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CHAPTER -1

1.1 INTRODUCTION

Human Resources Management has the Induction process. Under this process, a newly

employed person is introduced to his fellow workers, his supervisors, the work of his

department, its relations to other departments and its place in the whole organisation to the

organizations objectives, philosophy, and practices. He or She has then to learn how the work

assigned to him or her to be done more efficiently and effectively. This is through a well

thought-out and planned training programme. Training part comes in Performance Appraisal

also. Proper training must necessarily be given to both Appraiser & Appraise, so as to ensure that

there is active and proper participation with necessary attitudes & skills for having depth two

way dialogs. Performance Appraisal counselling oriented.

Human Resource Management has basic two approaches

a) Reactive or Problem solving approach

b) Proactive or Forward looking approach

Training is used in both. Training is systematic process of changing behaviour,

knowledge and attitudes of present employee to improve the match between EmployeesCharacteristic & Employment Requirement.

TRAINING AND DEVELOPMENT

Employee training is distinct from management development. Training is a short term

process utilizing a systematic and organized procedure by which non managerial personnel learn

technical knowledge and skills for a definite purpose. It regrets to instructions in technical and

mechanical operations like operation of a machine.

On the other hand, development is a long term education process utilizing a systematic

and organized procedure by which managerial personnel learn conceptual and theoretical

knowledge for

general purpose. It involved philosophical and theoretical educational converts and it s designed

for managers. It involves broader defecation and its purpose is long term development.

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DEFINITION OF TRAINING AND DEVELOPMENT

According to Edwin B.Flippo, Training is the act of increasing the knowledge and skill

of an employee for doing a particular job.

According to Giley and England, Human Resource Development is organized learning

experiences provided by employers within a specified time to bring about the possibility of

performance or personal growth.

Training and development needs =Standard performance Actual performance.

CONCEPT OF TRAINING

Training is a process of increasing knowledge and skills for doing a particular job. It is anorganized procedure by which people learn knowledge and skill for a definite purpose. The

purpose of training is basically to bridge the gap between job requirement and present

competence of an employee. Training is aimed at improving the behavior and performance of a

person. It is never ending or continuous process.

NEED FOR TRAINING

Training is required on account of the following reasons:

Job requirements:

Employees selected for a job might lack the qualifications required to perform the job

effective. New and experienced employees require detailed instruction for effective performance

on the job. In the some cases, the past experience, attitudes, and behavior patterns of experienced

personnel might be in appropriate to the new organization. Remedial training should be given to

such people to match the needs of organization. New employees need to provide orientation

training to make them familiar with the job and the organization.

Technological change:

Technology is changing very fast. Now automation and mechanization are being

increasingly applied in offices and service sector. Increasing use of fast changing techniques

requires training into new technology. For instance, staffs in public sector bank are being trained

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due to computerization of baking operations. No organization can take advantages of latest

technology without well trained personnel. New jobs require new skills. Thus, both new and old

employees require training.

Internal mobility:

Training becomes necessary when an employee moves from one job to another due to

promotion \and transfer. Employees chosen for higher level jobs need to be trained before they

are asked to perform the higher responsibilities. Training is widely used to prepare employees for

higher level jobs.

Organizational viability:

In order to survive and grow, and organization must continually adapt itself to the

changing environment. With increasing economic liberalization and globalization in India

business firms are experiencing expansion, growth and diversification. In order to face

international competition, the firms must upgrade their capabilities. An organization can build up

a second line of command through training in order to meet its future needs for human resources.

Trained staff is the most valuable asset of accompany.

IMPORTANCE OF TRAINING:

A well planned and well executed training programme can provide the following advantages:

Higher productivity:

Training helps to improve the level of performance. Training employees perform better by using

better method of work. Improvements in manpower productivity in developed nations can be

attributed in no small measure to their educational and industrial training programme.

Better quality of work:

In formal training, the best methods are standardized and taught to employees.

Uniformity of work method and procedures help to improve the quality of product or service.

Trained employees are less likely to make operational mistake.

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Less learning period:

A systematic training programme helps to reduce the time and cost involved in learning.

Employees can more quickly reach the acceptable levels of performance. They need not waste

their time and efforts in learning through trial and error.

Cost reduction:

Trained employees make more economical use of materials and machinery. Reduction is

wastage and spoilage together with increase in productivity help to minimize cost of operations

per unit. Maintenance cost is also reduced due to fewer machine breakdown and better handling

of equipments. Plant capacity can be put span of supervision can be enlarge.

Reduced supervision:

Well trained employees tend to be self-reliant and motivated. They need less guidance

and control. Therefore, supervisory burden is reduced and the span of supervision can be

enlarged.

Low accident rate:

Trained personnel adopt the right work methods and make use of the prescribed safety

devices. Therefore, the frequency of accidents is reduced. Health and safety of employee can be

improved.

High morale:

Proper training can develop positive attitudes among employees. Job satisfaction and

morale are improved due to rise in the earning and job security of employees. Training reduces

employee grievances because opportunities for internal promotion are available to well trained

personnel.

Personal growth:

Training enlarges the knowledge and skills of he participants. Therefore, well-trained

personnel can grow faster in their career. Training prevents obsolescence of knowledge and

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skills. Trained employees are a more valuable asset to any organization. Training helps to

develop people for promotion to higher posts and to develop future managers.

TRAINING EVALUATION:

The process of examining a training program is called training evaluation. Training

evaluation checks whether training has had the desired effect. Training evaluation ensures that

whether candidates are able to implement their learning in their respective workplaces, or to the

regular work routines.

Need for evaluation:

It is necessary to evaluate the extent to which training programmes have achieved the

aims for which they were designed. Such an evaluation would provide useful information about

the effectiveness of the training as well as about the designed of future training programmes.Evaluation enables an organization to monitor the training programmes and also to update or

consequence also provides useful data on the basis of which relevance of training and its

integration with other functions of human resources management can be judged.

Concept of training effectiveness:

Training effectiveness is the degree to which trainees are able to learn and apply the

knowledge and skills acquired in the training programme. It depends on the attitudes, interest,

values, and expectations of the trainees and the training environment. A training programme is

likely to be more effective when the trainees want to learn, are involved in their jobs, have career

strategies. Contents of a training programme, and the ability and motivation of trainers also

determine training effectiveness.

Evaluation criteria:

Evaluation of the training effectiveness is the process of obtaining information on the

effects of a training programme and assessing the value of training in the light of that

information. Evaluation involves controlling and correcting the training programme is designed.

It is the function of evaluation to assess whether the learning objectives originally identified have

been satisfied and any deficiency rectified. It is part of a continuing management process

consisting of planning, implementation and evaluation; ideally with each following the other in a

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continuous cycle until successful completion of the activity. Evaluation process must start before

training has begun and continue throughout the whole learning process.

Donald Kirkpatrick developed four level models to assess training effectiveness.

According to him, evaluation always begins with level first and should move through otherlevels in sequence.

1 Reaction Level:

The purpose is to measure the individuals reaction to the training activity. The benefit of

Reaction level evaluation is to improve Training and Development activity efficiency and

effectiveness.

2 Learning Level:

The basic purpose is to measure the learning transfer achieved by the training and

development activity. Another purpose is to determine to what extent the individual increased

their knowledge, skills and changed their attitudes by applying quantitative or qualitative

assessment methods.

3 Behaviour Level:

The basic purpose is to measure changes in behavior of the individual as a result of

the training and development activity and how well the enhancement of knowledge, skill,

attitudes has prepared them for their role.

2 Result Level: The purpose is to measure the contribution of training and development

to the achievement of the business/operational goals.

There are three possible opportunities to undertake an evaluation:

A. Pre Training Evaluation:

It is a method of judging the worth of a program before the program activities begin. The

objective of this evaluation is (a) To determine the appropriateness of the context of training

activity and (b) To help in defining relevant training objectives.

A. Context and Input Evaluation:

It is a method of judging the worth of a program while the program activities are

happening. The objectives of this evaluation are (a) To assess a training course or workshop as it

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progress (b) To find out the extent of program implementation and (c) To determine

improvement and adjustments needed to attain the training objectives.

