An Internship Report On

TRANINING & DEVELOPMENT SYSTEM OF

PARLE BISCUITS

Project Report is submitted towards Partial Fulfillment for Award of

Master of Business Administration(MBA)

By
PRATISHRUTI SWAIN
Roll No. 22MB091
Regd No-2206287089

UNDER THE GUIDANCE OF

External Guide Internal Guide

MR. MANOJ DAS PROF. ASHWINI KU. PATRA
Coordinator Manager GITA Autonomous College

Submitted to

GITA Autonomous College

Address: Badaraghunathpur, Madanpur, Bhubaneswar,
Odisha 752054
 Certificate of Originality

This is to certify that the project titled “Training & Devlopment System Of
Parle Biscuits” is an original work of the student and is being submitted in
partial fulfilment for the awards of Master’s Degree in Business
Administration of Gita Autonomous College, affiliated to Biju Patnaik
University of Technology (BPUT), Rourkela. This report has not been
submitted earlier this University or to any other University/Institution for the
fulfilment of the requirement of a course of study.

SIGNATURE OF SUPERVISOR SIGNATURE OF STUDENT

Place: Place:

Date: Date:
 CERTIFICATE OF GUIDE/SUPERVISOR

This is to certify that the dissertation entitled “Training and Devlopment

with reference to Parle Biscuits Pvt. Ltd.” by Pratishruti Swain for the
partial fulfilment of “Master in Business Administration is a record of
bonafide original research work carried out by her, under my supervision and
guidance. The dissertation has reached the standard of fulfilling the partial
requirement of the Master of Business Administration in Management
(MBA) of GITA Autonomous College.

The dissertation hasn’t been submitted to any other University/Institution for

the award of any degree or diploma so far as my knowledge is concerned.

Prof. Ashwini ku. Patra

Date:
 DECLARATION

I, Pratishruti Swain, student of MBA (GITA Autonomous College), do

hereby declare that I have completed the project study entitled “Training
and Devlopment with reference to PARLE” under the guidance of Prof.
Ashwini Ku. Patra in the field of HR.

The project work done by me is genuine and authentic and is not submitted
to any other institution for the award of any degree or publication.

Date-
Place- Bhubaneswar Pratishruti Swain
 ACKNOWLEDGEMENT

The satisfaction and euphoria that accompanies the successful completion of

any task would be incomplete without mentioning the name of the people
whose constant guidance, support and encouragement crown all effort with
success. At first I am highly grateful to my guide Prof. Ashwini ku. Patra
faculty of GITA Autonomous College for being generous in giving me their
kind, cordial, wise and illuminating suggestions in completing my project
report.

I extend my heartfelt thanks to Mr. Manoj Das for kind cooperation and
constant support throughout the duration of project.

Pratishruti Swain
 CONTENTS

Chapter no. Chapter title Page no.

1 Introduction

2 Objective of study

3 Research methodology

4 Scope and limitation

5 Company profile

6 Survey of secondary literature

7 Data collection ,Analysis and

Interpretation
8 Suggestion

9 Summary and conclusion

10 Bibliography

11 Annexure
 CHAPTER:1
Introduction

Training can be introduced simply as a process of assisting a person for enhancing his
efficiency and effectiveness to a particular work area by getting more knowledge and
practices. Also training is important to establish specific skills, abilities and knowledge to
an employee. For an organization, training and development are important as well as
organizational growth, because the organizational growth and profit are also dependent on
the training. But the training is not a core of organizational development. It is a function
of the organizational development.

Training is different form education; particularly formal education. The education is

concerned mainly with enhancement of knowledge, but the aims of training are increasing
knowledge while changing attitudes and competences in good manner. Basically the
education is formulated with in the framework and to syllabus, but the training is not
formed in to the frame and as well as syllabus. It may differ from one employee to
another, one group to another, even the group in the same class. The reason for that can
be mentioned as difference of attitudes and skills from one person to another. Even the
situation is that, after good training programme, all different type skilled one group of
employees can get in to similar capacity, similar skilled group. That is an advantage of
the trainings.

In the field of Human Resources Management, Training and Development is the

field concern with organizational activities which are aimed to bettering individual and
group performances in organizational settings. It has been known by many names in the
field HRM, such as employee development, human resources development, learning and
development etc. Training is really developing employees’ capacities through learning
and practicing.

Training and Development is the framework for helping employees to develop their
personal and organizational skills, knowledge, and abilities. The focus of all aspects of
Human Resource Development is on developing the most superior workforce so that the
organization and individual employees can accomplish their work goals in service to
customers.
1.1. Backdrop

Training and development have historically been topics within adult education and
applied psychology but have within the last two decades become closely associated with
human resources management, talent management, human resources development,
instructional design, human factors, and knowledge management.

Training and development initiatives are educational activities within an organization

that are designed to improve the job performance of an individual or group. These
programs typically involve advancing a worker’s knowledge and skill sets and instilling
greater motivation to enhance job performance.

Training and development involve improving the effectiveness of organizations and

the individuals and teams within them. Training may be viewed as related to immediate
changes in organizational effectiveness via organized instruction, while development is
related to the progress of longer-term organizational and employee goals. While training
and development technically have differing definitions, the two are oftentimes used
interchangeably and/or together.
 CHAPTER:2

Objectives of the Study

1. To know the present training and development methods followed in the

organization
2. To find out whether the present method of training and development is appropriate
or not
3. To suggest measures to bring improvements in the methods followed in Parle.
 CHAPTER:3

RESEARCH METHODOLOGY

RESEARCH METHODOLOGY

Research is the systematic design, collection, analysis and reporting of data and findings
to a specific marketing situation.

Effective research involves five steps.

 Defining the problem and research problem.

 Developing the research plan.
 Collecting the information.
 Analysing the information.
 Presenting the findings.

Defining the problem and research problem

 To understand and examine how motivation is related to employees.

 To determine which motivation strategy is more effective.
 To determine the results of employees due to motivation.
 To design employees response table.
 Developing the research plan.

The second step of research call for developing an effective research plan which need to
identify and establish the various effects like.

 Type of data.

On the basis of the above objectives the data to be collected from the target unit was
decided. To find out the type of incentives motivates employees, data regarding good
working condition, medical benefits, responsibility and role, team spirit were collected.
Further in order to know the effectiveness of motivation.
 Data sources.

Basically the data for any type research is collected from two sources. The primary
sources and the secondary sources. For our study we have collected some amount of
secondary literature from published source. The primary data on the other hand can be
collected in four broad ways observation focus group.

 Research instruments.

