A STUDY ON TRAINING AND DEVELOPMENT OF

ANIL FOOD PRODUCTS, IN KALKURICHI

Project report submitted in partial fulfillment of the requirements for the awards of the
Degree of
BACHALUER OF BUSINESS ADMINISTRATION
OF
MADURAI KAMARAJ UNIVERSITY
MADURAI

Submitted by

L.DIVYA

(Reg.No: COB14101)

Under the guidance of

Dr. G.SATHISH M.B.A., M.Phil., Ph.D.

ASSISTANT PROFESSOR

DEVANGAR ARTS COLLEGE

ARUPPUKOTTAI

APRIL–2023
 BONAFIDE CERTIFICATE

This is to certify that Ms.S.SWATHI PRIYA (Reg.No:922618631039) is a

bonafide student of DEVANGAR ARTS COLLEGE,ARUPPUKOTTAI, has
successfully completed the project work titled on “A STUDY ON TRAINING AND

DEVELOPMENT OF ANIL PRODUCTS, IN KALKURICHI ” in partial

fulfillment of the requirement of Master Of Business Administration(MBA) Program for
the academic year 2019-2021.

PROJECT GUIDE PRINCIPAL & DIRECTOR

Project report was submitted and Viva-Voce held on _______________________at

VIJAY INSTITUTE OF MANAGEMENT.

INTERNAL EXAMINER EXTERNAL EXAMINER

 DECLARATION

I, SWATHI PRIYA.S (Reg.No: 922618631039) hereby declare that the project report
entitled, “A STUDY ON TRAINING AND DEVELOPMENT OF TOP ANIL

MAARKETING COMPANY, IN DINDIGUL” submitted by me to the Anna

university, Chennai, in partial fulfillment of the requirement for the award of degree of
MASTER OF BUSINESS ADMINISTRATION under the guidance of Dr.
G.SATHISH M.B.A., M.Phil., Ph.D. is my original work.

PLACE: DINDIGUL SWATHI PRIYA.S

DATE: (Register No: 922618631039)
 ACKNOWLEDGEMENT

I am grateful to Dr.T.VIJAYARAGHAVAN, M.Sc, MCA, MBA (Ind), MBA (USA),

Ph.D., Chairman, Vijay Institute of Management, Dindigul for providing inspiration and
moral support during the course of MBA.

I would like to thank Dr.Ir.VADIVU VIJAYARAGHAVAN, BE, MS (NL), MBA,

(Ph.D)., Trustee, Vijay Institute of Management, Dindigul for giving the opportunity to
continue my MBA studies and for its financial support.

I am indebted to Dr.N.SWARNALATHA, M.B.A., M.Phil., Ph.D., Principal and

Director, Vijay Institute of Management, Dindigul, for his support during the entire
course of this project work.

It is with great appreciation and gratitude towards my guide Dr. G.SATHISH M.B.A.,
M.Phil., Ph.D. Assistant Professor, Vijay Institute of Management, Dindigul, for
helpful guidance, valuable support, timely feedback and comments for my
documentations.

I wish to express my sincere thanks to Mr. M.MAHESHWARAN HR manager (HR),

TOP ANIL MAARKETING COMPANY and all the personnel in for their constant
encouragement and support at all stages of project work.

I would like to be grateful to my God Almighty for giving me health and strength to
continue and finish this study.

Finally, I wish to thank all the faculty members, friends, and my parents for their
continuous help to complete this project successfully on time.
 TABLE OF CONTENTS

SL.NO CONTENTS PAGE NO

ABSTRACT

CHAPTER-I

1.1 INTRODUCTION 1

1.2 STATEMENT OF THE PROBLEM 13

1.3 OBJECTIVES OF THE STUDY 13
1.4 SCOPE OF THE STUDY 14
1.5 INDUSTRY PROFILE 14
1.6 17
COMPANY PROFILE
1.7 33
LIMITATIONS OF STUDY

CHAPTER-II

2.1 REVIEW OF LITERATURE 34

CHAPTER-III

3.1 RESEARCH METHODOLOGY 44

CHAPTER-IV

DATA ANALYSIS AND INTERPRETATION 46

4.1
CHAPTER-V

FINDINGS 78
5.1
SUGGESTIONS 80
5.2
CONCLUSION 81
5.3
QUESTIONNAIRE
 LIST OF TABLES

TABLE CONTENT PAGE

NO NO
4.1 Gender wise classification 46

4.2 Age group of respondent 47

4.3 Educational qualifications of the respondent 48

4.4 Organization consider training as part of organizational strategy 49

4.5 Training programs attend this year 50

4.6 Important barriers to training and development in your organization 51

4.7 Training methods undergone by anil foods company 52

4.8 Enough practise is given for us during training session 53

Employees are given appraisal in order to motivate them to attend the
4.9 54
training

4.10 Long will it take to implement the trained process 55

Organization identifies the training needs for the employees to anil foods
4.11 56
company

4.12 Training methods undergone by you in anil foods company 57

Induction training given to newcomers given adequate importance in your
4.13 58
organization
Training in anil foods company helps to acquire technical knowledge and
4.14 59
skills
4.15 Deputed for training programmes take the training seriously 60

4.16 Standards of in-house trainers in anil foods company 61

4.17 Trainer provides training to meet present needs 62

4.18 Performance has improved after training 63

4.19 Quality and duration of existing training programmes 64

4.20 Time duration given for the training periods 65

4.21 Training given in anil foods company is realistic, useful and based on the 66
business strategy of the organization

4.22 Emphasis on developing managerial capabilities of managerial staff through 67

training

4.23 Human relations competencies are adequately developed in your 68

organization through training
4.24 Training program in crease your commitment to work 69

4.25 Training program help you in developing positive attitude and teamwork 70

4.26 Enough time was provided to learn about the subject covered in the training 71
program
4.27 Feedback is given on your performance after attending the training 72
programmers
4.28 General complains about the training session 73

4.29 Age and training and development 75

 LIST OF CHARTS

TABLE CONTENT PAGE

NO NO
4.1 Gender wise classification 46

4.2 Age group of respondent 47

4.3 Educational qualifications of the respondent 48

4.4 Organization consider training as part of organizational strategy 49

4.5 Training programs attend this year 50

4.6 Important barriers to training and development in your organization 51

4.7 Training methods undergone by anil foods company 52

4.8 Enough practise is given for us during training session 53

Employees are given appraisal in order to motivate them to attend the
4.9 54
training

4.10 Long will it take to implement the trained process 55

Organization identifies the training needs for the employees to anil foods
4.11 56
company

4.12 Training methods undergone by you in anil foods company 57

Induction training given to newcomers given adequate importance in your
4.13 58
organization
Training in anil foods company helps to acquire technical knowledge and
4.14 59
skills
4.15 Deputed for training programmes take the training seriously 60

4.16 Standards of in-house trainers in anil foods company 61

4.17 Trainer provides training to meet present needs 62

4.18 Performance has improved after training 63

4.19 Quality and duration of existing training programmes 64

4.20 Time duration given for the training periods 65

4.21 Training given in anil foods company is realistic, useful and based on the 66
business strategy of the organization

4.22 Emphasis on developing managerial capabilities of managerial staff through 67

training

4.23 Human relations competencies are adequately developed in your 68

organization through training
4.24 Training program increase your commitment to work 69

4.25 Training program help you in developing positive attitude and teamwork 70

4.26 Enough time was provided to learn about the subject covered in the training 71
program
4.27 Feedback is given on your performance after attending the training 72
programmers
4.28 General complains about the training session 73

ABSTRACT
 Employee Training and Development is essential to the ongoing success of every
organization. Although technology and the internet have enabled global collaboration and
competition, people are the organization’s competitive advantage. Employee training and
Development enables employees to develop skills and competencies necessary to
enhance bottom-line results for their organization. The present study was exploratory and
descriptive in nature. The study covers the area Top Anil Maarketing Company, in
Dindigul. The study covers the period from January to March 2021. Simple random
sampling method was used to select the sample respondents. The researcher has chosen
the sample size 120 current working employees in Top Anil Maarketing Company, in
Dindigul. The researcher has used CHI- SQUARE test to verify the hypothesis. The study
found that there is significant relationship between age group and relationships with the
employee Agree level regarding their training and development structure.
 CHAPTER-I

1.1 INTRODUCTION
In the field of human resource management, training and development is the field
which is concerned with organizational activity aimed at bettering the performance of
individuals and groups in organizational settings. It has been known by several names,
including human resource development, and learning and development.

Training and development encompasses three main activities: training, education,

and development. Garavan, Costine, and Hearty, of the Irish Institute of Training and
Development, note that these ideas are often considered to be synonymous. However, to
practitioners, they encompass three separate, although interrelated, activities:

Training and Development is a structured program with different methods

designed by professionals in particular job. It has become most common and continuous
task in any organization for updating skills and knowledge of employees in accordance
with changing environment. Optimization of cost with available resources has become
pressing need for every organization which will be possible only by way of improving
efficiency and productivity of employees, possible only by way of providing proper
employee training and development conditioned to that it should be provided by
professionals.

To cope up with the fast changing technology and needs of the society, training and
development of employees is very essential. Training is a process of learning, in which
emphasis is given for job instruction, job relation, and job knowledge programmes in
addition to managerial skills.

Training and development play an important role in the effectiveness of organizations

and to the experiences of people in work. Training has implications for productivity,
health and safety at work and personal development. All organizations employing people
need to train and develop their staff. Most organizations are cognizant of this requirement
and invest effort and other resources in training and development. Such investment can

1
take the form of employing specialist training and development staff and paying salaries
to staff undergoing training and development.

Investment in training and development entails obtaining and maintaining space and
equipment. It also means that operational personnel, employed in the organization’s main
business functions, such as production, maintenance, sales, marketing and management
support, must also direct their attention and effort from time to time towards supporting
training development and delivery. This means they are required to give less attention to
activities that are obviously more productive in terms of the organization’s main
business. However, investment in training and development is generally regarded as good
management practice to maintain appropriate expertise now and in the future.

The relevance of occupational psychology to training and development

Contributing to training has long been one of the main concerns of occupational
psychology – this is not surprising given that training involves learning and that learning
is a central issue in psychology. Training is one of the core skills of occupational
psychology. People with qualifications in and experience of occupational psychology
have been employed in different capacities in training and development roles in
government organizations, private companies and consultancy groups.

The discipline offers many benefits and perspectives to help resolve training issues and
problems and has also been at the root of many methods and techniques that have now
become part of the routine practices within human resource management. Training
specialists must be alert to the wider issues regarding the problems presented to them and
need the skills and confidence to deal with them. They must understand how training fits
into the wider organizational context. An occupational psychology perspective is
extremely beneficial in helping the practitioner to understand how training relates to other
interventions aimed at improving job performance.

2
Opportunities of employment in training and development

Governments have traditionally played a significant role in the promotion and

development of occupational psychology with regard to training, because of their
responsibilities for employment, military, health and other services. People with an
occupational psychology background have been employed directly by governments in
areas such as job training, military training and health and safety. Government agencies
have also been a major sponsor of training research and development; such investment
has often provided the major underpinning of developments in this area.

Governments can also affect the impetus for change in organizations through
legislation, taxation, and the general health of the economy, which in turn can create
more disposable income to create new demands for products and services, affect the
supply of raw materials and services, or put such pressure on consumers that markets are
adversely affected. Also, government initiatives can affect health and safety
requirements, fiscal issues, competition laws, and ecological concerns, working with new
technology and employment practices. Such changes prompt new ways of organizing and
delivering these products and services, creating new training needs.

Research into the psychology of training and development

There is substantial literature concerned with the psychology of training and

development, much of which has emerged from past government and military funding
initiatives. Some has been funded from the commercial sector. Applied training and
development research is less likely to have been funded by research councils, who tend to
focus instead on pure rather than applied science.

