A STUDY ON THE EFFECTIVENESS OF TRAINING AND DEVELOPMENT OF

EMPLOYEES OF BRAKES INDIA PVT LIMITED, CHENNAI

CHAPTER - 1
INTRODUCTION
1. MEANING
Training is the process of teaching the new and / or present employees the basic skills
they need to effectively perform their jobs. Alternatively speaking, training is the act of
increasing the knowledge and skills of an employee for doing his / her job. Thus, training refers
to the teaching and learning activities carried on for the primary purpose of helping members of
an organization to acquire and also to apply the required knowledge, skill and attitudes to
perform their jobs effectively.
1.1 DEFINITION
According to Edwin B. Flippo, Training is the act of increasing the knowledge and skill
of an employee for doing a particular job.
Training is a process that tries to improve skills, or add to the existing level of knowledge
so that the employee is better equipped to do his present job, or to mould his to be fir for a higher
job involving higher responsibilities. In other words, training is a learning experience that seeks a
relatively permanent change in an individual that will improve his/her ability to perform his job.
In this study, the researcher has studied the effectiveness of the training programme with
special reference to Brakes India pvt.ltd
1.2 DEVELOPMENT
Compared to the term Training the term Development has broader scope and
aim to develop people in all respects. Accordingly, development covers not only activities / skills
which improve job performance, but also activities which bring about growth of the personality,
help individuals progress toward maturity and actualization of their potential. Thus, development
enables individuals to become not only good employees but better men and women also.


1.3 OBJECTIVES OF THE STUDY
The objectives refer to the questions to be answered through study. They indicate what
researcher trying to get from the study. The objective of conducting the research is:
To understand the concepts of Training and Development of employees.
To identify the various training programmes conducted by the company.
To know the effectiveness of the Training programmes conducted by the company.
To study the changes in behavioral pattern due to Training.
To summarise the findings and provide suggestions to improve Training and
Development
Programmes of the company.
1.4 SCOPE OF THE STUDY
The scope of the study is to ascertain the various Training and Development programmes that
offered by the company to its employees and to suggest some measures to improve the same
which will in turn contribute to the increase in productivity for the company. The scope of the
study has been confined to a Brakes India pvt.ltd company only
1.5 EDUCATION
Like the term development the term education is also scope and broader inpurpose
when compared to training. Education is the process of increasing the the general knowledge and
understanding of people about the total environment. Thus, education is person and theory
based. Its main purpose is to improve the conceptual understanding of the people about a subject
or theme or environment
1.6 IDENTIFICATION OF TRAINING NEEDS
We mentioned earlier that training bridges gap between what employee has and what
his/her job demands. This clearly underlines the need for proper identification of training needs
of employee. Identifying training needs is a process that involves establishing areas where
employees lack skills, knowledge, and ability in effectively performing their jobs. Training needs
have to be related both in terms of the organizations demands and that of the individuals
employees.
Many methods have been proposed for identifying training needs of the employees. For
example, sinha has listed in rank order the following five methods of identifying training needs:
1. Views of the line manager
2. Performance appraisal
3. Company and departmental plans
4. Views of training manager
5. Analysis of job difficulties
Here our examination is based on McGhee and Thayer's model of training needs
identification. It consists of the following three components:
1. Organisational analysis
2. Task analysis
3. Man analysis








Need for training


The need for training may be explained as follows:

To enable the new recruits to understand work:
A person who Is taking up his job for the first time must become familiar with it.
To enable existing employees to update skill and knowledge:
Training is not something needed for the newly recruited staff alone. Even the existing
employees of a concern may require training. Such training enables them to update
their skills and knowledge.
To enable an employee who has been promoted to understand his responsibilities:
Training is essential for an employee who has just been promoted to a higher level job.
With an elevation in his position in the organization, his responsibilities are also going
to multiply. Training In the case of such an employee will help to understand the
intricacies of his new job.
To enable an employee to become versatile:
Sometimes an employee may have to gain knowledge of several related jobs. It will
not be enough if he is only good . in the work he does presently.
To enable the employees to adapt to change in work methods:
Training is also needed if the work method in an organization is going to be changed
completely. In such a case, all the employees of the concern will be required to
undergo training to understand the newer methods of work.


1.7 ORGANISATIONAL ANALYSIS
It involves a comprehensive analysis of organization in terms of its objectives, resources,
resource allocation and utilization, culture, environment and so on. Such an analysis would help
identify deficiencies and mechanisms that would be needed to make adjustment in those
identified deficiencies.
(i) Analysis of Objective: Organisational analysis begins with achieving a clear
understanding of both short and long-run goals and also the order of priorities accorded
to various objectives. Long-run objective are broken down into specific objectives and
strategies for each of the department / division / unit. Short-run objective are constantly
in need of adaptation to the changing environment both external and internal. However,
long-run goals, if carefully through out are expected to be much less subject to
modification. General objectives are also needs to be translated into specific operational
targets.
(ii) Resource Utilization Analysis: Once the organizational objectives are analyzed, the
next step involved in identifying needs is to analyze the allocation of human and other
physical resources and evaluate their level of utilization in meeting operational
objectives. In order to examine the flow of the inputs and outputs of the total system,
various efficiency indices can be developed and used. While using these efficiency
indices, focus should be on the contribution of human resources in meeting the
organizational goals.
(iii) Environmental Scanning: Such an analysis is done to study the organization as a sub-
system operating in a distinct environment consisting of socio-cultural, economic and
political components. This enables the organization to identify the environmental
factors which the organization can influence and the constraints which cannot control.
(iv) Organizational Climate Analysis: The organizational climate is a reflection of its
member's attitudes towards various aspects of work, supervision, company procedure
and so on. These have own bearing on affecting the effectiveness of a training
programme in the organization.
(v)
1.8 TASK ANALYSIS
This is also called job or operational analysis. This involves a detailed analysis of various
components of a job, its various operations, and the conditions under which it has to be
performed. Task analysis will indicate the skills and training required to perform the job at the
required standard. For almost all jobs have an expected standard of performance.
1.9 MAN ANALYSIS
This is the third component in identifying employee training needs. The focus of man
analysis as on the individual employee, his skills, abilities, knowledge and attitude. Of the three
analyses, this is more complex one because of difficulties in assessing human contribution. The
reason is that available measures to study man are much less objective and suffer from much
individual variation.
Having identified the training needs, i.e., the gap between the existing and the desired
repertoire of knowledge, attitude and skills of employee, the next logical step, involved in
designing a training programme is to fill in this gap. His is done through setting training
objectives. Thus, basic objective of training is to establish a match between man and his job.
Since need for training may vary from employee to employee at different levels of organization.
However, while setting training objectives, only employee's growth should not be taken as an
end.














