Shobhit SIP in HR.doc

Summer Training ReportAt

On

TRAINING AND DEVELPOMENT OF EMPLOYEES

SUBMITTED TO:

Dr. A.P.J. Abdul Kalam Technical University, Lucknow

For the partial fulfillment of the requirement of

Masters of Business Administration

(MBA –2014-2016)

Project Supervisor

Company Mentor Faculty Mr. A.N. Mishra Mrs. Suchita Shukla

(Sr. Manager)Submitted by

SHOBHIT KUMARROLL NO-1418170100

MBA 2014-2016

1

ACKNOWLEDGEMENT

I am extremely grateful to Our Director Dr. R.K. Trivedi to provide necessary and essential facilities to do

this project report.

I express our sincere thanks and deep sense of gratitude to our Academic In charge Dr. C.K. Tiwari,

M.B.A. programme, for providing me with an opportunity to study and to do this report.

I express a deep sense of gratitude to my Guide Mrs. Suchita Shukla, Faculty, for her encouragement, sup-

port and guidance to complete this project work successfully.

I convey my heartiest thanks to Mr. A.N. Mishra, Senior Manager (HR), Bygging India Limited, New

Delhi, who kindly granted permission to do this project report in his esteemed organization.

Finally, I express my sincere thanks and deep sense of gratitude to my parents and friends for giving timely

advice in all the ways and in all aspects for doing the project

SHOBHIT KUMAR

MBA 3rd Sem.

Roll No. : 1418170100

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DECLARATION

I, Shobhit Kumar hereby declare that the following summer training report titled;

“Analysis of Effectiveness of Training and Development in Bygging India Limited, Delhi”

is an authentic work done by me.

The information & data given in this report are true and to the best of my knowledge. I also declare that this

report has not been submitted to any other University or Institute for the award of any degree/diploma etc.

Date: Signature

Place: Shobhit Kumar

M.B.A. 3rd Semester

Roll No. 1418170100

3

PREFACE

Someone has rightly said that practical knowledge is far better than classroom teaching. During this project I

fully realized this and I came to know about how training and development of employees affects their work-

ing and efficiency.

The objective of the study is to analyze the effectiveness of the training and development in the company.

The report contains first of all brief introduction about the companies. It gives a detailed description of the

effectiveness of training and development programmes for the employees of the company.

The experience that I have gathered during my project work during training has certainly provided me a

great experience , which I believe that will help me to shoulder any responsibility which comes along my

way in future.

From the study it was found that the employers and employees are satisfied with their present recruitment

and selection process.

Finally, there comes data presentation and analysis at the end of the report followed by suggestions.

Of course, every study has its own limitations which are mentioned in last.

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TABLE OF CONTENT

CONTENTS

Institute’s CertificateAcknowledgementDeclarationPreface

(i)(ii)(iii)(iv)

CHAPTER 1: Introduction of the studyAbout the topicObjective of the studySignificance of the study

6-910-394041

CHAPTER 2: Industry ProfileCompany profile

42-4950-57

CHAPTER 3: Research methodology 58-61

CHAPTER 4: Data analysis & Interpretation of data 62-81

CHAPTER 5: Findings 82

CHAPTER 6:Conclusion 83

CHAPTER 7: Suggestions 84

CHAPTER 8: Limitations of the study 85

CHAPTER 9: Appendices 86-91

CHAPTER 10: Bibliography 92

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INTRODUCTION OF THE STUDY

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HUMAN RESOURCE MANAGEMENT

Human Resource Management is defined as the people who staff and manage organization. It comprises of

the functions and principles that are applied to retaining, training, developing, and compensating the em-

ployees in organization. It is also applicable to non-business organizations, such as education, healthcare, etc

Human Resource Management is defined as the set of activities, programs, and functions that are designed

to maximize both organizational as well as employee effectiveness.

Scope of HRM without a doubt is vast. All the activities of employee, from the time of his entry into an or -

ganization until he leaves, come under the horizon of HRM.

The divisions included in HRM are Recruitment, Payroll, Performance Management, Training and Develop-

ment, Retention, Industrial Relation, etc. Out of all these divisions, one such important division is training

and development.

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TRAINING AND DEVELOPMENT is a subsystem of an organization. It ensures that randomness is re-

duced and learning or behavioral change takes place in structured format.

Hence I have taken this topic for my project. My project deals with training and development of the employ-

ees at BYGGING INDIA LIMITED. The training took place from 15th June to 31st July.

Following are the areas of Training & Development I tried to cover-up in my work.

1) Studying training activities

2) Analyzing training programs

3) Evaluating the training.

The study shows the scope in the field of T & D ranges rights from recruiting an employee at any level and

how to treat them throughout their working year till the time he discharged or retired from the organization.

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Training and development at Bygging India Limited

Training and Development at Bygging India Limited, Employees are the first focus of our Corporate Social

Responsibility policy, notably through our insistence on healthy employee-employer dialogue and our ac-

tions in human resource management. To achieve the level of performance expected by our clients and stay

ahead of changes in our businesses, our company relies on training.

.

These changes notably enabled us to improve compatibility between the training courses on offer and our

Human Resources Predictive Management Plan (HRPMP). The policy, initiated in 2010, is intended to pro-

vide support for our managers in handling recruitment and managing career paths. It also enables them to

encourage job mobility and optimize their organization to match the company’s strategy. It is based on a set

of shared national guidelines deployed at Bygging India Limited. With the aim of adapting our teams’ level

of professionalism to globalization, and of encouraging multiculturalism because it fosters synergies within

the company, Bygging India Limited has also taken measures to make human resources more international.

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About the topic

The project report presented here is primarily concerned with training and development part of employees in

the organization.

Training and development is always an important aspect of the growth of a company and the individual em-

ployee as well. Due to daily changing business environment, manufacturing process, technological ad

van cement and rapid growth in the demand of the products and services etc the workforce of any organiza-

tion has to be very well equipped with the skills, ability, and talent required to cope up with the market com-

petition.

Now a day’s many organizations are conducting training program to improve the productivity of employees.