Research into training generally requires substantial funding and opportunity for
access to real situations. Without funding or access, it is difficult for applied
psychologists to contribute effectively to this area or for their findings to be accepted as
credible. In university research it is possible to set up and run basic laboratory or small
scale studies in human learning and social interaction with minimal resources as a basis

3
for publication and for theory development, but these do not match the complexity that
needs to be addressed to resolve practical training issues in a rigorous way. Some
comparatively inexpensive laboratory studies in areas of training and instruction have
been important in clarifying issues and demonstrating the potential benefits of applying
different principles to training. But laboratory studies are limited in this field because
research findings may be confined to the laboratory context and not deal effectively with
practical issues when the complexities of the real situation are encountered.

This means that there is no wholly reliable body of research to enable training decisions
to be made with complete confidence. This may sound like a weakness, but it is a
reflection of the fact that new operational contexts can change the applicability of
research findings that were obtained in a different operational context. It also makes for
more interesting work, because problems generally have to be investigated, solved and
then outcomes tested, rather than simply following a simple recipe.

To this end, this learning material will set out the basic ideas involved in the psychology
of training and development, so that it becomes clearer how work in this area can be
conducted. It will introduce the main concepts and themes, with a view to providing a
framework for your later work. In particular, it will present these ideas in the context of
organizations, showing how they can be applied and how they might be constrained. The
material will not aim to provide a comprehensive account of all aspects of the
occupational psychology of training and development. Such issues will be left for you to
investigate as future requirements present themselves in your professional career. What
we will focus on, however, is providing you with an overview of the main issues in the
management and development of training for which a knowledge of occupational
psychology can contribute towards helping solve practical problems of training in an
effective way.

Training:

This activity is both focused upon, and evaluated against, the job that an individual
currently holds.

4
Development:

This activity focuses upon the activities that the organization employing the
individual, or that the individual is part of, may partake in the future, and is almost
impossible to evaluate.

DISTINCTION BETWEEN TRAINING AND DEVELOPMENT

TRAINING DEVELOPMENT

1.Training means learning skills and 1. Development means growth of

knowledge for doing a specific job employees in all respects.

2.It is concerned with maintaining and 2.It seeks to develop competence and
improving current job performance skills for future performance

3.it has short-term perspective 3.Thus, it has a long-term perspective

4.It is job-centered in nature 4.It is career-centered in nature

5.Role of trainer is very important 5.the be motivated internally for self

development

TRAINING AND DEVELOPMENT PROCESS

 ORGANISATIONAL OBJECTIVES AND STRATEGIES

 ASSESSMENT OF TRAINING NEEDS
 DEVELOPMENT GOALS
 DEVIDING TRAINING AND DEVELOPMENT

5
  EVALUATION OF RESULTS

SELECTION OF TRAINEES
Once you have decided what training is necessary and where it is needed, the next
decision is who should be trained? For a small business, this question is crucial. Training
an employee is expensive, especially when he or she leaves your firm for a better job.
Therefore, it is important to carefully select who will be trained.
Training programs should be designed to consider the ability of the employee to
learn the material and to use it effectively, and to make the most efficient use of resources
possible. It is also important that employees be motivated by the training experience.
Employee failure in the program is not only damaging to the employee but a waste of
money as well. Selecting the right trainees is important to the success of the program.

TRAINING GOALS
The goals of the training program should relate directly to the needs determined by
the Assessment process outlined above. Course objectives should clearly state what
behavior or skill will be changed as a result of the training and should relate to the
mission and strategic plan of the company. Goals should include milestones to help take
the employee from where he or she is today to where the firm wants him or her in the
future. Setting goals helps to evaluate the training program and also to motivate
employees. Allowing employees to participate in setting goals increases the probability of

success.

TYPES OF TRAINING
On the basis of purpose, several types of training programmes are offered to
employees. The important types of training programmes are as follows:

Induction Training:-

Induction is concerned with introducing a new employee to the organization and

its procedures, rules and regulations. It is better to give him a friendly welcome when he

6
joins the organization, get him introduced to the organization and help him to get a
general idea about rules and regulations, working conditions, etc of the organization.

Job Training:-

Job training relates to specific job which a worker has to handle. It gives
information about machines, process of production, instructions to be followed, and
methods to be used and so on. It develops skills and confidence among the workers and
enables them to perform the job efficiently. It is the most common of formal in-plant
training programmers. It helps in creating Interest of the employees in their jobs.

Apprenticeship Training:-
Apprenticeship training programmers tend more towards education than merely on
vocational training. Under this, both skills and knowledge in doing a job or a series of
related jobs are involved. The government of various countries has passed laws which
make it obligatory on certain classes of employers to provide apprenticeship training to
young people. The usual apprenticeship programmers combine on the job training and
experience with classroom instructions in particular subjects. This training is desirable in
an industry which requires a constant flow of new employees expected to become all
round craftsmen. It is very much prevalent in printing trades, building and construction
and crafts like mechanics electricians, welders, etc.

Internship Training:

Under this method, the educational and vocational institute enters into arrangement
with an industrial enterprise for providing practical knowledge to its students. This
training is usually meant for such vocations where advanced theoretical knowledge is to
be backed up by practical Experience on the job. For instance, engineering students are
sent to big industrial enterprises for Gaining practical work experience and medical
students are sent to hospitals to get practical Knowledge. The period of such training
varies from six months to two years.

7
Refresher Training:

As the name implies, the refresher training is meant for the old employees of the
enterprise. The basic purpose of this training is to acquaint the existing work-force with
the latest methods of performing their jobs and improve their efficiency further. In the
words of Dale Yoder, ―Retraining programmers are designed to avoid personnel
obsolescence.‖ The skills with the existing employees become obsolete because of
technological changes and of the human tendency to forget.

Training For Promotion:

The talented employees may be given adequate training to make them eligible for
promotion to higher jobs in the organization. Promotion means a significant change in the
Responsibilities and duties. Therefore, it is essential that employees are provided
sufficient training to learn new skills to perform their jobs more efficiently. The purpose
of training for promotion is to develop the existing employees to make them fit for
undertaking higher job Responsibilities. This serves as a motivating force to the
employees.

Training Methods

There are two broad types of training available to small businesses: on-the-job and
off- the-job techniques. Individual circumstances and the "who," "what" and "why" of
your training program determine which method to use.

On-the-job training is delivered to employees while they perform their regular

jobs. In this way, they do not lose time while they are learning. After a plan is developed
for what should be taught, employees should be informed of the details. A timetable
should be established with periodic evaluations to inform employees about their progress.

On-the-job techniques include orientations, job instruction training,

apprenticeships, internships and assistantships, job rotation and coaching.

Off-the-job techniques include lectures, special study, films, television

conferences or Discussions, case studies, role playing, simulation, programmed

8
instruction and laboratory training. Most of these techniques can be used by small
businesses although, some may be too costly.

Orientations are for new employees. The first several days on the job are crucial
in the success of new employees. This point is illustrated by the fact that 60 percent of all
employees who quit do so in the first ten days. Orientation training should emphasize the
following topics:

Some companies use verbal presentations while others have written presentations.
Many small businesses convey these topics in one-on-one orientations. No matter what
method is used, it is important that the newcomer understand his or her new place of
employment.

Lectures present training material verbally and are used when the goal is to
present a great deal of material to many people. It is more cost effective to lecture to a
group than to train people individually. Lecturing is one-way communication and as such
may not be the most effective way to train. Also, it is hard to ensure that the entire
audience understands a topic on the same level; by targeting the average attendee you
may under train some and lose others. Despite these drawbacks, lecturing is the most
cost-effective way of reaching large audiences.

Role playing and simulation are training techniques that attempt to bring
realistic decision making situations to the trainee. Likely problems and alternative
solutions are presented for discussion. The adage there is no better trainer than experience
is exemplified with this type of training.

Experienced employees can describe real world experiences, and can help in
and learn from developing the solutions to these simulations. This method is cost
effective and is used in marketing and management training. Audiovisual methods such
as television, videotapes and films are the most effective means of providing real world
conditions and situations in a short time. One advantage is that the presentation is the
same no matter how many times it's played. This is not true with lectures, which can
change as the speaker is changed or can be influenced by outside constraints. The major

9
flaw with the audiovisual method is that it does not allow for questions and interactions
with the speaker, nor does it allow for changes in the presentation for different audiences.

Job rotation involves moving an employee through a series of jobs so he or she

can get good feel for the tasks that are associated with different jobs. It is usually used in
training for supervisory positions. The employee learns a little about everything. This is a
good strategy for small businesses because of the many jobs an employee may be asked
to do.

Apprenticeships develop employees who can do many different tasks. They

usually involve several related groups of skills that allow the apprentice to practice a
particular trade, and they take place over a long period of time in which the apprentice
works for, and with, the senior skilled worker. Apprenticeships are especially appropriate
for jobs requiring production skills.

Internships and assistantships are usually a combination of classroom and on-

the-job training. They are often used to train prospective managers or marketing
personnel.

Programmed learning, computer-aided instruction and interactive video all have

one thing in common: they allow the trainee to learn at his or her own pace. Also, they
allow material already learned to be bypassed in favor of material with which a trainee is
having difficulty after the introductory period, the instructor need not be present, and the
trainee can learn as his or her time allows. These methods sound good, but may be
beyond the resources of some small businesses.

Laboratory training is conducted for groups by skilled trainers. It usually is

conducted at a neutral site and is used by upper- and middle management trainees to
develop a spirit of teamwork and an increased ability to deal with management and peers.
It can be costly and usually is offered by larger small businesses.

In-house training is the daily responsibility of supervisors and employees.

Supervisors are ultimately responsible for the productivity and, therefore, the training of
their subordinates. These supervisors should be taught the techniques of good training.

10
They must be aware of the knowledge and skills necessary to make a productive
employee. Trainers should be taught to establish goals and objectives for their training
and to determine how these objectives can be used to influence the productivity of their
departments. They also must be aware of how adults learn and how best to communicate
with adults. Small businesses need to develop their supervisors' training capabilities by
sending them to courses on training methods.

There are several ways to select training personnel for off-the-job training
programs. Many small businesses use in-house personnel to develop formal training
programs to be delivered to employees off line from their normal work activities, during
company meetings or individually at prearranged training sessions.

There are many outside training sources, including consultants, technical and
vocational schools, continuing education programs, chambers of commerce and
economic development groups. Selecting an outside source for training has advantages
and disadvantages. The biggest advantage is that these organizations are well versed in
training techniques, which is often not the case with in-house personnel.

The disadvantage of using outside training specialists is their limited

knowledge of the company's product or service and customer needs. These trainers have a
more general knowledge of customer satisfaction and needs. In many cases, the outside
trainer can develop this knowledge quickly by immersing himself or herself in the
company prior to training the employees. Another disadvantage of using outside trainers
is the relatively high cost compared to in-house training, although the higher cost may be
offset by the increased effectiveness of the training.

Whoever is selected to conduct the training, either outside or in-house trainers, it

is Important that the company's goals and values be carefully explained.

TRAINING ADMINISTRATION

Having planned the training program properly, you must now administer the
training to the selected employees. It is important to follow through to make sure the
goals are being met. Questions to consider before training begins include:

11
  Location
 Facilities
 Accessibility
 Comfort
 Equipment
 Timing

An effective training program administrator should follow these steps:

 Define the organizational objectives

 Determine the needs of the training program

 Define training goals

 Develop training methods

 Decide whom to train

 Decide who should do the training

 Administer the training

EVALUATE THE TRAINING PROGRAM

Following these steps will help an administrator develop an effective training

program to ensure that the firm keeps qualified employees who are productive, happy
workers. This will contribute positively to the bottom line.

EVALUATION OF TRAINING

Training should be evaluated several times during the process. Determine these
milestones when you develop the training. Employees should be evaluated by comparing
their newly acquired skills with the skills defined by the goals of the training program.

