RAJIV ACADEMY FOR

TECHNOLOGY & MANAGEMENT

RESEARCH PROJECT REPORT

On

“A COMPREHENSIVE STUDY OF TRAINING &

DEVELOPMENT”

Submitted for the fulfillment towards the award of the

degree in

MASTER OF BUSINESS ADMINISTRATION

Of
Dr. A.P.J. Abdul Kalam Technical University,
Uttar Pradesh, Lucknow

Submitted By Under the Supervision of

RAMA SHARMA Mr.AKHILESH GAUR
Roll Number:1901730700065 Department of Management
Batch – 2020-2021

1
PREFACE

In its broadest sense RESEARCH PROJECT REPORT is necessary to make the

students of business school familiar with the industrial environment prevailing in the
world. To be competitive and work aggressive, students need to know the policies,
procedures and the trends going on in the present industrial world.

The purpose and objective of this project report is to organize and facilitate learning
and development. Expedite acquisition of the knowledge, skills, and abilities
required for effective job performance

2
ACKNOWLEDGEMENT

At the onset I must bow down in reverence to the almighty that blessed us with the

understanding & prevalence that is needed in this kind of project report.

With great pleasure I express my heartiest thanks to Mr. Vikas Jain (Head–MBA

Deptt.). I would like to extend my sincere thanks to MR. AKHILESH GAUR

[Designation– Deptt. Of Management Studies], without whose unrelated support

and guidance, this project would just not have been possible. I am very thankful for

his/her invaluable guidance, support, and affable & friendly nature. She guided me

at each and every stage of project.

I am equally indebted to my friends who always inspired and motivated me to do

something better throughout this project.

At last I would like to extend my sincere thanks to all the respondents to whom I

visited for giving their support and valuable information, which helps me in

completing my project work.

RAMA SHARMA
M.B.A. Ill Sem
Roll No. 1901730700065

3
STUDENT’S DECLARATION

I, Rama Sharma, hereby declared that this work entitled “A Comprehensive

Study Of Training And Development ” is the result of Research project report
under taken. The findings the conclusions expressed in this report are genuine,
authentic and are for academic purpose. Any resemblance earlier research work is
purely coincidental.

RAMA SHARMA M.B.A III SEM

Roll No. 1901730700065

4
RESEARCH PROJECT REPORT SUPERVISION CERTIFICATE

I, MR. AKHILESH GAUR, hereby certify that this research work entitled “A
Comprehensive Study On Training And Development” is the result of research
under taken by Rama Sharma & 1901730700065. The findings and conclusion
express in this report are genuine, authentic and are of academic purpose only. Any
resemblance to earlier work is purely coincidental.

Department Of Management MR. Akhilesh Gaur

TABLE OF CONTENTS

Preface…………………………………………………………………………... i
Acknowledgement……………………………………………………………… ii
Student’s Declaration…………………………………………………………... iii
Supervisor Certificate…………………………………………………………… iv

1.0 Introduction to the topic…………………………………………………….1-3

2.0 About the Company………………………….………………………...….. 4-35

5
3.0 Usefulness & Importance of the study………………………………..…..36-37

4.0 Research Design……………………………………………………………38-39

4.1 Methodology Adopted…………………………………………………..40-61
4.2 Objectives of the Study…………………………………………………62-63
4.3 Tools & Techniques Used…………………………………………….. .64-65
4.4 Geographical area covered………….……………………………….. .66-67

5.0 Data Analysis & Interpretation……………………………………………..68-69

5.1 Graphical Presentation of Data……………………………………..…70-78

6.0 Findings………………………………………………………………..…… 79-80

7.0 Conclusion……………………………………………………….………… 81-82

8.0 Recommendations & Suggestions…………………….………………… 83-84

Bibliography ……………………………………………………………………. 85-86

Appendix [Questionnaire] ……………………..……………………………….87-89

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7
INTRODUCTION

Topic of study:
A comprehensive study of Training & Development programs that has been
carried out by Crompton Greaves Limited.

Rational behind the study:

Training plays a vital role in effective functioning of any company. The efficiency and
productivity of worker working in an organization not only depends upon the skills
they possesses or working environment, they are working in, but also depends upon
the policy of the company of providing training to the employees according to the
demand of the job. There remains a gap between the demand of the job and skills
of the worker. This gap can be patch up by delivering effective training and
development programs. The workers get the better opportunity to improve
themselves and as a result to enhancement of the productivity of the organization.

So it is most important for every organization to provide such training to the

employees for development of their skills as well as knowledge related to the job,
that will fulfill his own requirement of learning and the requirement of the
organization and achieve the organization goal too.

Objective of the study:

i. The main objective is to study the training and development activities carried
by the Crompton Greaves Limited.
ii. To study the training procedures provided by the company.

iii. To evaluate the effectiveness of training programs.

Methodology of data collection:

i. Going through the records:

8
I would like to go through relevant files and the company has carried out documents
from where can get an idea about the different types of training and development
that.

ii. Preliminary discussion:

In this regard at the outset, I would like to talk about the training and development in
charge to enquire for the identify the needs of training and development programs
at present scenario.

iii. Feedback from the employees through the interview and written
questionnaire.
For evaluation the effectiveness of training and development programs I would like
to take feedback from employees that how much they get benefit from that
programs. At last I would like to take suggestion for future improvement.

9
2.0 ABOUT THE COMPANY

Successful candidates placed on

the job need training to perform their duties effectively Workers must be trained to
operate machines, reduce scrap and avoid accidents It is not only workers but
executives and supervisors who need training as well in order to enable them to
acquire maturity of thought and action Training and development constitute an
ongoing process in any organization Training thus means to turn members into
productive insiders It is the second step after recruitment, screening and selection
The principles of learning make training work ,thus how a person learns should be
the guiding principle in explaining how a person should be trained Thus training

10
  Practice

 Feedback

 Motivation to learn

Thus training is systematic and intentional basically involving the felicitation of the
learning process Further training enhances three broad classes of skills
 Motor skills: manipulation of physical environment based on certain patterns
of bodily movements
 Cognitive skills: acqusitional of mental and attitudinal functions

 Interpersonal skills: enhancing interactions with other people

No organization has unlimited resources, so training has to be done on the basis of

identified resources in three phases :

1. PRE TRAINING

-Clear understanding of the situation that calls for more effective behavior
2. TRAINING-

- Implementing the effectiveness in behavior

POST TRAINING-
-The management has to handle a person who is more confident, post training A
lot of
adjustment is needed on both sides

11
 COMPANY PROFILE

Introduction

For the last sixty-eight years, Crompton Greaves (CG) has

become synonymous with electricity in India. In fact, the first
unit of electricity was generated on a "Crompton Dynamo" at
Calcutta in 1899. A pioneering leader since 1937 in the
management and application of electrical energy, Crompton
Greaves, today, is India's largest private sector enterprise,
extensively engaged in designing, manufacturing and marketing high technology
electrical products and services related to power generation, transmission,
distribution as well as executing turnkey projects. The company is customer centric
in its focus and it is the single largest source for a wide variety of electrical
equipments and products. Further, the company is emerging as a first choice global
supplier for high quality electrical equipments.

History

The history of Crompton Greaves goes back to 1878 when Col. R.E.B. Crompton
founded R.E.B.Crompton & Company. The company merged with F.A Parkinson in
the year 1927 to form Crompton Parkinson Ltd., (CPL). Greaves Cotton and Co
(GCC) was appointed as their concessionaire in India. In 1937, CPL established, it's
wholly owned Indian subsidiary viz. Crompton Parkinson Works Ltd., in Bombay,
along with a sales organization, Greaves Cotton & Crompton Parkinson Ltd., in
collaboration with GCC. In the year 1947, with the dawn of Indian independence,
the company was taken over by Lala Karamchand Thapar, an eminent Indian
industrialist. Crompton Greaves is headquartered in a self-owned landmark building
at Worli, Mumbai.

12
 Products & Services Offered

The company is organized into three business groups viz. Power Systems,
Industrial Systems, Consumer Products. Nearly, two-thirds of it's turnover accrues
from products lines in which it enjoys a leadership position. Presently, the company
is offering wide range of products such as power & industrial transformers, HT
circuit breakers, LT & HT motors, DC motors, traction motors, alternators/
generators, railway signaling equipments, lighting products, fans, pumps and public
switching, transmission and access products. In addition to offering broad range of
products, the company undertakes turnkey projects from concept to commissioning.
Apart from this, CG exports it's products to more than 60 countries worldwide, which
includes the emerging South-East Asian and Latin American markets.

Thus, the company addresses all the segments of the power industry from complex
industrial solutions to basic household requirements. The fans and lighting
businesses acquired "Superbrand" status in January 2004. It is a unique recognition
amongst the country's 134 selected brands by "Superbrands", UK.

Pauwels Acquisition - an Indian MNC

Crompton Greaves has completed the acquisition of the Belgium-based Pauwels on

13th May 2005. The group has manufacturing facilities in Belgium, Ireland, Canada,
USA and Indonesia and well spread distribution network across the globe. The
acquisition catapults the company amongst top ten transformer manufacturers in the
world. It has truly transformed into an Indian MNC making a long-cherished dream
finally come true.

