Project title: Astudy on training need identification system

A STUDY ON TRAINING NEED IDENTIFICATION SYSTEM

AT

MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS LIMITED-SIPCOT.

A PROJECT REPORT

By

MENAKASRI K

TABLE OF CONTENTS

CHAPTER PARTICULARS PAGE NO

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Introduction

Objective of the study

Scope of the study

Limitation of the study

Company profile

Review of literature

Research Methodology

Data Analysis and Interpretation

Findings

Suggestions

1

2

3

4

5

14

36

43

83

85

1

11.

12.

Conclusion

Appendix

Questionnaire

Bibliography

86

LIST OF TABLES

SNO TITLE PAGE NO

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Purpose of attending training program

Training and development program is based on needs and

requirement

Training programmes have you attended in a year at MHI

Employees require training programmes in getting better job

performance

Training increases productivity

Induction training programmes helps employees to grow faster

Place of preference for conducting training program

Methods of training program

Types of on the job training program

Types of off-the-job training program

43

45

47

49

51

53

55

57

59

61

2

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

Evaluation of the effectiveness on the development program

Evaluate the effectiveness training program

Training programme are conducted regularly

Method used in training need assessment

Training programme motivates respondents

Learning capacity is the main objectives of training provided in

the company

Opinion regarding the teaching effectiveness of faculties

Improving the skill of employee is the main objectives

Effective training reduces the stress level of employees

Satisfy existing training and development program

63

65

67

69

71

73

75

77

79

81

3

LIST OF CHARTS

SNO TITLE PAGE NO

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

Purpose of attending training program

Training and development program is based on needs and

requirement

Training programmes have you attended in a year at MHI

Employees require training programmes in getting better job

performance

Training increases productivity

Induction training programmes helps employees to grow faster

Place of preference for conducting training program

Methods of training program

Types of on the job training program

Types of off-the-job training program

Evaluation of the effectiveness on the development program

Evaluate the effectiveness training program

Training programme are conducted regularly

Method used in training need assessment

44

46

48

50

52

54

56

58

60

62

64

66

68

70

4

15.

16.

17.

18.

19.

20.

Training programme motivates respondents

Learning capacity is the main objectives of training provided in

the company

Opinion regarding the teaching effectiveness of faculties

Improving the skill of employee is the main objectives

Effective training reduces the stress level of employees

Satisfy existing training and development program

72

74

76

78

80

82

INTRODUCTION:

5

Training need identification is a tool utilized to identify what educational courses or

activities should be provided to employees to improve their work productivity. Here the focus

should be placed on needs as opposed to desires of the employees for a constructive outcome.

Identification of training needs (ITN), if done properly, provides the basis on which

all other training activities can be considered. Also requiring careful thought and analysis, it

is a process that needs to be carried out with sensitivity as people's learning is important to

them, and the reputation of the organization is also at stake.

Identification of training needs is important from both the organisational point of view

as well as from an individual's point of view. From an organisation's point of view it is

important because an organisation has objectives that it wants to achieve for the benefit of all

stakeholders or members, including owners, employees, customers, suppliers, and neighbors.

These objectives can be achieved only through harnessing the abilities of its people, releasing

potential and maximizing opportunities for development.

6

OBJECTIVES

PRIMARY OBJECTIVES:

To study the training need identification and the method needs.

SECONDARY OBJECTIVES:

To study the awareness of employees with the existing training program conducted by

the company.

To study the effectiveness of training programmes of respondents in MHIIPTL.

To examine satisfaction level to employees regarding training programmes conducted

in the organization.

To analyze the importance of training.

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SCOPE OF THE STUDY

The present study titled “A STUDY ON TRAINING NEED IDENTIFICATION SYSTEM”

in would be used for organization in the following basis. The MHIIPTL-Ranipet was

conducted only at Ranipet unit. This study attempts to analyze the effectiveness through

employee’s opinion on the existing training.

1. The study attempts to measure the effectiveness of training.

2. The study will emphasis to review very good and on effective training in the

organization.

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LIMITATIONS ON THE STUDY

1. The study was conducted in MHIIPTL, Ranipet unit only.

2. The research is focused only on the workmen in MHIIPTL-Ranipet.

3. The other categories of employees were left out. Hence this study can be generated

for the whole unit.

4. Some of the respondent may not agree with the statement and do not express it for

fears of award effect.

5. Only a sample of 25 respondents of the organization was interviewed.

6. All the employees under study were only lower level of employees.

7. The study under taken may not be applicable for all the employees in the

organization.

COMPANY PROFILE

INTRODUCTION:

9

MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS LIMITED

was started in the year of 1974, in Ranipet(120 km away from Chennai). It was formally

known as SRP Tools ltd. Since 1974 SRP TOOLS has the technical collaboration with

MITSUBISHI HEAVY INDUSTRIES Japan. SRP is synonymous of precision and quality.

MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS LIMITED was the

first in India to set ISO 9001 certification for gear cutting tools and broaches. It has got

sufficient technical background in order to achieve perfection and accuracy in terms of

microns- MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS

LIMITED, is well equipped with the imported machineries. High precision special purpose

machines and sophisticated inspection equipment has been imported from Japan, Germany,

USA, Italy, Russia, etc. and are installed is temperature control room. In the recent year CNC

machines also imported from Japan and installed the plant to their manufacture their high

accuracy products.

HISTORY:

10

1965: SRP Tools Limited (MITSUBISHI HEAVY INDUSTRIES) started the factory at

Chennai from the manufacturing of conventional cutting tools.

1972: Signed an agreement with MITSUBISHI HEAVY INDUSTRIES, Japan.

1973: SRP team visited MITSUBISHI HEAVY INDUSTRIES, Japan and learned the

technology form them.

1974: SRP started its factory at Ranipet from the production of HOB, Pinion cutters and

Broaches.

1979: SRP teams visited MITSUBISHI HEAVY INDUSTRIES, Japan for the second time

and learned the technology for Gear sharing cutters.

1981: Started Gear sharing cutter production plant at Ranipet.

1985: Started to produce Rotary coniflex cutter for straight Belel gear.

1990: Obtained ISO 9001-1987 certificate for gear cutting Tools.

2005: MITSUBISHI HEAVY INDUSTRIES, Japan acquired the shares of SPR tools and

company name changed Into MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION

TOOLS LIMITED ( 19TH October 2005).

2005: November- Factory expanded operate machinery in new Building integrat5ed the

Chennai factory into Ranipet Factory.

2006: Machine tools room planned to open.

QUALITY PROFILE:

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MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS LIMITED is

committed to design and manufacture of products to comply with requirement and

continually improve the effectiveness of a quality management to achieve this policy the

following objectives are set:

To sue latest technology to design, manufacture and upgrade quality of production on

a continued basic for meeting customer’s need and expectations.

To initiate suitable action to improve and update the knowledge and skill of its

personnel.

To ensure efficient system for timely delivery of productions.

