TRAINING AND DEVELOPMENT PRACTICES IN AMUL DAIRY,

ANAND

(A STUDY OF EIGHTY-FIVE EMPLOYEES OF KHAIRA

DISTRICT MILK- PRODUCERS’ CO-OPERATIVE LIMITED,
ANAND)

MARCH 2009 BY
VADODARA Amit Vasava

1
TRAINING AND DEVELOPMENT PRACTICES IN AMUL DAIRY,
ANAND

(A STUDY OF EIGHTY-FIVE EMPLOYEES OF KHAIRA

DISTRICT MILK- PRODUCERS’ CO-OPERATIVE LIMITED,
ANAND)

MARCH 2009 BY
VADODARA Amit vasava

2
TRAINING AND DEVELOPMENT PRACTICES IN AMUL DAIRY,
ANAND

(A STUDY OF EIGHTY-FIVE EMPLOYEES OF KHAIRA

DISTRICT MILK- PRODUCERS’ CO-OPERATIVE LIMITED,
ANAND)

A DISSERTATION SUBMITTED TO
THE FACULTY OF SOCIAL WORK
THE MAHARAJA SAYAJIRAO UNIVERSITY OF BARODA
IN
PARTIAL FULFILMENT OF THE REQUIREMENT FOR
THE DEGREE OF
MASTER OF SOCIAL WORK

RESEARCH GUIDE SUBMITTED BY

PROF. M.N.PARMAR Amit vasava

MARCH 2009

3
 CONTENT

PAGE NO.

PREFACE

ACKNOWLEDGEMENT

LIST OF TABLES

CHAPTER 1. INTRODUCTION 1

CHAPTER 2. REVIEW OF LITERATURE 39

CHAPTER 3. DATA ANALYSIS AND INTERPRETATION 61

CHAPTER 4. FINDINGS, CONCLUSION AND

SUGGESTIONS 107

REFERENCES 115

ANNEXURE 117

4
 PREFACE
21st century is the century of rapid change. Recently we have seen how the world market
and Indian market has undergone change. After the introduction of new economic policy
in 1991 liberalization, privatization and globalization become buzz word of the Indian
economy. Due to this, now Indian companies are facing heavy competition in the world
market. The foreign company products are more competitive in terms of cost and quantity
as well as quality than Indian products.

If Indian companies want to survive in this kind of market scenario, they have to reduce
their cost and improve their product quality to be more competitive in the Indian and
world market.

But, to achieve it there are different ways. Among them, to improve quality of “Human
Resources” in the organization is one of the ways to achieve the above standards.

Training and development is very important tool in the hands of HR professionals to

improve the quality of HR in the organization. Training and development can be used as
a mechanism of continuing education and learning within the organization (from one to
another). Through training and development the employees can realize their hidden
potentials. Training and development data can be used to minimize the cost and wastage,
to improve the quality of products, to develop the employees of organization, to enhance
skills and talents of employees.
The major thrust of the study is to know the opinions and views of the respondents
working at AMUL DAIRY, ANAND about the training and development system in the
organization.

Amit vasava

5
 ACKNOWLEDGEMENT
Firstly I am highly indebted to The Faculty of Social Work, The Maharaja Sayajirao
University of Baroda, which has given me admission in this esteemed Faculty and also
given me opportunity to conduct this Dissertation and to get the practical exposure in the
organization.

I am also highly indebted to the respondents of AMUL DAIRY, ANAND for sparing
their valuable time and sharing frank response.

I am very much grateful to Mr. J.K. Joshi-Head, Personnel and Administration for
sanctioning me consent and positive encouragement to conduct this study. In fact,
without his co-operation and guidance, this study could have not been possible.

I heartily express my feelings of gratitude to my Research Guide Prof. M.N. Parmar for
generous constant guidance, encouragement and suggestions all the way throughout the
study.

My thanks to my friends-Chetan Macwan and Shailesh Kanzariya for their help.

My special thanks to my family and all those who have helped me directly or indirectly
for motivating me at times and also in conducting this research.

Last but not least, I am highly obliged to the Divine God for His grace.

Amit vasava

6
 LIST OF TABLES

Sr.No TITLE Page

No.
1. Table showing age of the respondents 61
2. Table showing sex of the respondents 62
3. Table showing educational qualification of the respondents 62
4. Table showing designation of the respondents 63
5. Table showing the opinion of the respondents about the necessity of 64
the training for better productivity and efficiency
6. Table showing the opinion of the respondents about the requirement 65
of induction for work
7. Table showing the opinion of the respondents about training’s role in 66
enhancing personal growth of employees
8. Table showing the opinion of the respondents about the matter that 67
Training & Development is based on needs and requirement
9. Table showing the opinion of the respondents about conducting 68
briefing and debriefing sessions for employees by the HR Department
10. Table showing the opinion of the respondents about the matter that 69
criterion for selection of employees is appropriate
11. Table showing the opinion of the respondents about the matter that 70
duration between two training programmes is appropriate
12. Table showing the opinion of the respondents about the compulsion of 71
T & D for all employees
13. Table showing the opinion of the respondents about conducting 72
refresher sessions periodically

7
14. Table showing the opinion of the respondents about training’s role in 73
developing capacity of employees to deal with new technology and
advancement
15. Table showing the opinion of the respondents about keeping training 74
for workmen
16. Table showing the opinion of the respondents about training’s role in 74
bringing positive change in performance of employees
17. Table showing the opinion of the respondents about need of feedback 75
and regularity of feedback
18. Table showing the opinion of the respondents about organization 76
believing training as important part of HR Department
19. Table showing the opinion of the respondents about training as 77
ongoing process
20. Table showing the opinion of the respondents about existence of well- 78
planned policy for Training & Development
21. Table showing the opinion of the respondents about linking 79
performance incentive bonus as good practice in training
22. Table showing the opinion of the respondents about the matter that 80
employees are self motivated to attain training
23. Table showing the opinion of the respondents about employees’ 81
participation in deciding the training in the organization
24. Table showing the opinion of the respondents about reviewing the 82
employees’ performance systematically for identifying training needs
25. Table showing the opinion of the respondents about being given 83
chance to tell their plan of development
26. Table showing the opinion of the respondents about the process of 84
selection as logical and friendly

8
27 Table showing the opinion of the respondents about training’s role in 85
increasing operational function
28 Table showing the opinion of the respondents about training’s role in 86
ensuring development of skills for taking up future responsibilities
29 Table showing the opinion of the respondents about the span of time 87
spent behind training as satisfactory
30 Table showing the opinion of the respondents about job rotation as an 88
important tool in the organization
31 Table showing the opinion of the respondents about training faculties’ 89
higher caliber and knowledge
32 Table showing the opinion of the respondents about need of enough 90
intimation of training
33 Table showing the opinion of the respondents about need of 91
application of training in the job after training management
34 Table showing the opinion of the respondents about on of post 92
training performance and pre training performance
35 Table showing the opinion of the respondents about existence of 93
sharing of training knowledge in the culture and permission of the
same
36 Table showing the opinion of the respondents about training’s role in 94
leading to increase job responsibility
37 Table showing the opinion of the respondents about training’s role in 95
leading to higher acceptance from employer’s side
38 Table showing the opinion of the respondents about breaking of work 96
due to training
39 Table showing the opinion of the respondents about T & D as waste of 97
time and money

9
40 Table showing the opinion of the respondents about employees having 98
clear understanding of skills to achieve from training
41 Table showing the opinion of the respondents about chance being 99
given to reflect and plan the implementation after training
42 Table showing the opinion of the respondents about sr. managers 100
being open enough to help the juniors develop through training
43 Table showing the opinion of the respondents about T & D as not 101
being practical to implement
44 Table showing the opinion of the respondents about organization of 102
getting proper return by investing in T & D
45 Table showing the opinion of the respondents about the method of 103
training being suitable
46 Table showing the opinion of the respondents about co-operation 104
between trainer and respondent
47 Table showing the opinion of the respondents about wide use of 105
training to support new programme
48 Table showing the opinion of the respondents about increasing 106
frequency of training

10
INTRODUCTION

11
 INTRODUCTION
In a rapidly changing economy today, an organization is nothing without its assets –
especially its Human Resources. Human Resources contribute the most to the
organization success, and they are the most important factor in any economy. Their
uniqueness renders them impossible to substitute them with any other factor, however,
important it may be, as nothing matches the human mind in working out unprecedented
marvels at times. Hence, human resources should claim a paramount importance in the
organizing of human resources.

When jobs were simple, easy to learn and influenced to only a small degree by
technological changes, there was little needs for employees to upgrade or alter their
skills. However, the rapid changes taking place during the last quarter century in our
highly sophisticated and complex society have created increased pressures for
organizations to readopt the products and services produced and offered the types of
skills necessary to complete these jobs. Thus, as jobs have become more complex, the
importance of training has increased.

The main objective of training of employees today is how to prepare them to meet the
challenges facing the organizations. In today’s organizations, developing skill and
knowledge with relation to particular job is not enough, but there is the need for an
attitudinal change, a change in the mindset, and for developing multi-skills in the
employees.

12
HUMAN RESOURCES DEVELOPMENT

HRD has been defined as, “Activities and processes of personnel department directed
towards promoting, intellectual, moral, psychological, cultural, social, economic
development of employees in making them achieve the highest individual and collective
goals.”

The core concept of the Human Resources system is that of the development of Human
beings or Human Resources Development (HRD).

Hegginson 1974 points out that Human Resources is a broad concept and it covers both
qualititative human assets in a society. It includes total knowledge, skills, creative
abilities, talents, and aptitudes of an organizations workforce as well as the values,
attitudes and beliefs of the individuals involved. It is the sum total of inherent abilities,
acquired knowledge and skills represented by the talents and the aptitude of the employed
persons.

Lippit 1978 points out that HRD as a system depends on (1) The work it- self which
generates a higher degree of responsibility for the employees. (2) The individual personal
and professional growth. (3) The improved quality output as a result of increased
responsibility and (4) The organization as an open system.

Focus on these aspects is what HRD is all about. HRD is concerned with Training,
Development and Education. Human Resource Development is the integrated use of
training, organization and development efforts to improve individual, group and
organizational effectiveness. HRD helps… (1) To develop the key competencies that
enable individuals in organization perform current and future jobs, through planned

13
learning activities. (2) Groups within organizations initiate and manage change. (3) To
ensure a match between individual and organizations needs.

HUMAN RESOURCES MANAGEMENT

Although, Human Resource management is phrase which has been in use for over 40
years. It did not come to the force as a distinctive approach to managing people until the
mid 1980s when it becomes generally known as “HRM”.

HRM can be defined as a strategic, coherent, and comprehensive approach to the

management and development of the organizations of Human Resources in which every
aspect of that process is wholly integrated with the overall management of the
organization. HRM is an ideology. It is underpinned by a philosophy, which starts from
the belief that organizations exist to deliver value to their customers and that this is best
achieved by adopting a longer-term perspective to the management of people and by
treating them as assets rather than merely as variable costs. HRM sees people as valuable
resources for the achievement of competitive advantage that should therefore be managed
and developed to their full capacity and potential. The emphasis in HRM is on the
common interpretation of management and the workforce in the success of the business.
It is concerned with the creation of a positive culture and with enlisting the commitment
of all employees to the goals and values of the enterprise.

HRM is about process- the way in which organizations get things done through people. In
other words, culture in action. It is not just a bundle of personnel techniques. A
comprehensive HRM system is developed at corporate level where the main concerns are
the integration of business and HRM strategies, organizations and culture management.

14
 HISTORY OF TRAINING

The history of training can be traced back to the Stone Age, as human beings invented
weapons, clothing, shelter, and language and need for training become an essential
ingredient in the mach of civilization. What is important is that human beings had the
ability to pass on to the others the knowledge and skill gained in mastering these
circumstances.

Skill in fishing, hunting and self-protections, were passed on to others in that era. With
time knowledge and skill passed by artisans, soldiers, and priests were taught to
youngsters and a kind of Apprenticeship system was formed whereby an experienced
person along knowledge passed to the trainee.

Training grew with the great industrial expansion. As early as 1809, the Masonic Grand
Lodge of New York, under the leadership of De Witt Clinton, established vocational
training facilities. Manual training began in the United States about 1825. However, most
of the manual training schools that sprang up after 1825 were more disciplinary than
vocational schools.

One of the Factory school was established in 1872 at Hoe and Company a manufacturer
of printing presses in New York City. Similar Factory schools were established at
Westinghouse in 1988, at General electrical company and Baldwin locomotive works in
1901, and at international Harvester Company in 1907. Other companies saw the
advantages of having factory schools and they soon became a common practice.

Since the 20th century, training programme has been increasing constantly both in terms
of their number and the areas in which training can be offered. Training began being

15
more specialized covering a wide range of areas that may be of significance to the
organization.

Our society as whole is also vitally interested in training and educational programme in
order to promote employment and utilize the talents of its citizens. One of the earlier
Legislative attempts in his regard was the manpower development and Retaining Act of
1962, which was designed to assist in the conversion to new skills of those through out of
work by changing job requirements. In 1964, The Economic opportunity Act was
directed towards providing training assistance for young entrants in the job market.
Neighborhood youth corps and collage work-study programmes were formed to help
younger persons whose unemployment rates ae typically double the average.

In 1973, because of the confusion generated by literally thousands of publicly financed

training programmes, the comprehensive Employment and Training Act was passed.

After an experimental programme in the late 1970s, the job Training Partnership Act of
1982 allocated $ 3 billion to private industry councils to implement training for the hard-
core unemployment.

TRAINING MEANING

Training, education and development are three terms frequently used. On the face of it
there might not appear only differences between them, but when a deep thought is given,
there appear some differences between them. In all training there is some education and
in all education there is some training. And the two processes can not be separated from
Development. Different persons have used these activities in different ways…..