Apart from strengthening it's foothold in the Indian market, Crompton Greaves
acquisition of the Pauwels Group and it's transformer manufacturing facilities in five
countries is expected to provide a significant impetus to the company's international
presence.

13
The additional turnover of approximately Rs.1,380 crore of Pauwels Group for it's
last financial year is expected to increase Crompton Greaves' International business
to around 50% of it's turnover, making the company a force to reckon with, in the
international market.

Manufacturing, Marketing & Servicing Network.

CG's business operations consist of 22 manufacturing divisions spread across in

Gujarat, Maharashtra, Goa, Madhya Pradesh and Karnataka, supported by well
knitted marketing and service network through 14 branches in various states under
overall management of four regional sales offices located in Delhi, Kolkata, Mumbai
and Chennai. The company has a large customer base, which includes State
Electricity Boards, Government bodies and large companies in private and public
sectors.

Future Outlook.

The quality of households is enhanced when their money is invested into products
such as fans and lighting for basic comforts. Their lives are literally touched by
delight. Similarly, Crompton helps electricity boards and other utilities to reach
electricity to the last home and factory. Therefore, every individual in India who uses
electricity can be considered as Crompton customer. Hence, the company
continues to further and consolidate the initiatives that Colonel Crompton set into
motion by focusing on meeting increasing customer demands for products that are
eco-friendly, energy efficient and with intelligent monitoring and control systems.

All economic indicators point towards the manufacturing sector being the future
driver of India's economic growth. India is today preferred destination for sourcing
various engineering goods not only due to low cost but also due to high quality of
products. Although, the climate for the manufacturing sector is bright, the concern is
the threat of imminent competition from global players who are already in the

14
process of setting up manufacturing facilities in India. The market is expected to
remain competition with an added element of competition from imported products.

However, several measures that the company has already taken and it's plans for
the future, together with business impact of the Pauwels acquisition, will equip the
company to respond in adequate measure to this competitive pressure.

Business Description

Crompton Greaves Limited. The Group's principal activities are broadly classified
into four strategic business units: Power Systems; Consumer products; Industrial
Systems and Other. The Power System consists of designing, manufacturing and
servicing electrical products such as transformers, switchgears, capacitors and
engineering projects. Consumer Products consist of fans, luminaires, light sources
and agricultural and domestic pumps. Industrial Systems consists of manufacturing
electric motors including fractional horse power motors, LT motors, alternators, DC
Machines and rail transportation motors. Other includes telecommunication
products, transmission products, access products and terminal equipment. The
plants are located in Maharashtra, Goa, Tamil Nadu, Madhya Pradesh, Gujarat,
Punjab and Kolkata
CORPORATE STRUCTURE

Wiring the Structure for Growth

Crompton Greaves is part of the B.M. Thapar Group.

With a turnover, over Rs. 2700 crores, the company is
India's largest private sector enterprise in the business of
electrical engineering.

The wide range of products that the company offers is

canalized through its four business units- These are Power Systems,
Industrial Systems, Consumer Products and Telecom Products.

15
 Board of Directors

Key Personnel

Corporate

Regional Management

Power Systems

Industrial Systems

Consumer Products

Telecom Group

International

Board of Directors

Mr. G. Thapar

(Chairman)

Mr. Gautam Thapar was appointed as Chairman of Crompton

Greaves Limited on July 22nd, 2004. A student of Doon School, Mr. Gautam
Thapar went to U.S.A. to complete his Chemical Engineering in the Pratt Institute
and joined the family business in 1986.

16
Mr. Gautam Thapar is currently, Chairman of Ballarpur Industries Limited, India's
largest pulp and paper manufacturing company. He is also a Director in several
other companies including Bata International, apart from serving as Chairman of
Confederation of Indian Industry (CII), Northern Region in 2003-04.

The successful turnaround of Ballarpur Industries Limited under his dynamic

leadership and his other achievements are testimonies to his managerial
experience, competence and expertise.

Mr. S. M. Trehan

(Managing Director)

17
SUDHIR MOHAN TREHAN is the Managing Director of Crompton Greaves Limited
since May 2000. Prior to this, he was the President of CG - Digital and looked after
the areas of Networking, Informatics and Telecommunications.

Mr. Trehan is an engineering graduate from the renowned Birla Institute of

Technology at Ranchi and a gold medallist. Thereafter, he pursued Post Graduate
studies (M.S.) at the State University in Stony Brook, NY, USA.

He began his career in the United Kingdom as a Management Trainee with

Crompton Parkinson Ltd. at Guisely. In 1972, he joined Crompton Greaves Ltd. in
India where he served in various Departments and Divisions like Transformers,
Turbines and Switchgear.

He is actively involved in various national industry forums like IEEMA, CII and AIMA
- leading names in India. He is currently the Chairman of Maharashtra State
Council of CII.

He was the recipient of the „Outstanding Chief Executive of the Year‟ Award for
2000-2001, instituted by the Indian Institution of Industrial Engineering, for steps he
took towards successfully implementing his vision of making Crompton Greaves a
world-class manufacturing company.

His leisure time activities include golfing and driving.

Other Directors

• Dr. O. Goswami

• Mr. S. Labroo

• Dr. Valentin A H von Massow

• Ms. M. Pudumjee

18
 • Mr. S.P. Talwar

• Mr. K. Thapar

Key Personnel >> Corporate

Name Designation Telephone
EPABX
/Direct.

S M Trehan Managing Director 022

24237777
022
24237700

B R Jaju Chief Finance Officer - Finance & 022

Admin. 24237777
022
24382211

W Henriques Company Secretary & Legal Counsel 022

Vice President - Human Resources 24237777
022
24333399

T P Govindan General Manager - R&D and Quality 022

67558803

022
25775180

19
Key Personnel >> Regional Management
NORTH SA Kane General Manager Delhi 011 30416300
011 23354879

EAST BS Bajwa General Manager Kolkatta 033 22829681-85

033 22821312

WEST AM Kamath Deputy General Manager Mumbai 022 67558000 /

022 25780234

SOUTH KN Desai Deputy General Manager Chennai 044 42247500 /

044 28235533

Key Personnel >> Power Systems

NAME DESIGNATION DEPARTMENT TELEPHONE EPABX/
DIRECT

DS Patil Vice President Transformers & 022 67558000

Engineering Projects 022 67558201/02

J.G Kulkarni Vice President Switchgear 0253 2382271

0253 2301103

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Key Personnel >> Industrial Systems

NAME DESIGNATION DEPARTMENT TELEPHONE

EPABX/
DIRECT

SC Gupta Vice President LT Motors 0241 2777372/500

JC Pant Deputy General Commercial 0832 3983200

Manager Motors 0832 3983205/213

VK General Manager Stampings 022 67558000

Salhotra 022 25796866

AK Raina Vice President Large & 07480 233116

Traction Machines 07480 503238

Key Personnel >> Consumer Products

NAME DESIGNATION DEPARTMENT TELEPHONE
EPABX/
DIRECT

Manoj Verma Vice President Lighting 022 67558000

022 67558425

AN Vice President Fans & 0832 2331256/59

Ravichandran Appliances

P Palaniappan General Pumps 0241 2777152

Manager 0241 2777262

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Key Personnel >> Telecom Group

NAME DESIGNATION DEPARTMENT TELEPHONE

EPABX/
DIRECT

KN Neelkant General Telecom 080 41292300

Manager 080 26787141

Key Personnel >> International

NAME DESIGNATION DEPARTMENT TELEPHONE EPABX/

DIRECT

AC Rodrigues Vice President International 022 67558000

022 67558931

The Manufacturing Grid

Crompton Greaves' strength emanates from its business operations consisting of

21 divisions spread across in Gujarat, Maharashtra, Goa, Madhya Pradesh,
Karnataka and Tamil Nadu, supported by well knitted marketing and service
network through 14 branches in state capitals under overall management of four
regional sales offices located in Delhi, Kolkata, Mumbai and Chennai.

CG-House Corporate Office

Transformers Plant, Mandideep Transformers Plant, Malanpur

22
Alternators & DC Machines Plant,
Switchgear Plant, Nashik
Ahmednagar

LT Motors Plant, Ahmednagar. Transformers Plant, Kanjurmarg - Mumbai

Amorphous Core Transformers Plant,

Ceiling Fans Plant, Goa Mandideep

Transformers Plant - Winding Bay, DC Machines Shopfloor, Mandideep.

Kanjurmarg - Mumbai.

Research & Development Facility, Light Sources Manufacturing Plant,

23
 Kanjurmarg – Mumbai Baroda.

Telecommunications Plant, Jigani – Bangalore

Stepping Up the Quality Initiatives

At Crompton Greaves there is always a passion for quality.

A quality trust mark has emerged as Crompton's biggest
brand ambassador. In fact, this is reflected through quality
certifications for its products and services. Further, the
commitment to responsible business through quality,
technology and productivity has helped the company to

achieve a turnover of over Rs.2700 crore and receive many

certifications in the ISO 9000/9001:2000/14001 series. The
company has the unique distinction of being the first one to receive
an ISO 9000 certification for Finance and
Administration.

