Project tranining and developement

7/29/2019 Project tranining and developement

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A STUDY ON

IMPORTANCE OF TRAINING AND DEVELOPMENTAT

wVARDHMAN FABRICS(a unit of Vardhman textiles

ltd.)Submitted To, Submitted ByMISS Bharti yaduwenshi Renu BadgujarProfessor MBA III Sem.

Scope Institute of Business Management

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DECLARATION

I Renu BadgujarClass M.B.A. III SEM (HR) College Scope

Institute of Business Management state that I got work place training

VARDHMAN FABRICS from 16/05/2012 to 30/06/2012 by being

personally present in the company and this project is prepared by me

and is completely fundamental.

Signature

Name Renu Badgujar

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CERTIFICATE OF THE GUIDE

This is to certify that the work place training project entitled,

TRAINING AND DEVELOPMENT with special reference to

VARDHMAN FABRICS is prepared by Renu Badgujar Class M.B.A. III

SEM (HR) under my guidance after taking training from VARDHMAN

FABRICS, BUDNI (M.P.)

SignatureName Of the Guide

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CERTIFICATE OF THE COMPANY

This is to certify that Renu Badgujar Class M.B.A. III SEM (HR)

got work place training in VARDHMAN FABRICS, BUDNI by being

personally present from 16/05/2012 to 30/06/2012

Signature

Name of the Guide

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ACKNOWLEDGEMENT

I Renu Badgujar the completion of my work place training in

VARDHMAN FABRICS,BUDNI (M.P.) I feel pleasure to thank Mr. Ni

tin Modh, Professor, Scope Institute of business management for

guiding me throughout the project work and leading me positively in

every subject of doubt.

I would like to extend my gratitude to all staff of Indore School

of Social Work for the valuable education they have provided during

this course curriculum.

I heartily thank my friends and colleagues for their immense

help that they had provided to me during my work place training

Report.

My special thanks to Mr. Lalit Mahajan, HR Manager,

Ms. Rashmi Jain, Mr. Mukesh Serohi, Mr. Lalit Sharma and different

employees of VARDHMAN FABRICS for providing me with

adequate information and help during training and for the fulfillment

of my project.

Renu Badgujar

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CONTENT

IIntroduction of Training

Training: concept

Principles of training Purpose of training

Training objectives Systematic approach to training

Responsibilities for training Quality records for training

Methods of training

On the job methods On the job methods

II METHODOLOGY Introduction

Statement of the problem Objectives of the study

III Area of study

About VARDHMAN FABRICSIV Tabulation & interpretation

V Findings & Conclusion Conclusion Interview schedule

VI Bibliography

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CHAPTER - I

INTRODUCTION OFTRAINING &

DEVELOPMENT


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Introduction of Training

Training refers to the acquisition of knowledge, skills, and competencies as a result

of the teaching of vocational or practical skills and knowledge that relates to specific

useful skills. It forms the core of apprenticeships and provides the backbone of

content at technical colleges and polytechnics. Today it is often referred to as

professional development.

Training & Development is the field concerned with workplace learning to

improve performance. Such training can be generally categorized as on-the-job or

off-the-job. On-the-job training that is given in a normal working situation, using the

actual tools, equipment, documents or materials that they will use when fully trained.

On-the-job training describes is usually most effective for vocational work. Off-the-job

training takes place away from normal work situation which means that the employee

is not regarded as productive worker when training is taking place. An advantage of

off-the-job training is that it allows people to get away from work and totally

concentrate on the training being given. This type of training is most effective for

training concepts and ideas.

TRAINING: Concept

Training is the act of increasing the knowledge and skills of an employee for

performing a particular job.

A trainee learns new habits, refined skills and useful knowledge during the

training that helps him improve performance.