12
Any discrepancies should be noted and adjustments made to the training program to
enable it to meet specified goals.
Many training programs fall short of their expectations simply because the
administrator failed to evaluate its progress until it was too late. Timely evaluation will
prevent the training from straying from its goals.
Ultimately quality training and development leads to:
 Increased job satisfaction and morale among employees

 Increased employee motivation

 Increased efficiencies in processes, resulting in financial gain

 Increased capacity to adopt new technologies and methods

 Increased innovation in strategies and products

 Reduced employee turnover Enhanced company image, e.g., conducting ethics

training (not a good reason for ethics training!)

 Risk management, e.g., training about sexual harassment, diversity training.

1.2 STATEMENT OF THE PROBLEM

The researcher observed tension in organizations resulting from employees’
poor mastery of some responsibilities. Some of the weaknesses of such employees are
often not well handled, resulting in sanctions, demotion, transfer, or dismissals that
instead cause social tension at work. The researcher becomes interested in finding out just
how seriously organizations consider training, and the effects it has on performance.
. The study focused on importance of training and development in top anil
marketing company. This study is helpful to understand the connection between training
and development and the effectiveness top anil marketing company.

1.3 OBJECTIVE OF THE STUDY

 To examine the effectiveness of training in overall development of skills of

work force.
 To examine the impact of training on the workers

13
  To measure the differential change in output due to training

 To suggest suitable measures to improve the modern training and development

programs to top anil marketing company.

1.4 SCOPE OF THE STUDY:-

 Using a scope document, it is critical to define exactly what is in scope and
what is not of course, you will end to work with the Training and development
Management MBA HR Project sponsors and at times, the project team to do
this one of the scope is defined, it is crucial to have formal sign off.

1.5 INDUSTRY PROFILE

Fast-moving consumer goods (FMCG) sector is the 4 th largest sector in the
Indian economy with Household and Personal Care accounting for 50 per cent of
FMCG sales in India. Growing awareness, easier access and changing lifestyles have
been the key growth drivers for the sector.
The urban segment (accounts for a revenue share of around 55 per cent) is the
largest contributor to the overall revenue generated by the FMCG sector in India
However, in the last few years, the FMCG market has grown at a faster pace in rural
India compared with urban India. Semi-urban and rural segments are growing at a rapid
pace and FMCG products account for 50 per cent of total rural spending.
 The Fast-Moving Consumer Goods (FMCG) sector is the fourth largest sector
in India As per the Boston Consulting Group (BCG), the Indian FMCG market is
estimated at about US$ 185 billion or about Rs 12.6 trillion. It has grown
annually at about 12% per annum over the last decade.
 The key segments with in this sector are staples, packaged food, beverages,
consumer health, and home & personal care. The staples segment has a share of
about 70% of the total market, with it being fairly divided between its sub-
segments namely pulses & cereals, edible oils & fats and dairy.
 The share of the branded players in these set of products is fairly low. However,
when it comes to segments such as packaged foods, beverages, consumer health
and home & personal care (all of which have a combined size of 30% of the

14
 market), the branded players have majority share. On an overall basis, the share of
the branded segment stands at about a third.
 The fastest growing segments in recent times include packaged foods, edible oils
and home & personal care products.
 A large population to be fed means that India has increased its farm productivity
and production over the years. White revolution has resulted in abundance of milk
and milk products. Armed with a huge agriculture sector, abundant livestock and
cost competitiveness, India is fast emerging as the sourcing hub of processed
food.
 The organized space is no more as urban- centric as it used to be. While
metropolitan and tier-I cities have been driving FMCG consumption over the
past decade or so. It is the tier-II, tier-III and tier–IV cities that are expected to
drive the sector growth over the next decade. While consumer goods are largely
retailed through two primary sales channels- general trade and modern trade,
present times are quite interesting as new channels such as e-commerce have
emerged quickly to become forces to reckon with; but this space is yet to provide
a profitable and sustainable model as things stand today.
 General trade comprising of the ubiquitous Karana stores is the largest sales
channel forming the majority of overall retail sales. However, growth of
consumer goods retailed through the newer channels is now outpacing the growth
of FMCG products in general trade. Tier II and Tier III are witnessing a fast
growth in the modern trade segment.
 According to a BCG report, India‘s consumer spending could go up to US$ 3.6
trillion by 2020 and India‘s contribution to global consumption is expected to
more than double to 5.8% by 2020.
 Factors such as a comfort, convenience, rising trust factor, modern store
experience, access to a wide variety of categories & brands under a single roof
and compelling value-for-money deals are attracting consumers to the newer
channels in a big way.
 The implementation of the Goods and Services Tax (GST) from 1 July 2017 is
seen to be positive for the sector. Over time, the implementation of a single tax

15
 regime is expected to benefit the FMCG sector immensely by reducing the
overall incidence of taxation.
 GST has already reduced the cascading effect by replacing a multitude of indirect
taxes. Moreover, FMCG companies are now able optimize logistics and
distribution costs in the GST era. The resulting cost savings by the companies is
seen to be passed on to the final consumer the thereby boosting demand.

1.5.1 INDUSTRY IN INDIAN MARKET

Fast moving consumer goods (FMCG) sector is the 4 largest sector in the Indian
Economy with Household and Personal Care accounting for 50 per cent of FMCG sales
in India. Growing awareness, easers access and changing lifestyles have been the key
growth drivers for the sector. The urban segment (accounts for a revenue share of around
55 per cent) is the largest Contributors to the overall revenue generated by the FMCG
sector in India However, in the last few years, the FMCG market has grown at a faster
pace in rural India compared with urban India. Semi-urban and rural segments are
growing at a rapid pace and FMCG products account for 50 per cent of total rural
spending.
1.5.2 MARKET SIZE:
The retail market in India is estimated to reach US$1.1 trillion by 2020 from
US$ 840 billion in 2017, with modern trade expected to grow at 20 per cent per annum,
which is likely to boost revenues of FMCG companies Revenues of FMCG sector
reached Rs 3.4lakh corer (US$ 52.75 billion) in FY18 and are estimated to reach US$
103.7 billion in 2020. The sector witnessed growth of 16.5 per cent in value terms
between july-september 2018; Supported by moderate inflation, increase in private
consumption and rural income.
1.5.3 INDUSTRY IN WORLD MARKET
 Health
 Financial services
 Consumer products and services
 Logistics and transportation
 Business products and services

16
  Construction
 Government service
 Real estate

1.6 COMPANY PROFILE

ANIL is a leading Indian FMCG company with interests in varieties of healthy

Indian food choices. Our focus is to nourish people’s lives by offering a wide range of
convenient, delicious and affordable food products for the entire family to enjoy a

balanced healthful diet.

CIN : U40200TZ1995PTC006115

Company Name : ANIL FOODS PRIVATE LIMITED

Started : 1984

Founders : Mr. N .Sugumar

Company Category : Company Limited by shares

17
 Company Sub Category : Non-govt Company

Class of Company : Private

Products : 21 varies

Selling : Tamilnadu, Karnataka, Andhrapradesh,

Kerala,Andaman,
Mumbai, Dubai and Singapore.

Address : A-11\1 LGB compound 3rd street,

Mengles road,

Dindigul.

Vision

Establish the brand,”Anil” in every house of india, carrying forward the tradition of
goodness in every morsel of Anil products.

Mission

To enrich people lives by offering a wide variety of convenient, delicious, organic

and healthy food choices, thus creating a better future every day. Healthier work life
leading to a work life balance, contributing to the cultural and social better being.

OUR STRENGTH

More than three decades of excellence in understanding people’s growing needs and
tastes and maintaining a strong customer base.Customer satisfaction and their positive
word of mouth in recommending ANIL products to others has been our greatest strength.

18
1.6.1 COMPANY HISTORY

Anil group was found in the year 1984 by Mr.Nagarajan. His legendary is being
followed by Mr. N. Kamala Hassan and Mr. N. Sugumar, the second generation
entrepreneurs in Dindigul district of Tamilnadu. Originating from humble roots, the
brand ANIL has come to rule every house hold today through steady hard work, sincerity,
loyalty and honesty. Guided by relentless principles and values, the core founders
‘team and the extended team of ANIL move forward to inspire people of all strata to
lead healthier and happier lives by connecting them to real quality food.
ANIL works together with dealers and clients extensively across boundaries to
meet the needs of customers thus rising to become one of the chief manufacturers and
distributors in the food industry. Starting with vermicelli, today, ANIL brand
encompasses a wide range of products that caters to most of the food needs in
households. The food needs in households.
This phenomenal success of ANIL can be attributed to the following: Best
quality, reasonable Pricing, attractive and safe packaging, hygienic production without
any chemical addition and continuous availability in the market at all seasons. To make
affordable top quality food at very reasonable price to everyone has been the online motto
of our founders and the brand as a whole.

19
1.6.2 PRODUCTS:
 Appalam
Appalams are the most included side dish in an everyday south Indian
house to add on the crisp factor to their lunch. The Disc shaped appalams are
made of well dried urad dial paste. To make this, the Gram is first soaked and
grinded with water after which they are cut in shapes and kept away for drying.
The appalams are sun-dried until all of the moisture from it is evaporated. They
are then dusted with some flour to absorb any further moisture and packed away.
To make these Appalams, deep frying in a pan of oil for a few seconds in
enough.

 Ragi Flour
Ragi Flour is a nutritional food supplement which is rich in calcium, fiber,
protein, iron and other minerals. The flour produced can be used in a variety of
dishes both sweet and spicy in nature. Ragi flour is generally used to prepare a
healthy breakfast, “kanji”which is a sweet dish prepared with jiggery or sugar
and milk.

20
 Ragi Vermicelli
Ragi Semia is made from the flour of Ragi extracted during the milling
process. The Indian authentic noodles of Ragi are used in the preparation of
many dishes. They can be prepared in variations just as the normal vermicelli in
Indian cuisine like Ragi Upma with plenty of vegetables. It is best to add it to
your morning meal or have it for lunch. This vermicelli is also used in sweet
dishes along with a combination of sugar or jiggery and grated coconut.

 RiceVermicelli
Rice Sevai is a type of rice vermicelli and looks similar to Idiyappam.
Rice Sevai, as the name suggests are made out of Rice. They can however be
made using other food grains like wheat, Ragi and other millets. Rice Sevai is a
popular Breakfast option especially in South India as it needs no oil for cooking

21
 and can be steamed and easily cooked. It is also one of the most easily
digestible foods.

 Rice Flour
Rice has been the staple food of India since historical times. A variant
form of this rice is the ground form of it which can be stored for long durations
and used to make instant recipes. Rice is first roasted or dried to remove any
moisture in it and then ground into a fine powder as the rice flour. This flour can
be used to make many recipes like kozhukattai, puttu, idiyappam etc.

 Anil samba broken wheat

It is a quality product selected form the variety of wheat processed
at hygienic facility. No artificial ingredients are added and are packed in tight
food grade polyester to ensure the real taste of wheat. Apart from the regular
usage it is useful for dietary preparation and is one of the recommended

products for the diabetic patient.

22
 Thinai Vermicelli
Thinai vermicelli is an important healthy alternative for rice. When
compared to rice, it has low glycolic index i.e. only gradually increase blood
sugar after food intake. It is high in carbohydrates, dietary fiber, minerals and
iron. Thinai builds body strength and makes one highly immune. The risks of
gastric problems and heart problems can be considerable decreased with
regular in take of Thinai in the diet.

 Lemon Vermicell
Lemon Semia is one of the easiest, least time consuming
morning breakfast. Lemon Semia is made by first boiling the Semia with ample
amount of salt and draining then it completely to let it cool. Squeezing some
lemon juice over the boiled Semia along with some tempering of mustard and
turmeric will finish the recipe. Lemon Semia adds a tangy and colorful change
from the everyday breakfast.

