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CHAPTER I
Introduction And ResearchMethodology
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1. INTRODUCTION
Training fills the gap between what someone can do and what he or she should
be able to do. Its first aim is to ensure that, as quickly as possible; people can reach anacceptable level in their jobs. Training then builds on this foundation by enhancing
skills and knowledge as required to improve performances in the present job (or)
develop potential for the future. There are three terms in the context of Learning-
Education, Training and Development. Though these three are different and unique
from each other, many times they are interchangeably used in place of one another.
The term education is used in a broader sense involving the development of an
individual socially, mentally and physically. Therefore at this stage the understandingof the nature of training and development is important.
Training, the most important function that directly contributes to the
development of human resources is the organization should create conditions in which
people acquire new knowledge and skill and develop healthy pattern of behavior and
styles.
Training is essential because technology is developing continuously and at a
fast rate. System and practices get out dated soon due to new discoveries in
technology including technical, managerial and behavioral aspects. Organizations
which do not develop mechanisms to catch up with and use the growing technology
soon become state.
However, developing individual in the organization can contribute to its
effectiveness of the organization.
So, training and development both go together, while training provides
knowledge and skill, were as development concentrate more on communicating
organizational norms and values for the given roles, training employees to perform
their jobs and the retraining of employees as their job requirement change.
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1.1 PRINCIPLES OF TRAINING
Training program should be design to achieve predetermine objective goals
and needs of the organization.
Training program should be developed for all in the organization.
Training program must be preplanned and well organized.
Training program should be design according to the nature and financial
position of the concerned.
Training program must be fixable.
The program must be conducted by a senior and a experiences persons.
Theoretical and practical aspects of training.
It should be incorporate of modern techniques and recent trends.
Training program should be design with the interest of both employee and
employer.
It is not essential to follow a single method of training for all employees.
The main purpose of the training should be motivated the worker to learn
something to improve there job performance and job promotion.
Allowance of individual differences should also be considered.
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1.2 DIFFERENCE BETWEEN TRAINING & DEVELOPMENT
Training:
It is a short term process
It utilizes systematic and organized procedure
Managerial personnel acquire Skill of training sub-ordinates.
Non Managerial personnel acquire technical skill andknowledge for definite purpose
It is primarily related with the job and technical skill learning
Development:
It is a long term process
It too utilizes systematic and organized procedures
Managerial personnel get conceptual and theoretical
knowledge and skill or managing. It is rarely used.
Non Managerial personnel acquire technical skill and
knowledge for a long term purpose.
It is mainly useful for long term management development
process.
TRAINING DEVELOPMENT
WHO? Non-managerial personnel Managerial personnel
WHAT? Technical and mechanical Conceptual skills
WHY? For specific task/job For various jobsWHEN? Short-term Long-term
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1.3 PURPOSE OF TRAINING
There are few reasons for emphasizing the growth and
development in an organization.
Creating a cool of readily available and adequate replacement
for who may leave (or) move up in the organization.
Enhancing the company ability to adopt and use advances in
technology because of a sufficiently knowledgeable employee.
Building a more efficient, effective and highly motivated team,which enhances the company competitive positive and
improve employee morale.
Ensuring adequate human resource for expansion into new
program.
Increased productivity
Reduced employees turn over
Increased efficiency resulting in financial gain.
Decreased need for supervision.
1. 4 METHODS OF TRAINING AND BOARD CLASSIFICATIO AND
SELECTION OF TRAINING METHODS
1.4.1 On the job training
On the job training is delivered to employers while they
perform their regular job. In this case, they do not lose time while
they are learning.
On the job techniques includes
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Orientation
Job instruction training
Apprenticeships
Internships
Assistantship
Job rotation
Coaching
These are the most common method of training.
The training can be made extremely specific to the requirement of
employees. It is highly practical and reality based.
To be successful, the training should be done according to astructured program that uses task lists, job breakdown and
performances standards etc.
There are few characteristic for on the job training
Being delivered on one to one basis and taking place at the
work place of trainees.
Requiring time to take place, including potential periods when
there is little (or) no useful out put of products (or) service.
Being specified, planned and structured activity.
1.5 TYPE OF ON THE JOB TRAINING
1.5.1 In-basket
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In basket is a simulation (pretend to feel) exercise, which
enables assessment of the capabilities of potential employees to
discharge the responsibility of the concerned position.
In this method the participants is required to assume the role
of a manager of an organization and he is presented with some
problem is the form of letter, memos and memorandum put in the
IN-TRAY and take appropriate action within a framed (or) limited
time.
In-basket is further divided into two types
(a) Real life action
(b) Contents
Real life action
The manager is always expected to take a timely action as the
limitation on time is very important fact in this type of training
exercise. The player is forced to set priorities and delegate some of
the work to subordinate and him (player) must take an action just as
a real manager and write a note to complete this exercise.
Contents
This type of training mainly focus on the activities of
managerial position and also it can be altered according to the
training requirement. It effectively enhances the skills in decision
making and problem solving activities.
1.5.2 Team task
Different team can be formed to perform various tasks (or)
activities, structured (or) unstructured in which the end result may
be completion of task. Some of these activities either can be
performed by individual in a self instruction approach, but many
require interaction of the group to produce learning possibilities.
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Many these can be learnt by team tasks training like- it mainly
help in behavior in a group to solve its problem (or) accomplish its
tasks.
This also includes discussion, suggestion, new ideas, solution,
clarifier, explanation, coordination, summarizing etc.
Buzz group
In many group activities the trainer discusses the activity with the
group member, concentrating on either the task (or) the process
(or) sometimes even both. The principal aim of the trainer is that
the group should provide most of the discussion but the group (or)
participants many be unable (or) unwilling to express their view.