16
THREE TERMS: TRAINING, DEVELOPMENT AND EDUCATION

Training is a process of learning a sequence of programmed behaviour. It is application

of knowledge. It gives people an awareness of the rules and procedures to guide their
behaviour. It attempts to improve their performance on the current job or prepare them
for an intended job.
On the other hand, Development is a related process. It covers not only those activities
which improve job performance but also those which bring about growth of the
personality, help individuals in the progress towards maturity and actualization of their
potential capacities so that they become not only good employees but better men and
women. In organizational terms, it is intended to equip persons to learn promotion and
hold grater responsibility. Training a person for a bigger and higher job is development.
And this may well include not only imparting specific skills and knowledge but also
including certain personality and mental attitudes. In this sense, development is not much
different from education.
Education is the understanding and interpretation of knowledge. It does not provide
definitive answers, but rather it develops a logical and rational mind that can determine
relationships among pertinent variables and thereby understand phenomena. Education
must impart qualities of mind and character, and understanding of basic principles
objectivity. Usually education is outside the scope or an organization functions. It
involves a range of skills and expertise which can be provided only by educational
institutions. An organization can and does make use of such institutions in order to
support and supplement its internal training and development efforts.

17
DISTINCTION BETWEEN TRAINING AND DEVELOPMENT

Training is a short-term process utilizing a systematic and organized procedure by which

non-managerial personnel learn technical knowledge and skills for a definite purpose.
While development is a long-term educational process utilizing a systematic and
organized procedure by which managerial personnel learn conceptual and theoretical
knowledge for general purpose.
Training refers only to instruction in technical and mechanical operations, while
Development refers to philosophical and theoretical educational concepts.
Training is designed for non-managers, while development involves managerial
personnel. In the words of Campbell, “training courses are typically designed for a short-
term, stated set purpose, such as the operation of some pieces of machinery, while
development involves a broader education for long-term purposes.”

Learning Dimension Training Development

- meant for Operatives Executives
-focus Current job Current & future job
-scope Individual employee Work group or org.

-goal Fix current skill deficit Prepare for future work demand
-initiated by Management The individual
-content Specific job related info. General knowledge
-time-frame Short-term Long-term

18
Thus, training is meant for operatives and development is meant for managers. Training
tries to improve a specific skill relating to a job whereas development aims at improving
the total personality of an individual. Training is a one-shot deal whereas development is
an ongoing continuous process. Training is a reactive process whereas development is
productive process. Development is future oriented training, focusing on the personal
growth of the employee.

TRAININING AS AN HR SUB-SYSTEM

Recognition of the importance of training in recent years has been heavily influenced by
the intensification of overseas competition and the relative success of economics like
Japan, Germany and Sweden where investment in employee development is considerably
emphasized.

Training is the most important function that directly contributes to the development of
human resources .Some organizations equal training for the development of human
resources System and practices get outdated soon due to new discoveries in technology,
including technical, managerial and behavioral aspects. Developing individuals in the
organization can contribute to the effectiveness of the organization.

Training can contribute, directly or indirectly to following aspects.

 Development of the individual as a person to continuously recognize, developing
and use his potential.
 Development of the individual in relation to his present job or role.
 Development of the individual in relation to his future expected job or role.
 Development of superior-subordinate relationships.

19
  Development of the health of the organization as a whole to promote enabling
capabilities of employees.

Sub-System of HRD:-

Training is one of the sub-systems of HRD, but it depends upon others sub-systems
directly or indirectly.
 Performance appraisal
 Potential appraisal
 Feedback and performance coaching
 Carrier planning
 Organization Development
 Rewards
 Employee Welfare
 Human Resources information systems

Training is a learning experience in that it seeks a relatively permanent changes in an

individual that will improve his/her ability to perform on the job, we typically say
training can involve the changing of kills, Knowledge, attitude or social behavior .It may
mean changing what employees know, how they work, their attitude towards their work,
or their interactions with their coworkers or their supervisors.

20
RESPONSIBILITY FOR TRAINING

Training is the responsibility of four main groups;

1. The Top management, which frames the training policy;

2. The Personnel department ,which plans ,establishes and evaluates instructional
programmes;
3. The supervisors, who implement and apply developmental procedure and
4. Employees, who provide feedback, revision and suggestions for corporate educational
endeavors.

According to Prof. John Mee, the work of training should be done at two levels viz,

1. The training department should assume he primary responsibly for the instruction
of trainers in methods of teaching; for normal orientation; for the training of
supervisors in human relations; for the development of executives, for co-
operative education in schools and collages; and for the general education of
employees.

2. Line supervisors and employees should carry the bulk of the teaching load in the
following areas; one the job-instruction of employees; instruction in the technical
and professional aspects of a business; daily development of supervisors and
executives through counseling; departmental communication and staff meeting as
a pat of an overall training programme. It is needless to say that the top line
executive has the responsibility for (A) Authorizing basic training policies. (B)
Reviewing and approving the broad outlines of training plans and programmes
and (C) Approving training budgets.

21
TRAINING PROCESS
OGANIZATION OF TRAINING OBJECTIVES AND STRATEGIES

ASSESMENT OF TRAINING NEEDS

ESTABLISHMENT OF TRAINING GOALS

DEVISING TRAINING PROGRAMME

IMPELEMENTATION OF TRAINING POGRAMME

EVALUATION OF RESULTS

DETERMINING TRAINING NEEDS

22
Now let us understand the Training Process in details as below.

ORGANIZATIONAL OBJECTIVES AND STRATEGIES

The first step in the training process is an organizing is the assessment of training
objectives and strategies. What business are we in? At what level of quality do we wish
to provide this product or service? Where do we want to be in the future? It is only after
answering these and other related questions that the organization must asses the strengths
and weaknesses of its Human Resources.

TRAINING NEEDS ASSESMENT

Needs Assessment diagnosis present problems & future challenges to be met though
Training and Development? Organizations spend vast sums of money on Training and
Development. Before committing such huge resources, organizations that impelement
training programmes. Without conducting needs, assessment may be making errors. For
Example, a needs assessment exercise might reveal that less costly interventions could be
use in line of training.

Assessment of training needs must also focus on anticipated skills of an employee.

Technology changes fast & new technology demands new skills. It is necessary that the
employee trained to acquire new skills. This will help him / her to progress in his or her
career path. Training and Development is essential to prepare the employee to handle
tasks that are more challenging. Deputation to part time MBA programme is ideal to train
and develops such employees.

23
Assessment of training needs occurs at the group level too. Any change in the
organization’s strategy necessitates training of groups of employees. For example, When
the organizations decides to introduce a new line of products, sales personnel and
productions workers have to be trained to produce, sell and service the new products.
Training can also be used when high scrape or accident rate, low morale and motivation,
for other problems diagnosed. Although training is no a cure-all, such undesirable
happenings reflect poorly trained work force.

ESTABLISMENT OF TRAINING GOALS

Once training needs are assessed, training and development goals must be established.
Without clearly set goals, it is not possible to design a training and development
programme and, after it has been implemented, there will be no way of measuring is
effectiveness. Goals must be tangible, verifiable and measurable. This is where skill
training is involved. For Example, the successful trainee will be accepted to type 55
words per minute with two or three errors per page. But behavioral objectives like
attitudinal changes can be more difficult to state. Nevertheless, clear behavioral
objectives like attitude changes can be more difficult to state. Nevertheless, clear
behavioral standards of expected results are necessary so that the programme can be
effectively designed and results can be evaluated.

DESIGNING TRAINING AND DEVELOPMENT PROGRAMME

Every training and development programme must address certain vital issued–1) who
participates in the programme? 2) Who are the trainers? 3) What methods and techniques
are to be used for training? 4) What should be the level of training? 4) What learning
principles are needed? 5) Where is the programme conducted?

24
1. WHO ARE THE TRAINERS?

Several people may conduct Training and development programmes, including the
following:

1. Immediate supervisors,
2. Co-workers, as in buddy systems,
3. Members of the personnel staff,
4. Specialists in other parts of the company,
5. Outside consultants,
6. Industry association, and
7. Faculty members at universities.

Who among this are selected to teach, often, depends on where the programme is held
and the skill that is being taught. For example, programme teaching basics skill are
usually done by the members of the HR Department or specialists in other departments of
the company. On the other hand, interpersonal and conceptual skills for manager are
taught at universities. Large organizations generally maintain their on training
departments whose staff conducts their programmes in addition, many organizations
arrange basic skills training computer literacy.

2. Methods Techniques of Training

A multitude of methods of training is used to train employees. The most commonly used
methods are on-the-job methods that are applied in the work place, while the employee is
actually working. Of f-the-job methods are used away from work places.

25
Training techniques represent the medium of imparting skills and knowledge to
employees. Obviously, training techniques are the means employed in the training
methods. Among the most commonly used techniques are lectures, films, audio cassettes,
case studies, role-playing, video tapes and simulations.

3. What should be level of learning?

The next question in designing training and development programme is to decide the
level of learning. As was pointed out earlier, the inputs passed on to trainees in training
and development programmes are education, skills, and the like.

In addition, there are three basic levels at which these inputs can be taught. At the lowest
level, the employee or potential employee must acquire fundamental knowledge. This
means developing a basic understanding of field and becoming acquainted with the
language, concept and relationships involved in it. The goals of the next level are skills
development, or acquiring the ability to perform in particular skill area. The highest level
aims at increased operational proficiency. This involves obtaining additional experience
and improving skills that have already been developed.

IMPLEMENTATION OF THE TRAINING PROGRAMME

Once the training programme has been designed, it needs to be implemented.

Implementation is beset with certain problems. In the first place, most managers are
action-oriented and frequently say they are to busy to engage in training efforts.
Secondly, availability of trainers is a problem. In addition to possessing communication
skills, the trainers must know the company’s philosophy, its objectives, its formal and
informal organization, and the goals of the training programme. Training and

26
development requires a higher degree of creativity than, perhaps, any other personnel,
specialty.

Scheduling training around the present work is another problem. How to schedule
training without disrupting the regular work? There is also the problem of records
keeping about performance of a trainee during his or her training period. This information
may be useful to evaluate the progress of the trainee in the company.

Programme implementation involves action on the following lines……..

1. Deciding the location and organizing training and other facilities.

2. Scheduling the training programme.
3. Conducting the programme.
4. Monitoring the progress of trainees.

EVALUTION OF THE PROGRAMME

The last in the training and development process is the evaluation of results. Since huge
sums of money are spent on training and development, how far the programme has been
useful must be judged/ determined. Evaluation helps determined the results of the
training and development programme. In practice, however, organizations either overlook
or lack facilities for evaluation.

Needs for evaluation

The main objective of evaluation the training programmes is to determine if they are
accomplishing specific training objectives, that is correcting performance deficiencies. A

27
second reason of evaluations is to an ensure that any changes in trainee capabilities are
due to the training programme and not due to any other conditions. Training programmes
should be evaluated to determine their cost effectiveness. Evaluation is useful to explain
programme failure, should it occur. Finally, credibility of training and development is
greatly enhanced when it is proved that the organization has benefited tangibly from it.

Principles of evaluation

Evaluation of training programme must be based on the following principles.

1. Evaluation specialist must be clear about the goals and purposed of evaluation.
2. Evaluation must be continuous.
3. Evaluation must be specific.
4. Evaluation must provide the means and focus for trainers to be able to appraise
themselves, their practices, and their products.
5. Evaluation must be based on objective methods and standards.

Techniques of Evaluation

Several techniques for evaluation are being used in organizations. It may be stated that
the usefulness of the methods is inversely proportional to the ease with which the
evaluation can be done.

One approach towards evaluation is to use experimental and control groups. Each group
is randomly selected, one to receive training and the other. Measures are taken of the
relevant indicators of success before and after training for both groups. If the gains

28
demonstrated by the experimental group are better than those by the control group, the
training programme is labeled as successful.

Another method of training evaluation involves longitudinal or time series analysis.

Measurements are taken before the programme is completed. These results are plotted on
graph to determine whether changes have occurred and remain as a result of the training
efforts.

One simple method of evaluation is to send a questionnaire to the trainees after the
completion of the programme to obtain their opinions about the program’s worth.

29
CLASSIFICATION OF TRAINING METHODS

On-The Demonstration Apprenticeship

Job and examples

Vestibule Class-room Simulation

methods method

Lectures Case Programmed

Study Instruction

Conference Role -
Playing

30
1. INDUCTION TRAINING

This method of training is to properly introduce a new employee to hid job. Information
about company rules and personnel policies, introduction to colleagues, area of
operations as well as his job is given. An introduction-training program also has an
objective of helping the newly recruited employee to overcome hid fears and anxieties .

2. VESTIBULE TRAINING

Management must decide whether training is to take place in the normal work locations
or ff the job. “Simulation devices” are then invaluable form of vestibule training. For
instance, computers make it possible to simulate the operations of an entire Refinery,
enabling employee to cope with emergencies and to make the proper responses at the
minimal cost. This method of training attempts to duplicate on-the-job situation in a
company classroom. Theoretical training is given in the classroom. While practical work
is conducted on the production line.

3. ON-THE-JOB TRAINING:

Here, skills are necessary for the performance of actual work environment. This training
is primarily concerned with developing an employee a repertoire of skills and habits
consistent with the existing practices of an organization.

31
4. JOB INTRODUCTION TRAINING (J.I.T)

This method is used for preparing supervisors to train operation. The actual training
follows a four-step process as follows:

a. The preparation of the trainee for instruction. This includes emphasizing

the importance of the task and giving a general description of the job
duties and responsibilities.
b. Presentation of the instruction giving essential information in a cleat
manner.
c. Having the trainee try out the job to show this understanding.
d. Encouraging the questions and allowing the trainee to work along and the
trainee follow-up regularly.

5. REMEDIAL TRAINING:

When an employee fails to measure up to the established standards, his performance may
signal the need for additional training. Some companies use regularly refresher courses in
such arras safety, job methods and house keeping.

6. APPRENTICESHIP TRAINING:

For training in craft,trades and in technical areas given for a period of one year to three
years. The merits of this method are:

1) A skilled force is maintained,

2) Immediate returns can be expected,

32
 3) Hiring cost is lower because of reduces turnover at lower production
cost.

7. ROLE PLAYING

It is a technique of learning human relation skills through practice and insight into one’s
own behavior and its effect upon others. The idea of role-playing involves action, doing
practice. In this method of training by doing is emphasized.

8. OFF-THE-JOB TRAINING

There is whether of management development techniques that personnel can involve in

off-the-job, there are four popular ones namely, sensitive training, transactional analysis,
lecture course and simulation exercise.

