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SL.NO. 01. 02. CHAPTER Executive Summary Introduction Concept of Employee Training Reason for selecting the topic Aim of research work Objectives of the research Company Profile Literature review Employee training : overview Need for training program Objectives of employee training program Evaluation of training Evaluation models of training Research Methodology Data Analysis and Interpretation Conclusion Recommendations Bibliography Annexure PAGE NO

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06. 07. 08. 09. 10. 11.

Executive Summary

Executive Summary

People are industrys greatest assets and most important resource. Since most people use only a percentage of their talents and abilities for them to realize their full potential is always profitable for an organization. Training is a learning process that involves the acquisition of knowledge, sharpening of skills, concepts, rules, or changing of attitudes and behaviors to enhance the performance of employees. Indo Rama is one of the export oriented unit situated at the centre of India. Due to various reasons the performance of the unit was not good in the past in terms of production volume & profitability. This causes losses not only to the company stakeholders but to the national productivity & economy in the long turn. Hence, this research study aims at ascertaining the role of employee training in enhancing the employee performance/productivity at IRSL, Nagpur. Indorama training and development programs aim at making people realize their full potential. This is achieved by improving their attitude and developing in them the capacity to succeed in constantly changing situations through flexibility in thinking and approach. Also by helping them become more self directed, developing ability to set and achieve goals and enhancing key leadership skills. Training is a critical component in any organization's strategy, but organizations don't always evaluate the business impact of a training program. Given the large expenditures for training in many organizations, it is important to develop business intelligence tools that will help companies improve the measurement of training effectiveness. These tools need to provide a methodology to measure, evaluate, and continuously improve training, as well as the organizational and technical infrastructure (systems) to implement the methodology. The objectives of the research work are To understand the concept of employee training. Study the various Training programs conducted at IRSL, Nagpur during 2008-2009. Ascertaining the effectiveness of these Training programs conducted at IRSL. Research methodology is a way to systematically solve the research problem. It may be understood as a science of studying how research is done scientifically. It is necessary for the

researcher to design his methodology for his problem as the same may differ from problem to problem. The methodology adopted for this project included literature survey as the first step. The project theory has focused on training given to employee for their better performance on the basis of previous performance level. Evaluation of training program done for fulfilling the principal of cost analysis (CBA) and return on investment (ROI) to maintain credibility. Training is now the important tool of Human Resource Management to control the attrition rate because it helps in motivating employees, achieving their professional and personal goals, increasing the level of job satisfaction, etc. As a result training is given on a variety of skill development and covers a multitude of courses. Evaluation is an integral part of training; Evaluation tools helps to determine the effectiveness of training interventions. Despite its importance, many organizations do not give adequate focus on training evaluation. Evaluation goal involves multiple purposes including evaluation of learning, evaluation of instructional materials, transfer of training, return on investment, and so on. Program evaluation, conducted on a regular basis, can greatly improve the management and effectiveness of your organization and its programs. To do so requires understanding the differences between monitoring and evaluation, making evaluation an integral part of regular program planning and implementation, and collecting the different types of information needed by managers at different levels of the organization. This research work is taken up with the intention of improving the productivity of the IRSL unit which was facing some labour problems in the past. The data is collected by questionnaires survey, interviews with the different sectional heads, companies policies, records, exit interviews files. By studying above here the researcher can conclude that there are need for evaluating training program for improvement and efficiency of the employees performance and demonstrate the overall value and worth of development activities


Concept of Employee training

Organization and individual should develop and progress simultaneously for their survival attainments of mutual goals. So, every modern management has to develop the organization through human recourse development. Employee training is the most important sub-system of 5

human recourses development. Training is a specialized function and is one of the fundamental operative functions for human recourse management The mission of Indoramas training programmes in to develop workers and staff into successful leaders by improving their behavior, technical and general awareness skills. Based upon the fundamental principle that success is the best teacher, our training programmes concentrate on motivating the participants to succeed by developing a positive attitude. Since this is achieved through an internal change in the self it is therefore, of a permanent nature rather than through fear or incentive which are temporary, external and work in short run only. Training department has divided the training programmes in three categories: Behavioral training programme Technical training programme General awareness training programme This year also company has identified its behavioral, technical and general awareness prorammes for its workers and staffs. Training is a critical component in any organization's strategy, but organizations don't always evaluate the business impact of a training program. Given the large expenditures for training in many organizations, it is important to develop business intelligence tools that will help companies improve the measurement of training effectiveness. These tools need to provide a methodology to measure, evaluate, and continuously improve training, as well as the organizational and technical infrastructure (systems) to implement the methodology. Crossfunctional and reporting and learning analytics provide important connections between the measures of learning effectiveness offered by a learning management system and the larger enterprise metrics that indicate whether learning is transferred and positively affects business results. Training evaluation checks whether training has had the desired effect. Training evaluation ensures that whether candidates are able to implement their learning in their respective workplaces, or to the regular work routines. The effectiveness of training is a measurement of learning. It is determined by comparing posttest scores with pre-test scores and then measuring the net change. There are several methods to measure thison a per-student basis, on a per-skill point base or on a per-dollar basis. Lets look at the skill-point base, which measures the cost of raising a students skill by one unit."

Reason for selecting the topic

Indo Rama is one of the export oriented unit situated at the centre of India. Due to various reasons the performance of the unit was not good in the past in terms of production volume & profitability. This causes losses not only to the company stakeholders but to the national productivity & economy in the long turn. Hence, this research study aims at ascertaining the role of employee training in enhancing the employee performance/productivity at IRSL, Nagpur. Evaluation is an integral part of training; Evaluation tools helps to determine the effectiveness of training interventions. Despite its importance, many organizations do not give adequate focus on training evaluation. Evaluation goal involves multiple purposes including evaluation of learning, evaluation of instructional materials, transfer of training, return on investment, and so on. Evaluation is the collection of analysis and interpretation of information about any aspects of a program of education or training as part of a recognized process of judging its effectiveness, its efficiency and any other outcomes it may have. Any training without an effective evaluation (quantitative and qualitative) will be a waste. Measuring the effectiveness of training programs consumes valuable time and resources. This research work is taken up with the intention of improving the productivity of the IRSL unit which was facing some labour problems in the past.

Indo Rama is one of the export oriented unit situated at the centre of India. Due to various reasons the performance of the unit was not good in the past in terms of production volume & profitability. This causes losses not only to the company stakeholders but to the national productivity & economy in the long turn. Hence, this research study aims at ascertaining the role of

employee training in enhancing the employee performance/productivity at IRSL, Nagpur.

Objectives of the study:

To understand the concept of employee training. Study the various Training programs conducted at IRSL, Nagpur during 2008-2009. Ascertaining the effectiveness of these Training programs conducted at IRSL.

Company profile

Company profile

The name INDORAMA signifies INDO for Indonesia & RAMA for God Shri RAMA for making the organization Indian base. So INDORAMA is a family oriented company. The journey of INDORAMA began with the establishment of the ASHOK TEXTILES (P) LTD. in Nepal in the year 1963. The INDO RAMA SYNTHETICS INDIA LTD. Is the Flagship Company of the INDO RAMA GROUP, which has been placed 15th globally. The INDO RAMA GROUP is in the business of spinning, polyester, rubber, chemical etc. Basically it is a South East Asian Company having manufacturing facilities in Indonesia, Thailand, Sri Lank, Nepal, India and trading and investment areas in UK, Hong Kong and Singapore. The group has a turnover of US $ 1 billion. Indo Rama is Indias largest manufacturer of synthetics fibre and largest exporter of synthetics blended yarn. Having started in 1989 at Pithampur and in 1993 at Butibori and today is an over Rs. 20000 million corporation with sharp focus on quality, cost and delivery. The company has emerged as a lean, agile and supremely fit corporation in the faade of economic liberalization and globalization. Indo Rama today, is a part of the worlds tenth largest manufacturer of synthetic fiber with a strong presence in Indonesia, Lithuania, Egypt, Thailand, USA, Nepal, Sri Lanka, and India. Most importantly, Indo Ramas quality has found an overwhelming response in discerning markets worldwide. Indo Rama is now transforming itself into a customer-led enterprise; and positioning itself strongly to move up the value chain- where the challenge is to manage increasing customer expectations and market dynamic based on superior value and service.