Primary questions and mechanical devise accessed as research aids by the researcher.
Questionnaires is the most common instrument used for the present study.
For the purpose of the present study a structured set of questionnaires was adopted where
in the questionnaire the questions were standardized and survey was made urgently clean.
The questions were of multiple choice.

 Sampling plan.

Sampling of the total population is a must for any type of field research work. This is
because sampling takes a lot of time and efforts and the results as separate a complete
census of the population.
Sample is a subset of the total population which one wishes to make an influence. For our
purpose we have taken fifty five respondents from PARLE PRODUCT PVT LTD. only.
The sampling plan calls for three decisions.

Sampling unit

It is the decision about the target population to be surveyed the sampling unit in our case
is the respondent who have different views and different preferences.

Sampling size

The sample size or the number of units to be surveyed was fixed at fifty five. A sample of
fifty five respondents was considered to be taken for PARLE PRODUCT PVT LTD.
Though it may not be adequate but taking a sample size more than fifty five is difficult
because it is very time consuming.
Sampling procedure
How to choose the respondents is a major decision to make for which various techniques
can be used. For the purpose of the present study. A convenience sample is used which is
however stratified on the basis of performance, benefits provided etc. A convenience
sample is more flexible to overrate with when there is time and constraint the people who
were working in PARLE PRODUCT PVT LTD.
Contact method.
The method of contacting the respondents is also be decided beforehand. The various
method of contacts are mailing questionnaire telephone inter viewing and personal inter
viewing method are used where in the respondents were contacted personally by the
researcher at working places. Though this method is time consuming and cost consuming
yet it gather valuable and relevant information.

Collecting the information

This step is the most expensive work. In case of survey method which was used for the
present study, four major problems arose. Some respondents may not be present at work
place. Some others refused to cooperate who had to be tactfully handled. While some
gave biased and dishonest answers.

For the study of the respondents was personally contacted and were asked to fill in the
questionnaire in the presence of the interviewer, in some cases the interviewer filled them
by taking the response from the respondents.

Data analysis

This is the most important step in the research process. More collection of data will not
give clean picture of the problem. After collection the data is to be prepared for analysis
which involves editing, coding, tabulation, graphical summarization. In the present study
both simple and cross tabulation was given, percentage analysis is also used to know the
percentage of respondents for various questions. Graphical summarization was also done
by creating appropriate charts.

Presentation of the findings

Inferences as drawn from the results of the statistical analysis and are summarised.
 CHAPTER: 4

SCOPE AND LIMITATION OF THE STUDY

SCOPE OF THE STUDY:-

This research provides me with an opportunity to explore in the field of Human

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

LIMITATIONS

 The first and foremost constraint was the time factor, within a limited period of
time, it was not possible to study various aspects of the organisation in details.
 As the executives were busy with their work, they could not afford much time for
discussion.
 Employees were apprehensive of survey of data and therefore hesitated in
disclosing the data regarding certain information related to my study.
 Due to non-availability of all members of the target audience and due to work
commitments, the sample is limited to 55 employees only.
 COMPANY PROFILE

PROFILE OF THE COMPANY

History

Parle Products company was founded in 1929 in British India. It was owned by the
Chauhan family of Vile Parle, Mumbai. Parle began manufacturing biscuits in 1939. In
1947, when India became independent, the company launched an ad campaign,
showcasing its Gluco biscuits as an Indian alternative to the British biscuits. The Parle
brand became well known in India following the success of products such as the Parle-
G biscuits and the Thums Up soft drink.

The original Parle company was split into three separate companies, owned by the
different factions of the original Chauhan family:

Parle Products, led by Vijay, Sharad and Raj Chauhan (owner of the brands Parle-G,
Melody, Mango Bite, Poppins, Kismi toffee bar, Monaco and KrackJack)
Parle Agro, led by PrakashChauhan and his daughters Schauna, Alisha and Nadia (owner
of the brands such as Frooti and Appy)
Parle Bisleri, led by Ramesh Chauhan
All three companies continue to use the family trademark name "Parle". The original
Parle group was amicably segregated into three non-competing businesses. But a dispute
over the use of "Parle" brand arose, when Parle Agro diversified into the confectionary
business, thus becoming a competitor to Parle Products. In February 2008, Parle Products
sued Parle Agro for using the brand Parle for competing confectionary products. Later,
Parle Agro launched its confectionery products under a new design which did not include
the Parle brand name. In 2009, the Bombay High Court ruled that Parle Agro can sell its
confectionery brands under the brand name "Parle" or "ParleConfi" on condition that it
clearly specifies that its products belong to a separate company, which has no relationship
with Parle Products.

Availability outside India:

Outside India, Parle-G is available in Europe, UK, USA, Canada, Singapore, etc. In
Canada, it is sold by Zehrs, Food Basics, Lob laws, etc. for only 99 cents for a 418 gram
pack. It also is popular across the world and is starting to sell in Western Europe and
USA.

Recognitions:
The Brand Trust Report, published by Trust Research Advisory in 2011, ranked Parle in
the 58th place as the Most Trusted brands of India.

PARLE QUALITY
 Hygiene is the precursor to every process at Parle. From husking the wheat and
melting the sugar to delivering the final products to the supermarkets and store
shelves nationwide, care is taken at every step to ensure the best product of long-
lasting freshness. Every batch of biscuits and confectioneries are thoroughly
checked by expert staff, using the most modern equipment hence ensuring the
same perfect quality across the nation and abroad.
 Concentrating on consumer tastes and preferences, the Parle brand has grown
fromstrength to strength ever since its inception. The factories at Bahadurgarh in
Haryana and Neemrana in in Rajasthan, Pantnagar and Sitarganj in Uttarakhand
which are the largest biscuit and confectionery plants in the country. Additionally,
Parle Products also has 7manufacturing units and 51 manufacturing units on
contract.
PARLE CORE VALUES:
An in-depth understanding of the Indian consumer psyche has helped Parle evolve a
marketing philosophy that reflects the needs of the Indian masses. With products
designed keeping both health and taste in mind, Parle appeals to both health conscious
mothers and fun loving kids. The great tradition of taste and nutrition is consistent in
every pack on the store shelves, even today. The value-for-money positioning
allows people from all classes and age groups to enjoy Parle products to the fullest.

PARLE AWARDS:
 Parle products have been shining with the golds and silvers consistently at the
Monde Selection ever since they were first entered in 1971.
 Monde Selection is an international institute for assessing the quality of foods and
is currently the oldest and most representative organization in the field of selecting
quality foods worldwide.

