ON

METHODS ADOPTED IN TRAINING AND

DEVELOPMENT AT

Submitted in partial fulfillment of the requirement for the award of degree

MASTER IN BUSINESS ADMINISTRATION

(Session 2011-2013)

Under Guidance of: Submitted By:

Mr. NAVEET ARORA REENA DHAWAN

HR MANAGER Roll No.-11252

MAHAJAN OVERSEAS PVT LTD MBA 3rd Sem.

PANIPAT INSTITUTE ENGINEERING & TECHNOLOGY

KURUKSHETRA UNIVERSITY, KURUKSHETRA

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CERTIFICATE FROM THE COMPANY

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DECLARATION

I, hereby declare that the Summer Training project entitled “A Study on Methods adopted in

Training and development in Mahajan Overseas Private Limited, Panipat” is an original

work and the same has not been submitted to any other institute for the award of any other

degree & the information provided in the study is authentic to the best of my knowledge.

(Reena Dhawan)

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ACKNOWLEDGEMENT

It gives me a great pleasure to present this summer training report. It indeed goes without saying

that the success of my summer training programme at Mahajan Overseas Private Ltd. Panipat

(Haryana) was because of direct or indirect guidance of everybody at the company and institute.

I take this opportunity to acknowledge their help and valuable assistance in providing technical

input or reviewing the report.

I hereby express my sincere thanks and gratitude towards the management of Mahajan Overseas

Pvt Ltd. HRD Department for giving me an opportunity for training in their organization.

My respectful thank to all management and employees of Mahajan Overseas for their valuable

assistance, suggestions and their timely guidance in completing my project report.

I am delirious about the tremendous support and guidance provided to me by Dr. Puja Walia

Mann (H.O.D., MBA) & Mrs. Mani Mala (Faculty, MBA). Their expert opinion and effort to

direct my views in the right direction helped in the successful completion of this project.

Reena Dhawan

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INDEX OF CONTENTS

Chapters PARTICULARS PAGE NO.

1 INTRODUCTION 9

1.1 Industry profile 10-14

1.2 Company profile 15-20

1.3 Introduction to topic 21-29

2 LITERATURE REVIEW 30-36

3 RESEARCH METHODOLOGY 37-45

4 DATA ANALYSIS AND INTERPRETATION 46

4.1 Graphical Analysis 47-58

4.2 Statistical analysis

5 FINDINGS, SUGGESTIONS AND CONCLUSION 59-65

BIBLIOGRAPHY 66-70

ANNEXURES 71-77

INDEX OF FIGURES

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Fig no. PARTICULARS PAGE NO.

1.1 TEXTILE INDUSTRY 10

2.1 MAHAJAN OVERSEAS (P) LTD 16

2.2 PRODUCTS OF MAHAJAN OVERSEAS(P) LTD 17

2.3 INFRASTRUCTURE OF MAHAJAN OVERSEAS(P)LTD 18

2.4 QUALITY OF MAHAJAN OVERSEAS(P) LTD 19

2.5 HUMAN RESOURCE AT MAHAJAN OVERSEAS(P)LTD 20

3.1 TRAINING 21

3.2 DEVELOPMENT 23

4.1 GRIEVANCE HANDLING 47

4.2 EMPLOYEE PERFORMANCE MANAGEMENT 48

4.3 WORKPLACE ETHICS 49

4.4 CONFLICT MANAGEMENT 50

4.5 STRATEGIC PLANNING/ORGANISATIONAL SKILLS 51

4.6 PRESENTATION SKILLS 52

4.7 STRESS MANAGEMENT 53

4.8 RETENTION 54

4.9 SUPERVISORY SKILLS 55

4.10 AREAS OF INTEREST 56

4.11 DIFFERENT METHODS OF TRAINING 57

INDEX OF TABLES

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TABLE NO PARTICULARS PAGE NO.

1.1 MAJOR PLAYERS OF TEXTILE INDUSTRY 12

3.1 TECHNIQUES OF TRAINING AND

DEVELOPMENT

25

4.1 GRIEVANCE HANDLING 47

4.2 EMPLOYEE PERFORMANCE MANAGEMENT 48

4.3 WORKPLACE ETHICS 49

4.4 CONFLICT MANAGEMENT 50

4.5 STRATEGIC PLANNING/ORGANISATIONAL

SKILLS

51

4.6 PRESENTATION SKILLS 52

4.7 STRESS MANAGEMENT 53

4.8 RETENTION 54

4.9 SUPERVISORY SKILLS 55

4.10 AREAS OF INTEREST 56

4.11 DIFFERENT METHODS OF TRAINING 57

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Executive Summary

In this project the main objective is to gain more & more knowledge in the field of Human

Resource Development which will help in increasing my skill & my organizational work

experience.

This project is also very helpful & beneficial for all those people who keen to know about this

growing sector of the business as our country is developing at a good velocity.

Here velocity is stated because velocity is speed with direction & the direction in which our

economy is growing is positive.

In this data is collected from a textile industry of the project topic “Method Adopted in Training

& Development” in HR Department of MAHAJAN OVERSEAS. As the procedure of Training

& Development are same for all goods except for one or two additional things. So for basic

knowledge it is the best suited industry.

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1. INDUSTRY PROFILE

2. COMPANY PROFILE

3. INTRODUCTION TO TOPIC

1. INDUSTRY PROFILE

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Fig 1.1- Textile Industry

1.1 BACKGROUND:

Indian Textile industry is one of the leading textiles industries in the world. Though was

predominantly unorganized industry even a few years back, but the scenario started changing

after the economic liberalization of Indian economy in 1991. The opening up of economy gave

the much-needed thrust to the Indian textile industry, which has now successfully become one of

the largest in the world. Indian textile industry largely depends upon the textile manufacturing

and exports. It also plays a major role in the economy of the country. India earns about 27% of

its total foreign exchange through textile exports. Further, the textile industry of India also

contributes nearly 14% of the industrial production of the country. It also contributes around 3%

to the GDP of the country. India textile industry is also the largest in the country in terms of

employment generation. It not only generates job in its own industry, but also opens up the

scopes for the ancillary sectors. India textile industry currently generates employment to more

than 35 million people.

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Indian textile industry can be divided into various segments, some of which can be listed as

below:

Cotton Textiles

Silk Textiles

Woolen Textiles

Readymade Garments

Hand-crafted Textiles

Jute and coir

1.2 CURRENT SCENERIO:

The Indian textile industry contributes about 14% to the industrial production, 4% to the

country’s gross domestic product (GDP) and 17% to the country’s export earnings.

The industry provides direct employment to over 35 million people and is the second largest

provider of employment after agriculture .Fabric production rose to 60,996 million sq meters in

FY 2011 from 52,665 million square meters in FY 2007.

Production of raw cotton grew to 32.5 million bales in FY 2011 from 28 million bales in FY

2007 while Production of man-made fibre rose to 1,281 million kgs in FY 2011 from 1,139

million kgs in FY 2007. Production of yarn grew to 6,233 million kgs in FY 2011from 5,183

million kgs in FY 2007.India has the potential to increase its textile and apparel share in the

world trade from the current level of 4.5 per cent to 8 per cent and reach US $ 80billion by 2020.

Exports of textile grew to USD 26.8 billion in FY 2010 from USD 17.6 billion in FY 2006.

India’s textile trade is dominated by exports with a CAGR of 6.3 per cent during the same

period. (Source: www.cci.in/survey reports/textile industry)

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1.3 MAJOR PLAYERS IN THE TEXTILE INDUSTRY:

COMPANYBUSINESS AREAS

Welspun India Ltd Home Textiles, bathrobes, terry towels

Vardhman groups Yarn, fabric, sewing threads, acrylic fibre

Alok Industries Ltd Home textiles, Woven and Knitted apparel

fabric, garments and polyester yarn

Raymond Ltd Worsted suiting, tailored clothing, denim,

shirting, woolen outwear

Arvind Mills Ltd Spinning, weaving, processing and garment

production (denims, shirting, khakis, knitwear)

Bombay Dyeing and Manufacturing Company

Ltd

Bed Linen, towels, furnishings, fabric for suits,

shirts, dresses and saris in cotton and polyester

blends

Garden Silk Mills Ltd Dyes and printed Fabric

Mafatlal Industries LTD Shirting, poplins, bottom wear fabric, voiles

Aditya Birla Nuvo, a diversified conglomerate

of the Aditya Birla Group, comprising three

divisions—Madura Garments, Jayashree

Textiles, and Indian Rayon

Madura Garments — Lifestyle market (Louis

Philippe, Van Heusen, Allen Solly, The

Collective)

Jayashree Textiles – domestic linen and

worsted yarn

Indian Rayon – viscose filament yarn

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ITC Lifestyle Lifestyle market

Reliance Industries Ltd Fabric, Formal Menswear

Table: 1.1 Major Players in Industry (www.cci.in/survey reports/textile industry)

1.4 OPPORTUNITIES OF TEXTILE INDUSTRY

India’s strong performance and growth in the textiles sector is aided by several key advantages

that the country enjoys, in terms of easy availability of labor and material, buoyant and large

market demand, presence of supporting industries and supporting policy initiatives from the

government.

