SUMMER INTERNSHIP PROJECT REPORT

ON
“A STUDY ON EFFECTIVENESS OF TRAINING AND
DEVELOPMENT AT TRANSPEK INDUSTRY LIMITED”

Submitted to
CK SHAH VIJAPURWALA INSTITUTE OF MANAGEMENT

Under the Guidance of

Dr. Rimple Gamadia Mr. Jigar Shah

Assistant Professor HR Manager

(CKSVIM) (Transpek Industry Ltd)

In the partial fulfilment of the Requirement of the award of the degree of

Master of Business Administration (MBA)
Offered By
Gujarat Technological University Ahmedabad

Prepared by:

CHARLES CHRISTIAN

217050592063

MBA (Semester – III)

2022

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2
 DECLARATION

I hereby declare that the Summer Internship Project Report titled “A STUDY ON
EFFECTIVENESS OF TRAINING AND DEVELOPMENT” in “Transpek Industry
Ltd.” is a result of my own work and my indebtedness to other work publications,
references, if any, have been duly acknowledged. If I am found guilty of copying from any
other report or published information and showing as my original work, or extending
plagiarism limit, I understand that I shall be liable and punishable by the university, which
may include
‘Fail’ in examination or any other punishment that university may decide.

Enrollment No. Name Signature

217050592063 Charles Christian

Place: Vadodara Date:

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 PREFACE

The main objective of any management student is to get as much of practical knowledge
as possible. The summer internship program gives an opportunity to get a hands-on training
in a company. It also gives a chance to apply the theoretical concepts learnt in the
curriculum in real world problems.

It has completely been my privilege to be a part of Transpek Industry Ltd, Vadodara.

As a management student, I got a chance to have insight in various aspects of business
management. It was an experience of knowledge gaining through study, hard work and
commitment.

The report which is depicted here is part of the research study carried out for the subject,

“A Study on Effectiveness of Training and Development”

The report has been prepared very meticulously, trying to keep it error free but there might
be some minor mistakes due to time limitation and lack of information. The purpose of the
report is to provide information on the above subject. In case of any queries feel free to
contact me.

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 ACKNOWLEDGEMENT

The research study on “A Study on Effectiveness of Training and Development” has

been a golden opportunity for me to acquire knowledge on the topic. Many people have an
important part in this research study and the effective completion of the project report.
Therefore, I would like to take this opportunity to thank all those people who have guided
me towards the accomplishment of my research topic.

I would like to express my sincere thanks to Mr. Jigar Shah (HR Manager, Transpek
Industry Ltd) for giving me the chance to study this important subject. I’d also like to
thank him for his time to time sharing of knowledge and experience. I would also like to
express my sincere gratitude to company guide Mr. Chandrasinh Parmar (Sr. HR
Executive) for his valuable advice and guidance throughout my internship. I also thank all
the employees of GCI who supported and encouraged me throughout my study.

I am greatly grateful to my faculty guide Dr. Rimple Gamadia (Associate Professor,

CKSVIM) who was always there to guide me in the project. She always shared her ideas
with me. She was extremely co-operative and helped me in all the possible ways.

I would like to thank Director of our institute Dr. Kerav Pandya and all the faculties of
CKSVIM, Vadodara for their motivation and continuous guidance.

Finally, I would like to acknowledge my fellow students who helped me in every

practicable way by reviewing my project and offering me suggestions and ideas to make
this project better.

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 TABLE OF CONTENTS

CHAPTER PARTICULARS PAGE NO

NO

DECLARATION 2
PREFACE 3
ACKNOWLEDGEMENT 4

1. General Introduction 7-18

Mission, Vision and Philosophy 7

Corporate Culture 8
Milestones 9
Manufacturing 11
Research and Development 12
Logistics 13
Process Safety Management 13
Products 14
Sustainability at Transpek 15
Corporate Social Responsibility 15

Environment, Health and Safety 18

2. Introduction and Background of Study 19-24

History of Training and Development
Training and Development
Methods of Training and Development

3. Literature Review 25-35

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4. Research Methodology 36-38
Meaning of Research Methodology
Objective of Study
Research Design
Data Analysis Technique
Data Analysis Method
Sampling Method
Limitation of Study

5. Data Analysis 39-51

6. Summary of Results and Findings 52-53

Bibliography 54

Appendix 55-59

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 LIST OF TABLES

SR.NO. TABLE NAME PAGE NO

5.1 Age Wise Distribution

5.2 Educational Qualification Wise Distribution

5.3 Experience Wise Distribution

5.4 Importance Given to Induction Training

5.5 Contribution of Training in acquiring Technical Skills

and Knowledge
5.6 Contribution of Training to increase Quality and
Productivity of work
5.7 Influence of Training on Job Skills

5.8 Effectiveness of Training to increase personal

effectiveness
5.9 Enhancement of Organizational and Team
effectiveness by Training
5.10 Development of Positive Attitude by Training

5.11 Rating of External Trainer

5.12 Rating of time given for Training

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CHAPTER 1: GENERAL INTRODUCTION

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INTRODUCTION:
Transpek Industry Limited, synonymous to Creative Chemistry, was set up in the year 1965
for manufacturing of transparent acrylic sheet, from there it was christened as ‘Transpek’.
The company has grown leaps and bounds, diversified and emerged as one of the most
responsible producers and exporters of chemicals.

Over the three decades of presence in the international market, Transpek has earned for
itself a name for being a quality manufacturer and supplier of chemicals. With its expertise
in handling Chlorine and Sulphur, Transpek has indigenously developed process for
chlorinated chemicals like Thionyl Chloride and various acid and Alkyl Chlorides.

It is headquartered in Vadodara which is approximately 400 kms away from Nhava Seva
Seaport, Mumbai. Currently they carry out reactions like Chlorination (Inorganic
Chemicals), Acid Chlorination with Thionyl Chloride (Acid Chlorides and Fatty Acid
Chlorides), Alcohol Chlorination with Thionyl Chloride (Alkyl Chlorides), Friedel-Crafts
Reactions, Sulfonation and Amidation.

Transpek is accredited with ISO 14001:2015, BS OHSAS 18001:2007 for Management

System and ISO 50001:2011 for Energy Management system by TUV India Private Ltd.
They are also signatories to Global Responsible Care Initiative and several measures of
this initiative are under implementation at this company.

With Expertise backed up by Experience, Transpek has been exploring every possible
compound from sulphur and chlorine and has earned a name for itself as a quality supplier
and manufacturer of chemicals. With the ever-exacting chemical demands of customers
they manufacture a plethora of products to meet the demands from a diverse set of
industries like Agrochemicals, Polymers, Pharmaceuticals, Dyestuff, Flavour & Fragrance,
Surfactants etc.

Transpek is a part of Excel Group of companies and adhere to the high principles of the
Group in observing all the set benchmarks related to the ethical standards, manufacturing
environment, societal responsibilities and safety.