The company has made considerable progress towards

integration of the Six Sigma methodology in its

manufacturing processes with the ultimate aim of achieving

'Product Quality as Perceived By Consumer'. This
methodology was actively pursued for 10 products for which
Critical to Quality (CTQ) characteristics were identified
based on market feedback. Regional team has also been

24
trained in Six Sigma technology for capture of customer's
voice.

In addition to this, the company has also introduced

stringent control measures with suppliers to ensure that
inputs support the Six Sigma quality. In fact, all these
measures have resulted in manifold improvement in the
CTQs with substantial reduction in defects.

The Quality focus is reflected in a number of company wide initiatives that

include:

• Corporate R&D and Quality Division of Crompton Greaves Ltd has been
certified to ISO 27001:2005 by UL India Ltd.
• In accordance with plan, the second phase of Six Sigma implementation
commenced during 2004-05 with increasing executives being trained in the
methodology. Six Sigma methodology has been extended to the design
activity of the products. Ten products have been covered in the first phase,
while nine products would be included in the second phase. Increasing
coverage of products with six sigma approach will progressively help the
company achieve 'product quality as perceived by the customer'.
• Twenty-three divisions / regions have been accredited with ISO9001: 2000

Certification.
• Seven manufacturing units have been accredited for ISO 14001 and four
units for OHSAS 18001
• The Light sources division is one of the few business units in India in lighting
industry to receive dual certificate of ISO 9000:2000 was well as ISO 14001
• The company's Power Transformers and Switchgear are now compliant to
international Euro/IEC norms and ANSI/NEMA standards for greater
acceptance in international markets.
• The Industrial Transformer Division located at Malanpur is amongst the few
units in India, to have been accredited both ISO 14001 and OHSAS 18001,
Certification for Occupational Health and Safety Management System.

25
 • The company's Fans, Motors, Automation and control products are approved
by the CSA, BASEEFA, and CE

TRAINING & DEVELOPMENT POLICY

Why training is important

Every company should be fully committed to the continuous development of its

staff, in the same ways as we continuously develop our services. This will be
achieved by helping all staff identify and meet their own job and business related
development needs. This policy will ensure that we have the adaptability and
flexibility to thrive and succeed as a business. To do this, all line managers,
through the Performance Review process, will

• Ensure that staff have a level of knowledge and skill to fully perform their role

• Encourage staff to develop within their current role

• Look for potential, and find ways for staff to demonstrate potential

• Recognize and reward staff development (utilizing it wherever possible) 

Create a learning culture by providing opportunities for learning

Equal opportunities

All staff are entitled to and can expect to receive training they need to carry out their
current role. This includes seconded, fixed-term contract or short-term contract
staff.

Permanent employees can expect to benefit from further commitment for each
individual to devote at least 5 days a year towards training and development. First
priority will be towards job-related training, but we will also encourage individuals to

26
undertake personal development training. This may entail taking professional
qualifications; undertaking research into a particular field of interest or experiencing
a particular aspect of another job in order to gain an insight into the role and fuller
understanding of the work.

Training should not be viewed purely as “attending a training course”. There are a
variety of different methods that can be used to help train and develop individuals
and Personnel Services will be happy to help individuals and managers select the
most appropriate method. For example, using open learning materials;
computerbased packages; videos or CD-ROMs; e-learning; and reading literature,
to name but a few.

Shared responsibilities

It is recognizes the need for everyone to learn and develop their skills on a
continuous basis and will support individuals to help them achieve this. Equally, the
company expects individuals to take on some responsibility for their own
selfdevelopment. For example, identifying suitable training activities (with the help
of line managers and Personnel Services) and adopting a flexible and positive
approach to any training and development that is identified with them.

Identifying training & development needs

Identifying training and development needs, and helping individuals to improve their
performance, are key responsibilities for line managers, so they are expected to be
actively involved in their team‟s training and development. Line managers are also
responsible for measuring the effectiveness of any training and development
undertaken by team members, with assistance from Personnel Services.

The skills and knowledge that will be needed for the future success of the company
will become apparent as each year‟s business (corporate) plan is drafted and
communicated to teams within the company and individual performance objectives

27
agreed. Where individual skills, knowledge or the development of competencies are
needed to achieve our business objectives, these should be recorded on the
Development Needs Assessment plan, which forms part of our Performance Review
process.

Setting and evaluating learning objectives/outcomes

The company has a number of key business objectives that it needs to achieve.
These objectives can be achieved only through harnessing the abilities and skills of
everyone in the company and by releasing potential and maximizing opportunities
for development. If individuals need to learn in order to achieve business
objectives, it is important that any training and development in which we invest has
a relationship to our business objectives, so we can demonstrate the contribution
learning makes towards overall organizational success.

To demonstrate this contribution, individuals will agree with their line managers,
prior to undertaking a learning activity, “learning objectives”. Learning objectives will
be the means by which managers and company can measure how effective training
and development has been towards achieving our business objectives or
performance. Setting learning objectives will therefore provide a benefit for
everyone:

For individuals, objectives give a better understanding of what is expected of

them; where priorities lie; where their contribution fits into the organization and how
they are progressing.

For managers, objectives provide a basis for allocating responsibility to individuals

for achieving certain results; monitoring the achievement of results and providing
solid evidence, which is less subjective, for assessing an individual‟s performance.

For the organization, objectives give a greater likelihood of strategic and corporate
plans being achieved.

28
Once someone has experienced a training and development activity or learning, we
will measure its impact and effectiveness on individual performance and the
organization. Again, line managers are expected to be part of this process by
defining the performance standards (or measures) when setting objectives and
deciding on the methods that they will use to evaluate the learning. (Personnel
Services will of course be available throughout the process to provide guidance
and support).

There are three key stages that will be used to evaluate training and development:

Reaction: At this level, evaluation provides information on the attitudes of a

participant to learning, but it does not measure how much they have actually
learned. That being said, if a participant has a positive reaction to the learning
experience they are more likely to implement what they have learned. Evaluation
at this level will be measured by a post-learning questionnaire, which will be
completed immediately after the learning activity has taken place. Normally,
Personnel Services will be responsible for issuing this type of questionnaire.

Performance: Evaluation at this level looks at the impact of a learning experience

on individual performance at work. Key to this area of evaluation will be the need to
have established smart learning objectives prior to the learning experience so that
when evaluation takes place there are measures to use. For example, an important
learning objective for a junior secretary attending a Word training course may be “to
produce typed correspondence with no spelling or typographical errors.” In this
example, a manager would be able to evaluate the secretary‟s performance using a
measure of “no spelling or typographical errors”. Ideally, evaluation on performance
should take place approximately 3 – 4 months after the learning activity. Line
managers should undertake this evaluation and send a copy of the results to
Personnel Services.

29
Organizational impact: At this level evaluation assesses the impact of learning on
organizational effectiveness, and whether or not it is cost-effective in organizational
terms. Personnel Services will undertake this evaluation as part of a wider training
and development evaluation process.

In summary then, Personnel Services will evaluate training and development at the
reaction and organizational levels, and line managers will be responsible for
evaluating the effectiveness of training and development at the performance level.
However, there will be some types of learning activities, for example attending
conferences or seminars, where it may not be appropriate to undertake any
evaluation. If any doubt, please contact Personnel Services.

To assist line managers, there are a variety of methods that can be used to
measure the effectiveness of the learning. Some of these include:

• Participant self-assessment

• Written or practical tests

• Structured interviews

• Questionnaires

• Feedback – for example, internally from colleagues, peers, and managers and/or
externally from partners, customers or clients
• Qualifications obtained

Line managers should contact Personnel Services, who will be pleased to help
setup an evaluation method to use to measure the effectiveness of a training
activity.

Funding
Funding for training and development will be paid from a central training budget,
therefore the Head of Personnel Services must approve any training and
development that involves a financial cost before any financial commitment is made.

30
Details of how to apply for a training and development are explained under the
section headed “Selecting a training provider and applying for training”.

In addition to job-related training and development, company also recognises the

need to help individuals to improve within their chosen career path by encouraging
individuals to gain professional/vocational/academic qualifications. With this in
mind, company has established a company sponsorship scheme whereby full or
partial sponsorship will be provided. Information about the scheme can be found
under the section headed “Company sponsorship”.

Time off to attend training courses

Where an individual needs to attend a training course funded by company, time off
during working hours will be given to attend the course. Individuals are expected to
travel to and from a training venue within the normal course of the day. Where
company is providing sponsorship towards a professional qualification, time off to
attend lectures/workshops/summer school will be agreed on an individual basis,
taking account of the business needs. The Head of Personnel Services will approve
any such requests, in full consultation with line managers.
Non-training course learning activities
Typically, a training course is designed to transfer new skills or knowledge to an
individual. Invariably new skills and knowledge will be developed over time to
improve performance. However, not all learning has to be addressed through a
training course. There is a wide range of development methods available that can
be used without leaving the office. For example, being coached by a fellow
colleague or manager; using a computer aided training package; on-the job training;
reading books; undertaking research or practising a particular skill.