Training involve the change of skills, knowledge, attitude or social behavior,which reflect

How employees work

Employees attitude towards work

Employees performance

PRINCIPLES OF TRAINING

Since training is a continuous process and not a one shot affair, and since itconsumes time and entails much expenditure, it is necessary that a training

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programme or policy should be prepared with great thought and care, for it should

serve the purposes of establishment as well as the needs of employees.

Certain general principles need to be considered while organizing a training

programme. For example:

Training in work organization trend to be most responsive to training

programme"s when they feel the need to learn.

Leaning is more effective where there is reinforcement in the form of rewards

and punishments.

In the long run, awards tend to be more effective for changing behavior and

increasing ones learning than punishment.

Rewards for the application of learned behavior are most useful when they

quickly follow the desired performance.

Negative reinforcement through application of penalties and heavy criticism following

inadequate performance may have a disruptive effect upon the learning experience

of the trainee than positive reinforcement.

The Need for Training

Good communications and consultation are essential for efficient operation in any

organization. However, their impact is often diminished by a lack of skill or knowledge

on the part of the participants. It is important, therefore, to provide both managers

and employees with training in the skills and techniques required for communication

and consultation.

Training can help employees better understand the information they are given and

can encourage them to play a fuller part in the way the organization conducts itsaffairs. Training courses in particular can be a useful way of giving employees factual

information about their employment because they necessarily include a substantial

element of explanation and provide opportunities for questions to be answered.

Managers have an important role to play in communicating and consulting and good

training can enable them to:

become more aware of the importance of good communication and

consultation practice

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understand their roles and responsibilities as communicators

Support those who are less outspoken and improve their ability to

communicate.

Training is particularly important for supervisors who have important communications

responsibilities but often limited experience. Communication and consultation skills

should have a place in any development programme for them as well as for other

managers.

Trade unions should also ensure that they provide adequate training for their

representatives to enable them to take a full part in employee communications and

consultation.

Wherever possible training should be participative and trainees should be

encouraged to exchange views, take part in discussions and share ideas and

experiences. Such participation not only makes for more effective training but also

helps to foster the idea of employee involvement which is an underlying principle of

consultation and communication.

It is good practice to evaluate periodically the effectiveness of any training

undertaken.

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Figure 1: Importance of Training

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TRAINING IN VARDHMAN FABRICS

PURPOSE OF TRAINIG

To stablish a system for identifying the training need and to provide the same so asto enable the employees of the unit to discharge their assigned responsibility as per

the desired quality & focus on customers specific requirements and employee

motivation and empowerment.

SCOPE

Applicable to all personel carrying out activites affecting the quality of product &

environment.

TRAINING OBJECTIVES

To prepare employee for the job meant for them while on first appointment, on

transfer, or on promotion, impart to the required skill and knowledge.

To assist the employees to function more effectively in their present position

by exposing them to the latest concepts, information, techniques, and

developing the skills that would be required in their particular fields.

To build a second line of competent officers and prepare them to occupy more

responsible positions.

SYSTEMATIC APPROACH TO TRAINING

Training is most effective when it is planned, implemented and evaluated in a

systematic way. Unplanned, uncoordinated and haphazard training efforts greatlyreduce the learning that can be expected. Table 1 shows three major components of

a systematic approach to training.

ASSESSMENT :- before assessing the training needs following must be considered-

a. INDIVIDUAL NEEDS training related to individual skill e.g. general

computer trining, communication skill etc.

b. OCCUPATIONAL NEEDS training related to individuals presentresponsibilities e.g. Working on a specific software training etc.

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c. ORGNIZATIONAL NEEDS training related to companys long term gole

e.g. training on TS 16949, ISO 14001, Fire Fighting, first aid etc.

IMPLEMENTATION :- Training program must be organized and documented as a

part of companys continuous on going improvement program.

EVALUATION :- compare training outcomes against criteria .

RESPONSIBILITIES FOR TRAINING

Training is the responsibility of four main groups.