In India, its corporate office is in New Delhi and marketing offices in Mumbai, Surat, Coimbatore and New Delhi. The whole unit of Butibori, an integrated polyester plant, has divided into 3 strategic units, for the purpose of identifying different profit & loss making. They are SBU 1: Spinning SBU 2: Polyester SBU 3: DTY But now Indo Rama Butibori plant has been alienated into 2 companies, namely, Indo Rama Synthetic (I) limited


Indo Rama Textile limited

Indo Rama Synthetics (I) Ltd. is an ISO 9001:2000 and ISO 14000 company certified by SGS Yarsley,UK, and employing 3500 persons and engaged in expanding production capacities by 300000 tpa. Indo Ramas world-class integrated polyester plant has an installed capacity to produce 300000 tpa of PSF/POY/FDY/DTY and fibre grade chips and set up in technical collaboration with DuPont of USA for Partially Oriented Yarn (POY), and Toyobo of Japan for Polyester Staple Fiber (PSF). The company benchmarks itself against the best in the world and sets global standards for itself. Indo Rama is distinguished by its ability to work smart and as a place that empowers people and encourages them to take initiative. The future will see Indo Rama concentrate even more strongly on its core strengths- innovation, quality and just in time service. So that it continues to dominate its market segments and creates value for its stakeholders.

Milestones achieved by INDORAMA

INDO RAMA has also earned its fame by getting several awards. President of India has honored the company in the year 1997-98 for EXCELLENCE IN EXPORT. The SRTEPC Award from last 12 years 1st prize at IIMM- Ariba sourcing excellence Highest exports to Latin American countries 11

The NIRYAT SHREE Award from the Federation of India Excellence in IT applications in textiles CII- Leadership and excellence award in safety, Health & Environment-2004 MEDA- Energy conservation certificate-2004 Best safe practices Award from Vidarbha Industries Safety Committee.

INDO RAMA has consolidated its position as Indias Largest Exporter of Synthetic Blended Yarns The market for polyester blend is huge & growing at a fast clip. Indo Ramas PSF is emerging as the preferred option for cotton, rayon and acrylic blends. We have emerged as the countrys pre-eminent exporter of the synthetic blended yarns with a significant market share. We export to more than 60 countries in EUROPE, SOUTH-EAST ASIA, AFRICA, THE MIDDLE EAST, AND THE MEDITERRANEAN AND LATIN AMERICA. A testimony to the impeccable quality and consistency of products. For company, exports will continue to be an important thrust area. We have drawn up an ambitious plan to ensure a sustained and accelerated export growth in next 5 years. In this context, they are not only researching new blends, also exploring new markets in Latin America, Argentina, Brazil, Columbia, Venezuela, Africa and SAARC countries. Such as Sri Lanka, Nepal, Bangladesh, Maldives. To compete against world-class competition and come out trumps is a testimony to a persons talent, ability & self belief.

In 1995 another ambition project followed with the setting up of the Integrated Polyester Complex at Butibori near Nagpur, Maharashtra. Set up with technical collaboration with DuPont of USA for partially Oriented Yarn (POY). And Toyobo of Japan for Polyester Staple Fiber (PSF), Butibori also produces Draw Textured Yarn (DTY), Fully Drawn Yarn (FDY), spun yarn and polyester chips. Butibori has an installed capacity to produce 600000 MT of PSF/POY/FDY/DTY and fiber grade chips. The spindle for producing spun yarn. Continuous efficiency improvement measures have increased the ring frame productivity to 45 metric tones per day. But most importantly the stringent quality standards have earned Butibori the ISO 9002 Certification by SGS Yarsley, UK. But of all, the quality of the fiber conforms to international benchmarks. Recent studies have confirmed that yarns made from Indo Rama conform to the Zellwegar Uster Global benchmark norm (5% statistics) consistently, even at the highest spindling speed. 12

Indo Rama Synthetics (I) Ltd is not the only company of this group in India. Its subsidiary UNIWORTH has two units at Butibori, Nagpur viz. M/S WOOLWORTH INDIA LTD. and M/S FABWORTH INDIA LTD.

INDORAMAS Product range The company basically produces five different products 1. Polyester staple fiber 2. Partially oriented yarns 3. Draw Texturised yarn 4. Fully drawn yarn 5. Polyester chips

QUALITY: Quality is very important to keep a lasting image of the company. For this it is very much essential that there should be awareness among the staff as well as the workers. M/S Indo Rama Synthetic (I) Ltd has taken care of this fact and slogan like QUALITY IS THE HEARTBEAT OF PRODUCTION is displayed in the plant area. The company has a unique quality policy. QUALITY POLICY IN INDO RAMA SYNTHETICS (I) LTD We will built & sustain an Organization, Which is customer oriented, innovative and Where Quality is the hallmark of every operation. To achieve this, we will create an environment, Which 13

Support attainment of Excellence. We commit ourselves as a corporation and as Individual Do it right, the first time & every time. M/S INDO RAMA SYNTHETICS (I) LTD. is very much conscious about quality of its products

Safety of the workers is also a prime factor for M/S Indo Rama Synthetics (I) Ltd. For this the workers are provide with eye goggles, masks, hand gloves & ear plugs. Also various posters with safety slogan like PRODUCTION IS MUST BUT SAFETY IS FIRST ,WHERE THERE IS SAFETY THERE IS HAPPINESS. & DONT DISREGARD SAFETY EVER & ACCIDENTS WILL HAPPEN EVER can be seen in many places in the plant

Structure of the company

C.M.D. Executive Director President Senior vice president Assistant vice president General Manager Deputy General Manager Senior Manager Manager 14

Deputy Manager Assistant Manager Shift Incharge Supervisor Workmen

1) 2) 3) 4) 5) 6) 7) 8) M.L.LOHIA (Chairman) O.P.LOHIA( Managing Director) O.P.VAISH U.K.KHAITAN A.K.LADHA K.N.MEMANI T.MIYAZAKI VISHAL LOHIA (Whole-time Director) (w.e.f. 02.04.2007)


SPIRIT OF INDO RAMA: 1) Determination in oneself 15

2) Concerted focus on desired objective. 3) Endeavor for a unique way of risk taking. 4) Revolution for accomplishment of task in spite of all odd. 5) Venture to unknown challenges. 6) Vision to be FIRST AMONG THE BEST.

RESPONSIBILITY BEYOND BUSSINESS: As a responsibility of corporate citizen, INDO RAMA has always underscored its business responsibility by accepting its commitment to the society at large. It has made sincere efforts to heal & enrich the communities in which they operate consequently. INDO RAMA has taken several initiatives in the field of education, employment & environment. In 1995, IRA INTERNATIONAL SCHOOL, affiliated to CBSE, was set up in Butibori near Nagpur. The school offering English medium education from nursery to class 10 is spread over 10 acres of land. INDO RAMA has also initiated an entrepreneurship Development Training Program in association with the Indian Institute of Youth Welfare, spouses of company employee. The aim was to provide women family income. INDO RAMA is promoting issue concerning sustainable development. It has invested over Rs 98 million on environment management. A UNESCO sponsored training program on Environmental Biotechnology showcased the companys Butibori plant & commended them for their exemplary work. Housing facilities has been given to the employees as a very well planned & wellmaintained staff colony which includes a magnificently built & beautiful designed Temple. The workers have also been given hostel facilities. Furthermore under an employee voluntary scheme VRAKSHAROP SAMAROH, INDO RAMA has made a modest move in involving their employees to green the area of the staff colony & premises around the factory. The office area is surrounded by a lush green lawn & a very beautiful designed contemporary garden which is a treat for the visitors eyes.


