CHAPTER NO.

CONTENT
INTRODUCTION OBJECTIVES SCOPE LIMITATIONS ORGANIZATION PROFILE COMPANY PRODUCTS ORGANIZATION CHART REVIEW OF LITERATURE TRAINING AND DEVELOPMENT CAREER DEVELOPMENT RESEARCH METHODS RESEARCH METHODOLOGY ANALYSIS AND INTERPRETATION PERCENTAGE ANALYSIS CHI- SQUARE TEST RANK CORRELATION ANALYSIS FINDINGS AND SUGGESTIONS CONCLUSION BIBLIOGRAPHY ANNEXURE

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2 3

4 5

6 7 8 9

LIST OF TABLES AND CHARTS S. No 1 2 3 Particulars

working in Lotte India Training in last 2 yrs Training is given adequate importance

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4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Company has defined training Policy Training linked to the development of the company Employees go with clear idea about training programme Training is a good learning experience Competent trainer for training programme Satisfied with Facilities provided to training Hand outs are provided after training programme HOD will be discussing with employees regarding training Training is planned to preassessed need After the training it find easy to apply Opportunity to learn new skills Superior is more interested on their career development Encouraged for their own career development Employees know career development opportunity in the company Know about key needs in next 2 years Company helps to improve my weakness After training improvement in productivity satisfied with the amount of time spent for training Training is designed and developed Training needs identification Overall Satisfaction regarding training and career development Training needs in next 2 years CHI- SQUARE Observed frequency CHI- SQUARE Expected frequency CHI- SQUARE Calculation

CHAPTERISATION SCHEME
This report consists of six chapters of which The first chapter includes the details of general introduction, need of the study nature of the study, objectives of the study, and limitations of the study. The second chapter includes company profile, products, and organization chart. The third chapter deals with literature review of training and career development and research methodology. The fourth chapter includes methodology that the researcher adopted The fifth chapter consists of Analysis and interpretations of data collected from the respondents. The sixth chapter consists of Findings and suggestions regarding training and career development. And finally includes conclusion, annexure and bibliography. 3

CHAPTER I INTRODUCTION
HUMAN RESOURCE MANAGEMENT (HRM) is a management function that helps managers recruit, select, train, and develops members for an organization. Specifically, the following constitute the core of HRM: Organizations are not mere bricks, mortar, machineries or inventories. They are people. It is the people who staff and manage organizations. HRM involves the application of management function and principles are applied to acquisitioning, developing, maintaining, and remunerating employees in organizations. Decision relating to employees must be integrated. Decisions on different aspects of employees must be consistent with other human resource (HR) decisions.

Decisions must influence the effectiveness of an organization.

OBJECTIVE: To know about various training prevailing at LOTTE INDIA CORPORATION LIMITED. To determine how much employees are satisfied with the training they received. To identify the most important training areas for the employees in future. To identify whether the employees are having career opportunities with in the company

SCOPE OF THE PROJECT: Promoting a training environment that is learner-focused, personalized and face-to-face with goal of preparing its learners for expectations of the fastpaced business industry and equipping them for their place in the real world in which they work. To remain committed to ones career by continually updating their skill sets and staying on par with industry standards Career cycles vary, and pattern change from individual to individual. For some it may have very few changes or some may go through a transition repeatedly. Career development not only helps to identify ones current priorities and chart out a career plan for the future, but also helps leaders and managers chart an effective career path for their employees Professional development goes beyond the scope of the current job, although it may indirectly improve performance

RESEARCH METHODOLOGY Research Design The study is descriptive in nature. The questionnaire method was adopted to collect the information from employees. The questionnaire highlighted data identification connected with training and career development in a five point scale had been adapted uniformly to the questions. The schedule questionnaire use for the purpose was annexed to the study.

Sampling Method The researcher adopted convenient sampling technique to select 100 samples in the universe. Sampling Size The sample size of the study is 100 employees of Lotte India corporation limited, who are selected using convenient sampling method.

Statistical Tools In this study the researcher adopted the statistical tools in Percentage method, Chi-square and Rank correlation. Sources of Data Primary data The researcher used the questionnaire method to collect the primary source of data.
LIMITATIONS 7

Survey is limited to only head office and south zone. The period of study within the company was only 60 days North zone, west zone and east zone were excluded from the study

CHAPTER II COMPANY PROFILE

HISTORY:
Parrys confectionary limited is a pioneer in branded confectionary industry in India for almost a century and has become a subsidiary of Lotte confectionary company, Korea during 2004. Its a story born in the age of British Raj When children in India found confectionery hard to come by. It had to be imported from across the seas until the year 1914, When Parrys picked up the gauntlet and pioneered the manufacture of sweets - the first to do so in the country. Parrys sweets went on to become a household name- a name that people recollect with warmth and a smile. Ever since, the Parrys factory was set up in Nellikuppam, in the Cuddalore District of Tamilnadu in South India. Parrys has become synonymous with Sweets and Confectionery. With the penchant we Indians have for sweets is not surprising that this smooth, milky and irresistibly delicious confectionery is the best gift any child could get. And an 9

obsession with quality ensured that children had a choice of nothing but the very best in confectionery. In the nine decades since, the scenario has undergone a dramatic change. There are a number of offerings in the market today, each wooing children with a wide array of products. But Parrys still finds a prominent place in the heart of consumers. Parrys has always stayed at the top, having weathered the vicissitudes of change, with our ear close to the ground - and to the hearts of children, changing, adapting and growing with the times - But never losing sight of its values traditions and ethics. At the turn of this century, Parrys is poised on the threshold of greater challenges in a global village, where dynamism and innovation is the very law of survival. With this vision in the mind, Murugappa Group, promoters of Parrys Confectionery Limited entered in to an agreement with Lotte Confectionery Limited, South Korea, by which the, entire shares which Murugappa Group, the founders of Parrys Confectionery Limited, held was divested to Lotte Confectionery Limited -A South Korean Multinational giant. Lotte Confectionery is the first Company of the Lotte family of Companies founded by Mr. Shin Kyuk-ho. The three Ls in the Lotte Emblem stand for Love, Liberty and Life. The Corporate philosophy and idealism of Lotte is driven by dream of a world full of Love where people care for each other and respect each others thoughts. The Lotte Group has presence in Food & Beverages, Distribution, Tourism and Leisure business; Heavy Chemicals, Construction and Machinery; Information, Communication and Electronics, Trading and Services apart from Welfare Research and Support Services. The Lotte Confectionery Co. Ltd. is the Lotte Groups flagship Company in Foods and Beverages category. Lotte Confectionery, Korea, was established with 500 employees in 1967 and today it has more than 6000 Employees. It has over 500 products produced at 5 largescale plants in Korea. Lotte has been actively working towards establishment of overseas branches, production facilities and has a presence in more than 70 countries.

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Lotte Confectionerys annual Sales are over USD 900 millions, Apart from Korea, Lotte has overseas investments in production facilities in China, Philippines and Vietnam. Lotte Confectionerys Main line products are Chewing Gum (Lotte Xylitol, Lotte Juicy & Fresh, Lotte Spearmint, Lotte Fresh Mint, Flavono, White & E, Spout Caf Coffee) Candy, Biscuits, Chocolates, Snacks, Ice cream, and health care product. LOTTE Indias manufacturing facility is located at Nellikuppam, South Arcot District, Tamil Nadu, which is in the southern part of India. The factory is housed in Buildings constructed in the British era; but refurnished inside to accommodate the state of the art equipments. . Apart from having their own factory at Nelllikuppam, Lotte India also has dedicated Sub-Contracting units at Kollenchery in Kerala and Sangli and Nasik in Maharashtra. All the products are manufactured under the most hygienic conditions. Great care is exercised in the selection and quality control of Raw Materials and packing materials. Rigid quality controls are implemented at every stage of the production process. Every batch of production is checked thoroughly using modern equipments. The factory at Nellikuppam has been awarded with ISO 14001:1996 and HACCP awards by BVQI.
Lotte India is in the process of implementing its expansion plan in India. It has launched slew of world class product like Chocopie, Xylitol, Spout etc from its parent company Lotte india.