The top management, which frames the training policy;

The personnel department, which plans, establishes and evaluates

instructional programs;

Supervisors, who implement and apply developmental procedure; and

Employees, who provide feedback, revision and suggestions for corporate

educational Endeavours.

Other responsibilities are given in description blow :

s.no Activity responsibility1 NEW EMPLOYEE INDUCTION

On joining the company each new employee must be given

basic induction on the companys profile, polices, system.

Officer HR

In case of refresher/trainee, initelly he she works under

supervision of related engineer/ supervisor /manager. His

work is to be supervised by the related officer

Officer HR

For initial 6 months, the perfornmance of new recruit to be

reviewed on two month basic, to assess-progress made by employee, & Training needs.

Concern

Department Head

2 ON-JOB TRAININGTraining should be given to operators/employees on-job to

enhance their skills.

Concern personnel

Record the training provided and review the records. Conc. Personnel +

Officer HRUpdate the employee training records and updation of skill

matrix of staff.

Officer HR

3 REGULAR TRAINING AND AEWARENESS PROGRAME

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(INTERNAL)

In every depatrtment regular intruction /awareness are

conducted for up keep & up gradation of knowledge,

awareness, skills, attitude, their participation for solving

present problems and achieving companys aim & objectives.

Conc. Dept. Head

4 SPECIAL TRAININGAssess the training needs required by the personel based on

the work assigned to individual personnel, problem being

faced if any through Appraisal form or training need

assessment form.

Conc. Dept. Head

Receive the identified training need form M.D/ Dept. Head

and compile the training the training need. Identify the trainerfor the required training programmes.

Officer HR

Get the training calendar approved from M.D. for getting

budget approvals.

Officer HR

In case of particular training could not be conducted for any

reason reschedule the training

Officer HR

Provide all logistic arrangement required during the in house

training

Officer HR

Get the feed back from the participant for the faculty / trainer

towards evaluating the program.

Officer HR

Evaluate the utilization of training imparted to the participantsin the Dept./ section and send the evaluation report OfficerHR for review. S

Conc. Dept. Head

For in effective training/ improper utilization of skills, discuswith the M.D./Dept. Head and if required, organize refreshertraining for such participants.

Officer HR

5 SPECIAL TRAINING Officer HREmployees to be encouraged to share their ideas/suggestion for continual impovernment and to promote

innovation towards achieving organization objectives e.g.Kaizen, Value Engg. Etc.

Officer HR

Attractive schemes to be introduced for employees for giving

their ideas e.g. in form of gift vouchers, prizes, recognitions

etc.

QUALITY RECORDS FOR TRAINING

FORMAT NAME FORMAT NUMBER RETENTION PERIOD

Appraisal form F01(TRG-P-01) Till working in CompanyTraining Need F02(TRG-P-01) Till working in Company

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Assessment formTraining Calendar F04(TRG-P-01) 1 year Training Feedback Form F05(TRG-P-01) 1 year Training Evaluation

Report

F06(TRG-P-01) Till working in Company

Employee MotivationSurvey

F07(TRG-P-01) 5 yrar

Individual TrainingRecordds


Skill Matrix F09(TRG-P-01) Till working in CompanyJob Descruption Sheets F010(TRG-P-01) Till working in CompanyInduction Evaluation

Reports


METHODS OF TRAINING

There are two types of training methods mainly used by the company

On the job methods

Off the job methods

On the job methods

On the job training: an employee is placed in a new job and is told how it is

to be performed by a trained instructor. Vestibule training or training center training: it involves classroom training

imparted with the help of equipment and machines identical to those in use at

the work place.

Simulation: it is an extension of vestibule training. The trainee works in

closely duplicated real job condition.

Demonstration and examples: here the trainer performs the activity himself,

going through a step-by-step explanation of the why, how and what of what heis doing.

Apprenticeship: each apprentice is given a programme of assignment

according to a predetermined scheduled which provides for efficient training

trade skills.