Employee Training : An overview


Meaning of training
After an employee is selected, placed and introduced in an organization he/she must be provided with training facilities in order to adjust him to the job. Training is the act of increasing the knowledge and skill of an employee for doing a particular job. Training is a Short term Educational process and utilizing a systematic organized procedure by which employees learn technical knowledge and skill for a definite purpose. Training is a process on learning a sequence of programmed behavior. It is a application of knowledge. According to Edwin D. Flippo, The purpose of training is to achieve a change in the behavior of those trained and to enable them to do their jobs better.

Knowledge: it helps the trainee to know facts, policies, procedures and rules pertaining to the job. Skills: it helps to increased technical and mutual efficiency necessary for the job. Attitude: it moulds behavior towards co-workers and supervisors to create a sense of responsibility in the trainee.

Training and development Training is a short term process which utilizing a systematic and organized procedure to impart skills for a definite purpose. Earlier it was designed primarily for non-manager, it is used to be for short duration, and it was for a specific job-related purpose. Development is a long term educational process utilizing a systematic and organized procedure by which managerial personnel frequently received assistance in developing the skillsparticularly get conceptual and human relation skills. It refers to the theoretical educational concepts.


Training department has divided the training programmes in three categories: Behavioral training programme Technical training programme General awareness training programme

Need for training program

An analysis of training need is an essential requirement to the design of effective training. The purpose of training need analysis is to determine whether there is a gap between what is required for effective performance and present level of performance To match the employee specification with the job requirements and organizational needs: Technological advantage Organizational complexity Human relations Changes in the job assignment

Why training need analysis? Training need analysis is conducted to determine whether recourses required are available or not. It helps to plan the budget of the company, areas where training is required, and also highlights the occasions where training might not be appropriate but requires alternate action.
Methods used in training needs assessment Group or organizational analysis Organizational goals and objectives Organizational climate indices Efficiency indices Exit interviews MBO or work planning system Quality circle Employee satisfaction Individual analysis Work sampling Interviews Questionnaires Attitude survey Training progress Rating scales Observation of behavior


Individual training needs

Group training needs

Organizational training needs

Training Needs Analysis (TNA) is used to assess an organizations training needs. The root of the TNA is the gap analysis. This is an assessment of the gap between the knowledge, skills and attitudes that the people in the organization currently possess and the knowledge, skills and attitudes that they require to meet the organizations objectives. The training needs assessment is best conducted up front, before training solutions are budgeted, designed and delivered. The output of the needs analysis will be a document that specifies why, what, who, when, where and how. More specifically, the document will need to answer these questions: Why do people need the training? What skills need imparting? Who needs the training? When will they need the new skills? Where the training may be conducted? and How may the new skills be imparted?

There are so many ways for conducting a Training Needs Analysis, depending on your situation. One size does not fit all. Is the purpose of the needs assessment to: lead in to a design of a specific purpose improvement initiative (e.g., customer complaint reduction) enable the design of the organizations training calendar Identify training and development needs of individual staff during the performance appraisal cycle and so on and so on.


Objectives of training
Training objectives are one of the most important parts of training program. While some people think of training objective as a waste of valuable time. The counterargument here is that resources are always limited and the training objectives actually lead the design of training. It provides the clear guidelines and develops the training program in less time because objectives focus specifically on needs. It helps in adhering to a plan. To increased the skills and knowledge of the employees working on various jobs. To improve the employee decision making ability. To achieve the economy. To prepare the employee, both new and old meet the present as well as the changing requirements of the job and the organization. Training objective tell the trainee that what is expected out of him at the end of the training program. Training objectives are of great significance from a number of stakeholder perspectives, 1.Trainer 2.Trainee 3.Designer 4. Evaluator Evaluation of training program success should be measured in terms of the objectives. Objectives for training can be set in any areas necessary, by using one of the following dimensions. Quantity of work resulting from training Quality of work after training Timeliness of work after training Cost saving as a result of training

METHODS OF TRAINING Training methods is defined as A systematic procedure or techniques by which a skill is developed in a person, employee of an organization. A combination of different methods of training contributes to the effectiveness of the training program. 21

Trainers use a variety of training methods during delivery to facilitate learning. By altering the training methods the trainer uses delivery; he can keep learners interested, activate different learning style and enhance comprehension and retention.There are two broad types of training available to small businesses: on-the-job and off-the-job techniques. On-the-job training is delivered to employees while they perform their regular jobs. In this way, they do not lose time while they are learning. After a plan is developed for what should be taught, employees should be informed of the details. A timetable should be established with periodic evaluations to inform employees about their progress. On-the-job techniques include orientations, job instruction training, apprenticeships, internships and assistantships, job rotation and coaching. Off-the-job training include lectures, special study, films, television conferences or discussions, case studies, role playing, simulation, programmed instruction and laboratory training. Most of these techniques can be used by small businesses although, some may be too costly. Training methods On the job methods Coaching Job Rotation Apprenticeship Orientation Off the job methods Vestibule training Role playing Lecture method Conference or discussion

Coaching Coaching is a learning through on the job- experience. A manager can learn when he is put on a specific job. He can learn better if he is given some guidance either in the form of coaching or understudy.


Job Rotation Job rotation involves moving an employee through a series of jobs so he or she can get a good feel for the tasks that are associated with different jobs. It is usually used in training for supervisory positions. The employee learns a little about everything. This is a good strategy for small businesses because of the many jobs an employee may be asked to do. Such movement may be for a period ranging from 6 months to 2 years. Apprenticeship Apprenticeships develop employees who can do many different tasks. They usually involve several related groups of skills that allow the apprentice to practice a particular trade, and they take place over a long period of time in which the apprentice works for, and with, the senior skilled worker. Apprenticeships are especially appropriate for jobs requiring production skills Orientations Orientations are for new employees. The first several days on the job are crucial in the success of new employees. This point is illustrated by the fact that 60 percent of all employees who quit do so in the first ten days. Orientation training should emphasize the following topics: The company's history and mission. The key members in the organization. The key members in the department, and how the department helps fulfill the mission of the company. Personnel rules and regulations.

Vestibule Training The concept of vestibule school/training center is that people will learn and develop skills while working in the institutions similar to what they will face after they are put on the actual job. Vestibule training consists of two parts First, there is lecture method which is conducted in class rooms meant for this purpose. Second, there is practical exercise based on the theoretical aspects in a workshop. 23

Role Playing . Role playing and simulation are training techniques that attempt to bring realistic decision making situations to the trainee. Likely problems and alternative solutions are presented for discussion. The adage there is no better trainer than experience is exemplified with this type of training. Experienced employees can describe real world experiences, and can help in and learn from developing the solutions to these simulations. This method is cost effective and is used in marketing and management training. Lectures . Lectures present training material verbally and are used when the goal is to present a great deal of material to many people. It is more cost effective to lecture to a group than to train people individually. Lecturing is one-way communication and as such may not be the most effective way to train. Also, it is hard to ensure that the entire audience understands a topic on the same level; by targeting the average attendee you may under train some and lose others. Despite these drawbacks, lecturing is the most cost-effective way of reaching large audiences.