23
 Roasted Short Vermicelli
Vermicelli or Semia is an Indian form of spaghetti made from hard
ground wheat. It helps satisfy the noodle craze that is popular in the west. Semia
comes in both roasted and non-roasted packed forms. The roasted Semia makes
it a ready to use instant noodle. The short spaghetti is used in making sweet
dishes like Kheer or Payasam.

 Varagu Vermicelli
Ragi Semia is made from the flour of Ragi extracted during the milling
process. The Indian authentic noodles of Ragi are used in the preparation of
many dishes. They can be prepared in variations just as the normal vermicelli in
Indian cuisine like Ragi Upma with plenty of vegetables. It is best to add it to
your morning meal or have it for lunch. This vermicelli is also used in sweet
dishes along with a combination of sugar or jiggery and grated coconut.

24
 Wheat vermicelli
There is a growing popularity among the consumers for traditional foods
due to their health benefits, and wheat is one among them. Traditional foods like
vermicelli are the expression of our Indian culture, history and life style. Wheat
Vermicelli is a traditional product prepared by using whole or refined wheat
flour. Hard dough is prepared, cold extruded and dried in the sun. In wheat
vermicelli, wheat flour remains as the basic ingredient used.

 Payasam Vermicelli
Payasam Vermicelli can be made from whole wheat flour. It is one of the
long type vermicelli. The appearance of Payasam vermicelli is much thinner than
noodles. It is mainly used for making paysam which are most commonly
prepared on the festivals. They are fat-free and very low n sodium. It is rich in
carbohydrates that are essential for energy production in the body.Payasam can
make within 20 minutes.

25
 Corn Vermicelli
Corn or Solam Vermicelli contains a variety of beneficial
phytochemicals that act as Antioxidants to the body. It has high fiber content
which is vital for overall digestive function. It is remarkably rich in
antioxidants and helps to slowing down the process of aging.

 Tamarind Vermicelli
Tamarind Vermicelli or Semia is another form of Semia where in the
sour taste of tamarind dominates the dish. It is made by tempering mustard,
curry leaves, and chilies in a little oil and adding on tamarind water in it. Once
the water comes to boil, the Semia is added in either it‘s roasted or non-roasted
form until it is well cooked. The tamarind water that is needed for the recipe can
be freshly made by soaking some tamarind in hot water or by using packaged
paste available in the market.

26
 Kambu Vermicelli
Kambu Vermicelli is an excellent repository of proteins, calcium, folic
acid and fat. Kambu gives instant energy. It eliminates gastrointestinal disorders,
constipation, cramps and excess gas. It strengthens the immune system and
helps in making digestion process easier.

 Idiyappam Flour
Idiyappam are made from a form of ground rice. The Rice is
dried and ground to a fine paste to form the flour which is of smooth texture and
white in color. Idiyappam form a healthy dinner recipe in south India. The flour
can be mixed with hot water and some salt and then pressed inside through an
Idiyappam maker. The Idiyappam can be steamed in a normal idly maker for a
few minutes and served hot with chutney.

27
 Kozhukattai Flour
Kozhukattai have been a traditional food made during
Ganesh Chaturthi. They are called as Modhak in North India and kozhukattai in
South India. Kozhukattai are made by mixing the Kozhukattai rice flour with
ample amount of water and salt to make dough. Then this dough is shaped into
pitted forms and filled with coconut and jiggery mixture.

 Murukku Flour
Murukku flour is made by grinding dry rice flour along with dry urad dal
flour. The packed flour is then mixed with water, salt, asafetida, and sesame
seeds. The mixture is then kneaded into Murukku dough. By using Murukku
mould, the dough is deep fried spirally in oil to get Murukku. They are an
all-time favorite snack for south Indian people to rejoice with tea.

28
 Maida
Maida is milled from the endosperm just like wheat and then finely
refined and bleached to get its smooth and white texture. Maida is rightly named
as all- purpose flour due to its universal cooking properties. In an Indian
household, Maida can be used in making parathas, shawarmas, puris and other
lip-smacking dishes.

 Noodles

Noodles have been an all-time favorite for people of all ages. They found
their origin from China and Italy, where they were made from all- purpose
flour. Due to their fast cooking time and immense flavors, they quickly became
a popular dish. Our noodles have the qualities of fiber and protein which boosts
the health of people while enjoying the taste. Noodle are usually made by boiling

in water with salt and the packed masala.

29
 Roasted Rava
Rava is milled from maida, by grinding the husked wheat after which the
flour is ground. Rava is also called as semolina or shoji. After milling of the
wheat, it is passed through a fine mesh till the flour and rava are separated. Rava
is used to make many Indian dishes in a short time like Rava dosa, Rava Idli,
Rava Upma, Khichdi‘s and also sweets like Rava.

 Baby Appalam
Appalams are thin disc shaped crispies that have been making an excellent
side dish in most of India. Appalams are made from gram flour- urad dal flour
which is ground into a fine paste, cut into disc and then dried in the sun for some
days. There are many flavors in the Appalams like salt, pepper flaked, chilly
flaked, etc. The Packed appalams are then deep fried in oil for a couple of
seconds and served as a side dish or a starter. Baby appalams are smaller
versions of the same.

30
 Crystal Salt
Iodized Crystal salts are freshly made from the salt
producers and iodized to the right quantity to add on health benefits. The crystal
salts are not made by machinery but are hand made in hygienic conditions with
care for human health. These crystals add both flavor and help in the right
physical and mental development in children.

 Chakki fresh atta

Wheat flour stays fresher when it is freshly milled and
directly delivered from the flour mills. Our Chakki fresh Atta are freshly ground
wheat flour with high nutrition values. The ground wheat flour is made sure so
that its fiber and proteins are not wasted while grinding it. The wheat flour is
highly nutritive and absorbs more water so that the chapattis stay soft for a

31
 longer time. Chakki Fresh Atta can be used to make many varieties of
chapattis and pooris.

 Atta
Wheat flour or Atta is the staple food for most North Indians.
It also is included in many south Indian cuisines. Wheat is a healthier option to
rice and hence it is preferred by many. For those suffering from diabetes, wheat
is the best option. Wheat flour has many nutritive values including protein and
fiber content.

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1.7 LIMITATIONS OF THE STUDY:-
 The study is dependent mostly on the primary data collected from the TOP
ANIL MAARKETING COMPANY only one unit level of employees.

 Accuracy of the study is purely based on the information as given by the

respondent.

33
 CHAPTER- II

REVIEW OF LITERATURE

D. A. Olaniyan (2008) the need for improved productivity has become universally
accepted and that it depends on efficient and effective training is not less apparent. It has
further become necessary in view of advancement in modern world to invest in training.
Thus the role played by staff training and development can no longer be over-
emphasized. Staff training and development are based on the premise that staff skills
need to be improved for organizations to grow. Training is a systematic development of
knowledge, skills and attitudes required by employees to perform adequately on a given
task or job. New entrants into organizations have various skills, though not all are
relevant to organizational needs. Training and development are required for staff to
enable them work towards taking the organization to its expected destination. It is against
the backdrop of the relative importance of staff training and development in relation to
organization effectiveness that this paper addressed.

Dr. Muhammad Aslam Khan (2011) Training and Development, On the Job Training,
Training Design and Delivery style are four of the most important aspects in
organizational studies. The focus of current study is to understand the affect of Training
and Development, On the Job Training, Training Design and Delivery style on
Organizational performance. The back bone of this study is the secondary data comprised

34
of comprehensive literature review. Four Hypotheses are developed to see the Impact of
all the independent variables on the overall Organizational Performance. The Hypotheses
show that all these have significant affect on Organizational Performance. These
Hypotheses came from the literature review and we have also proved them with the help
of literature review. Results show that Training and Development, On the Job Training,
Training Design and Delivery style have significant affect on Organizational
Performance and all these have positively affect the Organizational Performance. It
means it increases the overall organizational performance. We also prove our Hypothesis
through empirical data. However, results are strongly based on the literature review.

Harshit Topno (2012) Training and development enhances efficiency and develops a
systematic way of performing duties and assigned tasks. Moreover it bridges the gap
between job requirement and employees present specification. Training like any other
organizational activity requires time, energy and money. It’s an investment in employees’
productivity and retention by providing for career progression and employees job
satisfaction over the long time. Therefore the organisation needs to know whether their
investment is being spent effectively or not. For this continuous evaluation of training
and development is necessary. Evaluation of training and development means assessment
of the impact of training on trainee’s performance and behaviour. The present paper is
descriptive in nature falls under the category of general review for understanding the
conceptual framework of evaluation, its needs and purpose and the various models
adopted by organisation for evaluation purpose. Finally in conclusive remark paper
suggests the most widely used model and what are the issues which lead to ignorance of
evaluation as well as in the course of evaluation.

Khawaja Jehanzeb (2013) the purpose of this paper is to present a conceptual study
established on the employee training and development program and its benefits. This
paper will inspect the structure and elements of employee training and development
program and later the study present what are the positive outcomes for employees and
organizations. Organizations find it difficult to stay competitive in recent global
economy. Importance of employee development program is growing for the
organizations those pursuing to receive an advantage among competitors. Employees are

35
esteemed resource of the organization and success or failure of the organization relay on
the performance of employees. Therefore, organizations are financing large amount on
employee training and development programs. Furthermore, in training program it is
supportive for companies to emphasis on knowledge, expertise and ability of employees.
There is substantial discussion among professionals and researchers on the affect that
development program has on both employee and organization. The study described here
is a vigilant assessment of literature on fundamental of employee development program
and its benefits to organizations and employees.

Dr. Maurice Sakwa (2013) the purpose of the study was to investigate the relationship
between Training and Development (T&D) as a Human Resource Practice and the
organizational performance (OP) of the Kenyan state corporations. The study
hypothesized that; there was a positive relationship between T&D and OP and therefore
the need to investigate how specific the two variables relate. The study adopted an
Explanatory research design. The target population was 232 HRM from which a sample
of 142 respondents was selected. The research tool was a questionnaire which constituted
structured or closed ended items, unstructured or open ended items and likert items. A
pilot study was conducted to help establish the reliability and validity of the research tool.
Quantitative and qualitative data was generated was analyzed using SPSS. Qualitative
data was operationalzed by arranging the data according to emerging themes or patterns
with assigned numbers to make them measurable. As far as quantitative data is
concerned, Correlation coefficients will be calculated for initial exploration of the
relationships between variables. This helped to measure the size and direction of the
relationship between the independent and dependent variables.

Vinesh (2014) Training and development is the field which is concerned with
organizational activity aimed at bettering the performance of Individuals and groups in
organizational setting. It is a combined role often called human resources development
(HRD) meaning the development of “Human” resources to remain competitive in the
marketplace. Training focuses on doing activities today to develop employees for their
current jobs and development is preparing employees for future roles and responsibilities.

36
It carry out an analysis that the objective of training and development is to creative
learning organizations which ensure that employees through value addition can
effectively perform their jobs, gains competitive advantage and seek self growth: this
measurable performance resulting from good training and development, shall enhance
organization development. It is a process transferring information and knowledge to
employers. It is equipping employers to translate that information and knowledge into
practice with a view to enhancing organization effectiveness and productivity, and the
quality of a management of people.

P. Nischithaa (2014) This research paper is an exploratory study based on literature

review, on training programs within the hotel industry. The information gathered and
discerned in this paper will explore the training needs of the employees in hotel industry
and will give an insight on effectiveness of training and development in hotel industry.
Since all employees need training and development no matter what industry they are in,
other industries’ insights may offer new perspectives to the hotel industry. Another
constraint in this paper is the term training to encompass both training and development.
Training is the activities that are designed to provide learners with the knowledge and
skills needed for their present jobs whereas development is the learning that goes beyond
today’s job and has a more long-term focus. Although training and development usually
go hand in hand, they differ in that training can be done by all staff, whereas development
is usually undertaken by the trainee’s supervisors or managers. Training also tends to be
more specific while development looks more at the long-term professional goals. The
trainer will teach specific skills and knowledge to the trainee in order to obtain specific
goals for their present position. During the development process, staff will meet with
their supervisor and or manager to discuss their strengths and weaknesses, and how to
improve work performances to help expand and broaden their current career path. This
paper critically examines the importance of training and development and their
importance to an organization’s success.