Contract manufacturing unit (CMU):

Lingaraj biscuit pvt. Ltd. Patia, Bhubaneswar established in 2006 is one of the cmu of
parle owned and directed by Krishna kumarAgarwal and KunalAgrawal. The plat is
spread around 2 acres of area.
It produces 2 types of biscuit –
Parle-G (rs.3,10,20 packs)
Happy Happy (rs.5,10 packs)

More than 400 workers are employed here. Plant is operated 24 hours except on Sundays.
Lingaraj is related to work placement and manpower. Parle is related to marketing,
finance, logistics, machine, production. The monthly production capacity of the plant is
1500 metric ton.
Supply chain of lingaraj

Wheat flour – distance foods, Jagatpur, Cuttack.

Kunj roller bhubaneswar.
Sugar – Rayagada ,AP
Edible oil – Kargil, Paradip
SMP – Haryana
Chocolate chips &Parle flavour – Vile Parle, Mumbai
Wrappers – Kanpur
Karton box – Kalinga package, Mancheswar, Bhubaneswar
Complain slip –Raj international bhubaneswar
Chemicals –Kalayannagar, cuttack

Finance of Lingarajpvt.Ltd.
 In 2006 investment including land building and all assets Rs.50 crore.In 2015 its growth
can be seen as its current status is Rs.250 crore.
 Over the years, Parle has grown to became a multi million US Dollar company.
 Its annually turnover is more than 3,500cr.
 Parle is having 40% market share out of the total biscuit market. 70% total glucose
biscuits market and 15% share of total confectionary market in India.
 As of 2011, Parle-G is the largest selling brands of biscuits in the world according to
researcher NI elsen.
 In 2013, Parle-G became India’s first domestic FMCG brand to cross Rs. 5,000 cr. In retail
sales.
 As of January 2013, Parle-G strong distribution network covered over 6 million retail
stores in India.
 Company has overall more than 1500 wholesalers in the country and is even available in
villages with population of 500.
 Parle biscuits and confectionaries are fast gaining acceptance in international markets,
such as, Abu Dhabi, Africa, Dubai, South America and Sri Lanka.
PERSONAL PROFILE IN PARLE:

 Over the years, Parle has grown to become a multi-million US Doller company.
 In 1929 a small company by the name of PARLE products emerged in British dominated
India.
 PARLE derived from the name of the Indian railway station vileparle near Mumbai.
 The goal was to spread joy and cheer to children and adults alike, all over the country
with its sweets and candies.
 PARLE was established in 1929 and was owned by the Chauhan family of Vile parle
Mumbai.
 PARLE also has factories in Bahadurgarh, Haryana and Neemrana, Rajasthan the largest
biscuit and confectionary plants in the country.

HEAD OFFICE -MUMBAI.

KEY PERSONS IN THE COMPANY :

CHAIRPERSON :- MR. VIJAY CHAUHAN

DIRECTOR :- MR.ANUP CHAUHAN
EXECUTIVE DIRECTOR :- MR. AJYA CHAUHAN
COMERCIALMANAGER :- MR. AMOL

FACTORY LOCATION :-> PARLE PRODUCTS

LINGARAJ BISCUIT PVT.LTD
Plot No. 31 Chandaka Industry Estate
Patia, Bhubaneswar.

KEY PERSONS IN THE COMPANY :

DIRECTOR:- SUNITA DEVI AGARWAL

KUNAL AGARWAL
Market profile of the organization

It’s a brand that has held its price line at Rs 4 for 25 years now the price was last raised in
1994 by 25 paise. So, it's not for nothing that Parle-G is the world's largest-selling biscuit
by volumes. Parle is, of course, not doing it for charity. Soaring input prices meant it
opted for reducing the weight of the biscuit than increasing the price -- first from 100 gm
to 92.5 gm in January 2008, and then to88 gm in January this year -- in line with other
biscuit-makers and FMCG players. It has 1600 crore turnover. Parle-G enjoys close to 70
per cent market share in the glucose biscuit category a n d p r o ba b l y ha s t h e
d e e p e s t r e a c h. I t r e a c h e s 2 . 5 m i l l io n o u t le t s , i n c l u d i n g villages with a
population of 500 people, on a par with Unilever's Lifebuoy, ITC's
c i g a r e t t e s o r mo b i l e p r e p a i d c a r d s . I t r e a c h e s 2 . 5 m i l l io n o u t l e t s , i n c
l u d i n g villages with a population of 500 people, on a par with Unilever's Lifebuoy,
ITC's cigarettes or mobile pre-paid cards. It's also one of the few FMCG brands in
the c o u nt r y, w ho s e c u s t o m e r s s t r a d d l e a c r o s s i n c o m e s e g m e nt s .
T he br a nd i s estimated to be worth over Rs 2,000 crore (Rs 20 billion),
and contributes more
than 50 per cent o f the co mpany's turno ver (Parle Products) i
s a n u n l i s t e d company and its executives are not comfortable disclosing exact
numbers). Last fiscal, Parle had sales of Rs 3,500 crore (Rs 35 billion).
Competition has, of course, been trying to wean away customers from Parle. Britannia re
launched its Glucose-D biscuit as Tiger in 1995 and boasts of 17-
18p e r c e n t s h a r e , w h i l e I T C ' s S u n f e a s t g l u c o s e has captured
8 - 9 % , according to industry sources. Even Levers had forayed into this segment in
2003and launched a glucose biscuit branded as Modern, after it acquired
bu s i n e s s o f M o d e r n. T h e r e a r e s t r o ng r e g io n a l br a n d s , i n c l u d i n g P r i y
a G o ld (west), Cremica (north) and Anmol (east).
PRODUCTION PROCESS (PARLE-G):-

1. Raw material testing

2. Mixing
3. Moulding
4. Baking
5. Cooling
6. Packing

EXPLANATION:-

RAW MATERIAL TESTING

The first stage of the process is the inspection of raw material, as thecompany is the food-
processing unit.

MIXING

The solid raw materials are sent to the mixer on the second floor from the ground floor
through the suction unit. This unit has very high capacity of sucking the material. It can
suck 50 kg of material at a time. This unit is totally computerized. Then the materials are mixed
with the oil in this mixer to form dough. It is very big & has capacity of mixing 500 kg of raw material at a
time. The level is maintained through the computers.

MOULDING

In this stage the biscuit are given the shape. The Moulding roller cangiveshape to 360
biscuits at a time. In one minute 10,000 biscuits are given shape. Previously because of
joint conveyer belt the shapes of 10-15 biscuits used to get spoilt which leads to damage
of 500 biscuits a day costing a loss of Rs 132 a day amounting to Rs 3,960 a month &Rs
47,520 a year. But, now the company has imported stretchable conveyer belts from Japan
for all four ovens. These belts transfer biscuits from one belt to another in a better way so
that not even a single biscuit’s shape is spoiled.
BAKING

This is the actual formation of biscuit. This is the stage where biscuits are baked in an
oven. The company has the biggest oven in Asia. It is 260 feet long & has 215 burners
fitted in it. The temperature in the oven varies as the biscuits pass through the burner. The
temperature is managed by computers.