1. Lectures: lectures are regarded as one of the simplest ways of imparting

knowledge to the trainees, especially when facts, concepts or principles, attitudes,
theories and problem-solving abilities are to be taught. Lectures are formal
organized talks by the training specialist, the formal superior or other individual
specific topics. This method can be used for very large which are to be trained
within a short time. Thus, reducing the cost per trainee.

2. The conference method: In this method, the participating individuals

“confer” to discuss points of common interest to each other. A conference is
basic to most participative group-centered methods of development. It is a formal
meeting, conducted in accordance with an organized plan, in which the leader

33
 seeks to develop knowledge and understanding by obtaining a considerable
amount of oral participation of the trainees.

3. Programmed instructions: this method has become popular in recent years.

The subject –matter to be learned is presented in a series pf carefully planned
sequential units. These units are arranged from simple to more complex levels of
instruction. The trainee goes through these units by answering questions or filling
the blanks. These methods. Is, thus, expensive and time- consuming.

4. Case Studies: - Present an in-depth description of a particular problem

than an employee might encounter on the job. Another sophisticated off-the-job
training is through the case studies. The case study is based on the firm belief that
managerial competence can best be attained through the study, contemplation,
and discussion of concrete cases. The trainees are given the cases and are asked
to identify basic problem and suggest solutions. The case study is primarily
useful for supervisory personnel and serves as a useful technique for developing
decision-making and problem analyzing skills to the middle managers.

The case method or case study method depends on group discussions and group
analysis, as well as individual study and analysis of unfolding business situations.
The emphasis is more on the analysis than on the decisions reached as result. The
method points up the fact that there is more than one possible decision for any
situation. There are several types of teaching methods employing case studies.
5. Audio Visual: - this includes the television slides, overheads videotapes and
films. These can be use to provide a wide range of realistic examples of job
conditions and situations in the condensed period of time. Further the quality of the
presentation can be controlled and will remain equal for all training groups. But,

34
 audio visuals constitute a one way system of communication with no scope for the
audience to raise doubts for clarification.

9. Sensitive training: sensitive training in ‘encounter groups’ became quit popular

during the 1950s as meant of changing behavior through unstructured group interaction.
Members are brought together in free and open environment in which participants discuss
facilitated by a professional scientist.

10. In-basket method: In this method team of the trainee is given a file of
correspondence. Each individual studies the file and makes his own recommendations on
the situations. If he requires further information, the members of the team supply it.

EVALUATING THE EFFECTIVNESS OF TRAINING

The game of economic completion has new rules. Firms should be fasten and responsive.
This requires responding to customers needs for quality, variety, customization, convince
and timeliness. Meeting these new standards requires a workforce that is technically
trained in all respects. It requires people who are capable of analyzing and solving job
related problems, working cooperatively in teams and changing hats and shifting from
job to job as well. Training has increased in importance in today environment where jobs
are complex and change rapidly. Companies that pay lip-service to the need for training,
by lazily setting aside a few hours a year, will soon find themselves at the receiving end
when talented employees leave in frustration and other employees find it difficult to beat
rivals with new products, sophisticated designs and improved ways of selling. To survive

35
and flourish in the present day corporate-jungle, companies should invest time and
money in upgrading the knowledge and skills of their employees constantly. For, any
company that stops injecting itself with intelligence is going to die.

NEED FOR TRAINING: -

Once employees have been selected for various positions in an organization, training
them for the specific tasks to which they have been assigned assumes great importance. It
is true in many organizations that before an employee is fitted into a harmonious working
relationship with other employees, he is given adequate training. Training is the act of
increasing the knowledge and skills of an employee for performing a particular job. The
major outcome of training is learning. A trainee learns new habits, refined or better skills
and useful knowledge during the training that helps him improve performance. Training
enables an employee to do his present job more efficiently and prepare himself for a
higher job or post.

Training is needed to serve the following purposes………

 Newly recruited employee requires training to perform their tasks efficiently.

Instructions, guidance, coaching help them to handle jobs competently, without
any wastage.
 Training is necessary to prepare existing employees for higher-level jobs. It
means for getting promotion.
 Existing employees require refresher training to keep abreast of the latest
developments in job operations. In the face of rapid technological changes, this is
an absolute necessity.

36
  Training is necessary when a person moves from one job to another (transfer).
After training employee can change jobs quickly, improve his performance levels
and achieve career goals comfortably.
 Training is necessary to make employees mobile and versatile. They can be
placed on various jobs depending on organizational needs.

 Training is needed to bridge the gap between what the employee has and what the
job demands. Training is needed to make employees more productive and useful
in the long- run.

IMPORTANCE OF TRAINING:-

Training offers too many benefits to both employees and employers. It makes the
employee more productive and useful to an organization. The importance of training can
be studied in the following manner….

Benefits to the employer (business)….

 Trained employees can work more efficiently. Hence, employer can earn more
profit.
 Trained employees use machines, tools, materials, in a proper way. Thus, wastage
can be reduced to large extent.
 There will be fewer accidents. Training improves the knowledge of employees
regarding the use of machines and equipments. Hence trained employees need not
be put under close supervision, as they know how to handle operations properly.

37
  Trained workers can show superior performance. They can turn out better
performance, better quality goods by putting the materials, tools and equipment to
good use.
 Training makes employees more loyal to organization. They will be less inclined
to leave the unit where there are growth opportunities.

Benefits to the employees…

 Training makes an employee more useful to the firm. Hence, he will find
employment easily.
 Training makes employee more effective and efficient. By combining
materials, tools and equipment in a right way, they can produce more with
minimum effort.
 Training enables employee to secure promotions easily. They can realize
their career goals comfortably.
 Training helps an employee to move from one organization to another easily.
He can be more mobile and pursue career goals actively.
 Employees can avoid mistakes, accidents on the job. They can handle job
with confidence. They will be more satisfied on their jobs. Their morale
would be high.
 Training can contribute to higher production, fewer mistakes, greater job
satisfaction and lower labour turnover.
 Also it can enable employees to cope with organizational, social and
technological change. Effective training is an invaluable investment in human
resources.

TYPES OF TRAINING:-

38
Following are the different types of training that are commonly used in present-day
organization.

(B) SKILLS TRAINING

This type of training is most common in organization. The need for training in basic skills
such as reading, writing, computing, speaking, listening, problem solving,

Managing oneself, leading others etc. are identified through assessment. Specific
objectives are set and training content is developed to meet those objectives. Several
methods are available for imparting these basic skills in modern organizations.

(C) REFRESHER TRANING

Rapid changes in technology may become reason for companies to go in for this kind of
training. By organizing short-term courses, which incorporate the latest developments in
a particular field, the company may keep its employees up-to-date and ready to take on
emerging challenges. It is conducted at regular intervals by taking the help of outside
consultants who specialize in a particular descriptive.
(D) CROSS FUNCTIONAL TRAINING

Cross-functional training involves training employees to perform operations in areas

other than their assigned job. There are many approaches to cross functional training. Job
rotation can be used to provide a manager in one functional area with a broader
perspective than he would otherwise have. Departments can exchange personnel for a

39
certain period so that each employee understands how other departments are functioning.
High performing workers can act as peer trainers and help employees develop skills in
another area of operation.

Cross-functional training provides the following benefits to an organization and the

workers as well…

 Workers gain rich experience in handling diverse jobs; they become more
adaptable and versatile.
 They can better build their own career paths.
 They not only know their own job well but also understand how others are able to
perform under a different set of constraints.

(E) TEAM TRAINING

Team training generally covers two areas: content tasks and group process. Content tasks
specify the team’s goals such as cost control and problem solving. Group process reflects
the way members function as a team. For example how they interact each other, how they
sort out differences, how they participate etc. companies are investing heavy amounts,
nowadays, in training new employees to listen to each other and to co-operate. They are
using outdoor experiential training techniques to develop teamwork and team spirit
among their employees.

(F) CREATIVITY TRAINING

Companies like Titan industries, Wipro encourage their employees to think differently,
break the rules for development of organization, take risk, go out of the box and give

40
unexpected solutions. Organizations are preferred this kind of training to their employees
to generate new ideas, gives problems solution in different way, to bring innovations in
the organization. Hence by providing this kind of training both organization and
individual can become beneficial.

(F) LITERACY TRAINING

Inability to write, speak and work well with others could often come in the way of
discharging duties, especially at the lower levels. Workers in such situations may fail to
understand safety messages and commit avoidable mistakes etc. functional illiteracy (low
skill level in a particular area) may be a serious problem to firm’s productivity and
competitiveness. Functional literacy programmes focus on the basic skills required to
perform a job adequately and capitalize on most workers motivation to get help in
particular area. Tutorial programmes, home assignments, reading and writing exercises
etc. are generally used in all company in-house programmes meant to improve the
literacy levels of employees with weak reading, writing or arithmetic skills.

AREAS OF TRAINING:-

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

KNOWLEDGE

41
Here the trainee learns about a set of rules and regulations about the job, the staff and the
products or services offered by the company. The main objective is to make new
employee fully aware of what goes on inside and outside the company.

TECHNICAL SKILLS

The employee is taught a specific skill. For example, operating a machine, handling
computer etc. so that he can acquire that skill and contribute meaningfully.

SOCIAL SKILL

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

TECHNIQUES

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

THE PHILOSOPHY OF TRAINING:-

Training is essential for job success. It can lead to higher production, fewer mistakes,
greater job satisfaction etc. these benefits are available to both the trainee and to
organization, if managers understand the principles behind the training process. To this
end, training efforts must follow certain learning oriented guidelines…..
MODELING

42
Modeling is nothing but simply copying someone else’s behaviour. Passive classroom
learning does not leave any room for modeling. If we want to change people, it would be
a good idea to have videotapes people showing the desired behaviour. The selected model
should provide the right kind of behaviour to be copied by others. A great deal of human
behaviour is learned by modeling others. Children learn by modeling parents and older
children, they are quite comfortable with the process by the time they grow up. As
experts put it “managers tend to manage as they were managed.”

MOTIVATION

For learning to take place, intention to learn is important. When the employee is
motivated, he pays attention to what is being said, done and presented. Motivation to
learn is influenced by the answers to questions such as: how important my job is to me?
How important is the information? Will learning help me progress in the company? Etc.
People learn more quickly when the material is important and relevant to them. Learning
is usually quicker and long –lasting when the learner participates actively. Most people
for example, never forget how to ride a bicycle because they took an active part in the
learning process.

REINFORCEMENT

If behaviour is rewarded, it probably will be repeated. Positive reinforcement consists of

rewarding desired behaviour. People avoid certain behaviors that invite criticisms and
punishment. A bank officer would want to do a post graduate course in finance, if it earns
him increments and makes him eligible for further promotions. Both the external rewards
(investments, praise) and the internal rewards (a feeling of pride and achievement)

43
associated with desired behaviour compel subjects to learn properly. To be effective, the
trainer must reward desired behaviour only. If he rewards poor performance, the results
may be disastrous: good performers may quit in frustration, accidents may go up, and
productivity may suffer. The reinforcement principle is also based on the premise that
punishment is less effective in learning than reward. Punishment is pointer to undesirable
action is punishment. If administered, properly punishment may force the trainee to
modify the undesired or incorrect behaviors.

FEEDBACK

People learn best if reinforcement id given as soon as possible after training. Every
employee wants to know what is expected of him and how well he is doing. If he is off
the track, somebody must put him back on the rails. The errors in such cases must be
rectified immediately. The trainee after learning the right behaviour is motivated to do
things in a right way and earn the associated rewards. Positive feedback is to be preferred
to negative feedback when we want to change behaviour.

SPACED PRACTICE

Learning takes place easily if the practice sessions are spread over a period of time. New
employees learn better if the orientation programme is spread over a two or three day
period, instead of covering all it in one day. For memorizing tasks massed practice is
usually more effective. Imagine the way schools ask the kids to say the Lord’s Prayer
aloud. Can you memorize a long poem by learning only one time per day? You tend to
reach the last stanza. For acquiring skills as stated by Mathis and Jackson, spaced practice
is usually the best. This incremental approach to skill acquisition minimizes the physical
fatigue that deters learning.

44
WHOLE LEARNING

The concepts of whole learning suggests that employees learn better if the job
information is explained as on entire logical process, so that they can see how the various
actions fit together into the big picture. A broad overview of what the trainee would be
doing on the job should be given top priority, If learning has to take place quickly.
Research studies have also indicated that it is more efficient to practice a whole task all at
once rather than trying to master the various components of the task at different intervals.

ACTIVE PRACTICE

‘Practice makes a man perfect’ so said Bacon. To be a swimmer, you should plunge into
water instead of simply reading about swimming or looking at the films of the world’s
best swimmers. Learning is enhanced when trainees are provided ample opportunities to
repeat the task. For maximum benefit, practice sessions should be distributed over time.

REASEARCH METHODOLOGY

45
TITLE OF THE RESEARCH:-

Training and Development Practices in AMUL DAIRY, ANAND.

SIGNIFICANCE OF THE STUDY:-

Training being an important sub system of Human resources development is given more
importance for its role in the development of skill and modification in attitudes. The
study aims to find out the effectiveness of the training functions and training methods
implemented in the organization and identification of training needs is important as it is
necessary for development. The study aims at understanding the various aspects of
training & development and its importance in industry. This study has a great importance
in this fast changing society where importance of human being is re-emphasized in the
form of training and development activities, which are very essential for the any
industries. In today’s changing scenario new technologies and approaches are comes into
existence. So, to learn & understand it training &development programme has a great
importance in the organization.

OPERATIONAL DEFINITION: -

Training and development is an on going process in any organization to improve current

or future performance of the employee by increasing his ability to perform through
learning, changing his or her attitude or increasing his or her skills and knowledge. The
concept human resource sub system assumes that investment for increasing the resource

46
and potentials. And the more the organization invests into human resource greater are he
returns. These investments are through Manpower planning, Recruitment & selection,
induction and placement, training and development, career planning, performance
appraisal etc.

RESEARCH OBJECTIVES:-

 To study the existing system of Training and development in industry.

 To study the views and opinions of employees about T&D programme in their
organization.
 To study about what is the importance of T&D among the employees.