The quality of employees and their development through training and education are major factors in deter-

mining long term profitability of a business. If you hire and keep good employees, it is good policy to invest

in the development of their skills, so they can increase their productivity. Training often is considered for

new employees only; this is mistake because ongoing training for current employees helps them adjust to

rapidly changing job requirements.

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Evaluation is the systematic appraisal by which we determine the worth, value or meaning of something to

someone, In case of training we are concerned with providing information on the effectiveness of the train-

ing activity to decision makers who will make decision based on the information. Evaluation plays a signifi -

cant part in every step of the training process.

It is important that evaluation be a planned or systematic effort that is built from the start of the training

process.

The main objective of training program to determine if they are accomplishing specific training objectives,

i.e., correcting performance deficiencies.

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NEED FOR BASIC PURPOSE OF TRAINING

The need for the training of employees would be clear from the observations made by the authorities.

1. To Increase Productivity:

“Instruction can help employees increase their level of performance on their present assignment. In-

creased human performance often directly leads to increased operational productivity and increased

company profit.” Again, “ increased performance and productivity, because of training, are most evi-

dent on the part of new employees who are not yet fully aware of the most efficient and effective

ways of performing the jobs.”

2. To Improve Quality:

“Better informed workers are less likely to make operational mistakes. Quality increase may be in re-

lationship to a company product or service, or in reference to the intangible organizational employ-

ment atmosphere.”

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3. To Help a Company Fulfill its Future Personnel Needs:

“Organizations that have a good internal education program will have to make less drastic manpower

changes and adjustments in the event of sudden personnel alterations. When the need arises, organi-

zational vacancies can more easily be staffed from internal sources if a company initiates and main-

tain an adequate instructional program for both its non-supervisory and managerial employees.”

4. To Improve Organizational Climate:

“An endless chain of positive reactions results from a well-planned training program. Production and

product quality may improve; financial incentives may then be increased, internal promotions be-

come stressed, less supervisory pressure ensure and base pay rate increase result. Increased morale

may be due to many factors, but one of the most important of these is the current state of an organi -

zation’s educational endeavor.”

5. To Improve Health and Safety:

“Proper training can help prevent industrial accidents. A safer work environment leads to more stable

mental attitudes on the part of employees. Managerial mental state would also improve if supervisors

know that they can better themselves through company-designed development programs.”

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6. Obsolescence Prevention:

“Training and development programs foster the initiative and creativity of employees and help to

prevent manpower obsolescence, which may be due to age, temperament or motivation, or the inabil-

ity of a person to adapt him to technological changes.’

7. Personal Growth:

“Employees on a personal basis gain individually from their exposure to educational experiences.”

Again, “Management development programs seem to give participants a wider awareness, an en-

larged skill, and enlightened altruistic philosophy, and make enhanced personal growth possible.

Training is important, not only from the point of view of the organization, but also for the employees. It

gives them greater job security and an opportunity for career advancement. A skill acquired through training

is an asset for the organization and the employee. The benefits of training stay for a very long time. Training

can become obsolete only when there is a complete elimination of the desired for that

Skill and knowledge, which may happen because of the technological changes.

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In general terms, the need for training can arise because of the following reasons:

i. Changing Technology: Technology is changing at a fast pace. Be it any industry, technological changes

are changing the way in which operations were done. Newer machines are being used for automation of

the processes. Computers have made the controls very easy. Advances in information technology have

enabled greater degree of coordination between various business units, spread far across the globe. In or-

der to keep themselves abreast with the changes, the employees must learn new techniques to make use

of advances in the technology. Training needs to be treated as a continuous process to update the em-

ployees in new methods and procedures.

(ii) Demanding Customers: As the free markets become stronger, customers are becoming more and more

demanding. They are much more informed about the products. They have many sources of information. In-

tensified competition forces the organizations to provide better and better products and services to them.

Added to the customer conscious, their requirements keep on changing. In order to satisfy the customers and

to provide best of the quality of products and services, the skills of those producing them need to be continu-

ously improved through training.

(iii) Thrust on Productivity: In the competitive times, organizations cannot afford the extravaganza of

lethargy. They have to be productive in order to survive and grow. Continuous improvement of the employ-

ees’ skills is an essential requirement for maintaining high standards of productivity. Productivity in the

present times stems from knowledge, which has to be relearned continuously.

15

(iv) Improved motivation: Training is a source of motivation for the employees as well. They find them-

selves more updated while facing the Challenging situations at job. Such skill development contributes to

their career development as well. Motivated employees have lesser turnover, providing an organization with

a stable work force, which has several advantages in the long run.

(v) Accuracy of output: Trained workers handle their job better. They run their machines safely. They

achieve greater accuracy is whatever job they do. This reduces accidents in the organizations. Adherence to

accuracy infuses high standards of quality in the products and services, thus giving them a competitive edge

in the difficult times. Quality reduces wastages and ensures better customer satisfaction.

(vi) Better Management: Training can be used as an effective tool of planning and control. It develops

skills of the workers for future and also prepares them for promotion. It helps them in reducing the costs of

supervision, wastages and industrial accidents. It also helps increase productivity and quality.

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NEED FOR TRAINING

a) An increased use of technology in production.

b) Labor turnover arising from normal separations due to death or physical incapacity, for accidents,

disease, superannuation, voluntary retirement, promotion within the organization and change of oc-

cupation or job.

c) Need for additional hands to cope with an increased production of goods and services;

d) Employment of inexperienced, new or badli labor requires detailed instruction for an effective per-

formance of a job.

e) Need for reducing grievances and minimizing accident rates.

f) Need for maintaining the validity of an organization as a whole and raising the morale of its employ-

ees.

Collectively, these purposes directly relate to and compromise the ultimate purpose of organizational train-

ing programmes to enhance overall organizational effectiveness.

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Objectives of Training

The objectives of training can vary, depending upon a large number of factors. The objectives depend on the

nature of the organization where training has to be provided, the skills desired and the current skill levels. It

Is difficult to draw generalizations of the objectives of training; still they can be stated as under:

1. To increase the knowledge of workers in doing specific jobs.

2. To systematically impart new skills to the human resources so that they learn quickly.

3. To bring about change in the attitudes of the workers towards fellow workers, supervisor and the organi -

zation.