PRODUCTS

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CHAPTER III
REVIEW OF LITERATURE

Nature of Training and Development

In simple words, training and development refers to the imparting of specific skills, abilities, knowledge to an employee. A formal definition of training and development is determined as follows: It is any attempt to improve current or future employee performance by increasing an employees ability to perform through learning, usually by changing the employees attitude or increasing his or her skills and knowledge. The need for training and development is determined by the employees performance deficiency, computed as follows: Training and development needs = Standard performance Actual performance

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There are distinctions among training, education and development. Such distinctions enable to acquire a better perspective about the meaning if the term training. Which refers to the process of imparting specific skills, Education, on the other hand is confined theoretically learning in classroom

Inputs in Training and Development

Any training and development programme must contain inputs which enable the participants to gain skills, learn theoretical concepts and help acquire vision to look into the distant future. The inputs of training and development are as follows: 1) Skills Training is imparting skills to the employees. A worker needs skills to operate machines, and use other equipments with least damage and scrap. This is basic skills without which the operator will not function. There is also a need of motor skills or psychomotor skills as they are refer to performance of specific physical activities .These skills involve learning to move various parts of their body in response to certain external and internal stimuli. Employees particularly like supervisors and executives, need interpersonal skills mostly know as people skills. These skills helps a person understand oneself and others better and act accordingly. Examples of interpersonal skills include listening. Persuading and showing an understanding of others feelings 2) Education The purpose of education is to teach theoretical concepts and develop a sense of reasoning and judgment. That any training and development programme must contain an element of education is well understood by the HR specialist.In fact, sometimes, organizations depute or encourage employees to do courses on a part time basis. 3) Development Development programme is development which is less skill oriented but stress on knowledge. Knowledge about business environment, management

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principles and techniques, human relations, specific industry analysis and the like is useful for better management of a company. Development programme should help an employee to be a self-starter, build sense of commitment, motivation, which should again helps him being self generating. It should make their performance result oriented and help them in being more efficient and effective. It should also help in making the employee sensitive towards the environment that is his work place and outside. This programme should keep the employee aware of him i.e. his potentials and his limitations. Also helps them understand the powers in their hands and thereby develop leadership styles which inspire and motivate others. 4) Ethics There is a need for imparting greater ethical orientation to a training and development programme. There is no denial of the fact that ethics are largely ignored in businesses. They are less seen and talked about in the personnel function this does not mean that the HR manager is absolved if the responsibility. If the production, finance or marketing personnel indulge in unethical practices the fault rest on the HR manager. 5) Attitudinal Changes Attitudinal represents feelings and beliefs an individual towards others. Attitudes affect motivation, satisfaction and job commitment. Negative attitudes needs to be converted into positive attitudes. Changing negative attitudes is difficult because of (1) (2) (3) Employees refuse to change They have prior commitments and Information needed to change attitudes may not be sufficient.

Attitude must be changed so that the employee feels committed to the organization and give better performance. 6) Decision making and problem solving skills Decision making and problem solving skill focus on methods and techniques for making organizational decision and solve work related problems. Learning related to decision making and problem solving skills seeks to improve trainees abilities to define and structure problems, collect and analysis information, generate alternatives. 16

Training of this type is typically provided to potential managers, supervisors and professionals.

Importance of Training and development for the organization

There are many benefits of Training and Development to the organization as well as employee. They have categorized as under 1) Benefits for the organization a) Improves communication between group and individuals. b) Aid in orientation of new employee and those taking new job through transfer or promotion. c) Provides information on equal opportunities and affirmative action. d) Provides information on other government laws and administration policies. e) Improve interpersonal skills. f) Makes organizational policies, rules and regulations viable. g) Builds cohesiveness in group. h) Provides a good climate for learning, growth and co ordination.

2) Benefits for the individual a) Helps and individual in making better decision and effective problem solving. b) Through training and development, motivational variables of recognition achievement, growth, responsibility and advancement are internalized. c) Aid in encouraging and achieving selfdevelopment and self confidence. d) Helps a person handle stress, tension, frustration and conflict. e) Provides information for improving leadership, knowledge, communication skills and attitudes. f) Increases job satisfaction and recognition. g) Moves a person towards personal goals while improving interactive skills. Satisfies personal needs of a trainee. h) Provides the trainee an avenue for growth in his or her future. i) Develops a sense of learning. j) Helps eliminate fear in attempting new task.

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k) Helps a person improve his listening skill, speaking skills also with his writing skills.

3) Benefits for personnel and human relation, intra group and internal group relation and policy implementation a) Improves communication between group and individuals. b) Aid in orientation of new employee and those taking new job through transfer or promotion. c) Provides information on equal opportunities and affirmative action. d) Improve interpersonal skills. e) Makes organizational policies, rules and regulations viable.

f)Builds cohesiveness in group. g) Provides a good climate for learning, growth and co ordination. h) Makes the organization a better place to work and live.

Training Process
The steps of Training Process are as under:

Organizational Objectives and Strategies

Assessment of Training Needs Establishment of Training Goals Devising Training Programme

18 Evaluation of Results

Implementation of Training programme

a) Organizational objectives and strategies The first step in the training process is an organization in the assessment of its objectives and strategies. What business are we in? At what level of quality do we wish to provide this product or service? Where do we what to be in the future? Its only after answering these and other related questions that the organization must assess the strength and weakness of its human resources. b) Needs assessment Needs assessment diagnoses present problems and future challenge to be met through training and development. Needs assessment occurs at two levels i.e. group level and individual level, an individual obviously needs training when his or her performance falls short or standards that is when there is performance deficiency. Inadequate in performance may be due to lack of skills or knowledge or any other problem. The following diagram explains performance deficiency Performance Deficiency

Lack of skills Or knowledge

other causes

Training c) Training and development objectives

Non training measures

Once training needs are assessed, training and development goals must be established. Without clearly-set goals, it is not possible to design a training and

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development programme and after it has been implemented, there will be no way of measuring its effectiveness. Goals must be tangible, verifying and measurable. This is easy where skilled training is involved d) Designing training and development program Who are the trainees? Who are the trainers? What methods And techniques?

What is the level of training e) Conducting training activities

what are the principles of learning

where to conduct the program

Where is the training going to be conducted and how? At the job itself. On site but not the job for example in a training room in the company. Off site such as a university, college classroom hotel, etc.

f) Implementation of the training programme Program implementation involves actions on the following lines: Deciding the location and organizing training and other facilities. Scheduling the training programme. Conducting the programme. Monitoring the progress of the trainees.

g) Evaluation of the results The last stage in the training and development process is the evaluation of the results. Since huge sums of money are spent on training and development, how far the programme has been useful must be judge/determined. Evaluation helps determine the results of the training and development programme. In the practice, however organizations either overlook or lack facilities for evaluation.