STUDY DESIGN:-

The study design is exploratory and descriptive which makes an effort of to know
training method and functions implemented by the industry. Such study design is adopted
because it offers flexibility in terms of areas, which were less known and accuracy for the
areas which needed more precise description.

UNIVERSE OF THE STUDY:-

47
The universe of the study consists of the employees of AMUL DAIRY, Anand.

SAMPLE:-

It consists of 85 employees of the AMUL DAIRY, ANAND.including supervisors and

staff employees from the departments like production, purchase, administration,
marketing, HR dept. etc.were covered.

SAMPLING METHOD:-

Random sampling method was used for the necessary information collected or for the
data collection.

TOOLS OF DATA COLLECTION:-

A stimulated and structured questionnaire was prepared and used as tool for data
collection. The data collected have been analyzed and interpreted by the table and its
explanation.

LIMITATIONS OF THE STUDY:-

The major limitation faced by the researcher during the study was lack of time available
to the respondents to fill up the questionnaire. Respondents were too busy in their work to
respond properly on time.

48
PRESENTATION OF THE REPORT

Chapter 1. Introduction

Chapter 2. Review of literature

Chapter 3. Data analysis and interpretation

Chapter 4. Findings, conclusion and suggestions

49
REVIEW OF LITERATURE

50
 REVIEW OF LITERATURE

A review of literature is must for scientific approach. It also gives the investigator
an understanding of the preview of the work has been done related to the present study.
One cannot develop an insight in to various facts of a problem unless or until one has
learnt various theories and research develop in the examination of some of the studies on
factors of job dissatisfaction such examination not only highlight the historically
significant studies, but also suggests the trend in theoretical progress as well as
methodology and techniques used in these studies.
Industrial Organization are making rapid changes in view of liberalization and
apart from strong importance on quality management, organization have taken up human
research as area of development where organization are trying to obtain best and
maximum from its research.
Man is the only creature that does not have to renew every generation but can
accumulate through the centuries.

Berger & Berger in 1972 did study on Evaluation of Training Program

where in it found out that On the evaluation of training Program 31 middle and senior
managers who attended T-group lead’s university were used for the study, the objectives
were to give them the opportunity to increase climate. To asses the effectiveness various
method’s such as Content, Analysis, Rating Scales, Open Ended report form were used
for different criterion measure’s. The significant result’s which emerged, can be stated as
follows.
On the job behavior changes was positive co-related with laboratory behaviour
changes. Thus, those participants whose pattern of behaviour changes most of during the
T-group also showed considerable change in job situation. Trainees were moderately

51
aware of their work associated saw them before the laboratory, showed more change both
during the training and afterward in the work setting than training who were fully
unaware or not very clearly aware. The trainee’s perceived relationship with his
colleague’s and sub-ordinate did not co-relate significantly with other laboratory or on
the job change. The trainee’s in readiness of change showed little relationship to
laboratory or on the job change. The trainee’s work climate and his perceived
relationship’s with his boss co-related with laboratory change in the opposite program
B.H.E.L in the year 1983 are of the very important finding wad that more than half of the
trainee’s were designated to attend the program only 1\4 th of them had taken the program
by this interest. How even figure show’s that hardly any one was unhappy about coming
to the courses. Also trainees were having higher and favorable perceptions for training
institution of their organization.

D’Souza in 1986 did study on Different Organization and training

institutions seeking information about their training policies and practices where in
it found out that D’souza say that the return of investment on training is very poor,
because people are sent for training in many industries as fringe benefits make use of the
learning once in the people return from a training program.
The Administration staff college of India (1985) conducted a survey study of
Different Organization and training institutions seeking information about their training
policies and practices.
First a survey study was under taken to know and under stand the policies and
practices of selecting, nominating trainees follow up and preparation of training budgets
and other training activities as practiced by different organizations. Nineteen
organizations from private sector and six organizations from public sector were covered.
The importance of identification of proper training needs has been interacted over and
over again. The survey results showed that 50% and 83% of public and private sector
organization respectively reported the procedure of identification for training needs.

52
Study also revealed that in public sector the decision to train and execute vest’s mostly
with the top management and training manager where as in private sector industries this
authority seems to be equally distributed amongst the top management and training
manager and the boss of the executive to be trained. From amongst the methods outlined,
the public sector indicated performances appraisal and personal interview with the
superior of the managers as the most favored method for identification of training needs.
In general, the private sector organization gave more weight age to different methods of
training needs identification.
In comparison to public sector organizations, almost double numbers of private
sector organizations were more conscious of post training follow-up. However in most of
the organization of both the sectors discussion with trainees is the main procedure
adopted for post training follow-up.
Also, study revealed that private sector was able to appreciate the need for
reviewing the utility of the training activities both internal and external.

Roa&Abraham in 1986 did study on HRD Climate where in it found out

thatRoa&Abraham carried out a study of HRD Climate of 42 Indian organization. Asked
whether given an opportunity to try out what they have learned, majority answered
negatively asked whether employees are sponsored for training program on the basis of
genuine training needs once again majority of them answered negatively.

Chatuvedi in 1987 did study on Training & Development of Human

Resource in Indian Railway where in it found out that Based on his observation study
he stated that there are two types of system of evaluation of training. In internal system
feed backs of the trainees are taking during the program and at the end of the program.
Also it includes other method like interviews and interaction with instructors. In the
external system some time bound performances assessment is carried out by field officers
who are not the employees of the company.

53
 Mr. Singh in May 1987 did study on Public Sector in area of HRD sponsored
by foundation for Organizational Research where in it found out that He has made
the Marco level study in India. The Study covered for 50 public sector understanding and
130 top management of public sectors. Major findings of the study revealed that 30% of
the public sector organization does not have any specialized training organization. Also
methods and system used by 54% of organization weren’t advanced and up to date to get
the last results systematically research oriented training needs analysis has been
attempted by very few organizations. Even cost benefits analysis of training was hardly
attempted by any organization study also revealed that as many 2/3 rd organization do not
have any specialized training set up,.
Study also revealed data about the extent f training activities being caused by
organization on an average it was found that 34 programs were conduct by an
organization in a year. More than half of courses were conducted at a place which was
not situated in the complex of the organization. In general study shared that more than
3/4th organization had the system of only reaction of training
Immediately after completion of training, where as on other side, unfortunately
only 1/6th organization look periodic evaluation of training process in their organizations.

Sharma in 1988 did study on Paper titled “Gateway to training program” of

entry behaviors where in it found out that The paper was presenting findings of the
empirical study to access manager’s exceptions, perception of management training.
In March-April 1988 issue of Indian journal of training and development, New
–Delhi and Dr.Sharma presented a paper titled “Gateway to training program”. Another
study was presented with the findings of empirical data to assess the manager’s
expectations, perceptions of management development institution of BHEL and its unit
selection policies. Data were collected from 122 executive who attended the management
development.

54
 Parikh in 1995 did study on Training program pertaining to behavioral skill’
sand attitude development of the middle level management in Indian Petrochemical
Corporation Ltd. where in it found out that Baroda says that there should be
congruence between training needs objectives selection of the participants the study
includes non-congruence between the objectives of the programs and training needs of
the individual, organization and occurrences of program at less appropriate time, non-
congruence between needs of the individual and selection of participants rigid
organizational climate, non-desire to change, of individual hearts, individuals inability of
acquiring, learning on the job etc. Is the major reason for desired change?

Dharpale in 19 did study on Training & Development in Gujarat Refinery

Ltd. where in it found out that In his study on Training & Development in Gujarat
Refinery found that the majority of the respondents agreed that the objectives of training
are to bring about desired change, self awareness, creavity, quality, production, etc. Most
of the respondent felt that the role of the manager is to analyze the performance appraisal
data identify training needs. Dr.Dharpale attempted to evaluate a training program in
spinning technology of textile mills. Three courses were conducted in a series concerning
three different but interrelated processes of the technology of spinning of cotton textile.
The evaluation was against the criteria of trainee reaction, learning and job behavior. A
follow-up evaluation was conducted after an internal of seven month. The results show
that the learning did take place in the program. Participant technical knowledge increased
significantly more as compared to their initial knowledge. Reaction of the trainees
towards the training program were by and large favorable, it was also found that
participant could apply in their work situation apply in their work situation what they had
learnt during the training program. Even after a gap
Of seven months participants retained whatever they had learnt in the program.

55
 Jama in 2000 did study on High–sun protection factor (SPF) sunscreen
attenuates development of nevi in white children. Where in it found out that
High nevus density is a risk factor for coetaneous malignant melanoma.
Melanocytic nevi originate in childhood and are largely caused by solar exposure.
To determine whether use of broad-spectrum, high–sun protection factor (SPF)
sunscreen attenuates development of nevi in white children.
Randomized trial conducted June 1993 to May 1996.
A total of 458 Vancouver, British Columbia, schoolchildren in grades 1 and 4
were randomized in 1993. After exclusion of nonwhite children and those lost to follow-
up or with missing data, 309 children remained for analysis. Each child's nevi were
enumerated at the start and end of the study in 1996.
Parents of children randomly assigned to the treatment group (n=222) received a
supply of SPF 30 broad-spectrum sunscreen with directions to apply it to exposed sites
when the child was expected to be in the sun for 30 minutes or more. Children randomly
assigned to the control group (n=236) received no sunscreen and were given no advice
about sunscreen use.
Number of new nevi acquired during the 3 years of the study, compared between
treatment and control groups.
Children in the sunscreen group developed fewer nevi than did children in the
control group (median counts, 24 vs. 28; P=.048). A significant interaction was detected
between freckling and study group, indicating that sunscreen use was much more
important for children with freckles than for children without. Modeling of the data
suggests that freckled children assigned to a broad-spectrum sunscreen intervention
would develop 30% to 40% fewer new nevi than freckled children assigned to the control
group.
Our data indicate that broad-spectrum sunscreens may attenuate the number of
nevi in white children, especially if they have freckles.

56
 F.Summary in 1995 did study on Systemic Reform in the Professionalism of
Educators -Where
- in it found out that To a large extent, professional development in
education is still thought of in terms of in service training for practicing educators. If the
objective is systemic reform of the entire educational system, then distinctions between
pre service training and in service training are artificial. Judge (1988) contends that
teacher education and the configuration of teachers’ careers and responsibilities are the
two major determinants of the professional culture of schools. Professional development
should focus on the career-long professional learning of all educators (including
university faculty), which requires much greater coherence between pre service and in
service training, as well as substantial changes in the structure of schooling to make
continuous learning an integral part of every educator’s world of work.
Research on professional development in the last decade has greatly enhanced our
understanding of effective practices. Learning theorists have demonstrated that people
learn best through active involvement and by thinking about and articulating what they
have learned (Resnick, 1989; Vygotsky, 1978). The wide array of learning opportunities
that are advocated for students -- learning activities that engage students in experiencing,
creating, and working with others on solving real problems -- are rarely the kinds of rich
learning experiences available to teachers (Lieberman, 1995). The old "training model"
for teachers’ development of short-term workshops with little follow-up is still the
dominant mode (Little, 1993; McLaughlin, 1991; Miller & Lord, 1994). Historically the
old training model has been ineffective because it lacks focus, intensity, follow-up, and
coherence with district goals for student performance (Corcoran, 1995; Joyce & Showers,
1988). The inadequacy of the old model is even more apparent today with the ambitious
visions of schooling in current reform initiatives. Darling-Hammond and McLaughlin
(1995) capture the scope of the challenge confronting educators today:
The vision of practice that underlies the nation’s reform agenda requires most
teachers to rethink their own practice, to construct new classroom roles and expectations
for student outcomes, and to teach in ways they have never taught before -- and probably

57
never experienced as students. The success of this agenda ultimately turns on teachers’
success in accomplishing the serious and difficult tasks of learning the skills and
perspectives assumed by new visions of practice and unlearning the practices and beliefs
about students and instruction that have dominated their professional lives to date.
(Darling-Hammond & McLaughlin, 1995, p. 597, emphasis in original.)
Growing understanding of the learning process, especially adult learning, has
produced a substantial consensus about the critical attributes that constitute effective
professional development practices. A synthesis of several recommended guidelines
produced the following list of essential characteristics:
 It must engage educators in concrete tasks of teaching, assessment,
observation, and reflection to understand the processes of learning.
 It must support teacher initiatives within a context of school and
district initiatives.
 It must be collaborative, engaging colleagues in sharing knowledge
and providing opportunities to draw on the expertise of others in the professional
community.
 It must be grounded in knowledge about teaching and learning.
 It must be grounded in inquiry, reflection, and experimentation.
Educators need opportunities to explore, question, and debate ideas before they
can reach a comfort level required to implement them in their classrooms.
 It must be sustained, ongoing, intensive, and supported by
modeling, coaching, and collective problem solving to develop a strong sense of
efficacy.
 It must provide for sufficient time and follow-up and practice to
assimilate new learning’s.
 It must be content- and context-specific: it must take into account
the skills, understandings, knowledge, and attitudes of the learner.
 It must incorporate knowledge of the change process.