4. To improve the overall performance of the organization.

5. To make the employees handle materials, machines and equipment efficiently and thus to check wastage

of time and resources.

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6. To reduce the number of accidents by providing safety training to employees.

7. To prepare employees for higher jobs by developing advanced skills in them.

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What Does Training Include?

Udai Pareek has observed that there are three elements of training purpose, place and time. Training without

a purpose is useless because nothing would be achieved out of it. The purpose must be identified carefully

and now there are a large number of techniques, to be discussed in subsequent lessons, available for estab-

lishing training needs.

After having identified the purpose of a training programme, its place must be decided i.e. whether it has to

be on the job or off the job. If off the job, where a training programme should be. Place would decide the

choice of training method and also influence its effectiveness.

The next element is the time. Training must be provided at the right time. A late training would provide out-

dated knowledge, which would be useless for the employees. The timing has also to be specified in physical

terms, i.e. which month / week of the year and at what time of the day. This can have a lot of ramifications

in terms of the cost of training and its ultimate efficacy in achieving the desired results.

The purpose of training is to bring about improvement in the performance of the human resources. It in-

cludes the learning of such techniques as are required for the intelligence performance of definite tasks. It

also comprehends the ability to think clearly about problems arising out of the job and its responsibilities

and to exercise sound judgments in making decisions affecting the work. Lastly, it includes those mental at-

titudes and habits, which are covered under the general term ‘morale’.

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IMPORTANCE OF TRAINING AND DEVELOPMENT

Training is the corner-stone of sound management, for it makes employees more effective and productive. It

is actively and intimately connected with all the personnel or managerial activities. It is an integral part of

the whole management program, with all its many activities functionally interrelated.

There is an ever present need for training men so that new and changed techniques may be taken advantage

of and improvements affected in the old methods, which are woefully inefficient.

Training is a practical and vital necessity because, apart from the other advantages, it enables employees to

develop and rise within the organization, and increase their “market value”, earning power and job security.

It enables management to resolve sources of friction arising from parochialism, to bring home to the em-

ployees the fact that the management is not divisible. It mounds the employees’ attitudes and helps them to

achieve a better co-operation with the company and a greater loyalty to it.

Training, moreover, heightens the morale of the employees, for its helps in reducing dissatisfaction, com-

plaints, grievances and absenteeism, reduces the rate of turnover. Further, trained employees make a better

and economical use of materials and equipment; therefore, wastage and spoilage are lessened, and the need

for constant supervision is reduced.

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Training vs. Development

Training

1. Training means learning skills and knowledge for doing a particular job and increases skills required

for a job.

2. Training generally imparts specific skills to the employees.

3. Training is concerned with maintaining and improving current job performance. Thus, it has a short-

term perspective.

4. Training is job centered in nature.

5. The role of trainer or supervisor is very important in training.

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Development

1. Development refers to the growth of an employee in all respects. It is more concerned with shaping

the attitudes.

2. Development is more general in nature and aims at overall growth of the executives.

3. Development builds up competences for future performance and has a long-term perspective

4. Development is career centered in nature.

5. All development is ‘self-development’ and the executive has to be internally motivated for the same.

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Changing Faces of Training:

The present time of rapid change has its influence on training also. Lynton and Pareek have identified the

following salient changes that have occurred in training in last thirty years:

1. Training has changed from training individuals to training teams of people, comprising of members across

the hierarchies.

2. Training has acquired an inter-group learning character.

3. Training is finding itself linked with the organizational development process. It is a part of a higher-end

corporate relearning exercise.

4. Socio-technical systems are influencing the training processes in organizations.

5. Target audience of audience is also undergoing a compositional change. There are more number of fe-

males and people from diverse ethnic groups and castes working in the organizations. This creates diversity

in the training activity as well.

25

6. Technologies, government and markets are undergoing a rapid change. (This issue is not being addressed

to in detail here as it requires a detailed discussion, which is usually included in the paper on business envi -

ronment).

7. Training extends beyond employees and includes clients, suppliers, and publics as well, making a learning

organization into a learning system.

The changes have to be learnt by the organizations to ensure effectiveness of training exercise.

26

BENEFITS FROM TRAINING & DEVELOPMENT

There are numerous sources of on-line information about training & development. Several of these sites

(they are listed later on in this library) suggest reasons for supervisors to conduct training among employees.

These reasons include:

Increased job satisfaction and morale among employees

Increased employee motivation

Increased efficiencies in processes, resulting in financial gain

Increased capacity to adopt new technologies and methods

Increased innovation in strategies and products

Reduced employee turnover27

Enhanced company image, e.g., conducting ethics training(not a good reason for ethics training)

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

TRAINING METHODS / TECHNIQUES

28

The forms and types of employee training methods are inter-related. It is difficult, if not impossible; to say

which of the method or combination of methods is more useful than the other. In fact, methods are multifac -

eted in scope and dimension, and each is suitable for a particular situation. The best technique for one situa-

tion may not be best for different groups or tasks. Care must be used in adapting the technique/ method to

the learner and the job. An effective training technique generally fulfills this objective;

Provide motivation to the trainee to improve job performance,

Develop a willingness to change, provide further trainee’s active participation in the learn-

ing process.

Provide a knowledge of results about attempts to improve (i.e. feedback), and permit prac-

tice where appropriate.

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A) ON–THE-JOB- TRAINING:

Virtually every employee, from the clerk to the president, get “On-The-Job Training”, when he joins a firm.

It is primarily concerned with developing in an employee’s skills and habits consistent with the existing

practices of an organization, and orienting him with his immediate problems. It is mostly given for unskilled

and semi-skilled jobs- clerical and sales jobs.

Employees are coached and instructed by skilled co-workers, by supervisors, by the special training instruc-

tors. They learn the job by personal observation and practice as well as occasionally handling it. He is learn -

ing by doing, and it is most useful for jobs that are either difficult to stimulate or can be learned quickly by

watching and doing it.

The main advantage of on-the-job training is that the trainee learns on the actual equipment in use and in the

true environment of his job. He, therefore, gets a feel of the actual production conditions and requirements.