Off the job or classroom methods:

Here training is not a part of everyday job activity, location may be a company

classroom or an outside place.

Lectures: these are formally organized talks by an instructor on specific

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topics. They are useful for a very large group to be trained in a short time.

Conference method: here, a conference is held where mutual problems are

discussed and participants pool their ideas and experience in attempting to

arrive at better methods of dealing with these problems.

Seminar or team discussion:

Case discussion: here a real situation is presented to the group and

members are trained to identity the problem present. They must suggest

various alternatives for tackling them, analyze each one of these, find out their

comparative suitability, and decide for themselves the best solution.

Role-playing: here trainees act out a given role as they would in a stage

play. There are no written lines to be said and naturally, no rehearsals.

Programmed instruction: here programme knowledge is imparted with the

use of a textbook or a teaching machine.

T-group training: here learning about oneself and others through observing

and participating in an ongoing group is done.

SUPPORT MATERIAL FOR TRAINING

A variety of tools and equipment are utilized to impart effective training. These are:

Lectures, conferences, seminars and staff-meetings, demonstrations and

short course through coaching.

Role-playing and job rotation.

Case or project studies and problem-solving sessions.

Pamphlets, charts, brochures, booklets, handbooks, manuals, etc.

Graphs, pictures, books, slides, movie projectors, filmstrips, tapes, etc.

Posters, displays, notice and bulletin boards.

Reading rooms and libraries.

Under-study and plant visits.

Figure 2: The Structure of the Training Evaluation

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Using the diagram in Figure 1 as a structural framework, we can identify five basic

points at which we might take measurements, conduct assessments, or reach

judgments. These five points are indicated in the diagram by the numerals 1 through

5:

1. Before Training

2. During Training

3. After Training or Before Entry (Reentry)

4. In The Workplace

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CHAPTER II

METHODOLOGY


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METHODOLOGY

INTRODUCTION

This chapter describes the method being adopted to conduct research. Research

methodology enables systematic solution of the research problems. It serves as a

blue print which guides the researcher step by step and provides structure to the

research being conducted. The chapter throws light on the method of survey, data

processing, analysis and setting of study.

STATEMENT OF THE PROBLEM

Training is necessary for improving the quality of work of employees. There are some

other reasons also, for which this training becomes necessary. Given below are

various factors giving rise to the need for training: -

To impart to the new entrants the basic knowledge and skills they need for an

intelligent performance of definite tasks.

To assist employees to function more effectively in their present position by

exposing them to the latest concepts, information and techniques and

developing the skills they would need in their particular field.

People have not only to work but work effectively with the minimum of

supervision, minimum of cost, waste and spoilage, and to produce quality

goods and services.

Increasing use of fast changing techniques in production and other operations

requires training into newer methods for the operatives.

Old employee need refresher training to enable them to keep afresh of

changing techniques and the use of sophisticated tool and equipment.

Training is necessary when a person has to move from one job to another

because of transfer promotion or demotion.

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UNIVERSE STUDY

The trainee has taken all the staffs (135) of VARDHMAN FABRICS BUDNI (M.P.) as

a universe study.

SAMPLE SIZE

The trainee has taken 20 employee from the universe.

SAMPLING PROCEDURE

The selection was done on the basis of non-probability accidental sampling

because the trainee taken the employee from different departments, those who are

free from work that time.

OBJECTIVES OF THE STUDY

1. To understand type of training used in organization.

2. To know about the level of training programme.

3. To assess the view of the employee towards the training program

DATA COLLECTION

A. Source of data collection :

i. Primary sources :

Primary sources was the first time data collected by researcher. He gathered

information directly from employee i.e. workers, officers, trainees, executives and

managers.

ii. Secondary sources :

Secondary data was already available in the form of paper source. This included

documents, journals, newspaper articles, statistical studies and survey, magazines,

text books and scholarly research papers, manual and internet. Researcher used the

above resources as an additional one required for understanding and acquiring in

depth knowledge of the subject.