A. Post Training Evaluation :

It is method of judging the worth of a program at the end of the program activities. Thefocus is on the outcome. It tries to judge whether the transfer of training to the job has taken

place or not.

The onus to decide on the effectiveness of the training program should primarily be on

the employee and through his performance and quality of output, the organization should form

impressions. The employee undergoing training therefore should demonstrate the additional

skills and competence at his workplace to enable the organization to value it and to realize the

value such efforts add to the organization in achieving its goals and objectives and to frame and

practice relevant HR policies and processes.

EFFETIVENESS OF TRAINING:

The Training Programme can be made effective and successful if the following hints areconsidered:

1. Specific training objectives should be outlined on the basis of performance required toachieve organizational goals and objectives. An audit of personal needs compared withoperational requirement will help to determine the specific training needs of individual

employees. This evaluation should form a well defined set of performance standards towardswhich each trainee should be directed.

2. Attempt should be made to determine if the trainee has the intelligence, maturity, andmotivation to successfully complete the training programmes. If deficiencies are noted in theserespects, the training may be postponed or cancelled till improvements are visible.

3. The trainee should be helped to see the need for training by making him aware of thepersonal benefits he can achieve through better performance. He should be helped to discover therewards and satisfactions that might be available to him through changes in behavior.

4. The training programme should be planned so that it is related to the trainees previousexperience and background. This background should be used as a foundation for new

development and new behavior.5. Attempts should be made to create organizational conditions that are conducive to a

good learning environment. It should be made clear why changes are needed. Any distractions,in the way of training environment, should be improved. The support of the upper levels ofmanagement should be obtained before applying training at lower levels

6. If necessary, a combination of training methods should be selected so that variety ispermitted and as many of the senses as possible are utilized.

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7. It should be recognized that all the trainees do not progress at the same rate. Thereforeflexibility should be allowed in judging the rates of progress in the training programme.

8. If possible, the personal involvement or active participation of the trainee should be gotin the training programme. He should be provided with opportunity for practice the newlyneeded behavior norms.

9. As the trainee acquires new knowledge, skills or attitudes and apply them in jobsituations, he should be significantly rewarded for his efforts.

10. The trainee should be provided with regular, constructive feedback concerning hisprogress in training and implementation of the newly acquired abilities.

11. The trainee should be provided with personal assistance when he encounters learningobstacles.

1.2 INDUSTRY PROFILE

Cement Industry in India

Introduction:

Cement is the glue that holds the concrete together, and is therefore critical for meeting

society's needs of housing and basic infrastructure such as bridges, roads, water treatment

facilities, schools and hospitals. Concrete is the secondmost consumed material after water, with

nearly three tonnes used annually for each person on the planet.

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Being one of the basic elements for setting up strong and healthy infrastructure, Cement

plays a crucial role in economic development of any country. Having more than a

hundred and fifty years history, it has been used extensively in construction of anything,

from a small building to a mammoth multipurpose project.

The manufacturing process of cement consists of mixing, drying and grinding of

limestone, clay and silica into a composite mass. The mixture is then heated and burnt in a pre-

heater and kiln to be cooled in an air-cooling system to form clinker, which is the semi-

finished form. This clinker is cooled by air and subsequently ground with gypsum to form

cement.

There are three types of processes to form cement - the wet, semi-dry and dry processes.

In the wet/semi-dry process, raw material is produced by mixing limestone and water

(called slurry) and blending it with soft clay. In the dry process technology, crushed

limestone and raw materials are ground and mixed together without the addition of water.

The dry and semi-wet processes are more fuel-efficient. The wet process requires 0.28

tones of coal and 110 kWh of power to manufacture one tone of cement, whereas the dry process

requires only 0.18 tones of coal and 100 kWh of power.

There are different varieties of cement based on different compositions according to

specific end uses, namely, Ordinary Portland Cement, Portland Pozzolana Cement, White

Cement, Portland Blast Furnace Slag Cement and Specialised Cement. The basic difference

lies in the percentage of clinker used.

Ordinary Portland Cement (OPC): OPC, popularly known as grey cement, has 95 percent

clinker and 5 per cent gypsum and other materials. It accounts for 70 per cent of the total

consumption.

Portland Pozzolana Cement (PPC): PPC has 80 percent clinker, 15 percent pozolona

and 5 per cent gypsum and accounts for 18 per cent of the total cement consumption. It is

manufactured because it uses fly ash/burnt clay/coal waste as the main ingredient.

White Cement: White cement is basically OPC - clinker using fuel oil (instead of coal) with

iron oxide content below 0.4 per cent to ensure whiteness. A special cooling technique is used in

its production. It is used to enhance aesthetic value in tiles and flooring. White cement is much

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more expensive than grey cement.

Portland Blast Furnace Slag Cement (PBFSC): PBFSC consists of 45 percent clinker, 50

per cent blast furnace slag and 5 per cent gypsum and accounts for 10 per cent of the

total cement consumed. It has a heat of hydration even lower than PPC and is generally usedin the construction of dams and similar massive constructions.

Specialised Cement: Oil Well Cement is made from clinker with special additives to

prevent any porosity.

Rapid Hardening Portland Cement: Rapid Hardening Portland Cement is similar to

OPC, except that it is ground much finer, so that on casting, the compressible strength

increases rapidly.

Water Proof Cement: Water Proof Cement is similar to OPC, with a small portion of calcium

stearate or non - saponifibale oil to impart waterproofing properties.

1.3 COMPANY PROFILE

BIRTH OF INDUSTRIAL ENTERPRISES

India cements limited is the most reputed company in India. The brand name for the

product is Sankar cement. It was originally started as join concern by Shri Sankaralinga Iyer

and shri Narayanasami in year 1946. Sankar cements at Thalaiyuthu spread over 122 acres

including mines and the registered office of the company is in Chennai. It has about seven

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cement manufacturing plants spread over Southern India catering to major markets in South

India and Maharashtra. The capacities of its plants are over 9 million tons per annum.

Shri Sankaralinga Iyer was a pioneer of heavy industry in the South. Primarily a banker,

he ventured into the field of industry with a rare devotion and confidence with the prime

objective of developing major industries in the state. With his banking experience and interest in

exploring the mineral potential of South India, he went ahead boldly with his scheme of building

a cement plant in the vicinity of Thalaiyuthu, where extensive deposits of limestone were

assuredly available. Shri Sankaralinga Iyer with his energy and drive gave the cement project a

realistic form and content.

In his task of establishing the enterprise, Shri Iyer was ably assisted by Shri T.S.

Narayanaswami, who is always identified with the formation and running of The India Cements

Limited. Shri T.S.Narayanswami was the catalyst who saw the project through numerous hurdles

and made it emerge as a viable and marketable proposition. He looked beyond Cement to

Aluminium production, Chemicals and Plastics and Shipping after he had fully established the

India Cement's potential for expansion. A pioneer Industrialist and visionary, Shri T.S.

Narayanswami played a dynamic role in the resurgence of industrialisation in free India.

Now India Cements Ltd. also owns Indian Premier League's Chennai franchise, Chennai

Super Kings.Mr.N.Srinivasan, Vice Chairman and Managing Directoris also involved in BCCI

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and AICF, the Indian administrative bodies for Cricket and Chess. Coromandel Infotech India

Ltd is an IT initiative of INDIA CEMENTS.

MANAGEMENT

Shri.N.Srinivasan Vice Chairman & Managing Director

Mrs.Chitra Srinivasan Director

Ms.Rupa Gurunath Whole Time Director

Shri.B.S.Adityan Director

Shri.R.K.Das Director

Shri.N.Srinivasan Director

Shri.N.R.Krishnan Director

Shri.A.Sankarakrishnan

Director

Shri.Arun Datta Director

Shri.V.Manickam Representing Life Insurance Corporation of India

Shri.K.P.Nair Nominee of IDBI Bank Ltd

Shri.K.SubramanianRepresenting Housing & Urban Development Corporation

Ltd

COMPANY HIGHLIGHTS

The India Cements Ltd. is the largest producer of cement in South India.