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BOARD OF DIRECTORS:

1. Ashwin Shroff - Chairman

2. Bimal Mehta – Managing Director
3. Avtar Singh – Joint Managing Director
4. Atul Shroff
5. Ninad Gupte
6. Dr. Bernd Dill
7. Dipesh Shroff
8. Ravi Shroff
9. Nimish Patel
10. Geeta Goradia
11. Hemant Bhatt
12. Anandmohan Tiwari

MISSION, VISION AND PHILOSOPHY:

Vision:

 Striving to become a leading company in specialty and performance chemicals.

Mission:

 Deliver quality products to satisfy and retain customers for life>

 Focus on high standards of corporate governance based on ethical values and
principles.
 Meet new challenges and demands with innovations and creativity for promoting
growth.
 Commitment towards corporate social responsibility, environment, safety and
human resource management.

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Philosophy:

The base for the sustainable growth lies in the value of the company. These values help the
company to work hand in hand with the society and thereby enabling them to gain trust
and respect of many multi-national companies.

 Integrity, Honesty and Transparency

 Commitment towards Stakeholders
 Safety of Environment and well-being of the employees
 Social responsibility and Sustainability.

CORPORATE CULTURE:
Success of Transpek relies on the personal engagement of their employees. They encourage
the employees to develop their strength and the company recognizes their achievements.
They believe in grooming their employees for the present and the future. This belief forms
the basic philosophy behind the company’s induction programme. They follow a bottom-
top approach that enables the new entrants in the company to be trained in a structured
manner, giving them in-depth insights to the organization.

MILESTONES:
1965 – Incorporated Transpek Industry Pvt. Ltd for manufacturing acrylic sheets.

1968 – Strategic diversification to chemical manufacturing business.

1978 – Invitation to public for Initial Public Offering.

1979 – Started manufacturing of Thionyl Chloride (First Company to do so in Asia)

1986 – Started exporting chemicals.

1987 – Started manufacturing Chloro Acetyl Chloride (First Company to do so in Asia)

2000 – Transferred Sulphoxylates Division to Transpek Silox Industry Limited.

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2004 – Set up of first Multi-Purpose Acid Chloride Plant.

2012 – Significant strategic shift from Thionyl Chloride to various Acid Chlorides.

2017 – Long term supply agreement with global chemical giant.

2018 – Started supplying under long term supply agreement and became big global player
in acid chloride.

MANUFACTURING:
All their products are manufactured at Ekalbara plant which is 25 kms away from the
headquarter location at Vadodara. They have a dedicated, multipurpose and multiproduct
plants. They have an expert team of engineers for Process Scale-up, Plant Design, Erection
and Commissioning. They have a facility to take up contract manufacturing as well as job
work facility for their customers to provide them economically viable solutions.

They handle projects for global clients in the areas of pharmaceuticals, agrochemicals and
specialty chemicals by deploying their expertise in chlorination technology along with
other core technologies.

RESEARCH AND DEVELOPMENT:

R&D facility has been the backbone of Transpek’s success and growth. They have
developed a comprehensive in-house R&D facility which is equipped with the latest
technology and equipment. Every new and existing product undergoes a constant research
at the lab. They have derived competitive edge in manufacturing of Acid Chlorides and
Alkyl Chlorides which have wide applications. The company has developed several
products and also started its commercial production and supply. There is constant work on
improvement of process efficiently through the use of better catalyst. They work with
clients in close partnership under strict confidentiality to bring products in to the market.

LOGISTICS:

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Safe, systematic and sustainable transportation is key challenge to ever changing global
chemical industry and Transpek is committed to deliver its products with utmost care of
goods and environment. Total customer satisfaction has been the prime motto which goes
beyond just making a sale. It is a privilege to assist the customers with the understanding
of correct and efficient handling of products.

Location:

 Strategically located in largest chemical manufacturing zone.

 Approx. 400 kms away from India’s largest seaport Nhava Seva in Mumbai.
 Mundra, Pipavav and Hazira ports are also well in reach.
 Vadodara is having Inland Container Depot which is well connected to rail network
with different regional ports.

Packaging:

 They offer different sizes of drum packing for their products which are UN
approved and certified by Indian Institute of Packaging.
 All packing, marking and labeling are prepared and shipped as per IMDG and
IATA guidelines.

ISO Tanks:

 Developed in-house ISO Tank station which is well equipped with sate of the art
technology and manpower.
 Managing over 600 ISO Tanks for secure and safe transportation of products.
 Each tank is closely monitored for its efficient utilization and periodically inspected
by competent authority.
 The team provides end to end support to deliver the goods in ISO Tanks.

Warehousing:

 The company has well planned separated warehouse for raw materials and finished
products.
 Each warehouse is designed and maintained as per guidelines of local authorities.

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  Inventory management system and segmentation is well designed for ease of
operation.

PROCESS SAFETY MANAGEMENT:

Transpek has a dedicated team of engineers working to execute the requirements for safe
management of hazards associated with various operational processes in accordance with
the elements of OSHA (Occupational Safety and Health Administration) Standard. They
emphasize management of hazards through an established comprehensive program that
integrates technologies, procedures and management practices. Process Hazard Analysis
and HAZOP (hazard and operability) studies are conducted for defining appropriate safety
measures. Well defined operating procedures, employee training, pre-startup safety
reviews, evaluation of the mechanical integrity of critical equipment, fulfilling contractor
requirement and appointing trained safety stewards are some steps undertaken for ensuring
the safety objective. Through well organized and equipped safety processes as well as
constant supervision the company intends to reduce the frequency and severity of incidents
resulting from releases of chemicals and other energy resources.

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PRODUCTS:
Transpek produces chemicals for four different categories which are mentioned below.

Agro-chemicals:

 2-Methoxyethyl chloride
 2-Propoxyethyl chloride
 Methoxyacetyl chloride
 n-Butyryl chloride
 n-Valeroyl chloride
 Octanoyl chloride
 Propargyl Chloride Solution

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  Sulphur Dichloride
 Thionyl Chloride

Dyes:

 2-Chloroethylamine Hydrochloride Solution

 Isophthaloyl Chloride
 m-Nitrobenzoyl Chloride
 p-Nitrobenzoyl Chloride
 Sulphur Dichloride
 Sulphur Monochloride
 Terephthaloyl chloride
 Thionyl Chloride

Pharmaceuticals:

 2-Chloroethylamine Hydrochloride Solution

 2-Methoxyethyl chloride
 4-Chlorobutyryl chloride
 Diethylene Glycol Dichloride
 Isobutyryl chloride
 Lauroyl chloride

Polymers:

 2-Ethylhexanoyl chloride
 Isononanoyl chloride
 Isophthaloyl chloride
 Neodecanoyl chloride
 Octanoyl chloride
 Pivaloyl chloride

Specialty Chemicals:

 2, 4, 6 Trimethyl Benzoyl chloride

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  Octanoyl chloride
 Propargyl chloride Solution

Surfactants:

 Cocoyl chloride
 Diethylene Glycol Dichloride
 Isononanoyl chloride
 Lauroyl chloride

SUSTAINABILTY AT TRANSPEK:
The company believes in implementing strategies that provide economic and cultural
benefits wherein the environmental responsibility is an integral part. Their processes are
designed to conserve all resources and minimize waste generation and damage to natural
systems. They believe in delivering sustainable products through efficient processes which
are safe for their employees and environment. Transpek uses bio filter waste water
treatment technology to treat effluents and sewage water. In house incinerator is also
available to incinerate solid waste generated within the company. They also have sustained
water source of bore well with rain water recharge system.