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B. Tools of data collection :

i. Interview schedule :

The interview scheduled was used to collect primary data from employee. Keeping

the objectives of study in mind the researcher designed the interview scheduled

comprising both open-ended and close-ended questions. And a structural interview

scheduled was used to collect information from employee.

ii. Uncontrolled observation :

Trainee did observations in an uncontrolled manner which means he had not decided

the parameters on which he would observe. He observed the body language,

expressions, way of talking and place of work of each respondent.

DATA PROCESSING

i. Scrutinizing the data :

The first was to scrutinize the information collected through interview schedule.Whole scrutinizing the data it was necessary to check the completeness of forms,

relevance and response of the questions, internal and external consistency.

ii. Code Book :

In code book each question converted in its shortest from and alternatives were

given different codes by researcher.

iii. Master Chart :

The master chart was prepared with the help of codes prescribed in the code book.This gives a clear picture of data.

iv. Tabulation :

The researcher to present the statistics in a tabulated form and to analyze those

findings prepared the tabulations.

v. Interpretation of data :

After the tabulation and percentage information is completed, the researcher then

interprets the tables and draw various inferences related to the subject.

vi. Statistical method :

Various statistical measures are applied by the researcher in the interpretation of his

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data collected.

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CHAPTER NO III

AREA OFSTUDY


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A B O U T V A R D H M A N F A B R I C S

Vardhman Group is a leading textile conglomerate in India having a turnover of $700mn. Spanning over 24 manufacturing facilities in five states across India, the Groupbusiness portfolio includes Yarn, Greige and Processed Fabric, Sewing Thread,Acrylic Fibre and Alloy Steel.

Vardhman Group manufacturing facilities include over 9,27,430 spindles, 55.5 tonsper day yarn and fibre dyeing, 900 shuttle less looms, 90 mn meters per annumprocessed fabric, 33 tons per day sewing thread, 20000 metric tons per annumacrylic fibre and 100,000 tons per annum special and alloy steel.

Vardhman has evolved through history from a small beginning in 1965 into a moderntextile major under the dynamic leadership of its chairman, S.P.Oswal. His vision andinsight has given Vardhman an enviable position in the textile industry. Under hisleadership, Vardhman is efficiently using resources to innovate, diversify, integrateand build its diverse operations into a dynamic modern enterprise.

HISTORY

The industrial city of Ludhiana, located in the fertile Malwa region of Central Punjab isotherwise known as the "Manchester of India". Within the precincts of this city islocated the Corporate headquarters of the Vardhman Group, a household name inNorthern India. The Vardhman Group, born in 1965, under the entrepreneurship ofLate Lala Rattan Chand Oswal has today blossomed into one of the largest TextileBusiness houses in India.

At its inception, Vardhman had an installed capacity of 14,000 spindles, today; itscapacity has increased multifold to over 8 lacs spindles. In 1982 the Group enteredthe sewing thread market in the country which was a forward integration of thebusiness. Today Vardhman Threads is the second largest producer of sewing threadin India. In 1990, it undertook yet another diversification - this time into the weavingbusiness. The grey fabric weaving unit at Baddi (HP), commissioned in 1990 with acapacity of 20,000 meters per day, has already made its mark as a quality producerof Grey poplin, sheeting, shirting in the domestic as well as foreign market. This wasfollowed by entry into fabric processing by setting up Auro Textiles at Baddi andVardhman Fabric at Budhni,Madhya Pradesh. Today the group has 900 shuttlelesslooms and has processing capacity of 90mn meters fabrics/annum.

In the year 1999 the Group has added yet another feather to its cap with the settingup of Vardhman Acrylics Ltd., Bharuch (Gujarat) which is a joint venture in Acrylic

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Fibre production undertaken with Marubeni and Exlan of Japan. The company alsohas a strong presence in the markets of Japan, Hong Kong, Korea, UK and EU inaddition to the domestic market. Adherence to systems and a true dedication toquality has resulted in obtaining the coveted ISO 9002/ ISO 14002 quality award

which is the first in Textile industry in India and yet another laurel to its credit.