1. Abundant Availability Of Raw Materials

a. Cotton

b. Jute

c. Silk

d. Wool

e. Handloom

2. Low raw material costs, wastage costs and labour costs

3. Enhanced Flexibility In Production

4. Lower Lead Times

5. Favorable demand conditions – large, growing domestic market

6. Strong Presence of related and supporting industries in terms of design, engineering and

machinery

7. Industry competition – promotes innovation

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1.5 CHALLENGES OF TEXTILE INDUSTRY:

The Indian textile industry faces the following constraints:

• Fragmented structure with the dominance of the small scale sector

• High power costs

• Rising interest rates and transaction costs

• Unfriendly labor laws

• Logistical disadvantages in terms of shipping costs and time pose serious threats to its growth

• Foreign investments are not coming in as the overall factors influencing the industry are not

investment friendly

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2. COMPANY PROFILE

INTRODUCTION TO MAHAJAN OVERSEAS LIMITED:

Mahajan Overseas Ltd. services the worldwide market and owns and operates its manufacturing

facilities in India. The design studio is in New York and warehouses in Toronto, Canada and

Greenville, South Carolina. The company is completely EDI compatible. Our combination of

modern technology and traditional skills create a unique vertical manufacturing facility, with a

ISO-9002 systems certification, capable of producing a wide range of home furnishings for any

North American company.

Company’s business partners

Sonoma Group, Marmaxx, Cracker Barrel, Welcome Home, Saks Inc, HBC Companies, Sears,

Canadian Tire, LNT & JCPenney and many more. We also work closely with Private Brand

Departments and OEM Program.

Company design and manufacture two seasonal lines introduced at the March and October New

York markets. Company also has holiday textiles which are graphic groups and can be tailored to

the needs of any retailer.

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2.1 INTRODUCTION TO MAHAJAN OVERSEAS (P) LTD, PANIPAT

Fig 2.1- Mahajan Overseas (P) Ltd

2.1.1 FOUNDER

Shri Madan Mohan Mahajan had founded the Mahajan Overseas Ltd in the year 1969. Later on

company is converted into private limited in the year 1981.

2.1.2 PRESIDENT

Shri Rajesh Mahajan had an experience of manufacturing textile products like cushions, table

cloth for more than 20 years.

2.1.3 DIRECTOR

1. Shri Pranab Mahajan had joined the company in the year 2003 as Assistant Manager

(Executive Customer Service) and being promoted as Director (Works and Administration)

in the year 2007. He mainly deals in exports of home furnishing.

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2. Shri Abhinav Mahajan, Director of MASPAR—Deals in Retail outlets. MASPAR was established in

the year 2002 to showcase the best in home fashion. MASPAR has exclusive 9 independent retail

outlets in Delhi, Noida, Gurgaon, Ludhiana, Mumbai, Pune etc

2.1.4 COMMITMENTS OF ORGANISATION

Competitive market price.

Quality products.

On time deliveries.

They use safe, eco friendly dyes for healthy environment.

No Child Labour!

Clean and healthy working environment!

Progressive company policy for workers!

2.1.5 PRODUCT RANGE OF ORGANISATION

Fig 2.2- Products of Mahajan Overseas (P) Ltd

1. Cushions and Throw Pillows

2. Kitchen Linens

3. Tabletop Linens

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4. Fashion Bedding

5. Windows Fashion

6. Floor coverings

2.1.6 INFRASTRUCTURE

Fig 2.3- Infrastructure of Mahajan Overseas (P) Ltd

Mahajan Overseas have an extremely efficient production infrastructure equipped with all the

facilities under one roof which is capable of performing in the most competitive environments.

Company manufacturing unit works with the latest technology developments for color, dyeing,

and processing. Various processes of printing, weaving, quilting, cording, embroidery etc. are

brought under one roof to ensure quality and time efficiencies.

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Yarn is tested for strength and dyed according to computerised calibration. Company weaving

facilities are set up to weave both dobbies and jacquards in fabric and rugs. Company is able to

weave standard and wide widths, on traditional handlooms as well as modern shuttle-less looms.

Company manufacture and weave cotton chenille yarn. The process unit is able to dye, screen

print, and give finishes to both cotton and synthetic yarn.

2.1.7 QUALITY AT ORGANISATION

Fig 2.4- Quality of Mahajan Overseas (P) Ltd

Quality and value are the fundamental concerns at Mahajan, which Company is able to control

by completely owning the manufacturing facilities. Company is able to offer product at

manufacturers’ costs allowing larger margins for retailers. Ensuring that this product meets

exacting quality standards has earned us an ISO 9002 systems certification.

At Mahajan overseas, Quality is corporate mantra at every level of production and administration

that ensures maximum customer satisfaction. The in-house quality checks done under

professional personnel make sure that the home furnishing meets all international standards.

They have a team of highly talented designers who are continuously coming out with exquisite

designs, magnificent cuts and fabulous colors to appeal the clients all over the globe. They are

engrossed in bringing forth a collection of products which is a fusion of modernity and tradition.

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The company understands each yarn needs specific attention and it is because of this emphasis

on quality that they have successfully achieved customer appreciation resulting in long term

relations.

2.1.7 PEOPLE

Fig 2.5- Human Resource at Mahajan Overseas (P) Ltd

Mahajan believes that if something is worth doing, it is worth doing well. Company inculcates a

work habit that is called PRIDE: Personal Responsibility in Delivering Excellence.

Employing over a thousand people, investing in infrastructure, managing people, production and

quality, meeting the pressures of on-time deliveries-the whole exercise only goes forward year

after year when the return is the satisfaction of a job done well.

Total no of employees: 300--400

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2.1.8 ENVIRONMENT

Today, more and more people are looking beyond the boundaries of their own lives and

considering the quality of life they create for the future. Company believes every little bit counts.

All effluent by-products of manufacturing and dyeing go through a treatment plant to neutralize

them before discharge or recycling.

3. INTRODUCTION TO THE TOPIC

3.1 TRAINING

Fig 3.1- Training

The selection of best person is followed by training & development process to build up an

effective workforce for a progressive organization. It is unrealistic to believe that all new

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employees have the abilities & skills necessary to immediately perform the require task to your

standards.

Every organization need to well trained & well experience people to perform the activities that

have to be done. Training is necessary to raise the skill levels and increase the versatility and

adoptability of employees. Inadequate job performance or a decline in productivity or changes

out of job redesigning or a technologically break through require some type of training &

development efforts. As the job become more complex, the importance of the employee

development also increases. In a rapidly changing society, employee training and development is

not activities that is desirable but also an activity that an organization must commit resources to

if it is to maintain that an organization must commit resources to if it is maintain a viable and

knowledge workforce.“Training is a short term process utilizing a systematic and organized

procedure by which non-managerial personnel learn technical knowledge and skills for a definite

purpose.” The focus of training right at the very outset is on a person on the job in the

organization all of this whole amalgam. Wherever it moves during the training process, the same

starting point becomes the focus again at the end, hopefully with a difference. The difference lies

what the person has the learned that he now applies. That difference, in terms of actually move

effective behavior, is the measure of the effectiveness of training. it is essential to insist on the

starting point and goal post, and on this measure.

Prior to the training process, determine the skills level of the new employees. Through

interviewing, observing the employees skills and abilities, paying careful attention to questions

asked & inquiring of previous employers and reference, the employers can develop a good idea

of the skills level of the employee. Next, identify the specially what the learns should be able to

perform after training. Include factors such as how fast, how accurately or at what standard

various tasks should be performed. Make sure the steps or procedures are logically and in correct

order. Have all needs materials and equipment available & ready for operations.

The role of the employer and trainer becomes of a teacher in the training process. The ability to

teach the employee a particular still or task is critical if training goals are to be met. Most find a

step-by step processes the most successful in training employee.As a brief review of terms,

training involves an expert working with learner to transfer to them certain Areas of knowledge

or skills to improve in their current job. Development is a broad, on going multifaceted set of

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activities to bring someone or an organization up to another threshold of performance, ongoing

to perform some job or new role in the future.

