatically during the 2008-2009 economic crises. Today,
the volume of automobiles sold is back to pre-crisis levels thanks to increased demand,
especially from Asian markets. China is ranked as the largest passenger car manufacturer in
the world, having produced more than 24.8 million cars in 2017, and accounting for almost
34 percent of the world's passenger vehicle production.

About 268.8 million vehicles are in use in the United States. Around the world, there were
1.015 billion cars and light trucks on the road in 2010; they burn over 646 billion gallons of
gasoline and diesel fuel yearly. The numbers are increasing rapidly, especially in China and
India. In the opinion of some, urban transport systems based around the car have proved
unsustainable, consuming excessive energy, affecting the health of populations, and
delivering a declining level of service despite increasing investments. Many of these negative
impacts fall disproportionately on those social groups who are also least likely to own and
drive cars. The sustainable transport movement focuses on solutions to these problems.

In 2008, with rapidly rising oil prices, industries such as the automotive industry are
experiencing a combination of pricing pressures from raw material costs and changes in
consumer buying habits. The industry is also facing increasing external competition from the
public transport sector, as consumers re-evaluate their private vehicle usage. Roughly half of
the US's fifty one light vehicle plants are projected to permanently close in the coming years
with the loss of another 200,000 jobs in the sector, on top of the 560,000 jobs lost this decade.

The global auto industry is more challenged than many people realize. On the surface,
performance is strong. Worldwide sales reached a record 88 million autos in 2016, up 4.8
percent from a year earlier, and profit margins for suppliers and auto makers (also known as

11
original equipment manufacturers, or OEMs) are at a 10-year high. Nonetheless, viewed
through the lens of two critical performance indicators, the industry is in serious trouble.

The automotive industry in India is one of the largest worldwide with more than four million
cars and commercial vehicles produced in India, one of Asia's largest markets. The
automotive sector is growing and becoming more important for Indian citizens with 14.9
million jobs projected to exist by 2022. It is estimated, during 2017-26, rate of growth of
Indian auto industry is going to be 12.87%. In 2017, the international automotive industry
produced 73.5 million passenger cars. Next to America Asian countries like China and India
are leading the market. After recession Indians are spending more on Automobiles after real
estate. In 2011 and 2012 India occupied 4th place later it slipped to 5th place.

it is clear that the sales of automobiles in India are rising Year after the Year, The main
reason is the disposable income of the public has raised rapidly over the period of time. Even
though the income has raised rapidly the auto market is dominated by two wheel sales. Two
wheeler production currently dominates the share of Indian automobile production volume
with some 18.8 million two wheelers produced in the 2016 fiscal year. Passenger car exports
from India are also growing as evidenced by some 16.2 percent growth in exports between
the 2015-16 and 2016-17 fiscal years. There's huge presence of established domestic and
international original equipment manufacturers (OEMs).

More about the Automobile industry in India:-

● 4rd largest automobile Industry

● Automobile sector split into four segments, each having few market leaders
● Two-wheelers and passenger vehicles dominate the domestic demand
● Two-wheelers account for 80 per cent of domestic demand
● Commercial vehicle segment expected to grow at 11.07 per cent during 2016 26
● Strong market in terms of both, the domestic demand and exports.
● 7th largest manufacturer of commercial vehicles
● The only country among top seven car markets globally to achieve double digit growth
rate of 11 per cent during Jan-May 2017.
● Automobile exports to grow at a CAGR of 3.05 per cent during 2016-2026.
● Indian automotive industry is expected to reach Rs.16.16-18.18 trillion (USS 251.4-282.8
billion) by 2026.

12
Even though India is big market in Asia the domestic manufacturers has occupied only 12%
of the market. Japan and Korean Manufacturers' has occupied nearly 80% of the market. In
following the last 5 years market share according to the country wise originated
manufacturers.

Major players in automobile market are Suzuki, Honda and others. Mostly from Europe we
import Mercedes Audi and Volkswagen other brands. From USA mostly imports are two
wheels. Indian government collect nearly 100% tax on many vehicles that are imported from
other countries. Because of that many companies are establishing their manufacturing plants
in India.

2.2 Company profile

Gestamp is a private European industrial group which was founded in 1997 by Francisco
Ribera’s mere. It is headquartered in Madrid. The international group has 134 industrial
plants in 24 countries on continents.

Gestamp is benchmark supplier for lending vehicle manufacturers such as Volkswagen,

Renault-Nissan, Peugeot-Citroen, Daimler, GM, BMW, Ford, Fiat-Chrysler, Tata, Volvo,
Hyundai, Honda, Toyota, among other. Gestamp specialize in developing design products for

13
vehicle which are increasingly safer and lighter and therefore, better with regard to energy
consumption and environment impact.

Gestamp was in 1997 with the goal supplier with a technological profile. Since then Gestamp
has never ceased to grow, while gradually incorporating new products and technologies.
Gestamp challenge is to position the forefront of innovation in the automotive sector. This is
why Gestamp devote significant efforts to the research and development of technologies.
There are main industrial activities. Steal service, auto components, and renewable energies.
It is focus on weight reduction and safety increase.

With presence in more than 24 countries, Gestamp is an international group dedicated to the
design, development and manufacture of metal automotive components. The group
specialized in developing innovatively designed products to achieve increasingly safer and
lighter vehicle, thereby reducing energy consumption and environment impact. Throughout
its more than 25 years of experience, Gestamp has become a global technology provider
characterized by its proximity to customers, ongoing innovation and strong
internationalization. Since its creation, Gestamp has moved from being a small local
stamping company to a global company operating in the main auto manufacturing hubs. With
the challenge of being at the forefront of innovation, Gestamp devotes a great effort to
research and develop cutting-edge technologies. Therefore, innovation is the basis on which
its future strategy is established. Gestamp has presence in 24 countries and has more than 134
production units and 12 R&D centers. The Gestamp group dedicated to the design,
development and manufacture of metal automotive components. The group specializes in
development and manufacture of metal automotive components. The group specializes in
development and manufacture innovatively designed products to achieve increasingly safer
and lighter vehicles, thereby reducing energy consumption and environmental impact.

2.3 Product profile

Gestamp has a wide range of products that are integrated into the body of the vehicle and
define its structure. The activity of Gestamp includes all the processes of the manufacture of
the components, so that it covers the entire value chain. From the creation of presses and dies,
to the manufacture and finishing of the product.

BIW- Body-in-whiter

14
Body products (body-in-whiter or BIW) form the structure that supports the vehicle and
protects the supports the vehicle and protects the diver and other passengers. The behavior of
these pieces is key in terms of safety and lightening of weight.

Gestamp has a wide products portfolio that includes large components and assembly parts,
such as bonnets, roofs, doors and mudguards, as well as other high, class-A surface and
assembly parts that are used to create the visible exterior skin of vehicles. Other products also
include important structural and crash-related elements, such as floors, pillars, rails and wheel
arches, which together with the exterior skin components and assembly parts, form the
essential upper and under body (platform) structures of vehicles.

Chassis

Gestamp has wide experience in the production of chassis parts. Aware of the importance of
these products for the performance and safety of the vehicle, Gestamp offers solutions that
meet all the requirements in terms of lightweight and safety.

The chassis comprises the under body of vehicles and includes systems, frames and related
parts, such as front and rear axles and couplings, control arms and integrated couplings,
which connect the body and the powertrain of a vehicle and support its weight . these
structures are essential for the dynamics, performance and safety of vehicles and have a
particular influence as regards noise, vibrations, driving and impacts.

Mechanisms

After the acquisition of EDSCHA in 2010, Gestamp expands its product portfolio with the
manufacture of mechanisms, such as hinges, door checks, electrical systems and powered
systems. These components offer great functionalities and have an important role in safety
and comfort.

In the product portfolio are hinges for doors, bonnets and boot doors, door checks and door,
hinges, which enable users to open and close a vehicle’s bonnet, side doors, rear doors and
boot, as well as pedal systems and hand brakes. Mechanisms also include powered systems
that allow vehicle doors to open and close electrically and by means of remote activation. In
the different business units, body components, powered systems and driver controls, Edscha
has achieved a leading position in the market

15
Presses and Dies

Loire Gestamp branch of Gestmap group is a company engaged in the design and
manufacturing of all types of hydraulic presses. It uses cutting-edge technology and has
extensive experience in the sector; thereby ensuring clients receive the best service. It also
offers great flexibility in the terms of terms of adapting its products to the specific needs of
each project. Hot stamping, cold stamping, hydroforming and try out of tools are its main
areas of working. Gestamp has internal capabilities for the development and manufacture of
dies, covering the entire value chain: design, machining, construction, tuning, prototyping
and monitoring. In this way, Gestamp keeps within the group the maximum experience in
stamping processes, both cold and hot, achieving the optimization of quality and commitment
to cost.