To periodically review the quality management systems, keeping in the mind the

concept of continual improvement and customer satisfaction.

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COMPANY PHILOSOPHY:

Precision cutting tools are manufactured for the industrial field. The philosophy of

MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS LIMITED is producing

cutting tools with high technology, reliability and high quality. We are supplying high

precision, high efficiency and high quality products produced from the stand point of a user

and manufacturer of cutting tools in addition to the technological power accumulated through

many years of experience.

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LOCATION:

MITSUBISHI HEAVY INDUSTRIES INDIA LIMITED is located at Ranipet in

SIPCOT. It has spread over in large area that is more useful for the expansion for the

company. Since it is located in the SIPCOT it has all the facilities like availability of raw

materials, power, transportation, labour and emergency facilities like hospitals, fire service,

etc,. The following table shows the area of the company spread over in SIPCOT.

DESIGNATION TOTAL AREA IN SIPCOT

SITE BUILDING

MAIN PLANT 53,000 6,300

PLANT II 1,570 440

TOTAL 54,570 6,740

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ANNUAL PRODUCTION CAPACITY:

The following table shows the annual production capacity of the

MITSUBISHI HEAVY INDUDTRIES INDIA TOOLS LIMITED

PRODUCTSANNUAL CAPACITY IN

NUMBERS

GEAR SHAVING CUTTER 4000

BROACHERS 3900

MASTER GEAR 2000

HOBS 12000

SHAPING CUTTER 4900

OTHERS 600

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PRODUCTION PROFILE:

MITSUBISHI PRODUCTS:

MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS

LIMITED is the manufacture of the gear cutting tools and broaches. These offer the

following range of cutting tools:

GEAR HOB

GEAR SHAPER

GEAR SHAVING

BROACHES

MASTER GEAR

STRAIGHT BEVEL GEAR GENERATING TOOLS

(Rotary conflux type)

SUPPLIERS RAW MATERIALS USED:

High- speed steel

The production equipment includes world’s most well known name such as,

KILNGENBERS

SOHNE

MITSUBISHI

WMW

CAIL HARTH AND OTHERS

The inspection is even more sophisticated with Klingenebers, Houser, Cailzeiss,

Carlmahr, Hofler, Gouler micron, Mitatoya etc., MITSUBISHI HEAVY INDUSTRIES

TOOLS design is fully computerized, optimum tools design is achieved by exhaustive

calculation and a thorough analysis of the various components profiles generated on a graph

sheet manipulating the tools parameter manufacturing and heat treatment are carried out by

skilled operators. Employing highly precise machinery leaving no room for discrepancy.

In MITSUBISHI HEAVY INDUSTRIES INDIA LIMITED quality is prime

consideration and no compromising are more regarding standards of the tools.

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CUSTOMERS:

SALES AGENT Markets the Mitsubishi’s products. The SALES AGENT directs all

the customers of MITSUBISHI HEAVY INDUSTRIES INDIA LIMITED. MITSUBISHI

HEAVY INDUSTRIES INDIA LIMITED exports his products too Australia, Taiwan and

Singapore with the help of SALES AGENT of the customers of MITSUBISHI HEAVY

INDUSTRIES INDIA LIMITED are,

TATA MOTORS

BAJAJ

HINDUSTAN MOTORS

TVS MOTORS

HYUNDAI MOTORS

MAHINDRA & MAHINDRA

PUNJAB TRACTORS

ASHOK LEYLAND

And also to Government organization such as,

BHEL

HMT

VEHICLE FACTORY JABALPUR

HVF AVADI

Most probably to all automobile auxiliary units.

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COMPETITOR:

The only competitor in their field who matches their level of standards is “DAGGER

FORST”

This company has the same capacity and modern equipment equal to the

MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS LIMITED.

SALES AND SERVICE SYSTEM:

Our products are marketed by SALES AGENT for domestic market and they have

offices ate all-important locations.

MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS LIMITED has

its service engineers at important location in India to satisfy the requirement of

customers.

MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS LIMITED

conducts an awareness regarding products usage and new development.

MITSUBISHI HEAVY INDUSTRIES INDIA PRECISION TOOLS LIMITED has

service and over facilities at followings places.

DELHI

AMERICA

HONG KONG

EUROPE

AUSTRALIA AND

THAILAND.

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REVIEW OF LITERATURE

HUMAN RESOURCE MANAGEMENT

MEANING :

Human resource management is a management is a management function that helps

manager’s recruit, select, train and develops members for an organization. HRM involves the

application of management functions and principles.

DEFINITION:

Human resource management is the planning, organizing, directing and controlling of

the procurement, development, compensation, integration, maintenance and separation of

human resources to the end that individual, organizational and social objectives are

accomplished.

SCOPE OF HRM:

The scope of HRM is indeed vast. All major activities are categorized in to seven

activities:

1. Introduction of HRM

2. Employee Hiring

3. Employee and executive remuneration

4. Employee motivation

5. Employee maintenance

6. IR

7. Prospects of HRM

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ORGANISATIONAL BEHAVIOUR

LEADER SHIP:

“Leader ship is interpersonal influence exercised in a situation and directed through

commu nicated process, towards the attainment of a specific goals”.

FEATURES OF LEADERSHIP:

1. Leadership is a continuous process of behavior; it is not one shot activity.

2. Leadership may be seen in terms of relationship between a leader and his

followers which arises out of their functioning for common goals.

3. Leadership gives an experience of help to followers to attain common goals.

COMMUNICATION:

“Communication is defined as the process by which people seek to share meaning via

transmission of symbolic message”.

COMMUNICATION PROCESS

SENDER:

The communication process begins with the sender of the source. The sender has as

intended message to communicate. The characteristics of the sender influence the

communication process.

ENCODING:

The sender encodes the information to be transmitted by translating it in to series of

symbols of restores.

MESSAGE:

The message is the physical form in to which sender encodes the information.

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CHANNEL:

The channel is the medium through which the message travels. The primary channel

for inter personal communication involves a face-face exchange.

DECODING:

Decoding is the reverse of encoding. The receiver receives the subject matter of

communication symbols.

RECEIVER:

Receiver is the person to whom the symbols are transmitted. He may be peer,

subordinate and superior in the organization.

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INTRODUCTION OF TRAINING

Training is a learning experience in that its relatives permanent change in an

individual job. We typically say training can involve the change of skill, knowledge, attitudes

or social behavior.

MEANING:

Training is the organized procedure by which people learn knowledge and skills for a

definite process.

DEFINITION:

According to Date Yoder, Training is a process by which man-power is filled for the

particular job it is to perform.

SCOPE OF TRAINING

STANDARDS AND PROCEDURES:

Standards and Procedures (SNPs) are created for every important task. Some will even be created at the corporate level, while others will be established at the branch level. These are maintained in the central SNP repository, where they can be recalled at any time.