The India Cements Ltd. plants are well spread with three in Tamilnadu and four in

Andhra Pradesh which cater to all major markets in South India and Maharashtra.

The India Cements Ltd. is the market leader with a market share of 28% in the South. It

aims to achieve a 35% market share in the near future. The Company has access to huge

limestone resources and plans to expand capacity by de-bottlenecking and optimisation of

existing plants as well as by acquisitions.

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The India Cements Ltd. has a strong distribution network with over 10,000 stockists of

whom 25% are dedicated.

The India Cements Ltd. has well established brands- Sankar Super Power, Coromandel

Super Power and Raasi Super Power.

GROWTH

The annual production capacity was increased gradually because of Expansion and

modernization activities that took place in Sankarnagar plant. Now the production capacity

reaches 1 million tones per annum.

MILESTONES:

1946 Incorporation of the India Cements Limited.

1949 Commissioning of first Cement plant at Sankarnagar - Installed capacity 1 la tones

per annum.

1963 Commissioning of second Cement plant at Sankaridrug-Installed capacity 2 lakhs

tones per annum.

1969 Awarded Merit Certification for Outstanding Export Performance (1968-1969).

1990 Acquisition of Coromandel Cement plant at Cuddapah-Installed Capacity rises to

2.6 million tones per annum. The India Cements Ltd. becomes the largest producer of

Cement in South India.

1994 ISO 9002 Certification for Sankarnagar plant.

1997 India Cements acquires Cement Plant of Visaka Cement Industry Ltd., at Tandur,

Ranga Reddy district of Andhra Pradesh. Installed capacity 0.9 Million Tones.

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1998 India Cements acquires Cement Corporation of India's Yerraguntla Cement Plant at

Andhra Pradesh. Installed capacity 0.4 Million Tones.

1998 India cements acquires Raasi Cement Ltd., at Nalgonda District of Andhra

Pradesh.Installed capacity 1.8 million tones.

1999 India Cements acquires Cement Plant of Shri Vishnu Cement Ltd., at Nalgonda

District of Andhra Pradesh. Installed capacity 1.0 Million Tones.

2008 The Company has revived its shipping business with the purchase of two ships (dry

bulk carriers) with a total capacity of 79843 DWT.

2008 The Company has successfully bid for the Chennai franchise of the DLF-IPL 20/20

Cricket Tournament Chennai Super Kings.

2010 The Corporate office of the company was shifted in February, 2010 to its own

building Coromandel Towers at 93, Santhome High Road, Karpagam Avenue, MRC

Nagar, Chennai 600 028.

2010 & 2011 The Companys cricket franchise Chennai Super Kings has won IPL III

Trophy in April 2010 & 2011.

CEMENT MANUFACTURING PROCESS

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CHAPTER II

2.1 RESEARCH OBJECTIVES

PRIMARY OBJECTIVE :

To know the profile & operations of the India Cements Limited.

SECONDARY OBJECTIVES :

1.To identify the training programs given.

2. To analyze the post training evaluation.

LIMITATIONS AND SCOPE

2.2 LIMITATIONS:

In any study or research conducted there will be some limitations are associated with

it for the proper understanding about the project.

Due to minimum duration of time the researcher applied only post training

evaluation method.

2.3 SCOPE

This project will help to know the effectiveness of Training Programme among the

Employees which will enable the organization to conduct necessary Training Programmes in

future period.

The study can identify the employees opinion about the Training Programme of the company.

The end result of this project would aim for improvement in Training Programme. Hence this

project will help the company in increasing their turnover.

CHAPTER III

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PRODUCTION DEPARTMENT:

(a)Procurement of raw material:-

The basic raw material of ICL is limestone, which is mined from ICL mines and

the other raw materials is taken from marble mines situated 3 kms away from the plant. Coal,

which is used for heating is bought from the thermal power station in tuticorin. It is also

imported from countries like china and Africa. Fly ash which is the waste of thermal power

plants is obtained from the power plant in tamilnadu. The materials are procured only if they

satisfied the specified quality.

(b) production planning in ICL :-

In ICL, production planning starts with customer order processing. The company plans in

advance all the production activities, in accordance with the specifications given by the

consumers who are high value demanding and need tones of cement. The company may not store

the cement after packing process and generally they followed method of packing after the orderis received. In addition to customer orders, the companys marketing department analyses the

future potential growth of demand and on the basis of that the company calculate seasonal

fluctuations if any, and plan the quantity/quality of cement to be produced. The production

capacity of the company is in tones per day. But in order to meet excess demand, the company

produces lot of cement per day. Production plan is weekly or monthly.

(C) Production schedule in ICL :-

ICL works 24 hours in three shifts. Production Schedule starts, when production plants

are prepared. The production schedule of ICL consists of the following.

1. Arranging raw materials for production.

2. Scheduling the amount of cement produced in each shift.

3. Assessment of work by each employee.

4. Scheduling production per day, hour and shift.

(d) Production Process :-

ICl follows continues production system that means producing cement continuously

without any delay and interruption. In other words ICL feeds the raw materials on one side and

receives line layout of production on the other side. There is continuity in production process.

There are so many a process in the production of cement.The process starts with feeding the rawmaterial and ends with receiving packed products. The production process consists of the

following:

(i) Crushing the material :-

Crushing and grinding of raw materials to the required fineness and mixing them together

to form a homogeneous mixture is the initial step. The crushed materials come to plant

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stock yard through rope way.ICL limestone has high silica content and it is not used as

such. To reduce the silica content sweetness limestone is added to eat. Limestone,

sweetness limestone and late rite which are in lumps are crushed in to small pieces by

means of hammer crusher and jaw crusher. The hammer crusher is based on the principle

of usual hammering. The size reduction of crusher feed is performed by to crusher jaws

and one of them is stationery and the other exerts toggle pressure and crushes the rawmaterials.

(ii) Raw material preparation :-

The limestone and sweetener limestone and late rite are fed into the raw mill through the

main belt. The percentage of these materials differs. Sufficient amount of raw material is

fed into the mill by open in the hopper belt as and when needed. The raw mill is a

cylindrical metallic structure which keeps rotating all time. The material fed too, is

powered by the grinding media which also moves along with the rotation media.

(iii) Rotary Kiln :-

The raw material stored in silos, is fed to the rotary kiln through bucket elevators, after

pre heating the fourth stage suspension pre heaters. The kiln is maintained at a fixed

temperature of about 1350 degrees.

(iv) Cement mill :-

The cooled clinker from the rotary kiln is mixed with 5% of gypsum and is ground

together in the cement mill. The clinker forms the clinker stock pile which is carried

through bucket elevators. Gypsum from the stock yard is also carried to the hopper

through bucket elevators. These are then ground and mixed thoroughly by grindingmedia.

(v) Transporting of cement to storage :-

Cement, being in a dry powder from and slightly hot after grinding are stored in high

capacity silos. Then it is transported from the mill to the storage house with the help of

screw conveyers, bucket conveyers, belt conveyers, air silos, pneumatic conveyor or air

lift pumps, flaxo etc.

(iv) Packing of cement :-

The cement store din silos are carried to the packing section. The old practice was the

pack the cement in bags, wooden cases or steel drums manually. Now high speed automatic

packing machines such as rotary packer are electronic packers are utilized for packing cement

either in gunny bags or paper bags. Sometimes loose cement is loaded in specially design rail

wagons or road trucks for transport to their destination.

(e) Material Handling :-

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5.Truck Movement

6.Invoice Preparation

7.Supporting Documents Preparation

8.Mode Of Despatches

9.Acknowledgement Card

A) Cement movement to kerala And Tamilnadu to customers:

Company authorized sellers are called stockists.Institutions/private parties are called Public

Parties, Some of the Quantity moved to their stock point godown are called stocl transfer.