In the early stage, in the group the individuals express views
which are critical of them (or) to perform the task. At this later
stage, there will be a open relationship in a group.
Therefore sufficient core and planning for both the trainer and
trainees is necessary for a training program in an organization.
Syndicates
Participants from different back ground are formed as one
group which is called as syndicates. A syndicate may consist of six
(or) seven participants. By this method there can be a effective
performances in small group in a limited time.
In this method there is correct implementation and much
more learning. In this method the participant learn from each other
and contribute their own experiences to a maximum extent. This
method is suitable for training and development of executives with
considerable experience.
1.6 Off the job training
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Off the job training involves employees taking training course away
from their place of work. This is often also referred to as formal
training. Off the job training course may be run by the training
department or institute of an organization or by an externalorganization or institution.
Off the job training includes lectures, special study, film,
television conferences or discussions, case studies, role playing,
simulation, programmed instruction laboratory training etc. most of
these techniques can be used for effective training, although some
may be too costly.
Lecture
Lecture present training material verbally and are used when
the goal is to present a great of material to many people within
short time. It is more cost effective to deliver lecture to a group of
participants than to train people individually. Lecturing is one way
communication.
Field trip
Field trip can be valuable training method for many
organizations. Faculty members who are planning to conduct field
trips should perform their own risk analysis and take sufficient
precautions during the preparation. They should have proper
planning to determine the procedure of the field trip for achieving
the learning objective.
Panel discussion
Panel members may have different view but they must also
have objective concerns for the purpose of the training. This is an
excellent method for using outside resource people. This method
can be used for small group of 20 or less and the members know
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each other and the material can be assimilated readily with some
prior knowledge. Division into group can also be used to provide
discussion opportunities in smaller associations of trainees. This will
allow a silent trainee to have the opportunity to say something.
Action mazes
In this type of training, each individual is given an information
sheet with details of the situation, which can be a technical problem
or an interpersonal problem. At the end of the first information, the
person is asked to make a decision based on the facts given up to
that stage. Usually a choice between a numbers of actions is given.
The particular choice leads the learner to the next type of
information, at the end of which there is a further choice to make.
Each learner can precede individual to move through the maze. The
individual having good grasped of the principles involved can reach
the final decision very quickly, having made the correct choices. The
unskilled trainee is likely to make a number of inappropriate choices
and will take a circular path to reach the end. Under this type of
training can absorb the correct methods or attitudes from their
mistake.
1.7 ROLE OF TRAINING AND DEVELOPMENT SPECIALIST :
The organizational strategic plans for present and future
goals.
The likely changes in the environment and their impact on
the training and development activities.
The management process to implement the above strategic
decisions.
The present philosophy of HRD and the role of training and
development
The recent development in the training and development.
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Training and development Specialist is:
Act as Consultant or advisor
Act as exponent.
Act as diagnostician
Act as an effective Manager.
1.8 HRD ROLES
Arising from the research conducted on behalf of the American Society for Training
and Development, McLagan and Suhadolnik (1989:20) identified 11 roles thatindicate many of the dimensions carried out by HRD professionals. They are:
Researcher
Marketer
Organizational change agent
Needs analyst
Programmer designer
HRD Materials developer
Instructor/facilitator
Individual career development advisor
Administrator
Evaluator
HRD Manager.
1.9 NEED FOR TRAINING
Training need only arises: when a learning need cannot be met within the normal day-
to-day processes or when meeting learning need in this way will take too long,
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involve too high risk/cost, not result in the required standard of performance, and
when training is the most cost effective way of meeting the need. (Cabinet office ,
1988:4)
Increases Efficiency : Training increases skills for doing a job in better way.This is more important in the context of changing technology because the old
method of working may not be relevant. As such, training is required even to
maintain minimum level of output.
Increases Morale : Training increases morale of employees. High morale is
evidenced by employee enthusiasm. Training increases employee morale by
relating their skills with their job requirements. Possession of skills necessary
to perform a job well often tends to meet human needs such as security and
ego satisfaction. Trained employees can see the job in more meaningful way.
Better Human Relations : Training increases the quality of human relation in
an organization. Growing complexity of organization has led to various human
problems like inter-personal and inter-group problem. This problem can be
overcome by suitable human relation training.
Reduced Supervision : Training employees require less supervision.Autonomy and freedom can be given if the employees are trained properly to
handle their job without the help of supervision. With reduced supervision, a
manager can increase his span of control in the organization which saves cost
of the organization.
Increased Organizational Viability and Flexibility: There are no greater
organizational assets than trained personnel, because these people can turn the
other assets into productive whole. Viability relates to survival of the
organization during bad days and flexibility relates to sustain its effectiveness
with the existing personnel. Such adjustment is possible if the organization has
trained people who can occupy the positions vacated by key personnel. The
organization, which dose not prepares a second line of personnel who can
ultimately take the charge of key personnel, may not be successful in the
absence of such key personnel for whatever the reason.
Job Requirements: Employees selected for a job might lack the qualifications
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required to perform the job effectively. In some cases, the past experience,
attitude and behavior patterns of experienced person might be inappropriate to
the new organization. Remedial training should be given to such people to
match the needs of the organization. New employees need to provide
orientation training to make them familiar with the job and the organization.
Technology Change: Technology is changing very fast. Increasing use of fast
changing techniques requires training into new technology. No organization
can take advantage 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 had chosen
for higher jobs needs to be trained before they are asked to perform the higher
responsibilities. Training is widely used to prepare employees for higher level
jobs.
1.10 CLASSIFICATION OF NEEDS
The above model also gives a gentle hint that in an organization not
only the individual but the group or even the organizational culture
need to be developed to set in an organizational effectiveness. Thus
the training needs can be said to exist at following three levels.