3.1.1 DEFINITIONS OF TRAINING

“Training is an organized procedure by which people learn knowledge and skill for doing a

particular job.”

-------------------- - Dale S. Beach

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

managerial personnel learn technical knowledge and skills for a definite purpose.”

------------------Michael J. Jucius

Training is concerned with imparting developing specific skills for a particular purpose. It is the

act of increasing the skills of employees for doing a particular job. It is the process of learning a

sequence of programmed behavior.

3.1.2 DEVELOPMENT

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FIG 3.2- Development

Management development is all those activities and programme when recognized and controlled

have substantial influence in changing the capacity of the individual to perform his assignment

better and in going so all likely to increase his potential for future assignments. Thus,

management development is a combination of various training programme, though some kind of

training is necessary, it is the overall development of the competency of managerial personal in

the light of the present requirement as well as the future requirement. Development an activity

designed to improve the performance of existing managers and to provide for a planned growth

of managers to meet future organizational requirements is management development.

Management development is based on following on assumptions.

1. Management development is a continuous process. It is not one shot programme but continues

though out the career of a manager.

2. Management development is any kind of learning, is based on the assumption that there,

always existing a gape between an individual’s performance and his potential for the

performance.

3. Management development seldom takes place in completely peaceful and relaxed atmosphere.

4. Management development requires clear setting of goals.

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5. Management development required conducive environment.

3.1.3 DESIGNING TRAINING AND DEVELOPMENT PROGRAMME

Every training and development programme must address certain vital issues:

(1) Who participate in the programme?

(2) Who are the trainers?

(3) What methods and t e chn iques a r e t o be u sed fo r t r a i n ing?

(4 ) Wha t shou ld be t he l eve l o f training?

(5) What learning principles are needed?

(6) Where is the programme conducted?

3.1.4 METHODS OF TRAINING AND DEVELOPMENT USED IN

MAHAJAN OVERSEAS (P) LTD

Mahajan Overseas (P) Ltd categorizes its employees in three categories: skilled employees,

semi-skilled employees and unskilled employees. For different category of employees they

follow different training and development methods.

CATEGORIES OF EMPLOYEES TRAINING AND DEVELOPMENT

METHOD USED

Skilled Employees On The Job Training, Conference, Online

Semi-skilled Employees Demonstration Method, Lectures

Unskilled Employees Vestibule Training, Role Playing

Table 3.1- Techniques of Training and Development

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3.1.5 FOR SKILLED EMPLOYEES: ON-THE-JOB-TRAINING (OJT)

Virtually every employee, from the clerk to company president, gets some ―on-the-job-training

when he joins a firm. That‘s why William Tracly calls it, “the most common, the most widely

used and accepted, and the most necessary method of training employees in the skills essential

and acceptable for job performance.” Under this technique, an employee is placed in a new job

and is told how it may be performed. It is primarily concerned with developing in an employee a

repertoire of skills and habits consistent with the existing practices of an organization, and with

orienting him to his immediate problems. Employees are coached and instructed by skilled co-

workers, by supervisors, by the special training instructors. They learn the job by personal

observation and practice as well as occasionally handling it. It is learning by doing, and it is

most useful for jobs that are either difficult to simulate or can be learned quickly by watching

and doing.

There are a variety of OJT methods, such as ― coaching or understudy, job rotation and special

assignments. Under coaching or understudy method (which is also known as internship and

apprenticeship), the employee is trained on the job by his immediate superior.

Internship is usually applied to managerial personnel and provides wide variety of job

experience, often involving job rotation, or an assistant to‖ type of position. Apprenticeship is

generally used to impart skills requiring long periods of practice as found in trade, crafts and

other technical fields. In job rotation, a management trainee is made to move from job to job at

certain intervals. The jobs vary in content. Special assignments or committees are other methods

used to provide lower-level executives with first hand experience in working on actual problems.

On-the-job training is made more effective by the use of variety of training aids and techniques,

such as procedure charts, lecture manuals, sample problems, demonstrations, oral and written

explanations, tape-recorders and other aids.

Merits of On-the-Job Training

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The trainee learns on the actual equipment in use and in the true environment of his job.

It is highly economical since no additional personnel or facilities are required for

training.

The trainee learns the rules, regulations and procedures by observing their day-to-day

applications.

It is most appropriate for teaching the knowledge and skills, which can be acquired in a

relatively short period, say, a few days of weeks.

Demerits of On-the-Job Training

The Instruction is often highly disorganized and haphazard and not properly supervised.

Learners are often subjected to distractions of a noisy shop or office.

3.1.6 FOR SKILLED EMPLOYEES: CONFERENCE

In this method, the participating individuals discuss points of common interest of each other. It is

a formal meeting, conducted in accordance with an organized plan, in which the leader seeks to

develop knowledge and understanding by obtaining a considerable amount of oral participation

of the trainees. There are 3 types of conferences. In the directed discussion, the trainer guides the

discussion is such a way that the facts, principles or concepts are explained. In the training

conference, the instructor gets the group to pool its knowledge and past experience and brings

different points of view to bear on the problem. In the seminar conferences, answer is bound to

question or a solution to a problem. For this, the instructor defines the problem, encourages and

ensures full participation in the discussion.

3.1.7 FOR SEMISKILLED EMPLOYEES: DEMONSTRATION METHOD

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In the demonstration method, the trainer describes and displays something, as when he teaches

an employee how to do something by actually performing the activity himself and by going

through a step-by-step explanation of why and what he is doing. Training by example is

effective in mechanical operations or interpersonal relationships, for job duties and

responsibilities, for informal group standards, supervisory expectations. Demonstrations are

particularly effective in the training for the acquisition of skills; but their usefulness is limited

when it is a question of training management personnel. In a demonstration, the emphasis is

primarily on know-how, the principles and theory of a job must, therefore, be taught by some

other method.

3.1.8 FOR SEMI-SKILLED EMPLOYEES: LECTURES METHOD

Lectures are regarded as one of the simplest ways of imparting knowledge to the trainees,

especially when facts, concepts, or principles, attitudes, theories and problem-solving

abilities are to be taught. Lectures are formal organized talks by the training specialist, the

formal superior or other individual specific topics.

The lecture method can be used for very large groups, which are to be trained within a short

time, thus reducing the cost per trainee. It can be organized rigorously so that ideas and

principles relate properly. The main advantage of the lecture system is that it is simple and

efficient and through it more material can be presented within a given time than by any other

method.

3.1.9 FOR UNSKILLED EMPLOYEES: VESTIBULE TRAINING

This method attempts to duplicate on-the-job situations in a company classroom. It is a

classroom training, which is often imparted with the help of the equipment, and machines, which

are identical with those in use in the place of work. This technique enables the trainee to

concentrate on learning the new skill rather than on performing an actual job. Technical training

is given in the classroom, while the practical work is conducted on the production line. It is a

very efficient method of training semi-skilled personnel, particularly when many employees have

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to be trained for the same kind of work at the same time. Training is generally given in the form

of lectures, conferences, case studies, role-playing and discussion.

3.1.10 FOR UNSKILLED EMPLOYEES: ROLE PLAYING

The idea of Role-playing involves action, doing and practice. In role-playing, trainees act out a

given role, as they would in stage play. Two or more trainees are assigned parts to play before

the rest of the class. The role-players are simply informed of a situation is acted out by the role-

players. Role-playing is especially useful in providing new insight and in presenting the trainee

with opportunities to develop interaction skills.

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3.1.11 OBJECTIVE OF EMPLOYEE TRAINING AND DEVELOPMENT

To train the employee towards better job adjustment and high morale and to reduce

supervision, wastage and accidents.

To increases knowledge skills and abilities of an employee and to change his behavior and

attitude.

To promote continuous employee performance improvement.

To encourage career long learning.

To provide an environment that fosters learning and encourages employee participation.

To provide learning experience that facilitates the improvement of employee reasoning,

confidence, judgment and self esteem.

Cultivate a work culture that provides a balance between organizational goals and personal

development.

To increase employee quality and quantity of output.

To assist employee function more efficiently by exposing them to latest components/

techniques / concepts.

To improve quality of staff, product and reducing operating costs.

To improve of personal skills:-

Career path development.

Staff multi skilling and flexibility.

Obtaining recognized qualifications.

Developing management techniques.

Continuous professional development (CPD).

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REVIEW OF LITERATURE

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LITERATURE REVIEW

In order to comprehensively answer the research questions, literature is reviewed on training and

development. To appreciate the specific nature of training and development, it was essential to

first explore general training and development literature.