Bio Filter Plant:

Bio filter is an environment friendly, indigenously developed green technology for waste
water treatment. The process harnesses the energy, carbon and other elements of the waste
and converts them to precious “Bio-nutritional” products like energy rich humus, bio
fertilizer and nutrient rich water.

CORPORATE SOCIAL RESPONSIBILITY:

Transpek recognizes that business enterprises are vital instruments of an economy and
contribute significantly towards the well-being of the nation. They believe that the success

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of a company is not only measured in terms of financial results but also in terms of its
commitment and contribution towards social and environmental performance which can
generate multiplier impact towards enhancing societal sustainability and foster inclusive
and equitable growth.

The company’s CSR strategy is a holistic, long term strategy that aligns with the group’s
core values of Customer Focus, Innovation, Passion to Win and Fair Play for all
stakeholders.

Empowering Women:

Understanding the needs of communities, addressing them through need based projects and
making them work together to help create game changing development for sustainable
growth.

Vocational Training:

The vision of the company is to actively contribute innovative and sustainable solutions in
the fields of health, education, vocational training and skill building and in doing so, build
a better sustainable way of life for the weaker sections of the society.

Solidifying the Base:

Focus on all round development of children with special teaching classes for academic
purpose and workshops having various activities.

Health Awareness:

Several sessions are arranged for creating health awareness on issues like HIV, Anemia,
Women’s Health and Hygiene etc. Special medical checkup camps are arranged in
surrounding villages for addressing their health issues and for providing medicines and
guidance to each individual.

Transpek is committed to upgrade the quality of life of the community which is placed
around its site. Spearheading the work is an NGO Shroff’s Foundation Trust, the
implementing agency of the company. They also support a host of other NGOs who are
actively involved in community development.

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ENVIRONMENT, HEALTH AND SAFETY:
Transpek has adopted a sustainable method of doing business. It attempts to create a culture
wherein environment, health and safety come first. The company aims to undertake all
possible measures to ensure clean environment within its premises and surrounding areas.
Measures are taken to curb and control the effluents, gases and other harmful substances
from the plant and safe disposal of hazardous substances. Constant efforts are placed to
adopt new measures and methods that help in enhancing safety and health leading to a
better working environment.

Safety:

Since the company is engaged in manufacturing of hazardous products, safety is given

utmost importance. The operating procedures are designed in a manner that ensures the
safety of the employees working on the site. All employees are given necessary safety
trainings at the time of joining as well as during their employment.

Company also adheres to BS OHSAS 1800:2007 Occupational Health and Safety

Management. Through this system, Hazard Identification and Risk Assessment of all the
activities are carried out. Awareness is continuous being created at all levels through
training including contractors and other interested parties.

Environment Protection:

The company considers environment protection as one of their major responsibilities.

Operations are carried out in an environmentally sustainable manner. They strive for a
performance that not only fulfills the regulatory requirements but also reduces the negative
impact on the surrounding.

They also adhere to ISO 14001:2015 systems within its operations for ensuring the same.
The also apply production processes that avoid adverse effect on the environment by
employing responsible waste management and minimization, energy efficiency and
community relations.

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CHAPTER 2: INTRODUCTION AND BACKGROUND OF
STUDY

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HISTORY OF TRAINING AND DEVELOPMENT:

TRAINING AND DEVELOPMENT:

A program of upgrading of employee’s skills, knowledge and competencies is known as
training. The job related training is often provided to the employee to ensure they can well
perform on the assigned tasks and contribute to the success of the organization. The
development program on the other hand is often preparation to perform the future job.
Human Resource Training Development provides a learning opportunity to the employee
to increase their work capacities and get ready for the future challenges.

Training and development in HRM are two different activities which goes hand-in-hand
for the overall betterment of the employee. The short term and reactive process is training
which is used for operational purpose while the long term process of development is for
executive purpose. The aim of training & development is improvement of required skills
in the employee whereas aim of development is to improve overall personality of the
employee. Management takes the initiative to choose right training methods to fill up the

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skill gap in the organization; the development initiative is generally taken with the
objective of future succession planning.

Armstrong - “Training is the formal and systematic modification of behavior through

learning which occurs as a result of education, instruction, development and planned
experience. Development is improving individual performance in their present Roles and
preparing them for greater responsibilities in the future”.

Lussier - “Training is a process of acquiring the skills necessary to perform a job and
development is the ability to perform both present and future jobs”.

McLagan - “Training and development focuses on identifying, assuring and helping

develop, through planned learning, the key competencies that enable individuals to perform
current or future jobs”.

Kirkpatrick - “Training refers to the teaching of specific knowledge and skills required
on the individual’s present job. The term development refers to the growth of the individual
and preparations for higher-level jobs”.

TRAINING AND DEVELOPMENT AT TRANSPEK INDUSTRY:

At the following levels, the necessity for training will be determined in accordance with
the requirements;

a. At Organizational level – by Management Committee Members

b. At Department level – by Department Heads
c. At Individual level – by Performance Appraisal and Evaluation

The aforementioned trainings will be chosen based on the knowledge, competence, and
awareness required by the company, department, or employee in accordance with the
allocated authority and responsibility.

HR will be in charge of coordinating, planning, and organizing all training initiatives,

including on-the-job, internal, and external training.

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Depending on the availability of the necessary resources, any training demands that cannot
be met in a given year will be addressed in the next year.

As well as providing safety training to all new hires, the company also provide refresher
training to all current staff.

METHODS OF TRAINING AND DEVELOPMENT:

1. Off the job Training:

A method of off-the-job training is classroom instruction. A variety of
presentations, exercises, and case study evaluations are used here to teach groups
of workers more about their jobs. During off-the-job training, employees are also
given knowledge on the company's purpose and vision statements as well as its
policies. Employees can benefit from extensive learning opportunities provided by
this form of training, but many businesses choose not to set up such programmes
due to financial concerns.

2. On-The-Job Training:
Employees who are undergoing on-the-job training participate in actual work tasks
and gain knowledge through doing. It enhances team cohesion and offers quick
learning opportunities. Some employees, however, find this training method to be
extremely stressful and struggle to learn or perform well at work.