.

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CHAPTER NO IV

TABULATIONS

&INTERPRETATIONS


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In this chapter the researcher show the data and interprets through tables,

graphs, which was collected during the data collection session.

In this chapter the researcher show the personal and job profile of the employee andalso show the, who training needs identified, perception of the workers towards the

training and development programme, practical applicability of training and

development

TABLE-2.1

Gender

Above Table-2.1 shows that 19 respondent are male only 1 is femal from the 20

employee. s

TABLE-3.2AGE

SR.NO. AGE NO. OF

RESPONDAN

PERCENTAGE

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SR.NO.Gender NO. OF

RESPONDAN

CES

PERCENTAGE

1. Male 19 952. Female 1 5

TOTAL 20 100


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CES

1. 20-30 12 602. 30-40 6 303. 40-50 2 10

4. 50-ABOVE 0 0TOTAL 20 100

Above Table-3.2 shows that maximum 60% employee are in the age in bitween 20-

30 years and 30% are in the age in bitween 30-40 years.

TABLE NO.4.3EDUCATIONAL QUALIFICATIONS

SR.NO. QUALIFICATIONNO. OF

RESPONDENTSPERCENTAGE

1. H.SC. 0 02. Graduate 5 253. Post Graduate . 5 254. Others 10 50

TOTAL 20 100

Table-4.3 shows that 50% of the respondent are heaving techinical and special

qualification . and 25% employee are graduate and same 25% employee are post

graduate.

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TABLE NO.5.4

EXPERIENCE

SR.NO. EXPERIENCENO. OF


1. 01-05 09 45

2. 05-10 07 35

3. 10-15 03 15

4. Above 15 01 05

TOTAL 20 100

Table-5.4 shows that 45% employee have 01-05 years experience and 05%

employee have above 15 years experience.

Figure:5.4

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1

2

3

4

5

6

7

8

9

01_05

05_10

10_15

Above 15


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TABLE-9.5MONTHLY INCOME

SR.NO. INCOME (in rs)NO. OF


1. 5000-10000 6 302. 10000-15000 5 253. 15000-20000 9 45

4. 20000 and above 0 0TOTAL 20 100

Table-9.5shows that 45% employees Have monthly income in bitween 5000-10000

rs, 25% empolyee have 10000-15000 nd 45& employee stated that of salary bitween

15000-20000.

TABLE-10.6

TRAINING PROVIDED

SR.NO.TRAINING PROVIDED NO. OF


1. Yes 18 902. No 2 10TOTAL 20 100

Table-10.5 shows that 90% employee stated that company provided them any kind of

training and 10% employee sys that they are not giveg thriugh in any kind of training.

TABLE-11.7TYPE OF TRAINING

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SR.NO.TYPE OF TRAINING

ATTENDED

NO. OF


1. Work related 10 552. safty related 3 153. Health related 2 104. For improving skill 5 25TOTAL 18 100

Table-11.7 shows that 55% employee stated that they got work related training,

17% employee says that they got sefty related training and 28% employee says that

it was the training of employee to increase/ improve their skills.

TABLE-13.8

PROCEDURE OF SELECTION

SR.NO.SELECTION

PROCEDURE

NO. OF


1. Through Selection

process

6 33

2. Self demanding 0 03. Through need assesment 12 674. Any other 0 0TOTAL 18 100

Table-13.8 shows that 33% employee have selected through the selection

procedure of the company and 67% employeee stated that they have selected

through the need evaluation

TABLE-14.9

PLACE OF TRAINING

SR.NO. PLACE OF TRAININGNO. OF


1. ON WORK PLACE 15 832. OTHER PLACE 3 17TOTAL 18 100

Table-14.9 shows that 83% employee get training at the work place AND 17%employee get training at any other place.