B) Various Grade/Brands:

The India Cements Ltd., having two types of cement grade as follows

I) Portland Pozzolona Cement (PPC)

II) Ordinary Portland Cement(OPC 43 &53 Grade)

As per the marketing purposes they are having six brand names as follows:

I) Sankar Super Power(PPC)

II) Coro Super Power(PPC)

III) Sankar (opc-43 grade)

IV) Coromandal (opc-43 grade)

V) Sankar Sakthi (opc-53 Grade)

VI) Coro King (opc-53 Grade)

C) Packing Details

All brands are packed in two type of packing.

i) Paper Bags

ii) Polypropylene Bags

Each bag contain 50 kgs and 20 bags are calculated one metric tone .Orders are

received/booked in terms of metric tones only.

D) Orders

All the orders are collected from the customers through their sales representative and

entered in system by various branches and assigned to sankarnagar plant.

E) Truck Movement.

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Based on the information available the transport contractors have been advised orally

to place the trucks for loading to respective places.

F) Invoice Preparation

In that loading time/after loading, despatch advice cum invoice will be prepared in

quadruplicate and three copies are sent along with loaded trucks, one is retained for their

office records.

All voices are having ED and VAT as per the government norms. Those calculations are as

follows:

i)Excise Duly -10% of Retail Sales(retail sale price exceeding Rs.190 per 50 kg bags of per

tone equivalent retail 10% of retail Selling Price

(MRP) scale price exceeding RS.3800)

ii) Educational chess on ED 2&

iii)Secondary Educational cess on ED 1%

iv)Value Added Tax 2% (2% of invoice value with EDs total)

G) Supporting documents Preparation

For Kerala(other state) despatches form 7 c additionally required to support the

documents.

Name of the associate / Subsidiary companies:

Trishul Investments Ltd - Associate

Cormandel Electric Company Ltd Company -Associate company

India cements capital & Finance Ltd Company -Associate company

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Raasi Cement Ltd Company -Associate company

Visaka Cement Industry Ltd Company -Associate company

ICL Sugars Ltd Company -Associate company

ICL Shipping Ltd Company -Associate company

Jubilee cements Ltd Company - Associate company

Soudambika Finance & Investment Private Ltd - Associate company

Siva Sounder Finance & Investment Private Ltd - Associate company

ICL Securities Ltd Company - Subsidiary company

ICL Financial Services Ltd Company - Subsidiary company

ICL International Ltd Company - Subsidiary company

Industrial Chemicals & Monomers Ltd - Subsidiary company

ORGANISATION STRUCTURE OF INDIA CEMENT LIMITED

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Shareholders

Board of Directors

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Managing Directors

Executive Directors

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Workshop On Environmental Threats

The Assistant general manager took programmes in leadership Qualities

Habits to improve listening

Assessment of Ones Strength

Self-Motivation

Street-Smart secrets For Success

Personnel Productivity

Time Management and

Working With Group

A) In-House Training such as :

1 .Demo On LST Size reduction

2 .Demo On First Aid

3 .Demo On Fire Fighting

4. Demo On Yoga For Human Excellence

B)External/Sponsorship Programmes

1.Problem Solving & Decision Making

2.Simulator Based Training (SBT)

3.Budget Changes In Central Excise, Customs & Service Tax.

4.India Cements General Management Program.

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CHAPTER IV

REVIEW OF LITERATURE

Stephen E Catt,Donald S MillerandWilliam O Barnes(2010) highlighted key factors

to assist in making training outcomes more effective. It summarizes training strategies the

authors have successfully applied in multiple training applications that allow a focus on

outcomes to enhance training effectiveness. To achieve desired outcomes, organizations should

consider eight factors: observe, understand, think, communicate, orient, measure, excite and

simplify. In that organizations should observe what training strategies work best for various

situations and incorporate these techniques in their training programs; outlines principles

designed to enhance understanding; urges the need to think realistically about any plan and

budget associated with an anticipated training program; contends that, to be a goodcommunicator and share meaning, a trainer needs to consider the background of the trainees and

phrase comments in ways that easily relate to their experiences; and argues that training

materials should be simplified in ways to enhance desired learning skills.

Herman Steensma, Karin Groeneveld (2010)presented a training evaluation based on

the "four levels model"; to demonstrate the value of experimental designs in evaluation studies;

and to take a first step in the development of an evidence-based training program.

Design/methododology/approach - The Kirkpatrick four levels model was used to evaluate the

effectiveness of management training. Hypotheses about the effects of internal/external locus of

control and experiential learning styles were tested. Measures gathered at several points of time

were compared to measures taken from a control group. "Level four" results were obtained by

360-degree feedback appraisal. Findings - Trainees' knowledge improved significantly. Trained

managers also demonstrated more "good" management behaviors and they scored higher on

long-term results. Trained supervisors with an internal locus of control acquired more knowledge

than trained supervisors with an external locus of control. However, internals did not differ

significantly from externals on actual behavior measures. The hypothesized relationship between

learning style and training effectiveness was not supported. The four levels method gives

detailed insights in results. Attention should be paid to trainees' locus of control.

Originality/value of the "four levels model" of training evaluations and contributes to the

"theory-based, evidence-based" approach to the development of training programs.

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Ludmila Praslova(Aug 2010)Assessment of educational effectiveness provides vitallyimportant feedback to Institutions of Higher Education. It also provides important information to

external stakeholders, such as prospective students, parents, governmental and local regulatory

entities, professional and regional accrediting organizations, and representatives of the

workforce. However, selecting appropriate indicators of educational effectiveness of programs

and institutions is a difficult task, especially when criteria of effectiveness are not well defined.

This proposes a comprehensive and systematic approach to aligning criteria for educational

effectiveness with specific indicators of achievement of these criteria by adapting a popular

organizational training evaluation framework, the Kirkpatrick's four level model of training

criteria (Kirkpatrick 1959; 1976; 1996), to assessment in Higher Education. The four level model

consists of reaction, learning, behavior and results criteria. Adaptation of this model to HigherEducation helps to clarify the criteria and create plans for assessment of educational outcomes in

which specific instruments and indicators are linked to corresponding criteria. This provides a

rich context for understanding the role of various indicators in the overall mosaic of assessment.

It also provides Institutions of Higher Education rich and multilevel feedback regarding the

effectiveness of their effort to serve their multiple stakeholders. The importance of such feedback

is contextualized both in the reality of stakeholder pressures and in theoretical understanding of

colleges and universities as open systems according to the systems theory (Katz and Kahn 1966).

Although the focus of this article is on Higher Education, core principles and ideas will be

applicable to different types and levels of educational programs.

K. Skylar Powell, Serkan Yalcin(2010) is added the significant contributions of past

research by assessing what the overall effectiveness of managerial training has been over a

period of 50 years and by identifying changes in overall effectiveness during this time period.

Additionally, this aims to evaluate what the overall findings on the effectiveness of training has

been based on study design and subgroups focusing on the equivalent of Kirkpatrick's famous

learning, behavior, and results outcomes. Design/methodology/approach quantitatively integrates

and extends the literature on management training through a meta-analytic procedure. The

resulting sample of past research includes studies from the time period between 1952 and 2002,

representing 85 interventions and 4,779 subjects. Findings - The results do not suggest a great

deal of improvement in the effectiveness of managerial training from 1952 through 2002 and

effect sizes have remained moderate. Additionally, outcome subgroup appears to moderate

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results. Specifically, programs implemented to achieve learning outcomes tended to have the

largest results outcomes. Research limitations/implications - The implications are directly related

to the selection of evaluation methods for future studies assessing the effectiveness of managerial

training programs. This implication is important to both the academic community and

practitioners. The limitations of this include the possible exclusion of past research and the

heterogeneity of assessment methods used in past research, beyond the broad categories of

objective and subjective assessment. Originality/value - In addition to identifying the moderating

effect of outcomes being measured, the main contribution of this study is that it covers a large

time period. As a result, the analysis offers a more expanded view of managerial training over

time.

