Project Report

on
Training and Development
In Verka milk plant, Ludhiana

Submitted in partial fulfillment of the requirements for the degree
Of
Bachlour of Business Administration (BBA)
(200!20"2)
PUNJAB TECHNICAL UNIVERSITY, JALANDHAR

Submitted To: Submitted B#$
%r&Rajdeep sharma Resham singh
'"'2''()'
BBA *
+,
S-%



B&.&S .nstitute of -ngg& / +echnolog#
0A0RA (%O0A)
ACKNOWLEGEMENT
Everybody in this world needs others assistance and cooperation to complete job
provided to him perfectly and easily. It is inhumane if the concern person
assistance went without appreciation and thanks. Here i got a chance to pay this
thanks to all of them whose direct and indirect cooperation has made this report
possible.
I express my sincere gratitude and indebtedness to my project guides mr.Rajdeep
harma for their ever willing and constant encouragement in exploration of my
present investigation and preparation of the project.
I am eternally thankful to the valuable assistance extended to me by the
respondents of !erka "I#$ plant for providing me all the information needed for
our research. I express my heartiest gratitude to them for spending their valuable
time.
Resham singh
( )

1O2+-2+S
S&2o& +.+3- PA0- 2o&
1hapter " "&" 1ompan# Profile
"&2 .ntroduction
"&4 -lements in s#stem
"&' Objecti5es of training
"&( +#pes of training
"&* %ethods of training
"&) +raining process
"&6 -5aluation of training
"& Objecti5es of m# stud#
1hapter 2 Re5ie7 of 3iterature
1hapter 4 4&" Research %ethodolog#
4&2 3imitations of stud#
4&4 1hapter plan
1hapter ' Anal#sis and 8iscussion
1hapter ( 1onclusion and Suggestions
(&" 9indings
(&2 1onclusion
(&4 Suggestions
Appendi: ;uestionnaire
Bibliograph#
1hapter "
"&" BR.-9 PRO9.3- O9 <-R=A %.3= P3A2+
"ilk production is a very important part of the agricultural economy in the tate of
%unjab. %unjab is one of the smallest tates in Indian union with a total area of &'()*+ ,. $ms.(
which is -.&. of the Indian landmass. /airy 0arming is an age1old subsidiary profession in the
rural areas of %unjab. %unjab is the second largest milk producing state in India( producing
around -'. of the countrys "ilk %roduction i.e. 2 million tons annually.
-. 0irst milk plant of the state was setup at !erka near 3mritsar.
+. 4he brand name of milk and milk products was adopted as !erka.
). 4he foundation stone of milk plant( #udhiana was laid by Hon. . %arkash ingh 5adal(
the then 6hief "inister of %unjab in -78'.
9. 6ommissioning of the plant was done by %unjab /iary /evelopment 6orporation in
-789.
&. Inauguratino was done by #ate mt. Indira :andhi the then %rime "inister of India.
*. 4he capacity of the plant was -.'' lac. #itres per day( including powder plant of 8 "4.
and now the milk handling capacity is 9.'' #ac liters.
;>A3.+? A28 9OO8 SA9-+? PO3.1?
"ilkfed1milk plant #udhiana firmly believe that the only way to progress and prosper is to
provide total satisfaction to esteemed customer.
;e strive to achieve this goal through<
4otal commitment to consistent in ,uality of products and service.
3pplication of innovative techni,ues and the state of the art technology.
/eveloping motivated and dedicated work force.
3pplication of ,uality =I> 7''-<+'''? and food safety management system =H366%?
and ensuring continual improvement.
OB@-1+.<-S
-. 4o strengthen dairy section( "ilkfed came into existence in -782 and simultaneously
/istt. "ilk unions were formed.
+. !illage level cooperative societies were also formed on @3nand %atternA. 4he system was
run by the farmers( of the farmers and for the farmers.
). 4o give remunerative prices to farmers and to ensure permanent market for the whole
year.
9. 4o provide technical inputs like artificial insemination( ti improve the breed of animals(
animals health services( preventive disease treatment and awareness regarding farm
management etc.
&. 4o provide II marks good ,uality balanced 6attle feed and fodder seeds to the farmers.