Umesh U (2014) the maritime gateway to peninsular India, Cochin is the fastest growing
logistic centre emerging in to a major International transshipment terminal. An all-

37
weather natural Port, and located strategically close to the busiest international sea routes
Cochin is promoting a major liquid terminal, bulk terminal and maritime industries in its
port based special economic zones. In this study, in the field of personnel management,
training and development is the area concerned with managerial activities intended at
enhancing the performance of individuals and groups in organizational surroundings. It
has been branded by numerous names, including employee development, human resource
development, and learning and development etc. Training, which comprises both on the
job and off the job training methods and development certifies that uncertainty in
organizational set-up, is reduced, and learning or behavioural alteration takes place in
structured format. The clashes at workplace, with possibly the most disturbing and
distressing career consequences, are those that take place between employees and their
superiors. Training a staff to get along well with authority and with people who entertain
diverse points of view is one of the best guarantees of long term accomplishment.

P. Nischithaa (2014) this research paper is an exploratory study based on literature

review, on training programs within the hotel industry. The information gathered and
discerned in this paper will explore the training needs of the employees in hotel industry
and will give an insight on effectiveness of training and development in hotel industry.
Since all employees need training and development no matter what industry they are in,
other industries’ insights may offer new perspectives to the hotel industry. Another
constraint in this paper is the term training to encompass both training and development.
Training is the activities that are designed to provide learners with the knowledge and
skills needed for their present jobs whereas development is the learning that goes beyond
today’s job and has a more long-term focus. Although training and development usually
go hand in hand, they differ in that training can be done by all staff, whereas development
is usually undertaken by the trainee’s supervisors or managers. Training also tends to be
more specific while development looks more at the long-term professional goals. The
trainer will teach specific skills and knowledge to the trainee in order to obtain specific
goals for their present position. During the development process, staff will meet with
their supervisor and or manager to discuss their strengths and weaknesses, and how to
improve work performances to help expand and broaden their current career path. This

38
paper critically examines the importance of training and development and their
importance to an organization’s success.

Oni-Ojo Edith Abeguki (2014) the rise and fall of many organizations is a reflection of
how adaptive, flexible, and focused they are with the changing pattern. The rapid change
in technological innovation and advancement has become an indispensable means for
organization to equip their employees with the required skilled, knowledge and abilities
which are acquired through consistent training to stand against competitive forces.
However, this study has examined how best training can be used to reduce waste,
incessant level of industrial accidents, lateness to work, fatigue, and absenteeism in order
to ensure the survival and growth of the banking industries. The survey design was
adopted. Questionnaire was used the major source of data collection. A sample size of
one hundred and eighty five (185) staff and management of the selected banks in Lagos
metropolis. While the Correlation Analysis and chi square were adopted using Statistical
Package for Social Sciences. The findings revealed that employees training significantly
influences organizational effectiveness though some of these banks failed because they
send their employees on a training programme when they do not have the machines or
equipment which they can use to practice when they return from such a training. Without
a commitment from management, training will be nothing more than a dream.

Ana Paula Vieira Gomes Ferreira (2016) this chapter discusses, broadly, the T&D
management process in organizations. Following a brief description of the process, a
particular emphasis is given to the first step: the needs assessment stage and its
implications in the otherT&D stages and human resource management (HRM) activities.
Afterward, some guidelines and tools to conceive, plan, and implement the needs
assessment stage will be suggested. The main objectives of this section are, as followed,
threefold :(1) to give a global view of the T&D process and its main goals; (2) to help
understand why needs assessment is a vital step in T&D; and (3) to suggestuidelines and
examples to effectively implement a needs assessment in organizations

T. Hari Prakash (2016) Human resources development is the program that has been
develop in an organization to prepare their employees for the better work in the future.
Human resource development also is the program that was designed for the purpose to

39
improve the skills and knowledge of the employees in the organization. This may help
them to explore the new opportunities of the work environment. Human resources
development important in an organization to measure the development of the company. It
is good to design the program in the organization as the purpose to prepare the
organization for the future development. There are several things that must be considered
before the training and development program is design. The things include the factor
influencing training and development, the process of training and development and the
organization must also consider about the method for the training and development
program. The detail information will be discussing more on the topic.

B. S., Tannenbaum, S. I., Ford, J. K., Noe, R. A., & Kraiger, K. (2017) “Training and
development research has a long tradition within applied psychology dating back to the
early 1900s. Over the years, not only has interest in the topic grown but there have been
dramatic changes in both the science and practice of training and development. In the
current article, we examine the evolution of training and development research using
articles published in the Journal of Applied Psychology (JAP) as a primary lens to
analyze what we have learned and to identify where future research is needed. We begin
by reviewing the timeline of training and development research in JAP from 1918 to the
present in order to elucidate the critical tre has reported on nds and advances that define
each decade. These trends include the emergence of more theory-driven training research,
greater consideration of the role of the trainee and training context, examination of
learning that occurs outside the classroom, and understanding training’s impact across
different levels of analysis. We then examine in greater detail the evolution of 4 key
research themes: training criteria, trainee characteristics, training design and delivery, and
the training context. In each area, we describe how the focus of research has shifted over
time and highlight important developments.

Afsheen Majeed (2017) the main objective of this research was to examine the
importance of training and development in the workplace. Training and development is
the most important for the workplace effectiveness. Training is focus on today’s activities
of the organization and development is focus on the future tasks and responsibilities.
Training and development is one of most important tool of HRM to increase

40
organization’s output and competencies. This research is quantitative and secondary in
nature. The data was collected from banking sector of Pakistan. The 200 sample size is
used. This study conclude that there is an impact of training and development on the
performance of workplace. Also it recognize that the ability and skills of employee is
helpful for the performance of organization and this skills are come from training and
development.

SidraShakeel (2017) the main objective of this research was to examine the importance
of training and development in the workplace. Training and development is the most
important for the workplace effectiveness. Training is focus on today’s activities of the
organization and development is focus on the future tasks and responsibilities. Training
and development is one of most important tool of HRM to increase organization’s output
and competencies. This research is quantitative and secondary in nature. The data was
collected from banking sector of Pakistan. The 200 sample size is used. This study
conclude that there is an impact of training and development on the performance of
workplace. Also it recognize that the ability and skills of employee is helpful for the
performance of organization and this skills are come from training and development.

Dr. Dhanonjoy Kumar (2017) Training and development is incredibly vital for ensuring
effectiveness of the employees in an organization. The organizations have stretched
understood so as to their most precious asset is their human capital where many are
convinced for the large investments in employee training and development. This study
aims to investigate the significance of training along with development program and its
benefits to employees and organization. It focuses on the relative importance of training
and development program and their impact on the overall organizational success. To do
so, 50 bank employees from Agrani Bank Limited (ABL) have been interviewed through
a structured questionnaire. The sample has taken from the Kushtia and Jhenaidah district
followed by stratified random sampling. The study has found that training and
development program increase the skill, ability and intellectuality of the bank employees.
The study also has proposed some suggestions related with the present field.

Getachew Alemu (2017) this research study aims to explore the problems and
challenges of training and development (T&D) practices in Ethiopia, Benishangul Gumuz

41
Micro Financing Institution. This study aims to investigate all the problems and
challenges that face T&D activities and searches for practical suggestions to improve the
effectiveness of these activities. The research has adopted a multi-methods approach. The
data were gathered through a combination of both semi-structured interviews with 7 top
and middle level managers and a questionnaire addressed to the purposely selected
employees of the organization who have better knowledge and are more experienced
about the organization. A purposive sampling method was used in choosing the
participants of this study. In total, 7 top and middle managers and 60 employees took part
in the study. The study revealed, mainly in the organization, T&D was not characterized
by strategic human resource development criteria and it plays a reactive rather than a
proactive role in this organization. The top and middle managers perceived that T&D is
as investment rather than cost, the current level of training is not sufficient, the system
and the management of the organization do not support employees to transfer what they
have learned in their workplaces. T&D faces many problems: inaccurate TNA processes;
poor training planning in terms of contents and delivery methods; sending inappropriate
persons to the training programmes and lack of on-the-job training. To improve T&D
effectiveness the researcher recommended to have separate T&D section and the top
management’s attention should be enhanced.

K.J. Jinju (2018) The study is based upon the significance of training and development
among managerial employees in the public sector organization with special reference to
BSNL. Training and development is relevant for the organization. Most organization
associate training with technical skill or manual competency. Training aims at teaching a
skill set to an individual while development aims in nurturing qualities. The study is a
qualitative are focusing on the training and development programmers.

Vijeta Kumari (2018) Training and development programs play a vital role in every
organization. These programs improve Employee Performance at workplace, it updates
Employee Knowledge and enhances their personal Skills and it helps in avoiding
Managerial Obsolescence. With the use of these programs, it is easier for the
management to evaluate the job performance and accordingly take decisions like
employee Promotion, rewards, compensations, welfare facilities, etc. These training

42
programs also help the managers in succession planning, employee retention and
motivation. The focus of the present study was on studying the training and development
of public sector in the current global scenario.

M. Jyothi Sheeba (2020) Innovation is the buzz word in today’s organizational context.
If the employees’ thoughts and actions are creative and innovative then there comes
innovation. The need for innovation arises when one tries to carry out the non-routine
cognitive jobs. Learning & development is vital among the various HRM practices which
helps employees to keep them update with the requisite knowledge, skills and attitudes
(KSAs) necessary for innovation. It is necessary for the organizations to focus on
eliciting innovative behaviors among its employees to make innovation possible. Non-
routine cognitive jobs help employees to be innovative and to understand the importance
of being innovative and to learn the skills that are prerequisite for innovative behavior.
This conceptual paper tries to explore how no routine cognitive jobs are done effectively
through innovative work behavior.

43
 CHAPTER- III

RESEARCH METHODOLOGY

The present chapter is devoted to describe the method of sample selection,

instrument designing, procedure and statistical techniques used to achieve the objectives
of the study.

3.1 RESEARCH DESIGN

The present study was exploratory and descriptive in nature. It describes the
characteristics of population or presentation of answer for the questions like where, when
and how relating to a particular field. Unit of analysis considered for the study is
individuals ‘in the capacity of employees working in Top Anil Maarketing Company, in
Dindigul. The study is based on the collection and analysis of data.

3.2 DATA COLLECTION

The study made use of both primary data and secondary data.
3.2.1 PRIMARY DATA
Primary data is collected from the respondents by using the questionnaire.
3.2.2 SECONDARY DATA
Secondary data was collected from company website, published sources such as
text books, journal articles and research articles from web sites.

44
3.3 AREA OF THE STUDY
The study covers the area Top Anil Maarketing Company,in Dindigul.
3.4 PERIOD OF THE STUDY
The study covers the period from January to March 2021
3.5 SAMPLING DESIGN
The population of the study is very large which covers employees at Top Anil
Maarketing Company, in Dindigul.

3.6 SAMPLING SIZE

Simple random sampling method was used to select the sample respondents. The
researcher has chosen the sample size 120 current working employees in Top Anil
Maarketing Company, in Dindigul.

HYPOTHESIS

H0: There is significant difference between Age and Training and Development

H1: There is no significant difference between Age and Training and Development

STATISTICAL TOOLS USED FOR THE STUDY

 Simple percentage

 Chi square
SIMPLE PERCENTAGE:

It is the simple tool and easy method to express the data in percentage which is
also used to compare the data‘s.