3. Internal Training:
Internal training and development overcome the significant obstacles that hinder
external training. Internal training shows that the organization's culture is well-
understood. The internal training makes use of problems, difficulties, and instances
from everyday life that participants deal with on the job. Successful internal training
pinpoints the precise information and abilities that participants require to be
successful in their roles. Additionally, it gets workers ready to succeed in their next

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 position. Internal training is delivered using terms and language that participants
are familiar with and find relatable. Internal training helps personnel improve their
abilities and solidify their subject-matter understanding.

4. External training:
Experts or decision-makers from outside the firm undertake external training. An
industry expert who can discuss the most recent trends to help teams keep ahead of
rivals may be brought in to provide more knowledge on a product or feature, or
they may be someone the firm already has a relationship with, such as a supplier.
External events can also be used for this kind of teaching.
External training sessions dispel groupthink and present an alternative viewpoint
on how things are done. They assist businesses in shedding their "tradition is the
only way" mindset and adopting a fresh perspective. This is crucial for teams that
wish to distinguish out in rapidly evolving fields like HR or marketing. Because the
team and organisation are learning from someone whose job it is to keep up with
industry developments, their knowledge is also future-proofed.

TRAINING AND DEVELOPMENT METHODS USED AT

TRANSPEK:

A. INDUCTION TRAINING:
On the first day of employment, every new employee must go through a
safety orientation before moving on to the departments to learn about the
roles each department plays in the company. HR department will conduct a
safety test of the new candidate as per instructions given by safety
department. The new candidate requires minimum 60% marks to get placed
in the respective department.
If the candidate is unsuccessful, training will be given again and a new test
will be administered. After the candidate has completed the induction

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 process, feedback is obtained before placing him or her in the appropriate
department.

B. ON THE JOB TRAINING:

It is delivered by knowledgeable department staff members. A certificate of
training completion is also provided by the HR department. By confirming
the trainee's proficiency with the training provided, the effectiveness of the
training is assessed.

C. EXTERNAL TRAINING:
With the appropriate HOD and HOD of HR's agreement, the staff will be
supported for external training. If the chosen person is unable to work, the
relevant HOD will recommend another employee. Following the external
training programme, the employee will provide feedback to HR and present
what they learned.

D. IN-HOUSE TRAINING:
The selection of the faculty will be based on their qualifications,
qualifications, and knowledge. All participants will be asked for feedback
when the training is over, and any negative comments will result in
corrective action being implemented. Reports are produced for each quarter
to show the status of training achieved relative to training planned.

26
CHAPTER 3: LITERATURE REVIEW

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Muhammad Zahid Iqbal et.al (2011) has carried out a study at three public sector training
institutions to empirically test the predicted relationship between the training
characteristics and formative training evaluation under the Kirkpatrick model (reaction
and learning). This study explains the causal linkage between components of formative
training evaluation. The mediating role of reaction in the relationships between training
characteristics and learning was also investigated. The principle finding revealed that a set
of seven training characteristics explained 59% and 61% variance in reaction and learning.
All training characteristics were found to have a positive impact on reaction and learning
except training contents.

Eugen Rotarescu (2010) presented in a succinct and applicative manner several decision
making processes and the methods applied to human resources training and development
in environment with risk factors. The decisions have been optimized by the human resource
training and development by decision matrix and decision tree method. Both methods
compute the alternatives based on estimated monetary value. Finally the decision matrix
and decision tree analyses represent two viable, scalable and easily applicable framework
analyses for selecting the optimum course of action regarding the training and development
of HR. Both analyses generate the same solution and rely on the accuracy of the EMV
method calculated for each course alternative action. Of these two methods the selected
decision methods depends on the circumstances, the complexity of the situation and the
preference of the decision matters.

Pilar Pineda in the year (2010) says that training is a key strategy for human resources
development and in achieving organizational objectives. Organizations and public
authorities invest large amounts of resources in training, but rarely have the data to show
the results of that investment. Only a few organizations evaluate training in depth due to
the difficulty involved and the lack of valid instruments and viable models. The paper’s
approach is theoretical, and the methodology used involves a review of previous evaluation
models and their improvement by comparing their application in practice. The author has
also applied the model successfully in several public and private organizations, in industry
and in the services sector, which demonstrates its usefulness and viability in evaluating the
results of training. Therefore, this evaluation model has interesting and practical

28
implications, as a useful tool for training managers in evaluating training results, as well
as providing a global simplified approach to the complex evaluation function. The
originality of this evaluation model lies in its focus on a key and novel aspect – i.e. the
pedagogical dimension, providing an integrated tool that can be easily adapted to any
organization.

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

Thomas Andersson in the year (2010) has reviewed the paper “Experiences from
manager’s personal development training”
to investigate the struggles of managerial identity in relation to the process of
becoming/being a manager, and the personal conflicts involved within this process.
Management training tends to be based on the idea that management concerns the
acquisition of competencies, techniques and personal awareness, while managerial practice
is more fluid and contextually based. There is a challenge for organizers of all types of
management training to bridge gap between a fixed idea of what is to be a manger and how
management is actually practiced. The methodology used in this paper is a qualitative
longitudinal project. The longitudinal and in-depth qualitative approach facilities an
important contribution to understanding issues in developing a managerial ability. On the

29
whole 62 interviews and eight half-day observations were conducted. The study focuses
on only five managers in two organizations. This small sample limits the generalisability
of the research. Finally the study puts emphasis on the role of management training in
providing templates for “how to be a manger”, but it also illustrates the double-edged and
complex role played by context in managerial being and becoming.

David Mc Guire and Mammed Bagher in (2010) has reviewed the literature on diversity
training and examine the effect of power, privilege and politics of diversity in
organizations. This is a conceptual paper examining the arguments in favor and against
diversity training in organizations. It identifies the presence of dominant groups in society
leading to the marginalization The International Journal Of Management 25 Vol 3 Issue 1
( January, 2014) www.theijm.com and oppression of minority diverse groups. Diversity
training has a significant role to play in fostering greater equality, inclusion and fairness in
the workplace. Critically, it can help diverse individuals and communities recoup important
aspects of their identity and enjoy productive fulfilling careers in the workplace. Diversity
fosters a new outlook in organizations through capitalizing on the perspectives of all
employees and giving voice to silenced minorities. It promotes greater understanding,
communication and the integration of different worldviews in decision making and
problem solving. To embed diversity effectively in organizations requires leadership by
senior management and a realization that diversity will improve performance metrics,
rather than simply being a socially desirable ideal. It involves recognizing that promoting
diversity and an inclusive culture is a shared responsibility and is not solely the preserve
of diversity advocates or HR departments. Finally the author says that as globalization
effects increase and the participation of diverse groups in the workplace grows, there is a
clear need in the field of Human Resource Development (HRD) to commit to promoting
the cause of diversity. Diversity needs to become a priority item on the HRD agenda
through embedding diversity into the curricula of HRD programs.