+,- -A+-2S.O2 O9 +,- BRA28
"ilk production daily +.&' #ac #%/ and peak procurement 9.& #ac #%/. 3fter winning
faith of innumerable consumers( !erka did not stop. 0or there was a scope for more. 6hanging
times brought new trends( needs( tastes and hopes. !erka dynamic as ever( too ac,uired newer
forms. 5y adding value to milk to satisfy a ,uality B conscious society. 3nd what successC 0or(
consumers could have their own pick as we came up with varied varieties of cheese like the
%rocessed 6heddar 6heese( 6heese pread and 6heese ingles. 3nd there were milk powders
like /airy ;hitener( kimmed "ilk %owder and Infant "ilk %owder. Health drinks like !erka
!igour( !erka #assi( weetened 0lavoured "ilk and a mango drink called Raseela. 4hen there
were !erka 6urd and a whole lot of different flavours of Ice 6reams. "ilk had never meant so
much before.

2-1-SS.+? 9OR PRO8>1+.O2 -2,A21-%-2+
-. "ilk production in the area increased manifold with the result. Resultantly started
receiving daily +.&' $%/ of milk.
+. 4o increase the participation of women -+' exclusively women societies are organiDed
with -&)'' women members through %unjab ;omen /airy %roject ( a 6entral :ovt.
sponsored scheme.
). "ilk production in the area increased manifold with the result. Resultantly started
receiving daily +.&' #ac #%/ of milk and peak procurement 9.& #ac #%/.
9. 4o cater to the increased demand( necessity of expansion of milk plant arose.
&. 6apacity of milk plant enhanced from - lac to 9 lac litres with additional powder plant of
)' "4s.
*. %lant is having latest tate of 3rt 4echnology with "!R ="echanical !apour
Reprocesses? along with a drier with fludiDed bed through which agglomerated powder is
manufactured.
8. 4his improved with socio1economic conditions of marginal and poor farmers.
2. 4he profitability of the plant and turnover of the plant improved a lot.
7. Eo. of societies increased from 79 to 8&- and its membership from &9'' to 82'''.
-'. 3ll the societies are in net profit and distributing bonus to its members.
;>A3.+? O9 %.3= A28 %.3= PRO8>1+S
-. 4o improve the ,uality of raw milk( 6lean "ilk %roduction %rogram started in *&'
villages and resultantly the ,uality of products increased.
+. "ilk plant( #udhiana was the first in India in dairy sector to get I> certification.
). Fnder I> certification and H366% =I -&'''? "ilk union started export of :hee( "%
to :ulf countries %hilippines( "anila( outh 3frica( ingapore( 5angladesh etc. 4he
export is more than &.& crore during the last year.
9. 4o further improve the ,uality of raw milk( milk union started )*& 3utomatic "ilk
6ollection stations at village level.
&. 4o meet the challenges of ;4> "ilk Fnion started 4I036 program with the help of
"inistry of information.
*. ++ bulk milk coolers have been installed at village level to chill the milk on this spot and
to check bacterial count.
8. +2 model dairy demonstration farms have been established including milking machines in
district of #udhaina which has encouraged the farmers to adopted dairy on large scale.
2. "ilk union( #udhiana is first in India which has installed 5ectoscan worth 8' lacs and
omatic cell count machine have been installed at milk plant( #udhiana.
7. 0urther +) 5"6 has been approved under 6entral :ovt. scheme on 8&. grant to be
installed in societies.
PR-S-2+ S+A+>SBA1,.-<-%-2+ O9 +,- P3A2+
-. Eo. of societies increased from 79 to 8&- and its membership from &9'' to 82'''.
+. "ilk procurement has increased from -'+'' #%/ to +(&'(''' #%/.
). Highest milk price is being paid to the milk producers as compare to other plants in the
states.
9. %roducts being manufactured by #udhiana plant are sold at premium rates through out of
the country and in the international market.
&. 6ity supply has increase from **''' #%/ to -(*'(''' #%/.
*. 4urnover the plant touched to -2' crores profit of the union has increased manifold.
8. 6apacity utiliDation of the plant is more than 2'..
2. "ilk products like :hee( 4able 6utter( kimmed "ilk %owder( ;hole "ilk %owder(
6urd( %aneer( "ilk 6ake etc are being manufactured by "ilk %lant #udhiana.
7. "ilk Fnion( #udhiana is further progressing by leaps and bounds and it is hoped that in
the years to come( it will achieve excellent results and will help improve the social and
economic condition of the people at large.