2.4 Review of literature

Muhammad Zahid Iqbal et. al in the year (2011) has done their research in the topic "AN
EMPIRICAL ANALYSIS OF THE RELATIONSHIP BETWEEN CHARACTERISTICS
AND FORMATIVE EVALUATION OF TRAINING" Their analysis is about the
relationship between characteristics and formative evaluation of Training. This paper
attempted to signify the use of formative training evaluation. The authors have carried out a
study at three public-sector training institutions to empirically test the predicted relationship
between the training characteristics and formative training evaluation under the Kirkpatrick
model (reaction and learning). This study explains the causal linkage between components of

16
formative training evaluation, the mediating role of reaction in the relationships between
training characteristics and learning was also investigated. The principal finding revealed that
a set of seven training characteristics explained 59% and 61% variance in reaction and
learning respectively. All training characteristics were found to have a positive impact on
reaction and learning except training contents. The study concluded with areas of future
research emphasizing on linking formative evaluation with summative one i.e. Behavior and
results.

Eugen Rotarescu in the year (2010) has reviewed on the topic "ALTERNATIVE
SELECTION UNDER RISK CONDITIONS IN HUMAN RESOURCES TRAINING AND
DEVELOPMENT THROUGH THE APPLICATION OF THE ESTIMATED MONETARY
VALUE AND DECISION TREE ANALYSIS". The topic in this article is the presentation in
a succinct and applicative manner of several decision making processes and the methods
applied to human resources training and development in environments with risk factors. The
decisions have been optimized by the human resources training and development, the
decision makers have readily available with two methods of analysis they are: (1) the
decision matrix and (2) the decision tree method. Both methods compute the alternatives
based on the estimated monetary value (EMV). Finally the decision matrix and the decision
tree analyses represent two viable, scalable and easily applicable framework analyses for
selecting the optimum course of action regarding the training and development of human
resources. Both analyses generate the same solution and rely on the accuracy of the expected
monetary value (EMV) method calculated for each course alternative action. Of these two
methods, the selected decision method depends on the circumstances, the complexity of the
situation and preference of the decision makers.

Pilar Pineda in the year (2010) has done his research in this topic "EVALUATION OF
TRAINING IN ORGANIZATIONS: A PROPOSAL FOR AN INTEGRATED MODEL" and
the author's purpose of this paper is to present an evaluation model that has been successfully
applied in the Spanish context that integrates all training dimensions and effects, to act as a
global tool for organizations. This model analyses satisfaction, learning, pedagogical aspects,
transfer, impact and profitability of training and is therefore a global model. The author says
that training is a key strategy for human resources development and in achieving
organizational objectives. Organizations and public authorities invest large amounts of
resources in training, but rarely have the data to show the results of that investment. Only a
few organizations evaluate training in depth due to the difficulty involved and the lack of

17
valid instruments and viable models. The paper's approach is theoretical, and the
methodology used involves a review of previous evaluation models and their improvement by
comparing their application in practice. The author has also applied the model successfully in
several public and private organizations, in industry and in the services sector, which
demonstrates its usefulness and viability in evaluating the results of training. Therefore, this
evaluation model has interesting and practical implications, as a useful tool for training
managers in evaluating training results, as well as providing a global simplified approach to
the complex evaluation function. The originality of this evaluation model lies in its focus on a
key and novel aspect-i.e. the pedagogical dimension, providing an integrated tool that can be
easily adapted to any organization.

Cary Cherniss et.al. In the year (2010) has done their research in the topic "PROCESS-
DESIGNED TRAINING: A NEW APPROACH FOR HELPING LEADERS DEVELOP
EMOTIONAL AND SOCIAL COMPETENCE" and they have evaluated the effectiveness of
a leadership development program based on International Organization for Standardization
(ISO) principles. The program utilized process-designed training groups to help participants
develop emotional and social competence. The study involved 162 mangers from nine
different companies in a random assignment control group design. There were nine different
groups with nine managers in each group. Each group was required to follow the identical
process. His results indicated that after two years the intervention group had improved more
than the controls on all Emotional Competence Inventory variables. The paper offers
recommendations for future research on the mechanisms underlying the process-designed
group strategy and contextual factors that optimize results. This paper describes a leadership
development strategy that appears to be more economical and consistent in its delivery than
traditional approaches such as workshops or executive coaching. Although ISO principles are
utilized widely in the business world, this is the first study that has used this approach in the
design and delivery of management development.

Thomas Anderson in the year (2010) has done his research in the topic "STRUGGLES OF
MANAGERIAL BEING AND BECOMING (Experiences from manager's personal
development training)" and has reviewed this paper to investigate the struggles of managerial
identity in relation to the process of becoming/being a manager, and the personal conflicts
involved within this process. Management training tends to be based on the idea that
management concerns the acquisition of competencies. techniques and personal awareness,
while managerial practice is more fluid and contextually based. There is a challenge for

18
organizers of all types of management training to bridge gap between a fixed idea of what is
to be a manger and how management is actually practiced. The methodology used in this
paper is a qualitative longitudinal project. The longitudinal and in-depth qualitative approach
facilities an important contribution to understanding issues in developing a managerial
ability. On the whole 62 interviews and eight half-day observations were conducted. The
study focuses on only five managers in two organizations. This small sample limits the
generalizability of the research. Finally the study puts emphasis on the role of management
training in providing templates for "how to be a manger", but it also illustrates the double-
edged and complex role played by context in managerial being and becoming.

David Mc Guire and Mammed Bagher in the year (2010) has done their research in the topic
"DIVERSITY TRAINING IN ORGANIZATIONS: AN INTRODUCTION" and has
reviewed the literature on diversity training and examine the effect of power, privilege and
politics of diversity in organizations. This is a conceptual paper examining the arguments in
favor and against diversity training in organizations. It identifies the presence of dominant
groups in society leading to the marginalization and oppression of minority diverse groups.
Diversity training has a significant role to play in fostering greater equality, inclusion and
fairness in the workplace. Critically, it can help diverse individuals and communities recoup
important aspects of their identity and enjoy productive fulfilling careers in the workplace.
Diversity fosters a new outlook in organizations through capitalizing on the perspectives of
all employees and giving voice to silenced minorities. It promotes greater understanding,
communication and the integration of different worldviews in decision making and problem
solving. To embed diversity effectively in organizations requires leadership by senior
management and a realization that diversity will improve performance metrics, rather than
simply being a socially desirable ideal. It involves recognizing that promoting diversity and
an inclusive culture is a shared responsibility and is not solely the preserve of diversity
advocates or HR departments. Finally the author says that as globalization effects increase
and the participation of diverse groups in the workplace grows, there is a clear need in the
field of Human Resource Development (HRD) to commit to promoting the cause of diversity.
Diversity needs to become a priority item on the HRD agenda through embedding diversity
into the curricula of HRD programs.

Franco Gandolfi in the year (2009) has done his research in the topic "TRAINING AND
DEVELOPMENT IN AN ERA OF DOWNSIZING" and he has analyzed that downsizing as
a restructuring strategy which has been actively implemented for the last three decades.

19
While employee reductions were utilized mainly in response to crises prior to the mid 1980s,
downsizing developed into a fully-fledged managerial strategy for tens of thousands of
companies in the mid to late 1980s. Since then, downsizing has transformed the international
corporate landscape and affected the lives of hundreds of millions of individuals around the
world. While the overall effects of downsizing have been widely reported, many
misconceptions surrounding the concept of downsizing have remained. This conceptual paper
focuses on the role of training and development (T&D) during the downsizing process. In
particular, the research depicts the current body of literature associated with the function of
HR and its plans, programs, and policies that firms adopting downsizing must provide to their
surviving workforces. Finally, this paper offers concluding comments regarding effective
downsizing practices that have emerged in the literature.

Cody Cox. B in the year (2009) has done his research in the topic "THE MODERATING
EFFECT OF INDIVIDUAL DIFFERENCES ON THE RELATIONSHIP BETWEEN THE
FRAMING OF TRAINING AND INTEREST IN TRAINING" and has reviewed that the
moderating effect of individual differences in the relationship between framing training was
examined for technical and nontechnical content areas. Participants were 109 working age
adults (Mean age 38.14 years, SD 12.20 years). Self-efficacy and goal orientation were
examined as moderators. Results showed a three-way interaction between performance
orientation (a dimension of goal orientation reflecting the desire to demonstrate competence
in an achievement setting), age, and frame for technical training and a three-way interaction
between performance orientation, self-efficacy, and frame for nontechnical training.
Implications for future research as well as framing training to enhance interest are discussed.

David Pollitt in the year (2009) has done his research in the topic "TRAINING TEAM
SHINES AT AXA SUN LIFE (Staff development adapts to economic downturn)" and he has
reviewed that in the fiercely competitive, tightly regulated financial services sector,
customer-facing staff must be trained to sell the right product at the right time in a way that is
fair to all. AXA sun life provides pension and investment advice and products to millions of
individuals and businesses through two UK building societies - Britannia and Birmingham
Midshires. Ensuring that its 200 employees have up-to-date skills and knowledge falls to
regulated-sales training manager Paul Ingleby and his team of four, who operate from AXA's
Coventry head office. We have robust testing and assessment processes for every program
and every delegate. This extends to the trainers, who also go through an annual process to
ensure that they have the product knowledge themselves, as well as the skills to deliver it. A

20
huge amount of experience resides within the team, both as trainers and, formerly as advisors.
Feedback suggests that enhanced training proficiency is being translated into improved skills
within the business.