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Methods of training
A multitude of techniques are used to train employees. Training techniques represent the medium of imparting skills and knowledge to employees. Training techniques are means employed in the training methods. They are basically of two types. 1) Lectures It is the verbal presentation of information by an instructor to a large audience. The lecturer is presumed to possess knowledge about the subject. A virtue in this method is that it can be used for large groups and hence the cost of training per employee is very low. However, this method violates the principle of learning by practice. Also this type of communication is a one-way communication and there is no feedback from the audience because in case of very large groups it is difficult to have interactive sessions. Long lectures can also cause Boredom. 2) Audio Visuals This is an extension of the lecture method. This method includes slides, OHPs, video tapes and films. They can be used to provide a range of realistic examples of job conditions and situations in the condensed period of time. It also improves the quality of presentation to a great extent. 3) On- the Job- Training It is used primarily to teach workers how to do their present jobs. Majority of the industrial training is on the job training. It is conducted at the work site and in the context of the job. Often, it is informal, as when experienced worker shows a trainee how to perform tasks. In this method, the focus of trainers focus is on making a good product and not on good training technique. It has several steps; the trainee first receives an overview of the job, its purpose and the desired outcomes. The trainer then demonstrates how the job is to be performed and to give trainee a model to copy. And since a model is given to the trainee, the transferability to the job is very high. Then the employee is allowed to mimic the trainers example. The trainee repeats these jobs until the job is mastered. 4) Programmed Instruction (PI) 21

In this method, training is offered without the intervention of the trainer. Information is provided to the employee in blocks, in form of books or through teaching machine. After going through each block of material, the trainee goes through a test/ answers a question. Feedback in the form of correct answers is provided after each response. Thus PI involves: Presenting questions, facts, and problems to the learner. Allowing the person to respond Providing feedback on the accuracy of the answers If the answers are correct, he proceeds to the next block or else, repeats the same. However it is an impersonal method and the scope of learning is less as compared to other methods of training. Also the cost of preparing books, manuals and machinery is very high. 5) Computer Assisted Instruction (CAI) This is an extension of the PI method. In this method, the learners response determines the frequency and difficulty level of the next frame. This is possible thanks to the speed, memory and the data manipulation capabilities of the computer. 6) Simulation It is any equipment or technique that duplicates as nearly as the possible the actual conditions encountered at the job. It is an attempt to create a realistic for decision-making. This method is most widely used in Aeronautical Industry. 7) Vestibule Training This method utilizes equipment which closely resembles the actual ones used in the job. It is performed in a special area set aside for the purpose and not at the workplace. The emphasis is placed on learning skills than on production. It is however difficult to duplicate pressures and realities of actual situations. Even though the kind of tension or pressure may be the same but the employee knows it is just a technique and not a real situation. Also the employees behave differently in real situations than in simulations. Also additional investment is required for the equipment.

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8) Case study It is a written description of an actual situation in the business, which provokes the reader to think and make decisions/ suggestions. The trainees read the case, analyze it and develop alternative solutions, select the best one and implement it. It is an ideal method to promote decision making skills. They also provide transference to an extent. They allow participation through discussion. This is the most effective method of developing problem solving skills. The method /approach to analysis may not be given importance. Many a times only the result at the end of the case may be considered and not the line of thinking to approach it. This is a major disadvantage since case studies must primarily be used to influence or mend the attitude or thinking of an individual.

9) Role Playing and Behavior Modeling This method mainly focuses on emotional (human relation) issues than other ones. The essences are on creating a real life situation and have trainees assumed parts of specific personalities (mostly interchanged roles of boss and subordinate to create empathy for one another). The consequence is better understanding of issues from the others point of view. Concept of Behavior Modeling:

Fundamental psychological process by which new patterns of behavior can be acquired and existing ones can be altered. Vicarious process learning takes place not by own experience but by observation or imagination of others action. It is referred to as copying, observational learning or imitation implying that it a behavior is learned or modified through observation of others experiences.

This change may be videotaped and showed to the trainee and he can review and critique it. It also helps him see the negative consequences that result from not using the behavior as recommended.

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10) Sensitivity Training It uses small number of trainees usually less than 12 in a group. They meet with a passive trainer and get an insight into their own behavior and that of others. These meetings have no agenda and take place away from the workplace. The discussions focus on why participants behave the way they do and how others perceive them. The objective is to provide the participants with increased awareness of their own behavior, the perception of others about them and increased understanding of group process. Examples: Laboratory training, encounter groups. Laboratory training is a form of group training primarily used to enhance interpersonal skills. It can be used to develop desired behaviors for future job responsibilities. A trained professional serves as a facilitator.

11) Apprenticeships and Coaching It is involved learning from more experienced employee/s. This method may be supplemented with other off-the-job methods for effectiveness. It is applied in cases of most craft workers, carpenters, plumbers and mechanics. This approach uses high levels of participation and facilitates transferability. Coaching is similar to apprenticeships. But it is always handled by a supervisor and not by the HR department. The person being trained is called understudy. It is very similar to on the job training method. But in that case, more stress is laid on productivity, whereas here, the focus is on learning.

What is career development?

In simple terms it means 'Providing employees an opportunity to grow', especially to those employees who deliver performance. Growth means, to an employee, one or more of the following: 1. Climbing up the ladder in the organizational hierarchy. 2. On-going increase in remuneration. 3. Acquiring higher level skills & competencies.

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4. Occupying higher level Job positions. 5. Having an opportunity to avail of some exclusive benefits (perks & privileges). Career development is not a mere management responsibility. It is a composite organizational process which involves people, addresses their ambitions, assigns them roles & responsibilities commensurate with their potential, evaluates their performance, and creates Job positions to accommodate growth ambitions of employees. In the career development cycle, a number of actions have to take place at different levels as outlined below: Employees Decide what they want from their careers now and in the future. Examine individually, or along with their Supervisors, their interests & ambitions. Create 'Development Plans' by obtaining inputs from the Supervisor, to meet the requirements of the current Job and to cater for the long term perspectives. Work with the Supervisor to identify on the job learning and training opportunities and other avenues for professional development.

Managers/ Supervisors Identify the job-related knowledge, skills, competencies and experience needed for an employee to be effective in that position. Help subordinates to define their short and long term development needs which support organizational objectives and employee's career goals. Support Employee Development Plans by indicating specific steps that need to be initiated to accomplish the learning goals. Help the employee in understanding the type of Jobs which will be best suited for his/ her career growth.

Organization/ Management Provide a job and compensation structure that support the organization's as well as individual's growth & development perspectives. Enrich job-positions to create more challenges in the work-environment.

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Provide time and funds for employee development activities. Create processes to utilize the knowledge, skills and abilities of each employee, aligned fully to the organizational goals. Undertake pro-active man-power planning to meet future staffing needs. Evaluate employees & create succession pipe-lines for vital job positions in the organization. Identify & nurture talent and reward performance in a transparent

manner. SYSTEM APPROACH Career development requires a systems approach. This implies Institutionalization of processes to automatically capture essential data about each employee at the time of recruitment or induction. It also includes maintenance, over the service span history of employment, of the following details: training details, performance statistics, awards & recognitions, special skills & competencies, promotions, pay increments and Many other fields which depict the capability profile of an individual.

RESEARCH METHODOLOGY
Research methodology is a way to systematically solve the research problem. It has many dimensions and methods to constitute a part of the research methodology. Creating the Research Design Defining a research problem provides a format for further investigation. A well-defined problem points to a method of investigation. There is no one best method of research for all situations. Rather, there are a wide variety of techniques for the researcher to choose from. Many authors have categorized research design as either descriptive or causal. Descriptive studies are meant to answer the questions of

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who, what, where, when and how. Causal studies are undertaken to determine how one variable affects another. There are three basic methods of research: 1) survey, 2) observation, and 3) experiment (McDaniel and Gates, 1991). Each method has its advantages and disadvantages. The survey is the most common method of gathering information in the social sciences. It can be a face-to-face interview, telephone, or mail survey. A personal interview is one of the best methods obtaining personal, detailed, or in-depth information. It usually involves a lengthy questionnaire that the interviewer fills out while asking questions. It allows for extensive probing by the interviewer and gives respondents the ability to elaborate their answers. Observation research monitors respondents' actions without directly interacting with them. It has been used for many years by A.C. Nielsen to monitor television viewing habits. Psychologists often use one-way mirrors to study behavior In an experiment, the investigator changes one or more variables over the course of the research. When all other variables are held constant (except the one being manipulated), changes in the dependent variable can be explained by the change in the independent variable . Sampling It is incumbent on the researcher to clearly define the target population. There are no strict rules to follow, and the researcher must rely on logic and judgment. The population is defined in keeping with the objectives of the study. Sometimes, the entire population will be sufficiently small, and the researcher can include the entire population in the study. This type of research is called a census study because data is gathered on every member of the population. Sampling methods are classified as either probability or non-probability. In probability samples, each member of the population has a known probability of being selected. Probability methods include random sampling, systematic sampling, and