31
Finding out about training courses or alternative learning methods
Personnel Services is building up a range of literature from training suppliers and a
selection of books/videos/computer discs available for individual use. To find out
more, please contact Personnel Services.
Selecting a training provider and applying for training
Before booking a training event, individuals should research the costs and course
availability with possible training providers. Personnel Services will be happy to
help as they keep details of various training providers, so please contact them for
Company organised training programmes, for example Customer Service Training,
Team Building training, will be co-ordinated through Personnel Services (so
individuals do not have to complete any forms). All other training and development
activities must be authorised by PersonnelServicesbefore any training is booked.

Company sponsorship
Company recognises the need for continuous professional development and are
pleased to be able to offer a sponsorship scheme to all permanent and fixed-term
employees (whose contracts are for at least one year). The scheme covers
professional, academic or NVQ (or equivalent) qualifications. The following
guidelines are designed to give individuals an idea of the sort of funding that may be
available and how individuals may apply.

TRAINING NEEDS IDENTIFICATION IDENTIFICATION OF TRAINING NEEDS

Training is often included as an essential element of an organization‟s strategy to

gain a competitive advantage. Regulatory agencies require that employees be
trained certain topics and personal development/career paths often specify skill and
knowledge areas which must be mastered. These are the factors that influence an
organization‟s overall training program. With all these sometimes-divergent factors
competing for resources training systems can become stressed, ineffective,
inefficient and fragmented. Organizations need a structure approach when
developing/improving their training system.

For purposes of this discussion we will divide the training process into three phases:

32
(1) needs identification
(2) Training Systems (courses, modules, training aids, presentation, instructors,
records)

(3) Evaluation

PHASE ONE: Needs Identification

The first phase is the identification and analysis of an organization's training needs.
As a minimum, the organization should be able to accomplish the following four
things:

1. Systematic review of each trade, occupation or process by a team

of knowledgeable individuals

2. Conduct verbal and/or written surveys of managers, supervisors,

leaders, technicians and workers

3. Conduct a complete review of legislated training requirements

4. Review the results of Hazard Analyses, Occupational Health

surveys and other survey or process analyses.

Identification of training needs (ITN)

Identification of training needs (ITN), if done properly, provides the basis on which
all other training activities can be considered. Also requiring careful thought and
analysis, it is a process that needs to be carried out with sensitivity: people‟s
learning important to them, and the success or the organization may by to stake.

It is important to know exactly what you are doing, and why, when undertaking ITN.
This is the reason we have included material to help you make considered decision
and take thoughtful action. You will find, however, that the return on the investment
you make in fully understanding what ITN is all about will make it well worth while.
STUDY OF NEEDS OF TRAINING

33
In Crompton Greaves Ltd., Delhi across training is customized product wise. If any
defect comes in a product or process, a training session is initiated to eradicate root
cause.
There are normally two work stations in production,
1. Critical station

2. Normal station

At critical work station an efficient worker should produce 5000 to 6000 units in one
shift. At this work station minor job is done.

At normal work station an efficient worker should be produce 8000 to 10000 units in
one shift in normal circumstances.

In this company there are two types of worker are working.

1. Permanent worker

2. Temporary worker

A worker get the permanent job after the good and consistent performance in the
company, these people are well experienced in their relative jobs.

Temporary worker is a layman. They don‟t know any thing about the work, so these
types of people require training.
When a new person joins the company, he got the training about the safety and
maintenance. For getting these training he is send in technical training cell (TTC).
In TTC he has to go some basic knowledge and instruction, which is given by the
just senior boss. That person is called line in charge. During the training a person
gets the job. He is watched by the line in charge. At any point the line in charged
found any fault in the work, the line in charge instructed at that time, so that the
worker does the job in a proper way and come out with zero-defect product.

34
After the TTC training employees are divided among various teams and send to the
different operations, on the different operations. A line-in charge is there, who will
watch each and every steps during the work. If any fault in the work is found, he
takes that serious and instructs to remove the fault immediately.

After some experience the worker is transferred from one operation to another
operation area. Where same procedure is performed. He works and if get any
confusion regarding the job, he may ask the line in charge or if line in charge see
any fault during the operation, he educates the worker to do the job better. This
process is repeated on each and every operation. This is how each and every
employee is familiarized to the job . The main advantage of this job rotation is, if any
worker does not come on the particular day, that place can be filled by any other
worker and the works progress without any interruption.

After job rotation and getting experienced the entire worker divided into three
groups,
• Highly efficient

• Efficient

• Adequate

If a person can handle all the machines related to any particular job. That worker is
called highly efficient worker. After getting training 40% out of them became as
highly efficient worker. These workers are very efficient and can handle any
situation during the work. He can work on any machine at any time without any
problem. These people can take decision at the critical point of time. So that these
type of worker are called highly efficient worker.

After highly efficient the second category is called „efficient‟. In this category those
type of person are master in their job. He is master in one job. In this category 50%
worker comes. These types of people are well known people in their particular job.
They are not able to handle the different machines. They feel problem in some job.

35
After that the third category comes, that is called adequate. This type is not
beneficial for the company. So that they are not acceptable. They have less
knowledge and not will to work.

Highly efficient person is well-known about their job. He can handle any situation.
So that this type of people doesn‟t require training.

Efficient people are master of just on job. So that they need training to be highly
efficient worker.

Company is giving training to the efficient worker. For them there are three types of
training;
• Counseling

• Give the opportunity to work with highly efficient worker.

• Give the expert knowledge about the work.

In counseling the instructor or line in charge counsel the worker. A line in charge
tries to motivate the worker to do their job in proper way. This is a verbal
communication. With the help of words a senior person tries to make them as
effective as highly efficient worker.

The second option “provide them opportunity to work with highly efficient people”
helps those people to learn. During the work he can watch how the highly efficient
people work? How can they handle the situation? They got the idea about the
problem, which may be arising during the work. They also get the idea about
dealing those types of problems. This way an efficient worker is developed to be
highly efficient worker.

Before start working every worker should get the knowledge about the job profile.
Without proper knowledge no one can perform better. There must be some
defective in the product due to less knowledge about the production process. So

36
specific knowledge is essential for zero-defect product. This is the duty of
management to educate them and provide full knowledge about the production
process and quality control.

For adequate people company has some other way for giving them training. The
work pressure is the best way for make them work. Under this the adequate person
is send to work between two highly efficient workers. Highly efficient people can
work faster than adequate person. So from both sides he faces the pressure for
work faster and effectively. This way an adequate worker can be the efficient and
highly efficient worker for company. In any company some factor effect the
training:
• Strategies changes

• Technical changes

• Matter of cost saving

If the top management of the company want to change their strategies. Here
company wants trained people for work. So firstly company looked for the
experienced people, but it is very difficult to get trained people. So they hired semi-
skilled people and after joining them they give them training. So that this can work
effectively and according to the requirement of the company.

If company wants some technical change in product, they also require trained
people for work. Technical change requires more technical people. If company
wants to retain the same people who are working form last some times then
company has to give them training. After getting training a worker can adjust in any
environment and work effectively.

Today‟s era is the cost cutting era. In the intensive competition cost of the product
is very important. We can‟t survive in the market with high cost. So we need to cut
the cost of the product. For cutting the cost we need more trained worker who can

37
work faster and quickly. So that the production time can be reduced. At lastly we
can get the low price product.

So that in every area we need trained people. For getting trained people we have to
make them trained by giving training.

38
2.0 USEFULNESS AND IMPORTANCE OF STUDY

The importance and usefulness of the study is discussed as under: -

1. To identify the drawbacks in the existing system.

2. Adopt as a tool to:

i. To enhance the opportunities for improvement and self development

ii. To provide creative job to the employees.

iii. To improve participative management techniques.

3.The purpose of motivation is to create conditions in which people are willing to

work with zeal, initiative, interest and enthusiasm with a high personal and group
moral satisfaction, with a sense of responsibility, loyalty and discipline and with a
pride and confidence in a most cohesive manner so that goals of an organization
are achieved effectively.

4. Motivational technique is utilized to stimulate employee growth.

39
5. Clarence Francs indicated this when he was the chairperson of the General
Food. He said “You can buy a man‟s time, you can buy a man‟s physical
presence at given place; you can even buy a measured number of skilled
motions per hour or day: but you cannot buy devotion of heart, mind and soul.

7. If a manager wants to get work done by his employees he can either hold out a
promise or a reward for them for doing work in a better or improved way.

40
41
  METHODOLOGY ADOPTED.

 OBJECTIVES OF THE STUDY.

 TOOLS AND TECHNIQUES USED.

 GEOGRAPHICAL AREA COVERED.

3.0 RESEARCH DESIGN

Research in common parlance refers to search of knowledge. In other words, research

means a search for facts-answers to questions and solution to the problem. It is a
purposive investigation. It is an organized inquiry. The advanced learner‟s dictionary of
current English lays down the meaning of research as “a careful investigation or inquiry
especially through search for new facts in any branch of knowledge”.
Research Design is the framework or plan for a study that is used as a guide in
collecting and analyzing the data. It is blueprint that is followed in completing a study. In
other words, it is the framework of the project that stipulates what information is to be
collected from which sources by what procedures.

Designing is preliminary step in every activity. It provides a picture for the whole before
starting of the work.