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TABLE-15.10

DURATION OF TRAINING

SR.NO. DURATIONNO. OF


1. 1 day 18 1002. 2 days 0 03. 3 days 0 04. More than 3 0 0TOTAL 18 100

Table-15.10 shows that 100% employee got training of one day.

TABLE-16.11

LEVEL OF TRAINING

SR.NO. LEVELNO. OF


1. High level 10 552. General 8 453. Low level 0 04. Cant say 0 0TOTA 18 100

Table-16.11 shows that 55% employee stated that the level of training was of high

level, and 45% employee stated that they got the training of general level.

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TABLE NO: - 17.12

TRAINER

SR.NO. TRIAINER NO. OFRESPONDE

NTS

PERCENTAGE

1. Internal Trainer 12 67

2. External Trainer 4 22

3. TrainedEmployee

2 11

TOTAL 18 100

Table17.12shows that 67% of the employee got training from the internl trainer, 22%

got training from external trainer and 11% of the of the employee got the training from

the other trained employees

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TABLE NO: - 18.13

PROCEDURE OF GIVING TRAINING

SR.NO. PROCEDURE NO. OFRESPONDE

NTS

PERCENTAGE

1. Verbaly 8 442. Techinicallymedium

3 17

3. Presentation 5 284. All of the above 2 11

TOTAL 18 100

According to table 18.13, 44% employee get training from varbaly, 17% employee

get training from techinically medium, 28% employee get training from presentation

and 11% of the employee stated that they have got trainig form all the three medium.

TABLE NO; - 19.14FREQUENCY OF TRAINING

SR.NO. ALTERNATIVES NO. OFRESPONDENTS

PERCENTAGE

1. Monthly 0 0

2. According to trainingcalender

18 100

3. According to need 0 04. Dont know 0 0

TOTAL 18 100

Table19.14 interprets that 100% and 10% employee stated that the company

provides training according to the training calender.

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TABLE NO: -20.15

LEVEL OF TRAINING METERIAL & KNOWLEDGE OF TRAINER

SR.NO. LEVEL NO. OFRESPONDENTS

PERCENTAGE

1. Satisfactory 15 832. Partly satisfactory 3 173. Un satisfactory 0 0

TOTAL 18 100

Teable 20.15 shows that 83% of the employee stated that the meterial which wasused in the training and the level of trainer was satisfactoryonly 17% employee statedtht it was partly satisfactory.

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TABLE NO: - 21.16NACESSICITY OF TRAINING

SR.NO. NACESSICITY NO. OFRESPONDENTS

PERCENTAGE

1. Yes 16 892. No 2 11

TOTAL 18 100

Teable 21.16 shows that 89% of the employee stated that the training is necessary

and 11% employee stated that it is not nacessary.

TABLE NO: - 22.17

IMPROVEMENT IN WORK CAPECITY BY TRAINING


PERCENTAGE

1. Yes 14 782. No 0 03. Cant say 4 22

TOTAL 18 100

Teable 22.17 shows that 78% of the employee stated that the training helped him in

improving their working capacity and 22% employeee sayd that they can not say

anything about it.

TABLE NO: - 23.18

INCREMENT AND PROMOTION BY TRAINING


PERCENTAGE

1. Yes 10 552. No 8 45

TOTAL 18 100

Teable 23.18 shows that 55% of the employee stated that the training helped him in

increasing their salary and promotion and 45% employee said that training has not

increased their salary.

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TABLE NO: - 24.19

COMPULSION OF TRAINING


PERCENTAGE

1. Yes 15 832. No 3 17

TOTAL 18 100

Teable 24.19 shows that 83% of the employee stated that the training should have

to be done compulsoery for all the employee but the 17% of the employees were not

agreed with the same.