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stratified sampling. In non-probability sampling, members are selected from the population in some nonrandom manner. These include convenience sampling, judgment sampling, quota sampling, and snowball sampling. The advantage of probability sampling is that sampling error can be calculated. Sampling error is the degree to which a sample might differ from the population. Random sampling is the purest form of probability sampling. Each member of the population has an equal chance of being selected. When there are very large populations, it is often difficult or impossible to identify every member of the population, so the pool of available subjects becomes biased. Random sampling is frequently used to select a specified number of records from a computer file. Systematic sampling is often used instead of random sampling. It is also called an Nth name selection technique. After the required sample size has been calculated, every Nth record is selected from a list of population members. Stratified sampling is commonly used probability method that is superior to random sampling because it reduces sampling error. A stratum is a subset of the population that share at least one common characteristic. The researcher first identifies the relevant stratums and their actual representation in the population. Convenience sampling is used in exploratory research where the researcher is interested in getting an inexpensive approximation of the truth. As the name implies, the sample is selected because they are convenient. This nonprobability method is often used during preliminary research efforts to get a gross estimate of the results, without incurring the cost or time required to select a random sample. Judgment sampling is a common nonprobability method. The researcher selects the sample based on judgment. This is usually and extension of convenience sampling. For example, a researcher may decide to draw the entire sample from one "representative" city, even though the population includes all cities. When using this method, the researcher must be confident that the chosen sample is truly representative of the entire population.

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Quota sampling is the nonprobability equivalent of stratified sampling. Like stratified sampling, the researcher first identifies the stratums and their proportions as they are represented in the population. Then convenience or judgment sampling is used to select the required number of subjects from each stratum. This differs from stratified sampling, where the stratums are filled by random sampling. Snowball sampling is a special nonprobability method used when the desired sample characteristic is rare. It may be extremely difficult or cost prohibitive to locate respondents in these situations. Snowball sampling relies on referrals from initial subjects to generate additional subjects. Data Collection There are very few hard and fast rules to define the task of data collection. Each research project uses a data collection technique appropriate to the particular research methodology. The two primary goals for both quantitative and qualitative studies are to maximize response and maximize accuracy. Data editing and cleaning involves the process of checking for inadvertent errors in the data. This usually entails using a computer to check for out-of-bounds data. Data Analysis Modern computer software has made the analysis of quantitative data a very easy task. It is no longer incumbent on the researcher to know the formulas needed to calculate the desired statistics. However, this does not obviate the need for the researcher to understand the theoretical and conceptual foundations of the statistical techniques. Each statistical technique has its own assumptions and limitations. Considering the ease in which computers can calculate complex statistical problems, the danger is that the researcher might be unaware of the assumptions and limitations in the use and interpretation of a statistic. Validity and Reliability

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Validity refers to the accuracy or truthfulness of a measurement. Are we measuring what we think we are? "Validity itself is a simple concept, but the determination of the validity of a measure is elusive" (Spector, 1981, p. 14). Reliability is synonymous with repeatability. A measurement that yields consistent results over time is said to be reliable. When a measurement is prone to random error, it lacks reliability. The reliability of an instrument places an upper limit on its validity (Spector, 1981). A measurement that lacks reliability will necessarily be invalid. There are three basic methods to test reliability : test-retest, equivalent form, and internal consistency.

CHI-SQUARE TEST: The chi-square is one of the most popular statistics because it is easy to calculate and interpret. There are two kinds of chi-square tests. The first is called a one-way analysis, and the second is called a two-way analysis. The purpose of both is to determine whether the observed frequencies (counts) markedly differ from the frequencies that we would expect by chance. The observed cell frequencies are organized in rows and columns like a spreadsheet. This table of observed cell frequencies is called a contingency table, and the chisquare test if part of a contingency table analysis. The chi-square statistic is the sum of the contributions from each of the individual cells. Every cell in a table contributes something to the overall chi-square statistic. If there is only one column or one row (a one-way chi-square test), the degrees of freedom is the number of cells minus one. For a two way chi-square, the degrees of freedom is the number or rows minus one times the number of columns minus one. Using the chi-square statistic and its associated degrees of freedom, the software reports the probability that the differences between the observed and expected frequencies occurred by chance. Generally, a probability of .05 or less is considered to be a significant difference. 30

Chi-Square Test Requirements 1. Quantitative data. 2. One or more categories. 3. Independent observations. 4. Adequate sample size (at least 10). 5. Simple random sample. 6. Data in frequency form. 7. All observations must be used

CORRELATION
Correlation is a statistical technique that can show whether and how strongly pairs of variables are related. For example, height and weight are related; taller people tend to be heavier than shorter people. The relationship isn't perfect. People of the same height vary in weight, and you can easily think of two people you know where the shorter one is heavier than the taller one. Nonetheless, the average weight of people 5'5'' is less than the average weight of people 5'6'', and their average weight is less than that of people 5'7'', etc. Correlation can tell you just how much of the variation in peoples' weights is related to their heights. Although this correlation is fairly obvious your data may contain unsuspected correlations. You may also suspect there are correlations, but don't know which are the strongest. An intelligent correlation analysis can lead to a greater understanding of your data. Techniques in Determining Correlation There are several different correlation techniques. The Survey System's optional Statistics Module includes the most common type, called the Pearson or productmoment correlation. The module also includes a variation on this type called partial correlation. The latter is useful when you want to look at the relationship between two variables while removing the effect of one or two other variables.

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Like all statistical techniques, correlation is only appropriate for certain kinds of data. Correlation works for quantifiable data in which numbers are meaningful, usually quantities of some sort. It cannot be used for purely categorical data, such as gender, brands purchased, or favorite color. Rating Scales Rating scales are a controversial middle case. The numbers in rating scales have meaning, but that meaning isn't very precise. They are not like quantities. With a quantity (such as dollars), the difference between 1 and 2 is exactly the same as between 2 and 3. With a rating scale, that isn't really the case. You can be sure that your respondents think a rating of 2 is between a rating of 1 and a rating of 3, but you cannot be sure they think it is exactly halfway between. This is especially true if you labeled the mid-points of your scale (you cannot assume "good" is exactly half way between "excellent" and "fair"). Most statisticians say you cannot use correlations with rating scales, because the mathematics of the technique assume the differences between numbers are exactly equal. Nevertheless, many survey researchers do use correlations with rating scales, because the results usually reflect the real world. Our own position is that you can use correlations with rating scales, but you should do so with care. When working with quantities, correlations provide precise measurements. When working with rating scales, correlations provide general indications. Correlation Coefficient The main result of a correlation is called the correlation coefficient (or "r"). It ranges from -1.0 to +1.0. The closer r is to +1 or -1, the more closely the two variables are related. If r is close to 0, it means there is no relationship between the variables. If r is positive, it means that as one variable gets larger the other gets larger. If r is negative it means that as one gets larger, the other gets smaller (often called an "inverse" correlation).

32

While correlation coefficients are normally reported as r = (a value between -1 and +1), squaring them makes then easier to understand. The square of the coefficient (or r square) is equal to the percent of the variation in one variable that is related to the variation in the other. After squaring r, ignore the decimal point. An r of .5 means 25% of the variation is related (.5 squared =.25). An r value of .7 means 49% of the variance is related (.7 squared = .49). A correlation report can also show a second result of each test - statistical significance. In this case, the significance level will tell you how likely it is that the correlations reported may be due to chance in the form of random sampling error. If you are working with small sample sizes, choose a report format that includes the significance level. This format also reports the sample size. A key thing to remember when working with correlations is never to assume a correlation means that a change in one variable causes a change in another. Sales of personal computers and athletic shoes have both risen strongly in the last several years and there is a high correlation between them, but you cannot assume that buying computers causes people to buy athletic shoes (or vice versa). The second caveat is that the Pearson correlation technique works best with linear relationships: as one variable gets larger, the other gets larger (or smaller) in direct proportion. It does not work well with curvilinear relationships (in which the relationship does not follow a straight line). An example of a curvilinear relationship is age and health care. They are related, but the relationship doesn't follow a straight line. Young children and older people both tend to use much more health care than teenagers or young adults. Multiple regression (also included in the Statistics Module) can be used to examine curvilinear relationships, but it is beyond the scope of this article. ANOVA Definition and Applications Whereas one-way analysis of variance (ANOVA) tests measure significant effects of one factor only, two-way analysis of variance (ANOVA) tests (also called two-factor analysis of variance) measure the effects of two factors simultaneously.