Thomas W.Gainey and Brian S.Klass (2003) were of the opinion that firms

increasingly use outside vendors to provide their training

and development needs. However, thestrategic importance of many training programs often introduces unique challenges for

organizations outsourcing this function. To better understand the effects of outsourcing in this

key area, the authors use transactioncost economics, social exchange theory, and the resource-

basedview to identify factors thought to impact client satisfactionwith external training vendors.

Using data obtained from 157 organizations, structural equation modeling results suggest that

socially-oriented trust and contractual specificity mediate the relationship between client

satisfaction and a number ofvendor, relationship, training, and firm characteristics.

Judith Scully Callahan, et al (2003) expressed that training the older learner has been

the topic of considerablediscussion but there is no consensus on which instructional methods are

associated with higher observed training performance. The authors use random factors meta-

analysis to explore the effects of three instructional methods (lecture, modeling, and active

participation) and four instructional factors (materials, feedback, pacing, and group size) on

observed training performance. The results reveal that all three instructional methods and two

instructional factors, self-pacing and group size, explain unique variance in observed training

performance. Self-pacing explained thegreatest proportion of the observed variance.

Bhawani Shankar Subedi (2006) said that most organizations invest in people for

training. Training effectiveness is arguably constrained because of inadequate transfer of

learning from the training environment to the workplace environment. Training-job relevance

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and the extent of transfer have been found limited. Although performance is affected by a

number of factors, training is often used as a solution to all problems. Trying to fix non-training

problems with training solutions is futile, yet often attempted in the context of Nepal. Thus, the

growing recognition of the problem of inadequate transfer of training has been recognized as a

compelling issue. The article presents a brief discussion of the data and corresponding findings

pertaining to one of the research questions included in a recent doctoral study. The purpose of

the study was to examine the extent of transfer of learning from the training environment to the

workplace environment, and identify cultural factors and beliefs held by stakeholders influencing

such transfer in the context of civil and corporate sector organizations in Nepal.

The researcher observes a gap of inadequate studies on the effectiveness of training

programs especially in terms of employees perceptions. Hence the proposed study which would

cover the employees perceptions would fulfill the gap.

Froukje Jellema, etal (2006) expressed that evaluating the effects of interventions is

among the most critical issues faced by the field of human resource development today. This

study addresses the potential of multisource feedback for training evaluation. The central

research question is whether or not it is possible to measure change in work behavior, as a result

of training, with multisource feedback in a reliable and valid way. A procedure for training

evaluation was developed and three quasi-experimental studies were carried out. The

psychometric properties of the multisource feedback instruments used are discussed as well as

the training effects that were found. Our conclusion is that in most cases coworkers do not

perceive positive changes in the work behavior of training participants. Whenever a training

effect is observed, this is observed by the rates peers, rather than by the rates superiors or

subordinates. Overall, the results do not support multisource feedback as an efficient method for

training evaluation. However, this does not mean that multisource feedback cannot be used in a

training context at all. Two alternative applications are presented.

Shirine L. Mafi (2001) questioned that despite sizable investments in managerial

training, the effectiveness of the type of training has often come into question. That is, do

employees actually learn information useful for meeting organizational goals? Recent efforts

have sought to improve the relevance of managerial training, such as connecting managerial

training with business goals ina timely manner. However, most managerial training continuesto

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be conducted in classrooms, detached from the organization and the trainees goals. This chapter

proposes that managerial training conducted on the job, used in combination with classroom

training, and aligned with business goals could improve theoverall effectiveness of managerial

training. Until recently,planned training on the job has mostly focused on technical training

rather than managerial training.

Jacqueline V. Dutsch (2002) was of the opinion that with employees located across a

wide geographical area, the ability of organizations to provide equitable training programs is

costly. Travel funds, enabling employees to attend on-sitetraining events, can be severely limited

or even nonexistent.Compounding the problem is the simple fact that travel to a central training

location frequently results in longer workdays for employees, causing increased compensation

expenses to cover the training associated over time. These factors, coupled with the

organizational need to provide just-in-time or skill-basedtraining can impose challenges for the

human resource developmentpractitioner. Thus, practitioners are turning to blended learning

strategies as a way to overcome these obstacles. This solution, however, is not without its

problems. This article describesblended learning within the context of learning theories and

provides recommendations for best practice.

Mirko Draca and Colin Green (2004) revealed that the interaction between the growth

of flexible forms of employment and employer funded training is important for understanding

labour market performance. In particular, the idea of a trade-off has been advanced to describe

potential market failures in the employment of flexible workers. This study finds that evidence of

a trade-off is apparent in both the incidence and intensity of employer funded training. Flexible

workers receive training that is 5080% less intense than the workforce average. Casual workers

especially males suffer more acutely from the trade-off. This suggests that flexible

production externalities may seriously reduce human capital formation in the workforce.

Crystal L. Zhao (2005) opined that corporate culture is a complex phenomenon in foreign

companies located in the People's Republic of China. For the management team of aninternational enterprise, it is a challenging task to manage cultural differences. Education and

training provided to local managers might be one of the important solutions. Therefore, this

study explores the effects of local managers' education and training on corporate culture in

foreign companies in China. Using qualitative research, this paper presents different training

forms existing in foreign companies. Furthermore, the training in general in terms of

establishment of corporate culture was evaluated. General training is classified as formal and

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informal training or coaching in accordance with training purposes. Formal training refers to

training that is indispensable to the survival and development of the corporation, while informal

training is concerned with the training that happens without deliberate design or purposes. The

two kinds of training can develop local managers in a complementary way. It is argued that these

elements exert a complementary influence on the corporate culture with an emphasis on values

and rituals.

Marcos Eguiguren Huerta (2006) made a study on the organizational structure,

funding, evaluation and training of a company. This study describes the status of training in

Catalonia's large companies, from an economic and organizational point of view. The results are

based on empirical-descriptive research conducted with a sample of large and medium-sized

businesses. It analyses the organizational structure of the businesses and the type of

organizational structure in relation to training. From the economic point of view it seeks to

identify the cost of training and the importance assigned to the different levels of evaluation ofthat training in the companies. This study also compares the status of training in Catalonia's large

companies with what happens in other countries and regions that may have similarly diverse

economies. The final conclusions emphasize factors such as the consolidation of the training

department within the companies' organizational structures, the size of the enterprises and their

turnover, as key variables of training provision. Another important feature is the significant

differences between the types of organizational structure and the role of training. Lastly, it

considers how training and its evaluation impact on the various economic and financial aspects

of the companies.

Noreen Heraty and David G. Collings (2006) explored the landscape of training and

development in the Republic of Ireland, a country with an impressive economic record in recent

years. Both the Irish economic context and business context are explored. The national system

for training and development and the surrounding policy and strategy context are set down.

Survey data are drawn upon to examine the nature of training and development at organizational

level. Here influence on training and development, levels of expenditure, the number of days per

employee category and the dominant methods employed training and development are alldiscussed. Finally the academic study of training and development in the Republic of Ireland is

examined.

Darren C. Short and Lyle Yorks (2006) explained that emotions, such as excitement,

boredom, frustration, joy, and anger, are frequently presentin the training room and are likely to

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influence the trainingprocess and the effectiveness of individual and group learning.How, then,

can human resource development professionals use empirical and theoretical literature on

emotions to understandthe impact of emotions on training? This article summarizes the relevant

literature and uses two short scenarios to illustrateits application to the training context.

CHAPTER V

RESEARCH METHODOLOGY

Research is a common parlance refers to a search for knowledge. One can also define

research as a scientific and systematic search for pertinent information on a specific topic. In fact

research is an art of scientific investigation.

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"Research is an art of gathering, analyzing, recording and gaining new knowledge

through a systematized effort"

D. Slesinger and M.Stephenson Defines

"The manipulation of things concepts or symbols for the purpose of gathering to extend,

correct or verifying knowledge, whether that knowledge aids in construction of theory or in the

practice of an art"

Methodology is one of the main aspects of any research. Extreme care must be taken in

preceding the research. In this study, the researcher put on maximum effort to ensure that the

objectives of research were achieved. For the purpose of the study a sample of consumers was

chosen.