C,? <-R=A .S S>11-SS9>3
trengths of !erka<
4he oldest brand in milk.
Guality of the milk is good.
"arketing network system is very strong.
4hey have no as such competitor in market.
4hey are covering the each and every area of #udhiana.
;eakness of !erka<
#eakage problem of !erka.
"argin to the retailer is very less.
Eo timing of the supply of the milk.
ervices they provide are not up to mark.
OR0A2.DA+.O2A3 9>21+.O2A3 1,AR+
CHAIRMAN
VICE CHAIRMAN
DIRECTOR
MARKETING
MANAGER
FINANCE
MANAGER
QUALITY
MANAGER
PRODUCTION
MANAGER
STAFF
WORKER
STAFF
WORKERS
STAFF
WORKERS
STAFF
WORKERS
SA.3-2+ 9-A+>R-S
i. "ilk plant has got I>17''+ International Guality 6ertification "ark.
ii. "ilk rate paid you the producers among all the unions highest in the state.
iii. "ilk procurement highest among all the unions in the state.
iv. "ilk procurement per societyHday highest among all the unions in the state.
v. -''. milk producers co1operative societies are in profit.
vi. 3ggregate profit of the societies in any year is the maximum among all the unions in the
state. Ever since inception( customer satisfaction and consistency in ,uality is the key
thrust area of this organiDation.
vii. 6attle feed sold to societies maximum among all the unions in the state.
viii. 0."./. vaccination maximum among all the unions in the state.
ix. "ilk transportation cost lowest among all the unions in the state.
x. "ilk chilling cost lowest among all the unions in the state.
xi. 3verage daily city supply maximum among all the unions in the state.
xii. Embryo transfer technology introduced in the field for the first time in north India.
Eumber of milko testers =new technology for fat testing at village level? provided to milk
societies is the maximum in the state.
xiii. "ilk products selling at premium rates and ghee exported to gulf countries %hilippines I
.".%. exported to 5angladesh.
xiv. 6apacity utiliDation is the maximum on yearly basis.
xv. 0uel cost per kg. milk is lowest among all the unions in the state.
xvi. Electricity cost per kg. milk is lowest among all the unions in the state.
xvii. #eading union to start cooperative development program to strengthen cooperative base
at the village level and to introduce progeny testing program for improvement of animal
breed.
xviii. 3nnual turnover more than Rs. 2' 6rores among all the unions in the state.
xix. 3nnual profitability among all the union in the state.
PRO8>1+ S+OR-
4he whole of the product from the production plant comes in the product store and this
whole work of products from the point of production to store comes according to the and by
filling the vouchers on to which the demand is mentioned.
4he dealers can pick up the material from the product store by showing their demand to
the marketing manager on the demand voucher and by paying the payment at the accounts
section and then showing the payment receipt to the store in1charge( they can get their demanded
products.
4hey transportation of the product from plant to dealers place may be on dealers vehicle
or may be on plants vehicles. 4he charges will be according to it.
1.+? S>PP3? 8O1=
4he city supply dock is also very important part of the milk plant because without it you
cannot get the milk and milk products. 4he demand for the products can be directed to the city
supplies dock in1charge.
;hen the dealer receives the milk or its demand at that time he puts his next demand to
the city supply in1charge( this process goes in this way according to the demand. 4he city supply
dock is further divided into three departments.
4hese are as follows<
-. "ilk section<
a. tandard milk.
b. /ouble tond milk.
+. #assi I standard falvored milk<
). Ice cream.
4he products can be had from their respective departments by putting the demand.
4he supply is done either on the plants vehicles or on the personal vehicles of the dealers.
"&2 Introduction:
0rom childhood one learns to cope with living( so the training parts starts there only
=learn and read?.
HR" has the @InductionA process. Fnder this process( a newly employed person is
introduced to his fellow workers( his supervisors( the work of his department( its relations to
other departments and its place in the whole organisation to the organiDations objectives(
philosophy( and practices. He or he has then to learn how the work assigned to him or her is to
be done more efficiently and effectively. 4his is through a well thought1out and planned training
programme.
4raining part comes in %erformance 3ppraisal also. %roper training must necessarily be given to
both 3ppraiser I 3ppraisee( so as to ensure that there is active and proper participation with
necessary attitudes I skills for having depth two way dialogs. %erformance 3ppraisal counseling
oriented.