Franco Gandolfi in the year (2009) has analyzed that downsizing as a restructuring
strategy which has been actively implemented for the last three decades. While employee
reductions were utilized mainly in response to crises prior to the mid-1980s, downsizing
developed into a fully-fledged managerial strategy for tens of thousands of companies in

30
the mid to late 1980s. Since then, downsizing has transformed the international corporate
landscape and affected the lives of hundreds of millions of individuals around the world.
While the overall effects of downsizing have been widely reported, many misconceptions
surrounding the concept of downsizing have remained. This conceptual paper focuses on
the role of training and development (T&D) during the downsizing process. In particular,
the research depicts the current body of literature associated with the function of HR and
its plans, programs, and policies that firms adopting downsizing must provide to their
surviving workforces. Finally, this paper offers concluding comments regarding effective
downsizing practices that have emerged in the literature.

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

D.A. Olaniyan and Lucas. B. Ojo in the year (2008) says that the need for improved
productivity has become universally accepted and that it depends on efficient and effective
training is not less apparent. It has further become necessary in view of advancement in the
modern world to invest in training. Thus the role played by staff training and development
can no longer be over-emphasized. Staff training and development are based on the premise
that staff skills need to be improved for organizations to grow. Training is a systematic
development of knowledge, skills and attitudes required by employees to perform
adequately on a given task or job. New entrants into organizations have various skills,
though not all are relevant to organizational needs. Training and development are required
for staff to enable them work towards taking the organization to its expected destination.
However, for any organization to succeed, training and re-training of all staff in the form
of workshops, conferences and seminars should be vigorously pursued and made

31
compulsory. Finally this paper addresses that it is against the backdrop of the relative
importance of staff training and development in relation to organizational effectiveness.

Anupama Narayan and Debra Steele-Johnson in the year (2007) and some of the
authors have said that in today’s organizations, rapid changes, an increasingly diverse
workforce and competitive business environments characterize the work (Cascio, 1998;
Goldstein, 2002; Smith et. al 1997). Employee’s development, and more specifically
training, can help individuals and organizations work more effectively adapt to the
changing environment and achieve individual and organizational goals (Kinsley, 1998).
The participants were 174 undergraduate students from a Midwestern university.
Participation in the study was voluntary and participants received extra credit points that
could be applied to their course grade. So total 165 participants were taken for the analysis
(men, and = 71; women, and = 94) with a mean age of 20.5 years (SD = 3.14). Hence,
results from regression analysis indicated that mastery-approach goal orientation had a
beneficial effect on training attitudes of men but not for women.

Shreya Sarkar-Barney in the year (2004) has evaluated the focus of global training has
primarily been on preparing employees to work effectively in other cultures, such as in
expatriate training, acculturation training, and training for technology transfer. One issue
that has been ignored is the implication of using training systems that are developed in a
specific context and then deployed globally. This paper proposes a framework to show the
influence of culture on are aspect of training effectiveness, the transfer of newly learned
skills to the job. Specific relationships are proposed, using Baldwin and Ford’s (1988)
transfer of the training framework as a guide, and also by synthesizing findings from areas
such as cross-cultural psychology, Human resource management, and education and
Technology management. Schwartz’s scale has been used for the study. The population of
the study is (N= 44,000) from 54 nations. Finally, the goal of this paper was to present a
framework that considers the influence of culture on Transfer of Training (TOT). Finally
he says that by combining information about a country’s culture value score and the
relationships proposed by the framework, practitioners can make more informed decisions
about ways of adapting their training systems to meet the needs of any particular culture in
which training is to be conducted.

32
Martin Mulder in the year (2001) has contributed a model of evaluation of customer
satisfaction about training programs. The model is developed and implemented for an
association of training companies. The evaluation has been conducted by an independent
organization to enhance the trustworthiness of the evaluation results. The model is aimed
at determining the quality of training programs as perceived by project managers from the
organizations that purchased in company training programs from the train companies.
Reliability research showed satisfying results. The model is based on the methodology in
effectiveness research, and the data were used to test a model of training effectiveness. The
results show that this model is confirmed for two categories of projects: projects that were
aimed at achieving learning results and changed job performance respectively. The model
does not fit for projects aimed at supporting organizational change. Finally the author says
that new advancements in human resource development should be included in evaluating
the effectiveness of training programs.

John Wilson. P and Steven Western in the year (2000) have reviewed that in this article
the term “performance appraisal” generally meant for the annual interview that takes place
between the manager and the employee to discuss the individual's job performance during
the previous 12 months and the compilation of action plans to encourage improved
performance. Performance appraisal is part of the larger process of performance
management. Marchington and Wilkinson in the year 1996 describe it as a cyclical process:
determining performance expectations; supporting performance; reviewing and appraising
performance; and finally managing performance standards. The research was conducted in
a medium-sized independent hospital which is part of a large health care company that has
26 acute hospitals and a number of psychiatric units throughout the UK. A variety of
research methods were used, including a questionnaire, semi-structured interview and a
review of training records. A questionnaire was sent to 110 members of staff and 74 were
returned. From these a pilot study was then conducted with ten members of staff who were
not to be interviewed in the main survey. The findings indicated that the majority of training
and development plans were directly related to the requirements of the job and only a small
proportion were involved with general personal development. Most plans were related to
short-term job requirements and few were concerned with long term development and
advancement.

33
John Loan-Clarke et.al in the year (1999) has done their research in the topic
“Investment in Management Training and Development by Small Businesses”.
Management Training and Development (MTD) in small businesses is relatively under-
researched and an increased understanding of the factors influencing the purchase of MTD
of small businesses is needed. Hence, a survey of 551 small businesses in the Midlands
region of the UK sought to identify influences on MTD investment and preferred MTD
activities and to establish whether small businesses perceive a link between investment in
MTD and business success. Interviews were also conducted with 12 organizations. Results
show that the organizational characteristics of ownership, size, number of managers and
family management have a significant influence on MTD investment. Out of the sample
organizations, 85 percent considered investment in MTD to be linked to business success
and 80 percent of organizations engaged in some form of MTD. However, promoters of
MTD of small businesses need to recognize that organizations in this sector are not
homogenous and desire customized training.

Premila Seth in the year (1980) has reviewed that development of high quality managerial
manpower in the country is considered essential for copying with the rapidly changing
industrial scene. This has led to expansion in the number of training activities and
institutions. The author feels that it is time that the training and development practitioners
closely examine whether the expansion is matching the qualitative requirements of our
changing environment. The author also feels that is important that the training institutions
recognize the intimate relationship between management training philosophy, principles
and practices for establishing rational, goal – directed development policies, failing which
they may lead to overzealous of training panaceas, preoccupation with routine patterns, and
neglect of overall objectives.