CHAPTER-II

REVIEW OF LITERATURE


Wexley and Baldwin (1986) Criticized The traditional training and development for its lack
of accountability. The lack of accountability and rigorous evaluation may be attributable in part
to an unfounded belief that training and development is good for the employees and the
organization; so let there be training budget and training programmes. This target-based (e.g., a
specific number of employees to be trained during a given year) or budget-driven (influenced by
the availability of time, energy, and resources) training and development efforts will ultimately
lead to the result that training is only a paid perquisite or free time for the employees devoid of
daily stressors and distraction of the workplace on the one hand, and a wasteful expenditure for
the management on the other.


Mumford (1988) Observes that prior to participating in any training and development
experience, participants implicitly ask themselves a variety of questions: Do I believe this
training and development will help me or my subordinates? Are there risks for me if I
perform poorly? How does this experience relate to my job performance? Not surprisingly,
the yield from training and development initiatives will be maximized when employees
perceive that desirable outcomes (or avoidance of undesirable outcomes) are attained as a
result of their full commitment to a training and development programme.


Girder et. al (1990) Conducted a study to determine which training evaluation method
were perceived to be the most effective by training professionals, and which methods were
most frequently used. For this purpose they selected members of American Society for
Training & Development (ASTD). The finding of the study suggested:

Integrate T&D into the strategic plan of the firm.

Provide necessary resources to evaluate the training activity effectiveness.
Bramely (1992) Believes that behavior change is introduced through training evaluation
presents a, three part approach:

Evaluation of training as a process.

Evaluation of changes in knowledge, skills, attitudes and levels of effectiveness


Various approaches to evaluation such as interviews, surveys, various method of
behavior and testing
.

Sackett and Mullen, (1993) Suggested a broader perspective on a variety of aspects of
training process. The purpose of evaluation is to help organizations make decision about
future training activities, and provide tools needed to assess the type of evaluation possible
in a given situation, to conduct the most informative evaluation possible given the
constraints of the situation, and to communicate to organizational decision makers both
the strengths and the limitations of whatever evaluation data is obtained.


Kraiger et. al (1993) Proposed cognitive, skill-based and affective learning outcomes
(relevant to training) and recommended potential evaluation measures. They integrated
theory and research from a number of diverse disciplines and have provided a
multidimensional perspective to learning outcomes and advanced the theory of training
evaluation by providing a conceptually based scheme of learning constructs, measurement
foci, and measurement techniques.

Lawis and Thornhill (1994) examined the relationship between training evaluation,
organizational objectives, and organizational culture. Explicit recognition of organizational
objectives linked to an integrated approach to training evaluation will certainly improve
the effectiveness of evaluation.

Mann and Robertson (1996) Conducted a study in Europe to answer the question What
should training evaluations evaluate? they selected 29 subjects (10 female and 19 male)
from a three-day training seminar for European nationals run in Geneva. The results
showed that the trainees did learn from the training sessions and, although they did not
retain all they learned, they did know more one month after training than they did before
training. They recommended that an effective way for practitioners to evaluate training is
to measure self-efficacy regarding the trained tasks, immediately after training.

Saxena (1997) cited a study conducted by American society of training and development
(ASTD) on the practice of evaluation. It was reported that the actual practice of evaluation
did not often follow the strict recommendations of evaluation literature.

Saxena (1997,a) cited a study conducted by American society of training and
development (ASTD) on the practice of evaluation. It was reported that the actual practice
of evaluation did not often follow the strict recommendations of evaluation literature. This
was largely explained by the fact that many training practitioners had not found the
literatures advice applicable or useful for their organization. Most of the training managers
who participated in ASTDs research effort believed that there was value in a concerted
effort to increase the practice of employee training evaluation.

Saxena (1997, b.) Undertook a study on the role of evaluation of training in designing
training programmes in institutions of government, private, public and banking sectors. A
total of 100 training and development programme participants were selected randomly by
the investigator. They represented the four clusters: (1) Government training institutions,
(2) HRD centers of private sectors, (3) HRD centers of public sectors, and (4) Training
institution of banks. Data were collected by administering the questionnaires. In addition,
structured and unstructured interviews were conducted by the investigator with both the
top managers of training institution and the trainees. It was found that:

1. The institution and HRD centers defined the scope of training evaluation from
trainees development level to the organizational effectiveness level;

2. The training institution were very clear about the purpose of evaluating the training
programs;


3. lack of adequate evaluation methodology; lack of expertise and fear of exposure
to weaknesses were cited as the constraints for obtaining and collecting evaluation
data;

4. overall impact on the performance of organisations; change in skills and attitudes
of trainees; and quality of subject matter in courses were cited as the most
important indicators of course effectiveness;


5. Training institutions concentrated their evaluation efforts mostly on reaction and
learning levels; and training institutions and HRD centers were found to have plans
to improve the courses by effective evaluation procedures.

Campbell (1998) suggested evaluation can provide a sense of satisfaction and
accomplishment to the personnel associated with a course or programme. Everyone needs
feedback on how they are doing, and evidence that training is worthwhile is a source of
pride. Apart from this, evaluations are necessary to assure optimum training relevance,
effectiveness, and cost efficiency.

Mayfield,(2011) suggested that training effectiveness is a good predictor of employee
training .This association suggests that when employee have been trained in a training
program ,the training effectiveness is likely to be followed by job
behavior(Pelham,2009).previous studies also suggest that demographic variables such as
age, degree held, and experience were related to impact in some studies(Divins, Johnson
and Sutherland,2004).The focus of previous work has been on the relationships between
training effectiveness and employees



































CHAPTER -3
COMPANY PROFILE



3.1 INTRODUCTION
Lucas-TVS were established in 1961 as a joint venture between Lucas, UK and TV Sun
dram Iyengar& Sons, to manufacture automotive electrical system. Today, company is a leader
in the auto electrical field 3 out 4 vehicles in India are fitted with Lucas-TVS products. The
company address segments across the auto industry, like passenger cars, jeeps, utility vehicles,
light commercial vehicles, medium and heavy commercial vehicles, off-highway vehicles,
industrial engines, earth movers, tractors and two / three wheelers. It also provides solutions for
stationary and marine applications. Lucas-TVS is a TS 16949 and ISO 14001 certified company
and has bagged the Deming application prize (2004) from the Japanese Union of Scientists and
Engineers (JUSE). Turnover in 2004-05 was Rs 6,300 million (US$145million). Lucas TVS
Limited. A joint venture with Lucas Industries UK. Manufacture a range of auto electric systems.
Also develops and produces vacuum pumps and gear starters with Hitachi limited, Japan.



3.2 BRAKES INDIA LIMITED

Brakes India was founded in 1962 as a joint venture between TV sun dram Iyengar&
Sons and Locus Industries, UK. The company manufactures braking equipment for automotive
and non-automotive application. Besides exporting products to 35 countries worldwide, brakes
India caters to over 60% of the domestic OEM market. Some of the manufacturing sites have
need assessed at ISO14001, ISO 9002, TS 16949 and QS 9000. The foundry division has
received the prestigious Deming prize and award For TPM excellence. Sales turn over for the
year 2004-05 was Rs9,720 million (US $ 221 million).
In 1989, brakes India established a foundry division at sholinghur to manufacture
permanent mould Gerry Iron castings with an installed capacity of 5,000 MTPA, which was
subsequently increased 14,000 MTAP.
In 1992, the foundry Division installed a demotic High pressure moldings line with a
capacity of 6,000 MTPA to produce Grey and Dactylic Iron sand castings.
In 1996, a second demotic molding line with a capacity of 12,000 MTPA was installed.
In 2002, a third demotic molding line with a capacity of 15,000MTPA was installed.
A fourth demotic with 24,000 MTPA capacities was installed in 2005.
State of the art manufacturing plant was set up at Selah, sultanate of man during March
2008 to meet the international customers requirement. This new plant had started its commercial
production firm april2008 with 17,500 MTPA capacities.