To assess the extent of training, there has been little sustained research into trainer roles and

influence. Using semi-structured interviews with trainers in public and private sector

organizations, considers the assumptions and tactics that trainers use to enhance their influence.

The approaches to build credibility with line management locks training into a subservient

position. The threats can close some of the status gap between training and line management;

alliance tactics are insufficient to improve the general status of trainers. High status training is

not achieved by a progressive passage through a common sequence of mobility stages. It

develops from a supportive training culture where trainers develop new ways to assess their

organizational contribution on conventional performance criteria and from charismatic trainers

innovating training knowledge Hallier and Butts, (2000). The interests of trainers, managers,

and trainee representatives (stakeholders) are best served when all parties carefully discuss the

training parameters Peter et al (2000). The potential inhibitors can reduce the effectiveness of a

performance appraisal system in relation to training and development plans. The views of the

appraisees counter the more usual overview provided by managers and other commentators, the

limitations of performance appraisal remains the same in training and development programme

John & Western, (2000). Workforce training programs have undergone considerable

restructuring as a consequence. In recent years, there has also been a rapid growth in the use of

contract labor supplied by agencies to perform specific functions. The potentially damaging

effects a reliance on contract employees can have on training and the skills base Lafferty& Roan,

(2000)

As pressures on organizations to adapt and solve problems creatively increase, employee

creativity will become an increasingly important concern. The pressures on businesses and

government organizations to adapt to new technologies and external threats require

resourcefulness and creativity. Several training interventions have been shown to be effective in

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enhancing the participants’ creativity. In addition, a number of managerial behaviors seem to

affect subordinates’ creativity. It includes creativity training, management training, and the

managerial behaviors that affect subordinates’ creativity. Appropriate methods of management

training intended to enhance subordinates’ creative performance are suggested Scott Williams,

(2001).

In training and development (T&D), it is helpful for competencies to focus on knowledge, skills

and/or abilities. But neither the field of T&D, nor competency within the field, is static. It is a

careful review of literature showing the trends in competency over the past three decades in the

training and development field, and provides some speculation regarding competencies needed in

the near future for professionals in T&D. Two of the most apparent changes in T&D are the shift

to performance improvement and the use of technology. Thus the skills, knowledge, and abilities

involving these areas will continue to become increasingly necessary for T&D professionals

Zane et al, (2002). The effectiveness of on-the-job training (OJT) is included. The two studies

are included. The first in the call centers of a large company, and the second in post offices.

Gives the results of the study which indicate the OJT programs were only partially successful in

realizing training goals. Indicates that self-efficacy, prior experience with tasks, managerial

support and workload were the most powerful predictors for training effectiveness. Concludes

that the evidence suggests that OJT is not entirely an effective training method although more

research is needed in this area Marcel et al, (2002). Most of the companies believed that their

training programmes did not realize the full potential in terms of higher productivity, better on-

the-job performance, and improved quality. Causal factors were found to be inadequate training

objectives and evaluation mechanisms, which stem from a number of barriers. Proposes a

training programme measurement model, which has been adapted from existing concepts, and

could be applied by manufacturing organizations as a framework for carrying out appropriate

evaluation activities Charles et al, (2002).

The effectiveness of entrepreneurship training and support initiatives, with recent studies

focusing on the provision of training and other skills development opportunities has been

examined. The importance of education and training to the economy and focuses on the

particular value of entrepreneurship education and training is included. There are difficulties

involved in categorizing entrepreneurship education and training; the issue of whether or not

entrepreneurship can be taught; the content of entrepreneurship programmes and the cultural and

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evaluative considerations Diarmuid et al, (2003). Training needs analysis (TNA) refers to

organizations’ data collection activities that underpin decision making, particularly in relation to

whether training, can improve performance, who should receive training and training content.

These models are based upon a unitarist and rational view of organizational decision making,

ignoring the extent to which the nature of social relationships and dynamics within organisations

may influence training-related decisions Nicholas Clarke, (2003)

In order to succeed in a globally competitive environment MNEs need to effectively train

expatriates and their spouses, host-country nationals (HCNs) and third-country nationals (TCNs),

and develop and nurture a truly global management team. There appears to be a considerable gap

between academic theories and multinational enterprises’ (MNEs’) practice. MNEs pay little

attention to international training and management development. Ineffective international

training and management development have a considerably adverse impact on MNEs Jie Shen,

(2005).

A number of key points emerged first; the culture and change issues arising during the

development of the learning and development needs analysis process were very significant.

Second, the development and piloting of the needs analysis process needed to be approached as a

change management process. Third, linking the needs analysis process with existing

organizational processes was a key factor in the success of the process and created a strategic

dimension. Finally, in a large, complex organization a balance must be struck between

standardization and customization of the needs analysis process to allow for the different

structures, subcultures and levels of readiness in the organization Reed& Vakola, (2006). The

way in which a single simulation exercise, the Green Revolution Game, can be adapted to meet

the professional needs of different groups of development planners and managers, is described. It

is argued that simulations and gaming exercises should play a greater role in the training of those

involved in development and proposes the production of a short directory of simulations and

gaming exercises David Hulme (2006)

The effectiveness and efficacy of a training program are dependent on evaluation of training

quality, course design and learning experience. Next, employee satisfaction is found to be

influenced by work environment, company values and job responsibilities Choo& Bowley,

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(2007). The substantial transfer of training and suggest that actual utilization of newly learned

skills is influenced differently than judgments about the value of the training. The greatest

inhibitor to transfer appeared to be fear of breaking cultural norms and the most important

remedy, the number of other managers who receive the training. In particular, having one's boss

take the same training was strongly associated with post-training utilization. Some kinds of

social support, like encouragement and verbal praise, were associated with positive judgments of

the training but not with utilization. Instead, observing others use the skills and being able to

coach one another was the kind of “support” that effected utilization, which depended on

colleagues and bosses also receiving the training Yabome et al, (2007). Training programs are

infrequently evaluated and when they are evaluated they often rely on pre-experimental designs

and feedback of the participants. This statement is also true of management development

programs based on 360 feedbacks. In this study the effects of a training program administered

with 360 feedbacks are evaluated using pre- and post-observations of the participants’

managerial skills in control and experimental groups Rosti Jr & Shipper, (2007). How a

corporate intranet can be used for something more than an electric library. The critical step is to

not assume the intranet is for information sharing, but rather should be seen as a powerful tool

rapid, relevant, and specific feedback. The importance of teams having a common vision and for

the need to create subordinate goals and objectives that fit within a larger context is essential for

training and development Keith Denton, (2007).

There is a significant correlation between the employee perceived training effectiveness and their

commitment, job satisfaction and motivation. Additionally, high correlations were found

between the latter three variables Sahinidis & Bouris, (2008). The post-training self-efficacy has

a positive impact on customer satisfaction and ease of use. Customers' post-training self-efficacy

in SSTs by integrating training theories and SSTs studies. Service organizations use effective

training programs to customers' participation in the service delivery process via SSTs.

Customers' ease of use and technology anxiety in a single research Xinyuan et al, (2008).

Variety of cost-effective methods that employers can use to support training activities and

promote the transfer of skills and knowledge to the workplace. These techniques work to

positively impact the workplace environment through peer and supervisory support Harry J.

Martin, (2010). The economic theory of productivity to create a metric of costs and benefits to

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allow organizations to assess the impact of learning. It is hoped the approach will firstly,

contribute to the debate about how training should be evaluated; secondly, bridge the gap

between academic research and practitioner needs and finally, provide a scientifically robust but

practitioner friendly means of evaluation Richard Paul Griffin, (2010). Formal training is

prioritized due to a perceived more tangible demonstrable return on investment. Perceived

success in training focuses on improvements to job-related skills, whereas success outcomes for

development are more varied and difficult to measure. Managers consider that training and

development are more valuable when combined McDowall & Saunders, (2010).