POSITION TRAINING PROFILES:

A Position Training Profile (PTP) is developed at the branch level for every position and this is entered into the system. SNPs are simply recalled from the central SNP repository and added to the PTP with one click. This fast tracks the generation of PTPs when creating new PTP’s or perhaps preparing for the opening of new operations where the same or similar positions will be required.

RATING STAFF PERFORMANCE:

The PTP contains a reference line for each and every SNP that the staff member needs to know. So the staff member and their mentors can quickly see exactly what they are required to be able to do. Their mentor can rate the staff members performance to the required SNPs, are easily update their PTP with the status of their training effort.

CERTIFICATION:

Training Scope tracks and records that required training and certification, and monitors that staff member’s training progress.

REPORTING:

22

The central data repository enables a range of reports that identify the status of training not only in the business as a whole, but also at each department within the business and within defined regional areas.

NEEDS FOR TRAINING

EFFECTIVE PERFORMANCE:

Employment of inexperienced and new labor requires detailed instruction for effective

performance on the job.

PRODUCTION OF QUALITY GOODS AND SERVICES:

People have not only to work but work effectively with the minimum of supervision

minimum cost, waste and spoilage and to product quality goods and services.

FAST CHANGING TECHNIQUES:

Increasing use of fast changing techniques in production and other operation requires

training in to a newer method for the operation.

TO KEEP PLACE WITH THE DEVELOPMENT OF TECHNOLOGY:

Old respondents needs refresher training to Rentable them to keep a best changing

techniques and the use of sophisticated tools and equipments.

CHANGES OF PROFESSION:

Training is necessary when a person has to move from one job to another because of

transfer, promotion or demotion.

TYPES OF TRAINING

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INDUCTION TRAINING:

It is the act of introducing a new employee to other respondents and to the enterprise.

It is also known as orientation. It is concerned with giving the new employee a friendly

welcome, beginning him in the matters concerned with the company.

JOB TRAINING:

This type of training is given to the respondents in the handling of machines,

equipments and materials. So that the respondents become more proficient and operation

become smooth and faultless.

CRAFT TRAINING:

Training may be given by the employee in different craft by an experienced craft man.

The training period is comparatively longer so as to make the trainee thoroughly familiar with

all skills in the use of all tools of the craft.

TRAINING FOR PROMOTIONS:

In almost all the organizations most of the vacancies are filled in by internal

promotion. When an existing employee is promotes his status and responsibilities also

increase. To cope with new assignment, sufficient training is essential.

REFRESHER TRAINING:

Refreshers courses are organized for existing respondents for giving them training in

the latest development in the field of technology. This training is generally given in

collaboration with educational institution.

TRAINING METHODS

24

ON THE JOB TRAINING:

The development of a manager's abilities can take place on the job. The four techniques for

on the job development are:

COACHING:

Coaching is one of the training methods, which is considered as a corrective method

for inadequate performance. According to a survey conducted by International Coach

Federation (ICF), more than 4,000 companies are using coach for their executives. These

coaches are experts most of the time outside consultants.

MENTORING:

Mentoring is an ongoing relationship that is developed between a senior and junior

employee. Mentoring provides guidance and clear understanding of how the organization

goes to achieve its vision and mission to the junior employee.

JOB ROTATION:

For the executive, job rotation takes on different perspectives. The executive is

usually not simply going to another department. In some vertically integrated organizations,

for example, where the supplier is actually part of same organization or subsidiary, job

rotation might be to the supplier to see how the business operates from the supplier point of

view.

JOB INSTRUCTION TECHNIQUE (JIT):

Job Instruction Technique (JIT) uses a strategy with focus on knowledge (factual and

procedural), skills and attitudes development.

OFF THE JOB TRAINING

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http://traininganddevelopment.naukrihub.com/training.html

There are many management development techniques that an employee can take in

off the job. The few popular methods are:

SENSITIVITY TRAINING:

Sensitivity training is about making people understand about themselves and others

reasonably, which is done by developing in them social sensitivity and behavioral flexibility.

Social sensitivity in one word is empathy. It is ability of an individual to sense what

others feel and think from their own point of view.

Behavioral flexibility is ability to behave suitably in light of understanding.

TRANSACTIONAL ANALYSIS:

Transactional Analysis provides trainees with a realistic and useful method for

analyzing and understanding the behavior of others. In every social interaction, there is a

motivation provided by one person and a reaction to that motivation given by another person.

This motivation reaction relationship between two persons is a transaction.

STRAIGHT LECTURES/ LECTURES:

Straight lecture method consists of presenting information, which the trainee attempts

to absorb. In this method, the trainer speaks to a group about a topic. However, it does not

involve any kind of interaction between the trainer and the trainees. A lecture may also take

the form of printed text, such as books, notes, etc. The difference between the straight lecture

and the printed material is the trainer’s intonation, control of speed, body language, and

visual image of the trainer.

THE TRAINING PROCESS

26

Establishing a need analysis

Developing training programs and manuals

Deliver the training program

Evaluate the training program

ESTABLISHING A NEEDS ANALYSIS:

This step identifies activities to justify an investment for training. The techniques

necessary for the data collection are surveys, observations, interviews, and customer

comment cards. Several examples of an analysis outlining specific training needs are

customer dissatisfaction, low morale, low productivity, and high turnover.

The objective in establishing a needs analysis is to find out the answers to the

following questions:

- “Why” is training needed?

- “What” type of training is needed?

- “When” is the training needed?

- “Where” is the training needed?

- “Who” needs the training? and "Who" will conduct the training?

- “How” will the training be performed?

By determining training needs, an organization can decide what specific knowledge,

skills, and attitudes are needed to improve the employee’s performance in accordance with

the company’s standards.

The needs analysis is the starting point for all training. The primary objective of all

training is to improve individual and organizational performance. Establishing a needs

analysis is, and should always be the first step of the training process.

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DEVELOPING TRAINING PROGRAMS AND MANUALS:

This step establishes the development of current job descriptions and standards and

procedures. Job descriptions should be clear and concise and may serve as a major training

tool for the identification of guidelines. Once the job description is completed, a complete list

of standards and procedures should be established from each responsibility outlined in the job

description. This will standardize the necessary guidelines for any future training.

DELIVER THE TRAINING PROGRAM:

This step is responsible for the instruction and delivery of the training program. Once

you have designated your trainers, the training technique must be decided. One-on-one

training, on-the-job training, group training, seminars, and workshops are the most popular

methods.

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Before presenting a training session, make sure you have a thorough understanding of

the following characteristics of an effective trainer. The trainer should have:

- A desire to teach the subject being taught.

- A working knowledge of the subject being taught.

- An ability to motivate participants to “want” to learn.

- A good sense of humor.

- A dynamic appearance and good posture.

- A strong passion for their topic.

- A strong compassion towards their participants.

- Appropriate audio/visual equipment to enhance the training session.

EVALUATE THE TRAINING PROGRAM:

This step will determine how effective and profitable your training program has been.