Brakes India Limited is the leading manufacturing of automotive and non-automotive
Braking System and ferrous casting in India.
Joint venture between TVS group and Lucas industries plc, UK (now integrated with
TRW).

In 1981, brakes India established a foundry division at sholinghur to manufacture
permanent Mould Grey Iron castings.

Both divisions are quality and environment system certified. Brakes Divisions of padi,
Sholinghur and foundry Division Sholinghur were conferred with TPM excellence award.
Foundry Division has been conferred with doming award for TQM.
Brakes India uses information technology commensurate with business needs.
States-of-the IT facilities have been provided in the all manufacturing locations and
offices for product, Design, Development, Manufacturing, Marketing and business processes.
Brakes India believes in Rapid Communication as a major factor contributing to the
customer satisfaction and growth of business.
It has invested in a state-of-the art data communication networking using PAMA-Vast
Technology. It links all the manufacturing sites. A secured VPN Network through a service
provider links all the Regional offices and Ware Houses.
This value added network with internet service, facilities e-mail, quick transfer of data,
design
drawing, stock details, dispatch and payment particulars from any location to another
across the globe.

3.3 THE LABORATORY FACILITIES INCLUDE
Carbon equivalent meters
Vacuum emission spectrometer
Lecco carbon-sculpture determination
Tens meters
Modularity testing equipment
Microscope with photographic attachment
Image analyzer
Stereo microscope
Magnetic crack detection units and micro hardness testers
Radiography, ultrasonic testing
Online X-ray equipment


3.4 PROCESS FAILURE MODE & EFFECTS ANALYSIS (PFMEA)
PURPOSE
To explain PFMEA creation and submission procedure
EXPLANATION

A PFMEA is an analytical technique used to identify potential problem areas associated
with all stages of manufacturing. i.e. right from receipt to dispatch. Efforts shall be taken to
improve. The process to achieve defect prevention rather defect detection.

3.5 SITE PROFILE

Land Area 43 Acres
Built up Area 30,372 Sq. meters
No. of Employees Corporate-420; Padi manufacturing
operations- 933.

Products Manufactured
For Car, MAV &LCV segments Brakes Actuation
Clutch Actuation
Drum Brakes
Valves
Hoses
Brakes fluid
For Tractor segment Drum Brakes
Disc Brakes
Quality System Certification QS 9000.

In addition to manufacturing, corporate office and departments such as marketing,
Engineering, Research & Development, Technology Development, Manufacturing systems
Engineering & New product / development (MSE & NP), supplier development and integration
(SDI), Quality Assurance, Finance, personnel, HRD, information technology are located at padi.
Quality Assurance streamlines and monitors procedures for assuring quality systems
across the organization in line with QS 9000/ISO9000 standers.
Information technology provides services and upgrades systems and facilities across the
organization in line with the latest technology.



3.6 LIST OF MAJOR MODIFICATION
1. Introduction to SQA Activities: Interaction structure modified based on the revise scope.
2. Pre-PPAP Audit: Guidelines & acceptance criteria modified.
3. PPAP: Approved supplier list reference given, PPAP categorization details & document
requirement specified.
4. APQP & Safe launch plan: Safe launch plan details were elaborated.
5. FMEA: This section revised in line with FMEA manual rev.4.
6. Quality plan & document retention: document retention details of various suppliers
specified. PPM expectation from suppliers specified. Quality plan format modified to
include details about inspection during safe launch period & during customer complaints.
7. PSM approval: conditional approval details must be informed to respective units &
double sampling to be done till the deviations are corrected.
8. Skip lot & DOL implement: skip lot procedure revised. DOL implementation procedure
specified.
9. Change management: details about change management / Re-PPAP guidelines added. In
case of known violations by suppliers, BIs action adds.
10. Identification & traceability: DOL tag details specified &tag samples shown.
3.7 HUMAN RESOURCES
Brakes India is a growing as well as learning organization and the work atmosphere is
designed to encourage and provide opportunities for Knowledge management to all the
employees in their share of work. They learn, coach others, work as a team, provide leadership
and meet business challenges in an open and professional atmosphere.
Brakes India offer career opportunities and compensation comparable to the best in the
industry through:
Continuous learning
Competency development
Challenging opportunities
Achievement and merit based growth
Brakes India also affords opportunities for Vocational Training through its technical training
schools located at Chennai and sholinghur.
3.8 IT SUPPORT
Brakes India uses information system commensurate with business needs objective of the
department is to provide high availability of services that include (a) infrastructure and (b)
application- keeping in pace with latest technologies
3.9 INFRASTRUCTURE
Brake India believes in Rapid Communication as a major factor contributing to the
customer satisfaction and growth of business.
It has invested in a state-of-the-art data communication network using MPLS Technology
through dual service providers to guarantee high availability. It links all the manufacturing sites
(12), dedicated units (9), administration & regional offices (6) and ware houses (5) across the
country.


It is a 24 x 7 service provided from a highly secured Data Centre. Data Centre hosts
server farms for different applications catering to various business needs. Installed with
proximity cards and LCD displays for alerts & warnings, it is manned by skilled professionals to
ensure un-interrupted services to the business users.
To safeguard business interest and to provide un-interrupted service, the infrastructure is
further strengthened with a state-of-the art business continuity centre, maintained in a standby
mode.
The business continuity centre too is installed with proximity card access and a
surveillance camera that can focus every hardware status, thereby ensuring continuous
monitoring from the Data Centre.
Automated alerts and warnings are in place to support smooth & uninterrupted services.

3.10 APPLICATIONS
Business runs on a state-of-the-art ERP solution in a centrally hosted environment to
support business process requirements for Product Design, Development, Procurement,
Manufacturing, Marketing, Financial Accounting and other Business Processes.
Business dynamics encounters frequent changes. This means continuous modifications
to business applications. An in-house team comprising highly experienced business process
experts and skilled technocrats, support to meet such requirements.
3.11 QUALITY
Brakes India pays particular attention to quality of products, processes, and services, and
benchmarks against global quality standards. Empowered continuous improvement teams
constantly strive to improve productivity, quality, cost, delivery, safety and morale.
Brakes India was one of the first few companies in India to be certified for ISO 9002 for the
Foundry Division in 1992 and ISO 9001 for the Brake Division in 1993.
Brakes India was amongst the first few to get its Brake Divisions certified for QS 9000, ISO
14001, TS 16949, OHSAS 18001 and TPM Special Award.