Individual needs
Occupational needs
Organizational needs
Individual needs
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Skill, Knowledge and Attitude are the three dimensions of a
performer which contribute towards his/her total effectiveness or
the competence. One can have basic knowledge and skill to justify
for the job description but the improvement in these dimensionswith reference to the occupational and organizational needs can
bring out better results. Amongst the individual needs supervisory
skill development, Managerial/Executive Developmental Decision
making needs etc. are important needs.
Occupational needs
The need to fulfill the competence gap to perform quality output,breaking the barriers of interpersonal group effectiveness,
developing confidence to take up challenges and initiatives;
generally clarifies the occupational need. Amongst this Team
Development, Group Dynamism, On the Job Training, Just in Time
etc. can be considered.
Organizational needs
Every organization strives for excellence in job performance to
achieve total dynamism in respect of fulfilling its objectives.
Therefore, there must be an approach to develop individual by way
of correcting his attitude, appraising and counseling his\her attitude,
etc. which can promote harmonious work culture. The Management
Development Programs, Organization
Development, Management by Objectives, etc. is the common
organizational needs.
1.11 IDENTIFYING TRAINING NEEDS :
All training activities must be related to the specific needs of the
organization and the individual employees. In order to identify
training needs, the gap between the existing and required levels of
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knowledge, skills, performance and aptitudes should be specified.
The problem areas that can be resolved through training should also
be identified.
Training needs can be identified through the following types of
analysis:
1.11.1 Organizational Analysis :
It involves a study of the entire organization in terms of its
objectives, its resources, resource allocation and utilization, growth
potential and its environment. Its purpose is to determine where
training emphasis should be placed within the organization.
Organizational analysis consists of the following elements:
a. Analysis of objectives: The long term and short term objectives
and their relative priorities are analyzed. General objectives
need to be translated into specific and detailed operational
targets. It is also necessary to continuously review the
objectives in the light of the changing environment.
b. Resource Utilization Analysis: The allocation of human and
physical resources and their efficient utilization in meeting the
operational targets are analyzed.
c. Organizational Climate Analysis: The prevailing climate of an
organization reflects the members attitudes. It also represents
managements attitude towards the employee development.
Analysis of organization climate can reveal the strengths and
weakness also.
d. Environmental Scanning: The economic, political, technological
and socio culture environment of the organization is examined.
This is necessary to identify the environmental factors which
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the organization can influence and the constraints which it
cannot control.
1.11.2 Task or Role Analysis : It is systematic and detailedanalysis of jobs to identify job contents, the knowledge, skills and
aptitudes required and the work behavior. On the part of the job
holder particular attention should be paid to the tasks to be
performed, the methods to be used, the way employees have learnt
these methods and the performance standards required of
employees.
Manpower Analysis: In this analysis the persons to be trained and
the changes required in the knowledge, skills and aptitudes of an
employee determined. First of all, it is necessary to decide whether
performance of an individual is substandard and training is needed.
Secondly, it is determined whether the employee is capable of being
trained. Thirdly, the specific areas in which the individual requires
training are determined. Lastly, whether training will improve the
employees performs or not is determined. Moreover, these
analyses should be integrated in a carefully designed and executed
program.
1.12 EXITANCE OF NEED
The organizational effectiveness depends on the performance and
excellence of their employees. The employees may be
inexperienced or lacking in some of the skill, knowledge required for
performing the given task or even organizational culture demands
the flexibility of attitude and awareness of legacy or discipline to
enable him to recognize red, green and grey lines before making
any decisions.
Out of these the following can be analyzed and corrected through
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T&D efforts to achieve desired performance:-
lack of knowledge and skill
Poor attitude or negative approach
Unsatisfactory work culture
Faulty mechanism or inadequate facilities
Working group approach and poor interpersonal relationship
Faulty job design
Poor managerial abilities.
Error: Reference source not found
The Education, Training & Development economic spiral
1.13 BENEFITS OF TRAINING TO EMPLOYEES:
Training is useful to employees in the following ways:
Self Confidence : Training helps to improve the self
confidence of an employee. It enables him to approach and
perform his job with enthusiasm.
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Higher Earnings : Trained employees can perform better and
thereby earn more.
Adaptability : Training enables an employee to adopt to
changes in work procedures and methods.
Promotion : Through training employee can develop himself
and earn quick promotions
New Skills : Training develops new knowledge and skills
among employees.
The new skills are a valuable asset of an employee and remain
permanently with him.
1.14 IMPORTANCE OF TRAINING:
A well planned and well executed training program can provide
following advantages:
1. Better Quality of Work : In formal training, the best methods
are standardized and taught to employees. Uniformity of work
methods and procedures helps to improve the quality of product or
service. Trained employees are less likely to make operational
mistakes.
2. Less Learning Period : A systematic training program helps to
reduce time and cost involved in learning. Employees can more
quickly reach the acceptable level of performance. They need not
waste their time and efforts in learning through trial and error.
3. High Morale : Proper training can develop positive attitudes
among employees. Job satisfaction and morale are improved due to
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rise in the earnings of employees. Training reduces employee
grievances because opportunities for internal promotion are
available to well trained person.
4. Personal Growth : Training enlarges the knowledge and skills of
the participants. Therefore, well trained personnel can grow faster in
their career.
Training prevents obsolescence of knowledge and skills. Trained
employees are a more valuable assets to any organization. Training
helps to develop people for promotion to higher posts.
5. Organizational Climate : A sound training program helps to
improve the climate of an organization. Organizations having
regular training programs can fulfill their needs for HR from internal
sources.
Organizational stability is enhanced because training in people helps
to reduce the attrition rate. Training is an investment in people and
therefore, systematic training is a sound business investment. In
fact, no organization can choose whether or not to train
employees. The only choice left to management is whether
training shall be haphazard, casual and possibly misdirected or
whether is shall be made a carefully planned part of an integrated
program of HR administration.