Management Game Management game, or business game, is another popular technique which is used at management education level or at management development level.

Training programs
The mission of Indoramas training programmes is to develop workers and staff into successful leaders by improving their behavior, technical and general awareness skills. Based upon the fundamental principle that success is the best teacher, our training programmes concentrate on motivating the participants to succeed by developing a positive attitude. Since this is achieved through an internal change in the self it is therefore, of a permanent nature rather than through fear or incentive which are temporary, external and work in short run only.


Every year company invests money on development of their employees by conducting training and development programs and nominating its employees for external training. On the basis of training needs assessment and appraisal, training department prepares training plan for one year in which they identify the training and development programme to be conducted. A training program is an ongoing progress and its trust has been changing from time to time, depending upon the current needs of the organization. Training program in the true sense do not begin and end with the program schedule/ time table.

Constructing a Training Calendar Training calendars are the best suited to repeatable and regular demand, such as refresher skills training for infrequently performed technical tasks and for new recruits joining the organization. In these cases, review what training is required on a regular basis and look at what new recruits need to be proficient at soon after they join any organization. Generally, consult with management team by checking off which of the following areas require inclusion in training calendar: management, leadership and supervision skills soft skills, such as communication and conflict resolution environment, health and safety

human resource processes, such as performance management business skills, such as strategy, planning and process improvement technical line and staff skills such as telephone etiquette and inventory management

SR. NO. 1 2 NAME OF PROGRAMME Executive development Quality circle PERIOD FROM 12 Jan 15 - Jan TO 13 Jan 15 Jan 25

3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1

Supervisory development Couples training Employee development Employee development Couples training Quality circle Supervisory development Executive development Employee development Couples training Executive development Quality circle Leadership skills Employee development Executive development Quality circle Supervisory development Material management Quality circle Employee development Couples training Understanding 5 S Supervisory development Executive development Advance Excel SAP Essence of industrial laws General Awareness of ISO 14000 Supervisory development

19 Jan 22 Jan 27 Jan 9 - Feb 16- Feb 19- Feb 23- Feb 26- Feb 5 - Mar 9- Mar 16- Mar 20- Mar 24- Mar 6 - Apr 13- Apr 16- Apr 20- Apr 27- Apr 4-May 11-May 18-May 22-May 26-May 8- Jun 11- Jun 15- Jun 19- Jun 23- Jun 6- Jul

20 Jan 23 Jan 28 Jan 10- Feb 17- Feb 19- Feb 24- Feb 27- Feb 6- Mar 10- Mar 17- Mar 20- Mar 24- Mar 7- Apr 14- Apr 16- Apr 21- Apr 27- Apr 4-May 12-May 19-May 22-May 27-May 9- Jun 12- Jun 16- Jun 19- Jun 23- Jun 7- Jul 26

2 3 4 5 1 2 3 4 5 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4 5

Pump & compressors Employee development SAP Internal auditors ISO 9001-2000 AC Drives & PLC Essence of industrial laws Advance excel Testing methods Executive development Supervisory development Employee development SAP General awareness OHSAS Stress management Quality circle Testing methods Executive development Taxation Employee development Supervisory development Advance Excel Advance process control system Executive development Employee development Supervisory development SAP 5S

13- Jul 16- Jul 22- Jul 27- Jul 5 - Aug 12- Aug 17- Aug 21- Aug 24- Aug 8 - Sep 14- Sep 18- Sep 22- Sep 5 - Oct 8 Oct 14 Oct 19 Oct 27 - Oct 9 - Nov 16- Nov 23- Nov 27- Nov 7 - Dec 14 - Dec 21- Dec 24- Dec 28- Dec

13- Jul 17- Jul 22- Jul 27- Jul 6- Aug 12- Aug 18- Aug 21- Aug 25- Aug 9- Sep 15- Sep 18- Sep 22- Sep 5 Oct 8 Oct 14 Oct 20 Oct 27 Oct 10- Nov 17- Nov 23- Nov 27- Nov 8- Dec 15- Dec 22- Dec 24- Dec 28- Dec


An effective training program administrator should follow these steps: Define the organizational objectives. Determine the needs of the training program. Define training goals. Develop training methods. Decide whom to train. Decide who should do the training. Administer the training. Evaluate the training program.

Following these steps will help an administrator develop an effective training program to ensure that the firm keeps qualified employees who are productive, happy workers. This will contribute positively to the bottom line.

Training programmes for the year 2009-10

Sr no. 1 2 3 4 5 Programme name Positive attitude Team building Work ethics Inter personnel skill and time management Motivational training Target group Workmen and staff Workmen and staff Workmen Workmen workmen 28

6 7 8 9 10 11 12

Stress management Managing conflict Managerial and supervisory skill ISO training Safety training Quality Circle Training Technical Training

Staff Staff Staff Workmen and staff Workmen and staff Workmen and staff Workmen and staff

Training budget
The principle management control over training is the budget. The budget for training can be best measured in terms of training effectiveness. A budget must be realistic, in accordance with the mission and the assigned training responsibilities. Training budget is a statement showing the estimate cash outflow of training department over a given period of time. Indorama estimates its training budget for one year i.e. from April 1 to march 31. Following are the expenses of Indoramas training and development department. Training material. Lunch and snacks. External faculty fees. Membership and subscription of magazines. Subscription to central board of workers education. External training program. Other expenses.

Training cost

It is useful to track trainings full costs according to eight phases: administration, research and development, analysis, design, development, delivery, evaluation and marketing.

Cost for each training program: Personnel cost: for people involved in the training project including in-house subject matter experts and outside fees and expences Outside purchase of goods and services: for materials and supplies brought from an outside provider for a specific training program. Facilities costs for the use of rental facilities such as classroom, research and development laboratories or work shops. Incidental expences for travel and daily expenses allowances during a training program.

Training budget For the years 2006-07,2007-08,2008-09

SN 1 2 3 4 5 6 7 8 9 PARTICULARS Training material Lunch & snacks Workmen training program Staff training program Couples training program Membership & subscription of magazine Technical skill development External nominations Subscription to central board of workers education Work-culture & productive improvement 2006-07 (Rs) 1,05,000 1,14,000 3,50,000 3,50,000 90,000 90,000 96,000 3,50,000 25,000 200708(Rs) 1,25,000 1,14,000 4,25,000 4,00,000 90,000 90,000 96,000 3,50,000 25,000 200809(Rs) 1,50,000 1,25,000 4,25,000 4,50,000 90,000 1,05,000 4,25,000 25,000




11 12 13

ISO training Purchase of LCD Other expences Total

1,55,000 1,50,000 25,000 19,00,000

1,55,000 25,000 20,45,000

1,55,000 25,000 25,00,000

Evaluation of training program

Evaluation is the collection of analysis and interpretation of information about any aspects of a programme of education or training as part of a recognized process of judging its effectiveness, its efficiency and any other outcomes it may have. Any training without an effective evaluation (quantitative and qualitative) will be a waste. Post training evaluation is necessary to measure whether the expenses on training have become an investment on people or an unnecessary cost to the organization. This would also aid in making suitable modification to the current program and develop them further. Training program must evaluate for fulfilling the principle of cost benefit analysis (CBA) and return on investment (ROI) to maintain credibility. The assessment of the total value of a training system, training course or program in social as well as financial terms, evaluation differs from validation in that it attempts to measure the overall cost benefit of the course or program and not merely the achievement of its laid down objectives. Evaluation of training is very important in order to establish credibility of two phases, one immediately and other preferably after 3 month, to gauge at two levels: Training efficiency Short-term effectiveness Training efficiency: Training efficiency is evaluated in Indorama by assessing the feedback form filled by the participant in the end of the training programme.