B) VESTIBULE TRAINING

30

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

which is often imparted with the help of the equipment and machines which are identical with those in use in

the place of work. This technique enables the trainee to concentrate on learning the new skills rather than on

performing on the actual job. In other words, it is geared to job duties. Theoretical training is given in the

class room, while the practical work in conducted on the production line.

Training is generally given in the form of lectures, conferences, case studies, role playing and discussion.

The various advantages of vestibule training are:

As training is given in a separate room, distractions are minimized.

A trained instructor, who knows how to teach, can be more effectively utilized.

Disadvantages

The splitting of responsibility leads to organizational problems.

This method is of limited value for the job which utilizes equipments which can be dupli-

cated.

C) SIMULATION31

“Simulation is a technique which duplicates, as nearly as possible, the actual condition encountered

in the job”. The vestibule training method or the business-game method is examples of business sim-

ulations. It is widely used in the aeronautical industry.

D) APPRENTICESHIP

Apprenticeship training is the oldest and most commonly used method, especially when proficiency

in a job is the result of a relatively long training period of 2 to 3years.this training is offered in nu -

merous ranges from the job of a draughtsman, a machinist, a printer, engravers, and electricians. It is

according to the predetermined schedule and provides for efficient training trade skills.

E) DEMONSTRATION AND EXAMPLES

It is the demonstration method, the trainer describes and displays something, as when he teaches an

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

step-by-step explanation of “what” and “why” he is doing.

F) Internship Training

32

Under this method of training, the educational or vocational institute enters into an arrangement with an in-

dustrial enterprise, or any organization which can utilize their knowledge, for providing practical knowledge

to its students. Internship training is usually meant for such vocations where advanced theoretical knowledge

has to be backed up by

Practical experience on the job. For instance, engineering students are sent to big industrial enterprises for

getting practical work experience and medical students are sent to big hospitals to get practical knowledge.

The period of such training varies from six months to two years. The trainees do not belong to the business

enterprises, but they come from

The vocational or professional institutions. It is quite usual that the enterprises giving them training absorb

them by offering suitable jobs after completion of their trainings.

F) Refresher Training

As the name implies, the refresher training is meant for the old employees of the enterprise. It is also called

retraining. The basic purpose of refresher training is to acquaint the existing workforce with the latest meth-

ods of performing their jobs and to improve their efficiency further. While explaining this, Dale Yoder has

rightly remarked, “Retraining programmes are designed to avoid personnel obsolescence”. The skills with

the existing employees become obsolete because of technological changes and because of the tendency of

human beings to forget.33

Thus, refresher training is essential because of the following factors:

(a) The workers require training to bring them up-to-date with the knowledge and skills and to re-

learn what they have forgotten.

(b) Rapid technological changes make even the qualified workers obsolete in course of time because new

technology is associated with new work-methods and job requirements. The workers need to learn new work

methods to use new techniques in doing their jobs.

(c) Refresher training becomes necessary because many new jobs that are created due to changes in the de-

mand for goods and services are to be handled by the existing employees.

H) Training for Promotion

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The talented employees may be given adequate training to make them eligible for promotion to higher jobs

in the organization. Promotion of an employee means a significant change in his responsibilities and duties.

Therefore, it is essential that he be provided sufficient training to learn new skills to perform his new duties

efficiently. The purpose of training for promotion is to develop the existing employees to make them fit for

undertaking higher job responsibilities. This serves as a motivating force to the employees.

I) OFF-THE-JOB METHODS OR CLASS ROOM :

Off-the-job training simply means that training is not a part of everyday activity. The actual location may be

in the company class rooms or in places which are owned by the company or in universities or associations

which have no connection with the company. These methods consist of

i. Lectures

ii. Conferences

iii. Group Discussions

iv. Case studies

v. Role playing

vi. Programmed instructions

vii. T-group training

viii.

Lectures

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

facts, concepts or principles, attitudes, theories and problems solving abilities are to be taught. Lectures are

formal organized talks by the training specialist, the formal superior or other individual specific topics. The

lecture method can be used for very large groups which are to be trained within a short time thus reducing

the cost per trainee. It can be organized rigorously so that ideas and principles relate properly.

Conference Method

In this method, the participating individuals confer to discuss points of common interests to each other. A

conference is basic to most participative group centered methods of development. It is a formal meeting;

conducted in accordance with an organized plan in which the leader seems to develop knowledge and under-

standing by obtaining a considerable amount of oral participation of the trainees. It lays emphasis on small

group discussions, on organized subject matter and on the active participation of the members involved.

Seminar or Team Discussion

This is an established method for training; a seminar is conducted in many ways. It may be based on paper

prepared by one or more trainees or on a subject selected in consultation with a person in charge of the semi-

nar. It may be part of the study or related to the critical studies or practical problems.

It may be based on the statement made by the person in charge of the seminar or on a document prepared by

an expert who is invited to participate in the discussion.

36

The person in charge of the seminar distributes in advance the material to be analyzed in the form of re-

quired readings. The seminar compares the reactions of trainees, encourages discussions, defines the gen-

eral trends and guides the participants to certain conclusions.

Case studies

This method was first developed by Christopher Lansdale in the 1880s at the Harvard Law School to help

students to learn for themselves by independent thinking. Case study is based on the belief that managerial

competence can best be attained through the study, contemplation and discussion of concrete cases. A case

is a set of data, real or fictional, written or oral miniature description and summary of such data that present

issue and problems calling for solutions or actions on the part of the trainee. When the trainees are given

case to analyze they are asked to identify the problems and to recommend tentative solutions for it. In Case

study method, the trainee is expected to

Master the facts; become acquainted with the content of the case.

Define the objectives sought in dealing with the issues in the case.

Identify the problems in the case and uncover their probable causes.

Develop alternative courses of action.

Screen the alternatives using the objectives as criteria.

Select the alternative that is most in keeping with the stated objectives.

37

Role – playing

In role-playing trainees act out a given role as they would in a stage play. Two or more trainees are assigned

parts to play before the rest of the class. These parts do not involve any memorization of lines or any re -

hearsals. The role players are simply informed of the situation and of the respective roles they have to play.

Sometimes after the preliminarily involves employee-employer relations, hiring, firing, discussing a griev-

ance procedure, conducting a post appraisal interview or disciplining a subordinate or a salesman making a

representation to a customer.