3.12 EXPORTS
Ability to introduce new products, tailor-made to meet overseas customer requirements,
maintaining high technological and quality standards have helped Brakes India to continuously
enlarge its market presence.
Commenced export brake components in 1968. Products are exported to over 35
countries around the world.
Exporter of a wide variety of Brake Products, including, drum brakes for commercial vehicles,
trailer brakes for the Australian Trailer Industry, tractor brakes, master cylinder and booster
assemblies, wheel cylinder assemblies.
Major exporter of Grey Iron and SG (Ductile) Iron castings to TRW, Meritor and Bosch.
Products exported to both Overseas Vehicle Manufacturers and Replacement Markets.
Supply to replacement market includes hydraulic brake and clutch cylinders, kits, seals,
brake and clutch hoses, brake pads, caliper pistons and lined shoe assemblies for various
passenger cars and commercial vehicles of American, Japanese, European and Australian
manufacturers.
Brakes India Limited is the leading manufacturer of Automotive and Non-Automotive
Braking Systems and Ferrous Castings in India

Established in 1962
Joint venture between TVS Group and Lucas Industries Plc, UK (now integrated with
TRW)
In 1981, Brakes India established a Foundry Division at Sholinghur to manufacture
Permanent Mould Grey Iron castings
Both Divisions are quality and environment systems certified. Brakes Divisions of Padi,
Sholinghur and Foundry Division Sholinghur were conferred with TPM Special Award.
Foundry Division has been conferred with Deming award for TQM




CHAPTER-4
TRAINING AND DEVELOPMENT
4.1 TRAINING
Training is concerned with imparting developing specific skills for a particular purpose.
Training is the act of increasing the skills of employees for doing a particular job. Training is the
process of learning a sequence of programmed behavior.
In earlier practice, training programme focused more on preparation for improved
performance in particular job. Most of the trainees used to from operative levels like mechanics
increased operators and other kinds of skilled workers. When the problems of supervision
increased, the step was taken to train supervisors for better supervision.
4.2 DEVELOPMENT
Management development is all those activities and programme when recognized and
controlled have substantial influence in changing the capacity of the individual to perform his
assignment better and in going so all likely to increase to increase his potential for future
assignments.
Thus, management development is a combination of various training programme, though some
kind of training is necessary, it is the overall development of the competency of managerial
personal in the light of the present requirement as well as the future requirement.
Training is defined by wayne cascio as Training consists of planed programs undertaken to
improve employee knowledge, skills, attitude, and social behavior so that the performance of the
organization improves considerably.
Training is about knowing where you stand (no matter how good or bad the current situation
look) at present, and where you will be after some point of time.

4.3 TRAINING METHODS
Training methods are means of attaining desired objectives set for a training programme.
In practice, a variety of training methods are employed for achieving these objectives. But, an
organization can not use all types of training methods for the reasons like cost involved and also
their relevance to organizational needs. Hence, organization needs to select a method or mix of
methods to meet its training needs. The choice of training methods would depend on a variety of
factors, such as purpose of training, nature of contents, relevance to the participants, level of
trainees, competence of trainers/ instructors, cost, etc.
Depending on the training results and the process employed to attain these, the various
training methods can be broadly categorized into four groups as under:
1. On-the-job oriented training methods
2. Simulation methods
3. Knowledge-based methods
4. Experiential methods
1. ON-THE-JOB ORIENTED TRAINING METHODS
As the name itself denotes, methods included in this cluster are those whose main
objectives are centered on the job, i.e., learning on the job itself by a variety of methods. The
main methods which fall into this category are discussed here under:
(i) On-the-job training (OJT): On-the-job training is probably the most common
approach to training which can range from relatively unsophisticated "observe and
copy" method to highly structured courses. In this method, the new employee is
placed a job and taught the skills necessary to perform it. A trainer or superior teaches
the employee. Since trainee learns by observing and handling the job, this method is
also termed as 'observing, and copying' or 'learning by doing'.
(ii) Job instruction training (JIT): In this method, a trainer or supervisor gives
instructions to employees how to perform his hob. This method of training is
appropriate for acquisition or improvement of motor skills and routine and respective
operations. There are four steps involved in this form of training.
(a) Preparation: Trainee is prepared in terms of his existing skills,
securing his interest and attention.
(b) Presentation: the trainee is presented job operation as a model to copy.
(c) Performance: the trainee is asked to try out the trainer's instructions.
(d) Follow up: The trainee does the job independently without supervision and gets
feedback on the same.
(iii) Coaching: This is similar to the JIT. In this method, the superior teaches or guides
the new employee about the knowledge and skills of a specifically defined job. The
superior points out the mistakes committed by the new employee and then also give
suggestions to improve upon. For coaching the trainee or new employee effectively,
the superior must have interpersonal competence and be able to establish helping
relationship with the trainee.
(iv) Job Rotation: In this method, a trainee moves from one job to another and from one
department. Division to another. This type of training method is more appropriate for
developing multiskilling, operational flexibility, providing satisfaction from routine
jobs and broadening the overall perspective of the trainee.
2. SIMULATION METHODS
Simulation is a technique which duplicates, as nearly as possible, the actual conditions
encountered on a job. These methods have been most widely used in the aeronautical industry.
The methods falling under this category are discussed as follows:
(i) Role Play: This is just like acting out a given role as in a stage play. In this method of
training, the trainers are required to enact defined roles on the basis or oral or written
description of a particular situation. This method is mostly used for developing
interpersonal interactions and relations among the employees working in sales,
marketing purchasing and the supervisors who deal with people.
(ii) Case Method: The case is an actual event or situation on organizational problems
which is a written description for discussion purpose. Trainees are asked to analyze
the event or circumstance with an objective to identify the problem trace out the cause
for it and find out the solution to solve the problem. This method of training is based
on this realization that on many occasions in the real world managers may not have
all the relevant information with them before taking a decision this is also called
decision making under uncertainty. Therefore, this method is suitable for
developing decision making skills among the top and senior level managers.
(iii) Management Games: The game is devised on the model of a business situation then
trainees are divided into groups who represent the management of competing
companies. They make decisions just like these are made in real life situations
decisions made by the groups are evaluated and the likely implications of the decision
are fed back to the groups. The game goes on in several rounds to take the time
dimension into account.
(iv) In Basket Exercise: This is also called In-Tray method of training this is built
around the incoming mail of a manager. The trainee is presented with a pack of
papers and files in a tray containing administrative problems and is asked to take
decisions on these within a specified time limit. The decisions taken by the trainees
are compared with one another the trainees are provided feedback on their decisions
this forces them to reconsider their administrative actions and behavioral style. Here
occurs the learning of trainee.
(v) Vestibule Training: This is a system in which employees learn their jobs on the
equipment they will be using but the training is conducted away from the actual work
floor. This type of training is commonly used for training personal of clerical and
semi-skilled grades. The duration of training ranges from a few days to a few weeks.
This method relations theory with practice.
3. KNOWLEDGE BASES METHOD
In this method an attempt is made to impart employees knowledge in any subject area
covering the aspects like its concepts and theories, basic principals and pure and applied
knowing of the subject. The common methods that fall into this category are described there
under:
(i) Lectures: Lecture is by far the most commonly used direct method of training. In this
method the trainer provides knowledge to the trainess useally from prepared notes is also given
to the trainees. This method is found more appropriate in situations where some information is
required to be shared to a large number of audiences and which dose not requires more
participation from the audience. It is a low cost method. The major limitation of this method is
that it dose not provide for active involvement of the trainees.