58
  It must be supported by school and district leadership, establishing
professional growth and problem solving as a priority supported by rewards and
incentives.1
These attributes represent a significant paradigm shift for professional
development, one that has growing recognition but is not yet common practice. A few
new models for effective professional development have emerged in recent years that
incorporate many of these essential characteristics. They respect the expertise of
accomplished teachers and build teacher development activities around notions of
colleagueship and disciplined inquiry in the context of professional learning
communities.
Professional networks are gatherings of educators for the purpose of
colleagueship and professional growth through shared experiences, discourse, and
experimentation. Networks may be organized around subject matter, teaching methods,
or school improvement and restructuring efforts. Whether communication is maintained
through newsletters, face-to-face meetings, or electronic communications, professional
networks share four common features (Lieberman & McLaughlin, 1992). (1) Networks
have a clear focus and target a specific component of the professional community. (2)
Networks also offer a
variety of activities and learning opportunities, which give educators flexibility
and choice. (3) Networks create a discourse community where educators acquire
awareness of policy debates, broad and deep understanding of subject matter, and
knowledge of the professional community (Lichtenstein, McLaughlin, & Knudsen,
1991). (4) Finally, networks contribute to the development of leadership skills.
These networks provide "critical friends" to examine and reflect on teaching, and
provide opportunities to share experiences about teachers’ efforts to develop new
practices. McLaughlin’s (1994) research on professional learning in secondary schools
found that teachers who report a high sense of efficacy, who feel successful with today’s
students, also share one characteristic: membership in some kind of strong professional

59
community. These teachers singled out their professional discourse community as the
reason that they have been successful in adapting to today’s students, the source of their
professional motivation and support, and the reason they did not burn out in the face of
exceedingly demanding teaching situations.
Reform strategies that attempt to empower teachers through increased
participation in decision making rarely affect the teaching and learning process in schools
(Fullan, 1995). In contrast, Lichtenstein et al. (1991) found that once teachers were
provided with opportunities to develop professionally relevant knowledge, teachers’
interests emerged idiosyncratically. Teachers who participated in collaborative networks
demonstrated the important ways in which the self-esteem and sense of efficacy that
motivates classroom practice also extends beyond the classroom to the broader
educational community. The authors conclude, empowerment does involve altered power
arrangements, but it denotes power and occupational self-direction quite differently than
reformers or policymakers usually consider them. Empowerment depends upon teachers’
enhanced sense of efficacy and competence in the various domains of their profession,
which includes the classroom, as well as policy arenas.
Meaningful leadership opportunities have also emerged as teachers assume the
roles of mentors, university adjuncts, researchers, and teacher leaders within various
restructuring efforts and professional organizations.

Wise (1994) contends that an important trend supporting the

professionalization of teaching is the nationalization of education policy. Goals 2000
places a strong emphasis on professional development, maintaining that high standards
for teachers can be a powerful means to achieve goals for students.
Three organizations are leading the effort to professionalize teaching by
strengthening its quality-assurance mechanisms (Wise & Leibrand, 1993). They are the
National Council for Accreditation of Teacher Education (NCATE); the Council of Chief
State School Officers (CCSSO), through its task force on licensing standards, the

60
Interstate New Teachers Assessment and Support Consortium (INTASC); and the
National Board for Professional Teaching Standards, which is developing advanced
standards for teacher performance. Three policy mechanisms being pursued in concert are
accreditation, licensing, and advanced certification. The CCSSO has developed a
flowchart that begins with the adoption of standards and leads to assessment in three
areas: (1) preparation, (2) induction/support, and (3) professional development.
Acknowledging induction as a phase of teacher preparation demonstrates a recognition
that all beginning teachers need support and that teacher preparation is ongoing and must
be connected to practice. The impact of these standards will depend on how states
implement them.
The National Board for Professional Teaching Standards has worked with
teachers and national teacher organizations to develop standards and assessment
procedures for recognition of exemplary teachers. Hopefully this voluntary certification
will reward master teachers for their expertise and help promote these teachers to
positions of greater responsibility. Teachers who have engaged in this intense teacher
assessment process claim that they learned more by going through the process than by
partaking in any other professional development activity in their entire career, because it
requires them to document their practice and reflect on their strengths and weaknesses
(Bradley, 1994).

The one institution that has the most influential interaction with the K - 12
school system is higher education. Colleges and universities provide initial preparation
and much of the advanced training for teachers and administrators. Sarason (1993)
admonishes that to deal with the two systems as if they were separate, not interacting
systems -- as if trainee can change one without changing the other -- "should be
considered impossible, or at least off limits."
School-university partnerships such as professional development schools provide
new models for the teacher education continuum, serving as exemplars of practice and

61
builders of knowledge. School-university collaborations include work in curriculum
development, change efforts, and research. Darling-Hammond and McLaughlin (1995)
note that when such relationships emerge as true partnerships, they can create new and
more powerful kinds of knowledge about teaching and schooling. The integration of
theory and practice has the potential to produce more practical, contextualized theory and
more theoretically
grounded, broadly informed practice. The importance of reciprocal learning
within such arrangements is not always recognized by university teacher educators. The
public schools provide critical learning opportunities for university faculty to become
reacquainted with, and develop a deeper understanding of, the realities of contemporary
classrooms.

Darling-Hammond (1994) describes Professional Development Schools

(PDS) as a special case of school restructuring that simultaneously restructure school and
teacher education programs, and redefine teaching and learning for all members of the
profession and the school community. PDSs create settings in which novices enter
professional practice by working with expert practitioners, while veteran teachers engage
in their own professional development, assuming roles as mentors, university adjuncts,
and teacher leaders (Darling-Hammond & McLaughlin, 1995). Fullan (1995) argues that
if collaborative skills and continuous learning are essential for teachers, they must be
fostered from the beginning in teacher preparation programs explicitly designed for that
purpose. Similarly, Good lad (1994) calls for the use of cohort groups to socialize future
teachers into the practices of lifelong learning in collaboration with colleagues. Future
teachers need to be guided into the trade journals and professional organizations that
support ongoing learning. In addition, Good lad notes that preparation for students
entering the profession should include attention to theory and research on change, with
particular attention to the teacher’s role as steward of schools. PDSs, or other school-

62
university arrangements, offer potential settings for the integration of pre service and in
service learning to occur.
Professional development requires resources for training, equipment, and most
of all time -- time to learn. Building in time for educators to work and learn together
requires rethinking schedules and staffing patterns (Darling-Hammond & McLaughlin,
1995). For continuous learning to become routine practice, it must be embedded into the
teachers’ workplace, providing time for colleagues to share, discuss, and reflect on their
practice (Corcoran, 1995; Lieberman. 1995). McLaughlin (1993) found that among
secondary schools, the paramount difference between schools was not in faculty talent or
professionalism, but in the school-level structures set up to foster planning and problem
solving and the consequent development of a supportive school-level professional
community and opportunities for reflection.
The accumulative lessons learned about effective professional development
strategies indicate that organizational structures need to be flexible and dynamic,
responding to the changing needs of teachers and the profession. Professional
development opportunities must be able to start where educators are now and build on
their knowledge and skills. There is no one-size-fits-all approach that will meet the needs.
Networks, coalitions, and partnerships provide opportunities for educators to
commit themselves to topics that are of intrinsic interest to them or that develop out of
their work (Lieberman, 1995). Partnership arrangements also provide an opportunity for
cross-role participation that stimulates shared understandings and capitalizes on the
combined expertise of teachers, principals, counselors, and university faculty, as well as
provide essential professional socialization for pre service teachers as they enter the
profession.

Darling-Hammond and McLaughlin (1995) recommend that policymakers

focus on the richness and overall "menu" of opportunities for professional learning. What
is needed is an extensive infrastructure of professional development opportunities that

63
provides multiple and ongoing occasions for critical reflection and that involve educators
in designing coherent learning experiences.
Kochevar.J.W; Erickson. M.; Kramm, M.T.; Briggs. H.; Hirschfield, S.F. in
1981 did study on Training Technology Handbook Development where in it found
out that Pagination or Media Count: 75The overall objective of this effort is to develop
a handbook for systems acquisition and training managers that will provide them with the
tools to make reasonable estimates of the cost and composition of training required for
new hardware systems while in the WSAP (Weapon Systems Acquisition Process). The
objective of the effort described herein was to review the state of the art in instructional
systems design (ISD), training management systems, and training system cost
effectiveness.

Ronald Jacobs a; Christopher Washington b in 2003 did study on Employee

development and organizational performance: where in it found out that this review
of literature examines the relationship between employee development and organizational
performance. The research supports the commonly held belief that employee
development programs make positive contributions to organizational performance.
However, there continues to be limited information beyond this basic relationship. From
an HRD perspective, research on employee development seems an area of high
importance. Employee development means more than helping employees become
continuous learners, regardless of the requirements of the organization. To be beneficial
for both individual employees and organizations, research on employee development
should seek greater understanding about the wide range of conditions within which
employee development programs exist in organizations. Undertaking the three proposed
research directions would do much for improving organizational performance in the long
term.

64
 Johnson, Sandra J. in 2000 did study on Valuing and Managing Diversity in
Business and Industry: where in it found out that An increasingly diverse work force
is a definite trend in the United States, and a number of companies have linked valuing
and managing diversity to increased productivity. Equal employment opportunity and
affirmative action are pointed to as foundational to the development of formal programs
for valuing or managing diversity in the workplace. The sense of urgency in the literature
about valuing and managing work force diversity is not so much about getting diverse
people into the labor force but about retraining and developing good workers at all
organizational levels. Two different approaches to organizational programs for dealing
effectively with diversity are valuing differences, which suggest efforts to develop
attitude changes through awareness and sensitivity training, and managing diversity,
=hich focuses on behavioral changes. A number of authors approach work force diversity
as an organizational change issue and present either a training model or an organizational
development model for effecting the change. Research on organizational culture suggests
that a program for managing or valuing diversity might not effect real change in an
organizational culture without addressing the need for long-term efforts that would
increase awareness of deep-seated values and assumptions that underlie the organization's
norms and individual behaviors. The system for valuing and/or managing diversity is a
subsystem of the human resource system within the larger interactive organizational
system. (Contains38references.)

Schmidt & Klaus in 1997 did comparative study of Traditional dual

vocational training program and non-company based training program where in it
found out that
He has done a comparative study on educational achievement, economic
outcomes, job satisfaction and training satisfaction and training examined the German
dual vocational system. There were two major branches of this system.

65
 (a)Traditional dual vocational training programs.
(a)Non Company base dual the program.

It was conducted that graduate from traditional programs fared economically

better in the work place than did their non-company based counterparts job satisfaction
of employed graduated from both training programs were very similar.

Shoemaker & Harold Lewis in 1998 did study on Transfer of Training

program as perceived by trainer and supervisor in the workplace. Where in it found
out that The purpose of the study was two fold. The purpose of the study was to develop
a comprehensive survey of transfer of training strategies. The second purpose was to
measure the perceived importance of his strategies by trainers and supervisors strategies
were developed and presented to the trainers and supervisors, and they were strongly
supported. Differences found in the ratings of the three phases of transfer (before, during
and after training) determined that the trainers and supervisors perception of during
training phase were in greater agreement with the strategies.
Linda Holder 7 Kunder in 1998 did study on Employees, Perception of the
status and effectiveness of the Training & Development System Where in it found
out that he examines employee’s perception of the training and development system in a
large federal government agency. Data collected from 3800 respondent including
executives, managers, supervisors, and professional/administrative and technical/clerical
support staff. The study provides conclusions about the factor structure under laying the
indicators in the survey. It describes the relationship among the employee’s perception of
the status and development system and their perception of the value of training and
development.
On the job behavior changes was positively, co-related with laboratory
behavior change. Thus those participants whose pattern of behavior changes most of

66
during the T-group also showed considerable change, in job situation. Trainees were
moderately aware of how their work associates saw them before the laboratory showed
more change both during the training and afterward in the work setting than trainer’s
who were fully unaware or not very clearly aware. The trainee’s perceived relationship
with his colleagues and sub ordinates did not co-relate significantly with other laboratory
or on the job change. The trainee’s in readiness of change.
The trainee’s work climate and his perceived relationship with his boss co-related
with laboratory change in the opposite direction to the originally predicted.

Michalski and Greg.V. In 1999 did study on Stakeholder Variation in

Perception about Training Program Evaluation. Where in it found out that he
considered the perception of three distinct stakeholders groups, namely training
participant, training providers and training sponsors. The integrated results of the study
support that stakeholder groups views of training evaluation do correspond with and
depend on this perception of training result while all groups. Perceived similar set of
training result as beneficial to the organization each group emphasized different aspect of
the result in terms of training evaluation. These differences were found to correspond
with the specific organizational role of each group.

Mark.A. Baron Lee and Fu-KuieIn

Fu-Kuie 1999 did study on Perception Motivation
Factors in a selected Training Program at he Central Insurance Agency
Corporation in Taiwan. Where in it found out that Her respondent were 75 full time
employee’s responses were compared on the basis of the employee’s age, year of service,
and geographic locations. Finding of the study is as following.
Employees considered relevance, meaning and competence to be important
factor during training. There were no significant differences in employee perception
about relevance meaning or competence on motivational factor based on the employee’s
age’s year of services or geographical locations.

67
 Secott and Darryl Harrison In 1999 did a Comparative study on Union and
Salaried Employee Preference for Training Methodology where in it found out that
This study compared the attitudes of union and salaried employee’s towards four methods
of training at a mid sized company in the oil, gas and chemical industry. The trainee’s
perceived attentiveness, motivation, retention timeless, and applicability were assessed
during computer based training, training provided by first line supervisors by upper mgt
and by consultant. A questionnaire that used a semantic differential scale was used to
measure attitudes towards each training method. The survey was distributed to 40 union
employees and 21 non union employees.
The study found that many union and salaried employees in training preference
but some significant difference existed in their attitudes regarding the four
methodologies; most notable was the union employees preference for the computer based
methodology this study present information that warrants consideration by decision
makers when deciding where to allocate training capital and resources in the structuring
of their organizations training program.

Mr. Vahiya (FSW, MSU) in 2002 did study on Training and Development
where in it found out that From his study his suggestion was as under: -
1. Personal growth is the prime interest of any training imparted.
2. There should be well defined policy for training and develop in
every organization.
3. Training & Development is the solely responsibility of HRD.
4. Return on investment in Training is a challenge for HR today in
one way or other.

Mr. Mahindra (FSW, MSU) in 2002 did study on Training and Development
where in it found out that From his study his suggestion was as under: -

68
 1) Lectures are the least frequent method used for Training and
Development.
2) In organization training of worker is given due importance.
3) Employees are largely helped to acquire technical knowledge
through training.

Mr. Patel (FSW, MSU) in 2003 did study on Training and Development
where in it found out that From his study his suggestion was as under: -
1) Briefing and Debriefing sessions before actual training are not given
adequate importance in the organization.
2) There is little improvement in the effectiveness of house training
program.
3) Lectures are the effective method in term of both, the training method
that satisfies the organizational objective and the training method that
satisfies the personal objective.
4) Sensitivity training is an effective method in term of the training
method that attempts to relate itself to the previous expense of the
trainee.
5) Case study is effective method in term of the training method that
utilizes a variety of senses.