Short-term effectiveness: In Indorama short term effectiveness is measure by compairing pre and post training assessment. Before the training programme, pre training assessment form is filled by departmental head and after 90 days of training programme, post training assessment form, we evaluate short-term effectiveness. The purpose of evaluation is to determine whether or not the training achieved the desired objective. The objective might have been very precise, or extremely loose, but there would have been one. This is usually set as a result of assessing training needs. Evaluating training will help show how effective it was at meeting the objective. All organizations, regardless of size or type, should use some process of assessing the effectiveness of training undertaken by employees. Education in any form is an investment of time and money, which makes it important that the organization establishes, as far as it can, the return on that investment.

Benefits of Training Evaluation There are a number of reasons why organizations proactively monitor the effectiveness of employee education. These are: Helps employees to monitor their own improvement. Builds morale, by demonstrating an interest in staff development. To maximize the training ROI (return on investment). Helps to determine the form of future training programs. Assists with identifying the effectiveness of different forms of teaching (such as classroom based or web based). Organizations that train but do not evaluate that training cannot be certain of its value, either to themselves or their employees.


Evaluation criteria
The criteria for evaluation depends on the program, the organization and the objectives, recourses needed, cost of conducted program and the results expected out of it. However, some of the general considerations are to be taken into account while evaluating a training program.

1. Significance: the extent to which, the training, if successfully carried out, will make an original and important contribution. 2. Approach: the extent to which the conceptual framework, design, methods and analysis are properly developed, and integrated, and appropriate to the aims of the training including the following: Plan for use of controls Sample size justification Power functions where appropriate Analysis techniques by the organizers and the adequacy of plans for the recruitment and retention of human resources where applicable. 4. Data: the appropriate, use of data, time needed for collection and analysis. 5. Personnel: appropriate background, skills, objectives. 6. Budget

3. Feasibility: the likelihood that the proposed work can be accomplished through the training

Types of evaluation: Questionnaire or survey Interview Test (either written or performance test) Focus group Observation of participant

Performance record Structure of training evaluation

Structure of training evaluation

Using the diagram in Figure 1 as a structural framework, we can identify five basic points at which we might take measurements, conduct assessments, or reach judgments. These five points are indicated in the diagram by the numerals 1 through 5: 1. Before Training 2. During Training 3. After Training or Before Entry (Reentry) 4. In The Workplace 5. Upon Exiting The Workplace


Measuring the effectiveness of training

Measuring the effectiveness of training programs consumes valuable time and resources. Many training programs fail to deliver the expected organizational benefits. Having a wellstructured measuring system in place can help you determine where the problem lies. On a positive note, being able to demonstrate a real and significant benefit to your organization from the training you provide can help you gain more resources from important decision-makers. Consider also that the business environment is not standing still. Your competitors, technology, legislation and regulations are constantly changing. What was a successful training program yesterday may not be a cost-effective program tomorrow. Being able to measure results will help you adapt to such changing circumstance

What Makes Training Effective?

Training intervention effectiveness research is needed to (1) identify major variables that Influence the learning process and (2) optimize resources available for training interventions. Logical and progressive study models are best suited to identify the critical elements and causal relationships that affect training effectiveness and efficiency In training research, it is often difficult to arrive at definitive answers. Typically, many Variables minimize effects and make results difficult to interpret. Furthermore, the amount of variance attributed to any one variable is usually small. Therefore, if training is to be an essential component of planned interventions, a uniform system of research is needed to explain how training is made effective and to indicate how resources for training should be organized. The model described here recognizes that formal training interventions are affected by several real-world factors such as uneven resource availability across training settings and differing levels of experience and expertise among instructors. Accordingly, training evaluation research should be conducted in the field where possible in order to incorporate these variables into the study of effectiveness

The Kirkpatrick Mode

The most well-known and used model for measuring the effectiveness of training programs was developed by Donald Kirkpatrick in the late 1950s. It has since been adapted and modified by a 35

number of writers; however, the basic structure has well stood the test of time. The basic structure of Kirkpatricks four-level model is shown here. Methods for the effective evaluation of training have been studied for some time. The Kirkpatrick

is now considered to be the industry standard, and is frequently used by HR departments

when determining their own systems. Level 4Result Level 3Behavior Level 2Learning Level 1Reaction What organizational benefits resulted from the training? To what extent did participants change their behavior back in the workplace as a result of the training? To what extent did participants improve knowledge and skills and change attitudes as a result of the training? How did participants react to the program?

Kirkpatrick Model for Evaluating Effectiveness of Training Programs An evaluation at each level answers whether a fundamental requirement of the training program was met. Its not that conducting an evaluation at one level is more important that another. All levels of evaluation are important. In fact, the Kirkpatrick model explains the usefulness of performing training evaluations at each level. Each level provides a diagnostic checkpoint for problems at the succeeding level. So, if participants did not learn (Level 2), participant reactions gathered at Level 1 (Reaction) will reveal the barriers to learning. Now moving up to the next level, if participants did not use the skills once back in the workplace (Level 3), perhaps they did not learn the required skills in the first place (Level 2). The difficulty and cost of conducting an evaluation increases as you move up the levels. So, you will need to consider carefully what levels of evaluation you will conduct for which programs. You may decide to conduct Level 1 evaluations (Reaction) for all programs, Level 2 evaluations (Learning) for hard-skills programs only, Level 3 evaluations (Behavior) for strategic programs only and Level 4 evaluations (Results) for programs costing over $50,000. Above all else, before starting an evaluation, be crystal clear about your purpose in conducting the evaluation. 36

Evaluation instruments V Collect data Evaluation timing

Evaluation purposes

Tabulate program cost Convert data into monetary value Calculate ROI Identify intangible benefits

Isolate the effect of training

Evaluation levels convert data Fig : Kirkpatrick four-level approach

Using the Kirkpatrick Model

How do you conduct a training evaluation? Here is a quick guide on some appropriate information sources for each level. Level 1 (Reaction) completed participant feedback questionnaire informal comments from participants focus group sessions with participants

Level 2 (Learning) pre- and post-test scores on-the-job assessments supervisor reports

Level 3 (Behavior) completed self-assessment questionnaire 37

on-the-job observation reports from customers, peers and participants manager

Level 4 (Results) financial reports quality inspections interview with sales manager Effectiveness of training depends on the synergic relationship and collaborative working amongst the four major patterns of training (participants, training organization, trainers and client organization). Hence evaluation provides the necessary feedback to these for contributing to training effectiveness.

The evaluation of training is a series of measurements of performance and impact of training program on the individuals and the system as a whole. It is done for fact-finding, description, comparison, comprehension, analysis, explanation and adaptation of training strategies, to make them more useful for the ultimate target beneficiaries.