Greenberg, D. H. In the year (1969) has done his research in the topic “Employers and
Manpower Training Programs” and he says that this paper covers system analysis as
applied to manpower programs, with a view towards developing a rational, comprehensive
basis for evaluating ongoing and proposed programs, and providing guidance for the design
of future programs. The memorandum utilizes data collected directly from the personnel
files of 16 companies which hired graduates from four manpower training programs.

34
Jaffee, Cabot. L in the year (1969) has done a detailed summary of the strengths and
weaknesses of candidates in line for promotion can be evaluated to determine the type of
training mutually beneficial to the individual and to the company. Such an approach is said
to be superior to a general course designed to cover broad topics such as communication,
motivation, and leadership in that pertinent information about the trainees available in other
parts of the firm may be overlooked. The author recommends that integrating all available
information about an individual, then giving him differential treatment depending on how
his strengths and weaknesses line up in an efficient way. This approach is said to be
somewhat more expensive, but also more worthwhile and efficient because of its
integrative approach.

Fox, Wayne. L et.al. In the year (1969) has reviewed that assessing the effects of wide
differences in aptitude on the acquisition of military knowledge’s and skills, a sample of
183 Army recruits was divided into three maximally distant aptitude groups on the basis
of their AFQT scores: High aptitude AFQT 90-99, Middle aptitude AFQT 45-55, Low
aptitude AFQT 10-21. Each recruit was individually trained to a performance criterion in
differing combinations of a battery of eight tasks representative of Army training. A variety
of supplementary psychometric, scholastic achievement, and BCT attainment data were
analyzed. The results were consistent in demonstrating large differences related to aptitude.
As groups, high aptitude individuals excelled, low aptitude individuals did poorly, and
middle aptitude groups fell in an intermediate range of all measures.

Ammerman, Harry. L in the year (1966) has evaluated that research was undertaken to
develop a systematic method that could be used by service school personnel to prepare job-
oriented training objectives for junior officers, primarily in the form of behavioral
statements of student performance expected after training. The procedures developed are
divided into four phases. They are: A- Listing of all tasks for a job; B- Selecting tasks for
some formal training; C- Identifying the knowledge and skills necessary for the selected
training aspects. The procedures included administration of experimental questionnaires,
both by personal interview and by mail, reviews of pertinent directives and publications,
and visits to field units. As the procedures were developed, they were tried out on a sample
officer job (Nike Hercules Fire Control Platoon Leader). In the trial application, a task

35
inventory of 452 items provided the basis for choosing, by use of definite selection rules,
101 job activities (22%) for some formal schooling; of 160 training objectives stated for
those activities, 46 were performed-type objectives for which detailed activity descriptions
were required.

Abiodun (1999) submitted that Training is a systematic development of the knowledge,

skills and attitudes required by employees to perform adequately on a given task or job. It
can take place in a number of ways, on the job or off the job; in the organization or outside
organization.

Adeniyi (1995) observed that staff training and development is a work activity that can
make a very significant contribution to the overall effectiveness and profitability of an
organization. He therefore, provides a systematic approach to training which encases the
main elements of training. The effectiveness and success of an organization therefore lies
on the people who form and work within the organization.

Oribabor (2000) submitted that training and development aim at developing competences
such as technical, human, conceptual and managerial for the furtherance of individual and
organization growth, also Isyaku (2000) postulated that the process of training and
development is a continuous one.

Griffin (1978), Ajibade (1993), Adeniyi (1995) and Arikewuyo (1999) have drawn the
attention of the entire sundry to the inestimable value of training and development. It is an
avenue to acquire more and new knowledge and develop further the skills and techniques
to function effectively.

Pitfield (1982) is of the opinion that the objectives of training are to: provide the skills,
knowledge and aptitudes necessary to undertake required job efficiently develop the
workers so that if he has the potentials, he may progress, increase efficiency by reducing
spoilt work, misuse of machines and lessening physical risks.

Ghartey (1993) "Training is expected to supplement education by developing or

augmenting the knowledge skills, and attitudes a person has acquired from education with
a view to enabling the person to apply them in specific work or practical situations. Beach
(1995) defined training as the organized procedure by which people learn knowledge

36
and/or skills for a definite purpose. He said the objective of training is to achieve a change
in the behavior of those trained in the industrial situation this means that the trainees shall
acquire new manipulative skills, technical knowledge, problem solving ability or
employees apply their newly acquired knowledge and skills on the job in such a way so as
to aid in the achievement of organizational goals.

Cascio (1991) says training activities are planned programs of organizational

improvement undertaken to bring about a relatively permanent change in employees’
knowledge (e.g. familiarity with all the items in a particular product line). Skills (e.g. ability
to deal diplomatically with customers, attitudes (e.g. satisfaction with training which leads
the employees to seek out further training) or behavior (e.g. acceptable performance of the
job for which training was provided).

37
CHAPTER 4: RESEARCH METHODOLOGY

38
MEANING OF RESEARCH METHODOLOGY:

Research methodology simply refers to the practical “how” of any given piece of research.
More specifically, it’s about how a researcher systematically designs a study to ensure valid
and reliable results that address the research aims and objectives.

It provides training in choosing methods materials, scientific tools and techniques relevant
for the solution of the problem.

OBJECTIVE OF STUDY:

 To study the effectiveness of and perception of employees towards training and

development at Transpek Industry Ltd.

RESEARCH DESIGN:

Research design pertains to the research approach or strategy adopted for a particular
project. A research project has to be conducted scientifically making sure that the data is
collected adequately and economically.

The study uses a descriptive research design for the purpose of getting an insight over the
issue. It is to provide an accurate picture of some aspects of company environment.
Descriptive research is used when objective is to provide a systematic description that is as
factual and accurate as possible.

DATA ANALYSIS METHOD:

Primary data was used to collect the information necessary for the report using structured
questionnaire. Most of the calculation are made based on the primary information provided
by the respondents of the questionnaire. Some of the information regarding theoretical
aspects were collected by referring standard texts through internet.

39
SAMPLING METHOD:

A sample size of 30 respondents from middle and bottom level management were taken to
conduct the survey by using random sampling method.

DATA ANALYSIS TECHNIQUE:

• The data in this report was analyzed classifying and tabulating the data with help
of graphs and charts using percentage.

LIMITATION OF STUDY:

1. The study is undertaken for a particular period of time. So findings cannot be

applicable for a long period of time.
2. The data which is taken for analysis may affect the result of the study.
3. Statistical tests have their own limitations which can affect the conclusions.

40
CHAPTER 5: DATA ANALYSIS

41
TABLE 5.1 AGE WISE DISTRIBUTION:

Age No. of Respondents

Below 25 yrs 7

25-35 yrs 12

35-45 yrs 6

45-55 yrs 4

Above 55 yrs 1

Chart 5.1:

Age
3%
14% 23%

20%

40%

Below 25 yrs 25-35 yrs 35-45 yrs 45-55 yrs Above 55 yrs

As we can see from the pie chart 23% of the respondents lie in the age group of below 25
yrs, 40% of the respondents lie in the age group of 25-35 yrs, 20% of the respondents lie
in the age group of 35-45 yrs, 14% of the respondents lie in the age group of 45-55 yrs and
3% of the respondents lie in the age group of above 55 yrs.