COOLING

After the biscuit are baked they are passed through conveyer belts on the first floor. It
takes 5 minutes to reach the packing machine in order to pack. During this time span of 5
minutes they are passed in natural air & are ultimately cooled. If hot biscuits are packed
then they will lose the crispness.

PACKING

There are 6 packing machine around the belt & all the machine can be computerized
adjusted to the requirement of the biscuits to be packed. There are 3 types of packing each
of 50gms & 250gms. Also are respectively 2machines for each type of packing.
Previously, due to conveyor belt, sometimes, there was an interruption in the process, by
the wrapper, which used to stick or biscuit used to stuck in between, but now the process
are well managed the belt. There are 25workers sitting beside the belt to pick up the
packets passing through the belt & pack them in the polythene bags in a range of-24
packets each of 50gms,12 packets each of 100gms,4 packets each of 250gms.After
packing it in bags they pass it through another conveyor belt moving on the other side.
Which thereafter are sealed & packed in cartoons.

FUTURE PLANNING OF PARLE:

1. Wastage control
2. To achieve the A3 grade in upcoming of PQS (Product Quality Safety) audit 2019.
3. Energy saving.
4. World class manufacturing.
5. High fat biscuits grinder for RS (Resolution Solution) grinding.
 6. Voterator for RBD (Refined Bleached Deodorized) palm oil chilling for Happy Happy
biscuit low temperature control.

POLICY OF PARLE BISCUIT:

1. Food safety policy.
2. Allergen control.
3. Glass and jewellery control.
4. Glass and brittle plastic control policy.
5. Pesticides residue policy
6. Wooden control policy

EXPORT-IMPORT:

 The immense popularity of Parle products in India was always a challenge to our
production capacity. Now, using more modern techniques for capacity expansion,
wehave begun spreading our wings and are going global.
 Parle biscuits and confectionaries are fast gaining acceptance in international
markets,such as, Middle East, Africa, South East Asia and the more sophisticated
economies likeU.S.A., UK, Canada, Australia and New Zealand now relish Parle products.
 The Parle name symbolizes quality, health and great taste. And yet, we know
thatconstantly innovating and catering to new tastes have built this reputation. These
can beseen from the success of its new brands such as Hide & Seek, Mangobite etc.
 The Parle Biscuit brands, such as, Parle-G, Monaco, Krackjack, Marie Choice, Hide &Seek
and confectionery brands, such as, Melody, Poppins, Rolacola, Mangobite enjoy astrong
imagery and appeal amongst consumers across the world. “ Which has resulted into
Parle-G being the “world’s largest selling biscuit “.
CORPORATE SOCIAL RESPONSIBILITY (CSR):

 As a part of Corporate Social Responsibility Policy Parle is keenly involved in the

overall development of younger generation with focused endeavor to build New
Face of India and spread happiness & joy all over.
 Parle Centre of Excellence as an institution is dedicated to enrich the lives of
peoplethrough conducting various cultural programs across all region to facilitate
the all rounddevelopment of the children. Every year, Parle
organisesSaraswatiVandana in the stateof West Bengal during the festival of
Saraswati Puja, inviting schools from all across thestate to participate. The event
is one of much fanfare and celebration, keeping alive theculture and traditions of
ages. Our involvement in cultural activities has seen theinception of GoluGalata in
Tamil Nadu, held during Navratri. Its gives a platform to allthe members of a
household to showcase their creativity and being judged by immanent
personalities. Thousands of families participate and celebrate the occasion on a
grandscale.

MISSION STATEMENT:

 Grow then higher then market growth rate, while maintaining leadership in the
industry.
 Export 1 % of annual turnover.
 Have access to customized information globally.
 Aim to zero defect products, there is exceeding customer’s expectations.
 Develop process flexibility and innovation to get significant portion of turnover
from new products.
 Expand distribution network in neighbouring countries, presence in other
countries.
 Impart training, motivation and respect to all employees and associates.
 CHAPTER: 6

Survey of secondary Literature

TRAINING & DEVELOPMENT:

Introduction:

Human Resource Management is defined as the people who staff and manage
organization. It comprises of the functions and principles that are applied to retaining,
training, developing, and compensating the employees in organization. It is also
applicable to non-business organizations, such as education, healthcare, etc Human
Resource Management is defined as the set of activities, programs, and functions that are
designed to maximize both organizational as well as employee effectiveness. Scope of
HRM without a doubt is vast. All the activities of employee, from the time of his entry
into an organization until he leaves, come under the horizon of HRM.The divisions
included in HRM are Recruitment, Payroll, Performance Management, Training and
Development, Retention, Industrial Relation, etc. Out of all these divisions, one such
important division is Training & Development.

Training & Development:

This activity is both focused upon, and evaluated against, the job that an individual
currently holds education .This activity focuses upon the jobs that an individual may
potentially hold in the future, and is evaluated against those jobs. Training and personal
development is an important method for a business to improve the performance of
employees. Training is a process whereby an individual acquires job-related skills and
knowledge. It is a cost to firms to pay for the training and also to suffer the loss of
working hours whilst an employee is being trained. However, the potential gains from
employee training are significant. The main benefits of training are improved productivity
and motivation of staff and also better quality products being made some of the specific
reasons as to why a business should train its employees are:
  Introduce new employees to the business
 Help provide the skills the business needs (in particular making the workforce
more flexible or being trained on new higher technology machinery)
 Provide employees with better knowledge about the business and the market it
operates in
 •Provide support for jobs that are complex and for which the required skills and
knowledge are often changing (e.g. a firm of lawyers training staff about new
legislation)
 Support the introduction of new working methods, such as a firm introducing new
lean production techniques
 Reduce the need for supervision and therefore free up valuable manager time Help
achieve a good health and safety record
 Help improve quality of a product or service and lower customer complaints
 Increase employee motivation and loyalty to the business

OVERVIEW OF TRAINING AND DEVELOPMENT:-

Training and development play an important role in the effectiveness of organizations and
to the experiences of people in work. Training has implications for productivity, health
and safety at work and personal development. All organizations employing people need
to train and develop their staff. Most organizations are cognizant of this requirement and
invest effort and other resources in training and development. Such investment can take
the form of employing specialist training and development staff and paying salaries to
staff undergoing training and development. Investment in training and development
entails obtaining and maintaining space and equipment. It also means that operational
personnel, employed in the organization’s main business functions, such as production,
maintenance, sales, marketing and management support, must also direct their attention
and effort from time to time towards supporting training development and delivery. This
means they are required to give less attention to activities that are obviously more
productive in terms of the organization’s main business. However, investment in training
and development is generally regarded as good management practice to maintain
appropriate expertise now and in the future.
The relevance of occupational psychology to training and
development :-