Areas of evaluation Pre-training factors

What to evaluate Preparation Learning motives Expectation

Training events and its management

Specific sections Areas of satisfaction/dissatisfaction Training facilities

Participant development

Conceptual development Learning of skills Change in values/attitude Change in behavior Application


Organizational development

Job effectiveness Team effectiveness Organizational effectiveness

Post training factors Training process

Cost Organizational support Learning climate Learning methods Trainer team effectiveness

Training effectiveness depends not only on what happens before the actual training, but also on what happens before the actual training and what happens after the training has formally ended. Evaluation cannot neglect these important contextual factors. There are some models which are used for evaluation of training program to find out effectiveness of training program. Kirkpatrick (1959) 1. Reaction: to gather data on participants reactions at the end of a training program CIPP Model (1987) IPO Model (1990) 1. Context: obtaining information about the situation to decide on educational needs and to establish program objectives TVS Model (1994)

1. Input: evaluation of 1. Situation: collecting system performance pre-training data to indicators such as trainee ascertain current levels qualifications, of performance within availability of materials, the organization and appropriateness of defining a desirable training, etc. level of future performance 2. Process: embraces planning, design, development, and delivery of training programs 2. Intervention: identifying the reason for the existence of the gap between the present and desirable performance to find out if training is the solution to the problem 3. Impact: evaluating 39

2. Learning: to assess whether the learning objectives for the program are met

2. Input: identifying educational strategies most likely to achieve the desired result

3. Behavior: to assess

3. Process: assessing 3. Output: Gathering

whether job the implementation of data resulting from the performance changes as the educational training interventions a result of training program 4. Results: to assess 4. Product: gathering costs vs. benefits of information regarding training programs, i.e., the results of the organizational impact in educational terms of reduced costs, intervention to improved quality of interpret its worth and work, increased quantity merit of work, etc.

the difference between the pre- and posttraining data

4. Outcomes: longer- 4. Value: measuring term results associated differences in quality, with improvement in the productivity, service, or corporations bottom sales, all of which can line- its profitability, be expressed in terms of competitiveness, etc. dollars

Table 1. Models used for evaluation of training program

Literature Review


Literature review
Dorn Williams (2007), Training is a critical component in any organization's strategy, but organizations don't always evaluate the business impact of a training program. Large expenditures for training in many organizations, is important to develop business intelligence tools that will help companies to improve the measurement of training effectiveness. These tools need to provide a methodology to measure, evaluate, and continuously improve training, as well as the organizational and technical infrastructure (systems) to implement the methodology. Cross-functional and learning analysis is provide important connections between the measures of learning effectiveness offered by a learning management system (LMS) and the larger enterprise metrics that indicate whether learning is transferred and positively affects business results. Robert Blomberg (2002), This article reviews current literature related to cost-benefit analysis of employee training programs. After a conceptual stage is set and the meaning of terms is clarified, methodologies for measuring costs and benefits, and problems related to this process are discussed. Primary and secondary beneficiaries of training are identified. The need for distributional assignments of costs as a function of benefit is described. Following the identification of problems inherent in cost-benefit research, concluding comments focus on the need for practical applications of cost-benefit research. Venuzgal (2005), The researcher review in this research the current methods on evaluating training programs by BreadTalk, with an aim of improving its evaluation methods. Through a 41

search of literature and an analysis of current methods, the report summarizes the latest thinking on evaluating training programs and provides insights on how BreadTalk can improve the quality and management of its evaluations. There are three key objectives of the report: first, to identify models, frameworks, methodologies, and approaches as well as their uses and feasibility in evaluating training programs; second, to summarize how the quality and effectiveness of these evaluations are assessed in theory and in reality, and approaches that other organisations use to maintain the quality and effectiveness of their evaluations, and third, to outline some common practices of corporate evaluation units.

Wheaton, George R. and Holding, Dennis H. (1976), The present report describes a program of research whose goal is the development and eventual validation of a method for predicting training device effectiveness. As the lead publication in the series, this report presents a preliminary model for the prediction of one of the most important aspects of training effectiveness--transfer of training. In developing the preliminary model, every attempt has been made to examine and, if possible, to build upon previous efforts. Toward this end, several different kinds of literature potentially bearing on the prediction of device effectiveness have been exhaustively reviewed, reduced, and analyzed. Previous methods and models dealing with the design or evaluation of training programs were examined. General theories of transfer were studied as were the specific constructs believed to mediate transfer. Finally, a host of substantive issues were examined, particularly in terms of empirical data on specific variables and their impact on transfer. The report describes and discusses this information and, when appropriate, indicates its incorporation into the model. In the following four sections of the report the results of the literature survey are described together with implications for a preliminary model for use in predicting training effectiveness. Tracey, J. B., Tews, M. J. (1998), Training is considered important to hospitality operations. To ensure the effectiveness of training programmes, hospitality managers need to look beyond the usual factors of needs assessment, programme design, implementation and follow-up, to consider, in addition, external factors. These factors include specifically employees' individual characteristics, such as motivation, attitude and basic ability; and the work environment, particularly the characteristics of the job, social networks, corporate culture, and appraisal and 42

reward schemes. Taking into account external factors as well as traditional measures of training effectiveness, a manager can begin to assess how well a training programme is performing and determine what changes will make it more effective. R. Hoyle (2000), The literature on evaluation needs to be classified into education and training. The latter reveals many difficulties as regards evaluation. Scientific and quantitative methods are not popular. Evaluation appears to be undertaken reluctantly and with the simplest methods. Behavioural objects are rarely even set by trainers. Progress in the techniques of evaluation has been slow, though a good deal of research has been done. The literature is small but growing Harris (2004), The researchers state that there is one absolute truth on employee training: Most of the money spent on training is probably wasted. The primary reason of most training programs fail is that, by definition, most are short-term events where massive amounts of information are spread with the hopes that something sticks. Great business leaders understand that education is a process-not a single event. Grider, Douglas T., Capps, Charles J., III, Toombs, Leslie A (1990), A survey of 212 members of the American Society for Training and Development was conducted to determine what training evaluation techniques generate the most effective results. Three evaluation methods were identified as the most effective: the results method, the behavior method, and the competency method. Research results indicate that the best method for training and development (T&D) analysis may depend on the type of environment used for training. The method cited most often as the one used to evaluate training program results was the reaction method. Study findings indicate that executives who want to develop effective training programs can take numerous actions, including: integrating T&D with corporate strategic plans, providing necessary resources to evaluate training results, and establishing a network of information. Eduardo Salas and Christina M. Garofano (2004), A decade of training evaluation and training effectiveness research was reviewed to construct an integrated model of training evaluation and effectiveness. This model integrates four prior evaluation models and results of 10 years of training effectiveness research. It is the first to be constructed using a set of strict criteria and to investigate the evaluation and effectiveness relationships with an evaluation measure proposed several years ago, post training attitudes. Evaluation measures found to be related to post training 43

attitudes were cognitive learning, training performance, and transfer performance. Training effectiveness variables found to be related to post training attitudes were pre training selfefficacy, experience, post training mastery orientation, learning principles, and post-training interventions. Overall, 10 training effectiveness variables were found to consistently influence training outcomes. Results also reveal that reaction measures and training motivation are two areas needing further development and research. These findings as well as other areas requiring research attention are discussed. Black, J. Stewart, Mendenhall (1990), A review and a theoretical framework for future research increased internationalization in the economic, political, and social arenas have led to greater interpersonal cross-cultural conflict. Because much of this contact has not been successful, crosscultural training has been proposed by many scholars as a means of facilitating more effective interaction. A review of the cross-cultural training literature is presented, and it is determined that cross-cultural training in general is effective. The article also offers a theoretical framework based on social learning theory for understanding past research and for guiding future research; this is important because in this context variables seem to operate differently in international versus domestic areas. IbrahimMohamed E,Prof. & Head (2004); This paper examines the effectiveness of a training program offered to 94 trainees at two locations of a training institute in UAE. The researcher extracted the needed data from the records of the institute for the year 2003. The paper focused on trainees reactions to the training program (i.e., its materials and instructors) and the level of skills and knowledge gained from the program as the primary measures for effectiveness. Alpha analysis and t-tests were used to judge data reliability and the statistical significance of the measures of effectiveness. A regression analysis was also used to determine the role of perceived training usefulness and a trainees effort to gain skills and knowledge in explaining achieved level of effectiveness. The results indicate significant positive reactions to the training program. They also indicate significant increase in trainees skills and knowledge as a result of the training. In addition, perceived training usefulness and trainees effort to gain skills and knowledge were significant variables in explaining training effectiveness, after controlling for the effects of demographic variables.