1.15 EVALUATION OF THE TRAINING
HDR evaluation is defined as the systematic collection of descriptive and judgmental
information necessary to make effective training decisions related to the selection,
adoption, value and modification of various instructional activities.
According to Phillips, evaluation can help to do the following:
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Determine whether program is accomplishing its objectives.
Identify the strengths and weaknesses of HRD programs, which can need tochanges as needed.
Determine the cost benefit ratio of an HRD program.
Decide who should participate benefited the most of least from the program.
Reinforce major point to be made to the participate.
Gather data to assist in marketing future program
Determine if the program was appropriate
Establish a database to assist management in making decisions.
Zenger and Hargis identified three additional reasons for conducting HRD evaluation:
If HRD staff cannot substantiate its contribution to the organization, its
funding and program may be cut during the budgeting process, especially
when the organization faces tough time.
Evaluation can build credibility with top managers and others in theorganization.
Senior management often wants to know the benefits of HED program.
Thus, evaluation is a critical step in the HRD process. It is the only way one can know
whether an HRD program has fulfilled its objective.
1.16 MODELS AND FRAMEWORK OF EVALUATION
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A model of evaluation outlines the criteria for and focuses of the evaluation effort.
Because an HRD program can be examined from a number of perspectives, it is
important to specify which perspectives will be considered. While the different
models and framework share some features, they also differ in significant ways.
1.16.1 Kirkpatricks Evaluation Framework
The most popular and influential framework for training evaluation was
articulated by Kirkpatrick. Kirkpatrick argues that training effort can be
evaluated according to four criteria: reaction, learning, job behavior and
results.
Reaction (level 1) at this level, the focus is on trainees or participants
perceptions about the program and its effectiveness. This is useful
information. Positive reactions to a training program may make it easier to
encourage employees to attend future programs. But if trainees did not like the
program of think they didnt learn anything, they may discourage others from
attending and may be reluctant to use the skills or knowledge obtained in the
program. The main limitation of evaluating HRD program at the reaction level
is that this information cannot indicate whether the program met its objective
beyond ensuring participant satisfaction.
Learning (Level 2) did the trainees learn what the HRD objectives said they
should learn? This is an important criterion; one many in the organization
would expect an effective HRD program to satisfy. Measuring whether
someone has learned something in training may involve a quiz or test clearly
a different method from assessing the participants reaction to the program.
Job Behavior (Level 3) dose the trainee use what was learned in training back
on the job? (Discussion of transfer of training) this is also a critical measure of
training success. The co-worker who have learned how to do something butchoose not to practice, if learning dose not transfers to the job, the training
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effort cannot have an impact on the employees or organizations effectiveness.
Measuring whether training has transferred to the job required observation of
the trainees on the job behavior or viewing organizational record (e.g., reduced
customer complaints, a reduction in scrap rate)
Result (Level 4) has the training or HRD effort improved the organizations
effectiveness? Is the organization more efficient, more profitable, or base to
serve its clients or customers as a result of the training program? Meeting this
criterion is considered to be the most challenging level to assess, given that
many things beyond employee performance can affect organizational
performance. Typically at this level, economic and operating data (such as
sales or waste) are collected and analyzed.
Kirkpatricks frameworks provide a useful way of looking at the possible
consequences of training and remind us that HRD efforts often have multiple
objectives. It has something been assumed that each succeeding level incorporates the
one prior to it, finally culminating in what many people consider to be the ultimate
contribution of any organizational activity: improving the organizations effectiveness.
However, one of the more enduring finding about HRD evaluation is the extent to
evaluation outcomes.
While most discussions about training and HRD evaluation are organized
around Kirkpatricks four level of criteria, Kirkpatricks approach has increasingly
been the target of criticism and modification. First, some authors point out that the
framework evaluates only what happens after training, as opposed to the entire
training process. A second line of criticism is that what Kirkpatricks proposed would
be better described as a taxonomy of outcomes, rather that a true model of training
outcome.
1.16.2 Other framework and models of evaluation
Training researchers have attempted to expand Kirkpatricks ideas to develop a model
that provides a more complete picture of evaluation and encourages practitioners to do
a more thorough job of evaluation. Several authors have suggested modifications of
Kirkpatricks four level approaches that keep the framework essentially intact. These
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include.
Expanding the reaction level to include assessing the participants reaction to
the training method and efficiency.
Splitting the reaction level to include assessing participants perceptions of
enjoyment, usefulness (utility), and the difficulty of the program.
Adding a fifth level (beyond results) to address the societal contribution and
outcomes created by an HRD program.
Adding a fifth level (beyond results) to specifically address the organizations
return on investment.
Galvin, building upon studies in the education field, suggested the CIPP (context,
input, process and product) model. In this model, evaluation focuses on measuring the
context for training (needs analysis), inputs to training (examining the resources
available for training, such as budgets and schedules), the process of conducting the
training (for feedback to the implementers), and the product, or outcome. Of training
(success in meeting program objectives). Galvin also reported survey resultsindicating that ASTD member preferred the CIPP model of evaluation to
Kirkpatricks framework.
Similarly, the CIRO (context, input, reaction, and outcome) model was offered
by Warr el al, the context, input and outcome evaluations in this model are essentially
the same as the context, input, and product evaluations in CIPP, but CIRO emphasizes
trainee reaction as a source of information to improve the training program.
1.17 PERFORMANCE APPRAISAL
Performance appraisal has traditionally been used as a mechanism of controlling
employees through salary administration, reward administration, promotions and
disciplinary action. in the organization context, performance appraisal is a systematic
evaluation of personnel by superiors or others familiar with their performance. It is
also described as merit rating in which one individual is ranked as better or worse in
comparison to others.