David Pollitt in the year (2009) has done his research in the topic "THOMSON REUTERS
MAPS NEW RELATIONSHIPS IN LEARNING AND COLLABORATION (Software
helps companies to keep track of various threads and aspects of training)" and says that
information is the lifeblood of business, the economy and most aspects of society, from
health care to legal affairs and scientific investigation to the chat by the coffee machine.
Thomson Reuters is an important source of information and news for businesses and other
organizations around the globe. Mind mapping is a graphical technique for visualizing
processes and projects using a structure that places an objective as a central image. Mind
mapping plays a central role in every aspect of our learning and development work, from the
needs analysis to brainstorming around course development and delivery, through data
capture and performance charting. Hence with such heavy use of mind maps across the
organization, one of the training requirements that Charles Jennings has to meet is the
demand for training on the use of Mindjet products. This is largely met by access to the
company's own web-based tutorials, training centers or courses provided by authorized
training partners, often specializing in particular areas of application.

David Pollitt in the year (2009) has done his research in the topic "SOUTHERN COACHES
MANAGERS IN A BETTER WAY OF WORKING (Training and development help rail
company to improve organizational culture and performance)" and has said that managers at
a UK train operator have become role models for their employees, who now have more
power to take direct responsibility and reach their full potential. The change has taken place
following a management development program at train operator Southern, working with
coaching and training company Buonacorsi Consulting. The program has so far reached 300
managers, including the managing director Chris Burchell. Some 20 managers, from different
areas of the business, take part in each annual program. This comprises a mixture of group-
learning days, 360-degree feedback, personal development, coaching techniques and written
assignments. It has evolved through feedback from a cross-functional steering group and
other input from the business. The 360-degree feedback provides evidence of progress in
coaching skills. Hence, the written assignments take the form of implementation plans for
coaching in each manager's own area of work.

21
D.A. Olaniyan and Lucas. B. Ojo in the year (2008) has done their research in the topic
"STAFF TRAINING AND DEVELOPMENT: A VITAL TOOL FOR ORGANIZATIONAL
EFFECTIVENESS" and has reviewed that this paper is based on staff training and
development. This paper is basically a conceptual paper. The author says that the need for
improved productivity has become universally accepted and that it depends on efficient and
effective training is not less apparent. It has further become necessary in view of
advancement in the modern world to invest in training. Thus the role played by staff training
and development can no longer be over-emphasized. Staff training and development are
based on the premise that staff skills need to be improved for organizations to grow. Training
is a systematic development of knowledge, skills and attitudes required by employees to
perform adequately on a given task or job. New entrants into organizations have various
skills, though not all are relevant to organizational needs. Training and development are
required for staff to enable them work towards taking the organization to its expected
destination. However, for any organization to succeed, training and re-training of all staff in
the form of workshops, conferences and seminars should be vigorously pursued and made
compulsory. Finally this paper addresses that it is against the backdrop of the relative
importance of staff training and development in relation to organizational effectiveness.

David Pollitt in the year (2008) has done his research in the topic "A-PLANT MAKES THE
GRADE THROUGH TARGETED TRAINING (Hire firm transforms attitudes to people
development)" and he says that a carefully planned training initiative has helped a UK hire
company to improve customer service and profitability, promote more of its own employees
to managerial posts and slash employee turnover by 18 percent. Ashtead Plant Hire Company
Ltd (A-Plant), which employs more than 2000 people at more than 200 "profit centers" across
the UK, rents a wide range of equipment, from power tools to excavators and compressors.
Each profit center, run by profit-center manager, includes rental managers, fitters and drivers,
along with a foreman/workshop manager. Most Management Training Scheme (MTS)
training is delivered on-the-job, in selected profit centers, under the guidance of specifically
trained profit-center managers, otherwise known as sponsor managers. Trainees are given a
logbook of the knowledge and skills they need to become an effective profit-center manager.
The logbook enables trainees to identify their current competence, work with their sponsor
managers and center learns to address learning needs, take responsibility for their own
development and learn at their own speed. So far, more than 200 people have been trained

22
throughout the UK and the business has been transformed. Management training is providing
a clear development path for staff and supplying the business with future managers.

Chu-Mei Liu in the year (2007) has done his research in this topic "THE EARLY
EMPLOYMENT INFLUENCES OF SALES REPRESENTATIVES ON THE
DEVELOPMENT OF ORGANIZATIONAL COMMITMENT" and reviewed that this paper
aims to assess the status of the organizational commitment construct and introduce a new way
of looking at organizational commitment - especially in the early stages of employment,
wherein the target company to be having problems. The methodology of this paper is to find
out the change in organizational commitment and it is measured at two points in the early
employment of new salespersons in order to isolate the effects of early employment exposure
of the medical representatives, a period of 18-month when attrition of new employees is high.
The author's finding is that training satisfaction and perceived reward equity were the only
antecedent factors that showed a significant positive relationship with organizational
commitment. Managerial commitment showed positive contribution, the relationship was not
significant. All the three antecedents significantly contributed to organizational commitment.

Anupama Narayan and Debra Steele-Johnson in the year (2007) has done a review in this
topic "RELATIONSHIPS BETWEEN PRIOR EXPERIENCE OF TRAINING, GENDER,
GOAL ORIENTATION AND TRAINING ATTITUDES” and some of the authors have said
that in today's organizations, rapid changes, an increasingly diverse workforce and
competitive business environments characterize the work (Cascio, 1998; Goldstein, 2002;
Smith et. al 1997). Employee's development, and more specifically training, can help
individuals and organizations work more effectively adapt to the changing environment and
achieve individual and organizational goals (kindsley, 1998). The participants were 174
undergraduate students. from a Midwestern university. Participation in the study was
voluntary and participants received extra credit points that could be applied to their course
grade. So total 165 participants were taken for the analysis (men, and = 71; women, and = 94)
with a mean age of 20.5 years. Hence, results from regression analysis indicated that mastery-
approach goal orientation had a beneficial effect on training attitudes of men but not for
women.

Shreya Sarkar-Barney in the year (2004) has done her research in the topic "THE ROLE OF
NATIONAL CULTURE IN ENHANCING TRAINING EFFECTIVENESS: A
FRAMEWORK" and has evaluated the focus of global training has primarily been on

23
preparing employees to work effectively in other cultures, such as in expatriate training,
acculturation training, and training for technology transfer. One issue that has been ignored is
the implication of using training systems that are developed in a specific context and then
deployed globally. This paper proposes a framework to show the influence of culture on are
aspect of training effectiveness, the transfer of newly learned skills to the job. Specific
relationships are proposed, using Baldwin and Ford's (1988) transfer of the training
framework as a guide, and also by synthesizing findings from areas such as cross-cultural
psychology, Human resource management, and education and Technology management.
Schwartz's scale has been used for the study. The population of the study is (N= 44,000) from
54 nations. Finally, the goal of this paper was to present a framework that considers the
influence of culture on Transfer of Training (TOT). Finally he says that by combining
information about a country's culture value score and the relationships proposed by the
framework, practitioners can make more informed decisions about ways of adapting their
training systems to meet the needs of any particular culture in which training is to be
conducted.

Martin Mulder in the year (2001) has done his research in the topic "CUSTOMER
SATISFACTION WITH TRAINING PROGRAMS" and he has contributed a model of
evaluation of customer satisfaction about training programs. The model is developed and
implemented for an association of training companies. The evaluation has been conducted by
an independent organization to enhance the trustworthiness of the evaluation results. The
model is aimed at determining the quality of training programs as perceived by project
managers from the organizations that purchased in company training programs from the train
companies. Reliability research showed satisfying results. The model is based on the
methodology in effectiveness research, and the data were used to test a model of training
effectiveness. The results show that this model is confirmed for two categories of projects:
projects that were aimed at achieving learning results and changed job performance
respectively. The model does not fit for projects aimed at supporting organizational change.
Finally the author says that new advancements in human resource development should be
included in evaluating the effectiveness of training programs.

John Wilson. P and Steven Western in the year (2000) has done their research in the topic
"PERFORMANCE APPRAISAL: AN OBSTACLE TO TRAINING AND
DEVELOPMENT?" And they have reviewed that in this article the term "performance
appraisal" generally meant for the annual interview that takes place between the manager and

24
the employee to discuss the individual's job performance during the previous 12 months and
the compilation of action plans to encourage improved performance. Performance appraisal is
part of the larger process of performance management. Marchington and Wilkinson in the
year 1996 describe it as a cyclical process: determining performance expectations; supporting
performance; reviewing and appraising performance; and finally managing performance
standards. The research was conducted in a medium-sized independent hospital which is part
of a large health care company that has 26 acute hospitals and a number of psychiatric units
throughout the UK. A variety of research methods were used, including a questionnaire,
semi-structured interview and a review of training records. A questionnaire was sent to 110
members of staff and 74 were returned. From these a pilot study was then conducted with ten
members of staff who were not to be interviewed in the main survey. The findings indicated
that the majority of training and development plans were directly related to the requirements
of the job and only a small proportion were involved with general personal development.
Most plans were related to short-term job requirements and few were concerned with long
term development and advancement.

2.5 Research methodology

Research design: research design is a link between what has been established and what
needs to be done in conducting the study to achieve the goal. Descriptive research design was
the research design used in this study.

Sampling technique: convenience sampling

Sample size: 100

25
Data collection: sources of information were collected through primary Data and secondary
Data during the course of research.