Programmed Instruction (teaching by the machine method)

Programmed Instruction involves a sequence of steps which are often set up through the central panel of an

electronic computer as guides in the performance of desired operation or series of operations. It incorpo-

rates a pre-arranged, proposed or desired course of proceedings pertaining to the learning or the acquisition

of some specific skills or general knowledge, a programmed instruction involves breaking information down

into meaningful units and arranging these in a proper way to form a logical and sequential learning pro-

gramme or package.

T-Group Training

38

This usually comprises association, audio-visual aids and planned reading programmes. Members of a pro-

fessional association receive training by it in new techniques and ideas pertaining to their own vocations

through a regular supply of professional journals and informal social contacts or gatherings, members are

kept informed of the latest development in their particular fields. Audio-visual aids-records, tapes and films

are generally used in conjunction with other conventional teaching methods. Planned and supervised read-

ing programmes are conducted; technical publications and the latest journals are kept in the library for the

use of the trainees.

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OBJECTIVES OF STUDY

To study the effectiveness of the training imparted by Bygging India Limited and its resultant in the

performance of the employees.

To know the perception of the employees regarding training methods in Bygging India Limited

To identify how training assists the employees to acquire skills, knowledge and attitude and also en-

hance the same.

To help in acquiring national and international level quality measurements.

40

SIGNIFICANCE OF THE STUDY

Learning of various training and development programmes.

Dealing with various training and development issues.

Learning of training evaluation process.

Got to know about the effectiveness of training and development.

Got to know about the need and importance of training and development.

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INDUSTRY PROFILE

42

INDUSTRY PROFILE

The construction industry is the second largest industry in India after agriculture. It accounts for about 11%

of India as GDP. It makes significant contribution to the national economy and provides employment to

large number of people.

There are mainly three segments in the construction industry like real estate construction which includes res-

idential and commercial construction; infrastructure building which includes roads, railways, power etc; and

industrial construction that consists of oil and gas refineries, pipelines, textiles etc.

Construction is an essential part of any country’s infrastructure and industrial development. Construction in-

dustry, with its backward and forward linkages with various other industries like cement, steel bricks etc.

catalyzes employment generation in the country. Construction is the second largest economic activity next to

agriculture. Broadly construction can be classified into 3 segments “Infrastructure, Industrial and Real Es-

tate.

Infrastructure segments involve construction projects in different sectors like roads, railways, ports, irriga-

tion, power etc. Industrial construction is contributed by expansion projects from various manufacturing sec-

tors. Real estate construction can be sub-divided into residential, commercial, malls/multiplexes etc.

The construction activity involved in different segments differs from segment to segment. Construction of

houses and roads involves about 75% and 60% of civil construction respectively. Building of airports and

ports has construction activity in the range of 40-50%. For industrial projects, construction component

ranges between 15-20%. Within a particular sector also construction component varies from project to

43

project.

Construction sector contributed about 11.5% to the country’s GDP in FY 08. Over past few years, growth of

the construction has followed the trend of economic growth rate of the country. The multiplier factor be-

tween growth rates of construction and GDP has been about 1.5X-1.6X. Over past 3 years, construction as a

percentage of GDP has increased from 8.0% in FY 06 to 8.5% in FY 08. Construction activity being labour

intensive has generated employment for about 33 million people in the country.

The construction industry in India is highly fragmented. There are number of unorganized players in the in-

dustry which work on the subcontracting basis. To execute more critical projects, now a days bids are in-

creasing placed in consortium. But the profitability of the construction projects varies across different seg-

ments. Complex technology savvy projects can fetch higher profit margins for construction companies as

compared to low technology projects like road construction. Various projects in Construction industry are

working capital intensive. Working capital requirement for any company depends on the order mix of the

companies.

The construction industry operates on the basis of contractual agreements. Over the years different types of

contracts have been developed. It mainly depends on the magnitude and nature of work, special design

needs, and annual requirements of funds and complexities of job. Construction projects can be materialized

through number of smaller contracts which mainly depends upon size of the project and diversified nature of

activities to be carried out in the project. As a result, Subcontracting is a common phenomenon in the con-

struction industry.

44

The Construction industry of India is an important indicator of the development as it creates investment

opportunities across various related sectors. The construction industry has contributed an estimated ₹

6708 billion to the national GDP in 2011-12 (a share of around 9%).The industry is fragmented, with a

handful of major companies involved in the construction activities across all segments; medium-sized com-

panies specializing in niche activities; and small and medium contractors who work on the subcontractor ba-

sis and carry out the work in the field. In 2011, there were slightly over 500 construction equipment manu-

facturing companies in all of India. The sector is labor-intensive and, including indirect jobs, provides em-

ployment to more than 35 million people.

45

CONSTRUCTION PHASES

Vision/fantasy/idea - a concept never intended to be built, may be an aesthetic or structural design

exercise.

Proposed - a building concept that is under review by a the building owner and by government

Approved - a building concept that will be constructed in the near future. If the proposed building is

not approved then the proposal may be amended and resubmitted, or it may be deferred or cancelled.

Design - the specification of what is to be built in sufficient detail to be used as the basis as a con-

tract between the owner and a contractor

Procurement - the selection of the contractor or contractors to carry out the construction. This may be

by competitive tendering.

Diversions - before construction can start any services on the site which must be kept operational to

serve other adjacent sites must be diverted so they run outside the footprint of the new building. This

can include drainage, water and gas piped services and power and communication cables.

Under-construction - a fully designed building currently being built

Ground works - construction work below ground level including the construction of basements and

foundation.

46

Topped-out - a fully designed building where construction has reached the highest point of the build-

ing

Fitting out - installation of the decorative, non-structural elements once the building main structure is

complete. This includes painting, ceilings, light fittings etc. Commissioning or setting to work - Once

the building Mechanical, electrical, plumbing, communications, and building control systems are in-

stalled they then need to be tested and adjusted so they deliver the required performance.In modern

buildings this can take some time during which little seems to be going on but if this is not done

properly then these systems will not deliver their design performance leading to hot and cold spots,

spurious alarms, higher energy bills, and systems failing during emergencies.