Percentage of respondents= No. of respondents/ Total No. of respondents ×100

45
 CHAPTER- IV

DATA ANALYSIS AND INTERPRETATION

4.1 TABLE

GENDER WISE CLASSIFICATION

GENDER NO OF RESPONDENTS PERCENTAGE

Male 41 34%
Female 79 66%
Total 120 100%
Source: primary data

4.1 CHART

GENDER WISE CLASSIFICATION

46
 70%
66%

60%

50%

40%
34%
PERCENTAGE
30%

20%

10%

0%
MALE FEMALE

INTERPRETATION:

Among the total number of respondents, 34% of the respondents are Male of
employees respondents and 66% of the respondents are Female of employees.

4.2 TABLE

AGE GROUP OF RESPONDENT

AGE NO OF RESPONDENTS PERCENTAGE

Below 25 yrs 40 33%

26-40 yrs 50 42%
41-55 yrs 30 25%
Total 120 100%
Source: primary data

4.2 CHART

AGE GROUP OF RESPONDENT

47
 45%
42%
40%

35% 33%

30%
25%
25%
percentage
20%

15%

10%

5%

0%
Below 25 yrs 26-40yrs 41-55yrs

INTERPRETATION:

Among the total number of respondents, 33% of the respondents are Below 25yrs
of employees respondents and 42% of the respondents are 26-40yrs of employees, 25%
of the respondents are 41-55yrs of employees.

4.3 TABLE

EDUCATIONAL QUALIFICATIONS OF THE RESPONDENT

QUALIFICATIONS NO OF PERCENTAGE
RESPONDENTS
Below SSLC 10 8%
SSLC 36 30%
HSC 32 27%
UG 25 21%
PG 17 14%
Total 120 100%
Source: primary data

4.3 CHART

48
 EDUCATIONAL QUALIFICATIONS OF THE RESPONDENTS

35%

30%
30%
27%

25%
21%
20%

Percentage
15% 14%

10%
8%

5%

0%
Below SSLC SSLC HSC UG PG

INTERPRETATION:

Among the total number of respondents, 8% of the respondents are Below SSLC
of employees respondents and 30% of the respondents are SSLC of employees, 27% of
the respondents are HSC of employees, 21% of the respondents are UG of employees,
14% of the respondents are PG of employees.

4.4 TABLE

ORGANIZATION CONSIDER TRAINING AS PART OF ORGANIZATIONAL

STRATEGY

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Agree 45 38%
Disagree 35 29%
Somewhat agree 37 31%
Can’t say 3 2%
Total 120 100%
Source: primary data

4.4 CHART

49
 ORGANIZATION CONSIDER TRAINING AS PART OF ORGANIZATIONAL
STRATEGY

40% 38%

35%
31%
30% 29%

25%

20%
Percentage

15%

10%

5%
2%
0%
Agree Disagree Somewhat agree Can't say

INTERPRETATION:

Among the total number of respondents, 38% of the respondents are Agree of
employees respondents and 29% of the respondents are Disagree of employees, 31% of
the respondents are Somewhat agree of employees, 2% of the respondents are Can’t say
of employees.

4.5 TABLE

TRAINING PROGRAMS ATTEND THIS YEAR

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Less than 10 47 39%
10-20 33 28%
20-40 39 33%
More than 40 1 0%
Total 120 100%
Source: primary data

4.5 CHART

TRAINING PROGRAMS ATTEND THIS YEAR

50
 45%

40% 39%

35% 33%

30% 28%

25%
Percentage
20%

15%

10%

5%
0%
0%
Less than 10 10to 20 20 to 40 More than 40

INTERPRETATION:

Among the total number of respondents, 39% of the respondents are Less than 10
of employees respondents and 28% of the respondents are 10-20 of employees, 33% of
the respondents are 20-40 of employees, 0% of the respondents are More than 40 of
employees.

4.6 TABLE

IMPORTANT BARRIERS TO TRAINING AND DEVELOPMENT IN YOUR

ORGANIZATION

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Time 48 40%
Money 43 36%
Lack of interest by the staff 27 23%
Non availability 2 1%
Total 120 100%
Source: primary data

4.6 CHART

51
 IMPORTANT BARRIERS TO TRAINING AND DEVELOPMENT IN YOUR
ORGANIZATION

45%
40%
40%
36%
35%

30%

25% 23%

20% Percentage

15%

10%

5%
1%
0%
Time Money Lack of interest by Non availability
the staff

INTERPRETATION:

Among the total number of respondents, 40% of the respondents are Time of
employees respondents and 36% of the respondents are Money of employees, 23% of the
respondents are Lack of interest by the staff of employees, 1% of the respondents are
Non availability of employees.

4.7 TABLE

TRAINING METHODS UNDERGONE BY ANIL FOODS COMPANY

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Job rotation 42 35%
External training 29 24%
Conference 35 29%
Programmed instruction 14 12%
Total 120 100%
Source: primary data

4.7 CHART

TRAINING METHODS UNDERGONE BY ANIL FOODS COMPANY

52
 40%
35%
35%

30% 29%

25% 24%

20%
Percentage
15%
12%
10%

5%

0%
Job rotation External training Conference Programmed
instruction

INTERPRETATION:

Among the total number of respondents, 35% of the respondents are Job rotation
of employees respondents and 24% of the respondents are External training of
employees, 29% of the respondents are Conference of employees, 12% of the
respondents are Programmed instruction of employees.

4.8 TABLE

ENOUGH PRACTISE IS GIVEN FOR US DURING TRAINING SESSION

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 42 35%
Agree 41 34%
Somewhat agree 35 29%
Disagree 2 2%
Total 120 100%
Source: primary data

4.8 CHART

ENOUGH PRACTISE IS GIVEN FOR US DURING TRAINING SESSION

53
 40%

35%
35% 34%

30% 29%

25%

20%
Percentage

15%

10%

5%
2%
0%
Strongly agree Agree Somewhat agree Disagree

INTERPRETATION:

Among the total number of respondents, 35% of the respondents are Strongly
agree of employees respondents and 34% of the respondents are Agree of employees,
29% of the respondents are Somewhat agree of employees, 2% of the respondents are
Disagree of employees.

4.9 TABLE

EMPLOYEES ARE GIVEN APPRAISAL IN ORDER TO MOTIVATE THEM TO

ATTEND THE TRAINING

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 37 31%
Agree 40 33%
Somewhat agree 41 34%
Disagree 2 2%
Total 120 100%
Source: primary data

4.9 CHART

54
EMPLOYEES ARE GIVEN APPRAISAL IN ORDER TO MOTIVATE THEM TO
ATTEND THE TRAINING

40%

35% 34%
33%
31%
30%

25%

20%
Percentage

15%

10%

5%
2%
0%
Strongly agree Agree Somewhat agree Disagree

INTERPRETATION:

Among the total number of respondents, 31% of the respondents are Strongly
agree of employees respondents and 33% of the respondents are Agree of employees,
34% of the respondents are Somewhat agree of employees, 2% of the respondents are
Disagree of employees.

4.10 TABLE

LONG WILL IT TAKE TO IMPLEMENT THE TRAINED PROCESS

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Less than 1 month 39 33%
1-2 month 42 35%
2-4 month 38 32%
More than 4 month 1 0%
Total 120 100%
Source: primary data

4.10 CHART

LONG WILL IT TAKE TO IMPLEMENT THE TRAINED PROCESS

55
 40%

35%
35% 33%
32%
30%

25%

20%
Percentage

15%

10%

5%

0%
0%
Less than 1 month 1-2month 2-4month More than 4 month

INTERPRETATION:

Among the total number of respondents, 33% of the respondents are Less than 1
month of employees respondents and 35% of the respondents are 1-2 month of
employees, 32% of the respondents are 2-4 month of employees, 0% of the respondents
are More than 4 month of employees.

4.11 TABLE

ORGANIZATION IDENTIFIES THE TRAINING NEEDS FOR THE

EMPLOYEES TO ANIL FOODS COMPANY

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 41 34%
Agree 40 33%
Somewhat agree 36 30%
Disagree 3 3%
Total 120 100%
Source: primary data

4.11 CHART

56
 ORGANIZATION IDENTIFIES THE TRAINING NEEDS FOR THE
EMPLOYEES TO ANIL FOODS COMPANY

40%

35% 34%
33%
30%
30%

25%

20%
Percentage

15%

10%

5% 3%

0%
Strongly agree Agree Somewhat agree Disagree

INTERPRETATION:

Among the total number of respondents, 34% of the respondents are Strongly
agree of employees respondents and 33% of the respondents are Agree of employees,
30% of the respondents are Somewhat agree of employees, 3% of the respondents are
Disagree of employees.

4.12 TABLE

TRAINING METHODS UNDERGONE BY YOU IN ANIL FOODS COMPANY

PARTICULARS NO OF RESPONDENTS PERCENTAGE

On the job 46 38%
Class room coaching 45 37%
Off the job 26 22%
Mentoring 3 3%
Total 120 100%
Source: primary data

4.12 CHART

TRAINING METHODS UNDERGONE BY YOU IN ANIL FOODS COMPANY

57
 40% 38%
37%
35%

30%

25%
22%
20%
Percentage

15%

10%

5% 3%

0%
On the job Class room coaching Off the job Mentoring

INTERPRETATION:

Among the total number of respondents, 38% of the respondents are On the job of
employees respondents and 37% of the respondents are Class room coaching of
employees, 22% of the respondents are Off the job of employees, 3% of the respondents
are Mentoring of employees.

4.13 TABLE

INDUCTION TRAINING GIVEN TO NEWCOMERS GIVEN ADEQUATE

IMPORTANCE IN YOUR ORGANIZATION

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 45 37%
Agree 38 32%
Partially agree 36 30%
Disagree 2 1%
Total 120 100%
Source: primary data

4.13 CHART

58
 INDUCTION TRAINING GIVEN TO NEWCOMERS GIVEN ADEQUATE
IMPORTANCE IN YOUR ORGANIZATION

40%
37%
35%
32%
30%
30%

25%

20%
Percentage

15%

10%

5%
1%
0%
Strongly agree Agree Partially agree Disagree

INTERPRETATION:

Among the total number of respondents, 37% of the respondents are Strongly
agree of employees respondents and 32% of the respondents are Agree of employees,
30% of the respondents are Partially agree of employees, 1% of the respondents are
Disagree of employees.

4.14 TABLE

TRAINING IN ANIL FOODS COMPANY HELPS TO ACQUIRE TECHNICAL

KNOWLEDGE AND SKILLS

PARTICULARS NO IF RESPONDENTS PERCENTAGE

Strongly agree 45 38%
Agree 42 35%
Partially agree 31 26%
Disagree 2 1%
Total 120 100%
Source: primary data

4.14 CHART

59
 TRAINING IN ANIL FOODS COMPANY HELPS TO ACQUIRE TECHNICAL
KNOWLEDGE AND SKILLS

40% 38%
35%
35%

30%
26%
25%

20%
Percentage

15%

10%

5%
1%
0%
Strongly agree Agree Partially agree Disagree

INTERPRETATION:

Among the total number of respondents, 38% of the respondents are Strongly
agree of employees respondents and 35% of the respondents are Agree of employees,
26% of the respondents are Partially agree of employees, 1% of the respondents are
Disagree of employees.

TABLE NO 4.15

DEPUTED FOR TRAINING PROGRAMMES TAKE THE TRAINING

SERIOUSLY

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 47 39%
Agree 41 34%
Partially agree 31 26%
Disagree 1 1%
Total 120 100%
Source: primary data

4.15 CHART

60
 DEPUTED FOR TRAINING PROGRAMMES TAKE THE TRAINING
SERIOUSLY

45%

40% 39%

35% 34%

30%
26%
25%
Percentage
20%

15%

10%

5%
1%
0%
Strongly agree Agree Partially agree Disagree

INTERPRETATION:

Among the total number of respondents, 39% of the respondents are Strongly
agree of employees respondents and 34% of the respondents are Agree of employees,
26% of the respondents are Partially agree of employees, 1% of the respondents are
Disagree of employees.