Contributing to training has long been one of the main concerns of occupational
psychology – this is not surprising given that training involves learning and that learning
is a central issue in psychology. Training is one of the core skills of occupational
psychology. People with qualifications in and experience of occupational psychology
have been employed in different capacities in training and development roles in
government organizations, private companies and consultancy groups.
The discipline offers many benefits and perspectives to help resolve training issues and
problems and has also been at the root of many methods and techniques that have now
become part of the routine practices within human resource management. Training
specialists must be alert to the wider issues regarding the problems presented to them and
need the skills and confidence to deal with them. They must understand how training fits
into the wider organizational context. An occupational psychology perspective is
extremely beneficial in helping the practitioner to understand how training relates to other
interventions aimed at improving job performance.
Opportunities of employment in training and development :-

Governments have traditionally played a significant role in the promotion and

development of occupational psychology with regard to training, because of their
responsibilities for employment, military, health and other services. People with an
occupational psychology background have been employed directly by governments in
areas such as job training, military training and health and safety. Government agencies
have also been a major sponsor of training research and development; such investment
has often provided the major underpinning of developments in this area.
Governments can also affect the impetus for change in organizations through legislation,
taxation, and the general health of the economy, which in turn can create more disposable
income to create new demands for products and services, affect the supply of raw
materials and services, or put such pressure on consumers that markets are adversely
affected. Also, government initiatives can affect health and safety requirements, fiscal
issues, competition laws, and ecological concerns, working with new technology and
employment practices. Such changes prompt new ways of organizing and delivering these
products and services, creating new training needs.
The other major source of employment and funding in training and development, where
occupational psychology plays a specialist role, is private companies. Specialists might be
employed directly within an organization’s training and development functions or in
consultancy offering services to clients. Organizations often employ their own specialist
training and development staff who has been recruited from the organization’s own ranks.
Organizations often prefer this approach because they feel it is more appropriate for their
training staff to have operational and business experience than for them to be experts in
training or occupational psychology. It is often assumed that training is simply a matter of
following well-established procedures and principles. This is an ill-informed view
because often training cannot always proceed simply by application of
Standardmethods. It is often necessary to understand variations that have not been
responsive to the standard procedures. This entails understanding how people learn and
how training can support this learning.
Training and development staff are generally responsible for maintaining company
training and development systems, to judge training needs and to organize the delivery of
training and development. Practitioners with an occupational psychology background
may be encountered in departments concerned with organizational development where
they are engaged with the processes of organizational change of which training and
development is a part. It is impossible to be more specific than this..
Research into the psychology of training and development :-

There is substantial literature concerned with the psychology of training and

development, much of which has emerged from past government and military funding
initiatives. Some has been funded from the commercial sector. Applied training and
development research is less likely to have been funded by research councils, who tend to
focus instead on pure rather than applied science.
Research into training generally requires substantial funding and opportunity for access to
real situations. Without funding or access, it is difficult for applied psychologists to
contribute effectively to this area or for their findings to be accepted as credible. In
university research it is possible to set up and run basic laboratory or small-scale studies
in human learning and social interaction with minimal resources as a basis for publication
and for theory development, but these do not match the complexity that needs to be
addressed to resolve practical training issues in a rigorous way. Some comparatively
inexpensive laboratory studies in areas of training and instruction have been important in
clarifying issues and demonstrating the potential benefits of applying different principles
to training. But laboratory studies are limited in this field because research findings may
be confined to the laboratory context and not deal effectively with practical issues when
the complexities of the real situation are encountered.
This means that there is no wholly reliable body of research to enable training decisions
to be made with complete confidence. This may sound like a weakness, but it is a
reflection of the fact that new operational contexts can change the applicability of
research findings that were obtained in a different operational context. It also makes for
more interesting work, because problems generally have to be investigated, solved and
then outcomes tested, rather than simply following a simple recipe.
To this end, this learning material will set out the basic ideas involved in the psychology
of training and development, so that it becomes clearer how work in this area can be
conducted. It will introduce the main concepts and themes, with a view to providing a
framework for your later work. In particular, it will present these ideas in the context of
Organizations, showing how they can be applied and how they might be constrained. The
material will not aim to provide a comprehensive account of all aspects of the
occupational psychology of training and development. Such issues will be left for you to
investigate as future requirements present themselves in your professional career.
Characteristics of Training Research :-

Learning and training research :-

Application of occupational psychology to training and development needs to relate this

work to the occupational psychology literature in order to understand how this area has
developed. Work that emerged from laboratory studies of learning was dominant. This
involved examining training principles associated with simpler tasks, such as learning
lists or learning to carry out simple judgment tasks that could be said to contain features
that are present in real jobs, but at a far simpler level. This reductions approach to
psychological research is often a cause for concern when we try to apply psychology to
practical things.
Many learning experiments can be viewed as training experiments. A researcher controls
an independent variable that influences the conditions under which an experimental
participant is able to learn a task under controlled conditions in the laboratory. From these
research findings, the researcher will speculate about the processes underlying learning.
But these also provide insights into training methods, because if someone learns
something more effectively as a result of a different experimental condition, this
experimental condition can, in principle, be offered as a training condition that might be
applied in other contexts. However, when we design experiments, we know that research
findings are influenced by other features of the experiment in which they are studied. This
is why experimental psychologists are careful to design and specify learning conditions
carefully and to use control conditions in order to make inferences about what has caused
learning and what has not. Unfortunately, this need for careful control of learning
conditions also means that it is difficult for us to draw generalizations about learning and
training, because, when applied in a different context, these features may work
differently. This is always a problem in applying psychology.
Another common approach has been to reduce complex tasks to simpler analogies so that
they are easier to study. In this way we might be tempted to assume that the same
Psychological components apply in these simpler versions as in the more complex
version, thus findings that have emerged from studying a simpler, more controllable,
version of a task may be applied to the more complex version. Again, simple
generalization is not really justified. When something is simplified, it is easier. When
something is studied out of context of a real job, the pressures and complexities of events
and the consequences of error are generally missing, so the person’s strategy may be
different. Things that have been shown to be beneficial in one context cannot
automatically be assumed to benefit a new context – this makes for difficulties in
applying training research. It means that every time we assert that a particular approach to
training is appropriate to that new situation we need to obtain evidence that this is indeed
the case - just because we think a particular training method is appropriate, it does not
mean that it will work in practice.¹
That every intervention is an experiment is why it is necessary to understand something
of scientific method. It is an area where an understanding of occupational psychology is
invaluable to the trainer. Unfortunately clients often fail to appreciate the hypothetical
nature of training - or, indeed, any organizational change - and they assume it is possible
to deal in certainties. Many consultants reinforce this incorrect view by maintaining they
are offering proven solutions, rather than simply working as effectively as they can in a
given set of circumstances.
While simple application of training and learning research is far from straightforward,
knowledge of principles of learning and training is still useful. Learning research is
generally undertaken with a view to developing theories rather than simply accumulating
individual findings. As such, learning research is useful to training because it provides
important pointers to how learning takes place. This enables us to generate ideas about
what a person should experience in order to help them learn. Providing these
opportunities for experience is what training actually is. We shall be looking at this again
with regard to definitions.