Primary data: primary data refers to the data that was collected first hand, directly from the
source. The main data was collected through structured questionnaire.

Secondary data: secondary data refers to the data that was previously collected by for
another purpose. It includes company website, internet, manuals and research papers and
books.

Data collection instrument: questionnaires

Structure of questionnaire:

 The questions be asked in sequential order as per the objectives of the study
 Number of close-ended questions
 Likert’s rating scale questions

Tools for analysis:

 Percentage analysis.

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 CHAPTER -3

CONCEPTUAL FRAMEWORKS

3.1 Training and Development Meaning

Training and development refers to educational activities within a company created to

enhance the knowledge and skills of employees while providing information and instruction
on how to better perform specific tasks.

27
Training is a short-term reactive process meant for operatives and process while development
is designed continuous pro-active process meant for executives. In training employees' aim is
to develop additional skills and in development, it is to develop a total personality.

The Efficiency of an organization depends on the capacity and talents of its personnel and
how motivated they are capability of depends on his ability to work and type of training he
receives. After the employees have been selected for various positions in an organization,
training them for the specific tasks to which they been assigned assumes great importance. It
is true in many originations that before employees are fitted into a harmonious working
relationship with the other employees, he is given adequate training. Training is the act of
increasing the knowledge and skills of an employee for performing a particular job. The
major outcome of training is learning. Trainees learn new habits, refined skills and useful
knowledge during the training that helps him improve performance. Training Enables an
employee to do his present job more efficiently and prepare himself for a higher level job.

3.2 Training is needed to serve the following purposes

 Newly recruited employees require training so as to perform their tasks effectively.

Instruction, guidance, coaching help them to handle jobs competently without any
wastage.
 Training is necessary to prepare existing employees for higher level jobs (promotion).
 Existing employees require refresher training so as to keep abreast of the latest
development operation. In face of rapid technological changes, this is an absolute
necessity.
 Training is necessary when a person moves from one job to another (transfer). After
training the employee can change jobs quickly, improve his performance levels and
achieve career goals comfortable.
 Training is necessary to make employees mobile and versatile. They can be placed on
various jobs depending on organizational needs.
 Training is needed to bridge the gap between what the employee has and what the job
demands. Training is needed to make employees more productive and useful in the long
run.

28
 Training is needed for employees to again acceptance from peers (learning a job quickly
and being able to pull their own weight is one of the best ways for them to gain
acceptance.

Thus, training is meant for operatives and development is meant for managers. Training tries
to improve a specific skill relating to a job whereas development aims at improving the total
personality of an individual. Training is one-shot deal; whereas development is an ongoing
continuous process. The scope of training is on individual employee, whereas eth scope of
development is on the entire work group or the organization. Training is mostly the result of
initiatives taken by management. It is the result of some outside motivation. Training seeks to
meet the current recruitment of the jobs and the individual; whereas development aims at
meeting the future needs of the job and the individual. In other words, training is a reactive
process whereas development is a proactive process. Development is future oriented training,
focusing on the personal growth of the employee.

Learning Dimension Training Development

 Meant for Operatives Executives
 Focus Current job Current and future jobs

 Scope Individual employee Work group or Organization

 Goal Fix current skill deficit Prepare for future worked demand
Management The individual
 Initiated by
Specific job related information General knowledge
 Content
Immediate Long term
 Time-Frame

3.3 Areas of training and development

The areas of training in which training is offered may be classified into the following
categories.

1. Knowledge

Here the trainee learns about a set of rules and regulations about the job, the staff and the
products or service offered by the company. The aim is to make the new employee fully
aware of what goes on inside and outside the company.

29
2 .Technical skills

The employee is taught a specific skill (e.g. operating a machine, handling computer etc.) so
that he can acquire that shill and contribute meaningfully.

3 .Social skills:

The employee is made to learn about himself and others, and to develop a right mental
attitude towards the job, colleagues and the company. The principal focus is on teaching the
employees hoe to be a teach member and get ahead.

4. Complex Problem-Solving Skills

Being able to identify, evaluate and effectively solve ill-defined or wicked problems-
challenges that are hard to ring-fence, and therefore don't necessarily have simple, linear or
quick solutions. As a result, complex and often creative thinking has to be applied.

5. Process Skills

This is the ability to understand, harness and optimize new technologies as they emerge in
business. It's the why and how to make use of the what' that new tech provides.

The areas of development in which training is offered may be classified into the following
categories.

1. Creativity

Creativity is a top soft skill sought by employers Creativity has broad applications,
contributing to problem-solving and innovation. Creativity is risky: out-of-the-box thinking
requires crazy and sometimes bad ideas to be brought to the table. True creativity occurs
when employees feel safe to take risks and - yes - to fail." Employees are also more likely to
develop creativity in environments in which they feel heard." Collaboration and sharing of
ideas also help to foster creativity."

2. Emotional Intelligence

Emotional intelligence (EQ) drives 58% of an employees' performance at work, and 90% of
top performers demonstrate a high EQ." A large part of this may be down to how people give
and accept feedback. Effective feedback can be a great catalyst of success," but poorly given

30
or received feedback can have the opposite effect-contributing to higher staff turnover" and
even profitability.

Emotional intelligence is also a driver for success in soft-skill areas like negotiation, sales
and networking" - all important to your organization. As workplaces face increased
automation, emotional intelligence remains a skill area only a human employee can bring to
your business,"

3. Collaboration

This development area can include coordinating with others, sharing ideas, optimizing
processes and even finding new business opportunities and synergies. Just as creativity
requires the sharing of ideas to flourish, so innovation is driven by collaboration."

4. Conflict Management

An employee's time is spent at work, but also the increasing diversity of the workplace. Few
of us enjoy conflict, and the art of having honest, frank conversations is a lesser-taught one.
Developing employees to give and receive feedback is an important way to improve conflict
management." It's also crucial to upskill employees to recognize conflict, and to ensure that
they are familiar with your organization’s managerial structure in terms of knowing when -
and how-to ask for help if a conflict situation escalates,"

5. Time Management

The effective time management leads to greater productivity and fewer burnt-out staffers."
Developing time management starts with training employees on the organization’s tools and
resources at their disposal, It can also involve developing areas such as attention management
(learning to prioritize important tasks over less important ones).

3.4 Types of training

1. Skills Training

This type of training is most common in the organization. The process here is fairly simple.
The need for training in basic skills (such as reading, writing, computing, speaking, listening,
problem soloing, man gaining oneself, knowing how to learn, working as part of a team,
leading others) is identified through assessment. Specific training objectives are set and
training content is developed to meet those objectives. Several methods are available for

31
imparting these basic skills in modern organization (such as lecture, apprenticeship, on- the
job, coaching etc).

2. Refresher Training

Rapid changes in technology may force companies to go in for this kind of training. By
organizing short term course which incorporate that latest development in a particular field,
the company may keep its employees up-to-date and ready to take on emerging challenges. It
is conducted at regular intervals by taking the help of outside consultants who specialize in a
particular descriptive.

3. Cross-functional Training

Cross functional training involves training employees to perform operations in areas other
than their assigned job. There are many approaches to cross functional training. Job rotation
can be used to provide a manager in one functional area with a broader perspective than he
would otherwise have. Department can exchange personnel for a certain period so that each
employee understands how other department functions.

4 .Team Training

Team training generally covers two areas: content task and group processes. Content tasks
specify the team's goal such as cost control and problem solving. Group processes reflect the
way the member functions as team - for example how they interact with other, how they sort
out difference, how they participate etc.

5. Diversity Training

Diversity training considers all of the diverse dimensions in the work place - race, gender,
age lifestyles, culture, education, ideas, and background- while designing training programs.
It aims to create better cross-cultural sensitivity with the aims of fostering more harmonious
and fruitful working relationship among firm's employees.

3.5 On-the-job methods

Training methods are usually classified by the location of instruction. On the job training is
provided when the workers are taught relevant knowledge, skill and abilities at the actual

32
workplace. Off-the-job training on the other hand, requires that trainees learn at a location
other than the real work spot.

1. Job Instruction Training (JIT)

The JIT method is a four-step instructional preparation, presentation, and performance try out
and follows up. It is used primarily to teach workers how to do their current jobs. A Trainer,
supervisor or co-worker acts as the coach. The four steps followed in the JIT methods are:

i. The trainee receives an overview of the job, its purpose and its desired outcomes, with clear
focus on the relevance of training.

ii. The trainer demonstrates the job in order to give the employee a model to copy.

iii. Next, the employee is permitted to copy the trainer's way. Demonstrates by the trainer and
practice by the trainee are repeated until the trainee masters the right way to handle the job.

iv. Finally, the employee does job independently without supervision.

2. Coaching

Coaching is a kind of daily training and feedback given to employee by immediate

supervision. It involves a continuous process of learning by doing. It may defined as an
informal, unplanned training and development activity provided by supervisor and peers. In
coaching, the supervisor explain things and answer questions; he throws light on why things
are done the way they are: he offers a model for trainees to copy; conducts lot of decision
making meeting with trainees; procedure are agreed upon and the trainees is given enough
authority to make divisions and even commit mistakes. Coaching can be taxing job in that the
coach may not possess requisite skills to guide the learner in a systematic way. Sometimes,
doing a full day's work may be more important than putting the learner on track.