The better access to information on the applicability and usefulness of HRD to small firms can

be crucial to overcoming the barriers to skills development that exists among such firms. The

analysis suggests that a key challenge for policy makers in this area is to facilitate changes in

owner attitudes, improve access to training interventions and create the necessary institutional

conditions to encourage SMEs to move to high value-added trajectories Antonios

Panagiotakopoulos, (2011).To review the relevant literature on training needs assessment

(TNA) with an objective to provide users/beneficiaries of TNA with the understanding of its

growing concept, multiple uses (outcomes), and valuing these uses (antecedents) Iqbal & Khan,

(2011). A pair-wise analysis to pinpoint the source of the differences between the various

training methods indicates that all training methods are significantly different except for frontal

and simulator and therefore an organization considering these two methods can select them

indifferently. A combination of mentor and simulator was found to be significantly inferior to the

frontal and simulator hybrid method Neomi et al, (2011)

Employee access to T&D was initiated primarily by managers; employees did not exhibit

developmental pro activity. Regulatory requirements and performance deficits were the main

factors triggering T&D. Decisions regarding employee access to T&D were influenced by a

wider range of factors than the decision making factors that commonly feature in literature that

discusses “barriers” to T&D in SMEs. Decision makers tended to neglect the evaluation phase of

the decision making process and engaged in post-decisional justification Alan Coetzer et al,

(2012). Employability is central to employee performance and organizational success. Individual

employability includes general meta-competence and context-bound competence that is related

to a specific profession and organization. The concept of employability is wider than that of

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talent, but the possession of talent is critical to being employable. Nilsson & Ellström, (2012).

The absence of leaning, training and professional development opportunities for women

entrepreneurs is found to be an almost universal phenomenon. Training has been planned and

provided; the results have been very significant. Further, women and their businesses are

disadvantaged by the lack of training available and that this comes at a high cost to their

businesses Paul J. Davis, (2012). The needs of business to concentrate on building employee

capacity and focusing on employee development to attain job satisfaction Khawaja Fawad Latif,

(2012)

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RESEARCH METHODOLOGY

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3. RESEARCH METHODOLOGY

Every project work is based on certain methodology, which is a way to systematically solve the

problem or attain its objectives. It is very important guideline and lead to completion of any

project work through observation, data collection and data analysis.

RESEARCH

Acc. To advanced learner’s dictionary of current English

“Research is search for knowledge”

Or

“Research is systematic efforts to gain knowledge.”

“A careful investigation or inquiry especially through search for new facts in any branch of

knowledge.”

Research is Scientific and systematic search for gaining information and knowledge on a specific

topic or phenomena.

Research refers to the systematic method consisting of:

Enunciating the problem,

Formulating a hypothesis,

Collecting the fact or data,

Analyzing the facts and reaching certain conclusions either in the form of solutions

towards the concerned problem or in certain generals for some theoretical formulation

Research methodology is a way to systematically solve the research problem. It may be

understood as the science of studying how research is done. Research in the common

parlance refers to a search for knowledge.

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3.1 JUSTIFICATION OF THE STUDY

The study is significant as it helps to know the training and development techniques of a

manufacturing concern. HR management plays a vital role in today’s business firms. It is a very

challenging part of Business Management. Proper training and development programs are very

compulsory for every organization in today’s Competitive Business Environment. In modern era,

it is very necessary to have multi skilled employees so that productivity can be increased. The

study explains the training and development techniques used by the organization and also helps

to know its sources. The study helps to know how the company is using training and

development methods as a tool to get the competitive advantage in the industry and to enhance

the efficiency of their organization. So the study becomes relevant to understand the process of

training and developing potential employees in the manufacturing concern.

3.2 SIGNIFICANCE OF THE STUDY:

The training and development of employees is essential to maintain a healthy environment in the

company. When employees are provided training and they are satisfied with the jobs, they will

want to produce more and perform better, and are loyal to their employers. As such, employers

provide them with the new techniques of training and development. Surveys allow employers to

know what's going on, so that they can minimize unpredictable behaviors, such as employees

abruptly quitting.

3.3 OBJECTIVE OF THE STUDY

The basic objective of the project is to study the methods adopted in training and

development methods being followed by MAHAJAN OVERSEAS PVT. LTD.

3.3.1 SUB OBJECTIVES:

1. To know the new techniques of training people used by organizations.

2. To know what are the different areas covered in the training method.

3. To know what are the different procedures adopted in training process.

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4. To know is the company able to pay for outside hire charges.

5. To know is the orientation programme important for the employees.

3.4 RESEARCH DESIGN

The research design used in this project is descriptive in nature. Descriptive research includes

surveys and fact-finding enquiries of different kinds. The main purpose of this descriptive

research is description of the state of affairs as it exists at present. As the study was conducted on

the training and development process, so the practices followed by MAHAJAN OVERSEAS

PVT LTD have been studied and its main procedures for T&D are viewed. As the main

characteristic of descriptive research is that it has no control over the variables; it can only report

what has happened or what is happening so here descriptive research has been used.

3.5 SAMPLE DESIGN

The sample design used in this study is RANDOM SAMPLING.

3.6 UNIVERSE

In statistics, universe or population means an aggregate of items about which we obtain

information. A universe or population means the entire field under investigation about which

knowledge is sought. A population can be of two kinds (i) Finite and (ii) Infinite. In a finite

population, number of items is definite such as, numbers of students or teacher in a college. On

the other hand, an infinite population has infinite number of items e.g. no. of stars in a sky, no. of

water drops in an ocean, no. of leaves in a tree or no. of hairs on the head.

But in this research project, only finite population is used as “HUNDRED EMPLOYEES OF

MAHAJAN OVERSEAS PVT LTD PANIPAT”.

SAMPLE UNIT

100 Employee of MAHAJAN OVERSEAS PVT LTD

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3.6.1 SAMPLE SIZE

A part of population is called sample. In other words, selected or sorted units from the population

are known as sample. In fact, a sample is that part of the population which select for the purpose

of investigation.

In this research project, the sample size of this study is 100 employees

3.6.2 METHODS OF DATA COLLECTION

To determine the appropriate data for research mainly two kinds of data was collected

1) Primary Data

2) Secondary Data

Primary data: - Primary data had been collected from the employees of the company directly.

Secondary data: - Secondary data are the data collected for some purpose other than the

research situation; such data are available from the sources such as books, company reports,

journals, rating organization, census department etc . Sources of secondary data are

Internet.

Book and Journals.

Company manual.

Research work of others.

DATA USED FOR THE STUDY

For the study conducted both kind of data have been used, primary as well as secondary.

PRIMARY DATA- With the help of questionnaire and own observation.

SECONDARY DATA -With the help of internet and company manuals.

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3.7 RESEARCH INSTRUMENT

QUESTIONNAIRE

Questionnaire refers to a device for securing answer to a formally arranged list of Questions by

using a term, which the respondents fill in himself.

Questionnaire design

Open Ended Questions

Close Ended Questions

Dichotomous Questions

Multiple Questions

A. Open Ended Questions

In this question, the respondents answer in his own words. This type of questions is rarely

used because it is difficult to weight the result.

B. Close Ended Questions

In this question respondent is given a limited number of alternatives from which he selects the

one that most closes matches his opinion or attitude.

C. Dichotomous Questions

A Dichotomous question refers to one which offers the respondent a choice between only two

alternatives and reduces the issues to its simplest form.

D. Multiple Questions

A Multiple – choice Question refers to one which provides several set of alternatives for its

answers. These types of questions are asked on demographic section.

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3.8 STATISTICAL TOOLS USED FOR ANALYSIS

Graphical and Tabular analysis

The tools used for the analysis are as follows:-

Tables: Tables are used to represent the response of the respondents in a precise term so that it

become easy to evaluate the data collected.

Pie-charts: Pies charts have been used to express that how much percentage of the respondents

have a particular response towards a particular option.

Chi-square test: - Chi-square test is used when the set of observed frequencies obtained after

experimentation have to be supported by hypothesis or theory. The test is known as X 2- test of

goodness of fit and is used to test if the deviation between observation (experiment) and theory

may be attributed to chance (fluctuations of sampling). Ho= There is no significant difference

between level of employees and satisfaction of training programmes. H1= There is significant

difference between level of employees and satisfaction of training programmes.

Here we have the assumption of H0.

If,

Calculated value < Tabulated value

Then, hypothesis is accepted else it’s rejected.

(O-E) 2

Ψ²= ——— where,

E

O = Observed frequency

E = Expected frequency

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PERCENTAGE METHOD

Percentage refers to a special kind of ratio. Percentages are used in making comparison between

two (or) more series of data. Percentages are used to describe the relationship. Percentage can

also be used to compare the relative terms, the distribution of two or more series of data. Since

the percentage reduce everything to a common base and thereby allow meaning comparisons to

be made.

The data collected through questionnaire response was analyzed in the following manner:

Raw data was coded and tabulated

The tabulated data was converted into percentage, to show the percentage of opinion

among respondents.

Percentage analysis thus involves the simple interpretation/ analysis of the various items

to be taken up in the questionnaire on a percentage basis from the data collected.

Interpretation of the gaps also includes mean scores obtained by the organization on

every aspect/ item as calculated.

3.9 LIMITATIONS OF THE STUDY

Limitation is regarding the sample selection.

Limited time for conducting the study.

Lack of interest of respondents.