33

For example, an experiment might be defined by two parameters, such as treatment and time point. One-way ANOVA tests would be able to assess only the treatment effect or the time effect. Two-way ANOVA on the other hand would not only be able to assess both time and treatment in the same test, but also whether there is an interaction between the parameters. A two-way test generates three p-values, one for each parameter independently, and one measuring the interaction between the two parameters. A Two-Way ANOVA is useful when we desire to compare the effect of multiple levels of two factors and we have multiple observations at each level. One-Way ANOVA compares three or more levels of one factor. But some experiments involve two factors each with multiple levels in which case it is appropriate to use Two-Way ANOVA.

34

CHAPTER IV RESEARCH METHODOLOGY

TOTAL POPULATION: 140 SAMPLING METHOD: convenient sampling technique SAMPLING SIZE : 100 STATISTICAL TOOLS USED: Percentage analysis CHI-SQUARE test Correlation Two way ANOVA PERCENTAGE ANALYSIS: Formula used:

Number of Respondents Percentage =

35

X 100

Total Number of respondents

CHI- SQUARE

CORRELATION Correlation(r) =[ NXY - (X)(Y) / Sqrt([NX2 - (X)2][NY2 - (Y)2])]

36

CHAPTER V
DATA ANALYSIS AND INTERPRETATION
PERCENTAGE METHOD 1) How long you have been working in Lotte India Corporation limited? TABLE: 1
working S.NO 1 2 3 4 in Lotte India OPTIONS < 1 Year 1-2 Years 3-5 Years > 5 Years TOTAL No. OF RESPONDENTS 30 14 11 45 100 PERCENTAGE 30 14 11 45 100

CHART: 1

37

work experience in LICL

50 40 No.of respondents 30 20 10 0 < 1 Year 1-2 Years 3-5 Years Options > 5 Years 30 14 11 No.of respondents 45

INTERPRETATION: From this above table and chart came to know that 11% of respondents were between 3-5 years, 14% are between 1-2 years, 30% are less than one year and only 45% are more than 5 years.

2) Most important training areas for your development over last 2 years TABLE: 2
Training in last 2 yrs OPTIONS No. OF RESPONDENTS PERCENTAGE sales 20 20 computer/IT 24 24 Accounting 3 3 presentation skills 10 10 Technical & professional Skill 2 2 leadership 34 34 teamwork 5 5 others 2 2 TOTAL 100 100

S.NO 1 2 3 4 5 6 7 8

CHART: 2

38

Training attended in last 2 years sales 35 30 25 No. of Respondents 20 15 10 5 0 Options 3 10 2 5 2 Technical & professional Skill leadership teamwork others 20 24 34 computer/IT Accounting presentation skills

INTERPRETATION: From this table, came to know that 34% of respondents attended training on leadership, 24% on computer/ IT, and only 20% on sales

3) Training is being given adequate important in your organization TABLE: 3

Training is given adequate importance S.NO OPTIONS No. OF RESPONDENTS 1 strongly agree 10 2 agree 36 3 neutral 15 4 disagree 21 5 strongly disagree 18 TOTAL 100

PERCENTAGE 10 36 15 21 18 100

CHART: 3

39

Training is given adequate importance

40 35 30 No.of respondents 25 20 15 10 5 0 strongly agree neutral Options strongly disagree 10 21 15 18 No. OF RESPONDENTS 36

INTERPRETATION: From this above chart, clearly came to know that 36% of respondent agreed to the the statement of company having adequate training policy

4) The company has well defined training policy and adequate planning is done before designing the training program TABLE: 4

Company has defined training Policy

S.N O 1 2 3 4 OPTIONS strongly agree agree neutral disagree strongly 5 disagree TOTAL No. OF RESPONDENTS 45 18 12 15 10 100 PERCENT AGE 45 18 12 15 10 100

40

CHART: 4

Company has defined training Policy

No. of responde nts

50 40 30 20 10 0

45

18

12

15

10

No. of respondents

strongly

neutral

strongly

agree

disagree

Options

INTERPRETATION: From this table, came to know that 45% of respondents strongly agreed to the statement of company having defined training policy.

5) T&D opportunities are explicitly linked to the development of the company TABLE: 5
Training linked to the development of the company OPTIONS No. OF RESPONDENTS PERCENTAGE strongly agree 37 37 agree 20 20 neutral 12 12 disagree 23 23 strongly disagree 8 8 TOTAL 100 100

S.NO 1 2 3 4 5

CHART: 5

41

training is linked to the development of the company

40 35 30 25 No. of respondents 20 15 10 5 0 strongly agree agree neutral Options disagree strongly disagree 20 No. of respondents 8 23 37

12

INTERPRETATION: 37% of respondents strongly agreed to the statement of training linked to the development of the company, 23% disagree to the statement.

6) Employees going for training go with clear understanding of knowledge and skills they are expected to acquire TABLE: 6
Employees go with clear idea about training programme OPTIONS No. OF RESPONDENTS PERCENTAGE strongly agree 48 48 agree 17 17 neutral 19 19 disagree 11 11 strongly disagree 5 5 TOTAL 100

S.NO 1 2 3 4 5

CHART: 6

42

Employees go with clear idea about training programme

50 45 40 35 30 25 20 15 10 5 0 48

No. of respondents

17

19 11 5 respondents

strongly agree

agree

neutral Options

disagree

strongly disagree

INTERPRETATION: From the chart, came to know that 48% strongly agreed to the statement and only 5% strongly disagreed the statement of employees go with clear idea for training.

7) The training that you attended so far is a good learning experience TABLE: 7
S.NO 1 2 3 4 5 Training is a good learning experience OPTIONS No. OF RESPONDENTS strongly agree 8 agree 40 neutral 16 disagree 30 strongly disagree 6 TOTAL 100 PERCENTAGE 8 40 16 30 6 100

CHART: 7

43

training is a good learning experie nce

40 35 30 25 No. of 20 respondents 15 10 5 0 strongly agree agree neutral Options disagree strongly disagree 8 40 30

16 respondents 6

INTERPRETATION: 40% agreed to the statement, 8% strongly agreed, 16% felt as neutral, 30% disagreed to the statement and only 6% strongly disagree to the statement of training attended so far is a good learning experience.

8) Whether the organization provide the competent trainer for training programme TABLE: 8
Competent trainer for training programme OPTIONS No. OF RESPONDENTS PERCENTAGE strongly agree 10 10 agree 40 40 neutral 15 15 disagree 12 12 strongly disagree 23 23 TOTAL 100 100

S.NO 1 2 3 4 5

44

CHART: 8
competent trainer for training programme
40 35 30 25 No. of 20 respondents 15 10 5 0 strongly agree agree neutral Options disagree strongly disagree 23 15 10 12 40

respondents

ITERPRETATION: Chart shows that 40% agreed to the statement of organization provides competent trainer for training programme, 10% strongly agreed to the statement and 23% strongly disagree to the statement.