(ii) Conferences/Seminars: In this method the trainer delivers a lecture on the particular
subject which is followed by queries and discussions. The conference leader must have the
necessary skills to lead the discussion in a meaningful way without losing sight of the topic or
theme. This method is used to help employees develop problem-solving skills.


(iii) Programmed Instruction: This is the recently developed technique based on the
principle of positive reinforcement developed by B.F.Skinner. This technique is used to teach
non-motor and behavioral skills. The subject matter to be learned is prepared and condensed into
logical sequence from simple to more complex. The trainer monitors trainee's independent
progress through the programme. The trainee gets instant feedback on this learning. However,
this method is expensive and time consuming also.

A variety of training methods are available and used by training agencies and organizations. The
choice of a method or a mix of methods is a function of a number of considerations.
1. The purpose of training is an important consideration in the choice of methodology.
Knowledge can be provided by traditional methods of training like lectures, and
discussions. Skills and attitudes have to be developed by experiential methods or training
like in-basket T-group, etc.
2. The nature of contents often determines the nature of methodology. A concept can be
through a lecture while the operation of machine may best be demonstrated.

3. The level of trainees in the hierarchy of the organization also determines the nature of
methodology. In fact, techniques like in-basket, management games, etc., are designed
for managerial levels and hence cannot be effective at workers level.
4. Finally, all organizations have to be concerned with cost factors cost considerations have
to be taken into account while deciding on methods of training. However, cost
consideration should not override the quality consideration.
LECTURES
As the name indicates it refers to a presentation by the trainer on ideas, concepts,
theories, and issues. The method focuses on transmission of knowledge. It entails maximum
active role by the trainer and little overt activity by the participants. This method is very useful
when concepts, theories, instructions, and procedures have to be imparted. It is economical, as a
large number of people can be trained at one time saving cost in terms of man hours and money.
However its major disadvantage is that it does not provide for active participation on the part of
trainees and hence one dose not provides for active participation on the part of training, and
hence one does not know the extent of take-home learning.
ON-THE-JOB TRAINING METHOD
The learning that takes place is central around the job. The trainee uses the machines and
tools that he will use once the training is completed. The learning takes place in surrounding
where he will, in future be working at his regular tasks. He worked with his future supervisors
and peers and acquaints himself with day-to-day operations. Job rotation brainstorming sessions
and syndicate techniques are some of the method that would come under this category. Job
rotation refers to one of the technique of job enrichment. At the initiative of the management
tasks are rotated across employees. Rotation provides exposure to variety of tasks and broad
bases the understanding of the trainees. Brainstorming, as indicated earlier, involves
professionals with different background who are given a common problem to solve. Since
various expertises are involved, it helps in pooling the various points of view and constructing
solutions to solve the problem.
SIMULATION METHOD
In this category real-work instances are taken for training to take place. Some of the
example which falls under this category is role playing case method, management games, etc.
Role playing is one method where action is involved. Learning takes place when individual try to
improve their job performance actually doing something about the day-to-day job problems. A
hypothetical or real situation is created where each person plays his or somebody else's role.
Case method is another type where an actual situation is written for discussion. Each
participation of the training programme is asked to read it and then discuss and analysis the
situation. The purpose of the method is not to find one solution but many dealing with the
situation, each of which is equally plausible given all the facts that are available in the case. This
method provides the trainees practice in problem solving and decision making. Another type of
training method under this category is management games which use simulation of a business
situation for learning. Here the trainees are divided into teams belonging to the management of
competing organizations. After the simulation, the policy decisions are taken and processed.
Thereafter the implication is fed back. These games are played in many rounds.
Action-learning is another simulation method where a relationship is established between
learning and doing. In the method that is mentioned above the participants learn about the
problem situation, analyze them find solutions that they are not called upon to implement the
solution. But in action learning programme, this aspect is given importance. In this method
managers of one organization go to another organization to tackle the problem identified in the
adapted organization.
4. EXPERIMENTAL METHOD
The experiential methods of training are designed to provide an atmosphere of self-
learning through group interaction and dynamics. The purpose is to increase the sensitivity of the
participants to their own functions as well as the functions of others in the group. The most
common experiential method is called sensitivity training or laboratory training. The prime
objective of methodology is to integrate knowledge and theory with experience and practice. The
assumption is that changes in behaviour cannot come by knowledge alone and, hence, practice in
human relations creates an atmosphere for change in behaviour. This is achieved by focusing
during training on such things as ability to listen to others, ability to communicate, ability to
diagnose the problem correctly, learning to give and receive constructive feedback, and
understanding complexities of group dynamics. As pointed out elsewhere in this book, sensitivity
training is a powerful tool in bringing out attitudinal changes.
4.4 PROGRAMMED INSTRUCTIONS
Programmed instructions are based on certain behavioral laws, particularly those that
relate to principles of reinforcement. Reinforcement, in simple terms, means rewarding a correct
response and punishing a wrong response. Thus, one important feature of programmed
instructions is that it provides immediate feedback on whether the participant has answered
correctly or not. To facilities the instructions are designed in such a way that all future learning
depends on acquisition and retention of previous learning. First, basic understanding is provided.
Subsequently, questions are designed based on this learning. If the response is correct he goes to
next stage. If it is not, he is asked to go back and start again. The instructions are nothing but
carefully planned sequential knowledge which moves from simple to complex levels. The major
advantage of this method is that the trainee can adjust his learning at a pace and rate suitable to
him.
Due to differences in culture and background, business games, T-groups, case methods,
and workshops are not as effective in India as, perhaps, in Europe or America.
The training programmes of the government are designed to inculcate capabilities to
introduce and review the environment. The OD technique can help in improving organizational
design, introducing organizational flexibility, reducing impersonality, improving interpersonal
relations, and differentiating operational decision-making from policy decision-making.
In order to create a realistic atmosphere n training, Srinivasan (1980) used experiential
learning techniques in training a group of postal employees in the post staff college, New Delhi.
The technique consisted of requesting the participants to bring real life data to classrooms.