This means that such a training intervention is a sort of experiment and that the belief that
it will work is an experimental hypothesis. Despite this formal way of presenting the
problem, often in practice the evidence that we seek to test the hypothesis might simply
be the line manager's satisfaction with the outcome

TRAINING RESEARCH :-

In recent decades, learning theories became more effective in their insights and breadth of
coverage, and the tasks studied both in the laboratory and in the field, have tended to be
more complex. Reported research often reflects greater complexity over the years as more
involved situations are examined. Added to this has been a growth in the interest of
individual differences among learners reflecting either differences in ability (general or
specific) or other variables such as age, sex, personality, and ethnic background.
Training research often emerges as a by-product of investigating a real problem that an
investigator has encountered. It can take different forms and provides different benefits
that we can use in future applications. One approach considers training methods an
Principles. The researcher demonstrates how an idea can be applied to deal with a
particular type of problem. Often, ideas are tested in a controlled experiment, gaining
credence if a significant difference is observed. But a significant result might only apply
to that work context; a non-significant result does not logically mean that the idea would
not work in a different context. Often such studies cannot be taken as categorical evidence
for or against a particular training method investigated, but are best regarded as a
demonstration of how this type of training method might be applied. Another form of
training investigation compares two or more alternative training programmes to see which
is best suited to the organization. From an applied perspective, a training ‘programme’
should be regarded as the sum of procedures adopted in order to achieve a desired
training outcome - when we see people trained for real jobs, we generally see a sequence
of training activities that build to an appropriate outcome. The training experiment is used
to decide which of these should be adopted. For example, managers might be required to
assimilate information about health and safety in the workplace, with a view to them
making management decisions in the best interests of the workforce and also to defend
the company against litigation in the event of an accident. One training method might be
to provide managers with an intranet site containing information and case studies for
them to study, followed by a test of their understanding. An alternative training method
might be to require all managers to attend a 2-day course, followed by the test of their
understanding. Such a study should provide data on which of these alternatives will be
most successful in influencing the retention-test scores of participants.

Making a choice between these two training options on the basis of this criterion would
be straightforward. But would the experiment prove anything? In the absence of more
detail, this looks like a rather poor study because: -

• We have no evidence that the two options are teaching the same thing.
• We have no evidence that the content of the training is relevant to the actual
requirements of that organization.
• We have no indication that the managers presented with the intranet took any time to
study it.
• We have no evidence that simply remembering what was learned will transfer to any
subsequent performance by managers that might be useful to the organization.
• We have no evidence of the respective costs of these two training methods.

So, as a definitive study to show the relative benefits of these two methods, the
experiment is unsatisfactory. This comparison could be used within an organization to
make a judgment about whether the organization should invest its effort and other
resources in an intranet. But it tells us little about training principles in general. This
section has argued that instances of published training research are limited with regard to
making definitive statements about how to train or how not to train. Such studies,
however, are useful in providing demonstrators for how such training might be conducted
and how investigations into training within organizations might be conducted.

AIMS AND OBJECTIVE:-

1. Relate concepts and principles from the psychology of training and development
to real occupational issues in order to make a constructive contribution to
organizations.

2. Recognize the psychological assumptions made training and development

decisions and to manage these assumptions appropriately.

3. Appreciate the contextual factor of real organizations and work situations that
affect decisions concerning the application of training and development concepts.

4. Provide a basis for making useful training interventions within organizations and
evaluating such interventions.

In doing these things, this learning material aims to enable students to develop
appropriate understanding of using occupational psychology within organizations
with respect to issue of training and development .
TRAINING AND DEVELOPMENTS OBJECTIVES :-

Availability of The principal objective of training and development division is to make

sure the a skilled and willing workforce to an organization. In addition to that, there are
four other objectives Individual, Organizational, Functional, and Societal.

 Individual Objectives:-

help employees in achieving their personal goals, which in turn, enhances the individual .

 Functional Objectives :–

maintain the department’s contribution at a level suitable to the organization’s needs.

 Societal Objectives:-

– ensure that an organization is ethically and socially responsible to theneeds and

challenges of the society.

IMPORTANCE OF TRAINING AND DEVELOPMENT:

 Optimum Utilization of Human Resources –

Training and Development helps in optimizing the utilization of human resource that
further helps the employee to achieve the organizational goals as well as their individual
goals.
 Development of Human Resources –

Training and Development helps to provide an opportunity and broad structure for the
development of human resources’ technical and behavioral skills in an organization. It
also helps the employees in attaining personal growth.
 Development of skills of employees –
Training and Development helps in increasing the job knowledge and skills of employees
at each level. It helps to expand the horizons of human intellect and all over personality of
the employees.
 Productivity –

Training and Development helps in increasing the productivity of the employees that
helps the organization further to achieve its long-term goal.
 Team spirit –

Training and Development helps in inculcating the sense of team work, team spirit, and
inter-team collaborations. It helps in inculcating the zeal to learn within the employees.


 Organization Culture –

Training and Development helps to develop and improve the organizationalhealth culture
and effectiveness. It helps in creating the learning culture within the organization.
 Organization Climate –

Training and Development helps building the positive perception and feelingabout the
organization. The employees get these feelings from leaders, sub ordinates and peers.
 Quality –

Training and Development helps in improving upon the quality of work and work- life.
 Healthy work-environment –

Training and Development helps in creating the healthy working environment. It helps to
build good employee, relationship so that individuals goals aligns with organizational
goal.
 Health and Safety –

Training and Development helps in improving the health and safety of the organization
thus preventing obsolescence
PURPOSE OF TRAINING AND DEVELOPMENT:-

The aim off training is to help the organization achieve its purpose by adding value to its
key resource-the people it employs. The purpose of training is to:-
1. To increase productivity and quality
2. To promote versatility and adaptability to new methods
3. To reduce the number of accidents.
4. To reduce labors turnover
5. To increase job satisfaction displaying itself in lower labor turn-over and less
absenteeism
6. To increase efficiency
 CHAPTER:7

DATA ANALYSIS AND INTERPRETATION WITH

PIE CHART

DATA ANALYSIS AND INTERPRETATION

Opinion survey of executives was done with a sample of 55 executives, who though
covers a very low percentage of executives in PARLE PRODUCT PVT LTD but give a
very commendable and concrete response that we can conclude the factors of motivation
in an organization.