RESEARCH PROCESS FOLLOWED…

FF

Review the Literature

Review
concepts
& theories Design
research Interpret &
Review (including Report
previous 42
sample Writing
research design
findings
37
 Define Formulate Collect Analyze
research hypothesis Data Data
problem

transmitted] F
Where F = feed back [Helps in controlling the sub -system to which it is
FF = feed forward [Serves the vital function of providing criteria for
evaluation]

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3.1 METHODOLOGY ADOPTED

Research methodology may be understood as all those methods/techniques that are

used for conduction of research. Thus it refers to the methods the researchers use in
performing research operations. In other words, all those methods, which are used by
the researchers during the course of studying his research problem, are termed as
research methods. Since the object of research is to arrive at a solution for a given
problem, the available data and the unknown aspects of the problem have to be related
to each other to make a solution possible.

UNIVERSE OF THE STUDY

The Universe for the purpose of this study will include New Delhi.

SAMPLE SIZE
The sample size for the purpose of this study will include 100 employees.

SAMPLING UNIT
Middle level and Lower level employees

SAMPLING METHOD
Simple random sampling

RESEARCH INSTRUMENT
Structured Questionnaire

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There is various methodology of training. No single technique is always best. The
best method depends on
 Cost effectiveness

 Desired program content

 Learning principles

 Appropriateness of the facilities

 Trainee preferences and capabilities

 Trainer preferences and capabilities

There is a range of „teaching methods‟ available to trainer. The choice of a method is a

matter of experience and competence of the instructor and his judgment of how much
and what a particular group of trainees would learn from using one method or another.

Factors which affect the choice of training method:

 The choice of methods depends on the knowledge and experience of the teacher
or trainer.
 The choice of the methods should take into consideration the intellectual level
and educational background of the participants and the participants‟ age
practical experience.
 Some methods are more effective than others in achieving certain objective.
 Choice methods depend on the social and cultural factors in the environment.
Now many participative methods are accepted and used in management training.
 It also depends on the time and the availability of resources and infrastructural
facilities.
Types of training
 Job instruction training

 Job rotation

 Apprenticeships
45
  Coaching

 Vestibule training

Induction or Orientation training:

Induction or orientation may be defined as a process of guiding and counseling the
employee to familiarize him with job situations. The induction process accomplishes
several objectives including formation of a favorable impression and attitude,
development of the feeling of belongingness and facilitation of learning and teamwork
on the part of the employees. The content of the induction program should be
predetermined in the form of a checklist specifying the topics to be covered. Attempts
are to be made to follow-up and assess the program by interviewing the new employees
as a measure to correct the gaps in the knowledge and attitude of the employees.

Rank-and-File job training:

This is based on similarities in training on several specific jobs. This type of training can
be imparted in a classroom or on the job. It is performed by a foreman or a group
leader. Its advantages arise in so far as it is realistic and economical and does not
hamper production as well as necessitate from classroom to job situations.
Limitations of rank-and-file job training:
 The trainer may be an incompetent teacher

 The shop floor may be busy

 There may arise heavy production losses.

Supervisory training:
Supervisory training needs reveal utmost divergence in view of divergent duties of
supervisors. Employee attitude surveys help in identifying area of supervisory training.
Likewise, supervisors themselves may be requested to indicate the areas where they
need training. Frequently, these surveys indicate that supervisors need training in
human relations, production control, company policies and how to instruct. Supervisory
courses consist of job methods training (JMT) and job relations training (JRT). The JMT

46
helps the supervisors to improve methods in their departments, while the JRT helps
them in handling human relations problems in their departments.

ON THE JOB TRAINING:

On the fob techniques are conducted in the real job settings. On the job methods
usually involve training in the total job. These methods are typically conducted by
individuals, workers, supervisors. The main advantage is that the trainees learn while
actually performing their work, which may minimize the training cost. They also learn in
the same physical and social environment in which they will be working once the formal
training period is completed.

Types of on the job techniques:

 Job instruction training

 Job rotation

 Apprenticeship

 Coaching

 Vestibule training

Job instruction training:

Job instruction training (JIT) is received directly on the job and so it is called “on the job
training” it is used primarily to teach workers how to do their current jobs. The worker
learns to master the operation involved on the actual job situation under the supervision
of his immediate boss who has to carry the primary burden of conducting the training.
Usually no special equipment or space is needed, since now employees are trained at
the actual job location.

Steps of job instruction training:

 The trainee receives an overview of the job, its purpose and its desired outcomes
with an emphasis on the relevance of the training. Since the employee is shown the
action that the job requires, the training is transferable to the job.

47
 The employee is allowed to mimic the trainer‟s example. Demonstration by the
trainer and practice by the trainee are repeated until the job is mastered. Repeated
demonstrations and practice provide repetition and feedback. Finally the employee
performs the job without supervision, although the trainer may visit the employee to
see if there are any lingering questions.

Advantages:
 Easy organized

 Realistic

 Stimulates high motivation

 Speeds up worker‟s adjustment

 Less costly

Disadvantages:
The disadvantage of this method is that the assigned instructor may be a poor teacher.
The worker may haste for immediate production, so the actual cost may increase.

JOB ROTATION:
Some trainers move a trainee from job to job. Each worker move normally is preceded
by job instruction training. This is a method of training wherein workers rotate through a
variety of jobs. Thereby providing them a wide exposure. Trainees are placed in
different jobs in different parts of the organization for a specified period of time. They
may spend several days or even years in different company locations. In this way they
get an overall perspective of the organization. It is used with both blue-collar production
workers and white collar managers and it has many organizational benefits. Job rotation
creates flexibility, during manpower shortages, workers have the skills to step in and fill
open slots. The method also provides new and different work on a systematic basis,
giving employees a variety of experiences and challenges. Employees also increase
their flexibility and marketability because they can perform a wide array of tasks.

Limitation of job rotation:

48
The major drawback of this, it is time consuming and expensive too.

Apprenticeship:
An apprentice is a worker who is learning a trade but who has not reached the state
where he is competent to work without supervision. It is particularly common in the
skilled trades. In organization a new worker is “tutored” by an established worker for a
long period of time. An apprenticeship lasts from two to five years. Each apprentice is
usually given a workbook consisting of reading materials, tests to be taken and practice
problem to be solved. This training is used in such trades, crafts and technical fields in
which proficiency can be acquired after a relatively long period of time in direct
association with the work and under the direct supervision of experts. Training is
intense, lengthy and usually on a one to one basis.

Increasing national attention is being paid to workforce preparation in the United States.
This stems from the growing realization that America's ability to occupy a leading
competitive position in the emerging global economy hinges, to a large degree, on
assuring that the nation's workforce is second to none. Today, unfortunately, this is not
the case. Employers frequently report that significant numbers of young people and
adults alike exhibit serious educational deficiencies and are ill-equipped to perform
effectively in the workplace. As a consequence, leaders from industry, labor, education,
and government are all grappling with how to design educational reforms and
education/training strategies that will improve the skills of America's current and future
workforce.

In the spirit of this reform, one particular training strategy -- apprenticeship -- has
captured the interest of many policy makers, educators, and others who are involved in
the national reform movement. Its growing appeal comes as no surprise and, perhaps,
is long overdue. Experience both in the U.S. and growing abroad has repeatedly
demonstrated that apprenticeship is a highly effective strategy for preparing people for
work. The bulk of apprenticeship programs offered in the U.S. and its territories are in
the building trades and manufacturing industries, but there is significant potential to
develop apprenticeship programs in a variety of other industries.

49
The rush to embrace apprenticeship, however, is leading to efforts that could undermine
the very pillars of its value. For example, in some instances, apprenticeship is being
viewed as a generic concept -- one that can be loosely applied to a variety of learning
situations. Likewise, others have coined such terms as "youth apprenticeship" to
characterize various school-to-work transition programs. Such thinking, while
understandable in an environment that begs for creativity and innovation, may be more
harmful than helpful to the cause.

What Apprenticeship Is: The Essential Components

1. Apprenticeship is a training strategy that a) combines supervised, structured on-the-

job training with related theoretical instruction and b) is sponsored by employers or
labor. Management groups that have the ability to hire and train in a work
environment.

2. Apprenticeship is a training strategy that prepares people for skilled employment by

conducting a training in a bona fide and documented employment settings. The
content of training, both on-the-job and related instruction, is defined and dictated
by the needs of the industry, which refers to
all types of business/workplace settings. The length of training is determined by the
needs of the specific occupation within an industry. In the building trades, for example,
some apprenticeship programs are as long as five years with up to 240 hours of related
instruction per year.

3. Apprenticeship is a training strategy with requirements that are clearly delineated in

Federal and State laws and regulations. The National Apprenticeship Act of 1937
(also known as the Fitzgerald Act) and numerous State laws provide the basis for
the operation of formal apprenticeship training programs in the U.S.; regulations that
implement these laws are in force today. These laws and regulations establish
minimum requirements for protecting the welfare of the apprentice such as the
length of training, the type and amount of related instruction, supervision of the
apprentice, appropriate ratios of apprentices to journeypersons, apprentice
selection and recruitment procedures, wage progression, safety, etc.

4. Apprenticeship is a training strategy that by virtue of a legal contract (indenture)

leads to a Certificate of Completion and official journeyperson status. These

50
 credentials have explicit meaning, recognition and respect in the eyes of Federal
and State governments and relevant industries.