Findings are based on the views expressed by the respondents of different occupation, age

and sex so it may suffer from biased prejudices.

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The study has not been intended on a very large scale, have the possibility of errors, which

can’t be ruled out.

The misunderstanding of the terms used in questionnaire by the respondents.

Consciously avoiding a particular response due to the extreme factors.

Lack of awareness and knowledge among the selected sample unit.

Some of the workers did not respond properly as they thought HR Department was carrying

on some performance assessment on the basis of their responses.

Time limitation was another constraint. Workers were not able to entertain properly due to

their busy schedules.

It was found that some workers were not really satisfied with their present job in the

organization. They were little confused.

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DATA ANALYSIS

&

INTERPRETATION

Analysis

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Pie Chart:

4.1 IS GRIEVANCE HANDLING IMPORTANT?

RESPONSES PERCENTAGE

Very important 38%

Somewhat important 32%

Not now 20%

Not sure 4%

Not important 6%

Table 4.1- Grievance handling

Fig 4.1- Grievance handling

INFERENCE:

From the above table it is evident that the GRIEVANCE HANDLING method of training is

considered to be Very important for the employee who are about 38% whereas 32% employees

considered Grievance handling is somewhat important.

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4.2 IS EMPLOYEE PERFORMANCE MANAGEMENT IMPORTANT?

RESPONSES PERCENTAGEVery Important 56%Somewhat Important 22%Not Now 12%Not Sure 8%Not Important 2%

Table 4.2 Employee Performance Mgt

Fig 4.2 Employee Performance Mgt

INFERENCE:

From the above table it is evident that the EMPLOYEE PERFORMANCE MANAGEMENT

method of training is considered to be Very important for the employee which is about 56%

whereas 22% employees believe that employee performance management is somewhat important

area in the training and development.

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4.3 DO WORKPLACE ETHICS IMPORTANT?

RESPONSES PERCENTAGEVery Important 40%Somewhat Important 50%Not Now 2%Not Sure 6%Not Important 2%Table 4.3 Workplace Ethics

Fig 4.3 Workplace Ethics

INFERENCE:

From the above table it is evident that the WORKPLACE ETHICS method of training is

considered to be very important for the employees which is about 40% whereas 50% employees

is in the opinion that workplace ethics is somewhat important area in the training and

development.

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4.4 IS CONFLICT MANAGEMENT IMPORTANT FOR EMPLOYEES?

RESPONSES PERCENTAGEVery Important 38%Somewhat Important 30%Not Now 16%Not Sure 8%Not Important 8%Table 4.4 Conflict Management

Fig 4.4 Conflict Management

INFERENCE:

From the above table it is evident that the CONFLICT MANAGEMENT method of training is

considered to be Very important for the employee which is about 38% whereas 30% employees

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are in the opinion that conflict management is somewhat important area in the training and

development.

4.5 HOW MUCH IMPORTANT ARE STRATEGIC PLANNING/ ORGANIZATIONAL SKILLS FOR THE EMPLOYEES?

RESPONSES PERCENTAGEVery Important 30%Somewhat Important 34%Not Now 22%Not Sure 12%Not Important 2%

Table 4.5 Strategic Planning/Organizational Skills

Fig 4.5 Strategic Planning/Organizational Skills

INFERENCE:

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From the above table it is evident that the Strategic Planning/Organizational Skills method of

training is considered to be Very important for the employee which is about 30% whereas 34%

employees are in the opinion that Strategic Planning/Organizational Skills is somewhat

important area in the training and development.

4.6 IS PRESENTATION SKILLS IMPORTANT DURING TRAINING PROGRAMME?

RESPONSES PERCENTAGEVery Important 32%Somewhat Important 34%Not Now 28%Not Sure 6%Not Important 0%Table 4.6 Presentation Skills

Fig 4.6 Presentation Skills

INFERENCE:

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From the above table it is evident that the Presentation Skills method of training is considered to

be Very important for the employee which is about 32% whereas 34% employees are in the

opinion that Presentation Skills is somewhat important area in the training and development.

4.7 DOES STRESS MANAGEMENT IS AN IMPORTANT AREA IN TRAINING PROGRAMME?

RESPONSES PERCENTAGEVery Important 26%Somewhat Important 42%Not Now 22%Not Sure 8%Not Important 2%Table 4.7 Stress Management

Fig 4.7 Stress Management

INFERENCE:

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From the above table it is evident that the Stress management method of training is considered to

be Very important for the employee which is about 26% whereas 42% employees are in the

opinion that Stress management is somewhat important area in the training and development.

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4.8 HOW IMPORTANT IS RETENTION OF EMPLOYEES?

RESPONSES PERCENTAGEVery Important 30%Somewhat Important 32%Not Now 24%Not Sure 8%Not Important 6%Table 4.8 Retention

Fig 4.8 Retention

INFERENCE:

From the above table it is evident that the Retention method of training is considered to be Very

important for the employee which is about 30% whereas 32% employees are in the opinion that

retention is somewhat important area in the training and development.

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4.9 DOES SUPERVISORY SKILLS IMPORTANT FOR EMPLOYEES?

RESPONSES PERCENTAGEVery Important 28%Somewhat Important 36%Not Now 22%Not Sure 4%Not Important 8%Table 4.9 Supervisory Skills

Fig 4.9 Supervisory Skills

INFERENCE:

From the above table it is evident that the Supervisory skills method of training is considered to

be Very important for the employee which is about 28% whereas 36% employees are in the

opinion that supervisory skills is somewhat important area in the training and development.

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4.10 WHAT ARE THE DIFFERENT AREAS OF INTEREST IN PC SOFTWARE?

OPTIONS PERCENTAGE

Excel 23%

Access 11%

Internet 23%

Data File Management 11%

Word Processing 10%

Operating Win XP 7%

Others 15%

Table 4.10 Areas of Interest

Fig 4.10 Areas of Interest

INFERENCE:

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From the above table it can be inferred that, 23% of the Respondent’s area of interest lies on

Excel and Internet respectively. 11% on Spreadsheet and Data File Management whereas 10%

employees area of interest lies in word processing.

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4.11 WHAT IS THE DIFFERENT METHOD OF TRAINING ADOPTED IN THE

ORGANISATION?

OPTIONS PERCENTAGE

Classroom 36%

Online 24%

Audio Visual Media 7%

Role Play 8%

Job Rotation 12%

Lectures 8%

Others 5%

Table 4.11 Different Methods of Training

Fig 4.11 Different Methods of Training

INFERENCE:

From the above table it is evident that the classroom training method adopted in the organization is 34% whereas online training method is 24%. Job rotation method of training adopted in the organization is only about 12%.

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CHI- SQUARE METHOD:

Ho= There is no significant difference between level of employees and satisfaction of training

programmes.

H1= There is significant difference between level of employees and satisfaction of training

programmes.

CRITICAL VALUE: The table value of Ψ² = at α = 0.05 for degree of freedom (3-1) (2-1) = 2

is 5.991

DECISION:

The calculated value of Ψ² = 0.7897 < for 2 degree of freedom = 5.991. Therefore the null

hypothesis that is there is no significant difference between levels of employees and satisfaction

of training programme is accepted.

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FINDINGS, SUGGESTIONS

AND

CONCLUSION

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5.1 FINDINGS OF THE STUDY

1) 38% employees feel that grievance handling is very important area covered in training and

development programme while 32% employees feel that grievance handling is somewhat

important whereas 20% employees believe grievance handling is not now an important area of

training programme. 4% employees are not sure and 6% employees believe grievance handling is

not an important area of training.

2) 56% employees believe that employee performance management is a very important for

managing the employee performance whereas 22% employees believe that employee

performance management is somewhat important area. 12% employee considers employee

performance management is not now an important area. Rest 8% and 2% employees are in

opinion that employee performance management is not sure and not an important area of

training.

3) 40% employees believe that workplace ethics is very important area of training whereas 50%

employees believe that work place ethics is somewhat important to be maintained during the

working place. 2% employees are in opinion that workplace ethics is not now an important area.

Rest 6% and 2% employees are not sure and believe that work place ethics is not an important

area of training programme.

4) 38% employees believed that conflict management is a very important area to be covered in

training and development programme.30% employees believed that conflict management is

somewhat important area in training. 16% employees are in the opinion of not now whereas 8%

employees are in the favor of not sure and rest 8% believed that conflict management is not an

important area in training programme.

5) 30% employees is in favor of strategic planning and organizational skills a very important area.

34% employees believed that strategic planning and organizational skills is somewhat important

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whereas 22% employees are in the opinion of not now an important area. Rest 12% employees

are in the favor of not sure and 2% not an important area.