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1.17.1 Objective
Performance appraisal is undertaken for a verity of reasons as stated below:
Salary increase
Promotion
Training and development
Feedback
Pressure on employees
Strategic Objectives Business objectives Performance
Objective
Coaching
And support Performance Review Performance Appraisal
Performance
Development
A Simple Model of Performance Management System
1.17.2 Methods of performance appraisal:
There is various method of performance appraisal. Usually performance
appraisal has two bases: i) appraisal of employees, according to traits, attributes and
general behavior on the job, commonly known as trait approach: ii) appraisal of
results, work and goal achieved by the employees, known as appraisal by results:
(i) Traditional methods
Ranking method
Paired comparison
Grading
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Critical incidents method
Graphic scale method
Essay method
Field review method
(ii) Modern method
Appraisal by result or objective
Behaviorally anchored rating scales
Assessment appraisal
360-degree appraisal
These are the various method adopted to evaluate the training program and show if
there is any change or improvement after the training and for a better performances in
future.
The training and development can be easily understood by this training wheel, the
cycle of training and development of people and organization.
Error: Reference source not found
The training wheel
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1.18 NEED OF PRESENT STUDY
The vary need of present study to train members of staff to the new scenario of all
aspect and for the changing techniques which will more advantage, improvement,
better quality and quantity which will be more efficient than the immediate old
method. Need for training has increased due to growing complexity of jobs, global
competition, increased professionals, human potential, growing aspiration, to get the
up dated information, and to full filling the success full gap between the objective-
plan and result.
CHAPTERIZATION
Chapter I Introduction and Methodology
Chapter II Review of Literature
Chapter III Date analysis and interpretations with table and graphs
Chapter IV Findings suggestions and conclusions
Bibliography
Appendix
1.19 METHODOLOGY
Title of the study
Dynamism of Training and Development.
General objective
Find the power of training and its reason for development.
Specific objective
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1. To identify the power of training given by supervisor to the employees.
2. To find the effectiveness of present training programmer.
3. To check whether the training plan is matching with the training needs.
4. Employees satisfaction on taken training programmer.
5. Training and its relation with performance appraisal.
6. To find the employee suggestion, ideas and feed back on training in their
organization.
Research Design
The researcher adopted descriptive research design to study the characteristics
of a given set of employee accurately.
Universe
The researcher did the research in Teknomec Company, Anna nagar, Chennai, whose
total population is 210.
Sampling Technique
The researcher used Convenience sampling technique for this study.
Sampling size
The sampling size for this study is 50 as per the schedule of University of
Madras.
Tool of data collection
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The researcher done the data collection by both Primary and Secondary method .
Source of data collection
The researcher approached the respondent from Teknomec Company and
collected the data. The research met the respondent and asked questions from the
interview schedule and recorded the answers and also by questioner method.
Hypothesis
Training plan match with training needs.
Training brings job satisfaction and gives job security.
Employee interested to training program.
Training helps to bring change and development of the company.
CHAPTER TWO
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REVIEW OF LITERATURE
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2. REVIEW OF LITERATURE
2.1 Training
A planned process to modify attitude, knowledge (or) skill behavior through
learning experience to achieve effective performance in an activity (or) range of
activities. Its purpose in the work situation is to develop the abilities of the individual
and to satisfy the current and future needs of the organization.
This is according to manpower service commission (1981:62)
2.2 Education
Activities which aim at developing the knowledge, skill, moral values and
understanding required in all aspect of life rather than a knowledge and skill relating
to only a limited field of activity.
The main purpose of education is to provide the condition essential to young
people and adult to develop an understanding of the tradition and idea influencing the
society in which they live and to enable them to make a contribution to it. It involves
the study of their own cultures and of the laws of nature, as well as acquisition of
linguistic and other skills which are basic to learning, personal development,
creativity and communication.
This is according manpower service commission 1981: 17
2.3 Development
Development occurs when a gain in experience is effectively combined with
the conceptual understanding that can illuminate it, giving increased confidences both
to act and to perceive how such action relates to it context.(Bolton 1945:15)
2.4 Learning
Learning may be defined as a relatively permanent change of knowledge
attitude (or) behavior occurring as a result of formal education (or) training (or) as aresult of informal experiences.
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Training- Learning related to present job.
Education- Learning to prepare the individual but not related to a specific present (Or)
future job.
Development- Learning for growth of the individual but not related to a specific
Present (or) future job
2.5 Determining Training Needs
In order to determine the training needs at an organization the HR manager should
seek information on the following points:
Whether training is needed?
Where training is needed?
Which training is needed?
2.6 Brinkerhoff extends the training evaluation model to six stages:
Goal setting: what is the need?
Program design: what will work to meet the need?
Program implementation: is working, with the focus on the implementation of
the program?
Immediate outcomes: Did participants learn?
Intermediate or usage outcomes: are the participants using what they learned?
Impact and worth: did it make a worthwhile difference to the organization?
Brinkerhoffs model suggests a cycle of overlapping steps, with problems
identified in one step possible caused by things occurring in previous steps.
Bushnell suggests a model also based on a system view of the HRD function (i.e.,
input-throughput-output) containing four stages:
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Input: what goes into the training effort? This consists of performance
indications such as trainee qualification and trainer ability.
Process: the planning, design, development and implementation of the HRD program.
Output: effects on the organization, including profit, productivity and
customer satisfaction.
Bushnell states that evaluation measurement can and should occur between each of
the stages as well as between the four activities in the process stage to ensure that the
program is will designed and meets its objectives.
According to Smith and Piper (1990:9) identified four groups of people
directly involved in evaluating the effectiveness of management training and
development who should be involved in its evaluation:
The purchaser of training
The training agency
The trainee and
The independent contracted assessor or researcher.