HR" has basic two approaches
a? Reactive or %roblem solving approach
b? %roactive or 0orward looking approach
4raining is used in both. 4raining is systematic process of changing behavior( knowledge
and attitudes of present employee to improve the match between employee characteristic I
employment re,uirement.
Education and 4rainingI /evelopment go hand in hand and are often used as synonymous
concepts.
Education is learning process also ac,uiring background knowledge.
Education: 3 process by means of which the knowledge( learning( understanding of physical
capacity or mental outlook or attitude of employees are so increased as to bring out their better
adjustment with their working environment.
Training: 3 process by means of which the aptitudes( skills and capabilities of individual
employees to perform specific jobs are increased.
Development$ 3 process by means of which an individual attains overall improvement in
ability and competence( and makes progress towards maturity and actualiDation of personality.
3t this juncture( perhaps it is useful to differentiate between JEmployee 4raining and
J"anagement or Executive /evelopment( JEmployee 4raining is a term that usually is used to
describe the processes by means of which organisations build the skills and capabilities of
operative employees( much of which is job1 or B task1 oriented rather than Jcareer B focused. It
supplements the basic job skill provided by other agencies like technical institutes. >n the other
hand the term J"anagement or Executive /evelopment is used to describe the process by means
of which managersHExecutives not only ac,uire basic skills and competence necessary for
handling their present assignments but they gain knowledge( understanding and competence
necessary for handling their future managerial responsibilities commensurate with possibly their
changing assignment consistent with the pressures of constant and often rid changes in the
organisation growth patterns governed by various factors internal as well as external.
4raining is a key element in ensuring excellence in service delivery. cope believes in imparting
both hard and soft skills to its employees.
6onventional KtrainingK is re,uired to cover essential work1related skills( techni,ues and
knowledge( and much of this section deals with taking a positive progressive approach to this
sort of traditional KtrainingK
Importantly however( the most effective way to develop people is ,uite different to conventional
skills training( which letKs face it most employees regard as a pain in the neck. 4heyKll do it of
course( but they wonKt enjoy it much because itKs about work( not about themselves as people.
4he most effective way to develop people is instead to enable learning and personal
development( with all that this implies.
o( as soon as youKve covered the basic work1related skills training that is much described in this
section 1 focus on enabling learning and development for people as individuals 1 which extends
the range of development way outside traditional work skills and knowledge( and creates far
more exciting( liberating( motivational opportunities 1 for people and for employers.
>rganiDations are facing great pressure to change these days 1 to facilitate and encourage whole1
person development and fulfillment 1 beyond traditional training.
"&4 2eed of +raining and 8e5elopment
:ood communications and consultation are essential for efficient operation in any organiDation.
However( their impact is often diminished by a lack of skill or knowledge on the part of the
participants.
4raining can help employees better understand the information they are given and can encourage
them to play a fuller part in the way the organiDation conducts its affairs. 4raining cources in
particular can be a useful way of giving employees factual information about their employment
because of they necessarily include a substantial element of explanation and provide
opportunities for ,uestions to be answered.
>ld employees need refresher training t enable them to keep abreast of changing
techni,ues and the use of sophisticated tools and e,uipment.
4raining is necessary when a person has to move from one job to another because of transfer(
promotion or demotion.
"&4 -lements in S#stem$
a? Input
b? %rocess
c? >utput
d? 0eedback control.
.nputs$ 4he resources like information( human resources that are applied to the processing
function.
%rocesses< 4he activities and the function that are performed to transform the resources.
Outputs$ 4he products and services that come out of the system.
It means trainee with the other resources such as physical facilities reading material(
resources persons design and conduct of course constitute process and trained employee is the
output. Improvements are made in subse,uent courses in feedback.
Learning Curve
Figure-1
Learning prinip!e"#
Ideally( training I development are more effective when the training method mach the
learning styles of the participants and the types of job needed by the organiDation. Fnfortunately(
learning cannot be observedL only its results can be measured. However researchers have
sketched a broad picture of the learning process and have developed some tentative learning
principles. %erhaps the best way to illustrate learning is through the use of the learning curve
shown in the figure -.