6) 32% employees is in the opinion that presentation skills in very important area of training

session.34% employees believe that presentation skills are somewhat important for employees

during training programme. 28% employees are in the opinion of not now whereas 6%

employees are not sure.

7) 26% employees is in favor of stress management a very important area. 42% employees believed

that stress management is somewhat important whereas 22% employees are in the opinion of not

now an important area. Rest 8% employees are in the favor of not sure and 2% not an important

area.

8) 30% employees is in favor of retention a very important area. 32% employees believed that

retention is somewhat important whereas 24% employees are in the opinion of not now an

important area. Rest 8% employees are in the favor of not sure and 6% not an important area.

9) 28% employees is in favor of supervisory skills a very important area. 36% employees believed

that supervisory skills are somewhat important whereas 22% employees are in the opinion of not

now an important area. Rest 4% employees are in the favor of not sure and 8% not an important

area.

10) 23% employees do have area of interest in Excel. 11% employees are in favor of working in

Access whereas 23% employees’ area of interest is in Internet. 11% employee’s area of interest

is in data file management. 10% employees are in word processing. Whereas 7% area of interest

is in Operating Win XP and 15% are others.

11) 36% employees prefer classroom training method to be adopted in the organization. 24%

employees are in the favor of online training whereas 7% prefer audio visual method. 12%

employees are in the opinion of Job rotation training method. Rest 8% prefers lectures method

and 5% prefer others.

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12) Training at Mahajan Overseas (P) Ltd helps the employee in increasing their knowledge, skills

and abilities (KSA). From chi-square method there is no significant difference between levels of

employees and satisfaction of training programmes. All training methods adopted are not equally

effective. Company is in a favor to appoint highly qualified and experienced trainers to provide

training to its employees.

13) From chi-square test, it was found that there is no significant difference between levels of

employees and satisfaction of training programme is accepted.

14) The analysis of demographic Profile shows that the qualification of employee’s is, 15%

employees are high school passed, 22% employees are secondary school passed, 35% employees

are graduates and 28% employees are post graduates.

15) Position of the employees shows that 25% employees works as a clerk,33% employees are

supervisors,17% are quality incharge,10% are executives and 15% employees holds the position

of managers.

16) Age of the employees concludes that 9%employees are under the age of 20years, 40% of the

employees are of the age 20years to 40 years,25% are of the age 30 years to 40 years,15% of the

employees lies in the group of 40 years to 50 years and 11% employees belongs to the group of

more than 50 years.

17) 68% employees are male and 32% employees are female in the organization.

18) 29% employees are earning income below Rs. 20000, 42% employees are earn between Rs

20000 to Rs. 40000,15% employees are earning income in the range of Rs 40000 to Rs 60000

and 14% employees are earning income more than Rs 60000.

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5.2 SUGGESTIONS

Training should be conducted according to employees needs.

Trainer, training place, training method, trainee are the major things that should be

considered while conducting the training program.

More improvement in latest knowledge should be added in the training programme.

The in-house training programme can be improved by inviting faculties from various

business schools and mostly from various private agencies for conducting training

programmes for the employees.

According to employees perception training programme was well designed and functioned in

systematic way, was somewhat extent, it should be changed to great extent.

According to employees perception the faculty performance, was somewhat good, it should

be changed to great extent.

The employee’s feedback must be getting in a proper way.

Necessary knowledge and skills about new learning strategies should be provided at all levels

of employees.

Accreditation of current teacher training and staff development programs offered by various

providers.

More external sources should be used. Company should take help of outside agencies if

internal trainers alone cannot fulfill training requirement.

Organization should organize certain programmes for employees so that they should be able

to know their satisfaction level regarding their job in the organization.

Making training and development process and entirely in house activity to reduce cost.

It is found that the average age groups of trainees are in their early thirties which signify that

the organization need more of young blood as enthusiasm is an integral part of the Industry.

The maximum emphasis is need to be given to job instruction methods where the trainees are

made to understand their job thoroughly and the role they are going to play in performing

their job.

Lecture as well as the presentation is the major part of imparting the education and training

them.

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The training objectives are in keeping with needs and abilities of trainees and it is this that

proves to be the major reason for success of the training as whole.

The trainee fill the feedback form and from time to time test are should be conducted to

know the gauge the effectiveness of training to employee to check their memory if they

retain anything or not.

Team management is one of the things on which Mahajan Overseas (P) Ltd team must

emphasis so that their employees can be more productive as it was found during the visit of

corporate office people they lack in managing themselves results the conflicts in

relationships.

Stress management training is more important for employee as it was observed that people

are all the time in stress due to over burden of work which hampers the personal life of

individual results frustration and aggression.

5.3 FUTURE DIRECTIONS.

This study has covered different aspects of Training and Development of the organization.

It has been studied from both prospective – on-the job and off-the job training methods.

The study has been done on employee satisfaction in aspects of feedback given at the end of

training session but still there are many related areas which could be taken as future direction of

the study & that would be follow up till employee overall skills development..

This study is based out on coverage of basic idea about all the HR issues related to training and

development like training through coaching classes, workshops, reduction in cost of training but

further more studies can be done in context with focusing on any one particular area like

undertaking employee satisfaction with Effective feedback or Quality of work life & other such

issues.

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5.4 CONCLUSION

The study conducted at MAHAJAN OVERSEAS PRIVATE LIMITED, PANIPAT deals

with analyzing the training needs of employees of the organization. The present study conclude

that majority of the employees are interested in attending the training programme and most of

them agree that they could transfer the learning by implementing new knowledge, skill, ability

and technology that they got from the training program. In general the company provides a very

well designed and widely shared training policy to its employees. However there could be

improvement in the case of conducting feedback reviews so as to analyze the status of the

employees after training. Thus it is concluded from this study that the human element of

organization is the most crucial asset of an organization. Taking a closer perspective -it is the

very quality of this asset that sets an organization apart from the others, the very element that

brings the organization’s vision into fruition. Training leads to important benefits for individuals

and teams, organization and society. The present reviews states that these benefits range from

individual and team performance. To understand these benefits of training, multilevel,

multidisciplinary and global perspective had been adopted. In this study measures are taken how

to maximize the benefits of training. These factors include paying attention to needs assessment

and pretraining states of trainees (e.g. trainee motivation,) training design and delivery (e.g.

advantages of using error training), training evaluation (e.g. documenting training success

differently depending on the stakeholder in question), and transfer of training (i.e. the importance

of interpersonal factors).

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JOURNALS:

1. Alan Coetzer, Janice Redmond, Jalleh Sharafizad, (2012) "Decision making regarding

access to training and development in medium-sized enterprises: An exploratory study

using the Critical Incident Technique", European Journal of Training and Development,

Vol. 36 Iss: 4, pp.426 – 447

2. Alexandros G. Sahinidis, John Bouris, (2008) "Employee perceived training effectiveness

relationship to employee attitudes", Journal of European Industrial Training, Vol. 32 Iss:

1, pp.63 – 76

3. Almuth McDowall, Mark N.K. Saunders, (2010) "UK managers' conceptions of

employee training and development", Journal of European Industrial Training, Vol. 34

Iss: 7, pp.609 – 630

4. Antonios Panagiotakopoulos, (2011) "Barriers to employee training and learning in small

and medium-sized enterprises (SMEs)", Development and Learning in Organizations,

Vol. 25 Iss: 3, pp.15 – 18

5. Charles Tennant, Mahithorn Boonkrong, Paul A.B. Roberts, (2002) "The design of a

training programme measurement model", Journal of European Industrial Training, Vol.