RESEARCH DESIGN:

Research design is "the arrangement of conditions for collection and analysis of data in a

manner that aims to combine relevance to the research purpose with economy in procedure".

Research design is a plan that specifies the sources and types of information relevant to research

objective. It is a strategy which approach will be used for gathering and analyzing the data.

The type of research design used was descriptive research design, which in concerned

with describing the characteristics of a particular individual or a group. It includes surveys and

fact-finding enquiries of different kind. It offers a basis drawing conclusion from the data

collected.

NATURE OF DATA:

The data collection is done in field by interviewing the respondents through detailed

schedule of questionnaire. The questionnaire has close ended questions. They were all ofmultiple choices in nature. Personal Interviews were also used for data collections. The

questionnaire consisted of Demographic and Kirkpatricks Evaluation Model questions. The

Demographic and Kirkpatricks Evaluation Model had consisted 8 and 26 questions respectively.

SAMPLE SIZE:

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The Sample Size is 125 Employees of India Cements Limited.

TYPES OF SAMPLING:

Non-probability sampling

SAMPLE METHOD:

The Sampling Method used for the study is convenience sampling.

METHOD OF DATA COLLECTION:

Data is collected by 2 methods i.e.

Primary Source of data

Secondary source of data

Primary Sources of Data

The primary source of data was collected directly from the company employees.

Secondary Sources of Data

The secondary source of data was collected through company websites, records, books,

journals and magazines.

CHAPTER VI

DATA ANALYSIS AND INTERTPRETATION

The data collection using questionnaires were analyzed and tabulated. Percentage

analysis, Weighted Average method were used to analyze the Data Collection. Bar Charts

representation was used for better understanding of the analysis.

This chapter deals with the analysis interpretation towards the effectiveness of training in the

ICL. The data have been collected from various respondents and analysis is done on the option

of the employees on various aspects are presented in this chapter.

Table -1

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No of Workers

INFERENCE: It is inferred that majority of the respondents are in the age group between 40-55.

TABLE 3:

The following table illustrates the educational qualification of the respondents.

EDUCATIONAL QUALIFICATION OF THE RESPONDENTS:

QUALIFICATION NO OF RESPONDENTS PERCENTAGESchool 75 60

Graduation 47 37.6

Post graduation 3 2.4Total 125 100

Source:Primary Data

INTERPRETATION:From the above table it is found that 60% of the respondents completedschool education,37.6% are graduates and only 2.4%are post graduates.

Educational Qualification. Chart 3.1

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INFERENCE:It is inferred that most of the respondents belong to the school level education.

TABLE 4:

The following table illustrates the experience of the employees.

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EDUCATIONAL UALIFICATION

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EXPERIENCE OF RESPONDENTS:

EXPERIENCE NO OF RESPONDENTS PERCENTAGELess than 5 22 17.6

5-15 30 24

15-25 36 28.825& above 37 29.6

Total 125 100

Source: Primary Data

INTERPRETATION: From the above table it is found that only 17.6% of the respondents are

having less than 5 years experience,24% of them are having experience between 5-15

years,28.8% are having 15-25 years and 29.6% of the respondents are having experience above

25 years.

EXPERIENCE OF RESPONDENTS Chart 4.1

INFERENCE: It is inferred that majority of the respondents are having experience above 25

years.

TABLE 5:

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EXPERIENCE OF THE RESPONDENTS

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The following table illustrates the marital status of the respondents.

MARITAL STATUS OF RESPONDENTS:

MARITAL STATUS NO OF RESPONDENTS PERCENTAGESingle 55 44Married 70 56

Total 125 100


INTERPRETATION: From the above table it is found that 44% are single and almost 56 % are

married.

MARITAL STATUS OF RESPONDENTS. Chart 5.1

INFERENCE: It is inferred that majority of 70% are married.

TABLE 6:

The following table illustrates the income level of the respondents.

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USAGE OF FIRE EXTINGUISHER:

USAGE OF FIRE

EXTINGUISHER

RANK(X) NO OF

RESPONDENTS(w)

X*w XW/W

Excellent 5 14 70 0.56

Very good 4 24 96 0.768

Good 3 42 126 1.008

Little 2 21 42 0.336

Very little 1 24 24 0.192

Total 125 358 2.864


Weighted Average Mean:

XW/W =358/125 =2.86

INTERPRETATION: From the above table, Weighted Average Mean Value 2.864 Shows that

the respondents know good to use the fire extinguisher.

Respondents usage of the fire extinguisher. Chart 7.1

INFERENCE: It is inferred that majority of the respondents know good to use the fire

extinguisher.

TABLE 8:- The following table illustrates the about the safety training programs provided by the

ICL. SATISFACTION ON SAFETY TRAINING PROGRAMS.

SAFETYTRAININGPROGRAMS

RANK(X) NO OFRESPONDENTS(W)

X*W XW/W


Very good 4 2 8 0.064Good 3 84 252 2.016Little 2 34 68 0.544


Total 125 337 2.696Source: Primary Data


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XW/W =337/125=2.696

INTERPRETATION: From the above table, the Weighted Average Value 2.696 shows that the

respondents feel good about the safety training program provided periodically.

RESPONDENTS SATISFACTION ON SAFETY TRAINING PROGRAMS.

Chart 8.1

INFERENCE: It is inferred the Weighted Average Value 2.696 shows that the respondents feel

good about the safety training program provided periodically.

TABLE 9:

The following table illustrates the about the First -Aid training program provided by the ICL.

CONFIDENCE ON APPLICATION OF FIRST AID TRAINING PROGRAM.

FIRST AIDTRAININGPROGRAM

RANK(X) NO OFRESPONDENTS(w)

X*w XW/W

Strongly agree 5 4 20 0.16Agree 4 72 288 2.304

Moderate 3 35 105 0.84

Disagree 2 12 24 0.192

Strongly disagree 1 2 2 0.016



XW/W =439/125=3.512

INTERPRETATION: From the above table, the Weighted Average Value 3.512 shows that the

respondents feel moderate about the safety training program provided periodically.

CONFIDENCE LEVEL ON APPLICATION OF FIRST AID TRAINING PROGRAM

Chart 10.1

INFE

RENCE: It is inferred, the Weighted Average Value 3.512 shows that the respondents feel

moderate about the first-aid training program provided by the concern.

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NO .OF

NO .OF

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TABLE 10:

The following table illustrates the about the yoga training training program provided by the ICL.

SATISFACTION ON YOGA TRAINING PROGRAM:

YOGATRAININGPROGRAM


X*w XW/W

Strongly agree 5 1 5 0.04

Agree 4 8 32 0.256Moderate 3 42 126 1.008

Disagree 2 68 136 1.088

Stronglydisagree

1 6 6 0.048

Total 125 305 2.44



XW/W =305/125=2.44

INTERPRETATION: From the above table , the Weighted Average Value 2.44 shows

that the respondents are disagreed with the yoga training program.

SATISFACTION LEVEL OF RESPONDENTS ON YOGA TRAINING PROGRAM Chart 10.1

INFERENCE: It is inferred the Weighted Average Value 2.44 shows that the respondents are

disagreed with the yoga training program.

TABLE 11:

The following table illustrates about the on the job training program provided by the ICL.

SATISFACTION LEVEL OF RESPONDENTS ON,ON THE JOB TRAINING PROGRAM:

ON THE JOBTRAINING(x)


X*w XW/W

Strongly agree 5 21 105 0.84Agree 4 19 76 0.608Moderate 3 54 162 1.296

Disagree 2 21 42 0.336

Strongly disagree 1 10 10 0.08Total 125 395 3.16


44

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XW/W =395/125=3.16

INTERPRETATION: From the above table ,the Weighted Average Value 3.16 shows

that the respondents feel moderate with the on the job training program.

SATISFACTION LEVEL OF RESPONDENTS ON, ON THE JOB TRAINING PROGRAM.

Chart 11.1

INFERENCE: It is inferred, the Weighted Average Value 3.16 shows that the respondents feel

moderate with the on the job training program.