Methods for evaluation are pre-and post- surveys of customer comments cards, the

establishment of a cost/benefit analysis outlining your expenses and returns, and an increase

in customer satisfaction and profits.

The reason for an evaluation system is simple. The evaluations of training programs

are without a doubt the most important step in the training process. It is this step that will

indicate the effectiveness of both the training as well as the trainer.

There are several obvious benefits for evaluating a training program. First,

evaluations will provide feedback on the trainer’s performance, allowing them to improve

themselves for future programs. Second, evaluations will indicate its cost-effectiveness.

Third, evaluations are an efficient way to determine the overall effectiveness of the training

program for the employees as well as the organization.

The importance of the evaluation process after the training is critical. Without it, the

trainer does not have a true indication of the effectiveness of the training. Consider this

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information the next time you need to evaluate your training program. You will be amazed

with the results.

The need for training your employees has never been greater. As business and

industry continues to grow, more jobs will become created and available. Customer demands,

employee morale, employee productivity, and employee turnover as well as the current

economic realities of a highly competitive workforce are just some of the reasons for

establishing and implementing training in an organization. To be successful, all training must

receive support from the top management as well as from the middle and supervisory levels

of management. It is a team effort and must implement by all members of the organization to

be fully successful.

LEVELS OF TRAINING EVALUATION

REACTION:

As the word implies, evaluation at this level measures how those who participate in

the program react to it. This level is often measured with attitude questionnaires (smile

sheets) that are passed out after most training classes. This level measures one thing: the

learner’s perception (reaction) of the course.

They might be asked how well they liked the instructor’s presentation techniques,

how completely the topics were covered, how valuable they perceived each module of the

program, or the relevance of the program content to their specific job. They might also be

asked how they plan to use their new skills back on the job.

Learners are keenly aware of what they need to know to accomplish a task. If the training

program fails to satisfy their needs, a determination should be made as to whether it’s the

fault of the program design or delivery.

This level is not indicative of the training’s return on investment as it does not

measure what new skills the learners have acquired or what they have learned will transfer

back to their working environments. This has caused some evaluators to downplay its value.

However, the interest, attention and motivation of the participants are critical to the success

of any training program. People learn better when they react positively to the learning

environment.

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LEARNING:

This can be defined as the extent to which participants change attitudes, improve

knowledge, and increase skill as a result of attending the program. It addresses the

question: Did the participants learn anything? The learning evaluations require post-testing

to ascertain what skills were learned during the training. The post-testing is only valid when

combined with pre-testing, so that you can differentiate between what they already knew

prior to training and what they actually learned during the training program.

Measuring the learning that takes place in a training program is important in order to

validate the learning objectives. Evaluating the learning that has taken place is typically

focuses on such questions as:

What knowledge was acquired?

What skills were developed or enhanced?

What attitudes were changed?

Learning measurements can be implemented throughout the training program, using a

variety of evaluation techniques. Measurements at level 2 might indicate that a program’s

instructional methods are effective or ineffective, but it will not prove if the newly acquired

skills will be used back in the working environment.

BEHAVIOUR:

The level of behavior is defined as the extent to which a change in behavior has

occurred because the participants attended the training program. This evaluation involves

testing the student’s capabilities to perform learned skills back on the job. Level 3 evaluations

can be performed formally (testing) or informally (observation). It determines if a behavior

change has occurred by answering the question, “Do people use their newly acquired skills,

attitudes, or knowledge on the job?”

It is important to measure behavior because the primary purpose of training is to

improve results by changing behavior. New learning is no good to an organization unless the

participants actually use the new skills, attitudes or knowledge in their work activities. Since

level 3 measurements must take place after the learners have returned to their jobs, the actual

Level 3 measurements will typically involve someone closely involved with the learner, such

as a supervisor.

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Levels of training

32

RESULTS:

This is defined as the final results that occurred because the participants attended the

program: the ability to apply learned skills to new and unfamiliar situations. It measures the

training effectiveness, “What impact has the training achieved?” This broad category is

concerned with the impact of the program on the wider community (results). It addresses the

key question: Is it working and yielding value for the organization? These impacts can

include such items as monetary, efficiency, moral, teams, etc. Here we expand our thinking

beyond the impact on the learners who participated in the training program and begin to ask

what happens to the organization as a result of the training efforts.

While it is often difficult to isolate the results of a training program, it is usually

possible to link training contributions to organizational improvements. Collecting, organizing

and analyzing level for information can be difficult, time-consuming and more costly than the

other three levels, but the results are often worthwhile when viewed in the full context of its

value to the organization.

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PURPOSE OF TRAINING

• To increase productivity and quality

• To promote versatility and adaptability to new methods

• To reduce the number of accidents

• To reduce labor turnover

• To increase job satisfaction displaying itself in lower labor turnover and less

absenteeism

• To increase efficiency

WHEN DOES THE NEED FOR TRAINING ARISE?

• The installation of new equipment or techniques

• A change in working methods or products produced

• A realization that performance is inadequate

• Labor shortage, necessitating the upgrading of some employees

• A desire to reduce the amount of scrap and to improve quality

• An increase in the number of accidents

• Promotion or transfer of individual employees.

• Ensures availability of necessary skills and there could be a pool of talent

from which to promote from.

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PRINICIPLES OF TRAINING

MOTIVATION:

As the effectiveness of an employee’s depends on how well he motivated by

management. The training must be related to the desires of the trainee such as more wages or

better job, recognition, status, promotion, etc.,

PROGRESS INFORMATION:

It has been found by various research studies that there is a selection between learning

rapidly and effectively and providing right in information specifically.

REFORCEMENT:

The effectiveness of the trainee is learning new skills or acquiring new knowledge

should be rein forced by means of rewards and punishment.eg:- promotion ,rise in pay ,praise

etc.

PRACTICE:

Training should actively participate in training programme an effective one

continuous and long practice.

THE BENEFITS OF TRAINING

• Gives the supervisor more time to manage, standardized performance, less

absenteeism, less turnover, reduced tension, consistency, lower costs, more

customers, better service

• Gives the workers confidence to do their jobs, reduces tension, boost morale and job

satisfaction, reduces injuries and accidents, gives them a chance to advance.

• Gives the business a good image and more profit.

35

EVALUATION OF TRAINING

There are the two principal factors which need to be resolved

Who is responsible for the validation and evaluation processes?

What resources of time, people and money are available for validation/evaluation

purposes? (Within this, consider the effect of variation to these, for instance an

unexpected cut in budget or manpower. In other words anticipate and plan

contingency to deal with variation.)

ADVANTAGES OF TRAINING

Leads to improved profitability and/or more positive attitudes toward profits

orientation.

Improves the job knowledge and skills at all levels of the organization.

Improves the morale of the workforce.

Helps people identify with organizational goals.

Helps create a better corporate image.

Fasters authentically, openness and trust.

Improves the relationship between boss and subordinate.

Aids in organizational development.

Learns from the trainee.