5. Apprenticeship is a training strategy that involves tangible and generally sizable

investment on the part of the employer or labor/management program sponsor.

6. Apprenticeship is a training strategy that pays wages to its participants at least

during the on-the-job training phase of their apprenticeship and that increases these
wages throughout the training program in accordance with a predefined wage
progression scale.

7. Apprenticeship is a training strategy that involves a written agreement and an

implicit social obligation between the program sponsor and the apprentice. The
written agreement, which is signed by both the apprentice and the program sponsor
and is ratified by government, details the roles and responsibilities of each party.
The implicit social obligation gives employers or program sponsors the right to
expect to employ the apprentice upon completion of training given the investment in
training and gives the apprentice a reasonable right to expect such employment.
Labor market conditions should guide the size of training programs to enable each
party to maintain his or her side of the obligation.

What Apprenticeship Is Not

Unless they conform to the essential components described previously, apprenticeship

is no cooperative education, vocational education, tech prep, two plus two (three or
four), summer or part-time work experiences or any other myriad training strategies that
many are promoting as ways to assure adequate workforce preparation. Such
strategies undoubtedly have value in their own right, but they are not apprenticeship.
What distinguishes apprenticeship from most of these other approaches are such
fundamental qualities as training program sponsorship and location, the skills required,
the value attached to the credential earned, curricula content that is defined exclusively
by the workplace, wage requirements, the written agreement, and the implicit social
contract that exists between program sponsors and their participants. No other training
strategy provides for this unique combination of characteristics. When a person
completes a registered apprenticeship program, he or she is prepared to go to work as
a fully trained, competent journeyperson whose skills enable him or her to perform

51
effectively in the workplace. Few, if any, other types of educational programs can make
this claim.

A Policy Recommendation

As the education and training system in this country undergoes its restructuring, how
apprenticeship fits in must be considered. Some may argue that the definition of
apprenticeship should be boarded to encompass some or all of the previously described
alternative training strategies. Unfortunately, this could have the practical effect of
seriously undermining a tried and true training strategy -- on that, ironically, exhibits all
ten qualities that reformers are striving to achieve in new training designs. Of particular
concern is the possibility that an expanded definition could significantly dilute the value
and meaning attached to the apprenticeship credential. Today, an apprentice who earns
a Certificate of Completion and attains journey worker status from a registered
apprenticeship program knows that he or she has acquired industry-defined skills at
industry-accepted standards of performance and can reasonably expect to be gainfully
employed in his or her occupational area. If alternative training strategies (ones that do
not fully conform to the essential components) are also permitted to call themselves
"apprenticeship," the apprenticeship credential stands to become devalued. Such a step
makes little sense at a time when other credentials -- such as high school diplomas --
have lost much of their meaning.

Thus, we conclude that their term "apprenticeship" should be reserved only for those
programs that adhere to the eight essential components described previously. Other
strategies may seek to adopt designs that conform to all the essential components, in
which case they may be called apprenticeship. But to call any other types of programs
"apprenticeship" is to do a major disservice to the participants in such programs.
Whether intentional or not, the participants may be misled into thinking that completion
of these programs will allow them to reap the benefits accorded to graduates of true
apprenticeship programs.

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Clearly, we are on the verge of a major revolution with respect to how America prepares
its workforce. As a new national training system emerges in the coming years,
considerable thought should be given to the role of true apprenticeship in that new
system. One on hand, apprenticeship could be the locomotive that drives this training
system. Under this scenario, apprenticeship programs would serve as the principal form
of training for preparing the majority of the nation's workforce. Alternatively,
apprenticeship may become one of several cars on a train that provides a variety of
training options to existing and future workers. This choice requires further study and
broader deliberation, but, whatever the outcome, the integrity of the term
"apprenticeship" should not be jeopardized or compromised.

Coaching:
At management levels Coaching of immediate subordinates by their managers is
common. A coach attempts to provide a model for the trainee to copy it tends to be less
formal than an apprenticeship program. Coaching is almost always handled by the
supervisor or manager. It is likely not to be as directive approaches such as
nondirective counseling or sensitivity training. If the trainee‟s shortcomings are
emotional or personal. Coaching will be ineffective if relations between trainee and
coach are ambiguous in that the trainee cannot trust the coach.

Coaching thrives in a “climate of confidence”, a climate in which subordinates respect

the integrity and capability of their superiors.

Vestibule training:
Vestibule training is a type of instruction often found in production work. A vestibule
consists of training equipment that is set up a short distance from the actual production
line. Trainees can practice in the vestibule without getting in the way or slowing down
the production line. These special training areas are usually used for skilled and
semiskilled jobs, particularly those involving technical equipment. Vestibule is small, so

53
relatively few people can be trained at the same time. The method is good for promoting
practice a learning principle involving the repetition of behavior.

OFF-THE JOB TRAINING:

Off the job method are those training and development programs that take place away
from the daily pressures of the job and conducted by highly competent outside resource
people who often serve as trainers, which is one of the main advantages of this method.
The major drawback of this is the transfer problem.

Types of off the job training:

Lectures consist of meeting in which one small number of those present actually plays
an active part. The lecture method is a popular form of instruction in educational
institution. The lecturer may be a member of the company or a guest speaker.
Before preparing the lecture some points should be considered.
• Who is your audience?

• What is your audience?

• What is the time available?

• What is the subject mater?

The lecture should be brief and to the point, presenting the theme of the subject in a
manner that arouses the interest of the audience from the start. The speaker should be
poised, courteous and sincere. The action should be spontaneous. The role of a lecturer
is make difficult things simple, not the reverse.

Limitation of the lecture method:

It gives very little opportunity for active practice, development, over learning, knowledge
or results or transfer of learning. In this method trainee himself or herself have to
understand and personalize the content of the lecture. It is not suitable for courses
where people with work experience are participating. This method involves one-way
communication, which is not interaction of the audience.

54
This method can‟t readily adopt itself to individual differences, which may arise farthest
from reality.

Audio-visual techniques:
Audio-visual techniques covers an array of tainting techniques, such as films, slides and
videotapes. It allows seeing while listening and is usually quite good at capturing their
interests. These methods allow a trainer‟s message to be uniformly given to numerous
organizational locations at one time and to be reused as often a required.

Available devices used in lecture techniques:

 Blackboard

 Flip chart

 Magnetic board

 Flannel board
 Overhead projector

Conference or discussion method:

This method encourages the participation of all members of the group in an exchange of
opinions, ideas and criticisms. It is a small group discussion in which the leader plays a
neutral role providing guidance and feedback. Inspite of the intention to encourage
general participation the conferences are frequently dominated by a few, with the
majority no more active than they would be at a lecture. It is more effective than the
lecture in changing adult behavior and also modifying attitudes. The conference
method can draw on the learning principles of motivation and feedback. It is used to
enhance knowledge or attitudinal development.

Main objectives of conference method:

 Developing the decision making and problem solving skills of personnel

 Changing or modifying attitudes

 Presenting new and sometimes complicated material

55
Role playing
Active participation rather than passive reception facilitate learnings. Role-playing
believes in active participation. This is a training method often aimed at enhancing
either human relations skills or sales techniques. Role-playing can be defined as an
educational or therapeutic technique in which some problems involving human
interaction, real or imaginary is presented and then spontaneously acted out.
Participants suggest how the problem should be handled more effectively in the future.
This “acting out” is followed by discussion and analysis to determine what happened
and why and, if necessary, how the problem could be better handled in future.

Role-playing is less tightly structured than acting, where performers have to say set
lines on sue. Participants are assigned roles in the scenario to be enacted, so , in this
way, it is a device that forces trainees to assume different identities. Usually participants
exaggerate each other‟s behavior. Ideally, they get to see themselves as others see
them.

The typical Role Involves Three Phases

 The Warm Up : the objective of the warm-up is to get the trainees participate in a
constructive manner with minimum anxiety and maximum motivation. The trainer‟s
introduction to the session should be such that it would arouse interest of trainees.
 The Enactment:

before conducting the role-play-enactment, the trainer should carry out the following:-
(a) Read aloud generation information,
(B) Those who have volunteered to role play are given briefing sheets and sent out of
the room with the instruction not to communicate amongst themselves, (C) The
instructor should clarify all the doubts that role player might have, (D) Role players take
their positions facing the class, (E) To begin the role play, the trainer sets the scene by
restating the identify of the roles being enacted and making a brief statement about
what has just happened when the action began.
 Post Enactment Discussion:

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 in conducting post enactment discussion, reaction to role play should be obtained
form the people who have acted a role play.
Role playing has been shown to be effective (I)in studying small group leadership skills,
(ii) increasing sensitivity to the motivation of others, (iii)improving interviewing skills, (iv)
enhancing ability to develop innovative solutions to human relation problems, and (v)
modifying attitudes.

Case Study
By studying a case situation, trainees learn about real of hypothetical circumstances
and the actions others take under those circumstances. Beside learning from the
content of the case, a person can develop decision making skills.
Case method is an excellent medium for developing analytical skills.
Cases are usually organized around one or more problems or issues that are
confronted by an organization. Cases can range from one page to over fifty pages.