Robert H. Rouda & Mitchell E. Kusy. Jr. In 1995-96 did study on High
Performance Training and Development where in it found out that
The education and training of the workforce in the pulp and paper industry now
requires the involvement of the entire organization, not just a training department, if
training is to be effective in improving the performance and profitability of our
organizations. Effective training uses an instructional systems design process and
operates as a high performance work team in partnership with the rest of the organization.

69
 Learning is a process of gaining knowledge, skills, or attitudes through formal or
informal means. Education is a process involving others as facilitators of learning. These
others may be subject matter experts, instructional designers, or deliverers of instruction.
Training is a learning process directly tied to specific situational results. In the case of
training, the focus is usually based on improving individual and group behavior and
performance, and on results to the organization.
Beginning with the end in mind, let's examine the results desired from training.
Kirkpatrick (1) classifies these outcomes into four categories:
1. Reaction -- evaluates the training program itself (are the trainees
satisfied?).
2. Learning -- focuses on changes in the participants as a result of the
training (have skills, knowledge, or attitudes changed as a result of the training?).
3. Behavior or performance -- deals with the transfer of the learning
to the job or organization (are the results of the training being applied?).
4. Outcomes or results -- is the impact of the training on the
productivity and profitability of the organization. While education tends to focus
on the first two of these, training should be evaluated by the last two -- on the
transfer of learning to the success of the organization.
To insure that training is delivered effectively and efficiently, a process of
instructional systems design (ISD) should be implemented as a planned process for the
assessment, design, development,
Implementation and evaluation of training. ISD starts with an assessment of the
needs of the organization, which may include surveying, identifying and prioritizing mill
training needs, analyzing the causes of performance problems and opportunities, and
identifying possible solutions (2). It is imperative to determine if training is the
appropriate solution, and if it will be cost-effective.
Developing training should include analyses of the characteristics of the learners,
the setting in which the work will be performed, and the tasks and duties which the

70
trainees will be expected to perform. A complete review of the subject matter (and
subject matter experts) is also necessary. Goals and performance objectives must be set,
and a plan to evaluate the training should be developed. Instructional materials and
strategies must be acquired, prepared, and pre-tested.
The implementation of training includes the preparation of mill workers and
others to be trainers and subject matter experts. The training process itself must be
managed and evaluated.
There are two approaches to implementing the training function. Most companies
and instructional designers use a reactive approach. ISD is used as an intervention to
solve problems involving employees, with a focus on performance and organizational
results. In this sense training is often applied, like quality control, as corrections to
problems. This type of training function usually operates somewhat externally to the
organization's manufacturing, management and other processes.
A proactive approach is taking place in some pulp and paper companies where
training and ISD are part of a continuous improvement process, not viewed as
interventions (3). This is more like TQM (total quality management) than QC (quality
control), in that the training function is fully integrated with the regular process of
organizational improvement.
The processes of reactive and proactive training are very similar. The differences
are of time-scale, degree of overlap of activities, and distribution of the training function
throughout the organization. Performing needs assessments and task/duty analyses have
usually been triggered by new technologies, equipment, or people. Shouldn't these be
continuous, on-going functions.
We have heard much about the benefits (and problems) with implementing team
approaches to improve organizational effectiveness and to empower individuals and
teams with the information and authority to make decisions on the front lines. Business
success today mandates the use of these high performance work teams throughout our

71
organizations. But making the transition to teams is not easy. Training can be useful in
many ways to help people function more effectively in team environments, including:
 Communication. People must learn how to communicate
effectively in teams and between teams across the entire organization. Employees
must use communication to resolve and manage conflicts, and to air and resolve
grievances and complaints.
 Team management and functioning. Managing projects, setting
goals, clarifying roles, and solving problems in teams are skills that must be
developed. New organizational skills must be developed if teams are to operate
effectively and efficiently.
 Leadership development. Team leaders and upper management
need to learn how to act as role models for team operation, and how to promote
the active building, leadership and management of teams.
 Personal development. Employees need help in overcoming fears
about the loss of job security and independence, and to learn how to continue to
make individual contributions within team structures. Interpersonal skills need to
be developed, especially with respect to group problem solving.
As discussed above, training needs to be more fully integrated with, and
responsive to, the business of the organization. A recent survey also substantiates this
new business focus for human resource development directors (4). Distributed
management and team environments are ways for the organization to become more
effective. It is logical, then, that the training functions itself is a good place to start
implementing high performance work teams.
Moving from a reactive to a proactive implementation of training will require a
restructuring of the training function. (Notice that we did not says "Training
Department", as training is everyone's job.) What better opportunity to bring the team
concept into practice in the organization? This would give trainers the tools to be of value
to the organization, of being directly connected to the success of the business. Trainers

72
can most successfully understand, teach and promote that which they have experienced
and model themselves.
By reorganizing the ISD process into cross-organizational teams to improve the
success of the business, trainers and instructional designers will become valuable
resources to transfer their experiences, knowledge and skills of high performance work
teams to others throughout the rest of the organization.
State of the art equipment is being purchased and operated by more and
more organizations in the pulp and paper industry. Today, it is the preparation of the
workforce for optimum. Performance is that gives the competitive advantage. A more
relevant, business-focused training function -- distributed and integrated appropriately
throughout the organization -- will not only be more in line with organizational
performance and profitability, but will help to bring the rest of the organization along
towards reaching the goal of using effective, efficient, and performing teams.

73
 DATA INTERPRETATION

&

DATA ANALYSIS

DATA ANYLYSIS AND DATA INTERPRETATION

1. Table showing the age of the respondents.

74
 Sr No. Categories Frequency Percentage
1 21-25 8 9.41
2 26-30 27 31.76
3 31-35 17 20
4 36-40 13 15.29
5 41-45 4 4.7
6 46-50 5 5.88
7 51-55 10 11.76
8 56-60 1 1.17
85 100

The above table shows that there are more respondents (31.76%) are between age group
of 26-30 years. Then there are 15.29 % respondents who fall between age group of 36-40
years. There are least respondents falling in the age group of 56-60 years. So, it is seen
that there are more young employees than the aged employees.

2. Table showing the sex of the respondents.

Sr No. Categories Frequency Percentage

1 Male 78 91.76
2 Female 7 8.23
85 100
75
The above table shows that most of the respondents (91.76%) are male while just 8.23%
respondents are female. So, it is seen that male respondents were more as compared to
female respondents.

3. Table showing the educational qualification of the respondents.

Sr No. Categories Frequency Percentage

1 Primary level - -
2 Secondary level 7 8.23
3 Diploma 24 28.23
4 Graduate 27 31.76
5 Post-graduate 10 11.76
6 Technical 17 20
85 100

The above table shows that there are more respondents who are graduates (31.76%) and
there are 28.23% respondents are having diploma as qualifications. It is observed that
there is diverse kind of qualifications of employees.

4. Table showing the designation of the respondents.

Sr No. Categories Frequency Percentage

76
 1 Manager 8 9.41
2 Executive 9 10.58
3 Officer 7 8.23
4 Assistant 13 15.29
5 Supervisor 18 21.17
6 Technician 10 11.76
7 Operator 11 12.94
8 Worker 9 10.58
85 100

The above table shows that there are more respondents (21.17%) who are Supervisors,
then noteworthy proportion of respondents who are Assistants (15.29).

5.Table showing the opinion of the respondents about the necessity of the training
for better productivity and efficiency.
Sr No. Categories Frequency Percentage

77
 1 Strongly agree 18 21.18
2 Agree 58 68.24
3 Neutral 1 1.18
4 Disagree 5 5.88
5 Strongly disagree 3 3.53
85 100.00

Above table shows that most of the respondents (68.24%) agree to matter that training is
necessary for better productivity and efficiency in the organization. So, employees are of
the opinion that training plays a very important role in organizational efficiency and
effectiveness.

6.Table showing the opinion of the respondents about the requirement of induction
for work.
Sr No. Categories Frequency Percentage
1 Strongly agree 17 20.00
2 Agree 46 54.12
3 Neutral 4 4.71
4 Disagree 15 17.65
78
5 Strongly disagree 3 3.53
85 100.00
Above table shows that more than half of the respondents (54.12%) have agreed to
requirement of induction for working in the organization. Moreover, a notable proportion
of the respondents (20 %) have strongly agreed to the requirement of induction.
Therefore, employees in the organization believe that induction is an essential part of the
job.

7.Table showing the opinion of the respondents about training’s role in enhancing
personal growth of employees.
Sr No. Categories Frequency Percentage
1 Strongly agree 23 27.06
2 Agree 45 52.94
3 Neutral 5 5.88
4 Disagree 12 14.12
79
5 Strongly disagree 0 0.00
85 100.00
Above table shows that more than half of the respondents (52.94%) have agreed to matter
that training help enhancing personal growth of employees in the organization. Moreover,
a notable proportion of the respondents (27.06%) have strongly agreed to the same.
Therefore, employees in the organization believe that important function of the job.

8. Table showing the opinion of the respondents about the matter that Training &
Development is based on needs and requirement.
Sr No. Categories Frequency Percentage
1 Strongly agree 16 18.82
2 Agree 35 41.18
3 Neutral 10 11.76
4 Disagree 17 20.00
80
5 Strongly disagree 7 8.24
85 100.00
Above table shows that almost half of the respondents (41.18%) have agreed to matter
that Training & Development is based on needs and requirement. Moreover, a notable
proportion of the respondents (18.82%) have strongly agreed to the same. On the other
hand, sizable amounts of the respondents have disagreed to the matter.

9 Table showing the opinion of the respondents about conducting briefing and
debriefing sessions for employees by the HR Department.

Sr No. Categories Frequency Percentage

1 Strongly agree 14 16.47

81
 2 Agree 40 47.06
3 Neutral 10 11.76
4 Disagree 11 12.94
5 Strongly disagree 10 11.76
85 100.00

Above table shows that almost half of the respondents (47.06%) have agreed to matter
that the HR Department should organize briefing and debriefing sessions for employees.
Moreover, a notable proportion of the respondents (16.47%) have strongly agreed to the
same.

10. Table showing the opinion of the respondents about the matter that criterion for
selection of employees is appropriate.

Sr No. Categories Frequency Percentage

82
 1 Strongly agree 15 17.65
2 Agree 41 48.24
3 Neutral 6 7.06
4 Disagree 13 15.29
5 Strongly disagree 10 11.76
85 100.00

Above table shows that almost half of the respondents (48.24%) have agreed to matter
that the criterion for selection of employees is appropriate. Moreover, a notable
proportion of the respondents (17.65%) have strongly agreed to the same. So in other
words, HR Department has adopted right criteria for selection.

11. Table showing the opinion of the respondents about the matter that duration
between two training programmes is appropriate.

Sr No. Categories Frequency Percentage

83
 1 Strongly agree 14 16.47
2 Agree 41 48.24
3 Neutral 9 10.59
4 Disagree 10 11.76
5 Strongly disagree 11 12.94
85 100.00

Above table shows that almost half of the respondents (48.24%) have agreed to matter
that the duration between two training programmes is appropriate. Moreover, a notable
proportion of the respondents (16.47%) have strongly agreed to the same.

12. Table showing the opinion of the respondents about the compulsion of T & D for
all employees.

Sr No. Categories Frequency Percentage

1 Strongly agree 22 25.88

84
 2 Agree 33 38.82
3 Neutral 9 10.59
4 Disagree 14 16.47
Strongly
5 disagree 7 8.24
85 100.00

Above table shows that 38.82 % respondents have agreed to the matter, T& D should be
compulsory for all employees in the organization whereas 25.88 % respondents have
strongly agreed to the same. Hence, T & D plays play a very important role in the
organization.

13. Table showing the opinion of the respondents about conducting refresher
sessions periodically.

Sr No. Categories Frequency Percentage

1 Strongly agree 10 11.76

85
 2 Agree 46 54.12
3 Neutral 9 10.59
4 Disagree 14 16.47
5 Strongly disagree 6 7.06
85 100.00

Above table shows that more than half of the respondents (54.12%) have agreed on
conducting refresher sessions periodically.

14. Table showing the opinion of the respondents about training’s role in developing
capacity of employees to deal with new technology and advancement.

Sr No. Categories Frequency Percentage

86
 1 Strongly agree 26 30.59
2 Agree 43 50.59
3 Neutral 2 2.35
4 Disagree 8 9.41
5 Strongly disagree 6 7.06
85 100.00

Above table shows that more than half of the respondents (50.59%) have agreed to matter
that the training develops capacity of employees to deal with new technology and
advancement. Moreover, a notable proportion of the respondents (30.59%) have strongly
agreed to the same.

15. Table showing the opinion of the respondents about keeping training for
workmen.

Sr No. Categories Frequency Percentage

1 Strongly agree 11 12.94

87
 2 Agree 51 60.00
3 Neutral 7 8.24
4 Disagree 11 12.94
5 Strongly disagree 5 5.88
85 100.00

Above table shows that more than half of the respondents (60%) have agreed to matter
that there should be training for workmen.

16. Table showing the opinion of the respondents about training’s role in bringing
positive change in performance of employees.

Sr No. Categories Frequency Percentage

1 Strongly agree 29 34.12
2 Agree 33 38.82
3 Neutral 6 7.06
4 Disagree 10 11.76
5 Strongly disagree 7 8.24
85 100.00

Above table shows that 38.82 % respondents have agreed to the matter that training plays
important role in bringing positive change in performance of employees
in the organization whereas 34.12 % respondents have strongly agreed to the same. So it
can be seen that training is indeed imperative in bringing positive change in performance.

17. Table showing the opinion of the respondents about need of feedback and
regularity of feedback.

88
Sr No. Categories Frequency Percentage
1 Strongly agree 13 15.29
2 Agree 44 51.76
3 Neutral 10 11.76
4 Disagree 10 11.76
5 Strongly disagree 8 9.41
85 100.00

Above table shows that more than half of the respondents (51.76%) have agreed to matter
that the feedback is needed and it is also taken regularly in the organization. Besides, a
tangible and noteworthy part of the respondents (15.29%) have strongly agreed to it.
They are having the opinion that feedback helps in many ways. It also helps in
determining training’s effectiveness.

18. Table showing the opinion of the respondents about organization believing
training as important part of HR Department.