Substantial Completion / Beneficial Occupancy - a point when the work is sufficiently complete so

that the Owner can occupy (Items noted during inspection 'punch list' or 'snag list' may still be cor-

rected).

Complete/built - a fully designed building that has been fully built, excluding future expansions

(punch list items all completed).

Building Operation - All those day-to-day activities need to ensure the building can be used. In sim-

ple buildings this means little more than cleaning but in more complicated buildings this is a large

scale operation employing a large team of staff. If they do their job right then you hardly notice

them.

Maintenance - works to ensure the building continues to operate in accordance with its design, in-

cluding replacing elements which are approaching the end of their useful life.

Repair - replacing building elements which have been damaged or which have failed to restore the

building to its as-built state.47

Renovation - modification to the building. This can be minor modifications that are carried out while

the building is occupied or major works where only the structural elements are kept and the building

is out of use for years.

Demolition - destruction of the building which may include the salvage of some elements for reuse

elsewhere.

48

CAREERS

There are many routes to the different careers within the construction industry. These three main tiers are

based on educational background and training, which vary by country:

Unskilled and semi-skilled – General site labor with little or no construction qualifications.

Skilled – Tradesmen who've served apprenticeships, typically in labor unions, and on-site managers

who possess extensive knowledge and experience in their craft or profession.

Technical and management – Personnel with the greatest educational qualifications, usually graduate

degrees, trained to design, manage and instruct the construction process.

49

COMPANY PROFILE

Bygging India Limited is fully integrated construction organization established in 1983, in the technical and

financial collaboration with Bygging Uddemann AB, Sweden, with the main objective to introduce new and

novel consruction techniques in the field of construction industry. The collaboration ensures access to the

long and rich Swedish experience &knows how

VISION

To continuously move forward by every project to the highest standard, timely completion and become a

recognized engineering and construction firm in India & overseas and prosper in building a trusted and well

known brand for itself.

50

Company’s Current Working Projects

Ankleshwar (Gujarat)

Bellary

Gadarwara

Butibori

Guddur

Dhanbad

Muzzafarpur

Meja

Jamnagar

Panvel

Lara

Nabinagar

Nellore

Bailadila

Karanpura

Paradeep

Dahej

Hazira

Jamnagar

Solapur

Unchahar

51

Company’s Clients

Following are Company’s current clients:

DLF Group

BSES Ltd.

Bharat Heavy Plate & Vessels (BHPV)

Bajaj Hindustan Limited

Thermax Babcock & Wilcox Ltd.

Petron Emirates, Dubai

AKG Engineering Co., Thailand

Bhushan Steel & Strips Limited

Jaiprakash Industries Limited

Alcon Cement Limited

Engineering Projects India Limited

Lokhandwala Group

Bannari Aman Sugars Limited

Karnataka Urban Water Supply & Drainage Board

Maharashtra Jeevan Pradhikaran

52

CONTACT INFORMATION:

Registered Office:

69, RNA Arcade,

1st floor, Lokhandwala Complex,

Andheri (West)

Mumbai-400 053 INDIA

Tel: +91 22 2639 0353

Fax: +91 22 2636 0409

Email: [email protected]

Regional Office:

602/603, 6th Floor,

98, Modi (Hemkunt) Tower,

Nehru Place

New Delhi 110019 (India)

Phones: 91-11-26238801, 26238801

Email: [email protected]

53

mailto:[email protected]

54

55

56

57

RESEARCH METHODOLOGY

Definition: Research Methodology is a systematic way of investigation directed to the discovery of some

facts by careful study of a subject, a course of critical and scientific inquiry.

(A) Scope

The scope/range of this project report is not too far stretching to the whole of Bygging India Limited rather

it only covers the training and development activities conducted By Bygging India Limited for its employ-

ees.

My project mainly deals with the present method of training given at Bygging India Limited during my ten-

ure of the project, June-July 2015. This project covers training, training programmes, and training evaluation

and excludes all other human resources activities conducted before and after training.

(B) REQUIREMENT: -

For our project we required information like knowledge about the employees understanding, skills generated

and the mastery gained during training.

So we have to look insight the performance of the employees through evaluation of their performance,

through questionnaire and data given by the management.

So for a better research we have some particular needs or requirements.

58

(C) SOURCE OF INFORMATION:-

Primary data: The data is collected for the first time hence is fresh and happens to be original in

nature.

Secondary data: The data is the collected and processed information by some other person or orga-

nization.

Primary data were collected from employees who have already undergone these training programmes and

their views were collected as to whether their ability to perform is affected positively after training and the

already available data given by management and website was taken.

Secondary data are gathered from the official website of the company and from reference books.

(D) RESEARCH TOOL:-

For the data collection we used structured close-ended questionnaire as well as open ended questions.

(E) METHOD USED FOR DATA COLLECTION:-

Questionnaire and data available with the management.

59

Formulation of Objective:-

After taken the project we formulate the objective.

(1) Sample Size:-

Sample can be defined as the selection of a part or a group or an aggregate with a view in obtaining informa-

tion about the whole population. For knowing the mind share of different brands we should target more pop-

ulation but because of lack of time we took sample of 50 people.

(2) Design Of The Questionnaire:-

The questionnaire is the most common tool in collecting data, so it should be carefully developed, tested and

debugged before they are administered on a large scale.

(3) Research Instrument:-

Questionnaires and information from the management.

(4) Analyzing The Information:-

For analyzing the data, which gather, first we need to arrange that in table as the questionnaire; it was

mainly open ended so we had not face much problem.

(5) Data Tabulation:-

We arrange the data in the form of table.

60

(6) Analysis:-

After tabulation we analyze the data with the help of pie chart because in pie chart it was easy to understand

everything in percentage as well as it gives better picture.

(7) Conclusion:-

On the basis of finding there should be a short summary.

(8) Recommendation:-

Should write some suggestion, as given by analysis of the data by the management and the questionnaire.

61

DATA INTERPRETATION AND ANALYSIS

1) How many training programmes have you attended in last 5 years?