Helps prepare guidelines for work

DISADVANTAGES OF TRAINING

Can be a financial drain on resources; expensive development and testing,

expensive to operate?

Often takes people away from their job for varying periods of time;

Equips staff to leave for a better job

Bad habits passed on

Narrow experience

36

AREAS OF TRAINING

The Areas of Training in which training is offered may be classified into the

following categories:

KNOWLEDGE:

Here the trainee learns about a set of rules and regulations about the job, the staff and

the products or services offered by the company. The aim is to make the new employee

fully aware of what goes inside and outside the company.

TECHNICAL SKILLS:

The employee is taught a specific skill (e.g., operating a machine and handling

computer) so that he can acquire that skill and contribute meaningfully.

SOCIAL SKILLS:

The employee is made to learn about himself and other, develop a right mental

attitude, towards the job, colleagues and the company. The principal focus is on teaching

the employee how to be a team member and get ahead.

TECHNIQUES:

This involves the application of knowledge and skill to various on-the-job situations.

In addition to improving the skills and knowledge of employees, training aims at clouding

employee attitudes: When administered properly, training programme. It will go a long

way in obtaining employee loyalty, support and commitment to company activities.

37

ISSUES IN EMPLOYEE TRAINING

COMMUNICATION:

The increasing diversity of today's workforce brings a wide variety of languages and

customs.

COMPUTER SKILLS:

Computer skills are becoming a necessity for conducting administrative and office

tasks.

CUSTOMER SERVICE:

Increased competition in today's global marketplace makes it critical that employees

understand and meet the needs of customers.

DIVERSITY:

Diversity training usually includes explanation about how people have different

perspectives and views, and includes techniques to value diversity

ETHICS:

Today's society has increasing expectations about corporate social responsibility.

Also, today's diverse workforce brings a wide variety of values and morals to the workplace.

HUMAN RELATIONS:

The increased stresses of today's workplace can include misunderstandings and

conflict. Training can people to get along in the workplace.

QUALITY INITATIVES:

Initiatives such as Total Quality Management, Quality Circles, benchmarking, etc.,

require basic training about quality concepts, guidelines and standards for quality, etc.

38

SAFETY:

Safety training is critical where working with heavy equipment, hazardous chemicals,

repetitive activities, etc., but can also be useful with practical advice for avoiding assaults,

etc.

TRAINING PROCESS

39

STEPS IN TRAINING PROCESS

Organizational objectives

Assessment of Training needs

Establishment of Training goals

Devising training programme

Implementation of training programme

Evaluation of results

ATTITUDES TO TRAINING

Individual Employer

• How is that related to what I do?

• “I’m good at my job and anyway, I

have no time”

• “I suppose that’s my weekends

shot for months!”

• “Are they trying to get rid of me?”

• How can I be sure the

organisation will benefit?

• Training is so expensive – how

will I know if it has been

effective?

• Will this affect the goal of

developing and implementing

standards and protocols for the

organisation?

• “If I train them, they’ll leave”

40

RESEARCH METHODOLOGY

Research may be understood as all those methods techniques that are used for

conduction of research.

Research methodology is away to systematically solve the research problem. It may

be understood as a science of studying how research is done scientifically. In it we study the

various steps that are generally adopted by the researcher in studying his research problem

along with logic behind them.

RESEARCH DESIGN:

A Research design is the specification of method &procedure for acquiring the

information needed to structure or to solve problem. It is the overall operation pattern of

frame work of the project that stipulates procedures. A research design is there defined as “A

plan, structure and strategy of investigation conceived so as to obtain answer to research

question and control variance".

There are types of research design. They are

Explorative research design

Descriptive research design

Diagnostic research design

Experimental research design

EXPLORATIVE RESEARCH DESIGN:

The designs of exploratory studies are characterized by a great amount of flexibility.

By definition the research is involved in investigation on area or subject in which he is not

sufficiently knowledgeable to have formulation that will enable him to formulation specific

research question or to state hypothesis about the problem.

41

DESCRIPTIVE RESEARCH DESIGN:

Descriptive research design is contract to explorative research is marked by the prior

formulation of specified amount of the research problem perhaps because of an exploratory

study before the project is initiated. He should be able to define clearly, what he wants to

measure &setup appropriated and specific means for measuring.

DIAGNOSTIC RESEARCH DESIGN:

Diagnostic studies determine the frequency with which something occurs or its

association with something else. Hence such studies seek to established relationship between

any two more variable.

EXPERIMENTS RESEARCH DESIGN:

In a experimental study, the research is expected to create an artificial situation with a

view to obtain the relevant data to measure them effectively and accurately. This type of

research is concerned with describing the characteristics of the particular individuals or group

of a situation. They are concerned with specific predication is of the units studies.

CONCLUSION:

The researcher used descriptive research design for the study.

42

SAMPLING TECHNIQUE

A sample as the name implied is a smaller representation of a large whole instead of

studying every case which might logically be including on investigation only a small portion

is selected. A sample design is a define plan for obtaining a sample from population. It

therefore refers to the techniques or procedure.

The researcher would adopt selecting items for the sample.

Sample design is basically of two types

Probability sampling

Non-probability sampling

PROBABILITY SAMPLING:

The probability sampling design offers ever item of the population equal chance of

inclusion in the sample

Simple random sampling

Systematic random sampling

Stratified random sampling

Crusted sampling

Multi-stage sampling

SIMPLE RANDOM SAMPLING:

It is also known as change sampling where each and every item in the population has

an equal chance of inclusion in the sampling and each one of possible sample. In case of

finite universe has the same probability of being selected.

43

SYSTEM RANDOM SAMPLING:

An element of randomness is usually introduced into this kind of sampling by using

random number to pick up the unit which to start.

STRATIFIED RANDOM SAMPLING:

The population is stratified into a number of non-over lapping sub population or stares

and sampling items are selected from each stratum.

CLUSTER SAMPLING:

It involves grouping the population & selecting the group or cluster rather than

individual elements for inclusion in the sample.

MULTISTAGE SAMPLING:

Under multistage sampling the first may be to select primary sampling units. In the

technique of random sampling is applied to all stages, the sampling procedure is described as

multi-stage random sampling.

NON-PROBABILITY SAMPLING:

The non-probability sampling design refers to the sampling procedure that those not

afford any basis for estimating the probability that each item in the population was given

chance to be included in the sampling.

Non-probability can be drawn by

Convenience sampling

Judgement sampling

Quota sampling

44

CONVENIENCE SAMPLING:

When the population elements are selected for inclusion in the sample based on the

each of access it can be called convenience sampling.

JUDGEMENT SAMPLING:

In judgment sampling the researcher's judgment is used for selecting items which he

considers as representatives of the population.

QUOTA SAMPLING:

In quota sampling the interviewers are simply the given quotas to be filled from

different strata, the actual selection of items for sample being left to the interviewer's

judgment this is called quota sampling.

CONCLUSION:

The sampling technique applied here was sample random sampling in probability

sampling used.