9) You are satisfied with the facilities in the training centre TABLE: 9
S.NO 1 2 3 4 5 Satisfied with OPTIONS strongly agree agree neutral disagree strongly disagree TOTAL Facilities provided to training No. OF RESPONDENTS PERCENTAGE 4 4 36 36 10 10 10 10 40 40 100 100

45

CHART: 9
Satisfied with facilities provided to training
40 35 30 No. of Respondents 25 20 15 10 5 0 Strongly Agree Agree Neutral Options Disagree Strongly Disagree 4 10 10 Respondents 40 36

INTERPRETATION: Chart shows that 40% strongly disagreed to the statement, 36% agreed to the statement, 10% disagree to the statement of satisfied with facilities provided to training.

10) Training materials are given in the form of handouts on the topic of training TABLE: 10
Hand outs are provided after training programme OPTIONS No. OF RESPONDENTS PERCENTAGE strongly agree 2 2 agree 34 34 neutral 16 16 disagree 42 42 strongly disagree 6 6 TOTAL 100 100

S.NO 1 2 3 4 5

46

CHART: 10
Hand outs are provided after training programme
45 40 35 30 25 20 15 10 5 0 42 34

No.of respondents

16 No. OF RESPONDENTS 6 2 strongly agree agree neutral disagree strongly disagree Options

INTERPRETATION: 42% disagree to the statement of hand outs are provided for training programme, 34% agreed to the statement and only 2% strongly agreed to the statement.

11) HOD will be discussing with the employee about the training requirement TABLE: 11
HOD will be discussing with employees regarding training S.NO OPTIONS No. OF RESPONDENTS PERCENTAGE 1 strongly agree 4 4 2 agree 48 48 3 neutral 12 12 4 disagree 21 21 5 strongly disagree 15 15 TOTAL 100 100

CHART: 11

47

HOD will be discussing with employees regarding training

50 45 40 35 30 25 20 15 10 5 0 48

No. of respondents

21 12 4 strongly agree neutral Options strongly disagree 15 No. OF RESPONDENTS

INTERPRETATION: Chart shows that 48% of respondents agreed to the statement of HOD will be discussing with employees regarding training, 21% disagreed to the statement, 15% strongly disagreed to the statement.

12) Training was planned according to your pre-assessed training need TABLE: 12

S.NO 1 2 3 4 5

Training is planned to pre-assessed need OPTIONS No. OF RESPONDENTS PERCENTAGE strongly agree 6 6 agree 38 38 neutral 28 28 disagree 18 18 strongly disagree 10 10

CHART: 12

48

Training is planned to preassessed need

40 35 30 25 No. of respondents 20 15 10 5 0 strongly agree agree neutral Options disagree strongly disagree 6 18 10 No. OF RESPONDENTS 28 38

INTERPRETATION: 38% agreed to the statement, 10% strongly disagree to the statement of training is planned according to pre-assessed need.

13) After the training programme there is improvement in productivity TABLE: 13

After training OPTIONS strongly agree agree neutral disagree strongly disagree TOTAL improvement in productivity No. OF RESPONDENTS PERCENTAGE 31 31 25 25 15 15 19 19 10 10 100 100

S.NO 1 2 3 4 5

CHART: 13

49

After training improvement in productivity

35 30 25 20 No. of respondents 15 10 5 0 strongly agree agree neutral Options disagree strongly disagree 31 25 19 15 10 respondents

INTERPRETATION: 31% of respondents felt that there is improvement in productivity after training programme, 29% felt that there is no improvement in productivity.

14) In my work I find it easy to apply the training I have received and able to work more efficiently TABLE: 14
After the training it find easy to apply OPTIONS No. OF RESPONDENTS PERCENTAGE strongly agree 14 14 agree 56 56 neutral 20 20 disagree 8 8 strongly disagree 2 2 TOTAL 100 100

S.NO 1 2 3 4 5

50

CHART: 14
A fter the training it find easy to apply
60 50 40 No. of respondents 30 20 10 0 strongly agree neutral Options strongly disagree 20 14 8 2 No. OF RESPONDENTS 56

INTERPRETATION: 70% find easy to apply training programme, only 10% find not easy to apply training programme.

15) There are opportunities for me to learn new skills and for career development within the company TABLE: 15
S.NO 1 2 3 4 5 Opportunity to learn new skills OPTIONS No. OF RESPONDENTS PERCENTAGE strongly agree 6 6 agree 50 50 neutral 27 27 disagree 7 7 strongly disagree 10 10 TOTAL 100 100

CHART: 15

51

Opportunity to learn new skills 50 45 40 35 30 No. of 25 respondents 20 15 10 5 0

50

27 6
strongly agree neutral Options

10
strongly disagree

No. of respondents

INTERPRETATION: 50% of respondents agreed to the statement of they are having opportunities to learn new skills and only 10% strongly disagree to the statement.

16) My superior is always having interest on my career growth TABLE: 16

Superior is more interested on their career development OPTIONS No. OF RESPONDENTS PERCENTAGE strongly agree 25 25 agree 54 54 neutral 13 13 disagree 5 5 strongly disagree 3 3 TOTAL 100 100

S.NO 1 2 3 4 5

CHART: 16

52

Sp u erio ism re in r o teres ted o th c n eir areer d elo m t ev p en

6 0 5 0 4 0 N .o o f resp n en o d ts 3 0 2 0 1 0 0 stro g n ly a re g e nu l e tra O tio s p n stro g n ly d g e isa re 2 5 1 3 5 3 N.O RS O DNS o F EP NET

5 4

INTERPRETATION: Table shows that 54% of respondents agreed to the above statement, 25% strongly agree to the statement, totally 8% disagree to the statement.

17) I am encouraged to determine my own career development TABLE: 17

S.NO 1 2 3 4 5

Encouraged for their own career development OPTIONS No. OF RESPONDENTS PERCENTAGE strongly agree 10 10 agree 50 50 neutral 18 18 disagree 12 12 strongly disagree 10 10 TOTAL 100 100

CHART: 17 53

Encouraged for their own career development

50 45 40 35 N of o. respondents 30 25 20 15 10 5 0 strongly agree agree neutral O ptions disagree strongly disagree 10 50

18 12 10

respondents

INTERPRETATION: Chart shows that 50% of respondents agreed to the statement of employees were encouraged for their own career development, 10% strongly disagree to the statement

18) Employees know what the career development in the company is TABLE: 18
Employees know career development opportunity in the company S.NO 1 2 3 4 5 OPTIONS strongly agree agree neutral disagree strongly disagree TOTAL No. OF RESPONDENTS 12 52 17 13 6 100 PERCENTAGE 12 52 17 13 6 100

54

CHART: 18

Employees know career development opportunity in the Company

60 50 40 No. of 30 Respondents 20 10 0 Strongly Agree Agree Neutral Disagree Strongly Disagree Options 12 17 13 6 Respondents

52

INTERPRETATION: From this above chart came to know that 52% of respondents agreed to the above statement, 12% strongly agree to the statement and 13% disagree to the above statement.

19) Employees know what the key needs of the company in next 2 years TABLE: 19

S.NO 1 2 3 4 5

Know about key needs in next 2 years OPTIONS No. OF RESPONDENTS PERCENTAGE strongly agree 23 23 agree 38 38 neutral 14 14 disagree 20 20 strongly disagree 5 5 TOTAL 100 100

CHART: 19

55

Know about key needs in next 2 years

40 35 30 25 No. of respondents 20 15 10 5 0 strongly agree agree neutral Options disagree strongly disagree 14 5 23 20 respondents 38

INTERPRETATION: From the above table, came to know that 38% of respondents agree to the above statement, 20% of respondents strongly disagree to the statement, and 23% strongly disagree to the statement.

20) Management support for my efforts to improve my weaknesses TABLE: 20 Company helps to improve my weakness
S.NO 1 2 3 4 5 OPTIONS strongly agree agree neutral disagree strongly disagree TOTAL No. OF RESPONDENTS 8 38 24 12 18 100 PERCENTAGE 8 38 24 12 18 100

56

CHART: 20

Company helps to improve my weakness

40 35 30 No. of respondents 25 20 15 10 5 0 strongly agree agree neutral Options disagree strongly disagree 8 12 24 18 respondents 38

INTERPRETATION: 38% of respondents agreed to the statement of company helps to improve my weakness, 24% responded as neutral, and 18% of respondents strongly disagree to the statement.