(i) Sensitivity Training: Sensitivity training is also known by a variety of names such
as T-Groups, laboratory training and encounter groups. The subject of sensitivity
training is to increase participants insights into their behaviour and the behaviour of
other by encouraging an open expression of feelings in the trainer guided T-group.
This is based on this assumption that newly sensitized employees will then find it
easier to work together amicably as a group or team. Sensitivity training seeks to
accomplish is aim of increasing interpersonal openness, greater concern for others,
increased tolerance for individual differences, enhanced listening skills and increase
trust and support. T-group meets continually for period as long as 1 or 2 weeks.
(ii) Transactional Analysis: It is a technique of training developed by Eric Berne and
popularized by Thomas Harris of U.S.A. it is a tool of improving human relations
and interactions, three main aspects of human personality. Parent. Adult, Chile. Its
basic proposition is that people have to behave as adults, although sometime parent
and child behavior is also useful depending upon the situations and the individuals
personal need goal. Adult behavior is characterized by objectivity problem solving
orientation mutual respect and understanding. Parent behavior takes the from of
authoritarianism, protective and patronizing instances. Child behavior pertains to
rebellions, angry, dependence oriented moods. Tantrums, though creative
spontaneous, obedient stances are not ruled out.
Research studies indicate hat in future the following three method of training would
possible be used in greater extent:
1. Business games and Simulations
2. Case Study
3. Group Discussion
Training administration basically refers to consideration of certain matters such training
contents, types of training programmes, location of training, training budgets lead time etc.,
before starting actually imparting to the employees.


























CHAPTER-5


DATA ANALYSIS AND INTERPRETATION

TABLE 5.1

GENDER
GENDER NO.OF RESPONDEMTS PERCENTAGE
MALE 85 85%
FEMALE 15 15%
TOTAL 100 100%





INTERPRETATION
Among the respondents,85%are Male and remaining 15% are Female













85
15
GENDER
MALE
FEMALE





TABLE 5.2



INTERPRETATION
Among the respondents, 44%of them belong to the age group of less than 30 years.37%of
them belong to 30-40 years











0 10 20 30 40 50
Less than 30 years
30-40 years
Above 40 years
44
37
19
AGE-WISE RESPONDENTS
AGE WISE RESPONDENTS
AGE NO.OF RESPONDENTS PERSENTAGE
Less than 30 years 44 44%
30-40 years 37 37%
Above 40 years 19 19%
Total 100 100%
TABLE 5.3


MARITAL STATUS
STATUS NO.OF RESPONDENTS PERSENTAGE
MARRIED 31 31%
UNMARRIED 69 69%
Total 100 100%








INTERPRETATION
Among the respondents ,69% are married and 31% are unmarried














31
69
MARITAL STATUS
MARRIED
UNMARRIED
TABLE 5.4


EXPERIENCE THE
RESPONDENTS

EXPERIENCE NO.OF RESPONDENTS PERSENTAGE
LESS THEN 3 YEAR 39 39%
3-5 YEARS 27 27%
5-10 YEARS 23 23%
MORE THEN 10 YEARS 11 11%
Total 100 100%





INTERPRETATION
Among the respondents,27% of them have 3-5 years experience and 11% have more than 10
years experience.













0
5
10
15
20
25
30
35
40
LESS THEN
3 YEAR
3-5 YEARS
5-10
YEARS
MORE
THEN 10
YEARS
39
27
23
11
EXPERIENCE
EXPERIENCE

TABLE 5.5


QUALIFICATION OF THE
RESPONDENTS

QUALIFICATION NO.OF RESPONDENTS PERSENTAGE
12
TH
STD 0 0%
UG 68 68%
PG 32 32%
Total 100 100%








INTERPRETATION
Among the respondents,68% are Under Graduate and 32% are Post Graduate.











0
68
32
0 10 20 30 40 50 60 70 80
12TH STD
UG
PG
QUALIFICATION

TABLE 5.6



DEPARTMENT-WISE
RESPONDENTS

DEPARTMENT NO.OF RESPONDENTS PERSENTAGE
FINANCE 21 21%
HUMAN RESOURCE 30 40%
MARKETING 39 0%
ADMINISTRATION 10 39%
Total 100 100%







INTERPRETATION
Among the respondents, 39% belongs to Marketing Department and 10% are
Administration Department.









21
30
39
10
0
5
10
15
20
25
30
35
40
45
FINANCE HUMAN RESOURCE MARKETING ADMINISTRATION

TABLE 5.7



I CONSIDER THAT MY JOB
REQUIRES MORE SKILLS
AND KNOWLEDGE

OPINIONS NO.OF RESPONDENTS PERSENTAGE
STRONGLY AGREE 45 45%
AGREE 30 30%
NEUTRAL 14 14%
DISAGREE 8 8%
STRONGLY DIS AGREE 3 3%
Total 100 100%





INTERPRETATION
Among the respondents, 45% of them strongly agree that job required more skills and
knowledge.3% of them strongly disagree with this.







TABLE 5.8
0
50
STRONGLY
AGREE
AGREE
NEUTRAL
DISAGREE
STRONGLY
DIS AGREE
I CONSIDER THAT MY JOB REQUIRES
MORE SKILLS AND KNOWLEDGE
I CONSIDER THAT MY JOB
REQUIRES MORE SKILLS
AND KNOWLEDGE



MOST EMPLOYEES ARE
HIGHLY INVOLVED IN
THEIR WORK

OPINIONS NO.OF RESPONDENTS PERSENTAGE
STRONGLY AGREE 58 58%
AGREE 33 33%
NEUTRAL 5 5%
DISAGREE 4 4%
STRONGLY DIS AGREE 0 0%
Total 100 100%






INTERPRETATION
The above Table indicates that 58% of the respondents strongly agree that they are highly
involved in their work. 4% of them disagree with this.









0
50
100
58
33
5
4
0
Most employees are highly involved
in their work
TABLE 5.9


THERE IS A CONTINUOUS
INVESTMENT IN THE
SKILLS OF EMPLOYEES

OPINIONS NO.OF RESPONDENTS PRESENTAGE
STRONGLY AGREE 9 9%
AGREE 11 11%
NEUTRAL 18 18%
DISAGREE 39 39%
STRONGLY DIS AGREE 23 23%
Total 100 100%







INTERPRETATION
The above Table indicates that 23% of the respondents strongly disagree that they are highly
involved in their work. 9% of them strongly agree with this.







TABLE 5.10
There is a continuous investment
0
10
20
30
40
9 11
18
39
23
A
x
i
s

T
i
t
l
e

There is a continuous investment in
the skills of the employees


The capabilities of people are
viewed as an important source
of competitive advantage

OPINIONS NO.OF RESPONDENTS PERSENTAGE
STRONGLY AGREE 40 40%
AGREE 28 28%
NEUTRAL 16 16%
DISAGREE 11 11%
STRONGLY DISAGREE 5 5%
Total 100 100%







INTERPRETATION
The above Table indicates that 40% of the respondents strongly agree that The capabilities of
people are viewed as an important source of competitive advantage. 16% of the respondents are
neutral and 5% of them strongly disagree with this.







TABLE 5.11
40
28
16
11
5
the capabilities of people are viewed
as an improtant source of compettive
advantage
STRONGLY AGREE
AGREE
NEUTRAL
DISAGREE
STRONGLY DISAGREE



New and improved ways to do
work are continually adopted

OPINIONS NO.OF RESPONDENTS PERSENTAGE
STRONGLY AGREE 60 60%
AGREE 30 30%
NEUTRAL 4 4%
DISAGREE 5 5%
STRONGLY DISAGREE 1 1%
Total 100 100%








INTERPRETATION
The above Table indicates that 60% of the respondents strongly agree that New and
improved ways to do work are continually adopted. 4% of the respondents are neutral and 1% of
them strongly disagree with this.