No. of Programmes No. of Respondents % of Responses

0-5 20 40%

6-10 12 24%

10-15 10 20%

More than 15 8 16%

Total 50 100%

62

Training Programmes Attended

0-56-10 Programmes10-15 ProgrammesMore Than 15

40%

24%

20%

16%

INTERPRETATION

44% of the officers have attended 6-15 training programmes in the last 5 years, which is an indication of an

effective training policy of the organization. However, 40% of the officers have attended only 0-5 training

programmes, which needs to be evenly monitored by the organization.

63

2) Were you aware of the training programme objectives before attending it?

Options No. of Respondents % of Responses

Strongly agree 12 24%

Moderately agree 20 40%

Can’t Say 6 12%

Moderately Disagree 2 4%

Strongly Disagree 10 20%

Total 50 100%

64

PROGRAMME OBJECTIVES SHOULD BE KNOWN BEFORE ATTENDING THE PROGRAM

STONGLY AGREEMODERATELY AGREECAN'T SAYMODERATELY DISAGREESTONGLY DISAGREE

24%

40%

12%

4%

20%

INTERPRETATION

40% of the respondents moderately agree to the fact of knowing the training objectives beforehand, in addi-

tion to 24% who strongly agree. But a small population disagrees as 20% strongly disagree to this notion.

Training objectives should therefore be made known compulsorily before imparting training in the organiza-

tion.

65

3) Was the training programme relevant to your developmental needs?




Can’t Say 8 16%



Total 50 100%

66

TRAINING PROGRAMME RELEVANT TO DEVELOPMENTAL NEEDS

STRONGLY AGREEMODERATELY AGREECAN'T SAYMODERATELY DISAGREESTRONGLY DISAGREE

24%

40%

16%

12%4%

INTERPRETATION

24% of the respondents feel that the training programmes were in accordance to their developmental needs.

16% respondents could not comment on the question and 12% think that the programmes are irrelevant to

their developmental needs and the organization must ensure programmes that satisfy the developmental

needs of the officers.

67

4- The period of training session was sufficient for the learning.




Can’t Say 10 20%



Total 50 100%

68

TRAINING SESSION WAS SUFFICIENT


32%

20%20%

16%

12%

INTERPRETATION

52% respondents feel that the time limit of the training programme was adequate but 28% feel that it was in-

sufficient. Also, 20% could not comment on the question. All the respondents though felt that increase in

time limit of the programmes would certainly be beneficial and the organization should plan for this to be

implemented in the near future.

69

5) Were the training methods used during the training effective for understanding the subject ?




Can’t Say 8 16%



Total 50 100%

70

TRAINING METHODS WERE EFFECTIVE


20%

40%16%

12%12%

INTERPRETATION

60% of the respondents believe that the training methods used during the programmes were helpful in under-

standing the subject, yet 24% disagree to this notion. The organization should use better, hi-tech methods to

enhance the effectiveness of the methods being used during the training programmes.

71

6) Were training sessions were interesting/exciting and a good learning experience?




Can’t Say 6 12%



Total 50 100%

TRAINING SESSIONS WERE EXCITING


28%

40%

12%

12%8%.

72

INTERPRETATION

68% respondents believe that the training sessions were exciting and a good learning experience. 12% re-

spondents could not comment on this while 20% differ in opinion. They feel that the training sessions could

have been more exciting if the sessions had been more interactive and in line with the current practices in

the market.

7) Were the training aids used helpful in improving the overall effectiveness of the programme?




Can’t Say 18 36%



Total 50 100%

73

TRAINING AIDS WERE HELPFUL


20%

24%36%

12%8%

INTERPRETATION

44% of the respondents believe that the training aids used were helpful in improving the overall effective-

ness, yet 20% disagree to this notion. 36% respondents did not comment on the issue. Yet the total mindset

of the respondents was that the organization should use better scientific aids to enhance the presentation and

acceptance value of the training programme.

74

8) Was the training effective in improving on- the- job efficiency?




Can’t Say 10 20%



Total 50 100%

0

SRTONGLY AGREEMODERATELY AGREECAN'T SAYMODERATELY DISAGREESTRONGLY DISAGREE

16%

28%

20%

20%

16%

75

INTERPRETATION

44% respondents believe that the training programmes increase their job efficiency but 36% disagree to this.

The view of the respondents were towards having more technological and current topics for the training pro-

grammes which could help them satisfy their creative urge and simultaneously increase their on-the-job effi-

ciency.

9) In your opinion, were the numbers of training programmes organized during the year sufficient for

officers of Bygging India limited?


Strongly agree 4 8%


Can’t Say 13 26%



Total 50 100%

76

8% 14%

26%12%

40%

NUMBER OF TRAINING PROGRAMMES WERE SUFFICIENT

STRONGLY AGREE MODERATELY AGREE CAN'T SAYMODERATELY DISAGREE STRONGLY DISAGREE

INTERPRETATION

22% respondents have the opinion that the frequency of the training programmes is sufficient but 52% of the

respondents differ to this. They believe that the number of training programmes organized in a year should

be increased and some in house training programmes should also be organized by the organization regularly.

77

10) How many training programmes have you attended during the last year?

No. of Programmes No. of Respondents % of Responses

Upto 2 30 60%

3-5 12 24%

6-8 6 12%

More than 8 2 4%

Total 50 100%

NUMBER OF TRAINING PROGRAMMES ATTENDED

UPTO 2BETWEEN 3-5BETWEEN 6-8MORE THAN 8

60%24%

12%4%

78

INTERPRETATION

36% of the workers have attended 3-8 training programmes in the last year, which is the clue of a useful

training policy of the organization. However, 60% of the workers have attended only 0-2 training pro-

grammes, which should be effectively seen by the organization. Also, every worker should be given chances

to attend as many training programmes as possible.

79

11) Was the training given useful to you?




Can’t Say 6 12%



Total 50 100%

80

TRAINING GIVEN WAS USEFUL


48%

24%

12%12%

4%

INTERPRETATION

72% of the respondents feel that the training programmes were useful. 12% respondents could not comment

on the question and 16% think that the programmes were irrelevant to their objective of being useful. The

organization must ensure programmes that are useful and prove to cater to the developmental needs of the

workers.

81

12) Was the time limit of the training programme was sufficient?