Newton, B. (2006), The focus of this article is on age discrimination in training and development. However, the practical advice offered can be applied generally to all areas of 44

training and development in the workplace. There are practical steps on how to implement a training policy to facilitate access to all employees in the organization. All the important areas of best practice in delivering training and development programs are identified Peter Michel (2002) ,Effort initiated by an organization to foster learning among its members. It tends to be narrowly focused and oriented toward short-term performance concerns. Development: Effort that is oriented more toward broadening an individuals skills for the future responsibilities. 1: Needs assessment for training. It consists of three parts- organizational, task and person analysis. 2: Designing the training program. Instructional Objectives represent the desired outcomes of a training program (Performance-centered objectives). They also provide a basis for choosing methods and materials and for selecting the means for assessing whether the instruction will be successful. The principles of learning should include goal setting, individual differences, active practice and repetition, whole versus part learning, masses versus distributed learning, feedback and reinforcement, meaningfulness of presentation and modeling. 3: Implementing the training. This stage involves taking decisions like nature of training, types of training and organizational extent of training. K. Skylar Powell, Serkan Yalcin(2002); The purpose of this paper is to add to the significant contributions of past research by assessing what the overall effectiveness of managerial training has been over a period of 50 years and by identifying changes in overall effectiveness during this time period. Additionally, this study aims to evaluate what the overall findings on the effectiveness of training has been based on study design and subgroups focusing on the equivalent of Kirkpatrick's famous learning, behavior, and results outcomes. The results do not suggest a great deal of improvement in the effectiveness of managerial training from 1952 through 2002 and effect sizes have remained moderate. Additionally, outcome subgroup appears to moderate results. Specifically, programs implemented to achieve learning outcomes tended to have the largest effect sizes and were consistently significant relative to programs targeted at behavior and results outcomes. Mendenhall, Mark(1997);This is a three-volume report focusing on employer-based training (EBT) and was prepared to support the Department's efforts to disseminate information about


effective strategies and practices for training and retraining the American workforce. This report synthesizes information on the nature and effects of private sector training. Dan Wentland (2003), The strategic training of employees model: balancing organizational constraints and training content; studies indicate that employee training has a positive impact on corporate performance. They generally test the hypothesis that, by improving the competency of employees, training also improves their productivity, which is reflected in an improvement in the firm's performance. These studies present the profile of employee training and the importance of this activity for businesses; however, none focus specifically on small businesses. The results relating business size to employee training are general in nature, and basically state that mediumsized and large firms provide more training to their employees than small businesses. This paper segments the business population by firm size in order to understand the differences in training rates and examines training rates by firm size according to different business strategies and human resources practices.

Gould D, Kelly D, White I, Chidgey J. (2004), Training needs analysis is the initial step in a cyclical process which contributes to the overall training and educational strategy of staff in an organization or a professional group. The cycle commences with a systematic consultation to identify the learning needs of the population considered, followed by course planning, delivery and evaluation. Although much has been written about training needs analysis in relation to postregistration nursing education, there is disagreement concerning its impact on the training cycle and its potential to influence service delivery. However, seven studies were concerned with a single, specific organization (micro-level training needs analysis). Despite their smaller scale and more limited scope, micro-level training needs initiatives demonstrated greater methodological rigor, were more likely to consider the stakeholder perspective, to generate findings which could positively influence the rest of the training cycle and showed the greatest potential for influencing service delivery and quality of patient care. The review drew attention to the similarities between the training cycle and the audit cycle and resulted in the development of a model which could be used to evaluate the effectiveness of the process and outcomes of future training needs analysis initiatives.


Braddy(2003),This report provides a summary and analysis of relevant literature, including reviews conducted by other industries and jurisdictions, concerning the implementation of Training Packages throughout Australia. The literature review focuses on discussion of the following issues: Identifying blockages to the take up of Training Packages in general; and Examining the implementation of the Public Services Training Package, the Local Government Training Package and the Public Safety Training Package throughout NSW. The changing nature of work, together with rapidly changing skill and knowledge needs, impact on an organizations willingness to adopt a standardized, national framework based on the attainment of qualifications Research indicates that many industries have low levels of investment in formal training, preferring in house training. Preference is given to university training and qualifications over VET qualifications. No literature was located to indicate the extent to which organizations use accredited courses when conducting in-house training. language is seen as a priority. The opinion of many users of Training Packages is that there is a need for more support material, such as case studies, learning and assessment guideless. Janis A. Cannon-Bowers, Eduardo Salas(2005); From a Model and Initial Empirical Investigation; Increasingly stringent demands are being placed on operators in many military systems due to recent advances in technology and rapid changes in the world order. In the modern military combat environment, operators require skill levels that are more varied and are of a higher order than in the past. Coupled with current fiscal constraints, this situation demands and optimization of training resources,a return on investment that results in an uncompromisingly high level of readiness at the lowest possible cost and in the shortest time. The purpose of this research was to advance understanding of effective training system design by investigating factors that may affect the success of training significantly in terms of performance improvement in the operational environ ment. To accomplish this goal, a comprehensive model of training effectiveness was first developed and used as a basis to specify testable hypotheses. Results indicated that several nontechnical trainee-related factors had a significant impact on training outcomes in this setting.


Research Methodology

Research Methodology:

Research is essentially a logical and an organized enquiry seeking facts through objective verifiable methods in order to discover the relationship among them and to refer from the broad principles and laws. It is really a method of critical evaluation and thinking. Research may be defined as: systematic and objective analysis and recording of controlled observations that may lead to the development of generalization of principle or theories resulting in prediction and possibly ultimate control of events. Methodology is often used in a narrow sense to refer to methods, technology or tools employed for the collection of data as well as its processing. This is also used sometimes to designate data collected to arrive at the conclusion. In fact it describes that what should have been done. It provides answers to some of the major questions like, what must be done. How it will be done? What data will be needed/What data gathering devices will be employed? How sources of data will be analyzed to arrive at conclusions? A systematic, logical and verifiable method used to obtain data, information, facts, experiences and to study, analyze, tabulate and conclude for effective feedback is nothing but Research Methodology. For systematic research scientific approach is necessary. It is therefore essential to follow systematic methodology to arrive at a proper conclusion.

Research Title
Study the effectiveness of training programs conducted at Indorama Synthetics (I) Ltd. Butibori, Nagpur yr (2008-2009).

Research Objectives:
To understand the concept of employee training. Study the various Training programs conducted at IRSL, Nagpur during 20082009. Ascertaining the effectiveness of these Training programs conducted at IRSL.

Research Design Data Type : Descriptive : Primary data and Secondary data 49

Research Method Contact Method

: Random Sampling : Company Records Survey, Personal Interview and Questionnaire

Descriptive research designs enable researchers to describe or present picture of a phenomenon under investigation. The methodology involved in such designs is mostly qualitative in nature producing descriptive data i.e. peoples own written or spoken words & observable behavior. Descriptive research in my project includes: Formulating the research objective of the project Selecting the source Processing and analyzing the data Defining solution of the problem Finding and conclusion oriented.