3. Mentoring

Mentoring is relationship in which a senior manager in organization assumes the

responsibility for grooming a junior person. Technical, interpersonal and political skills are
generally conveyed in such a relationship from the more experienced person. A mentor is a
teacher, suppose, counselor, developer of skills and intellect, host, guide exemplar and most
importantly, supporter and facilitator in the realization of the vision the young person has
about the kind of life he wants as an adult. The main objective of mentoring is to help an

33
employee attain psychological maturity and effectiveness and get integrated with the
organization.

4. Job rotation

This kind of training involves the movement of trainee one job to another. This helps him to
have a general understanding of how the organization functions. The purpose of job rotation
is to provide trainees with a larger organizational perspective and a greater understanding of
different functional areas as well as a better sense if their own career objectives and interests.
Apart from reliving boredom, job rotation allows trainees to build rapport cooperation among
departments. The cross-trained personnel offer a great amount of flexibility for organizations
when transfers, promotions or replacement become inevitable.

5. Apprenticeship Training

Most croft workers such as plumbers and carpenters are trained through formal
apprenticeship program. Apprentices are trainees who spend a prescribed amount of time
working with an experienced guide, coach or trainer. Apprenticeships and internships are
similar to apprenticeship because that also demand high levels of participation from the
trainee. An internship is a kind of on the job training that usually combines job training with
classroom instruction in trade schools, colleges or universities. It is also likely that it in these
of rapid changes I technology, old skills may get outdated quickly. Trainees who spend years
learning specific skills may find, upon completion of their program, that the job skills they
acquired are no longer appropriate.

3.6 Off-the-job methods

Under this method of training, the trainee is separated from the job situation ad his attention
is focused upon learning the materials related to his future job performance. There is
an opportunity for freedom of expression for the trainees. Off-the-job methods are as follows:

1. Vestibule Training

In this method, actual work conditions are simulated in a class room. Material, files and
equipment- those that are used in actual job performance are also used in the training. This
type of training is commonly used for training personnel for clerical and semi-skilled jobs.
The duration of this training range from a few days to a few weeks. Theory can be related to
practice in this method.

34
2. Role playing

It is defined as method of human interaction that involves realistic behavior in imaginary

situations. This method of training involves action, doing and practice. The participants play
the role of certain characters such as the production manager, mechanical engineer,
superintendents, maintenance engineer, quality control inspector, foremen, workers and the
like. This method is mostly used for developing interpersonal interactions and relations.

3. Lecture method

The lecture is a traditional and direct method of instruction. The instructor organizes the
material and gives it to a group of trainees in the form of a talk. To be effective, the lecture
must motivate and create interest among the trainees. An advantage of lecture method is
direct and can be used for a large group of trainees. Thus, costs and time involved are
reduced. The major limitation of the lecture method is that it does not provide for transfer of
training effectively.

4. Conference/discussion approach

In this method, the trainers deliver a lecture and involve the trainee in a discussion so that his
doubts about the job get clarified. When big organization use this method, the trainer uses
audio-visual aids such as black board, mock ups and slides; in some cases the lecture are
videotapes or audio taped. Even the trainee's presentation can be taped for self-confrontation
and self-assessment. The conference is, thus a group-centered where there is a clarification of
ideas, communication of procedures and standards to the trainees. Those individuals who
have a general educational background and whatever specific skills are required- such as
typing, shorthand, office equipment operation, filling, indexing, recording etc- may be
provided with specific instructions to handle their respective jobs.

5. Programmed Instruction

This method has becomes popular in recent years. The subject matter to be learned is
presented in a series of carefully planned sequential units. These units are arranged from
simple to more complex levels of instructions. The trainee goes through these units by
answering questions or filling the blanks. This method is, thus, expensive and time-
consuming.

3.7 Importance of training and development

35
The importance of training can best be appreciated with the help of various advantages it
offers to both employees and employer.

1. Better performance

Training improves employee's ability and skills, in turn improves employee's performance
both in quality and quantity. Better or increased employee performance directly leads to
increased operational productivity and increased organizational profits. Improvements in
employee performance / productivity in development countries lend support to this statement.

2. Improved Quality

In formal training program, the best methods of performing jobs are standardized and then
taught to employees. This offers two-fold benefits. Firstly uniformity in work performance
helps improve the quality of work or service. Secondly better informed or say trained workers
are less likely to make operational mistakes.

3. Less supervision

A trained worker is self-reliant. He knows his work and way to perform it well. Therefore, his
work requires less supervision. The supervision can devote his time on more urgent works.

4. Less learning period

A well planned and systematically organized training program reduces the time and cost
involved in learning. Training enables to avoid waste of time and efforts in learning through
trial and error method.

5. High morale

Training not only improves the ability and skills of the employees, but also changes
employees' attitude towards positive. Higher performance, job satisfaction, job security and
avenues for internal promotion lead to high morale among the employees. High morale, in
turn, makes employees more loyal to the organization.

6. Personal Growth

Training improves employee's ability knowledge and skills and thus, prevents employee's
obsolesce. This makes employees growth-oriented.

36
7. Favorable Organizational Climate

The aforesaid advantage combined lead to improves and favorable organizational climate
characterized by better industrial relation and disciplines, reduced resistance to change,
reduced absenteeism and turnover of employees and improves stability of organization.

3.8 Step in training programmers

The various step activities involved in developing training programs can be broadly classified
into five steps as follows;

1. Identification of training needs

2. Setting training objectives

3. Designing training methods

4. Administration of training programs

5. Evaluation of training

Training could be traced far back at the Stone Age when people used to transfer knowledge in
particular activity through signs and deeds to others. It was only during industrial revolution
the formal and vocational training was started to instruct the apprentices about the about the
operation of machines. Since then there is no looking back in this regard. Today training has
become the most important organizational activity not only in the business organizations but
in the educational institution also. It is fact that many organizations have realized the need of
the training created infrastructure and provided financial support. The result of many training
programs have been far less than the desired ones because of non-alignment of training
programs with the overall human resources development (HRD) strategies of the
organization.

3.9 Benefits of training and development

1. Higher Capacity for the Adoption of New Methods and Technologies

The advantages of employee training and development for an organization can be

tremendous, especially when it comes to adopting new technologies, processes, and models.
However, in today's ever-changing business landscape, one-off employee training is not

37
enough. To reap the full benefits of employee training and development, organizations need
to upskill the workforce consistently. This enables employees to quickly adopt the latest
technological developments, which they can use to speed up innovations in processes and
products.

2. Employee Training and Development Helps Companies Keep Pace with Changes in
the Industry

Modern companies need to develop continuously, which is why training is essential for
employees. The importance of employee training is paramount, particularly when you are
trying to keep up with industry changes, rules, and regulations. Having up-to-date knowledge
about your industry will help you stay ahead of the competition.

3. Employee Training and Development Increase Job Satisfaction and Morale

There are many advantages of training and development for an organization, but the benefits

of employee training and development also impact employee career growth as well. When
employees sense that their employer is helping them to improve their skills and knowledge
base, they feel motivated, and this increases their job satisfaction and morale.

4. Lower Employee Turnover Is One of the Main Benefits of Training to Employers

Getting an opportunity to learn new skills and gain knowledge is why training is important
for employees. Still, for an organization, employee training is worth the investment because it
translates into decreased employee turnover. Continuous employee training and development,
experts agree, is the key to retaining skilled employees, which saves thousands of dollars

5. The Ability to Attract High-Caliber Talent Is One of the Prime Advantages of

Training and Development for an Organization

An organization that prioritizes employee training and development sets a benchmark, which

draws in top-level talent. According to various surveys, job seekers consider employee
training and development as a major benefit. From a company's viewpoint, retaining a skilled

38
workforce and attracting quality talent are the two main advantages of employee training and
development.  

6. Employee Training and Development Helps Maintain Skill and Knowledge

Every skill requires regular practice. Otherwise, mastery over it is lost. Periodic employee
training programs serve as refresher courses for your employees, which not only helps them
sharpen the skills they have already learned, but it also enables your organization to maintain
a high level of skill and knowledge.

3.10 Disadvantages of Training and Development 

1. Training & Skill Development Cost Time and Money

Conducting a Training and skill development program costs both time and money for the
company. Affording a Trainer, installing equipment, and upgrading the infrastructure can be
a task at hand for the HR team.

Advanced training compared to In-house certainly costs more and can disturb the company’s
budget when paying both the staff and the trainer. Also, the time employees can use for
office-related operations is taken by another training and development program which
hinders productivity.

2. Sparing Extra time for training can be stressful for workers

Employees are oftentimes asked to participate in the skill development program after ending
their shifts. This extra time hard to manage as they are less likely to spend it with their
families.

On the other hand, in order to stay up to date with the latest trends and knowledgeable in a
specific area, the training hours can extend further. This, in return, can make the staff more
stressed out rather than motivated.

3. Training Sessions can be complicated

39
Some training and development programs may include heavy use of theory and practical
information that can be hard to understand for workers. In some departments, skill
development programs are based on too much of theory than application. Plenty of theoretical
instructions and data can be confusing or boring.

4. Lack of interest

Employees are also humans who have a limit to sit and listen around. If a training session is
longer than usual, the employees will most likely get tired and disinterested in their session.
The same situation can arise when the training sessions are held with repeated data and
theory concepts.