42
TABLE 5.2 EDUCATIONAL QUALIFICATION WISE
DITRIBUTION:

Educational Qualification No. of Respondents

Below SSC -

SSC 2

HSC 1

Graduation 4

Post-Graduation 23

Chart 5.2:

Educational Qualification
0% 7%
3%
13%

77%

Below SSC SSC HSC Graduation Post-Graduation

As we can see from the pie chart 0% of the respondents have the educational qualification
of below SSC, 7% of the respondents of the respondents have the educational qualification
of SSC, 3% of the respondents have the educational qualification of HSC, 13% of the
respondents have the educational qualification of Graduation and 77% of the respondents
have the educational qualification of Post-Graduation.

43
TABLE 5.3 EXPERIENCE WISE DISTRIBUTION:

Experience No. of Respondents

Less than 5 yrs 7

5-10 yrs 7

10-15 yrs 11

15-20 yrs 2

Above 20 yrs 3

Chart 5.3:

Experience
10%
7% 23%

37% 23%

Below 5 yrs 5-10 yrs 10-15 yrs 15-20 yrs Above 20 yrs

As we can see from the pie chart 23% of the respondents have the experience below 5 yrs,
23% of the respondents have the experience of 5-10 yrs, 37% of the respondents have the
experience of 10-15 yrs, 7% of the respondents have the experience of 15-20 yrs and 10%
of the respondents have the experience above 20 yrs.

44
TABLE 5.4 HOW MUCH WOULD YOU RATE THE IMPORTANCE
GIVEN TO INDUCTION TRAINING FOR NEW COMERS?

Rating % obtained

Highly Dissatisfied (1) 0%

Dissatisfied (2) 0%

Neutral (3) 0%

Satisfied (4) 70%

Highly Satisfied (5) 30%

GRAPH 5.4:

80

70
70

60

50

40

30
30

20

10
0 0 0
0
Highly Dissatisfied (1) Dissatisfied (2) Neutral (3) Satisfied (4) Highly Satisfied (5)

As shown in the above graph using Likert scale 70% of the respondents rated as being
satisfied and 30% of the respondents rated as being highly satisfied for this question.

45
TABLE 5.5 RATE THE CONTRIBUTION OF TRAINING IN
ACQUIRING TECHNICAL SKILLS AND KNOWLEDGE.

Rating % obtained

Highly Dissatisfied (1) 0%

Dissatisfied (2) 0%

Neutral (3) 0%

Satisfied (4) 15%

Highly Satisfied (5) 85%

GRAPH 5.5:

90 85

80

70

60

50

40

30

20 15

10
0 0 0
0
Highly Dissatisfied (1) Dissatisfied (2) Neutral (3) Satisfied (4) Highly Satisfied (5)

As shown in the above graph using Likert scale 15% of the respondents rated as being
satisfied and 85% of the respondents rated as being highly satisfied for this question.

46
TABLE 5.6 HOW MUCH WOULD YOU RATE THE
CONTRIBUTION OF TRAINING TO INCREASE QUALITY &
PRODUCTIVITY OF WORK?

Rating % obtained

Highly Dissatisfied (1) 0%

Dissatisfied (2) 0%

Neutral (3) 6%

Satisfied (4) 50%

Highly Satisfied (5) 44%

GRAPH 5.6:

60

50
50
44

40

30

20

10
6

0
Highly Dissatisfied (1) Dissatisfied (2) Neutral (3) Satisfied (4) Highly Satisfied (5)

As shown in the above graph using Likert scale 6% of the respondents rated as being
neutral, 50% of the respondents rated as being satisfied and 44% of the respondents rated
as being highly satisfied for this question.

47
TABLE 5.7 RATE THE STATEMENT “TRAINING CAN
INFLUENCE AND CREATE AN IMPACT ON REQUIRED JOB
SKILLS”.

Rating % obtained

Highly Dissatisfied (1) 0%

Dissatisfied (2) 0%

Neutral (3) 10%

Satisfied (4) 20%

Highly Satisfied (5) 70%

GRAPH 5.7:

80
70
70

60

50

40

30
20
20
10
10

0
Highly Dissatisfied (1) Dissatisfied (2) Neutral (3) Satisfied (4) Highly Satisfied (5)

As shown in the above graph using Likert scale 10% of the respondents rated as being
neutral, 20% of the respondents rated as being satisfied and 70% of the respondents rated
as being highly satisfied for this question.
48
TABLE 5.8 RATE THE EFFECTIVENESS OF TRAINING IN
IMPROVING PERSONAL EFFECTIVENESS.

Rating % obtained

Highly Dissatisfied (1) 0%

Dissatisfied (2) 0%

Neutral (3) 0%

Satisfied (4) 50%

Highly Satisfied (5) 50%

GRAPH 5.8:

60

50 50
50

40

30

20

10

0
Highly Dissatisfied (1) Dissatisfied (2) Neutral (3) Satisfied (4) Highly Satisfied (5)

As shown in the above graph using Likert scale 50% of the respondents rated as being
satisfied and 50% of the respondents rated as being highly satisfied for this question.

49
TABLE 5.9 RATE HOW TRAINING ENHANCES BOTH
ORGANIZATIONAL AND TEAM EFFECTIVENESS.

Rating % obtained

Highly Dissatisfied (1) 0%

Dissatisfied (2) 0%

Neutral (3) 0%

Satisfied (4) 10%

Highly Satisfied (5) 90%

GRAPH 5.9:

100
90
90

80

70

60

50

40

30

20
10
10
0 0 0
0
Highly Dissatisfied (1) Dissatisfied (2) Neutral (3) Satisfied (4) Highly Satisfied (5)

As shown in the above graph using Likert scale 10% of the respondents rated as being
satisfied and 90% of the respondents rated as being highly satisfied for this question.

50
TABLE 5.10 DOES THE TRAINING PROGRAM HELP IN
DEVELOPING POSITIVE ATTITUDE AND TEAMWORK?

Rating % obtained

Highly Dissatisfied (1) 0%

Dissatisfied (2) 0%

Neutral (3) 0%

Satisfied (4) 80%

Highly Satisfied (5) 20%

GRAPH 5.10:

90
80
80

70

60

50

40

30
20
20

10
0 0 0
0
Highly Dissatisfied Dissatisfied Neutral Satisfied Highly Satisfied

As shown in the above graph using Likert scale 80% of the respondents rated as being
satisfied and 20% of the respondents rated as being highly satisfied for this question.