Sr No. Categories Frequency Percentage

1 Strongly agree 13 15.29
2 Agree 38 44.71

89
 3 Neutral 10 11.76
4 Disagree 14 16.47
5 Strongly disagree 10 11.76
85 100.00

Above table shows almost of the respondents (44.71%) agree to matter that organization
believes that training is important part of HR Department. On the other hand there are
15.29% respondents have disagreed with the statement. In other words, they think that
employees believe that organization does not consider training as integral part of HR
Department. So, it is a mix of responses.

19. Table showing the opinion of the respondents about training as ongoing process.

Sr No. Categories Frequency Percentage

1 Strongly agree 15 17.65
2 Agree 43 50.59
3 Neutral 9 10.59

90
 4 Disagree 13 15.29
5 Strongly disagree 5 5.88
85 100.00

Above table shows that more than half of the respondents (50.59%) have agreed to matter
that the training is an ongoing process in the organization. Besides, a tangible and
noteworthy part of the respondents (17.65%) has strongly agreed to it. So, employees
believe that training goes on and on.

20. Table showing the opinion of the respondents about existence of well-planned
policy for Training & Development.

Sr No. Categories Frequency Percentage

1 Strongly agree 8 9.41
2 Agree 48 56.47

91
 3 Neutral 10 11.76
4 Disagree 8 9.41
5 Strongly disagree 11 12.94
85 100.00

Above table shows that more than half of the respondents (56.47%) have agreed to the
matter that there is a well-planned policy for Training & Development in the
organization.

21. Table showing the opinion of the respondents about linking performance
incentive bonus as good practice in training.

Sr No. Categories Frequency Percentage

1 Strongly agree 22 25.88
2 Agree 37 43.53

92
 3 Neutral 8 9.41
4 Disagree 11 12.94
5 Strongly disagree 7 8.24
85 100.00

Above table shows that almost half of the respondents (43.53%) have agreed to matter
that linking performance incentive bonus is good practice in training. It must be observed
here that 25.88 % respondents have strongly agreed to it. So, it can be said that
employees give importance to incentives as they are also motivators.

22. Table showing the opinion of the respondents about the matter that employee is
self motivated to attain training.

Sr No. Categories Frequency Percentage

1 Strongly agree 11 12.94
2 Agree 37 43.53

93
 3 Neutral 10 11.76
4 Disagree 21 24.71
5 Strongly disagree 6 7.06
85 100.00

Above table shows that almost of the respondents (43.53%) agree to matter that
employees are self motivated to attain training. On the other hand there are 24.71%
respondents have disagreed with the statement. So, in other words, there is need of
motivating employees.

23. Table showing the opinion of the respondents about employees’ participation in
deciding the training in the organization.

Sr No. Categories Frequency Percentage

1 Strongly agree 15 17.65
2 Agree 35 41.18

94
 3 Neutral 15 17.65
4 Disagree 13 15.29
5 Strongly disagree 7 8.24
85 100.00

Above table shows that almost half of the respondents (41.18%) have agreed to matter
that employees participate in deciding the training programmes in the organization. 17.65
% respondents have strongly agreed to it. So, it is seen that organization provides
opportunities to employees in decision making process.

24. Table showing the opinion of the respondents about reviewing the employees’
performance systematically for identifying training needs.

Sr No. Categories Frequency Percentage

1 Strongly agree 15 17.65
2 Agree 40 47.06

95
 3 Neutral 9 10.59
4 Disagree 15 17.65
5 Strongly disagree 6 7.06
85 100.00

Above table shows that almost half of the respondents (47.06%) have agreed to matter
that the employees’ performance is reviewed systematically for identifying training needs
in the organization. 17.65 % respondents have strongly agreed to it and 17.65 % have
disagreed to it. Therefore, the response is mixture.

25. Table showing the opinion of the respondents about being given chance to tell
their plan of development.

Sr No. Categories Frequency Percentage

1 Strongly agree 15 17.65
2 Agree 42 49.41

96
 3 Neutral 8 9.41
4 Disagree 13 15.29
5 Strongly disagree 7 8.24
85 100.00

Above table shows that almost half of the respondents (49.41%) have agreed to matter
that the employees are given chance to tell their plan of development in the organization.
17.65 % respondents have strongly agreed to it. Here, again it is seen that employees are
provided chance of expressing their views.

26. Table showing the opinion of the respondents about the process of selection as
logical and friendly.

Sr No. Categories Frequency Percentage

1 Strongly agree 7 8.24
2 Agree 48 56.47
3 Neutral 16 18.82

97
 4 Disagree 12 14.12
5 Strongly disagree 2 2.35
85 100.00

Above table shows that more than half of the respondents (56.47%) have agreed to matter
that the process of selection is logical and friendly in the organization. Here, one another
matter is seen 18.82% respondents are neutral.

27. Table showing the opinion of the respondents about training’s role in increasing
operational function.

Sr No. Categories Frequency Percentage

1 Strongly agree 15 17.65
2 Agree 44 51.76
3 Neutral 8 9.41

98
 4 Disagree 16 18.82
5 Strongly disagree 2 2.35
85 100.00

Above table shows that more than half of the respondents (51.76%) have agreed to
training’s role in increasing operational function. Moreover, 17.65 % respondents have
strongly agreed to it but 18.82 % respondents have disagreed to it. So, there are some
employees who believe that training may not be playing important role in increasing
operational function.

28. Table showing the opinion of the respondents about training’s role in ensuring
development of skills for taking up future responsibilities.

Sr No. Categories Frequency Percentage

1 Strongly agree 16 18.82
2 Agree 42 49.41
3 Neutral 7 8.24
4 Disagree 15 17.65

99
 5 Strongly disagree 5 5.88
85 100.00

Above table shows that almost half of the respondents (49.41%) have agreed to training’s
role in ensuring development of skills for taking up future responsibilities.
Moreover, 18.82 % respondents have strongly agreed to it. So, most of respondents
believe that training has an imperative role in preparing employees for higher
responsibilities.

29. Table showing the opinion of the respondents about the span of time spent
behind training as satisfactory.

Sr No. Categories Frequency Percentage

1 Strongly agree 12 14.12
2 Agree 38 44.71
3 Neutral 7 8.24

100
 4 Disagree 22 25.88
5 Strongly disagree 6 7.06
85 100.00

Above table shows that almost of the respondents (44.71%) agreed to matter that about
the span of time spent behind training as satisfactory. On the other hand, there are
25.88% respondents have disagreed with the statement. So, time of training should be
taken into consideration and actions should be taken.

30. Table showing the opinion of the respondents about job rotation as an important
tool in the organization.

Sr No. Categories Frequency Percentage

1 Strongly agree 16 18.82
2 Agree 23 27.06
3 Neutral 10 11.76
4 Disagree 26 30.59

101
 5 Strongly disagree 10 11.76
85 100.00

The above table shows that there are 30.59% respondents have disagreed to the
statement. So, they think that job rotation is not an important tool in the organization.
Therefore, they do not favour job rotation while, 27.06% respondents have agreed to the
statement.

31. Table showing the opinion of the respondents about training faculties’ higher
caliber and knowledge.

Sr No. Categories Frequency Percentage

1 Strongly agree 15 17.65
2 Agree 43 50.59
3 Neutral 11 12.94
4 Disagree 8 9.41

102
 5 Strongly disagree 8 9.41
85 100.00

Above table shows that more than half of the respondents (50.59%) have agreed to the
matter that training faculties’ are having higher caliber and knowledge.
Moreover, 17.65 % respondents have strongly agreed to it. So, training faculties are
competent in their fields.

32. Table showing the opinion of the respondents about need of enough intimation
of training.

Sr No. Categories Frequency Percentage

1 Strongly agree 15 17.65
2 Agree 42 49.41
3 Neutral 13 15.29
4 Disagree 9 10.59
5 Strongly disagree 6 7.06

103
 85 100.00

The above table shows that there are almost half of the respondents (49.41%) are of the
opinion that there is need of enough intimation of training in the organization. Moreover,
there is tangible proportion of the respondents (17.65%) who strongly agreed to the same.

33. Table showing the opinion of the respondents about need of application of
training in the job after training management.

Sr No. Categories Frequency Percentage

1 Strongly agree 14 16.47
2 Agree 35 41.18
3 Neutral 15 17.65
4 Disagree 13 15.29
5 Strongly disagree 8 9.41
85 100.00

104
Above table shows that almost half of the respondents (41.18%) have agreed to the
matter that there is need of requirement of application of training in the job after training
management. Moreover, 16.47 % respondents have strongly agreed to it but 17.65 %
respondents have been neutral.

34. Table showing the opinion of the respondents about on of post training
performance and pre training performance.

Sr No. Categories Frequency Percentage

1 Strongly agree 17 20.00
2 Agree 40 47.06
3 Neutral 8 9.41
4 Disagree 16 18.82
5 Strongly disagree 4 4.71
85 100.00

105
The above table shows that there are almost half of the respondents (47.06%) are of the
opinion that post-training performance and pre-training performance are evaluated in the
organization. Moreover, there is tangible proportion of the respondents (20%) who
strongly agreed to the same.

35. Table showing the opinion of the respondents about existence of sharing of
training knowledge in the culture and permission of the same.

Sr No. Categories Frequency Percentage

1 Strongly agree 10 11.76
2 Agree 50 58.82
3 Neutral 9 10.59
4 Disagree 12 14.12
5 Strongly disagree 4 4.71
85 100.00

106
The above table shows that most of the respondents (58.82%) are of the opinion that
sharing of training knowledge are there in the culture of the organization and it is
permissible in the organization.

36. Table showing the opinion of the respondents about training’s role in leading to
increase job responsibility.

Sr No. Categories Frequency Percentage

1 Strongly agree 17 20.00
2 Agree 40 47.06
3 Neutral 5 5.88
4 Disagree 13 15.29
5 Strongly disagree 10 11.76
85 100.00

107
The above table shows that there are almost half of the respondents (47.06%) are of the
opinion that training leads to increase job responsibility on the part of employees in the
organization. Moreover, there is noteworthy proportion of the respondents (20%) who
strongly agreed to the same. So, it is observed over here that training really has an active
role in increasing job responsibility.

37. Table showing the opinion of the respondents about training’s role in leading to
higher acceptance from employer’s side.

Sr No. Categories Frequency Percentage

1 Strongly agree 10 11.76
2 Agree 46 54.12
3 Neutral 11 12.94
4 Disagree 11 12.94
5 Strongly disagree 7 8.24
85 100.00

108
Above table shows that more than half of the respondents (54.12%) have agreed to
training’s role in leading to higher acceptance from employer’s side. Moreover, 11.76 %
respondents have strongly agreed to it but 12.94% respondents have disagreed to it. So,
level of acceptance is more because of training.

38. Table showing the opinion of the respondents about breaking of work due to
training.

Sr No. Categories Frequency Percentage

1 Strongly agree 7 8.24
2 Agree 39 45.88
3 Neutral 11 12.94
4 Disagree 17 20.00
5 Strongly disagree 11 12.94
85 100.00

109
Above table shows that there are almost half of the respondents (45.88%) are of the
opinion that training breaks continuous work in the organization. On the other hand, there
is noteworthy proportion of the respondents (20%) who have strongly disagreed to the
statement. Therefore, some employees believe that training breaks continuous work and
whereas there are some who believe that training does not break continuous work.

39. Table showing the opinion of the respondents about T & D as waste of time and
money.

Sr No. Categories Frequency Percentage

1 Strongly agree 10 11.76
2 Agree 22 25.88
3 Neutral 5 5.88
4 Disagree 22 25.88
5 Strongly disagree 26 30.59
85 100.00

110
Above table shows that there are 30.59 % who have strongly disagreed to the statement.
25.88% respondents who are of the opinion that T & D is waste of time and money and
on the other hand there is same percentage of respondents who are of the opinion that T
& D is not waste of time and money. So, it is analyzed here that employees perceive T &
D as waste of time and money.

40. Table showing the opinion of the respondents about employees having clear
understanding of skills to achieve from training.

Sr No. Categories Frequency Percentage

1 Strongly agree 13 15.29
2 Agree 41 48.24
3 Neutral 6 7.06
4 Disagree 18 21.18
5 Strongly disagree 7 8.24
85 100.00

111
Above table shows that almost half of the respondents (48.24%) have agreed to the
matter of employees having clear understanding of skills to achieve from training while
21.18 % respondents have disagreed to it. So, some employees don’t have clear
understanding. Hence, there should be effective communication in the organization.

41. Table showing the opinion of the respondents about chance being given to reflect
and plan the implementation after training.

Sr No. Categories Frequency Percentage

1 Strongly agree 11 12.94
2 Agree 36 42.35
3 Neutral 7 8.24
4 Disagree 24 28.24
5 Strongly disagree 7 8.24
85 100.00

112
Above table shows that 42.35 % respondents have agreed to the matter that chance is
given to employees to reflect and plan the implementation after training. On the other
hand, 28.24% respondents have disagreed to it. So, there are still high proportion of
respondents who are of the opinion that they employees are not given enough time to
implement plans.

42. Table showing the opinion of the respondents about sr. managers being open
enough to help the juniors develop through training.

Sr No. Categories Frequency Percentage

1 Strongly agree 9 10.59
2 Agree 47 55.29
3 Neutral 15 17.65
4 Disagree 11 12.94
5 Strongly disagree 3 3.53
85 100.00

113
Above table shows that most of the respondents (55.29%) are of the opinion that sr.
managers are open enough to help the juniors develop through training. So, it is seen that
managerial employees help junior employees in developing through training.

43. Table showing the opinion of the respondents about T & D as not being practical
to implement.

Sr No. Categories Frequency Percentage

1 Strongly agree 13 15.29
2 Agree 20 23.53
3 Neutral 14 16.47
4 Disagree 23 27.06
5 Strongly disagree 15 17.65
85 100.00

114
Above table shows that 27.06% respondents have agreed to the matter while 23.53%
respondents have disagreed to the matter. So, some employees believe that T & D is not
practical to implement while some believe that T & D is practical to implement.