TOOLS FOR DATA COLLECTION

45

The following tools were used for data collection.

Questionnaire

Personal interview

QUESTIONNARIE:

Structured questionnaire was selected as the tools for data collection, include a set of

various types questions concerning different aspects of the subject for the study, several typed

of question were included in the questionnaire such as open-end question, dichotomous

question and multiple choice question.

PERSONAL INTERVIEW:

The method was also used to collect data. This had helped to collect valuable

information from the company executives & other authorities.

COLLECTION OF DATA:

The research approaches all the employees individually. Questionnaire were given to

each employee &information was collected question were explained to avoid ambiguity. The

employees were found co-operation.

SOURCES OF DATA COLLECTION:

The data used for study both primary & secondary data.

PRIMARY DATA:

Primary data are collected during the course of doing experiment in an experimental

research or either through observation or through direct communication with respondents in

one form or another or through personal interviews.

SECONDARY DATA:

46

Secondary data means data that are already available .i.e. they refer to the data which

have already been collected and analyzed by some on else. Generally secondary data is

collected by some organization to satisfy its own need.

SAMPLING SIZE:

The sampling size 25 is taken for study.

DATA ANALYSIS AND INTERPRETATION

47

TABLE-1

PURPOSE OF ATTENDING TRAINING PROGRAMME.

SNO ATTRIBUTESNO OF

RESPONDENTSPERCENTAGE

1.

2.

3.

4.

For Knowledge updating

To learn new skills

To learn new Technology

It is mandatory

10

5

10

nil

40%

20%

40%

nil

Total 25 100%

INFERENCE:

From the above table found out that

40% of the respondents said that they knowledge updating the attending training

programme.

20% of the respondents like to learn the new skills in that training program.

40% of the respondents like to learn the new technology.

48

CHART-1

PURPOSE OF ATTENDING TRAINING PROGRAMME.

For Knowledge Updating

To Learn New Skills

To Learn New Technology

It is Mandatory

1 2 3 4

0

5

10

15

20

25

30

35

40

45

percentageno of respondents

TABLE-2:

TRAINING AND DEVELOPMENT PROGRAM IS BASED ON NEEDS

AND REQUIREMENT.

49

SNO ATTRIBUTESNO OF


1.

2.

3.

4.

Strongly agree

Agree

Disagree

Strongly disagree

6.5

6.5

6

6

30%

30%

20%

20%

Total 25 100%

INFERENCE:


30% of the respondents strongly agreed that the training and development program is

based on needs and requirement.

30% of the respondents agreed that the training and development program is based on

needs and requirement.

20% of the respondents are disagreed the training and development program is based

on needs and requirement.

20% of the respondents strongly disagreed that the training and development program

is based on needs and requirement.

CHART-2:

TRAINING AND DEVELOPMENT PROGRAM IS BASED ON NEEDS

AND REQUIREMENT.

50

TABLE-3

TRAINING PROGRAMMES HAVE YOU ATTENDED IN A YEAR AT

MHI.

51

Strongly agree Agree Strongly disagree

Disagree

1 2 3 4

0

5

10

15

20

25

30

35

PERCENTAGENO OF RESPONDENTS

SNO ATTRIBUTESNO OF


1.

2.

3.

4.

None

1 - 4

4 - 8

8 – 12

nil

7

7

11

nil

30%

30%

40%

Total 25 100%

INFERENCE:


30% of the respondents attended in 1-4 training program in a year.



CHART-3

TRAINING PROGRAMMES HAVE YOU ATTENDED IN A YEAR AT

MHI.

52

None 1to4 4to8 8to121 2 3 4

0

5

10

15

20

25

30

35

40

45


TABLE-4

EMPLOYEES REQUIRE TRAINING PROGRAMMES IN GETTING

BETTER JOB PERFORMANCE.

53

SNO ATTRIBUTESNO OF


1.

2.

3.

4.

Strongly agree

Agree

Disagree

Strongly disagree

10

10

nil

5

40%

40%

nil

20%

Total 25 100%

INFERENCE:


40% of the respondents strongly agreed that the training programmes are

required for getting better job performance.

40% of the respondents agreed the training programmes are required for

getting better job performance.

20%of the respondents strongly disagreed the training programmes are


CHART-4

EMPLOYEES REQUIRE TRAINING PROGRAMMES IN GETTING

BETTER JOB PERFORMANCE.

54

Strongly agree Agree Disagree Strongly disagree

1 2 3 4

0

5

10

15

20

25

30

35

40

45


TABLE-5

TRAINING INCREASES PRODUCTIVITY.

SNO ATTRIBUTES NO OF PERCENTAGE

55

RESPONDENTS

1.

2.

3.

4.

Strongly agree

Agree

Disagree

Strongly disagree

15

10

nil

nil

60%

40%

nil

nil

Total 25 100%

INFERENCE:


60% of the respondents strongly agreed that training increases productivity.

40% of the respondents agreed that training increases productivity.

CHART-5

TRAINING INCREASES PRODUCTIVITY.

56


Disagree

1 2 3 4

0

10

20

30

40

50

60

70


TABLE-6

INDUCTION TRAINING PROGRAMMES HELPS EMPLOYEES TO GROW

FASTER.

57

SNO ATTRIBUTESNO OF


1.

2.

3.

4.

Strongly agree

Agree

Disagree

Strongly disagree

15

10

nil

nil

60%

40%

nil

nil

Total 25 100%

INFERENCE:


60% of the respondents strongly agreed that induction training programmes

helps employees to grow faster.

40% of the respondents agreed that induction training programmes helps

employees to grow faster.

CHART-6

INDUCTION TRAINING PROGRAMMES HELPS EMPLOYEES TO GROW

FASTER.

58


Disagree

1 2 3 4

0

10

20

30

40

50

60

70


TABLE-7

PLACE OF PREFERENCE FOR CONDUCTING TRAINING PROGRAM.

59

SNO ATTRIBUTESNO OF


1.

2.

3.

Premises

Outside the company

Both

nil

nil

25

nil

nil

100%

Total 25 100%

INFERENCE:


100% of respondents said that prefer training program both within and ouside

the company.

CHART-7

PLACE OF PREFERENCE FOR CONDUCTING TRAINING PROGRAM.

60

Organisational analysis

Individual analysis

1 2

0

20

40

60

80

100

120

PERCENTAGENO.OF RESPONDENTS

TABLE-8:

METHODS OF TRAINING PROGRAM.


61

RESPONDENTS

1.

2.

3.

On-the-job training

Off-the-job training

Both

nil

nil

25

nil

nil

100%

Total 25 100%

INFERENCE:


100% of respondents said that on-the-job and off-the-training program are

conducted in the organization.

CHART-8:

METHODS OF TRAINING PROGRAM.

62

On the job Training Off the job training Both1 2 3

0

20

40

60

80

100

120


TABLE-9

TYPES OF ON THE JOB TRAINING PROGRAM.