TABLE 12:

The following table illustrates about the off the job training program provided by the ICL.

SATISFACTION LEVEL OF,OFF THE JOB TRAINING PROGRAM:

OFF THE JOBTRAINING(x)


X*w XW/W


Agree 4 14 56 0.448

Moderate 3 98 294 2.352Disagree 2 0 0 0

Strongly disagree 1 2 2 0.016Total 125 407 3.256Source: Primary Data


XW/W =407/125=3.256


that the respondents feel moderate with the off the job training program.

SATISFACTION LEVEL OF RESPONDENTS ON,OFF THE JOB TRAINING PROGRAM

Chart 12.1

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NO. OF WORKERS

NO. OF WORKERS

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INFERENCE: It is inferred, the Weighted Average Value 3.256 shows that the respondents

feel moderate with off the job training program.

TABLE 13:

The following table illustrates the about the awareness of training program among the employees

of ICL. AWARENESS ABOUT THE TRAINING PROGRAM:-

AWARNESS(X) RANK(X) NO OFRESPONDENTS(W)

X*W XW/W


Very good 4 5 20 0.16

Good 3 87 261 2.088Little 2 14 28 0.224




XW/W =368/125=2.944


that the respondents feel good about the awareness of training program.

AWARENESS ABOUT THE TRAINING PROGRAM Chart 13.1


feel good about the awareness of training program.

TABLE 14:

The following table illustrates the about the willingness of employees to attend the training

program provided by the ICL.

WILLINGNESS OF RESPONDENTS TO ATTEND THE TRAINING PROGRAM:

WILLINGNESS OFTHERESPONDENTS(X)


X*W XW/W

Excellent 5 24 120 0.96Very good 4 14 56 0.448

Good 3 86 258 2.064

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Little 2 1 2 0.016

Very little 1 0 0 0



XW/W =436/125=3.448


that the respondents feel good to attend the training program

WILLINGNESS OF RESPONDENTS TO ATTEND THE TRAINING PROGRAM Chart 14.1

INFE

RENCE: It is inferred, the Weighted Average Value 3.488 shows that the respondents feel goodto attend the training program.

TABLE 15: The following table illustrates the about the objectives explained by the trainer at

the starting time of the program.OPINION OF RESPONDENTS ABOUT THE

OBJECTIVES EXPLAINED BY THE TRAINER:

OBJECTIVESEXPLAINED(X)


X*W XW/W


Very good 4 32 128 1.024

Good 3 72 216 1.728Little 2 12 24 0.192

Very little 1 0 0 0



XW/W =413/125=3.304


that the respondents opinion was good about the trainers explanation about the objectives

explained at the starting of training program.

OPINION OF THE RESPONDENTS ABOUT THE OBJECTIVES EXPLAINED BY THE

TRAINER. Chart 15.1

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NO. OF WORKERS

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opinion was good about the trainers explanation about the objectives explained at the starting of

training program.

TABLE 16: The following table illustrates the about the training program provided by the ICL

for the employees who were really lacking in the specified area.

OPINION OF RESPONDENTS ABOUT TRAINING PROGRAM FOR LACKING AREA:

TRAININGPROGRAM FORLACKINGAREA(X)


X*W XW/W


Agree 4 72 288 2.304

Moderate 3 33 99 0.792Disagree 2 3 6 0.048

Strongly disagree 1 0 0 0Total 125 478 3.824Source: Primary Data

Weighted Average Mean: XW/W =478/125=3.824

INTERPRETATION: From the above table , the Weighted Average Value 3.824 shows that

the respondents agreed that training program was given to the employees for lacking area only.

OPINION OF RESPONDENTS ABOUT TRAINING PROGRAM FOR LACKING AREA.

Chart 16.1

INFERENCE: It is inferred that , the Weighted Average Value 3.824 shows that the respondents

agreed that training program was given to the employees for lacking area only.

TABLE 17: The following table illustrates the about the employees who were satisfied by the in

house training program provided by the ICL.

SATISFACTION LEVEL OF IN- HOUSE TRAINING PROGRAM:

IN HOUSETRAININGPROGRAM

RANK(X) NO OFRESPONDENTS

X*W XW/W


Agree 4 47 188 1.504

Moderate 3 45 135 1.08

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Disagree 2 12 24 0.192

Strongly disagree 1 0 0 0



XW/W =452/125=3.616

INTERPRETATION : From the above table , the Weighted Average Value 3.616 shows that

the respondents are satisfied by the in-house training program.

.SATISFACTION LEVEL OF IN HOUSE TRAINING PROGRAM Chart 17.1

INFERENCE: It is inferred that , the Weighted Average Value 3.616 shows that the

respondents agreed that the in- house training program was satisfied.

TABLE 18:

The following table illustrates the about the duration of the training program provided by the ICL

SATISFACTION LEVEL OF DURATION OF THE TRAINING PROGRAM:

DURATION OFTHE TRAINING

PROGRAM


X*W XW/W

Excellent 5 0 0 0Very good 4 31 124 0.992

Good 3 25 75 0.6

Little 2 24 48 0.384Very little 1 45 45 0.36

Total 125 292 2.336



XW/W =292/125=2.336

INTERPRETATION:- From the above table , the Weighted Average Value 2.336 shows that the

respondents are not satisfied by the duration of the training program.

SATISFACTION LEVEL OF DURATION OF THE TRAINING PROGRAM. Chart 18.1

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INFERENCE: It is inferred that , the Weighted Average Value 2.336 shows that the

respondents are not satisfied in the duration of the training program .

TABLE 19: The following table illustrates the about the group discussion/case study in the

training program provided by the ICL.

USEFULNESS OF GROUP DISCUSSION/CASE STUDY IN THE TRAINING PROGRAM:

GROUPDISCUSSION/CASESTUDY


X*W XW/W


Moderate 3 61 183 1.464

Disagree 2 0 0 0

Strongly disagree 1 1 1 .008Total 125 464 3.712



XW/W =464/125=3.712

INTERPRETATION: From the above table , the Weighted Average Value 3.172 shows that the

respondents feel moderate towards the usefulness of group discussion in the training program.

USEFULNESS OF GROUP DISCUSSION/CASE STUDY IN THE TRAINING PROGRAM.

Chart 19.1

INFER

ENCE: It is inferred that the Weighted Average Value 3.172 shows that the respondents feel

moderate towards the usefulness of group discussion in the training program.

TABLE 20: The following table illustrates the about the lecture method in the training program

provided by the ICL.

USEFULNESS OF LECTURE METHOD IN THE TRAINING PROGRAM:

LECTUREMETHOD


X*W XW/W


Agree 4 48 192 1.536

Moderate 3 47 141 1.128

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Disagree 2 0 0 0


Total 125 483 3.864Primary Data


XW/W =483/125=3.864

INTERPRETATION:-From the above table , the Weighted Average Value 3.864 shows that the

respondents feel good about the usefulness of lecture method in the training program.

USEFULNESS OF LECTURE METHOD IN THE TRAINING METHOD. Chart 20.1

INFERENCE: It is inferred that the Weighted Average Value 3.864 shows that the respondents

feel good towards the usefulness of lecture method in the training program.

TABLE 21: The following table illustrates the about the practical session in the training program


USEFULNESS OF PRACTICAL SESSION IN THE TRAINING PROGRAM:

PRACTICALSESSION


X*W XW/W


Moderate 3 37 111 0.888

Disagree 2 12 24 0.192Strongly disagree 1 22 22 0.176

Total 125 389 3.112



INTERPRETATION: From the above table , the Weighted Average Value 3.112 shows thatthe respondents feel good about the usefulness of lecture method in the training program.

USEFULNESS OF PRACTICAL SESSION IN THE TRAINING PROGRAM.

Chart 21.1

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INFERENCE :It is inferred, from the Weighted Average Value 3.112 shows that the respondents

feel good towards the usefulness of lecture method in the training program.

TABLE 22: The following table illustrates the about the Audio-Visual Aids used in the training

program provided by the ICL.