4.16 TABLE

STANDARDS OF IN-HOUSE TRAINERS IN ANIL FOODS COMPANY

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Excellent 48 40%
Very good 34 28%
Good 33 28%
Satisfactory 5 4%
Total 120 100%
Source: primary data

4.16 CHART

STANDARDS OF IN-HOUSE TRAINERS IN ANIL FOODS COMPANY

61
 45%
40%
40%

35%

30% 28% 28%

25%
Percentage
20%

15%

10%

5% 4%

0%
Excellent Very good Good Satisfactory

INTERPRETATION:

Among the total number of respondents, 40% of the respondents are Excellent of
employees respondents and 28% of the respondents are Very good of employees, 28% of
the respondents are Good of employees, 4% of the respondents are Satisfactory of
employees.

4.17 TABLE

TRAINER PROVIDES TRAINING TO MEET PRESENT NEEDS

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 42 35%
Agree 38 31%
Partially agree 39 33%
Disagree 1 1%
Total 120 100%
Source: primary data

4.17 CHART

TRAINER PROVIDES TRAINING TO MEET PRESENT NEEDS

62
 40%

35%
35% 33%
31%
30%

25%

20%
Percentage

15%

10%

5%
1%
0%
Strongly agree Agree Partially agree Disagree

INTERPRETATION:

Among the total number of respondents, 35% of the respondents are Strongly
agree of employees respondents and 31% of the respondents are Agree of employees,
33% of the respondents are Partially agree of employees, 1% of the respondents are
Disagree of employees.

4.18 TABLE

PERFORMANCE HAS IMPROVED AFTER TRAINING

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 37 31%
Agree 45 38%
Partially agree 36 30%
Disagree 2 1%
Total 120 100%
Source: primary data

4.18 CHART

PERFORMANCE HAS IMPROVED AFTER TRAINING

63
 40% 38%

35%
31%
30%
30%

25%

20%
Percentage

15%

10%

5%
1%
0%
Strongly agree Agree Partially agree Disagree

INTERPRETATION:

Among the total number of respondents, 31% of the respondents are Strongly
agree of employees respondents and 38% of the respondents are Agree of employees,
30% of the respondents are Partially agree of employees, 1% of the respondents are
Disagree of employees

4.19 TABLE

QUALITY AND DURATION OF EXISTING TRAINING PROGRAMMES

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Fully satisfied 47 39%
Satisfied 38 32%
No opinion 33 28%
Partially satisfied 2 1%
Total 120 100%
Source: primary data

4.19 CHART

QUALITY AND DURATION OF EXISTING TRAINING PROGRAMMES

64
 45%

40% 39%

35%
32%
30% 28%

25%
Percentage
20%

15%

10%

5%
1%
0%
Fully satisfied Satisfied No opinion Partially satisfied

INTERPRETATION:

Among the total number of respondents, 39% of the respondents are Fully
satisfied of employees respondents and 32% of the respondents are Satisfied of
employees, 28% of the respondents are No opinion of employees, 1% of the respondents
are Partially satisfied of employees.

4.20 TABLE

TIME DURATION GIVEN FOR THE TRAINING PERIODS

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Sufficient 49 41%
To be extended 42 35%
To be shorted 23 19%
Manageable 6 5%
Total 120 100%
Source: primary data

4.20 CHART

TIME DURATION GIVEN FOR THE TRAINING PERIODS

65
 45%
41%
40%
35%
35%

30%

25%

19% Percentage
20%

15%

10%
5%
5%

0%
Sufficient To be extended To be shorted Manageable

INTERPRETATION:

Among the total number of respondents, 41% of the respondents are Sufficient of
employees respondents and 35% of the respondents are To be extended of employees,
19% of the respondents are To be shorted of employees, 5% of the respondents are
Manageable of employees.

4.21 TABLE

TRAINING GIVEN IN ANIL FOODS COMPANY IS REALISTIC, USEFUL AND

BASED ON THE BUSINESS STRATEGY OF THE ORGANIZATION

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 40 33%
Agree 42 35%
Neutral 37 31%
Disagree 1 1%
Total 120 100%
Source: primary data

4.21 CHART

66
TRAINING GIVEN IN ANIL FOODS COMPANY IS REALISTIC, USEFUL AND
BASED ON THE BUSINESS STRATEGY OF THE ORGANIZATION

40%

35%
35% 33%
31%
30%

25%

20%
Percentage

15%

10%

5%
1%
0%
Strongly agree Agree Neutral Disagree

INTERPRETATION:

Among the total number of respondents, 33% of the respondents are Strongly
agree of employees respondents and 35% of the respondents are Agree of employees,
31% of the respondents are Neutral of employees, 1% of the respondents are Disagree of
employees.

4.22 TABLE

EMPHASIS ON DEVELOPING MANAGERIAL CAPABILITIES OF

MANAGERIAL STAFF THROUGH TRAINING

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 44 37%
Agree 38 32%
Neutral 35 29%
Disagree 3 2%
Total 120 100%
Source: primary data

4.22 CHART

67
 EMPHASIS ON DEVELOPING MANAGERIAL CAPABILITIES OF
MANAGERIAL STAFF THROUGH TRAINING

40%
37%
35%
32%
30% 29%

25%

20%
Percentage

15%

10%

5%
2%
0%
Strongly agree Agree Neutral Disagree

INTERPRETATION:

Among the total number of respondents, 37% of the respondents are Strongly
agree of employees respondents and 32% of the respondents are Agree of employees,
29% of the respondents are Neutral of employees, 2% of the respondents are Disagree of
employees.

4.23 TABLE

HUMAN RELATIONS COMPETENCIES ARE ADEQUATELY DEVELOPED IN

YOUR ORGANIZATION THROUGH TRAINING

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 48 40%
Agree 36 30%
Neutral 32 27%
Disagree 4 3%
Total 120 100%
Source: primary data

68
 4.23 CHART
HUMAN RELATIONS COMPETENCIES ARE ADEQUATELY DEVELOPED IN
YOUR ORGANIZATION THROUGH TRAINING

45%
40%
40%

35%
30%
30%
27%
25%
Percentage
20%

15%

10%

5% 3%

0%
Strongly agree Agree Neutral Disagree

INTERPRETATION:

Among the total number of respondents, 40% of the respondents are Strongly
agree of employees respondents and 30% of the respondents are Agree of employees,
27% of the respondents are Neutral of employees, 3% of the respondents are Disagree of
employees.

4.24 TABLE

TRAINING PROGRAM IN CREASE YOUR COMMITMENT TO WORK

PARTICULARS NO OF RESPONDENTS PERCENTAGE
Strongly agree 43 36%
Agree 37 31%
Neutral 34 28%
Disagree 6 5%
Total 120 100%
Source: primary data

4.24 CHART

69
 TRAINING PROGRAM IN CREASE YOUR COMMITMENT TO WORK
40%
36%
35%
31%
30% 28%

25%

20%
Percentage

15%

10%

5%
5%

0%
Strongly agree Agree Neutral Disagree

INTERPRETATION:

Among the total number of respondents, 36% of the respondents are Strongly
agree of employees respondents and 31% of the respondents are Agree of employees,
28% of the respondents are Neutral of employees, 5% of the respondents are Disagree of
employees.

4.25 TABLE
TRAINING PROGRAM HELP YOU IN DEVELOPING POSITIVE ATTITUDE
AND TEAMWORK
PARTICULARS NO OF RESPONDENTS PERCENTAGE
Strongly agree 48 40%
Agree 32 27%
Neutral 38 32%
Disagree 2 1%
Total 120 100%
Source: primary data

70
 4.25 CHART
TRAINING PROGRAM HELP YOU IN DEVELOPING POSITIVE ATTITUDE
AND TEAMWORK
45%
40%
40%

35%
32%
30%
27%
25%
Percentage
20%

15%

10%

5%
1%
0%
Strongly agree Agree Neutral Disagree

INTERPRETATION:

Among the total number of respondents, 40% of the respondents are Strongly
agree of employees respondents and 27% of the respondents are Agree of employees,
32% of the respondents are Neutral of employees, 1% of the respondents are Disagree of
employees.

4.26 TABLE
ENOUGH TIME WAS PROVIDED TO LEARN ABOUT THE SUBJECT
COVERED IN THE TRAINING PROGRAM
PARTICULARS NO OF RESPONDENTS PERCENTAGE
Strongly agree 45 38%
Agree 41 34%
Neutral 34 28%
Disagree 00 00%
Total 120 100%
Source: primary data

71
 4.26 CHART
ENOUGH TIME WAS PROVIDED TO LEARN ABOUT THE SUBJECT
COVERED IN THE TRAINING PROGRAM
40% 38%

35% 34%

30% 28%

25%

20%
Percentage

15%

10%

5%

0%
0%
Strongly agree Agree Neutral Disagree

INTERPRETATION:

Among the total number of respondents, 38% of the respondents are Strongly
agree of employees respondents and 34% of the respondents are Agree of employees,
28% of the respondents are Neutral of employees, 0% of the respondents are Disagree of
employees.

4.27 TABLE
FEEDBACK IS GIVEN ON YOUR PERFORMANCE AFTER ATTENDING THE
TRAINING PROGRAMMES
PARTICULARS NO OF RESPONDENTS PERCENTAGE
Continuously 46 38%
Frequently 43 36%
Sometime 29 24%
Never 2 2%
Total 120 100%
Source: primary data

72
 4.27 CHART
FEEDBACK IS GIVEN ON YOUR PERFORMANCE AFTER ATTENDING THE
TRAINING PROGRAMMES
40% 38%
36%
35%

30%

25% 24%

20%
Percentage

15%

10%

5%
2%
0%
Continuously Frequently Sometime Never

INTERPRETATION:

Among the total number of respondents, 38% of the respondents are Continuously
of employees respondents and 36% of the respondents are Frequently of employees, 24%
of the respondents are Sometime of employees, 2% of the respondents are Never of
employees.

4.28 TABLE
GENERAL COMPLAINS ABOUT THE TRAINING SESSION
PARTICULARS NO OF RESPONDENTS PERCENTAGE
Take away precious time of 47 39%
employees
Too many gaps between the 41 34%
session
Training session are 32 27%
unplanned
Boring 00 00%
Total 120 100%

73
Source: primary data

4.28 CHART
GENERAL COMPLAINS ABOUT THE TRAINING SESSION
45%
39%
40%
34%
35%
30% 27%
25%
20%
15%
10%
5%
0%
0% Percentage
s

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INTERPRETATION:

Among the total number of respondents, 39% of the respondents are Take away
precious time of employees respondents and 34% of the respondents are Too many gaps
between the session of employees, 27% of the respondents are Training session are
unplanned of employees, 0% of the respondents are Boring of employees.

VERIFICATION OF HYPOTHESIS:
Hypothesis is tentative solution provisionally suggested to explain observed fats (or)
conditions and to guide in further investigation. The researcher has selected CHI-
SQUARE test to verify the hypothesis.

DESCRIPTION OF CHI-SQUARE TEST:

Chi-Square of (x2) = (Oi - Ei)2 / E for degree of freedom
(R-1)(C-1) A
O- Observed Frequency

74
E- Expected Frequency
Where,
E= row total X column total / grand total
Observed chi-square value is calculated by substituting the values of Oi, Ei, in the test
statistics (A)
R= Number of Rows
C= Number of Columns
Expected chi-square value table for the chosen level of significance to the
(r-1) (c-1) degree freedom

HYPOTHESIS – TESTING
INTRODUCTION
Hypothesis is tentative solution provisionally suggested to explain observed fats
(or) conditions and to guide in further investigation.
1. Age and Training and Development
Research Hypothesis (H1)
There is significant relationship between age group and relationships with the
employee Agree level regarding their training and development structure.
Null Hypothesis (H0)
There is no significant relationship between age group and relationships with the
employees’ Agree level regarding their training and development structure.

Chi – square Analysis:

Relationship between the employee’s age group and training and development of
Top Anil Marketing Company, in Dindigul.