21) Are you satisfied with the amount of time spent for training programme? TABLE: 21
Satisfied with the amount of time spent for training S.NO OPTIONS No. OF RESPONDENTS PERCENTAGE 1 yes 62 62 2 no 38 38 3 TOTAL 100 100

CHART: 21

57

s fied with the am atis ount of tim s e pent for training

70 60 50 N of o. respondents 40 30 20 10 0 yes

62

38 N O RS O DNS o. F E P N E T

no O ptions

INTERPRETATION: 62% of respondents were satisfied with the amount of time spent for training, and 30% of them were not satisfied with the time spent.

22) Who has designed and developed systematic procedure for identifying the training needs in your organization? TABLE: 22
Training is designed and development OPTIONS No. OF RESPONDENTS PERCENTAGE HRD 31 31 Department HOD 24 24 Both 45 45 TOTAL 100 100

S.NO 1 2 3

58

CHART: 22
Training is designed and developed
45 45 40 35 30 No. of 25 respondents 20 15 10 5 0 HRD

31 24

No. OF RESPONDENTS

Department HOD Options

Both

INTERPRETATION: 45% of respondents felt that training is designed and developed by both HRD and department HOD, and 31% felt the training is designed and developed by HRD.

23) How the training needs are identified? TABLE: 23

needs identification OPTIONS No. OF RESPONDENTS PERCENTAGE performance appraisals 66 66 production 9 9 target achievement 10 10 daily observation 9 9 All the above 6 6 total 100 100

S.NO 1 2 3 4 5

59

CHART: 23

T ann n e i e tfc to r i i g e d d ni i ai n
7 0 6 0 5 0 N .o o f rsod epne ns t 4 0 3 0 2 0 1 0 0 p r r ac efom n e a pa a p r is ls 9 1 0 9 6 N .o o f r s o d ns ep net 6 6

d ily a osra n b ev tio Ot n pio s

INTERPRETATION: From the chart, came to know that 66% felt training need identification are mainly done through performance appraisals and 20% felt based on the target achievement it is identified.

24) Specify your level of satisfaction towards training and career development at LOTTE INDIA CORPORATION LIMITED TABLE: 24
Overall satisfaction regarding training and development OPTIONS No. OF RESPONDENTS PERCENTAGE highly satisfied 17 17 satisfied 30 30 neutral 3 3

S.NO 1 2 3

60

4 5

dissatisfied highly dissatisfied

28 22

28 22

CHART: 24

Overall satisfaction regarding training and development

30 25 20 15 10 5 0 30 17 No. of respondents 28 22

No. of respondent s

3 dissatisfied Options

highly satisfied

INTERPRETATION: From the chart, came to know that 33% of felt satisfied with the training and career development, 32% felt highly dissatisfied with the training, and 17% highly satisfied with the training.

25) The three training areas most important to your development over the next two years would be: TABLE: 25
training needs in next 2 years S.N No. OF O OPTIONS RESPONDENTS 1 coaching skills 1 2 computer software 7 3 foreign language 25 PERCENT AGE 0.5 3.5 12.5

61

4 5 6 7 8 9 10 11 12

leadership management development marketing skills negotiating skill others presentation skills sales team process Time management TOTAL

39 20 5 2 4 30 31 16 20 200

19.5 10 2.5 1 2 15 15.5 8 10 100

CHART: 25
Training needs in next 2 years
0.5 10 8 3.5 12.5 coaching skills computer software foreign language leadership management development 19.5 marketing skills negotiating skill others presentation skills sales team process time management

15.5

15 2 1

10 2.5

INTERPRETATION: 19.5% of respondents felt they need training on leadership, 15.5% need training on sales, 15% need on presentation skills and 12.5% of respondents felt that training is need on foreign language.

CHI SQUARE TEST

HYPOTHESIS: Ho there is no significant difference between satisfaction regarding training and development among employees worked less than 1 year and greater than 5 year. H1 there is significant difference between satisfaction regarding training and development among employees worked less than 1 year and greater than 5 year.

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Observed frequency TABLE: 26

O 8 9 7 6 9 11 15 10

E 6.8 8 8.8 6.4 10.2 12 13.2 9.6

O-E 1.2 1 1.8 -0.4 1.2 -1 1.8 0.4

[(O-E)^2] / E 0.2118 0.1250 0.3682 0.0250 0.1412 0.0833 0.2455 0.0167

Expected frequency HS < 1 yr > 5 yr total TABLE: 27 HS < 1 yr > 5 yr Total 6.8 10.2 17 8 9 17

S 9 11 20

DS 7 15 22

HDS 6 10 16

total 30 45 75

S 8 12 20

DS 8.8 13.2 22

HDS 6.4 9.6 16

total 30 45 75

Expected frequency = (17*30)/ 75 = 6.8

TABLE: 28 Calculation 63

FORMULA:

X2 = 1.2167 Calculated value = 1.2167 Degree of freedom = (c-1) (r-1) = (4-1) (2-1) =3 Table value for degree of freedom 3 at 5% level of significance is 7.815

RESULT:
The calculated value is less than the table value at 5% level of significance, then accept null hypothesis (i.e) there is no significant difference between satisfaction regarding training and development among employees worked less than 1 year and greater than 5 year and reject alternate hypothesis.

CORRELATION To find out correlation between facilities provided for training and training satisfaction FACILITIES PROVIDED(X) TRAINING SATISFACTION(Y) 4 36 17 30 10 10 40 3 28 22

X 4 36 10 10

Y 17 30 3 28

X-X1 -16 16 10 10

Y-Y1 -3 10 -17 8

(X-X1 ) (Y-Y1 ) 48 160 170 -80

(X-X1 )^2 256 256 100 100

(Y-Y1 )^2 9 100 289 64

64

40

22

20

40 338

400 1112

4 466

X1 = (4+36+10+10+40)/5 = 100/5 = 20 R= (X-X1 ) (Y-Y1 ) -------------------------------------------{(X-X1 )^2 * (Y-Y1 )^2}

338 = ------------------------(1112*466) R = 0.47

RESULT: Therefore the degree of relationship (i. e) correlation between facilities provided and training satisfaction are very low.

TWO WAY ANOVA FOR COLUMN (designed and developed) Ho - there is no significant difference between training offered by HRD, HOD & BOTH H1 there is significant difference between training offered by HRD, HOD & BOTH FOR ROW (satisfaction level) Ho - there is no significant difference between satisfaction level

65

H1 - there is significant difference between satisfaction level STEP: 1

DESIGNED AND DEVELOPED BY HS Y1 S Y2 N Y3 DS Y4 HDS Y5 total HRD X1 6 10 1 12 2 31 Department HOD X2 4 7 2 8 3 24 BOTH X3 7 13 0 8 17 45 tot al 17 30 3 28 22 10 0

STEP: 2 N= 15 STEP: 3 T= [X1+X2+X3] = 31+24+45 = 100 STEP: 4 C.F = T^2/ N = (100^2)/ 15 = 666.67 STEP: 5 SST= [X1^2+X2^2+X3^2] C.F

total

X1^2 X2^2 X3^2 36 16 49 100 49 169 1 4 0 144 64 64 4 9 289 285 142 571

SST= 285+142+571- 666.67 = 331.33 STEP: 6

66

SSC = {[(X1)^2/n1] + [(X2)^2/n2 +[(X3)^2/n3]}-C.F = [31^2/5+24^2/5+45^2/5] 666.67 = 192.2+ 115.2+405-666.67 = 45.73 STEP: 7 SSR={[(Y1)^2/n1] + [(Y2)^2/n2 +[(Y3)^2/n3]+[(Y4)^2/n4] +[(Y5)^2/n5]}C.F = [17^2/3+ 30^2/3+ 3^2/3+ 28^2/3+ 22^2/3]- 666.67 = 155.32 STEP: 8 SSE = SST (SSC+SSR) = 331.33-155.3-45.73 = 130.28 CALCULATE VARIENCE TABLE
SOURCE OF VARIENCE BETWEEN COLUMN WITHIN COLUMN RESIDUAL ERROR TOTAL Sum of squares SSC = 45.73 SSR= 155.32 SSE= 130.24 SST= 331.33 DEGREES OF FREEDOM C-1 = 2 R-1= 4 (C-1)(R-1) = 8 N-1= 14 mean sum of squares MSC= (SSC/C-1) = 22.87 MSR= ( SSR/R-1) = 38.83 MSE= (SSE/8) = 16.29 Variances Fc &Fr (MSC/MSE) = 1.403 (MSR/MSE) = 2.384

At 5 % level of significance, Table value at(2,8) = 4.46 Table value at ( 4,8) = 3.84 Therefore, For column C.V < TV For row C.V < T.V RESULT: Thus calculated value is less than the table value so, accept Ho. i.e there is no significant difference between the training designed and developed by HRD, HOD and BOTH. And also there is no significant difference between the satisfaction level regarding training programme.