63

RESPONDENTS

1.

2.

3.

4.

Orientation training

Apprentice training

Job rotation

Coaching

15

nil

5

5

60%

nil

20%

20%

Total 25 100%

INFERENCE:


60% of respondents said that orientation training is the on-the-job training

program conducted by the organization.

20% of respondents said that job rotation training is the on-the-job training


20% of respondents said that coaching training is the on-the-job training


CHART-9

TYPES OF ON THE JOB TRAINING PROGRAM.

64

Orientation Training

Apperentice training

Job rotation Coaching

1 2 3 4

0

10

20

30

40

50

60


TABLE-10

TYPES OF OFF-THE-JOB TRAINING PROGRAM.

65

SNO ATTRIBUTESNO OF


1.

2.

3.

4.

Vestibule

Special study

Case study

Role playing

15

5

nil

5

60%

20%

nil

20%

Total 25 100%

INFERENCE:


60% of respondents said that vestibule is off-the-job training program


20% of respondents said that special study should conducted in off-the-job

training program conducted in the organization.

20% of respondents said that role playing should conducted off-the-job

training program conducted in the organization.

CHART-10

TYPES OF OFF-THE-JOB TRAINING PROGRAM.

66

Vestibule Special study Case Study Role playing1 2 3 4

0

10

20

30

40

50

60

70


TABLE-11

67

EVALUATION OF THE EFFECTIVENESS ON THE DEVELOPMENT

PROGRAM.

SNO ATTRIBUTESNO OF


1.

2.

3.

4.

By interacting with the department

By interacting with the individual

By evaluating the performance

All the above

15

5

5

nil

60%

20%

20%

nil

Total 25 100%

INFERENCE:


60% of the respondents said that the effectiveness of the development

programme is evaluated by interacting with department.

20% of the respondents said that the effectiveness of the programme is

evaluated by interacting with the individual.

20% of the respondents said that the effectiveness of the development

programme is evaluated by evaluating the performance.

CHART-11

68

EVALUATION OF THE EFFECTIVENESS ON THE DEVELOPMENT

PROGRAM.

By in

tera

cting

with

the

depa

rtm

ent

By in

tera

cting

with

the

indi

vidu

al

By e

valu

ating

the

perf

orm

ance

All t

he a

bove

1 2 3 4

0

10

20

30

40

50

60

70


TABLE-12

69

EVALUATE THE EFFECTIVENESS TRAINING PROGRAM.

SNO ATTRIBUTESNO OF


1.

2.

3.

Conducting test

Performance appraisal

Quality of output

12.5

nil

12.5

50%

nil

50%

Total 25 100%

INFERENCE:


50% of respondents said that conducting test evaluation have effectiveness in

training program.

50% of respondents said that quality of output evaluation have effectiveness in

training program.

CHART-12

EVALUATE THE EFFECTIVENESS TRAINING PROGRAM.

70

Conducting test Performance apprisal

Quality of output

1 2 3

0

10

20

30

40

50

60


TABLE-13

TRAINING PROGRAMME ARE CONDUCTED REGULARLY.

71

SNO ATTRIBUTESNO OF


1.

2.

3.

4.

Strongly agree

Agree

Disagree

Strongly disagree

nil

15

10

nil

Nil

60%

40%

Nil

Total 25 100%

INFERENCE:


60% of respondents agreed that training programme is conducted regularly.

40% of respondents disagreed that training programme are conducted

regularly.

CHART-13

TRAINING PROGRAMME ARE CONDUCTED REGULARLY.

72

Strongy agree Agree Strongy Disagree

Disagree

1 2 3 4

0

10

20

30

40

50

60

70


TABLE-14

METHOD USED IN TRAINING NEED ASSESSMENT.

73

SNO ATTRIBUTESNO OF


1.

2.

Organizational analysis

Individual analysis

nil

25

nil

100%

Total 25 100%

INFERENCE:


100% of respondents said that individual analysis method used in training

need assessment.

CHART-14

METHOD USED IN TRAINING NEED ASSESSMENT.

74

Organisational analysis

Individual analysis

1 2

0

20

40

60

80

100

120

PERCENTAGENO.OF RESPONDENTS

TABLE-15

TRAINING PROGRAMME MOTIVATES RESPONDENTS.

75

SNO ATTRIBUTESNO OF


1.

2.

Yes

No

20

5

70%

30%

Total 25 100%

INFERENCE:


70% of respondents said that they are satisfied training programme motivates

respondents.

30% of respondents said that dissatisfied training programme motivates

respondents.

CHART-15

TRAINING PROGRAMME MOTIVATES RESPONDENTS.

76

YES NO

0

10

20

30

40

50

60

70

80

1 PERCENTAGE2 NO.OF RESPONDENTS

TABLE-16

LEARNING CAPACITY IS THE MAIN OBJECTIVES OF TRAINING

PROVIDED IN THE ORGANISATION

77

SNO ATTRIBUTESNO OF


1.

2.

3.

4.

Always

Often

Sometimes

Never

22

nil

3

nil

80%

nil

20%

Nil

Total 25 100%

INFERENCE:


80% of respondents said that always learning capacity is the main objectives

of training provided in the organization.

20% of respondents said that sometimes learning capacity is the main

objectives of training provided in the organization.

CHART-16

78

LEARNING CAPACITY IS THE MAIN OBJECTIVES OF TRAINING

PROVIDED IN THE ORGANISATION.

Always Often Sometimes Never1 2 3 4

0

10

20

30

40

50

60

70

80

90


TABLE-17

79

OPINION REGARDING THE TEACHING EFFECTIVENESS OF

FACULTIES.

SNO ATTRIBUTESNO OF


1.

2.

3.

4.

Excellent

Average

Very good

Poor

nil

15

nil

10

nil

60%

nil

40%

Total 25 100%

INFERENCE:


60% of respondents said that teaching effectiveness of faculties is average.

40% of respondents said that teaching effectiveness of faculties is poor.

CHART-17

80

OPINION REGARDING THE TEACHING EFFECTIVENESS OF

FACULTIES.

Excellent Verygood Average Poor1 2 3 4

0

10

20

30

40

50

60

70


TABLE-18

81

IMPROVING THE SKILL OF EMPLOYEE IS THE MAIN OBJECTIVES.

SNO ATTRIBUTESNO OF


1.

2.

3.

4.

Strongly agree

Agree

Disagree

Strongly disagree

20

5

nil

nil

70%

30%

nil

nil

Total 25 100%

INFERENCE:


70% of respondents strongly agreed that improving the skill of employees is

the main objectives.

30% of respondents agreed that improving the skill of employees is the main

objectives.

CHART-18

82

IMPROVING THE SKILL OF EMPLOYEE IS THE MAIN OBJECTIVES.


Disagree

1 2 3 4

0

10

20

30

40

50

60

70

80


TABLE-19

83

EFFECTIVE TRAINING REDUCES THE STRESS LEVEL OF

EMPLOYEES.