51
TABLE 5.11 HOW MUCH WOULD YOU RATE THE EXTERNAL
TRAINERS SELECTED TO IMPART TRAINING?

Rating % obtained

Highly Dissatisfied (1) 0%

Dissatisfied (2) 0%

Neutral (3) 3%

Satisfied (4) 80%

Highly Satisfied (5) 20%

GRAPH 5.11:

70
65

60

50

40

30
30

20

10
5
0 0
0
Highly Dissatisfied (1) Dissatisfied (2) Neutral (3) Satisfied (4) Highly Satisfied (5)

As shown in the above graph using Likert scale 5% of the respondents rated as being
neutral, 65% of the respondents rated as being satisfied and 30% of the respondents rated
as being highly satisfied for this question.

52
TABLE 5.12 HOW MUCH WOULD YOU RATE THE TIME GIVEN
FOR TRAINING?

Rating % obtained

Highly Dissatisfied (1) 0%

Dissatisfied (2) 0%

Neutral (3) 3%

Satisfied (4) 80%

Highly Satisfied (5) 20%

GRAPH 5.12:

70
65

60

50

40
35

30

20

10

0 0 0
0
Highly Dissatisfied (1) Dissatisfied (2) Neutral (3) Satisfied (4) Highly Satisfied (5)

As shown in the above graph using Likert scale 35% of the respondents rated as being
satisfied and 65% of the respondents rated as being highly satisfied for this question.

53
CHAPTER 6: SUMMARY OF RESULTS AND FINDINGS

54
RESULTS AND FINDINGS:

23% of the respondents lie in the age group of below 25 yrs, 40% of the respondents lie in
the age group of 25-35 yrs, 20% of the respondents lie in the age group of 35-45 yrs, 14%
of the respondents lie in the age group of 45-55 yrs and 3% of the respondents lie in the
age group of above 55 yrs.

7% of the respondents of the respondents have the educational qualification of SSC, 3% of

the respondents have the educational qualification of HSC, 13% of the respondents have
the educational qualification of Graduation and 77% of the respondents have the
educational qualification of Post-Graduation.

23% of the respondents have the experience below 5 yrs, 23% of the respondents have the
experience of 5-10 yrs, 37% of the respondents have the experience of 10-15 yrs, 7% of
the respondents have the experience of 15-20 yrs and 10% of the respondents have the
experience above 20 yrs.

OBJECTIVE 1: To study the effectiveness of training and development at Transpek

Industry Ltd.

Since Transpek Industry Ltd is an MAH (Major Accident Hazard) industry, all the
employees working there are well trained. The management provides effective and timely
training and development to all the employees working in the industry which can be seen
in the working methods of all the employees.

OBJECTIVE 2: To study the perception of employees towards training and development

at Transpek Industry Ltd.

The perception of employees towards training and development working at Transpek

Industry is quite good. All the employees are satisfied by the training and development
provided at the industry.

55
 BIBLIOGRAPHY:

www.transpek.com

www.shodhganga.com

www.academia.edu

www.academia.edu

https://digitalcommons.unl.edu

56
 APPENDIX:

Dear Sir / Madam,

I have undertaken project work leading to (MBA) on A Study on
Effectiveness of Training and Development in Transpek Industry Ltd.
Vadodara. It is my humble request to you to spare a few minutes to answer
the enclosed questionnaire, which would help me a lot in pursuing my project
work.
The contents of this form will be treated as strictly confidential and will
be used only for project work. The information given will be tabulated and
classified in such a manner that it would not be possible to identify therein the
facts pertaining to any particular individual. Please answer every question else
the entire form will be unusable. Your kind and active co-operation will be
highly appreciated.
Thanking you.

Yours sincerely
CHARLES CHRISTIAN

57
 QUESTIONNAIRE
DEMOGRAPHIC INFORMATION:
Employee Name: ____________________________________
(નામ)

Age: Below 25 yrs

(ઉંમર) 25-35 yrs
35-45 yrs
45-55 yrs
Above 55 yrs
Educational
Qualification: Below SSC
(લાયકાત) SSC
HSC
Graduate
Post Graduate
Experience: Less than 5 yrs
(અનુભવ) 5-10 yrs
10-15 yrs
15-20 yrs
Above 20 yrs
__________________________________________________________________

58
Rate the following out of five (with 1 being the lowest and 5 being the highest)

Sr. Questions 1 2 3 4 5
No. Highly Dissatisfied Neutral Satisfied Highly
Dissatisfied (અસંતુષ્ટ) (તટસ્થ) (સંતુષ્ટ) Satisfied
(અત્યંત (અત્યંત
અસંતુષ્ટ) સંતુષ્ટ)
1. How much would
you rate the
importance given
to induction
training for new
joiners?
નવા જોડાનારાઓ
માટે ઇન્ડક્શન
તાલીમને
આપવામાાં આવતા
મહત્વને તમે કે ટલાં
રેટ કરશો?
2. Rate the
contribution of
training to in
acquiring
technical skills
and knowledge.
ટે કનનકલ કૌશલ્યો
અને જ્ઞાન પ્રાપ્ત
કરવામાાં તાલીમના
યોગદાનને રેટ કરો.
3. How much would
you rate the
contribution of
training to
increase quality
and productivity
of work?
કામની ગણવત્તા
અને ઉત્પાદકતા
વધારવા માટે તમે
તાલીમના
યોગદાનને કે ટલાં રેટ
કરશો?

59
4. Rate the statement
“Training can
influence and
create an impact
on required job
skills”.
નવધાનને રેટ કરો
"તાલીમ જરૂરી
નોકરીની
કશળતાને
પ્રભાનવત કરી શકે
છે અને તેની અસર
બનાવી શકે છે "
5. Rate the
effectiveness of
training in
improving
personal
effectiveness.
વ્યનિગત
ઉત્પાદકતાને વધ
સારી બનાવવા માટે
તાલીમની
અસરકારકતાને રેટ
કરો.
6. Rate how training
enhances both
organizational and
team
effectiveness.
રેટ કરો કે કે વી રીતે
તાલીમ સાંસ્થાકીય
અને ટીમ
અસરકારકતા
બાંનેને વધારે છે .
7. Does the training
program help in
developing
positive attitude
and teamwork?
Rate the statement
શાં તાલીમ કાયયક્રમ
હકારાત્મક વલણ

60
 અને ટીમ વકય
નવકસાવવામાાં મદદ
કરે છે ? નવધાનને રેટ
કરો

8. How much would

you rate the
external trainers
selected to impart
training?
તમે તાલીમ આપવા
માટે પસાંદ કરેલા
બાહ્ય ટર ે નસયને કે ટલાં
રેટ કરશો?

9. How much would

you rate the time
given for training?
તમે તાલીમ માટે
આપવામાાં આવેલા
સમયને કે ટલો રેટ
કરશો?

10. Do you think of any changes that can be made in the training process?
શાં તમે તાલીમ પ્રનક્રયામાાં કરી શકાય તેવા કોઈપણ ફે રફારો નવશે નવચારો છો?

a) Yes હા
b) No ના

If yes then what? જો હા તો શાં?

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