67

68

CHAPTER VI
FINDINGS AND SUGGESTIONS
FINDINGS: Out of 100 respondents only 12 were female were female respondents and others are male respondents 45% of respondents were working more than 5 years and those respondents with the age of 42- 52 34% of employees attended training on leadership and 24 % of employees upgraded their skills on computer and IT. The company is giving adequate importance to training programme.

69

The company is having defined training policy and 73% of employees strongly agree to the statement Nearly more than 50% of respondents felt that training attended so far is a good learning experience. 48% strongly agreed to the statement and only 5% strongly disagreed the statement of employees go with clear idea for training. 40% of employees said that company is providing competent trainer. 40% of respondents were dissatisfied with the facilities provided 42% disagree to the statement of hand outs are provided for training programme, 48% of respondents agreed to the statement of HOD will be discussing with employees regarding training, 21% disagreed to the statement, 15% strongly disagreed to the statement.

The training is planned according to pre-assessed need and 38% agreed to the statement. 56% of respondents found easy to apply training in their job 54% says that their superior is more interested on their career development. 50% of respondents agreed to the statement of they are having opportunities to learn new skills and only 10% strongly disagree to the statement. 38% of respondents agreed to the statement of company helps to improve my weakness. 62% of respondents were satisfied with the amount of time spent for training, and 30% of them were not satisfied with the time spent. Most of the respondents felt that training is designed and developed by both HRD and department HOD Majority of respondents felt that their training needs identification are mainly done through performance appraisals. Only less than 50% of respondents were highly satisfied with training and career development programme The most training needs are leadership, sales, presentation skills, management development and foreign language.

70

There is no significant difference between respondents working less than 1 year and greater than 5 years regarding training satisfaction.

SUGGESSTIONS Management can made weekly review about how far the trainees could able to implement the learning Discussions regarding developmental programmes must be open and this can bring out a high degree of trust among the employees Management can create awareness to the employees about the key needs of the company in the next few years They can conduct more internal training courses related to current needs The company can improve the amount of time spent for training to accomplish the training objectives more effectively Most of respondents said that training needs are identified through performance appraisal, target achievement, etc., so the company can also collect individual training need from employees so that the training can be effectively planned and efficiently obtain knowledge. Management can concentrate still more on improving career developmental programmes

CHAPTER VII Conclusion

Gone are the days when training was a 2 hour process on the first day of the job. Training & Career Development has transformed from an add-on function to a core function of companies. It has become more of a science with systematic rules and formats guiding the companies on how to go about training and career development. And that is the way it should be.

71

Training and development is a necessity for both the trainer and the trainee. The trainer (the company) would want to make its staff more efficient in this highly competitive world. It would want its employees to know the latest trends and technologies and use them according to the companys principles and objectives. The trainees (staff) on the other hand, view training and development as a stepping stone for enriching their career and fulfilling their personal needs. Training and development is another round of education for them, the knowledge from which is to be applied later. So, its more of a mutual necessity and agreement between the companies and their respective employees when it comes to training and development. The future would demand more from the employees as well as the companies in terms of productivity. New technology, multi-tasking, group culture, etc. will be more emphasized upon. This means training and development is going to be even more important, complex and rigorous. Companies already foresee this and are already in preparations to make their staff better equipped. On this we conclude our report with the following words Education ends with school but learning ends with life.

BIBLIOGRAPHY
BOOK REFERRED Human resource management by Dr. C. B. Gupta, Sixth edition, Sultan chand &Sons, Educational publishers, New Delhi Human resource management by Aswathappa Research Methodology, Methods and techniques, Second Revised Edition, by C.R.Kothari

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COMPANY SOURCE www.lotteindia.com WEBSITES with date www.enviroliteracy.org/pdf/materials/1210.pdf www.statpac.com/statistics-calculator/counts.htm www.socialresearchmethods.net ... Descriptive Statistics

Dear respondent,
I am doing my project for my MBA curriculum on topic A STUDY ON TRAINING AND CAREER DEVELOPMENT AT LOTTE INDIA CORPORATION LIMITED, CHENNAI. I request you to allocate your valuable time and it will take 5 minutes to complete the questionnaire. There is no foreseeable risk associated with this project. Your survey responses will be kept confidential and will be used for my study purpose only. QUESTIONNAIRE

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NAME : GENDER: Male / female

AGE: DESIGNATION:

1) How long you have been working in Lotte India Corporation limited? (a) < 1year (b) 1-3 year (c) 3-5 year (d) >5yr

2) Most important training areas for your development over last 2 years is (a) Sales (d) Presentation skills (f) Leadership (b) Computer/IT (g) Teamwork (c) Accounting (h) others (e) Technical and professional skills

_____________ [Mention more than 1 if applicable] Please indicate your level of agreement [put tick mark] STRONGLY AGREE SA S. No 3 4 STATEMENT Training is being given adequate important in your organization The company has well defined training policy and adequate planning is done before designing the 5 S. No training program T&D opportunities are explicitly linked to the development of the company STATEMENT SA A D SD N AGREE A DISAGREE D SA A D SD N STRONGLY DISAGREE SD NEUTRAL N

6 Employees going for training go with clear understanding of knowledge and skills they are 7 expected to acquire The training that you attended so far is a good

learning experience 8 Whether the organization provide the competent trainer for training programme 9 You are satisfied with the facilities in the training centre 10 Training materials are given in the form of handouts on the topic of training 11 HOD will be discussing with the employee about the

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training requirement 12 Training was planned according to your pre-assessed training need 13 After the training programme there are improvement in productivity 14 In my work I find it easy to apply the training I have received and able to work more efficiently 15 There are opportunities for me to learn new skills and for career development within the company 16 My superior is always having interest on my career growth 17 I am encouraged to determine my own career development 18 Employees know what are the career development in the company 19 Employees know what the key needs of the company in next 2 years 20 Management support for my efforts to improve my weaknesses 21) Are you satisfied with the amount of time spent for training programme? (a) Yes (b) no

22) Who has designed and developed systematic procedure for identifying the training needs in your organization? (a)HRD (b) Department HOD (c) Both

23) How the training needs are identified? (a) Performance appraisal (b) Production record (c) Measuring of target achievement (d) Daily observation (e) All the above

24) Specify your level of satisfaction towards training and development at LOTTE INDIA CORPORATION LIMITED (a) Highly satisfied (d) Highly dissatisfied (b) Satisfied (e) Neutral (c) Dissatisfied

25) The three training areas most important to your development over the next two

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years would be: (a)Sales (c) Time management (e)Management development (g)Team process (i)Computer software (k)Foreign language (b) Marketing skills Technical/professional (d) Negotiating skills (f) Leadership (h) Coaching skills (j) Presentation skills (l) others ____________________ Thank you for your kind response Yours truly,

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