5. Switching to a New Job

A prepared and polished worker is ready to jump to another organization that offers good
perks and salary. The market is full of competitors who want their employees with the same
or advanced skills. Workers can switch to a better job given that they acquire in-depth
knowledge and experience. Whether an employee stays after training or not is one of the most
dreaded Disadvantages of Training and Development for an organization.

40
 CHAPTER – 4
DATA ANAYSIS AND INTERPRETATION

Table 4.1 Gender of respondent

S .No Particulars No.of respondents Percentage

1. Male 108 98.19
2. Female 2 1.81
Total 110 100
Source: Primary data

41
Chart 4.1 Gender of respondent

Gender of respondent

Female 1.81

Male 98.19

0 20 40 60 80 100 120

Interpretation

The above table inferred that, out of 110 respondents 98.19 per cent of the respondents
belong to male and 1.81 per cent of the respondents belong to female.

Table 4.2 Age of respondent

S. No. Particulars No. of respondents Percentage

1. Up to 20 Years 75 68.18
2. 21-30 Years 21 19.10
3. 31-40 Years 5 4.54
4. Above 40 Years 9 8.18

42
 Total 110 100
Source: Primary data

Chart 4.2 Age of respondent

Age of respondent

Above 40 Years 8.18

31-40 Years 4.54

21-30 Years 19.1

Up to 20 Years 68.18

0 10 20 30 40 50 60 70 80

Interpretation

The above table inferred that, out of 110 respondents 68.18 per cent of respondents’ are age
up to 20 years and 19.10 per cent of respondents are between 21-30 years and 8.18 per cent of
respondents are between above 40 years and 4.54 per cent of respondents are 31-40 years.

Table 4.3 Marital status

S. No. Particulars No. of respondents Percentage

1. Married 35 31.82
2. Unmarried 75 68.18
Total 110 100
Source: Primary data

43
Chart 4.3 Marital status

Marital status

Unmarried 68.18

Married 31.82

0 10 20 30 40 50 60 70 80

Interpretation

The above table inferred that, out of 110 respondents 68.18 per cent of the respondents
belong to Unmarried and 31.82 per cent of the respondent belongs to Married.

Table 4.4 Qualification of respondent

S. No. Particulars No. of respondents Percentage

1. 12th 12 10.90
2. Diploma 28 25.46
3. UG 61 55.46
4. PG 9 8.18
TOTAL 110 100

44
Source: Primary data

Chart 4.4 Qualification of respondent

Qualification of respondent

PG 8.18

UG 55.46

Diploma 25.46

12th 10.9

0 10 20 30 40 50 60

Interpretation

The above table inferred that, out of 110 respondents 55.46 per cent of respondents are UG
and 25.46 per cent of respondent diploma and 10.90 per cent of respondents are class 12 th and
8.18 per cent of respondents are PG.

Table 4.5 Experience of respondent

S. No. Particulars No. of respondents Percentage

1. Less than 5 yrs. 70 63.64
2. 5-10 yrs. 16 14.54
3. 10-15 yrs. 9 8.18
4. 15- 20yrs. 5 4.54
5. Above 20 yrs. 10 9.10

45
 Total 110 100
Source: Primary data

Chart 4.5 Experience of respondent

Experience of respondent
Above 20yrs. 9.1

15-20yrs. 4.54

10-15 yrs. 8.18

5-10 yrs. 14.54

Less than 5yrs. 63.64

0 10 20 30 40 50 60 70

Interpretation

The above table inferred that, out of 110 respondents 63.64 per cent of the respondents are
less than 5 year and 14.54 per cent of the respondents are in 5 – 10 year and 8.18 per cent of
the respondents are 10-15 year and 4.54 per cent of the respondents are 15-20 year and 9.10
per cent of the respondents are above 20 year.

Table 4.6 Department of respondent

S. No. Particulars No. of respondents Percentage

1. Press shop 64 58.18
2. Quality 16 14.54
3. Maintenance 8 7.28
4. Weld shop 22 20
Total 110 100
Source: Primary data

46
 Chart 4.6 Department of respondent

Department of respondents

WELD SHOP 20

MAINTENANCE 7.28

QUALITY 14.54

PRESS SHOP 58.18

0 10 20 30 40 50 60 70

Interpretation

The above table inferred that, out of 110 respondents 58.18 per cent of the respondents are in
the department press shop and 20 per cent of the respondents are in the department weld shop
and 14.54 per cent of the respondents are in the department quality and 7.28 per cent of the
respondents are in the department maintenance.

Table 4.7 Training methods had undergone in your organization

S .No Particulars No.of respondents Percentage

1. On-the-job training 47 42.72
2. Class room coaching 39 35.45
3. Mentoring 24 21.81
Total 110 100
Source: Primary data

Chart 4.7 Training methods had undergone in your organization

47
 Training methods

Mentoring 21.81

Class room coaching 35.45

On-the-job training 42.72

0 5 10 15 20 25 30 35 40 45

Interpretation

The above table inferred that, out of 110 respondents 42.72 per cent of the respondents are in
the on-the- job training and 35.45 per cent of the respondents are in the class room coaching
and 21.81 per cent of the respondents are in the mentoring.

Table 4.8 Level of satisfaction identification of training needs

S. No. Particulars No. of respondents Percentage

1. Highly satisfied 23 20.92
2. Satisfied 13 11.86
3. Dissatisfied 14 12.73
4. Highly dissatisfied 60 54.50
Total 110 100
Source: Primary data

48
Chart 4.8 Level of satisfaction identification of training needs

Level of satisfaction identification of training

needs

Highly dissatisfied 54.5

dissatisfied 12.73

satisfied 11.86

Highly satisfied 20.92

0 10 20 30 40 50 60

Interpretation

The above table inferred that, out of 110 respondents 54.50 per cent of the respondents are
highly dissatisfied and 20.90 per cent of the respondents are highly satisfied and 12.73 per
cent of the respondents are dissatisfied and 11.86 per cent of the respondents are satisfied.

Table 4.9 Sufficiency of training needs

S. No. Particulars No. of respondents Percentage

1. Highly satisfied 9 8.18
2. Satisfied 16 14.54
3. Dissatisfied 33 30
4. Highly dissatisfied 52 47.28
Total 110 100
Source: primary data

49
Chart 4.9 Sufficiency of training needs

Sufficiency of training needs

highly dissatisfied 47.28

dissatisfied 30

satisfied 14.54

highly satisfied 8.18

0 5 10 15 20 25 30 35 40 45 50

Interpretation

The above table inferred that, out of 110 respondents 47.28 per cent of the respondents are
highly dissatisfied and 30 per cent of the respondents are dissatisfied and 14.54 per cent of
the respondents are satisfied and 8.18 per cent of the respondents are highly satisfied.

Table 4.10 Supportiveness of senior managers in of training new employees

S. No. Particulars No. of respondents Percentage

1. Highly satisfied 21 19.10
2. Satisfied 19 17.27
3. Dissatisfied 16 14.54
4. Highly dissatisfied 54 49.09
Total 110 100
Source: Primary data

50
Chart 4.10 Supportiveness of senior managers in of training new employees

Supportiveness of senior managers in of train-

ing new employees

highly dissatisfied 49.09

dissatisfied 14.54

satisfied 17.27

highly satisfied 19.1

0 10 20 30 40 50 60

Interpretation

The above table inferred that, out of 110 respondents 49.09 per cent of the respondents are
highly dissatisfied and 19.10 per cent of the respondents are highly satisfied and 17.27 per
cent of the respondents are satisfied and 14.54 per cent of the respondents are dissatisfied.

Table 4.11 Safety protocol given to newcomers.

S. No. Particulars No. of respondents Percentage

1. Highly satisfied 32 29.09
2. Satisfied 11 10
3. Dissatisfied 27 24.54
4. Highly dissatisfied 40 36.36
Total 110 100
Source: Primary data

51
Chart 4.11 Safety protocol given to newcomers.

Safety protocol given to newcomers

highly dissatisfied 36.36

dissatisfied 24.54

satisfied 10

highly satisfied 29.1

0 5 10 15 20 25 30 35 40

Interpretation

The above table inferred that, out of 110 respondents 36.36 per cent of the respondents are
highly dissatisfied and 29.10 per cent of the respondents are highly satisfied and 24.54 per
cent of the respondents are dissatisfied and 10 per cent of the respondents are satisfied.

Table 4.12 Emphasis towards developing managerial capabilities of through training

S. No. Particulars No. of respondents Percentage

1. Highly satisfied 7 6.37
2. Satisfied 14 12.72
3. Dissatisfied 23 20.91
4. Highly dissatisfied 66 60
Total 110 100
Source: Primary data

52
Chart 4.12 Emphasis towards developing managerial capabilities of through training

Emphasis towards developing managerial

capabilities of through training

highly dissatisfied 7

dissatisfied 14

satisfied 23

highly satisfied 56

0 10 20 30 40 50 60

Interpretation

The above table inferred that, out of 110 respondents 60 per cent of the respondents are
highly dissatisfied and 20.91 per cent of the respondents are dissatisfied and 12.72 per cent of
the respondents are satisfied and 6.37 per cent of the respondents are highly dissatisfied.