SNO ATTRIBUTESNO OF


1.

2.

3.

4.

Strongly agree

Agree

Disagree

Strongly disagree

12.5

12.5

nil

nil

50%

50%

nil

nil

Total 25 100%

INFERENCE:


50% of respondents strongly agreed that effective training reduce the stress

level of the employees.

50% of respondents agreed that effective training reduce the stress level of the

employees.

CHART-19

84

EFFECTIVE TRAINING REDUCES THE STRESS LEVEL OF

EMPLOYEES.


Disagree

1 2 3 4

0

10

20

30

40

50

60


CHART-20

85

SATISFY EXISTING TRAINING AND DEVELOPMENT PROGRAM.

SNO ATTRIBUTESNO OF


1.

2.

3.

Highly satisfied

Satisfied

Dissatisfied

12

8

5

50%

30%

20%

Total 25 100%

INFERENCE:


50% of respondents highly satisfied with the existing training and

development program.

30% of respondents satisfied with the existing training and development

program.

20% of respondents dissatisfied with the existing training and development

program.

CHART-20

86

SATISFY EXISTING TRAINING AND DEVELOPMENT PROGRAM.

Highly satisfied Satisfied Dis satisfied1 2 3

0

10

20

30

40

50

60


FINDINGS:

87

1. 40% of respondents said that the purpose of attending training program.

2. 30% of respondents agreed that training program is based on needs and

requirements.

3. 40% of respondents attended a 8-12 training program in a year.

4. 40% of respondents strongly agreed that the training programmes are


5. 60% of respondents strongly agreed that the training increases

productivity.

6. 60% of respondents strongly agreed that induction training programmes

helps employees to grow faster.

7. Most of the respondents said that they prefer training program both

within and outside the company.

8. Most of the respondents said that on-the-job and off-the-job training

program methods are conducted in the organization.

9. 60% of respondents said that orientation training is the on-the-job training


10.60% of respondents said that vestibule is the off-the-job training program


11.60% of the respondents said that the effectiveness of the development

programme is evaluated by interacting with department.

12.50% of respondents said that the effectiveness of training program is

evaluated by conducted test.

88

13.60% of respondents said that individual analysis method used in training

need assessment.

14.Most of the respondents said that individual analysis method used in

training need assessment.

15.Most of respondents said that they are agreed training programme

motivates respondents.

16.Most of respondents said that always learning’s capacity is the main

objective of training provided in the organization.

17.60% of respondents said that teaching effectiveness of faculties is

average.

18.Most of respondents strongly agreed that improving the skills of

employee is the main objectives.

19.50% of respondents strongly agreed that effective training reduces the

stress level of employee.

20.50% of respondents highly satisfied with the existing training and

development program.

SUGGESTION:

89

Management finds deviations between employee’s present specifications and

the job requirements and organizational needs. Training is needed to fill these gaps by

developing and molding the employees skills, knowledge, attitude, behavior, etc.,

Individual analysis is used for training needs assessment. For training need

assessment program they can implement both organisation analysis and individual

analysis in order to increases effectiveness in the training method.

The training, power age, objectives, methodology, etc., should be relooked to

suit the motivation element of the employees.

Organisation should give proper training to faculties to develop skill,

knowledge and safety attitudes. So that training efficiency is improved. Good skills

usually results in an increment in both quality and quantity of output and it also

contribute towards a reduction in the accident rate.

Effectiveness of training is very important to avoid more accident as they are

caused by deficiencies in people. In order to avoid accident the organization has to

take steps to given more effective safety training and effectiveness of the training has

to be evaluated frequently.

CONCLUSION:

90

I had enjoyed the opportunities given to me for taken up a study on “TRAINING

NEED IDENTIFICATION SYSTEM”MHI.

This organization has a number of major and sub system on improvement towards

training system.

The specific objectives of the study have been kept in mind and findings were present

with them in view.

I strongly feel and hope that little suggestion given as outcome of the study may be

used for further improving the level of training.

This study has given wide exposure on the subject. It seems about almost all the

employee have accepted the system.

Thank you.

QUESTIONNAIRE

91

1. Name :

Age :

Qualification :

Experience :

Department :

2. What is the purpose of attending training programme.

a) For knowledge updating

b) To learn new skills

c) To learn new technology

d) It is mandatory

3. Do you agree that the training and development program is based on needs and

requirement.

a) Strongly agree

b) Agree

c) Disagree

d) Strongly disagree

4. How many training programmes have you attended in a year at MHI.

a) None

b) 1-4

c) 4-8

d) 8-12

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5. Do you agree that the employees require training programmes in getting better job

performance.

a) Strongly agree

b) Agree

c) Strongly disagree

d) Disagree

6. Do you agree that training increases productivity.

a) Strongly agree

b) Agree


d) Disagree

7. Do you agree that induction training programmes helps employees to grow faster.

a) Strongly agree

b) Agree

c) Disagree


8. Where do you prefer training program is to be conducted.

a) Premises

b) Outside the company

c) Both

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9. What methods of training program are conducted in the organization.

a) On-the-job training

b) Off-the-job training

c) Both

10. What are the on-the-job training programs conducted in the organization.

a) orientation training

b) apprentice training

c) job rotation

d) coaching

11. What are the off the job training program conducted in the organization.

a) vestibule

b) special study

c) case study

d) role playing

12. How does your company evaluate the effectiveness of development program..

a) By interacting with the department heads

b) By interacting with the individual

c) By evaluating the performance

d) All the above

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13. How do you evaluate the effectiveness training program.

a) Conducting test

b) Performance

c) Quality of output

14. Do you agree that training programme is conducted regularly.

a) Strongly agree

b) Agree

c) Disagree


15. Which methods used in training need assessment.

a) Organizational analysis

b) Individual analysis

16. Do you strongly agree the training programme motivates respondents.

a) yes

b) no

17. Learning capacity is the main objectives of training provided in the company.

a) Always

b) Often

c) Sometimes

d) Never

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18. What is your opinion regarding the teaching effectiveness of faculties.

a) Excellent

b) Very good

c) Average

d) Poor

19. Do you agree improving the skill of employee is the main objectives.

a) Strongly agree

b) Agree


d) Disagree

20. Effective training reduces the stress level of employees.

a) Strongly agree

b) Agree


d) Disagree

21. Are you satisfied existing training and development program.

a) Highly satisfied

b) Satisfied

c) Dissatisfied

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BIBLIOGRAPHY

BOOK’S NAME AUTHOR NAME

1. Human resource management C.B.Gupta

2. Personnel Management and P.C.Tripathi

Industrial Relations

3. Organizational Behavior L.M.Prasad

4. Human Resource management K.Aswathappa

5. Human Resource Management P.Subba Rao

And Industrial Relations

6. Personnel Management and N.G.Nair & Latha Nair

Industrial Relation

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Documents

Project title: Astudy on training need identification system