USEFULNESS OF AUDIO-VISUAL AIDS USED IN THE TRAINING PROGRAM:

AUDIO-VISUALAIDS


X*W XW/W

Strongly agree 5 0 0 0

Agree 4 84 336 2.688Moderate 3 40 120 0.96

Disagree 2 1 2 0.016


Total 125 458 3.664SOURCE: Primary Data


INTERPRETATION: From the above table , the Weighted Average Value 3.664 shows that

the respondents satisfied about the usefulness of Audio-Visual Aids in the training program.

USEFULNESS OF AUDIO-VISUAL AIDS USED IN THE TRAINING PROGRAM:

Chart 22.1

INFERENCE:

It is inferred, from the Weighted Average Value 3.664 shows that the respondents satisfied about

the usefulness of Audio Visual Aids used in the training program.

TABLE 23: The following table illustrates the about the training equipments, labs, modelrooms in the training program provided by the ICL.

USEFULNESS OF TRAINING EQUIPMENTS, LABS, MODEL ROOMS IN THE TRAINING

PROGRAM:TRAININGEQUIPMENTS,LABS, MODELROOMS


X*W XW/W


Agree 4 59 236 1.888Moderate 3 37 111 0.888

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are satisfied about the opinion about the objectives explained by the trainer in the training

program

TABLE 25:

The following table illustrates the about the individual need satisfied in the training program


OPINION OF INDIVIDUAL NEED SATISFIED IN THE TRAINING PROGRAM:

INDIVIDUALNEED SATISFIED


X*W XW/W

Excellent 5 2 10 0.08Very good 4 32 128 1.024

Good 3 50 150 1.2

Little 2 12 24 0.192Very little 1 29 29 0.232

Total 125 341 2.728



INTERPRETATION:

From the above table , the Weighted Average Value 2.728 shows that the respondents feel

moderate about the individual needs satisfied by the training program.

OPINIO

N OF INDIVIDUAL NEED SATISFIED IN THE TRAINING PROGRAM: Chart 25.1


feel moderate about the individual needs satisfied by the training program.

TABLE 26: The following table illustrates the about the training helps to improve knowledge


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OPINION OF RESPONDENTSTHAT THEY IMPROVE KNOWLEDGE THROUGH THETRAINING PROGRAM:IMPROVEKNOWLEDGETHROUGHTRAININGPROGRAM


X*W XW/W


Agree 4 53 212 1.696Moderate 3 41 123 0.984

Disagree 2 1 2 0.016

Strongly disagree 1 0 0 0Total 125 486 3.896



XW/W =486/125=3.896

INTERPRETATION:. From the above table , the Weighted Average Value 3.896 shows that the

opinion of the respondents are satisfied about the training program that help to improve their

knowledge.

OPINION OF RESPONDENTSTHAT THEY IMPROVE KNOWLEDGE THROUGH THE

TRAINING PROGRAM Chart 26.1

INFERENCE: It is inferred that the , the Weighted Average Value 3.896 shows that the opinion

of the respondents are satisfied about the training program that help to improve their knowledge.

TABLE 27:The following table illustrates the training program helps to solve work related

problem.OPINION OF RESPONDENTS THAT THE TRAINING PROGRAM HELPS TO

SOLVE WORK RELATED PROBLEM:

TRAININGPROGRAMHELPS TO SOLVEWORK RELATED

PROBLEM


X*W XW/W


Agree 4 71 284 2.272



Total 125 438 3.504


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opinion of the respondents are satisfied about the training program that help to solve work

related problem.

OPINION OF RESPONDENTS THAT THE TRAINING PROGRAM HELPS TO SOLVE

WORK RELATED PROBLEM:Chart 27.1

INFERENCE: It is inferred that the Weighted Average Value 3.504 shows that the opinion of

the respondents are satisfied about the training program that help to solve work related problem.

TABLE 28:

The following table illustrates the about the training program help the employees to minimize themistakes/accidents.

OPINION OF RESPONDENTS ABOUT THE TRAINING PROGRAM HELP THEEMPLOYEES TO MINIMIZE THE MISTAKES/ACCIDENTS.

MINIMIZEACCIDENT


X*W XW/W


Agree 4 41 164 1.312

Moderate 3 22 66 0.528Disagree 2 0 0 0Strongly disagree 1 1 1 0.008

Total 125 536 4.288




opinion of the respondents are satisfied about the training program that help the employees to

minimize mistakes/accidents.

OPINION OF RESPONDENTS ABOUT THE TRAINING PROGRAM HELP THE

EMPLOYEES TO MINIMIZE THE MISTAKES/ACCIDENTS: Chart 28.1

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the respondents are satisfied about the training program that help the employees to minimize

mistakes/accidents.

TABLE 29:

The following table illustrates the about the training program help to update latest technology.

OPINION OF RESPONDENTS ABOUT THE TRAINING PROGRAM THAT HELP TO

UPDATE LATEST TECHNOLOGY:

UPDATE LATESTTECHNOLOGY


X*W XW/W


Agree 4 30 120 0.96

Moderate 3 44 132 1.056


Total 125 367 2.936

Source :Primary Data


XW/W =367/125=2.936


opinion of the respondents feel moderate about the training program that help the employees to

update latest technology.

OPINION OF RESPONDENTS ABOUT THE TRAINING PROGRAM THAT HELP TO

UPDATE LATEST TECHNOLOGY: Chart 29.1


the respondents feel moderate about the training program that help the employees to update latest

technology.

TABLE 30:

The following table illustrates the about the training program helps to develop the personal

growth of the employee.

OPINION OF RESPONDENTS OF PERSONAL GROWTH AND DEVELOPMENT BY THE

TRAINING PROGRAM:

PERSONALGROWTH AND


X*W XW/W

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DEVELOPMENT


Moderate 3 26 78 0.624


Total 125 348 2.784




opinion of the respondents feel moderate about the training program that help the employees to

develop personal growth.

OPINION OF RESPONDENTS OF PERSONAL GROWTH AND DEVELOPMENT BY THE

TRAINING PROGRAM : Chart 30.1

INFERENCE: It is inferred that the Weighted Average Value 2.784 shows that the opinion of the

respondents feel moderate about the training program that help the employees to develop

personal growth.

TABLE 31:The following table illustrates that the performance of employees increase after

attending the training program provided by the ICL.RESPONDENTS WORK

PERFORMANCE INCREASES AFTER ATTENDING THE TRAINING PROGRAM:

PERFORMANCEINCREASE


X*W XW/W


Agree 4 44 176 1.408




Weighted Average Mean:XW/W =498/125=3.984

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the respondents agreed that their work performance increases after attending the training

program.

RESPONDENTS PERFORMANCE INCREASES AFTER ATTENDING THE TRAINING

PROGRAM: Chart : 31.1


agreed that their work performance increases after attending the training program.

TABLE 32:The following table illustrates the about the overall training effectiveness.

RESPONDENTS OPINION ABOUT OVERALL EFFECTIVENESS OF TRAINING.

TRAININGEFFECTIVENESS


X*W XW/W


Moderate 3 59 177 1.416

Disagree 2 23 46 0.368



Weighted Average Mean:XW/W =414/125=3.312

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the respondents agreed that their work performance increases after attending the training

program.

RESPONDENTS PERFORMANCE INCREASES AFTER ATTENDING THE TRAINING

PROGRAM Chart : 32.1

INFERENCE : It is inferred that, the Weighted Average Value 3.312 shows that the

respondents agreed that their work performance increases after attending the training program.

CHI-SQUARE TEST

TABLE 33:IDENTIFING WHETHER THERE IS RELATIONSHIP BETWEEN THE WORK

EXPERIENCE AND OVERALL TRAINING EFFECTIVENESS.

WORK EXPERIENCE GOOD LITTLE Total

0-15 11 26 37

15-25 10 20 30

25& Above 22 36 58

Total 43 82 125

NULL HYPOTHESIS = There is no relationship between the work experience of the

respondents and over all training effectiveness.

ALTERNATIVE HYPOTHESIS =There is relationship between the work experience of the

respondent and overall training

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