2.7 Evaluative methods
At whichever level the evaluating there are always basic questions need to be
asked:
Why are you undertaking the evaluation?
Who are the stakeholders?
How information gathered?
Who will have access to it?
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How will it be used and why?
How will it be analyzed?
Is there a pre-designed or standard instrument available?
Got the time and resources to pilot the method?
Can anticipate the time and resources needed to complete the evaluation?
How accurate dose the information need to be, and if very accurate, how are
you going to deal with error and bias?
When, how often and over what period of time will it be undertaken?
The type of evaluative methods or instrument are selected which is more suitable and
available. They may well include:
Personal inventories
Attitudinal diagnostic questionnaires
Factual written tests
Observations of practice or interpersonal skill
Group brainstorming or analysis
Focus group
Observation of work performance
Analysis of documentation according to pre-defined or open criteria
Portfolios of evidence
Individual or group interviews.
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2.8 Evaluating reactions to training
Formats for evaluations can vary from open oral discussion, to individual
conversation, from a simple blank sheet to a list of topics. Sometimes negotiation of
criteria for feedback takes place at the beginning of a learning event, enhancing
ownership of the whole process. Sometimes organizers have particular data they are
required to collect which relate to organizational policy. Common criteria include:
Content-level, relevance, interest, quality, quantity;
Style- pace, format, accessibility of language, flexibility, inter-activity;
Media-readability, variety, clarity, user-friendly, familiar of innovative, stimulating;
Personnel-motivation, presentation, commitment, professionalism;
Location-comfort, fit-for-purpose, refreshments, access, facilities;
Timing-in relation to external and internal events
2.9 Evaluation is also done on
Cognitive learning from training : the extent to which people know more or better, or
the extent to which attitudes have changed.
Change in practice and behavior after training : acquisition of new skills that are
demonstrated and then tried out in training, learners require time and the appropriateoccasion to practice new learning over a period of time before new skills can become
habitual.
How an organization benefits from training : one of the current trends in
organizational evaluation of training is the desire to measure return on investment
(ROI). This has become highly relevant in some sectors where budgets and
sponsorship are increasingly competitive, and where one has to justify expenditure or
devise strategic plan at operational level. Those who have attempted to devise ways of
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predicting the monetary value of training, that is to say the extent to which training
can enhance profitability, increase productivity, develop new market or create
business opportunities (Phillips, 1994a).
Jone Newstoran (1980) conducted a project of evaluating effectiveness of trainee
method for American society of personnel administration. He has done it in 200 large
firms for 50 training directors. The sample drawn was random and the study revealed
that the case study method was much preferred.
Paul Davision (1982) conducting a study on human resource development service at
MRF. Objectives were on the following areas functions and development needs of
supervisory training and their reaction to the training programmer. Through
systematic sampling 55 respondents were selected out of 156 supervisors who
underwent training. The major findings were the training has to be imparted to the
supervisor in the following areas production, process, grievance handling and house
keeping. The supervisors were satisfied with the training programmers and training
has on job satisfaction.
Academy of managerial executives (1986) conducted a study on the need for
executive development programmers. The study revealed a managers work is been
divided in six clusters on which basis, training is given.
Grace Jone (1986) conducted a study on Training and Development at Indian Oil
Commission Exchange, India. The sample size was 30 and the objective of study was
to find whether training and development could influence the behavior and attitude of
the trainees. The study said that 24% of the respondents agree to the objectives.
Nathaniel Sasikar (1988) conducted a study on HRD programmer in Bharath Heavy
Electrical Limited Trichy. It was aimed at assessing the effectiveness of the training
programmer and also the attitude of supervisors towards a training programmer 70
respondents were selected through simple random sampling and the study reveled that
the training programmer had a define impact on the supervisors and it was mean to
enrich their ability to perform the duties.
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Study of Training and Development Audit and Evaluation Division March 2002
Recommendations
This study makes the following four recommendations:
1. Senior management should encourage divisions that are not yet doing so, to
plan and support training at a divisional level in order to ensure a more
strategic, co-ordinate approach to the management of employee training.
2. For new training courses or programs, course designers should include
measures to evaluate learning and behavior (performance).
3. For existing courses, a plan should be established to identify ways in which to
integrate evaluation measures that address learning and behavior
(performance).
4. Any user surveys undertaken as part of the renewal of the Global system
should include consultations with training administrators and divisional
managers in order to ensure that the systems capabilities better support their
planning, management and information needs.
Appendix A contains the management action plan developed in response to these
recommendations.
Conclusion
The studys findings on the accessibility of training are generally positive for all
groups of employees and therefore we made no recommendations. As a helpful tool,
information for line managers has been collated, focusing on promising practices and
possible solutions to barriers identified by employees. We expect it will assist
managers in meeting challenges of a workplace recognized for a very positive culture
surrounding human resources management.
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CHAPTER THREE
DATA ANALYSIS ANDINTERPRETATION
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3. Data Analysis and Interpretation
TABLE 1
Gender of the respondents
Gender Frequency Percentage
Male
Female
43
7
86
14
Total 50 100
According to the researcher majority of the respondents are from male with 43
responds and rest 7 responds are female out of total number of 50 samples.
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TABLE 2
Designation of the respondents
Designation Frequency Percentage
Administration
Marketing
Senior Technician
Technician
10
7
8
25
20
14
16
50
Total 50 100
The researcher selected maximum of 25 respondents is from Technician which is
followed by 10 respondents from administrator, 8 respondents from Senior
Technician and with least number of respondents from marketers with 7 respondents.