Table 4.13 Emphasis towards human relation competencies through training.

S. No. Particulars No. of respondents Percentage

1. Highly satisfied 17 15.45
2. Satisfied 14 12.73
3. Dissatisfied 21 19.10
4. Highly dissatisfied 58 52.72
Total 110 100
Source: primary data

53
Chart 4.13 Emphasis towards human relation competencies through training.

Emphasis towards human relation compe-

tencies through training

highly dissatisfied 52.72

dissatisfied 19.1

satisfied 12.73

highly satisfied 15.45

0 10 20 30 40 50 60

Interpretation

The above table inferred that, out of 110 respondents 52.72 per cent of the respondents are
highly dissatisfied and 19.10 per cent of the respondents are dissatisfied and 15.45 per cent of
the respondents are highly satisfied and 12.73 per cent of the respondents are satisfied.

Table 4.14 Training and development program in the organizational have increasing
the skill, set talents towards the assigned job and help in increasing in quality and
productivity of your work

S. No. Particulars No. of respondents Percentage

1. Highly satisfied 37 33.63
2. Satisfied 17 15.45
3. Dissatisfied 24 21.82
4. Highly dissatisfied 32 29.10
Total 110 100
Source: primary data

54
Chart 4.14 Training and development program in the organizational have increasing
the skill, set talents towards the assigned job and help in increasing in quality and
productivity of your work

Training and development program in the

organizational have increasing the skill, set
talents towards the assigned job and help in
increasing in quality and productivity of your
work
highly dissatisfied 29.1

dissatisfied 21.82

satisfied 15.45

highly satisfied 33.63

0 5 10 15 20 25 30 35 40

Interpretation

The above table inferred that, out of 110 respondents 33.63 per cent of the respondents are
highly satisfied and 29.10 per cent of the respondents are highly dissatisfied and 21.82 per
cent of the respondents are dissatisfied and 15.45 per cent of the respondents are satisfied.

Table 4.15 Training program equipment handing practices in the organization

S. No. Particulars No. of respondents Percentage

1. Highly satisfied 36 32.73
2. Satisfied 8 7.27
3. Dissatisfied 24 21.82
4. Highly dissatisfied 42 38.18
Total 110 100
Source: Primary data

Chart 4.15 Training program equipment handing practices in the organization.

55
 Training program equipment handing prac-
tices in the organization

highly dissatisfied 38.18

dissatisfied 21.82

satisfied 7.27

highly satisfied 32.73

0 5 10 15 20 25 30 35 40 45

Interpretation

The above table inferred that, out of 110 respondents 38.18 per cent of the respondents are
highly dissatisfied and 32.73 per cent of the respondents are highly satisfied and 21.82 per
cent of the respondents are dissatisfied and 7.27 per cent of the respondents are satisfied.

Table 4.16 Training program test conducted in your organization.

S. No. Particulars No. of respondents Percentage

1. Highly satisfied 41 37.28
2. Satisfied 18 16.36
3. Dissatisfied 38 34.45
4. Highly dissatisfied 13 11.82
Total 110 100
Source: Primary data

Chart 4.16 Training program test conducted in your organization.

56
 Training program test conducted in your
organization.

highly dissatisfied 11.82

dissatisfied 34.45

satisfied 16.36

highly satisfied 37.28

0 5 10 15 20 25 30 35 40

Interpretation

The above table inferred that, out of 100 respondents 37.28 per cent of the respondents are
highly satisfied and 34.45 per cent of the respondents are highly satisfied and 16.36 per cent
of the respondents are satisfied and 11.82 per cent of the respondents are highly dissatisfied.

Table 4.17 Safety meeting held regularly in your organization

S. No. Particulars No. of respondents Percentage

1. Highly satisfied 23 20.91
2. Satisfied 14 12.72
3. Dissatisfied 24 21.81
4. Highly dissatisfied 49 44.56
Total 110 100
Source: Primary data

Chart 4.17 Safety meeting held regularly in your organization

57
 Safety meeting held regularly in your orga-
nization

highly dissatisfied 44.56

dissatisfied 21.81

satisfied 12.72

highly satisfied 20.91

0 5 10 15 20 25 30 35 40 45 50

Interpretation

The above table inferred that, out of 110 respondents 44.54 per cent of the respondents are
highly dissatisfied and 21.81 per cent of the respondents are dissatisfied and 20.91 per cent of
the respondents are highly satisfied and 12.72 per cent of the respondents are satisfied.

Table 4.18 Rate the standards of in-house trainers in the organization

S. No. Particulars No. of respondents Percentage

1. Highly satisfied 24 21.82
2. Satisfied 3 2.73
3. Dissatisfied 26 23.63
4. Highly dissatisfied 57 51.82
Total 110 100
Source: Primary data

Chart 4.18 Rate the standards of in-house trainers in the organization

58
 Rate the standards of in-house trainers in the
organization

highly dissatisfied 51.82

dissatisfied 23.63

satisfied 2.73

highly satisfied 21.82

0 10 20 30 40 50 60

Interpretation

The above table inferred that, out of 110 respondents 51.82 per cent of the respondents are
highly dissatisfied and 23.63 per cent of the respondents are dissatisfied and 21.82 per cent of
the respondents are highly satisfied and 2.73 per cent of the respondents are satisfied.

Table 4.19 Improved efficiency after training

S. No. Particulars No. of respondents Percentage

1. Highly satisfied 12 10.90
2. Satisfied 34 30.90
3. Dissatisfied 21 19.10
4. Highly dissatisfied 43 39.10
Total 100 100
Source: Primary data

Chart 4.19 Improved efficiency after training

59
 Improved efficiency after training

highly dissatisfied 39.1

dissatisfied 19.1

satisfied 30.9

highly satisfied 10.9

0 5 10 15 20 25 30 35 40 45

Interpretation

The above table inferred that, out of 110 respondents 39.10 per cent of the respondents are
highly dissatisfied and 30.90 per cent of the respondents are satisfied and 19.10 per cent of
the respondents are dissatisfied and 10.90 per cent of the respondents are highly satisfied.

Table 4.20 Fully satisfied with the quality and duration of existing training program

S. No. Particulars No. of respondents Percentage

1. Highly satisfied 31 28.18
2. Satisfied 19 17.27
3. Dissatisfied 13 11.82
4. Highly dissatisfied 47 42.73
Total 100 100
Source: Primary data

Chart 4.20 Fully satisfied with the quality and duration of existing training program

60
 Fully satisfied with the quality and duration
of existing training program

highly dissatisfied 42.73

dissatisfied 11.82

satisfied 17.27

highly satisfied 28.18

0 5 10 15 20 25 30 35 40 45

Interpretation

The above table inferred that, out of 110 respondents 42.73 per cent of the respondents are
highly dissatisfied and 28.18 per cent of the respondents are highly satisfied and 17.27 per
cent of the respondents are satisfied and 11.82 per cent of the respondents are dissatisfied.

Table 4.21 Improvement of knowledge after training program

S. No. Particulars No. of respondents Percentage

1. Highly satisfied 31 28.18
2. Satisfied 16 14.55
3. Dissatisfied 12 10.91
4. Highly dissatisfied 51 46.36
Total 100 100
Source: Primary data

Chart 4.21 Improvement of knowledge after training program

61
 Improvement of knowledge after training
program

highly dissatisfied 46.36

dissatisfied 10.91

satisfied 14.55

highly satisfied 28.18

0 5 10 15 20 25 30 35 40 45 50

Interpretation

The above table inferred that, out of 110 respondents 46.36 per cent of the respondents are
highly dissatisfied and 28.18 per cent of the respondents are highly dissatisfied and 14.55 per
cent of the respondents are satisfied and 10.91 per cent of the respondents are dissatisfied.

Table 4.22 Safety awareness program is effective

S. No. Particulars No. of respondents Percentage

1. Highly satisfied 39 35.45
2. Satisfied 11 10
3. Dissatisfied 6 5.45
4. Highly dissatisfied 54 49.10
Total 100 100
Source: Primary data

Chart 4.22 Safety awareness program is effective

62
 Safety awareness program is effective

highly dissatisfied 49.1

dissatisfied 5.45

satisfied 10

highly satisfied 35.45

0 10 20 30 40 50 60

Interpretation

The above table inferred that, out of 110 respondents 49.1 per cent of the respondents are
highly dissatisfied and 35.45 per cent of the respondents are highly satisfied and 10 per cent
of the respondents are satisfied and 5.45 per cent of the respondents are dissatisfied.

63
 CHAPTER – 5
FINDING, SUGGESTIONS &
CONCLUSION

5.1 Findings
 It has been found that out of 110 respondents majority of 98.19 per cent of respondents
are belongs to male.
 It has been found that out of 110 respondents majority of 68.18 per cent of respondents
are under age of up-20 years.
 It has been found that out of 110 respondents majority of 68.18 per cent of respondents
are belongs to unmarried.