TABLE NO: - 25.20TRAINING IS IN FAVOUR OF WHOM

SR.NO. ALTERNATIVES RESPONDENTS PERCENTAGE

1. Employee 10 552. Employer 2 113. Both 6 34

TOTAL 20 100

Table 25.20 shows that the 55% of the employee ststed that the training is in the

favour of the employee, 11% saya that it is in the favour of the employer. And 34%

ststed that it is in the favour of both.

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CHAPTER V

FINDINGS

&CONCLUSION


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FINDINGS

Through the project the researcher derived various findings, which are provided and

highlighted as under: -1. Necessity of Training: - For personal development, necessity of training was

agreed upon by a majority of employee which implies that employees hereinare very

conscious about developing their competencies and abilities.

3.Technical Training: - The researcher noticed that more technical training is

carried out in VARDHMAN FABRICS Engineering India Pvt. Ltd, Pithampur as much

training is organized for labourers and supervisors who are technically qualified.

4.Acceptance For Training Programme: - Acceptance towards training programme

is quite high due to high improvement in quality and production of work and well

maintenance of machine by the employees. Also the work has every time fasten with

accuracy after training. The researcher also found that skills like productivity, quality,

removal of excessive scrap and waste, tension reduction, well acquaintance with

machines, etc. were developed.

5.Training Brings Changes: - Many employee are also agreed upon by change in

the individual status after training. Majority consider a hike in economic status due to

positional promotion or increments which in turn has changed the family status.

6.Beneficial And Interesting Training Programmes: - The training programmes

carried out herein seems to be very suitable for the employees as the training

programmes are found to be very interesting and highly satisfying to the employees.

Also majority of the employees consider training programmes highly beneficial to the

workers and organization than others.

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CONCLUSION

Training and developmental activities are the main mechanisms through which

individuals goals and aspiration can be integrated with organizational goals and

requirements. We can consider training as one of the tool for employee development.

The objective of training is to develop specific and useful knowledge, skills and

techniques. It is intended to prepare people to carry out predetermined tasks in a

well-defined job context. Training is basically a task-oriented activities aimed at

improving performance in current and future jobs.

Thus, the researcher concludes that role of training in skill development of

workers means training expected to help each employees to see a high level of

mutuality in personal and organizational goals. An employee can confidently identify

his personal interests with those of the organization through training programmes

and thus can work safeguarding both the aspects.

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1 gka 2 ugh

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22- D;k izfk{k.k ls vkidh dk;Z{kerk esa o`f) gqbZ gS \

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Ahuja Ram; Research methods; Rawat publication Jaipur and New Delhi.

Alston Margaret, 2003; Research for social workers; Rawat publication; Jaipur

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Armstrong M.: Principle and Practice of Personnel Management London, KeganPage Limited 1997.

Dr. Bajpai. S.R, 2005; Methods of social survey and research; Kitab ghar; Kanpur.

Dooey David, 2003; social research methods; prentice hall of India private limited;New Delhi

Bass, Barnard M.: Training in Industries and The Management of LeavingLondon, Tavistock Publication, 1969.

Best W. John and Kahn V. James, 2006; Research in education; Dorling

Kindersley (India) pvt. Ltd.; Delhi.

Chaterjee N.N.: Management of Personnel in Indian Industries Calcutta, AlliedBook Agency, 1980.

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Choudhary D. Paul: Training Methodology and Management New Delhi, SterlingPublisher Pvt. Ltd., 1986.

Craig Robert L.: Training and Development Hand Book New York, Mc Graw HillBook Company, 1965.

Das lal D.K, 2000; Practice of social research; Rawat publication, Jaipur and New

Delhi.

Davar R.S.: Personnel Management and Industrial Relation in India New Delhi,Vikas Publishing House, 1882.

Dwivedi R.S.: Personnel Management New Delhi, Oxford & IBH Publishing Co.,1982.

Documents

Project tranining and developement