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FIGURE 1
Training is essential for present job system
0%
10%
20%
30%
40%
50%
60%
stronglyagree
agree stronglydisagree
disagree
strongly agree
agree
strongly disagree
disagree
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TABLE 3
Training is essential for present job system
Frequency Percentage
Strongly Agree
Agree
Strongly Disagree Disagree
14
25
-
11
28
50
-
22
Total
50 100
From the research the table shows that 25 respondents agree; 14 respondents stronglyagree and 11 respondents disagree with the requirement of training for present job
system.
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TABLE 4
Training helps in work place
Frequency Percentage
Strongly Agree
Agree
Strongly Disagree Disagree
17
32
-
1
34
64
-
2
Total
50 100
According to the researcher majority of 32 respondents Agree and 17 respondents
strongly agree and 1 disagree with the supportive of training in work place.
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FIGURE 2
Training gives job security
0%
1 0%
2 0%
3 0%
4 0%
5 0%
6 0%
strongly
agree
strongly
disagree
strongly a gree
agree
strongly disagreedisagree
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TABLE 5
Training gives job security
Frequency Percentage
Strongly Agree
Agree
Strongly Disagree
Disagree
8
27
7
8
16
54
14
16
Total
50 100
From the research the researcher would observe that training directly or indirectly
gives job security which is agreed by 27 respondents; 7 respondents strongly disagree
and 8 respondents strongly agree and disagree with this comment.
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FIGUREG 3
Training helps in performance appraisal
22%
64%
4%
10%
strongly agree
agree
strongly disagree
disagree
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TABLE 6
Training helps in performance appraisal
Frequency Percentage
Strongly Agree
Agree
Strongly Disagree Disagree
11
32
2
5
22
64
4
10
Total
50 100
According to the researcher the table states that out of 50 respondents 32 respondentsagree; 11 strongly agree; 5 disagree and 2 strongly disagree that training helps in
performance appraisal.
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TABLE 7
Training program helps in bringing job satisfaction
Frequency Percentage
Strongly Agree
Agree
Strongly Disagree Disagree
11
33
2
4
22
66
4
8
Total
50 100
According to the researcher the table shows that 33 and 11 respondents agree and
strongly agree that training brings job satisfaction where as 2 and 4 respondentsstrongly disagree and disagree with that.
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FIGURE 4
Training as a whole will bring organization change and development
0%
10%
20%
30%
40%
50%
60%
70%
stronglyagree
agree stronglydisagree
disagree
strongly agree
agree
strongly disagre
disagree
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TABLE 8
Training as a whole will bring organization change and development
Frequency Percentage
Strongly Agree
Agree
Strongly Disagree
Disagree
16
31
-
3
32
62
-
6
Total
50 100
According to the researcher 16 and 31 respondents strongly agree and agree and only
3 respondents disagree that training as a whole bring organization change and
development.
TABLE 9
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Was any training given to solve the problem in work
Frequency Percentage
Yes
No
28
22
56
44
Total 50 100
According to the above table shown says that 28 respondent yes and 22 respondents
no for training helps in solving problem in work place.
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TABLE 10
Current training is adequate to deal with day to day problem duringwork?
Frequency Percentage
Very much helpful
helpful
At times
Not at all
24
16
12
48
32
24
Total 50 100
According to the researcher the table shows that 24 respondents say training was very
much helpful in dealing with day to day problem; 16 respondents found it helpful and12 respondents say at times it is useful.
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TABLE 11
Performances of the supervisor
According to the researcher it state the performance of their supervisor with 19
respondents says excellent and 26 respondents say good performance of their
supervisor and 5 respondents says satisfied with their supervisor.
Frequency Percentage
Excellent
Good
Satisfied
Not satisfied
19
26
5
38
52
10
Total 50 100
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FIGURE 5
Role that can be performed by the supervisor
for an effective training
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
motivation handlingcapacity
be verystrict
wellknowledge
ni l
motivation
handling c apacit
be very strict
well knowledgeni l
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TABLE 12
Role that can be performed by the supervisor
for an effective training
Frequency Percentage
Motivation
Handling capacity
Be very strict
Well knowledge Nil
10
21
10
5
4
20
42
20
10
8
Total
50100
According to the researcher, the respondents state few roles which can be performed
by the supervisor, 10 respondents say supervisor must learn to motivate and be very
strict; 21 respondents must improve in handling capacity; 5 respondents says the
supervisors must be well knowledge and 4 respondents give no such comments.
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TABLE 13
Main area to be concentrated during training
Frequency Percentage
Qualified supervisor
Knowledge on modern equipment
Teaching ability
9
27
14
18 54
28
Total 50 100
According to the researcher the table shows that training can be made effective by
concentrating the following area like 9 respondents say trainer must be well qualified;
27 respondents say trainer must be well knowledge on modern equipment and 14
respondents say the trainer must have teaching ability.
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TABLE 14
Training understandings
Frequency Percentage
Given to weak worker
Introduce of modern/new machines
Shift to other section
7
34
9
14
68
18
Total 50 100
According to the researcher the above table helps to measure the respondents
knowledge in training were 7 respondents says it is given to weak worker;34
respondents says it given to introduce of modern or new machines and 9 respondents
say it is given when there is shift to other section.
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FIGURE 6
Level of encouragement for training
v e r y m u4 6 %
w h e n n e e5 4 %
n o t su0 %
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TABLE 15
Level of encouragement for training
Frequency Percentage
Very much
When needed
Not sure
23
27
-
46
54
-
Total 50 100
According to the researcher 23 respondents says the company encouragement in
training is very much; 27 respondents say when needed company provides training.
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TABLE 16
Interested in getting training
Frequency Percentage
Yes
No
43
7
86
14
Total 50 100
According to the researcher out of 50 samples 43 respondents are interested in getting
training and 7 respondents are not interested in getting training.