TABLE NO 4.29 - AGE AND TRAINING AND DEVELOPMENT

75
S.NO Age Opinion of employees Agree level Total
regarding Training and Development

SA A N D SD

1 Below 25 24 8 5 3 0 40

2 26-40 9 7 15 10 4 45

3 41-55 12 10 0 5 8 35

Total 45 25 20 18 12 120

FORMULA:

Oi Ei (Oi-Ei) (Oi-Ei)2 (Oi-Ei)2/Ei

24 15 9 81 5.4
8 8.3 -0.3 0.09 0.0108
5 6.6 -1.6 2.56 0.3878
3 6 -3 9 1.5
0 4 -4 16 4

76
 9 16.8 -7.8 60.84 3.6214
7 9.3 -2.3 5.29 0.5688
15 7.5 7.5 56.25 7.5
10 6.75 3.25 10.56 1.5644
4 4.5 -0.5 0.25 0.0555
12 13.1 -1.1 1.21 0.0923
10 7.2 2.8 7.84 1.0888
0 5.8 -5.8 33.64 5.8
5 5.2 -0.2 0.04 0.0076
8 3.5 4.5 20.25 5.7857
Total 37.3831

From the above table value at 5% level of significance

Degree of freedom = (r-1) (c-1)

= (3-1) (5-1)
= 2*4
= (8)

INTERPRETATION:
LOS = 5%
Chi-square calculated value = 37.3831
Chi-square table value = 15.51
Chi square calculated value (37.3831) > Chi square table value (15.51)
“Ho is rejected and H1 is accepted”
RESULT:

77
 There is significant relationship between age of the respondents and relationships
with the employee Agree level regarding their training and development structure.

CHAPTER – V

5.1 FINDINGS
 Most of the employees inferred that they are we their job is interesting
 Majority of the employees said that there is a scope for creativity in my job
 Most of the employees said that the workload given by organization is high
 66% of the respondents are female of employees.
 42% of the respondents are Below 26-40yrs of employees

78
 30% of the respondents are SSLC of employees
 38% of the respondents are Agree of employees
 39% of the respondents are Less than 10 of employees
 40% of the respondents are Time of employees
 35% of the respondents are Job rotation of employees
 35% of the respondents are Strongly agree of employees
 34% of the respondents are Somewhat agree of employees
 35% of the respondents are 1-2 month of employees
 34% of the respondents are Strongly agree of employees
 38% of the respondents are On the job of employees
 37% of the respondents are Strongly agree of employees
 38% of the respondents are Strongly agree of employees
 39% of the respondents are Strongly agree of employees
 40% of the respondents are Excellent of employees
 35% of the respondents are Strongly agree of employees
 38% of the respondents are Agree of employees
 39% of the respondents are Fully satisfied of employees
 41% of the respondents are Sufficient of employees
 35% of the respondents are Agree of employees
 37% of the respondents are Strongly agree of employees
 40% of the respondents are Strongly agree of employees
 36% of the respondents are Strongly agree of employees
 40% of the respondents are Strongly agree of employees
 38% of the respondents are Strongly agree of employees
 38% of the respondents are Continuously of employees
 39% of the respondents are Take away precious time of employees

79
5.2 SUGGESTIONS

1. It has recommended to the company that if stress management techniques are

initiative then the average health of the employees will be better and he will be
able to better cope with training, then by the level and degree of the employee will
improve.

80
2. It is recommended that the company should give one task at a time and give
sufficient time in meeting the targets so that the employee performs his best
without any training.

3. It is recommended that it should focus more in giving trainings management

techniques to the age group of below 25 years probably due to inexperience.

4. It is recommended to the company to take appropriate measures in identifying

and arresting the psychological problems, then the health related problems would
also come down. As psychological has a direct impact on health, trainings of
employee will improve.

5. It is recommended to the company that it should conduct frequent health

checkups gauges the health level of employees from time to time. If the health of
the employee is fine then it can inferred that the degree of training in the
organizations less or negligible.

6. It is recommended to the company to conduct frequent recreational programs

like get together in departments concerned, parties on occasions like the birthdays
of the employees, on the achievements of any particular department, cultural
activities, sports pleasure trips etc.

7. It is recommended to the company that bit should improve interpersonal

relationships among the employees of different departments by bridging the gap
between superiors and subordinates. These can a long way in reducing the degree
trainings to some extent.

81
5.3 CONCULSION

The project which was undergone by me at ―A Study on Training and

Development of Employees at Top Anil Maarketing Company, in Dindigul” Training
and Development is considered as a strategy for growth in every organization. It is
adopted by the organization to fill the gap between skills and future opportunities. These
training programs definitely enhance skills, improve efficiency, and productivity and
growth opportunities for employees. The employees are satisfied in the Top Anil
Maarketing Company, in Dindigul.

Training initiates and programs have become priority for Human Resources. As
business markets change due to increase in technological initiatives companies need to
spend more time and money on training employees. In today’s business climate employee
development needs.

Training evaluation is the important part of training process. It provides feedback

and help the sponsors and the resource persons for improvement at the level of individual
performance and in the strategy formulation for training and development. Post training
evaluation can be used to identify the effectiveness and evaluation of training
programme, to identify the ROI (Return on Investment) to identify the need of training
and to provide to improve the training.

82
REFERENCES:

1. D. A. Olaniyan (2008) European Journal of Scientific Research

2. Dr. Muhammad Aslam Khan (2011) Global Journal of Management and
Business Research
3. Harshit Top no (2012) IOSR Journal of Business and Management
4. Khawaja Jehanzeb (2013) European Journal of Business and Management
5. Dr. Maurice Skaw (2013) International Journal of Academic Research in
Business and Social Sciences
6. Vinesh (2014) International Journal of Management and International Business
Studies
7. P. Nischithaa (2014) International Journal of Business and Administration
Research Review
8. Umesh U (2014) Interdisciplinary Business Research
9. P. Nischithaa (2014) International Journal of Business and Administration
Research
10. Oni-Ojo Edith Abeguki (2014) Global Journal of Human Resource
Management
11. Ana Paula Vieira Gomes Ferreira (2016) MBA: Theory and Application of
Business and Management
12. T. Hari Prakash (2016) international journal and social technology and
management
13. Bell, B. S., Tannenbaum, S. I., Ford, J. K., Noe, R. A., & Kraiger, K. (2017).
Journal of Applied Psychology,, 102(3), 305–323.
14. Afsheen Majeed (2017) International Journal of Scientific & Engineering
Research
15. SidraShakeel (2017) International Journal of Scientific & Engineering Research
16. Dr. Dhanonjoy Kumar (2017) International Journal of Research
17. Getachew Alemu (2017) International Journal of Research in IT and
Management
18. K.J. Jinju (2018) International Journal of Pure and Applied Mathematics

83
19. Vijeta Kumari (2018) International Journal of Science and Research
20. M. Jyothi Sheeba (2020) Journal of critical reviews

84
BIBLIOGRAPHY

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 https://journalofbusiness.org/index.php/GJMBR/article/view/546
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%20training%20method.pdf
 https://www.googleadservices.com/pagead/aclk?sa=L&ai=DChcSEwjG__v-
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 http://www.eajournals.org/wp-content/uploads/Strategic-Role-of-Human-Resource-
Training-and-Development-on-Organizational-Effectiveness-in-Nigerian-Banking-
Industries1.pdf
 https://1filedownload.com/wp-content/uploads/2020/12/Mba-Theory-And-Application-
Of-Business.pdf
 http://scholar.google.com/citations?user=AsixibwAAAAJ&hl=en
 https://www.researchgate.net/publication/
312957891_100_Years_of_Training_and_Development_Research_What_We_Know_an
d_Where_We_Should_Go
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DEVELOPMENT-IN-THE-WORKPLACE.pdf
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 http://euroasiapub.org/wp-content/uploads/2017/05/22IMMarch-4719-1.pdf
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 https://www.ijsr.net/archive/v8i2/ART20194868.pdf

85
 QUESTIONNAIRE

Name :

Gender : Male [ ] Female [ ] Transgender [ ]

Age : Below 25 yrs [ ]

26-35yrs [ ]

36-45yrs [ ]

46-55yrs [ ]

Above 56 yrs [ ]

Qualification : Below SSLC [ ]

SSLC [ ]

HSC [ ]

UG [ ]

PG [ ]

1.Your organization consider training as part of organizational strategy. do you

agree this statement?

Agree [ ] disagree [ ] some what agree [ ] can’t say [ ]

2.How many training programs attend this year?

Less than 10 [ ] 10-20 [ ] 20-40 [ ] More than 40 [ ]

3.What are the important barriers in your organization?

Time [ ] Money [ ] Lack of interest by staff [ ] Non-availability [ ]

86
4.What mode of training method is normally used in your organization?

Job rotation [ ] external training [ ] conference [ ] programmed instruction [ ]

5.Enough practice is given for us during training session? Do you agree with this
statement?

Strongly Agree [ ] agree [ ] Somewhat agree [ ] disagree [ ]

6. Employees are given appraisal in order to motivate them to attend the training.
Do you agree this statement?

Strongly Agree [ ] agree [ ] Somewhat agree [ ] disagree [ ]

7. How long will it take to implement the trained process?

Less than 1 month [ ] 1-2 month [ ] 2-4 month [ ] More than 4 month [ ]

8. Do you agree that management of your organization identifies the training needs
for the employees?

Strongly Agree [ ] agree [ ] Somewhat agree [ ] disagree [ ]

9. Which are the training methods undergone by you in anil foods company?

On the job [ ] Class room coaching [ ] Off the job [ ] mentoring [ ]

10. Is induction training given to newcomers given adequate importance in your

organization?

Strongly Agree [ ] agree [ ] partially agree [ ] disagree [ ]

87
11. Do you agree that the training in anil foods company helps to acquire technical
knowledge and skills?

Strongly Agree [ ] agree [ ] partially agree [ ] disagree [ ]

12. Those who are deputed for training programmes take the training seriously?

Strongly Agree [ ] agree [ ] partially agree [ ] disagree [ ]

13. How do you rate the standards of in-house trainers in anil foods company?

Excellent [ ] very good [ ] good [ ] satisfactory [ ]

14. Do you agree that the trainer provides training to meet present needs?

Strongly Agree [ ] agree [ ] partially agree [ ] disagree [ ]

15.Your performance has improved after training?

Strongly Agree [ ] agree [ ] partially agree [ ] disagree [ ]

16. Are you fully satisfied with the quality and duration of existing training
programmes?

Fully satisfied [ ] satisfied [ ] no opinion [ ] partially satisfied [ ]

17. Time duration given for the training period is;

Sufficient [ ] tobe extended [ ] tobe shortend [ ] manageable [ ]

88
18. Do you agree that training given in anil foods company is realistic, useful and
based on the business strategy of the organization?

Strongly agree [ ] agree [ ] neutral [ ] disagree [ ]

19. Do you agree that there is emphasis on developing managerial capabilities of

managerial staff through training?

Strongly agree [ ] agree [ ] neutral [ ] disagree [ ]

20. Do you agree that human relations competencies are adequately developed in
your organization through training?

Strongly agree [ ] agree [ ] neutral [ ] disagree [ ]

21. Do you agree that training program increase your commitment to work?

Strongly agree [ ] agree [ ] neutral [ ] disagree [ ]

22. Does your training program help you in developing positive attitude and
teamwork?

Strongly agree [ ] agree [ ] neutral [ ] disagree [ ]

23. Do you agree that enough time was provided to learn about the subject covered
in the training program?

Strongly agree [ ] agree [ ] neutral [ ] disagree [ ]

89
24. Any feedback is given on your performance after attending the training
programmes?

Continuously [ ] frequently [ ] sometimes [ ] never [ ]

25. What are the general complains about the training session?

Take away precious time of employees [ ]

Too many gaps between the session [ ]
Training session are unplanned [ ]
Boring and useful [ ]

90