QUES:-1.Since how long you have been working in the organization ?

Table-1

Sl. Items Options No. Of Percentage

respondents of total
No.

1. Period of Less than 5 32 64%

working years
More than 5 13 26%
years
 other 5 10%

Total 50 100%

10%

26%
Less than 5 years

More than 5 years

64%
Other

In this modern world as the technology is changing and upgrading day by day the
employees also need to upgrade themselves according to the technologies and the
employees who can not upgrade them can leave the organization or organization can
replace them with new one , while training and development help those employees to
upgrade them in various aspects .This table and pie chart indicate the duration of time
from which the employees were working in the organization.
From the above analysis we can interpret that more of the employees were working from
less than 5 years.
QUES;-2Do the training practices help the employees in improving their career ?

Table:2

SL. Items Options No. of Percentage

NO. respondents of total
1. Training helps improving career Yes 42 84%

No 8 16%

Total 50 100%

16%

Yes
No

84%

From the above table and chart we can interpret that training practice help the employee
in improving their career as 42 of respondent are in favor of this .
Ques :3 Does training method focus on developing team work and leadership skills ?

Table :3

Sl. Items Options No. of Percentage

No. respondents of total
1. Training focus on developing team Yes 38 76%
work and leadership
No 12 24%

Total 50 100%

24%

Yes
No

76%

From the above analysis we can interpret that training method focus on developing team
work as 76% of the respondents are in favor.
 Ques:4 Does the management give importance to cost effective training ?

Table:4

Sl. Items Options No. of Percentage

No. respondents of total
1. Management give importance to cost effective Yes 47 94%
training
No 3 6%

Total 50 100%

6%

Yes
No

94%

From the above analysis we can interpret that management give importance to cost
effective training .
 Ques:5 Does training helps to improve employee-employer relationship ?

Table:5

Sl. Items Options No. of Percentage

No. respondents of total
1. Training helps improving employee- Yes 26 52%
employer relationship
No 24 48%

Total 50 100%

48%
Yes
52% No

From above analysis we can interpret that training helps to improve employee-employer
relationship .
Ques:6 How is training helpful for communication ?

Table:6

Sl. Items Options No. of Percentage

No. respondents of total
1. Training for communication Keep good 9 18%
relationship
between employee
and employer
Increase the 38 76%
productivity

Attention the 3 6%
organization goal

Total 50 100%

6%
18% Keep good relationship
between employee and
employer
Increase the productivity

Attention the organization

goal
76%
From the above analysis we can interpret that training is more helpful in increasing
the productivity

Ques:7 Training programmes will provide an opportunity to bring out the hidden
skills ?

Table:7

Sl. Items Options No. of Percentage of

No. respondents total
1. Training provide opportunity to bring out Yes 48 96%
hidden skills
No 2 4%

Total 50 100%
 4%

Yes
No

96%

From the above analysis we can interpret that training programmes provide an
opportunity to bring out the hidden skills of the trainee .

Ques:8 Training will improve confidence in work ?

Table:8

Sl. Options No. of Percentage

No. Items respondents of total

1. Training improve confidence in work Yes 37 74%

No 13 26%
 Total 50 100%

26%

Yes
No

74%

From the above analysis we can interpret that training improves confidence in work.
Ques:9 The organization considers training as a part of organizational strategy ?

Table:9

Sl. Items Options No. of Percentage

No. respondents of total
1. Training as a part of organizational Strongly 19 38%
strategy agree
Agree 11 22%
 Some what 11 22%
agree
Disagree 9 18%

Total 50 100%

18%

38%
Strongly agree
Agree
Some what agree
22%
Disagree

22%

From the above analysis we can interpret that organization considers training as a part of
organization strategy .
 Ques:10 Number of training programmes attended in a year?

Table:10

Sl. Items Options No. of Percentage

No. respondents of total
1. Training programs attended Less than 29 58%
15

16-25 9 18%

26-40 8 16%

More than 4 8%
41
Total 50 100%

8%

16%
Less than 15
16-25
26-40
58% more than 41
18%

From the above analysis we can interpret than most of the employees attended less than
15 training programs in a year.
 Ques:11 Training are more for ?

Table:11

Sl. Items Options No. of Percentage

No. respondents of total
1. Training are for Senior staff 9 18%

Junior staff 11 22%

New staff 13 26%

Based on 17 34%
requirement

Total 50 100%

18%

34%
Senior staff
Junior staff
New staff
22%
Based on requirement

26%

From the above analysis we can interpret that trainings is given on the basis of the
requirements .
 Ques:12 Mode of training method used?

Table:12

Sl. Items Options No. of Percentage

No. respondents of total
1. Mode of training Job rotation 12 24%

External training 11 22%

Conference/discussion 23 46%

Programmed 4 8%
instruction
Total 50 100%

8%

24%

Job rotation
External training
Conference/discussion
Programmed instruction
46%
22%

From the above analysis we can interpret that conference/discussion mode of training is
used more.
 Ques:13 Employees are motivated to attend the training programs?

Table:13

Sl. Items Options No. of Percentage

No. respondents of total
1. Motivated to attend training programs Strongly 12 24%
agree
Agree 18 36%

Some what 11 22%

agree
Disagree 9 18%

Total 50 100%

18%
24%

Strongly agree
Agree
Some what agree
22%
Disagree

36%

From the above analysis we can interpret that employees were motivated to attend the
training programs.
 Ques:14 Employee development programs raise unhealthy expectations about
promotions?

Table:14

Sl. Items Options No. of Percentage of

No. respondents total
1. Development programs raise expectation Yes 38 76%
about promotion

No 12 24%

Total 50 100%

24%

Yes
No

76%

From the above analysis we can interpret that employee development programs raise
unhealthy expectations about promotions .
 SUGGESTIONS FOR EFFECTIVE TRAINING

1. Ensure the need requires training and development initiatives.

A thorough needs and skills analysis conducted could help identify what’s working and
what’s not in the organization. This determines the real need for employee training and
development. Many issues in organizations boil down to mismatches in temperament and
talent for a required job role and also gaps in communicating expectations to employees.

2. Decide on Timely Training Interventions choosing an appropriate Training

provider.