64
 It has been found that out of 110 respondents majority of 55.46 per cent of respondents
are belong to UG
 It has been found that out of 110 respondents majority of 63.64 per cent of respondents
reveals less than 5 year experience.
 It has been found that out of 110 respondents majority of 64 per cent of respondents
reveals to pass shop department.
 It has been found that out of 110 respondents majority of 42.72 per cent of respondents
are belong to on-the- job training.
 It has been form that out of 110 respondents majority of 54.50 per cent of respondents are
belong to the highly dissatisfied in level of satisfaction identification of training needs.
 It has been form that out of 110 respondents majority of 47.28 per cent of respondents are
belong to the highly dissatisfied in Sufficiency of training needs.
 It has been form that out of 110 respondents majority of 49.09 per cent of respondents are
belong to the highly dissatisfied in Supportiveness of senior managers.
 It has been form that out of 110 respondents majority of 36.36 per cent of respondents are
belong to the highly dissatisfied in safety protocol given to newcomers.
 It has been form that out of 110 respondent majorities of 60 per cent of respondents are
belong to the highly dissatisfied in Emphasis towards developing managerial capabilities.
 It has been form that out of 110 respondents majority of 52.72 per cent of respondents are
belong to the highly dissatisfied in Emphasis towards human relation competencies.
 It has been form that out of 110 respondents majority of 33.63 per cent of respondents are
belong to the highly satisfied in increasing the skill, set talents towards the assigned job
and help in increasing in quality and productivity of your work
 It has been form that out of 110 respondents majority of 38.18 per cent of respondents are
belong to the highly dissatisfied in training program on equipment handing practices in
the organization.
 It has been form that out of 110 respondents majority of 37.28 per cent of respondents are
belong to the highly satisfied in training program test conducted in your organization.
 It has been form that out of 110 respondents majority of 44.56 per cent of respondents are
belong to the highly satisfied in safety meeting held regularly in your organization.
 It has been form that out of 110 respondents majority of 51.82 per cent of respondents are
belong to the highly satisfied in Rate the standards of in-house trainers.

65
 It has been form that out of 110 respondent majority of 39.10 per cent of respondents are
belong to the highly dissatisfied in Improved efficiency after training.
 It has been from that out in 110 respondents majority of 42.73 per cent of respondents are
belong to the highly dissatisfied in fully satisfied with the quality and duration of existing
training.
 It has been from that out in 110 respondents majority of 46.36 per cent of respondents are
belong to the highly dissatisfied in Improvement of knowledge after training.
 It has been from that out in 110 respondents majority of 49.10 per cent of respondents are
belong to the highly dissatisfied in Safety awareness program is effective.

5.2 Suggestion
 The organization must focus on the identification of training needs.
 The organization must focus on the sufficiency of training and must give more important
of employee.

66
 The organization senior managers and supervisor must encourage of training new
employees to increase productivity.
 The organization must insist to take seriously the training program.
 The organization must arrange a safety awareness program of every six months once.
 Training should be provided in order to improve employee performance.
 After training program performance of the participant should be checked and rewarded.

5.3 Conclusion
Training and Development make a very important contribution to the development of the
organization's human resources and hence to the achievement of its aims and objectives. To
achieve its purpose, training needs to be effectively managed so the right training is given to

67
the right people, in the right form, at the right time and it the right costs. Training has gained
importance in present day environment where jobs are complex and change rapidly. Training
is a learning experience designed to achieve a relatively permanent change in an individual
that will improve the ability to perform on the job. Training is planned program designed to
improve performance and bring about measurable changes in knowledge, skills, attitude and
social behavior of employees.

References
Muhammad Zahid Iqbal, et.al., (2011). An Empirical Analysis of the Relationship between
Characteristics and Formative Evaluation of Training. The International Journal of Business
Research 4 (1): 273-86.

68
Eugen Rotarescu, (2010). Alternative selection under risk conditions in Human Resource
Training and Development through the application of the estimated monetary value and
decision tree analysis. Journal of Management and Economics 4 (60): 468-75.

Pilar Pineda, (2010). Evaluation of training in organizations: a proposal for an integrated

model. Journal of European Industrial Training 34(7): 673-93.

Cary Cherniss, et.al., (2010). Process-designed training: A new approach for helping leaders
develop emotional and social competence. Journal of Management development 29(5): 413-
31.

Thomas Andersson, (2010). Struggles of managerial being and becoming: Experiences from
managers' personal development training. Journal of Management development 29(2): 167-
76.

David McGuire and Mammed Bagher, (2010). Diversity training in organisations: an

introduction. Journal of European Industrial Training 34 (6): 493-505

Franco Gandolfi, (2009). Training and Development in an Era of Downsizing. Journal of

management research 9(1): 3-14.

Cody B. Cox and Margaret E. Beier, (2009). The Moderating effect of individual
differences on the relationship between the framing of training and interest in training. The
International Journal Training and Development 13(4): 247-60.

David pollitt, (2009). Training team shines at AXA sun life. Journal of human resource
management international digest 17(5):23-24. 10. David pollitt, (2009). Thomson reuters
maps new relationships in learning and collaboration. Journal of human resource
management international digest 17(4): 24-6.

David pollitt, (2009). Thomson reuters maps new relationships in learning and collaboration.
Journal of human resource management international digest 17(4): 24-6.

David pollitt, (2009).Southern coaches managers in a better way of working. Journal of

human resource management international digest 17(5): 17-19.

Olaniyan, D. A. and Lucas. B. Ojo, (2008). Staff Training and Development: A vital tool
for Organizational Effectiveness. European journal of Scientific Research 24(3): 326-31.

David pollitt, (2008). A-plant makes the grade through targeted training. Journal of human
resource management international digest 16(1): 20-23.

Chu-Mei Liu, (2007). The early employment influences of sales representatives on the
development of organizational commitment. Journal of Employee relations 29(1): 5-15.

Anupama Narayanan and Debra Steele-Johnson, (2007), Relationships between prior

experience of training, gender, goal orientation and training attitudes. The International
Journal Training and Development 11(3): 167-80.

69
Shreya Sarkar-Barney, (2004). The role of national culture in enhancing Training
Effectiveness: A Framework, Advances in Human Performance and Cognitive Engineering
Research 4: 183-213.

Martin Mulder. (2001). Customer satisfaction with training programs. Journal of European
Industrial Training 25(6): 321-31.

John, P. W., and Steven Western. (2000). Performance appraisal: An obstacle to training
and development. Journal of European Industrial Training 24(7): 384-90.

70
 ANNEXURE

Questionnaire to study the effectiveness of training in M/s.Gestamp automotive Chennai

private limited

Name: ----------------------------------------------------------

1. Gender:
A. Male B. Female

71
2. Age:
A. below 25 yrs. B. 25-35 yrs. C. 35-45 yrs. D. 45-55 yrs. E. Above 55 yrs.

3. Marital status
A. Married B. Unmarried

4. Qualification:
A. Below SSLC B. SSLC C.PDC D. Graduate F. Post Graduate

5. Experience:
A. Less than 5 yrs. B. 5-10 yrs. C. 10-15 yrs. D. 15- 20yrs E. Above 20 yrs.

6. Department
A. Press shop
B. Quality
C. Maintenance
D. Weld shop

7. Which are the training methods undergone by you in organization.

A. On-the-job training
B. Class room coaching
C. Mentoring

8. Opinion on the level of satisfaction identification of training needs.

A. highly satisfied
B. satisfied
C. dissatisfied
D. highly satisfied

9. Opinion on the sufficiency of training needs.

A. highly satisfied
B. satisfied
C. dissatisfied

72
D. highly dissatisfied

10. Opinion on supportiveness of senior managers in of training new employees

A. highly satisfied
B. satisfied
C. dissatisfied
D. highly dissatisfied

11. Opinion on the safety protocol given to newcomers.

A. highly satisfied
B. satisfied
C. dissatisfied
D. highly dissatisfied

12. Opinion on is emphasis towards developing managerial capabilities of through training?

A. highly satisfied
B. satisfied
C. dissatisfied
D. strongly dissatisfied

13. Opinion on the emphasis towards human relation competencies through training?

A. highly satisfied
B. satisfied
C. dissatisfied
D. highly dissatisfied

14. Opinion on the training and development program in the organizational have increasing
the skill, set talents towards the assigned job and help in increasing in quality and
productivity of your work.
A. highly satisfied

73
B. satisfied
C. dissatisfied
D. highly dissatisfied

15. Opinion on the training program equipment handing practices in the organization.
A. highly satisfied
B. satisfied
C. dissatisfied
D. highly dissatisfied

16. Opinion on the training program test conducted in your organization.

A. highly satisfied
B. satisfied
C. dissatisfied
D. highly dissatisfied

17. Opinion on the safety meeting held regularly in your organization.

A. highly satisfied
B. satisfied
C. dissatisfied
D. highly dissatisfied

18. Opinion on the rate the standards of in-house trainers in the organization.
A. highly satisfied
B. satisfied
C. dissatisfied
D. highly dissatisfied

19. Opinion on your improved efficiency after training.

A. highly satisfied
B. satisfied
C. dissatisfied
D. highly dissatisfied

74
20. Opinion on the any you fully satisfied with the quality and duration of existing training
program.
A. highly satisfied
B. satisfied
C. dissatisfied
D. highly dissatisfied

21. Opinion on your improvement of knowledge after training program.

A. highly satisfied
B. satisfied
C. dissatisfied
D. highly dissatisfied

22. Opinion on the safety awareness program is effective.

A. highly satisfied
B. satisfied
C. dissatisfied
D. highly dissatisfied

75