Data Collection: For the success of any project accurate data is very important and necessary. The information collected through research methodology must be accurate and relevant. It is often observed that data in hand are not sufficient so it is necessary to collect data from different resources that are appropriate. Data collection can be classified into two methods. They are
Primary Data

Secondary Data

A) Primary data: Data collected by observation and personal participation. The methods used for collecting primary data may be from one of the following methods. 1) Survey Method: The word survey is use most often to describe a method of gathering information from a sample of individuals. The sample is usually just a fraction of the population being studied. 50

This can be done by various methods like: Questionnaire Face to face interaction Interviews 2) Observation Method: This is the most commonly used method especially in studies related to behavioral science and a method of data collection for the researcher, when it serves a research purpose. In this method the subjective bias is eliminated, if observation is done accurately. This method is independent of respondents co-operation. B) Secondary Data: Secondary data means the data which is already available. They refer to the data which have already been collected and analyzed by someone else. It may be published or unpublished data. It is collected through:
a) b) c) d)

Technical & trade journals Books magazines & newspapers Reports & past experiences Public records & statistics

RESEARCH METHODOLOGY ADOPTED: The research methodology adopted to collect the data in this study is generally accepted methodology. Data has been collected through various sources. The primary data is collected through a structured questionnaire, observation, interviews etc... The secondary data is collected through literature & information from the manuals of IRSL, annual reports, brochure etc. Various magazines & journals.

Sampling is simply the process of learning about population on the basis of a sample drawn from it. A random sample is one where each item in the universe has an equal opportunity of being selected. It is suitable in more homogeneous & comparatively larger groups. In this project work Stratified Random Sampling is used because the population is heterogeneous with respect to the variable or characteristics under this study. This technique gives more efficient and accurate results. In this Research study 60 respondents are studied at random to get the relevant information. 51

Questionnaire is designed on the basis of the variables identified which are used for motivating the employees in IRSL.



Analysis of data is the most skilled task of all the stages of any research work. It is a task calling for the researchers own judgment & skill. Data analysis is a process of gathering, modeling, and transforming data with the goal of highlighting useful information, suggesting conclusions, and supporting decision making. Data analysis has multiple facets and approaches, encompassing diverse techniques under a variety of names, in different business, science, and social science domains. 53

Analysis of data in general way involves a number of closely related operations which are performed with the purpose of summarizing the collected data and organizing these in such a manner that they answer the research question(s). The survey consisted of 60 respondants. The information received from all of them was analyzed on the basis of: Reaction Learning Behavioral Result

1) The data collected and analyzed for the measurement of effectiveness of training program by using Donald Kirkpatric model which include reaction, learning, behavior and result levels. 2) In the first Reaction level, respondents are satisfied with the given training programs which utilizes its time properly, good and effective trainer provide knowledge and mostly programs are more relevant with the topic. 3) In the second learning level, respondents are feel that tjere are more learning through communication skill training program which helps to develop personality and interpersonal 54

skill. 4) In the third behavioral level, there are changes in the behavior of participants after attending a training program in terms of work efficiency, awareness. 5) In the fourth result level, the final outcome of training programs that the respondents feel there are many different factors such as Increase efficiency, Increase production, Reduce Absentism, Good Quality services in IRSL.. 6) Evaluation should always begin with level one, and as time and budget allows should more subsequently through levels two, three and four. Information from each prior level serves as a base for the next evaluation.

1) Is it correct that training reduce supervision.

60% employees say incorrect to this statement. 30% employees say correct to this statement. 10% employees say totally correct to this statement. Means most of the 60% employees say incorrect to this statement.


2 . Mostly employees preferred is the training program.

70% employees say yes to preferred the training program. 20% employees say no to preferred the training program. 15% employees are partially with the training program. Means most of the 70% employees say yes to preferred the training program.

3. Do you feel that the training improve , 1] Communication skill ,2] Team building quality,3] Motivation, 4] Leadership quality,


60% employees say yes to this statement. 25% employees say no to this statement. 15% employees partially with this statement. Most of the 60% employees say yes to this statement.

3] Training build the confidence in employees, you agree with this statement.

50% employees are totally agree with this statement. 30% employees are agree with this statement. 20% employees are disagree with this statement. Means most of the 50% employees are totally agree with this statement.


1) Are you satisfy with the training programme.

60% employee are satisfy with the training program. 35 % employee are not satisfy with the training program. 15% employee are partially satisfy with the training program . Means most of the 60% employee are satisfy with the training program .

5] Training develop the positive attitude in employees, are you satisfy?


60% employees fully satisfy with this statement. 25% employees satisfy with this statement. 15% employees unsatisfy with this statement. Means most of the 60% employees fully satisfy with this statement.

7] What changes happened in employees after completion of training program.


70% employees growth their performance. 20% employees growth their seniority performance. 10% employees growth their experience performance. Means most of the 70% employees growth their performance.

8] what is the final output of the training program .

It is observed from above analysis 60% employees increase efficiency by the output of training program. 20% employees increase production by the output of training program. 15% employees increase quality services by the output of training program. 5% employees reduce apsentisem by the output of training program. Means most of the 60% employees increase efficiency by the output of training program.


It is observed from above Analysis that



Indo Rama is Indias largest manufacturer of synthetics fiber and largest exporter of synthetics blended yarn. The training and development process of the IRSL is according to ISO manual they have created. And majority of the employees are satisfied with the training process of IRSL This research has been carried out to study of effectiveness of training programs at IRSL, the following conclusions are drawn-


After an employee is selected, placed and introduced in an organisation he/she must be

provided with training in order to adjust to the job. Training has a greater significance for the success of organisations of this era. Due to training,the performance of the employees gets affected positively & jobs become more independent which demands high interpersonal and problem solving skills. A trained employee usually shows better productivity and higher quality than an

untrained employee and Training increases the skills of the employee which helps in both quantity and quality of output.

IRSL conducted various training programs which are divided into three category as

Behavioural training programme, Technical training programme, and General awareness training programme as the researcher done research in employee training the researcher think that the three categorisation are enough to conclude the training program.. Evaluating training programs is very much required to ensure the effectiveness of it. Since it is linked to the efficiency of the employees performance, it has to be done systematically. However, after the training programs sincere follow up is also required to ensure maximum benefit of the programme which is found in the IRSL, butibori.

While discussing with employees regarding the training program, welfare measures & All employee in IRSL get training as per their performance and not single employee get

other facilities the researcher found high level of morale amongst them.. repeated during the process..



The following recommendations are framed for the company regarding the training program: A good training programme should prepare the trainees mentally before they are imparted any job hence both on the job and off the job training methods should be applied and systematically structured.


For effective motivation of trainees suitable incentives must be provided during the training As per the analysis included in this study the training programmes being conducted in the organisation provide good results. Hence, it is recommended to have an appropriate Training Needs analysis through outside/independent consultant/experts & the programmes should be designed accordingly.

While conducting this research, it was observed that there is lack of coordination among the production/personnel & training department. Hence, it is recommended to have a weekly planning/review meeting of the HODs of Production, personnel, maintenance & training department on the issue of training & development.

Apart from training, personnel counseling is also needed to retain the impact of training. Hence, the immediate supervisors may be asked to monitor the results & counsel the employees accordingly.

Periodic feedback should be given to every employee to enhance his personal as well as professional growth.



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Dorn Williams (2002) MeasuringTrainingEffectiveness Harris (2003) Hr-Training Practices Robert Blomberg (2003) Cost-Benefit Analysis of Employee Training



1) Is it correct that training reduces supervision. a) Incorrect b) Correct c) Totally correct 1) Mostly employees preferred the training program. a) Yes b) No c) Partially 1) Do you feel that the training improve : 1] Communication skill ; 2] Team building quality; 3] Motivation; 4] Leadership quality. a) Yes b) No c) Partially 68

1) Training build the confidence in employees, you agree with this statement. a) Totally agree b) Agree c) Disagree 1) Are you satisfy with the training programs ? a) Yes b) No c) Partially 1) Training develop the positive attitude in employees, are you satisfy. a) Fully satisfy b) Satisfy c) Un satisfy 1) What changes happened in employees after complition of training. a) Growth of performance b) Growth of seniority c) Growth of experience 1) What is the final output of the training program. a) Increase efficiency b) Increase production c) Reduce apcentisum d) Quality services