Can’t Say 6 12%



Total50 100%

82

TIME LIMIT OF TRAINING PROGRAMME WAS SUFFICIENT


20%

36%12%

16%

16%

INTERPRETATION

56% respondents feel that the time limit of the training programme was adequate but 32% feel that it was in-

sufficient. Also, 12% could not comment on the question. All the respondents though felt that increase in

time limit of the programmes would certainly be advantageous and the organization should take some steps

in this direction.

83

FINDINGS

Training and development programs are very important to be conducted in any organization.

Training of employees increase their productivity.

Training and development programs are to be conducted on a regular basis.

Good training programs not only enhance an employee’s productivity but also make him

loyal towards organization.

Latest training methods should be adopted.

84

CONCLUSIONS

The major findings of the project are enumerated as follows:

Training is considered as a positive step towards augmentation of the knowledge base by the respon-

dents.

The objectives of the training programmes were broadly known to the respondents prior to attending

them.

The training programmes were adequately designed to cater to the developmental needs of the re-

spondents.

Some of the respondents suggested that the time period of the training programmes were less and

thus need to be increased.

Some of the respondents also suggested that use of latest training methods will enhance the effective-

ness of the training programmes.

Some respondents believe that the training sessions could be made more exciting if the sessions had

been more interactive and in line with the current practices in the market.

The training aids used were helpful in improving the overall effectiveness of the training pro-

grammes.

The training programmes were able to improve on-the-job efficiency.

Some respondents also recommended that the number of training programmes be increased.

85

SUGGESTIONS

The major suggestions for changes in the existing training programmes are as follows:-

The frequency of the training programmes organized in a year should be increased.

The duration of the training sessions should be amplified.

New programmes for personal as well as professional development of the officers should be devel-

oped.

Officers should be referred for the training programmes as per their developmental needs.

The training programmes should be organized outside the office in order to avoid disturbance in the

work.

Some training sessions should also be organized in house for the officers who find it difficult to at -

tend them if held outside the office premises.

Better presentation technologies should be used in order to increase the effectiveness of the pro-

grammes.

The course curriculum for the training programmes should be current in terms of the new develop-

ments in the world.

86

LIMITATIONS

The project is a collection of study, observation, and practical experience during my summer internship pro-

gramme where I was a member of the team working in the training and development of employees

I tried to perform this project in best possible manner to avoid any lacuna or lack-ness. In spite of all my ef -

forts in this regard but due to the far stretching activities conducted at Bygging India Limited , my project

lack in some of the following heads. Where there is a chance of further elaborating study on the same sub-

ject.

Some information being very sensitive as far as organization is concerned is left untouched and not

mentioned in any way.

Top-level strategic type of decisions and information too are not taken under study to avoid any fa-

vor to the business counter parts.

My project does not concerned about the designing and planning of training activities which forms

a crucial and major part of this field hence a full fledge study can be done in this area.

The data presented here is taken by prepared questionnaire (open ended and closed ended) and in-

formation and feedback received from the management.

No research has been conducted on this topic for the purpose of this project thus holds a complete

field research and development.

Due to Time Constraints, I was not able to touch all aspects of training and development.

Due to security reasons, I could not attend the training conducted which would give me a practical

experience.

87

APPENDIX

88

QUESTIONNAIRE:

1) How many training programmes have you attended in last 5 years?

No. of Programmes

0-5

6-10

10-15

More than 15

2) The programme objectives should be known to you before attending it.

STRONGLY AGREE

MODERATELY AGREE

CAN’T SAY

MODERATELY DISAGREE

STRONGLY DISAGREE

3) The training programme was relevant to your developmental needs.

89

STRONGLY AGREE

MODERATELY AGREE

CAN’T SAY

MODERATELY DISAGREE

STRONGLY DISAGREE

4- The period of training session was sufficient for the learning.

STRONGLY AGREE

MODERATELY AGREE

CAN’T SAY

MODERATELY DISAGREE

STRONGLY DISAGREE

5) The training methods used during the training were effective for understanding the subject.

90

STRONGLY AGREE

MODERATELY AGREE

CAN’T SAY

MODERATELY DISAGREE

STRONGLY DISAGREE

6) The training sessions were exciting and a good learning experience.

STRONGLY AGREE

MODERATELY AGREE

CAN’T SAY

MODERATELY DISAGREE

STRONGLY DISAGREE

7) The training aids used were helpful in improving the overall effectiveness of the programme.

91

STRONGLY AGREE

MODERATELY AGREE

CAN’T SAY

MODERATELY DISAGREE

STRONGLY DISAGREE

8) The training was effective in improving on- the- job efficiency.

STRONGLY AGREE

MODERATELY AGREE

CAN’T SAY

MODERATELY DISAGREE

STRONGLY DISAGREE

92

9) In your opinion, the numbers of training programmes organized during the year were sufficient for

officers of Bygging India Limited.

STRONGLY AGREE

MODERATELY AGREE

CAN’T SAY

MODERATELY DISAGREE

STRONGLY DISAGREE

10) How many training programs have you attended during the last year?

No. of Programs

Up to 2

3-5

6-8

More than 8

11) The training given is useful to you.

93

STRONGLY AGREE

MODERATELY AGREE

CAN’T SAY

MODERATELY DISAGREE

STRONGLY DISAGREE

12) The time limit of the training program was sufficient.

STRONGLY AGREE

MODERATELY AGREE

CAN’T SAY

MODERATELY DISAGREE

STRONGLY DISAGREE

94

BIBLIOGRAPHY

BIBLIOGRAPHY

95

Effective Planning in Training and Development Leslie Rae

World Class Training Kaye Thorne

Training in Practice Blackwell

Human Resource Management C.B.Gupta

Human Resource Management T.N.Chabra

Memoria CB, Personnel Management, Himalaya Publishing House, New Delhi.

Rolf Lynton and Udai Pareek (2005) Training for organizational transformation, Sage Publications,

New Delhi.

International journal on Training and Development by Paul Lewis, William J. Rothwell, Linda

Miller, AAhad Osman - Gani

Indian Journal of Training and Development by Dr. Devi Singh

New Employee Orientation Training by Karen Lawson

www.naukrihub/training&development.com

http://onlinelibrary.wiley.com/

96

http://onlinelibrary.wiley.com/

http://www.naukrihub/training&development.com

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