Feedback and repetition, are usually lacking. One inherent difficulty is personal bias.
This method calls for skills with language. But many people are sent to case study
courses primarily because they lack communication skills.

When cases are meaningful an similar to work related situations, there is some
transference. There also is the advantage of participation through discussion of the
case. It improves participants‟ skills in problem analysis, communication and particularly
brings home to the participant that nothing is absolutely “right or wrong” in the field of
human behavior. Survey results indicate that the case method is considered by training
directors to be the best methods of developing problem solving skills.

Simulation
Simulation is an approach that replicates certain essential characteristics of the real
world organization so that the trainees can react to it as if it were the real thing and then
consequently transfer what has been learned to their job. Simulation training is based
on a reproduction of some aspect of job reality. Simulation usually enhance cognitive
skills, particularly decision making. A very popular training technique for higher level
hobs in which the employee must process large amounts of information.
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Simulations have many forms- some use expensive, technical equipment, while others
are far less costly. Some simulations need only one participant, others may involve as
many as 15-20 people working together as a team. Simulations are a broad based
training techniques that can be adapted to suit a company‟s need. By using the
equipment simulators, workers can practice new behaviors and operate certain complex
equipment‟s free of danger to themselves. Equipment simulators can range from simple
mock-ups to computer based simulations of complete environments. Some of them are
utilized to train a single individual and the others are used for team training.
Programmed instruction is a training approach which makes the advantages of private
tutoring available to large groups of students beings trained in new skills. Programmed
instruction is one of the innovations in teaching technology developed in recent years.
The methods involves an actual piece of equipment, usually called Teaching machine,
of a specially constructed paper booklet.

 The participants are active in the training process. In fact they determine their own
learning pace.
 What is to be learned involves many discrete pieces of material, and the participants
get immediate feedback on whether they have learned each piece.

The major advantage of programmed instruction is that is reduces the training time. The
learning takes place at the students own pace. Participants get immediate feedback.
The participants are active learners, there is constant exchange of information between
themselves and the programme. Fast learners do not have to wait for slow ones to
catch up. Administrative simplicity and increased productivity in training result in lower
training cost per student.

The biggest disadvantage of this method is the absence of a teacher. The book
becomes the teacher. Hence it is absolutely essential that the trainee is highly
motivated to continue learning. The material has to be broken down into a logical
sequence, since there may be several correct ways to perform the task. This methods

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does not appear to improve training performance in terms of immediate learning of
retention over a time compares with conventional methods.

Computer Assisted instruction

It is one of the newest developments in instructional methodology. It is a logical
extension of programmed instruction and shares many of its benefits. C. A. I. Has the
advantage of individual pace instruction and a considerably wider range of application. It
requires less time to teach the same amount of information than any conventional
method. Trainees also react favorably to this method. The computer is capable of
assessing the progress of the trainee and can also adapt to his/her need by virtue of its
storage and memory capacities. This method offers advantages of standard
presentation of materials to all trainees standard, structured practices, and instant,
specific feed back.
The major drawback to C. A. I. For most organizations probably is the initial expense.

Syndicate Method
Working in small group to achieve a particular purpose is described as a syndicate
method. The essence of this method is that participants learn from each other and
contribute their own experience to the fullest. The syndicate method is designed to
provide the participant an environment that would help him to reflect critically on his own
work and experience; to update his knowledge of new concepts and techniques with the
help of other co-participants; to develop sound judgement through greater insight into
human behavior. This method is suitable for training and development students, without
any experience.
The participants are divided into groups consisting of about eight to ten participants.
These groups are called “syndicates”. Each syndicate functions as a team that can
represent various functional as well as interest areas. The syndicates are given
assignments which have to be finished and a report submitted by a specified date and

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time. By rotation each member of the syndicate becomes the leader for completing a
specific task. Each assignment to a syndicate is given in the form of a “Brief”. This is a
carefully prepared document by the faculty. Generally, each syndicate is required to
submit a report which is circulated to other syndicates for critical evaluation.

The advantages of this method is that it secures a very high level of involvement from
the participants. Their own experience is the starting point in this method. It is a process
of self business and development for participants. This method also gives the
participant a practice in communicating with his colleagues and understanding them.

If the syndicate is not structured properly, it should lead to a lot of wastage of time and
cause frustration. In the absence of proper pressure on the participants by trainers or
participants themselves, some participants might start dragging their feet. Differences of
opinion or viewpoint may be ignored to avoid action.

Behavior Modeling
According to social learning theory, most human behavior is learned observationally
through modeling. When social learning theory is applied in industrial training
programmes, it is commonly referred to as “behavior modeling”. Used behavior
modelling to improve the interpersonal and communication skills of supervisors in
dealing with their employees. The topic was first introduction by the trainers after which
a film was shown to the trainees which depicted a supervisor model effectively handing
a situation, followed by a set of three to six learning parts that were shown in the film
immediately before and after the model was presented. A group discussion is them
held in which the effectiveness of the method is discussed. After this, the practice
session starts in which one of the trainee assumes the role of an employee. And then,
feedback from the training class is given on the effectiveness of each trainee in
demonstrating the desired behavior. At the end of each training session, the trainees
are given copies of the learning points and are asked to try and apply them to their jobs
during the following week. It has been found that this programme has had desirable
effects on learning, behavior and performance criteria.

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There creation of the behavior may be videotaped so that the trainer and the trainee can
review and critique it. When watching the ideal behavior, the trainee also gets to see
the negative consequences that befall someone who does not use it as recommended.
By observing the positive and negative consequences, the employee receives vicarious
reinforcement that encourages the correct behavior.

12.Fish Bowl Exercise it is essentially used in providing skills in understanding

human behavior. It effectively uses group interaction to develop in the participants a
degree of self awareness. The primary objectives of the method is to inculcate in the
participants the discipline of observing others and on the basis of this, provide objective
and constructive feedback and to learn about oneself, ones behavior and personality as
seen through the eyes of others and consequently to overcome weaknesses and
improve upon strengths.

The aspects to which the fish bowl exercise can be put to effective use are; individual
and group behaviour , content of communication, roles individuals paly in groups,
intergroup conflicts, level of participation, dynamics of group problem solving and
decision making and, inter personal relations.

The exercise can involve up to 25 participants seated in two concentric circles( one
inner, the outer).the inner circle is the target group, members of this group will either
discuss a preselected topic or move towards completion of a group task. After the
discussion by the members of the inner group, the outer group is asked to comment on
the content and more importantly the dynamics and group process of the inner group
members
Participants must learn to provide feedback with clarity and precision. Feedback must
never be critical or it loses its constructive nature. After one cycle of the exercise is
completed the outer group will change palces with the inner group and become the
target group , inner group member become observers and the exercise is repeated.
There are several non-group methods involving an assessment of each individual‟s
strengths and weaknesses.

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Counselling:
It helps the trainees to observe their weaknessed and involves measures to overcome
them. It is related to periodic appraisals of ratings. Specifically counselling purports to
help the subordinates to do a better job, provides a clear picture of how they are doing,
build strong personal relationships and eliminate, of at least minimize anxiety.

Understudies System:
In this the trainees work directly with individuals whom they are likely to replace.
However, it is disappointing as a training because of a likelihood of an imitation of weak
as well as strong points of the seniors.

Special Project Arrangements;

These are likely to be highly effective training systems. In these systems, a task force is
built representing varied functions in the company. The special project enable the
trainees to achieve knowledge of the subject assigned as well as to learn how to deal
with others having varied viewpoints.

SKILL TRAINING

Proper training can be as important as the equipment used and other characteristics of
the job.The money annually paid for training by business and industry also
demonstrates the importance of training. It has been estimated that American business
firms spend more than $30 billion per year on training and development, with some
estimates running as high as $100 billion Motorola, Inc. alone spends about $44 million
annually on employee education.

Another indication of the importance business and industrial firms attach to training is
the estimate, made a few years ago, that some forty five thousand employees across
the United States were assigned full-time to training and development activities. Since
then the figures have no doubt grown.

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This broad definition of training includes both skills training, which is usually of a
technical nature and has a short-term focus, and management and career development
programs, which are aimed at educating employees above and beyond the immediate
technical requirements of their jobs in order to increase the organizations present and
future ability to attain its goals. Thus, management and career development tend to be
more future oriented than skills training.
The purpose of skills training is to bring the competencies of individuals up to desired
standards for present or near-future assignments & develop new skills and knowledge
to replace those that have become obsolete as a result of technological organizational
changes.

The seven major steps, as shown in figure are the following:-

1. Determining the need for skills training

2. Translating skills needs into training objectives

3. Formulating the budget

4. Selecting trainees

5. Choosing a training method

6. Selecting and educating trainers

7. Determining evaluation procedures

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3.2 OBJECTIVES OF THE STUDY

The objectives of this project are as under:

1. To study the identity of the employee with the organization as a whole.

2. To find the satisfaction level of the employees and what they feel about the
exceptions rewarded practices.

3. The working style followed by the higher authority and their communication with
the employees.

4. To study the work environment or the working conditions prevailing in the

company.

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5. To study the interpersonal relationship.