26 Iss: 5, pp.230 – 240

6. David Hulme, (2006), International Journal of Public Sector Management, Vol. 2 Iss: 2

7. Diarmuid De Faoite, Colette Henry, Kate Johnston, Peter van der Sijde, (2003)

"Education and training for entrepreneurs: a consideration of initiatives in Ireland and

The Netherlands", Education + Training, Vol. 45 Iss: 8/9, pp.430 – 438

8. George Lafferty, Amanda Roan, (2000) "Public sector outsourcing: implications for

training and skills", Employee Relations, Vol. 22 Iss: 1, pp.76 – 85

9. Harry J. Martin, (2010) "Improving training impact through effective follow-up:

techniques and their application", Journal of Management Development, Vol. 29 Iss: 6,

pp.520 – 534

10. Jacqueline Reed, Maria Vakola, (2006) "What role can a training needs analysis play in

organizational change?", Journal of Organizational Change Management, Vol. 19 Iss: 3,

pp.393 – 407

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11. Jerry Hallier and Stewart Butts, (2000) "Attempts to advance the role of training: process

and context", Employee Relations, Vol. 22 Iss: 4, pp.375 – 402

12. Jie Shen, (2005) "International training and management development: theory and

reality", Journal of Management Development, Vol. 24 Iss: 7, pp.656 – 666

13. John P. Wilson, Steven Western, (2000) "Performance appraisal: an obstacle to training

and development?", Journal of European Industrial Training, Vol. 24 Iss: 7, pp.384 – 391

14. Keith Denton, (2007) "Corporate intranets: how can they give a new meaning to training

and development?", Development and Learning in Organizations, Vol. 21 Iss: 6, pp.12 -

14

15. Khawaja Fawad Latif, (2012) "An integrated model of training effectiveness and

satisfaction with employee development interventions", Industrial and Commercial

Training, Vol. 44 Iss: 4, pp.211 – 222

16. Marcel R. van der Klink, Jan N. Streumer, (2002) "Effectiveness of on-the-job training",

Journal of European Industrial Training, Vol. 26 Iss: 2/3/4, pp.196 – 199

17. Muhammad Zahid Iqbal, Rashid Ahmad Khan, (2011) "The growing concept and uses of

training needs assessment: A review with proposed model", Journal of European

Industrial Training, Vol. 35 Iss: 5, pp.439 – 466

18. Neomi Kaplan-Mor, Chanan Glezer, Moshe Zviran, (2011) "A comparative analysis of

end-user training methods", Journal of Systems and Information Technology, Vol. 13 Iss:

1, pp.25 – 42

19. Nicholas Clarke, (2003) "The politics of training needs analysis", Journal of Workplace

Learning, Vol. 15 Iss: 4, pp.141 – 153

20. Paul J. Davis, (2012) "The global training deficit: the scarcity of formal and informal

professional development opportunities for women entrepreneurs", Industrial and

Commercial Training, Vol. 44 Iss: 1, pp.19 – 25

21. Peter J. Murk, Andrew J. Barrett, Pierre J. Atchade, (2000) "Diagnostic techniques for

training and education: strategies for marketing and economic development", Journal of

Workplace Learning, Vol. 12 Iss: 7, pp.296 – 306

22. Richard Paul Griffin, (2010) "Means and ends: effective training evaluation", Industrial

and Commercial Training, Vol. 42 Iss: 4, pp.220 – 225

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23. Robert T. Rosti Jr, Frank Shipper, (2007) "A study of the impact of training in a

management development program based on 360 feedback", Journal of Managerial

Psychology, Vol. 13 Iss: 1/2, pp.77 – 89

24. Scott Williams, (2001) "Increasing employees’ creativity by training their managers",

Industrial and Commercial Training, Vol. 33 Iss: 2, pp.63 – 68

25. Staffan Nilsson, Per-Erik Ellström, (2012) "Employability and talent management:

challenges for HRD practices", European Journal of Training and Development, Vol. 36

Iss: 1, pp.26 – 45

26. Stephen Choo, Christine Bowley, (2007) "Using training and development to affect job

satisfaction within franchising", Journal of Small Business and Enterprise Development,

Vol. 14 Iss: 2, pp.339 – 352

27. Xinyuan Zhao, Anna S. Mattila, Li-Shan Eva Tao, (2008) "The role of post-training self-

efficacy in customers' use of self service technologies", International Journal of Service

Industry Management, Vol. 19 Iss: 4, pp.492 – 505

28. Yabome Gilpin-Jackson, Gervase R. Bushe, (2007) "Leadership development training

transfer: a case study of post-training determinants", Journal of Management

Development, Vol. 26 Iss: 10, pp.980 – 1004

29. Zane Berge, Marie de Verneil, Nancy Berge, Linda Davis, Donna Smith, (2002) "The

increasing scope of training and development competency", Benchmarking: An

International Journal, Vol. 9 Iss: 1, pp.43 – 61

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BOOKS:

Chawla Deepak, “Business Research methodology” ,Vikas Publishing House

Gupta C.B “Human Resource Management” S.CHAND

K Ashwathappa, (1997) “Human Resource and Personnel Management”, Tata

McGraw- Hill

Kothari .C.R ”Business research methodology” , New Age International publisher

Mamoria C.B, Gankar S.V,” Personnel Management”, Himalaya Publication

RAO.V.S.P ”Human Resource Management” EXCEL

Singh P.N,” Developing & Managing Human Resources”, Himalaya publication

Stephan R. Covey ,”Seven Habits of Highly Effective People”

Stephan Robbins, Organizational Behavior

Weihrich & Koontz, (2000) “Essentials of management”, Tata Mcgraw Hill

WEBSITES:

www. mahajan overseas.com, viewed on 6 aug 2012

www. citehr.com, viewed on 15 aug 2012

www. management paradise.com, viewed on 15 aug 2012

www.mba clubindia.com, viewed on 20 aug 2012

wwsw. emeraldinsights.com, viewed on 22 aug 2012

www.cci.in/survey reports, viewed on 25 aug 2012

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TRAINING AND DEVELOPMENT

QUESTIONNAIRE

1) How important are the following training topics?

Very

important

Somewhat

important

Not now Not sure Not

important

Grievance handling

Employee performance

management

Work place ethics

Conflict management

strategic planning/organisational

skills

Presentation skills

Stress management

Retention

Supervisory skills

2) What technology areas are you interested in? (check all that apply).

E-mail creating and publishing web Desktop publishing

Documents Word processing

Operating WIN XP Data file management

Operating WIN NT Excel

Operating MAC O/S Internet

SQL Scripting

3) What is all the method of training adopted in your organization?

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Classroom

Audio Visual Media

On The Job

Role Play

Job Rotation

Lectures

IF ANY OTHER PLEASE SPECIFY

4) Please rate the method of training you feel would be most effective to achieve your

learning goals.

Excellent Very

good

Good Fair poor

Classroom

Audio Visual media

Computer Based Training

Online

On The Job

Programmed Learning

Job Rotation

Role play

Lectures

Orientation

5) Would you or your department be willing to pay a fee to hire outside training groups?

YES NO

6) Have you been to conferences or workshops that you would recommend to others?

YES NO

7) Identify the three most important strengths the company brings to its employees?

(a) (b) (c)

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8) What are the three most important training needs you would identify?

(a) (b) (c)

9) If you have had performance reviews, do you recall whether you discussed training needs

and/ or career development with your supervisor?

YES NO

10) Is orientation programme important for the new employees?

Very Important Somewhat Important Not Now Not Sure

Not Important

11) What do you see as your unit/ division’s most important training needs?

12) What other three key training needs should the Company work towards improving over

the next 2—3 years?

Very Important Somewhat Important Not Now Not Sure

N Not Important

13) What can HR Training and Development do to address your training need(s)?

14) Is your earlier training satisfies your requirements?

15) (a) Have you attended any employer paid training course away from your work place

recently?

YES NO

15) (b) If yes, in which area? What is the title of training?

16) Is there a Fast Tracking System in your organisation?

YES NO

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17) In what way does it helps to achieve your objectives and goals?

18) Please indicate your job level

Associate

Senior associate

Manager

Team leader

Executive

If any other please specify

19) Please indicate how long you have been working in the current company

Less than a year

1—2 years

3—4 years

5—10 years

More than 10 years

Details of person completing this Questionnaire:

Name

Organisation

Position

Age Group

Sex (M/F)

Income group

Country

Phone

Fax

E-mail address

comments

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Chi-square test:

Levels Of Organization Satisfaction Un-satisfaction Total

Team Leaders 14 12 26

Executives 9 8 17

Managers 5 2 7

Total 28 22 50

Observed Frequency ‘O’ Expected Frequency ‘E’ Ψ²= Σ{(O-E)²/E}

14 14.56 0.0215

12 11.44 0.0274

9 9.52 0.0284

8 7.48 0.0361

5 3.92 0.2976

2 3.08 0.3787

Ψ²=0.7897

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DEMOGRAPHIC PROFILE OF EMPLOYEES:

S. No. Variables  Haryana

N (100) %

1 Education

10th 15 15%

12th 22 22%

Grad. 35 35%

Post Grad. 28 28%

2 Position

Clerk 25 25%Supervisor 33 33%Quality incharge 17 17%Executives 10 10%Managers 15 15%

3 Age

Below 20 9 9%20-30 40 40%30-40 25 25%40-50 15 15%Above 50 11 11%

4 GenderMale 68 68%

Female 32 32%

5 Income

Less than 20000 29 29%

20000-40000 42 42%

40000-60000 15 15%

More than 60000 14 14%

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