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FIGURE 7
Appropriate comments and suggestion on training and development
0% 10% 20% 30% 40%
Very much needed
Not needed of present job
Helped lot to do presentwork
It must improvecapacity
Not necessary
Not necessary
It must improvecapacity
Helped lot to dopresent work
Not needed of present job
Very much needed
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TABLE 17
Appropriate comments and suggestion on training and development
Frequency Percentage
Very much needed
Not needed of present job
Helped lot to do present work
It must improve capacity Not necessary
18
7
16
9
36
14
32
18
Total
50100
According to the researcher, the respondents gave few suggestion in which,18
respondents say training is needed very much; 7 respondents say it is not needed of
the present job; 16 respondents say it helped lot to do present work and 16
respondents say training must able improve ones capacity and bring some change.
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CHAPTER FOUR
FINDINGS, SUGGESTIONSAND CONCLUSION
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4. FINDINGS, SUGGESTIONS ANDCONCLUSION
3. SUMMARY
The objective of the present study is to identify the dynamism of training and
development in Teknomac Company.
In the present study the sample consist of 50 employees who are right now working
with Teknomac Company. Samples are randomly selected; and the following
demographical details also collected from the respondents such as sex, marital status,designation, education, and experience and income level of each employee.
To fulfill the objective of the present study the questioner have been prepared with 50
questions and collected the employee views both by questioner method and interview
method. And the datas have been deeply analyzed based on the objective of the study
and take to mean.
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3.1 FINDING
The study shows the performance of the supervisor has been assessed by the
employee/worker; Majority of the respondents assesses the supervisor to be
good and excellent performance.
Respondents suggest few roles that can be performed by the supervisor for the
effective training process; which are, handling capacity by the supervisor
wants to have some improvement, level motivation and to be strict falls to be
with same rank.
The study shows the effectiveness of the present training given by the
company is very much satisfied with the employee/worker.
Large number of the respondents state that the present topics and needs are
fulfilled by the company but in addition to this training programmer
employee/worker suggest including few more advanced topics.
The shows that the Respondents are very much agreeing with the statement
that training are planned according to the training need. And the training need
is identified and fulfill by the organization with the help of supervisors.
According to the supervisor comments- training is given to the
employee/worker only on the bases of their performance in work, punctuality
etc
Almost all the respondents have gone through the process of training and very
much satisfied with the training plan which leads all the respondents those
who attended training and those who have not attended any training are very
much interested in getting training according to this study.
The study shows the majority of the respondents are very much clear that
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training helps in boost up performance appraisal which in turn brings job
satisfaction and job security of the respondent and it also shows that the
training enhances ones skill and improves capacity.
Training will bring respondent improvement and change in the performance of
work which in turn also causes the organization to develop with it.
The study shows that all the respondents able to perform their work but still
they are interested is getting training.
More than half of the respondents have attended training program which
largely relates to their work.
The study shows that most of the respondents say the current training which is
conducted by the organization is very much helpful which mean the training
plan largely match with the training need.
The study visibly rates the respondents training knowledge, that training is
given when new machinery arrive therefore the respondents says that good
trainer must have healthy knowledge on modern machines and good teaching
ability.
The study state that the training is given for the improvement and better
quality of the product and services.
3.2 LIMITATIONS OF THE STUDY
The researcher would not collect filled up questioner from the
respondents at once, a few questions the respondent did not wish to
answer and hardly any respondents gave irresponsible answers and
the researcher were not allowed to fill the questioner from few
department.
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3.3 CONCULSIONIn some organizations the term Learning & Development is used instead of Training
and Development in order to emphasise the importance of learning for the individual
and the organization. In other organizations, the term Human Resource Development
is used.
The organizations spend ideally on the training aiming to bring some
change which must result in the development of the organization
and training also creates the worker/employee to bring passion
toward their work.
Training in any place, if it is presented to the level of the trainees
and according to the need of the training, it will bring development
of the organization. The training helps in handling critical situation
and it build up the confidences in their work environment. The
training helps in reducing attrition level by bring job satisfaction and
job security and job safety by reducing the accidents.
Even thou the employee/worker able to do their regular work they
are interested to learn few more new technicians in their work
through training. The supervisor makes remarkable support to the
worker/employee in their each step of their work.
It is sturdily accepted by the management of the organization that
the training program helped in their development of organization.
And with the proper identification of training need at a right time
and right place will helps in the development of the organization as
well as the employee/worker improve their capacity.
Based on the hypothesis of the study, all the hypothesis have been
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proved, which are as follow
Training plan match with training needs.
Training brings job satisfaction and gives job security.
Employee interested to training program.
Training helps to bring change and development of the company.
3.4 SUGGESTION
A study on particular designated employee/workmen will be use full for theresearcher as well as to the organization.
Since the study conducted in manufacturing sector difficult to collect the filled
up questioner because of their shift work timing.
Avoid perception.
Latest edition of books can be referred to know about new concepts of training
and development.
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BIBLIOGRAPHY
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Edwin Flippo.B. (Personnel management)International edition;Singapor.1984
Aswathappa.K (Human resource and personnel management) New Delhi: Tata
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Manoj.T.R (Human Resource Development) New Delhi. 2005
Davar.R.S (Personnel Management and Industrial Relations) New Delhi:
Vikas Publishing house Pvt.Ltd.1988
Magazine from Labour Law Reporter(Editor) on HRD & Labour law;New
Delhi.2007
Prof.Patra.S.C.,Prof Kumar.S, Prof. Murali.B: (Master of Business
Adimistration in Human Resource Development) Pondicherry: Pondicherry
University. 2007.
John P Wilson: Human Resource Development.
Magazine on HRM Review; the ICFAI University Press; Murthy.E.N.(Editor)
Hyderabad.2007.
NHRD Journal, Arvind Agrawal (Guest Editor): Publication by the National
HRD Network. Nov 2007.
Website
http://www.icfaipress.org/http://www.icfaipress.org/