TABLE 5.12
0
20
40
60
STRONGLY
AGREE
AGREE
NEUTRAL
DISAGREE
STRONGLY
DISAGREE
60
30
4
5
1
new and improved ways to do work
are continually adopted


Learning is an important
objective in our day-to-day
work

OPINIONS NO-OF RESPONDENTS PERSENTAGE
STRONGLY AGREE 55 55%
AGREE 30 30%
NEUTRAL 12 12%
DISAGREE 3 3%
STRONGLY DISAGREE 0 0%
Total 100 100%







INTERPRETATION
The above Table indicates that 55%of the respondents strongly agree that Learning is an
important objective in our day-to-day work .12% of the respondents are neutral and 0% of them
strongly disagree with this








0
50
100
STRONGLY AGREE
AGREE
NEUTRAL
DISAGREE
STRONGLY DISAGREE
55
30
12
3
0
Learning is an improtant objective in
our day-to-day work
Learning is an improtant
objective in our day-to-
day work

TABLE 5.13


My supervisor has worked
with me to identify the
strengths and opportunities

OPINIONS NO.OF RESPONDENTS PERSENTAGE
STRONGLY AGREE 52 52%
AGREE 14 14%
NEUTRAL 12 12%
DISAGREE 16 16%
STRONGLY DISAGREE 6 6%
Total 100 100%







INTERPRETATION
The above Table indicates that 52% of the respondents strongly agree that their
Supervisor has worked with me to identify the strengths and opportunities. 12% of the
respondents are neutral and 6% of them strongly disagree with this.






0 20 40 60
STRONGLY AGREE
AGREE
NEUTRAL
DISAGREE
STRONGLY DISAGREE
52
14
12
16
6
my supervisor has worked with me to
idendify the strengths and
opportunities
my supervisor has worked
with me to idendify the
strengths and
opportunities
TABLE 5.14

I am supported by
management to improve
myself

OPINIONS NO.OF RESPONDENTS PERSENTAGE
STRONGLY AGREE 52 52%
AGREE 27 27%
NEUTRAL 10 10%
DISAGREE 6 6%
STRONGLY DISAGREE 5 5%
Total 100 100%






INTERPRETATION
The above Table indicates that 52% of the respondents strongly agree that they
supported by management to improve themselves. 10% of the respondents are neutral and 5% of
them strongly disagree with this.









52
27
10
6
5
iam supported by management to
improve myself
STRONGLY AGREE
AGREE
NEUTRAL
DISAGREE
STRONGLY DISAGREE

TABLE 5.15


Orientation
programmes are
organized to are comers
to share culture values


OPINIONS NO.OF.RESPONDENTS PERSENTAGE
STRONGLY AGREE 54 54%
AGREE 30 30%
NEUTRAL 6 6%
DISAGREE 7 7%
STRONGLY DISAGREE 3 3%
Total 100 100%



INTERPRETATION
The above Table indicates that 54% of the respondents strongly agree that Orientation
programmes are organized to are comers to share culture values . 6% of the respondents are
neutral and 3% of them strongly disagree with this.








54
30
6
7
3
0 10 20 30 40 50 60
STRONGLY AGREE
AGREE
NEUTRAL
DISAGREE
STRONGLY DISAGREE
orientation programmes are
organized to comers to share the
same culture values

TABLE 5.16


The training is the activity of
increasing the knowledge and
skills

OPINIONS NO.OF RESPONDENTS PERSENTAGE
STRONGLY AGREE 60 60%
AGREE 24 24%
NEUTRAL 5 5%
DISAGREE 7 7%
STRONGLY DISAGREE 4 4%
Total 100 100%








INTERPRETATION
The above Table indicates that 60% of the respondents strongly agree that The training is the
activity of increasing the knowledge and skills . 5 % of the respondents are neutral and 4% of
them strongly disagree with this.





0
20
40
60
STRONGLY
AGREE
AGREE NEUTRAL DISAGREE STRONGLY
DISAGREE
60
24
5
7
4
The training is the activity of
increasing the knowledge and skills



TABLE 5.17



Training is necessary for the
job

OPINIONS NO.OF RESPONDENTS PERSENTAGE
STRONGLY AGREE 46 46%
AGREE 30 30%
NEUTRAL 10 10%
DISAGREE 10 10%
STRONGLY DISAGREE 4 4%
Total 100 100%







INTERPRETATION
The above Table indicates that 46% of the respondents strongly agree that Training is
necessary for the job . 10 % of the respondents are neutral and 4% of them strongly disagree
with this.




0
10
20
30
40
50
STRONGLY
AGREE
AGREE NEUTRAL DISAGREE STRONGLY
DISAGREE
46
30
10 10
4
Training is necessary for the job
TABLE 5.18



There is process to assess the
organizations future training
needs

OPINIONS NO.OF RESPONDENTS PERSENTAGE
STRONGLY AGREE 38 38%
AGREE 20 20%
NEUTRAL 27 27%
DISAGREE 12 12%
STRONGLY DISAGREE 3 3%
Total 100 100%




INTERPRETATION
The above Table indicates that 38% of the respondents strongly agree that There is process
to assess the organizations future training needs . 27 % of the respondents are neutral and 3% of
them strongly disagree with this.









0 10 20 30 40
STRONGLY AGREE
AGREE
NEUTRAL
DISAGREE
STRONGLY DISAGREE
38
20
27
12
3
There is process to assess the
organization's future traning needs
TABLE 5.19


Employee development plans
are addressed in performance
appraisals or other formal
settings

OPINIONS NO-OF RESPONDENTS PERCENTAGE
STRONGLY AGREE 50 50%
AGREE 22 22%
NEUTRAL 15 15%
DISAGREE 8 8%
STRONGLY DISAGREE 5 5%
Total 100 100%



INTERPRETATION
The above Table indicates that 50% of the respondents strongly agree that Employee
development plans are addressed in performance appraisals or other formal settings . 15 % of
the respondents are neutral and 5% of them strongly disagree with this.










0
10
20
30
40
50
STRONGLY
AGREE
AGREE NEUTRAL DISAGREE STRONGLY
DISAGREE
50
22
15
8
5
Employee development plans are
addressed in performance appraisals
or other formal settings




TABLE 5.20

All training programs and
opportunities are properly
communicated to employees

OPINIOONS NO-OF RESPONDENTS PERSENTAGE
STRONGLY AGREE 40 40%
AGREE 25 25%
NEUTRAL 21 21%
DISAGREE 10 10%
STRONGLY DISAGREE 4 4%
Total 100 100%



INTERPRETATION
The above Table indicates that 40% of the respondents strongly agree that All training
programs and opportunities are properly communicated to employees . 25 % of the respondents
are neutral and 4% of them strongly disagree with this.