44. Table showing the opinion of the respondents about organization of getting
proper return by investing in T & D.

Sr No. Categories Frequency Percentage

1 Strongly agree 15 17.65
2 Agree 50 58.82
3 Neutral 11 12.94
4 Disagree 3 3.53
5 Strongly disagree 6 7.06
85 100.00

115
Above table shows that most of the respondents (58.82%) are of the opinion that
organization gets proper return by investing in T & D. Moreover, there is noteworthy
proportion of the respondents (17.65%) who have strongly agreed to the statement.

45. Table showing the opinion of the respondents about the method of training being
suitable.

Sr No. Categories Frequency Percentage

1 Strongly agree 8 9.41
2 Agree 49 57.65
3 Neutral 11 12.94
4 Disagree 13 15.29
5 Strongly disagree 4 4.71
85 100.00

116
Above table shows that most of the respondents (57.65%) are of the opinion that the
method of training is suitable. Moreover, there is proportion of the respondents (9.41%)
who have strongly agreed to the statement. So, it can be observed that most employees
believe that method of training is proper.

46. Table showing the opinion of the respondents about co-operation between
trainer and respondent.

Sr No. Categories Frequency Percentage

1 Strongly agree 17 20.00
2 Agree 47 55.29
3 Neutral 6 7.06
4 Disagree 9 10.59
5 Strongly disagree 6 7.06
85 100.00

117
Above table shows that most of the respondents (55.29%) are of the opinion that there is
co-operation between trainer and respondent. Moreover, there is noteworthy proportion
of the respondents (20%) who have strongly agreed to the statement. Hence, most
employees believe that there is a good co-operation between trainer and respondent.

47. Table showing the opinion of the respondents about wide use of training to
support new programme.

Sr No. Categories Frequency Percentage

1 Strongly agree 18 21.18
2 Agree 44 51.76
3 Neutral 8 9.41
4 Disagree 7 8.24
5 Strongly disagree 8 9.41
85 100.00

118
Above table shows that more than half of the respondents (51.76%) are of the opinion
that training is widely used to support new programme in the organization. Besides, there
is noteworthy proportion of the respondents (21.18%) who have strongly agreed to the
statement. Therefore, some employees believe that training indeed helps preparing new
programmes.

48. Table showing the opinion of the respondents about increasing frequency of
training.

Sr No. Categories Frequency Percentage

1 Strongly agree 10 11.76
2 Agree 44 51.76
3 Neutral 20 23.53
4 Disagree 5 5.88
5 Strongly disagree 6 7.06
85 100.00

119
Above table shows that more than half of the respondents (51.76%) are of the opinion
that frequency of training should be increased in the organization. Besides, there is
noteworthy proportion of the respondents (11.76%) who have strongly agreed to the
statement. It is seen over here that quite a few respondents have remained neutral.

FINDINGS,

CONCLUSION

120
 &

SUGGESTIONS

FINDINGS, CONCLUSIONS

 The research shows that 31.76% respondents are between age group of 26-30
years.

 The research shows that 91.76% respondents are male while just 8.23%
respondents are female.

 The research shows that 31.76% respondents and there are 28.23% respondents
are having diploma as qualifications.

121
 The research shows that 21.17% respondents are Supervisors and noteworthy
proportion of respondents is Assistants (15.29).

 The research shows that 68.24% respondents agree to matter that training is
necessary for better productivity and efficiency in the organization.

 The research shows that 54.12% respondents have agreed to requirement of

induction for working in the organization.

 The research shows that 52.94% respondents have agreed to matter that training
help enhancing personal growth of employees in the organization.

 The research shows that 41.18% respondents have agreed to matter that Training
& Development is based on needs and requirement.

 The research shows that 47.06% respondents have agreed to matter that the HR
Department should organize briefing and debriefing sessions for employees.

 The research shows that 48.24% respondents have agreed to matter that the
criterion for selection of employees is appropriate.

 The research shows that 48.24% respondents have agreed to matter that the
duration between two training programmes is appropriate.

 The research shows that 38.82 % respondents have agreed to the matter, T& D
should be compulsory for all employees in the organization.

122
 The research shows that the 54.12% respondents have agreed on conducting
refresher sessions periodically.

 The research shows that 50.59% respondents have agreed to matter that the
training develops capacity of employees to deal with new technology and
advancement.

 The research shows that 60% respondents have agreed to matter that there should
be training for workmen.
 The research shows that 38.82 % respondents have agreed to the matter that
training plays important role in bringing positive change in performance of
employees
 in the organization.

 The research shows that the 51.76% respondents have agreed to matter that the
feedback is needed and it is also taken regularly in the organization.
 The research shows that 44.71% respondents agree to matter that organization
believes that training is important part of HR Department.

 The research shows that 50.59% respondents have agreed to matter that the
training is an ongoing process in the organization.

 The research shows that 56.47% respondents have agreed to the matter that there
is a well-planned policy for Training & Development in the organization.

 The research shows that 43.53% respondents have agreed to matter that linking
performance incentive bonus is good practice in training.

123
 The research shows that 43.53% respondents agree to matter that employees are
self motivated to attain training.

 The research shows that 41.18% respondents have agreed to matter that
employees participate in deciding the training programmes in the organization.

 The research shows that 47.06% respondents have agreed to matter that the
employees’ performance is reviewed systematically for identifying training needs
in the organization.

 The research shows that 49.41% respondents have agreed to matter that the
employees are given chance to tell their plan of development in the organization.

 The research shows that 56.47% respondents have agreed to matter that the
process of selection is logical and friendly in the organization.
 The research shows that 51.76% respondents have agreed to training’s role in
increasing operational function.

 The research shows that 49.41% respondents have agreed to training’s role in
ensuring development of skills for taking up future responsibilities.

 The research shows that 44.71% respondents agreed to matter that about the span
of time spent behind training as satisfactory.

 The research shows that 30.59 respondents have disagreed to the statement. So,
they think that job rotation is not an important tool in the organization.

124
 The research shows that 50.59% respondents have agreed to the matter that
training faculties’ are having higher caliber and knowledge.

 The research shows that 49.41% respondents are of the opinion that there is be
need of enough intimation of training in the organization.

 The research shows that 41.18% respondents have agreed to the matter that there
is need of requirement of application of training in the job after training
management.

 The research shows that 47.06% respondents are of the opinion that post-training
performance and pre-training performance are evaluated
 in the organization.

 The research shows that 58.82% respondents are of the opinion that sharing of
training knowledge is there in the culture of the organization and it is permissible
in the organization.

 The research shows that 47.06% respondents are of the opinion that training leads
to increase job responsibility on the part of employees in the organization.

 The research shows that 54.12% respondents have agreed to training’s role in
leading to higher acceptance from employer’s side.

 The research shows that 45.88% respondents are of the opinion that training
breaks continuous work in the organization.

125
 The research shows that 30.59 % respondents have strongly disagreed to the
statement. 25.88% respondents are of the opinion that T & D is waste of time and
money.

 The research shows that 48.24% respondents have agreed to the matter of
employees having clear understanding of skills to achieve from training.

 The research shows that 42.35 % respondents have agreed to the matter that
chance is given to employees to reflect and plan the implementation after training.

 The research shows that 55.29% respondents are of the opinion that sr. managers
are open enough to help the juniors develop through training.

 The research shows that 27.06% respondents the opinion that T & D is practical
to implement.
 The research shows that 58.82% respondents are of the opinion that organization
gets proper return by investing in T & D.

 The research shows that 57.65% respondents are of the opinion that the method of
training is suitable.
 The research shows that 55.29% respondents are of the opinion that there is co-
operation between trainer and respondent.

 The research shows that 51.76% respondents are of the opinion that training is
widely used to support new programme in the organization.

 The research shows that 51.76% respondents are of the opinion that frequency of
training should be increased in the organization.

126
 CONCLUSION

The researcher undertook an intensive study on training and development in an

organization. The researcher found an organization wherein there is noteworthy
proportion of manpower. Training and development is essential HR subsystem because it
serves many purposes in the organization to develop employees in overall and holistic
development to ultimately bring about organizational effectiveness. The researcher
studied the subsystem n detail from various perspectives in Amul Dairy, Anand. The
researcher concluded from the study that male employees have been respondents of the
study. The study reveals that all employees, irrespective of their designation in the
organization, strongly feel that training and development is important HR function of the
organization. It is also seen in the organization that training is based on needs and the

127
employees are always instructed for training in advance. The study also reveals that T &
D ultimately helps in bringing out better productivity and efficiency through decision of
HR department. T & D also helps in personal as well as organizational growth.

SUGGESTIONS

 There should be training for all level employees.

 There should be a reward and recognition after training.
 Participation from employee should increased
 Should be given more focus on duration of training.
 Benefit should be shown than the responsibility.

128
 REFRENCES
BOOKS

 Dr. C B Memoria, Personnel Management, Himalaya Publishing House, New

Delhi, 2005

 K Aswathappa, Human Resources and Personnel Management, Tata

Mcgraw Hill, New Delhi, 1999

 V S P Rao, Human Resources Management, Text and Cases, Excel Books,

New Delhi, 2nd Edition

129
WEB-SITES

 www.google.com
 www.altavista.com
 www.citehr.com

JOURNALS

 Human Capital, March 2008

DISSERTATIONS REFFERED

 Lavanya Ghanti, a study of training and development as an HR sub-system,

May 2003, MHRM Student, Faculty of Social Work.
 Hitesh Patel, a study of training and development as an HR sub-system, May
2003, MHRM Student, Faculty of Social Work.

130
 QUESTIONNAIRE
PERSONAL INFORMATION

1) NAME :

2) AGE :

3) SEX : 1. Male 2. Female

4) QUALIFICATION :
1. Primary

131
 2. Secondary
3. Diploma
4. Graduation
5. Post-Graduation
6. Technical (ITI)

5) DESIGNATION :……………………………………………………..

Please tick mark or encircle on the appropriate answer

1) SA = Strongly Agree
2) A = Agree
3) N = Neutral
4) D = Disagree
5) SD = Strongly Disagree

1) Training is necessary for better productivity & Efficiency.

1) SA 2) A 3) N 4) D 5) SD
2) Induction is required for work

132
 1) SA 2) A 3) N 4) D 5) SD
3) Training enhances personal growth of employee
1) SA 2) A 3) N 4) D 5) SD
4) T & D is based on the need & requirement
1) SA 2) A 3) N 4) D 5) SD
5) Should HR department conduct briefing & debriefing session for employee
1) SA 2) A 3) N 4) D 5) SD
6) The criteria for selection of the respondent is appropriate
1) SA 2) A 3) N 4) D 5) SD
7) The duration between 2 training is appropriate
1) SA 2) A 3) N 4) D 5) SD
8) T & D should compulsory for all employees
1) SA 2) A 3) N 4) D 5) SD
9) Refresher session after training should be carried out periodically
1) SA 2) A 3) N 4) D 5) SD
10) Training develop capacity to deal with new technology & advancement
1) SA 2) A 3) N 4) D 5) SD
11) There should be training for workman
1) SA 2) A 3) N 4) D 5) SD
12) Training brought positive change in performace
1) SA 2) A 3) N 4) D 5) SD
13) Is the feedback needed & feedback are taken regularly
1) SA 2) A 3) N 4) D 5) SD
14) Organization believes that training is important part of HR department
1) SA 2) A 3) N 4) D 5) SD
15) Training is ongoing process
1) SA 2) A 3) N 4) D 5) SD
16) There is well planned policy for T & D

133
 1) SA 2) A 3) N 4) D 5) SD
17) Linking performance, incentive, bonus is good practice in training?
1) SA 2) A 3) N 4) D 5) SD
18) Employees are self motivated to attend training
1) SA 2) A 3) N 4) D 5) SD
19) Employees Participation in deciding the training is there in organization
1) SA 2) A 3) N 4) D 5) SD
20) The employees performance is systematically reviewed for identifying training
need
1) SA 2) A 3) N 4) D 5) SD
21) Employees are given chance to tell there plan of development
1) SA 2) A 3) N 4) D 5) SD
22) The process of selection is logical & friendly
1) SA 2) A 3) N 4) D 5) SD
23) Training provide ensure increasing in operation functioning
1) SA 2) A 3) N 4) D 5) SD
24) Training provides ensure development of skill for taking up future responsibility
1) SA 2) A 3) N 4) D 5) SD
25) The amount of time spent behind training is satisfactory
1) SA 2) A 3) N 4) D 5) SD
26) Job rotation is considered as an important tool in organization
1) SA 2) A 3) N 4) D 5) SD

27) Training faculty are within high caliber & knowledge

1) SA 2) A 3) N 4) D 5) SD
28) Enough intimation of training is needed
1) SA 2) A 3) N 4) D 5) SD
29) After training management need an application of training in job

134
 1) SA 2) A 3) N 4) D 5) SD
30) Post training performance & pre-training performance are evaluated after training
1) SA 2) A 3) N 4) D 5) SD
31) Sharing of training knowledge is in culture & permissible
1) SA 2) A 3) N 4) D 5) SD
32) Training leads to increase job responsibility
1) SA 2) A 3) N 4) D 5) SD
33) Training leads to higher acceptation from employer
1) SA 2) A 3) N 4) D 5) SD
34) Training brakes the continuity of work
1) SA 2) A 3) N 4) D 5) SD
35) Training & development is west of time & money
1) SA 2) A 3) N 4) D 5) SD
36) Employees have clear understanding of skill to achieve from training
1) SA 2) A 3) N 4) D 5) SD
37) Employees after training are given adequate time to reflect and plan the
improvement in organization
1) SA 2) A 3) N 4) D 5) SD
38) Senior manager are open enough to help the junior to develop through training
1) SA 2) A 3) N 4) D 5) SD
39) Training & development are not practical to implement
1) SA 2) A 3) N 4) D 5) SD
40) The organization get proper return by investment in T & D?
1) SA 2) A 3) N 4) D 5) SD
41) The method for training is suitable (Lecture, talk etc.........)
1) SA 2) A 3) N 4) D 5) SD
42) There is co-operation between trainer & respondent
1) SA 2) A 3) N 4) D 5) SD

135
43) Training is widely used to support new programme
1) SA 2) A 3) N 4) D 5) SD
44) The frequency should be increased for training
1) SA 2) A 3) N 4) D 5) SD

136