Scheduling timely training sessions increase the pace of change, productivity, profitability
and much more with a trusted training company. Regardless of a well-known name or a
smaller training provider ensure there is flexibility and understanding for a productive
relationship, so that you would love to work with them more than once.

3. Create an employee “training-and-development-ready” environment.

Make it public and communicate why the new skills, skill enhancement or information is
important. Take steps to motivate employees to attend the program. Also ensure the
employee understands the context of how the training could positively affect his job
performance.

4. Check the relevance of the initiatives to the skill you want the employee to develop

Asking an employee to attend a session on communication and feedback, when it is

critical that he updates his technical skills instead, is a big mistake. The initiative will be
regarded as mostly a waste of time and the potential learning opportunity is lost.

5. Set clear, specific training objectives for the provider and review the same jointly
with the trainee’s supervisors or managers
The vital key parts to a beneficial training objective are desired behavior, standard of
performance and conditions. Ensure that the training provider understands these in
explicit detail. Being on the same page will only enhance the effectiveness of the training
program.

6. Ensure the training and development module has specified objectives with
measurable outcomes built into it.

The employee training initiative must be designed to state the objectives clearly with
measurable outcomes. Determine that the developed module drives the employee to
develop the skill outlined in the objectives.

7. Arrange for managers and supervisors to attend the training session either before
or along with the employees.

Immediate superiors need to know and understand the skills to be attained and why.
Managers can aid the trainees as a role model for appropriate behavior and skill. An
environment which facilitates application of the training and regular assessment and
feedback cycles can also be maintained by the managers.

8. Have one-to-one discussions between managers and employees before the sessions.

What an employee hopes to learn and his concerns must be discussed and duly noted.
Identify roadblocks in mindsets beforehand and address them. Any expected obstacles an
employee may face while applying the training to the workplace should also be noted.

9. Do a 360 degree appraisal of the training results.

Get a multisource assessment of the training of the employee post training from
subordinates, peers, and supervisors. It should also include a self-assessment that will
help construct a better view of the training and its effect on behavior, learning and
cumulative impact on the organizational performance.

10. Construct an overall Human Resource Development Process.

A comprehensive HRD process should be designed that can keep the wheels of
performance improvement turning. Training will be one component of the process,
facilitating incremental or exponential organizational advances. This process will make
sure that such interventions will not be sporadic stand-alone events to exhaust training
budgets but an integral part of organizational strategy.
 CONCLUSION

Business conducting and survival in the present day turbulent environment are relying on
organizational knowledge in a sense of a giving timely and appropriate answer to
challenges. The ability of individuals and organizations to obtain and master new
knowledge has become the key comparative advantage. The concept of knowledge
management and management of human resources, especially the function of employee
training and development within the learning organization, are engaged with the basic
resource of modern business, i.e. with knowledge and its utilization. Renewing
knowledge is an imperative for the organization, and not an option. The rate of learning
has to be greater than the rate of changes. Training and development of employees is a
continuous procedure which is the only meaningful and logical approach in the condition
of knowledge obsolescence, dynamic changes and increasing need for constant product
and service innovations. Human resources represent intellectual capital which is the new
source of organizational resources, and the organization could increase them only through
training, development and motivation of employees. The prosperity of organizations
becomes explicitly dependent on the intellectual capacity of their employees and their
ability to change and adjust to the dynamic business environment.

The learning organization is the result of a strategic relationship with the employee
training and development and the recognition of the fact that knowledge is the answer to
the numerous challenges from the environment. Every organization is becoming an
institution that learns and teaches. The successful learning organization is able to attract
the most talented people, to involve them into all business procedures and to motivate
them to generate and exchange knowledge, enabling them in turn to maintain and
improve their individual professional skills. It could be concluded that an organization
which fails to recognize in due time the emergence of knowledge economy and does not
transform into an organization of knowledge, i.e. does not realize and accept the changes
unfolding on a global level, gradually, but inevitably is headed to self-destruction. In that
context, the introduction of employee training and development as a managerial function
and business orientation represent a huge challenge for our organizations. The level of the
learning organization directly determinates the competitive advantage, and lifelong
learning and knowledge spreading are becoming the main managerial task and the task of
all employees. sense, organizations will be more like classrooms, managers like teachers,
and employees like disciples.
 BIBLIOGRAPHY

1. Stone R J. (2002), Human Resource Management 2nd Edition, Jhon Wiley &
Sons 2002.

2. FakharUlAfaq, Anwar Khan (2008), “Case of Pearl Continental hotels in Pakistan,

Relationship of training with Employees’ Performance in Hoteling Industry”.

3. Richard Chang Associates, INC., “Measuring the impact of Training, demonstrate

the measureable results and return on investment.”

4. Iftikhar Ahmad and Sirajud Din,Gomal Medical College and Gomal University,
D.I.Khan,Pakistan(2009),“EVALUATING TRAINING AND DEVELOPMENT”
 ANNEXTURE

QUESTIONNAIRE ON TRAINING AND DEVELOPMENT

The set of questions have been designed to obtain the opinion of executive on the
attributes of motivation. Please read the questions carefully and rate each according to
how important it is to you by putting tick ( ) in the appropriate box for the respective
questions. Be honest in responding. The statement of yours will be helpful in analyzing
the motivational attributes.

Name of the respondent:

Designation:

Department:

QUES:-1.Since how long you have been working in the organization ?

 Less than 5 years

 More than 5 years

 other

QUES;-2Do the training practices help the employees in improving their career ?

 Yes
 NO
Ques :3 Does training method focus on developing team work and leadership skills ?

 YES
 NO

Ques:4 Does the management give importance to cost effective training ?

 YES
 NO

Ques:5 Does training helps to improve employee-employer relationship ?

 YES
 NO

Ques:6 How is training helpful for communication ?

 Keep good relationship between employee and employer

 Increase the productivity
 Attention the organization goal

Ques:7 Training programmes will provide an opportunity to bring out the hidden
skills ?

 YES
 NO

Ques:8 Training will improve confidence in work ?

 YES
 NO
Ques:9 The organization considers training as a part of organizational strategy ?

 Strongly agree
 Agree
 Some what agree
 Disagree

Ques:10 Number of training programmes attended in a year?

 Less than 15
 16-25
 26-40
 More than 41

Ques:11 Training are more for ?

 Senior staff
 Junior staff
 New staff
 Based on requirement

Ques:12 Mode of training method used?

 Job rotation
 External training
 Conference/discussion
 Programmed instruction

Ques:13 Employees are motivated to attend the training programs?

 Strongly agree
 Agree
 Some what agree
 Disagree
Ques:14 Employee development programs raise unhealthy expectations about
promotions?

 YES
 NO