40
25
21
10
4
0
10
20
30
40
50
STRONGLY
AGREE
AGREE NEUTRAL DISAGREE STRONGLY
DISAGREE
All training programs and
opportunities are properly
communicated to employees



TABLE 5.21

All the training resources are
well coordinated

OPINIONS NO-OF RESPONDENTS PERSENTAGE
STRONGLY AGREE 50 50%
AGREE 25 25%
NEUTRAL 15 15%
DISAGREE 8 8%
STRONGLY DISAGREE 2 2%
Total 100 100%









INTERPRETATION
The above Table indicates that 50%of the respondents strongly agree that the Training
resources are well coordinated . 15% of the respondents are neutral and 2% of them strongly
disagree with this




0 10 20 30 40 50
STRONGLY AGREE
AGREE
NEUTRAL
DISAGREE
STRONGLY DISAGREE
50
25
15
8
2
All the training resources are well
coordinated

TABLE 5.22



The Training programme is
relevant, appropriate and goal
oriented

OPINIONS NO-OF RESPONDENTS PERSENTAGE
STRONGLY AGREE 55 55%
AGREE 24 24%
NEUTRAL 7 7%
DISAGREE 10 10%
STRONGLY DISAGREE 4 4%
Total 100 100%







INTERPRETATION
The above Table indicates that 55%of the respondents strongly agree that the Training
programme is relevant, appropriate and goal oriented .7% of the respondents are neutral and 4%
of them strongly disagree with this





0 10 20 30 40 50 60
STRONGLY AGREE
AGREE
NEUTRAL
DISAGREE
STRONGLY DISAGREE
55
24
7
10
4
The Training Programme is
relevant,appropriate and goal
oriented
TABLE 5.23


I receive the quality of training
and Development for the
present and future in the
organization

OPINIONS NO-OF RESPONDENTS PERSENTAGE
STRONGLY AGREE 44 44%
AGREE 36 36%
NEUTRAL 10 10%
DISAGREE 7 7%
STRONGLY DISAGREE 3 3%
Total 100 100%








INTERPRETATION
The above Table indicates that 44%of the respondents strongly agree that they receive the
quality of Training and Development for the present and future position in the organization .10%
of the respondents are neutral and 3% of them strongly disagree with this





44
36
10
7 3
I receive the quality of Training and
development for the present and
future position in the organisation

FINDING, SUGGESTION AND CONCLUSION

SUMMARY OF FINDINGS

Among the respondents, 85%are Male and remaining 15% are Female.
Among the respondents, 44%of them belong to the age group of less than 30
years.37%of them belong to 30-40 years
Among the respondents, 69% are married and 31% are unmarried.
Among the respondents, 27% of them have 3-5 years experience and 11% have more
than 10 years experience.
Among the respondents,68% are Under Graduate and 32% are Post Graduate.
Among the respondents, 39% belongs to Marketing Department and 10% are Administration
Department.
Among the respondents, 45% of them strongly agree that job required more skills and
knowledge.3% of them strongly disagree with this.
58% of the respondents strongly agree that they are highly involved in their work. 4%
of them disagree with this.
23% of the respondents strongly disagree that they are highly involved in their work.
9% of them strongly agree with this.
40% of the respondents strongly agree that The capabilities of people are viewed as an
important source of competitive advantage.
60% of the respondents strongly agree that New and improved ways to do work are
continually adopted.
55%of the respondents strongly agree that Learning is an important objective in our
day-to-day work.
52% of the respondents strongly agree that their Supervisor has worked with me to
identify the strengths and opportunities.
52% of the respondents strongly agree that they supported by management to improve
themselves.
54% of the respondents strongly agree that Orientation programmes are organized to
are comers to share culture values
54% of the respondents strongly agree that Orientation programmes are organized to
are comers to share culture values
46% of the respondents strongly agree that Training is necessary for the job .
38% of the respondents strongly agree that There is process to assess the organizations
future training needs .
50% of the respondents strongly agree that Employee development plans are addressed
in performance appraisals or other formal settings
50%of the respondents strongly agree that the Training resources are well coordinated .
55%of the respondents strongly agree that the Training programme is relevant,
appropriate and goal oriented .
The above Table indicates that 44%of the respondents strongly agree that they receive
the quality of Training and Development for the present and future position in the
organization















































SUGGESTIONS

The management should allocate more resources and adequate time for training.
Ensure that Training contributes to competitive strategies of the firm. Different
strategies need different HR skills for implementation. Let training help employees at
all levels acquired the needed skills
Ensure that a comprehensive and systematic approach to training exists, and training
and retraining are done at all levels on a continuous and ongoing basis.
Make learning one of the fundamental values of the company. Let this philosophy
percolate down to all employees in the organization.
Ensure that there is proper linkage among organizational, operational and individual
training needs.
Create a system to evaluate the effectiveness of training.
Maximizes the similarity between the training situation and the job situation.
E-Learning should be introduced. So that the cost and time is consumed very less.
Trainees should be encouraged to participate, discuss and discover the desirable
patterns of behavior.
Audio-visual Aids should be used to avoid boredome and fatigue of the Lecture
method.
More improvements are required in the Training programmes.
Good trainers should be developed both from inside and outside the organization.


















CONCLUSION
From the study, it is revealed that BRAKES.IND PVT. LTD., provides training
programme to all the employees in the organization. The training was made to introduce new
technology to the employee. It was found that only on the jobTraining was conducted. The
employees should be trained by providing them with various development programmes and
training to improve their performance. New entrants should be also given orientation
programme.
The researcher has made suitable suggestion to enhance the performance and individual
potentiality of the employee.






























BIBLIOGRAPHY

BOOKS AND MAGAZINES REFERRED

Human Resource Management book author J.Jayasankar.
Human Resource Management book author R.Radha
Various magazines and journals like HRD review, Business India, journal of industrial
Relational, etc.
Annual Reports of the company






WEBSITES VISITED

www.brakesindia.com
www.google.com
www.hr.com
http://en.wikipedia.org/wiki/Humanresources
www.citehr.com
Training and development for employees
QUESTIONAIRE

1) Name
2) Gender Male female
3) Age
a)Less then 30yrs b)30-40yrs
c)More than 40yrs
4)Marital status
Married Unmarried
5)How long have you been working in your current
Position
a)Less than 3yrs b)3-5yrs c)5-10yrs
d)more then 10yrs
6)Qulification
a)12
th
std b)UG degree c)PG degree
7)Department of presently working
a)Finance b)Human resource c)Marketing d)admin
8)I consider that my job requires more skills and knowledge
Strongly disagree Disagree Neutral Agree Strongly agree
9)Most employees are highly involved in their work
Strongly disagree Disagree Neutral Agree Strongly agree
10)There is a continuous investment in the skills of employees
Strongly disagree Disagree Neutral Agree Strongly agree
11)The capabilities of people are viewed as an important source of competitive advantage
Strongly disagree Disagree Neutral Agree Strongly agree