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3.3 TOOLS AND TECHNIQUES USED

Tools & Techniques means the methods & ways that how the data for the research is
collected and analyzed in order to fulfill the objective of the research work.
The data was collected through primary source through records and discussions with
the concerned authority and top level management and middle/lower level management
and from employees working in the organization with the help of questionnaire method.
The respondents who were provided a set of structured question filled the questionnaire
and feedback was obtained by personally administering the discussion on question by
respondent. Questionnaire method is very versatile almost every problem can be
approached by this method. Knowledge, opinion, motivation and intent are usually not
open to observation. Multiple-choice question were introduced as they are faster to
administer. They lend themselves to analysis using various statistical techniques. They
are not prone to interviewer bias.

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3.4 GEOGRAPHICAL AREA COVERED

67
The survey for this project was conducted in following places: HR
Department

Marketing Department

Finance Department

Other Departments

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4.0 DATA ANALYSIS AND INTERPRETATION

The data, after collection, has to be processed and analyzed in accordance with the
objective laid down for the purpose of the research work. This is essential for ensuring
that we have all relevant data for making contemplated comparisons and analysis. The
term analysis refers to the computation of certain measures like editing, coding,
classification and tabulation of collected data so that they are amenable to analysis
along with searching for patterns of relationship that exist among data-groups. The term
interpretation refers to the task of drawing inferences from the collected data after an
analytical and/or experimental study. In fact, it is a search for broader meaning of
research findings.
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There are various methods of analyzing the data. But in this project work, I used
Bar charts & Pie charts for analyzing the collected data, which is prepared by using
Excel Sheet. In this project work, Pie charts & Bar charts are prepared with the help of
collected data, which is being collected through questionnaire.. The graphical
presentation of the data is helpful in understanding the each & every aspect of the
collected data very easily.

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1. What types of training have you gone through?

(i) Skill Enhancement (ii) Personality Enhancement

(iii) IT Related

Skill enhancement Skill

& personality enhancement
development 24%
43%

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 Skill enhancement

Personality development

Skill enhancement & personality

development

Personality
development
33%

Total 45 workers have gone through these training programs. 2 out of them got the skill
enhancement training, 4 got personality development, and 6 got skill enhancement &
personality development program. Out of 45 workers 8 got skill enhancement & IT
related training, 11 got personality development & IT related training and rest 14 got all
three, skill enhancement, personality development & IT related training.

2. Please indicate when should the study material be given to the trainees? Before
the tr aining After the tra ining

After the training

33%
Before the
training
After the
Before the training
training
67%

In any training program the material plays an important role. So it should be provided.
But the question is that, "when should be the materials be given, before the training or
after the training.” In the responses of such
Question, 30 out of 45 workers say that materials should be given before the training
and 15 says that it should be given after the training.

3. Before started training programme should you go through any test?

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 Yes
No

Ready Ready to face

to face test
test
40%
Don't ready to
face test

Don't ready
to
face test
60%

A good trainee is essential for the successful completion of any training program. A
good trainee can be selected by the test. So a test is required for selecting appropriate
trainees. Responding this 27 out of 45 workers tell that they don‟t want to go through
any test and rest 18 want to go through such test process.
The evolution of any program is very much require for the future. It can be done by
asking the trainees.

4. Rate these training programme according to your development.

Training Programme Poor Good Excellent
1. Skill Enhancement
2. Personality Enhancement
3. IT Related

Skill Enhancement:

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 Excellent
31%

Good
Good Very good 25% Very
good
44%
Excellent

Responding to skill enhancement programs, 11 out of 45 workers say that the training
program was good, 20 say that it ways very good and rest 14 trainees opine that
training program was very helpful to enhance their skills and perform their job in batter
manner.

Personality Enhancement:

Good
13%

Excellent
47 % Good
Very good
40% Very
good

Excellent

Responding to the personality development questions there are different views of the
trainees, 6 out of 45 workers say that the program was good, 18 say that it was very
good and 21 workers say that program was excellent.

IT related:

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 Good
22%

Excellent
49 %
Good

Very
good

Very good Excellent

29%

Responding to the IT related development questions trainees are very much conscious
about their improvement. 10 out of 45 have good experienced regarding IT
development, 13 say that program was very good and rest 22 have excellent
experienced regarding IT in the training program.

5. In your opinion what should be the frequency of the training programme in your
company.
Once in a month Once in 3 Months
Once in 6 months Once in 12 Months

Frequency of training program:

Once in a year
13% Every month Every month
Every six month 29%
Every three
21% month
Every three
Every six
month
month
37%
Once in a year

The experienced of the training program is so impressive that all the trainees very much
interested in these types of programs. They want more of such types of training
programs. So 7, out of 24 trainees want this type of training in every month .On the
other hand 9 trainees want such program once in every three month. 5 out of them want
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to hold such types of program twice in a year. Rest of them wants to hold this once a
year. In my opinion it should be twice a year.

6. In your opinion what should be the duration of this training programme?

4 Hours 8 Hours 16 Hours 20 Hours

4 hours 5% 8 hours
13%

16 hours 4
22%

hours 8

hours

16 hours
20 hours

20 hours 60%

The duration is an important factor for the successful completion of any program. It
should be according the requirement of the trainees. 2 out of 45 trainees say that
duration should be 4 hours, 6 say that duration can be 8 hours. 10 out of them want 16
hours and rest 27 wants 20 hours for the training program.

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77
5.0 FINDINGS
After analyzing & interpreting the data received from the respondents, following findings
have been drawn:

1. Most of the people referred their problem when a critical situation or a grievance
is arising.

2. According to my survey most of the employees are satisfied with the benefits and
salary provided by the organization.

3. Most of the employee enjoy the welfare activities provided to them by the
organization but some are not

4. According to my survey the employee and management relation is good and

healthy which ultimately helps in the upliftment of the organization

5. According to this survey the worker will follow the instruction given by the
management but some of the workers who lacks in following the instruction
management will motivate them to follow the instruction.

6. According to the survey most of the employees complete their work at time but
some of them are lacking in complete their work in time.

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6.0 CONCLUSION
Training is a costly affair for the management. It needs a handsome amount and long
time. So management has to play safe game for the benefits of the company as well as
the workers. One wrong decision may enforce the company to fall into deep troubles.
So selecting the weak areas of staffs and workers should be done very carefully. For
that the management should be conduct a test.

For providing an effective training, company requires a knowledgeable trainer. Selecting

a particular trainer is again a difficult job. Trainer demands handsome money. Training
needs time and cost both.
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To conclude, it is very clear that training should be provided but not at the loss of the
company. It is very costly and time taking affair. But it is most important for the
development of the company. So management can‟t avoid it at any cost.

An effective training program can bring about dimensional changes in the technical and

behavioural skills of the employees.

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7.0 RECOMMENDATIONS & SUGGESTIONS

After gathering a wide variety of information on the various aspects of motivational

approach in the company, few recommendations are worth attention.

1. Responsibility without authority can be destructive.

2. Management should not order, but should inspire. It should not impose but
influence.

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3. Management should make every employee of the organization give their
hearts not just heads to the goals.
4. A timely presentation of the work done should be there to the top
management.
5. Teamwork in all operational process must be encouraged.

6. Equip people with the skills necessary to perform their duties.

7. Allow the voice of the workers to be heard.

8. The management should let his people know that it consider them valuable
capable individual.
9. Provide the employee enough work.

10. Dress code should be there.

11. Employee should be informed in advance about the changes, which motivation
should be completely abolished though it works well in the short run but is an
ineffective long term strategy are planned in the organization.
12. Suggestion system can be a strong employee motivation because the
employees are given the opportunity to say something. This will increase the
sense of belonging.

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83
BIBLIOGRAPHY

BOOKS :
1 Mamoria C.B., “Personnel Management” 21 st revised and enlarged edition 2001,
Himalya Publishing House.
2 Kothari C.R., “Research Methodology”, revised edition 2000, Vishwa Prakashan.
3 Flippo B Edwin, “Personnel Management”, sixth edition, Hill Book company.

4 Aswathappa K., “Human Resources & Personnel Management”, Tata McGraw.

5 Divivedi R.S. “Managing Human Resources” edition 1 Galgotia Publishing Company.

MAGAZINES :
Company‟s catalogues & annual report year 2006.

WEBSITES :
1 www.cromptongreavesltd.co.in

2 www.google.com

3 www.hr.com

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(QUESTIONNAIRE)

Name …………………………………………………
Department ………………………………………
Designation ………………………………………

1. What types of training have you gone through?

(i) Skill Enhancement (ii) Personality Enhancement (iii) IT Related

85
 (i) (ii) (iii)

2. Please indicate when should the study material be given to the trainees?

Before the training After the training

3. Before started training programme should you go through any test?

Yes
No

4. Rate these training programme according to your development.

Training Programme Poor Fair Good Excellent
1. Skill Enhancement
2. Personality Enhancement
3. IT Related

5. In your opinion what should be the frequency of the training programme in your
company.
Once in a month Once in 3 Months Once in 6
months Once in 12 Months

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6. In your opinion what should be the duration of this training programme?

4 Hours 8 Hours 16 Hours 20 Hours

7. Would you like to suggest some thing for the training programme?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

Date : Signature

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