3s the curve indicates( learning takes place in bursts =from point 3 to 5? and on plateaus
=from 5 to 6?. 4rainers have two goals related to shape of each employees learning curve. 0irst(
they want the learning curve to reach a satisfactory level of performance( shown as a dashed line
I the figure. econd they want the learning curve to get to the satisfactory level as ,uickly as
possible. 3lthough the rate at which people learn depends on the individual( learning principles
help speed up the learning process.
Rationale:
The Balance between New employee capabilities and job
demands.
Figure-2
%lacing employees in jobs does not ensure their success. Eew employees are often
uncertain about their roles and responsibilities. 3s figure + shows( job demands and employees
capabilities must be balanced through orientation and training programme. 5oth are needed.
4raining is the part of Human Resource /evelopment it is a short term process of ac,uisition
of specific skills. 6hanging assignments and rapid change in organiDational growth pattern
governed by various factors internal as well as external.
-. Helps in building up satisfactory organiDation structure.
+. Reduce employee dissatisfaction
). Eliminate need of an constant supervisor
9. "anpower obsolescence due to age
&. 4emperament or motivation or inability of a person to adapt himself to technological
changes.
o the managing people in such type of atmosphere is very challenging job to maintain the
people with their desires ( feelings( sentiments and simultaneously see the organiDational growth(
productivity.
4he main principle of the training is it should be conducted in the actual job environment
to the maximum possible extent.
"&' Objectives of Training:
In selecting training and development techni,ues( trade1offs exist. 4hat is no single techni,ues is
always bestL the best method depends on
6ost effectiveness
/esired programme content
#earning principles
3ppropriateness of the facilities
4rainee preferences and capabilities
4rainer preferences and capabilities
-. 4he production of work re,uired standards of ,uality( ,uantity( cost and time of each
work.
+. %repare employee for the job meant for them on first appointment( transfer( promotion or
demotion.
). /evelopment of staff( by skill I knowledge to meet the foreseeable needs of the
organiDation B higher productivity( increase efficiency( a safe I harmonious working
environment.
3ssist the employee to function more effectively in their present position exposing them to latest
concepts( information techni,ues and developing skills
1.5 Types of Training:
>n the basis of purpose( several types of training programmes are offered to the employees. It
should be noted that these programmes are not mutually exclusive. 4hey invariably overlap and
employ many common techni,ues. 4he important types of training programmes are as follows<
-. Induction training
+. Mob training
). 3pprenticeship training
9. Internship training
&. Refresher training
*. 4raining for promotion
-. .nduction training< Induction training with introducing or orienting a new employee
to the organiDation and its procedures( rules and regulations. ;hen a new employee
reports for work( he must be helped to get ac,uainted with the work environment and
fellow employees. It is better to give him a friendly welcome when he joins the
organiDation( get him introduced to the organiDation and help him to get a genral idea
about the rules and regulations( working conditions( etc. of the organiDation.
+. @ob training< Mob training relates to specific job which the worker has to handle. It
gives information about machines( process of production( instructions to be followed(
methods to be used and so on. It develops skills and confidence among the workers and
enables them to perform the job efficiently. Mob training is the most common of formal in1
plant training programmes. It is necessary for the new employees to ac,uaint them with
the jobs they are expected to perform.
). Apprenticeship training< 3pprenticeship training programme tends more towards
education than merely on the vocational training. Fnder this( both knowledge and skills
in doing a job or a series of related jobs are involved. 4he governments of various
countries have passed laws which make it obligatory on certain classes of employers to
provide apprenticeship training to the young people. 4he usual apprenticeship
programmes combine on the job training and experience with class1room instructions in
particular subjects. 4he trainees receive wages while learning and the ac,uire valuable
skills which command a high wage in the labour market. In India( there are so many Jearn
when learn schemes both in the private as well as public sector undertakings.
9. .nternship training< Fnder this method( the educational or vocational institute enters
into arrangement with an industrial enterprise for providing practical knowledge to its
students. Internship training is usually meant for such vocations where advanced
theoretical knowledge is to be backed up by practical experience on the job. 0or instance(
engineering students are sent to big industrial enterprise for gaining practical work
experience and medical students are sent to big hospitals to get practical knowledge. 4he
period of such training varies from six months to two years. 4he trainees do not belong to
the business enterprise( but they come from the vocational or professional institutions. It
is ,uite usual that enterprise giving them training absorb them by offering suitable jobs.
&. Refresher training$ 3s the name implies( the refresher training is meant for the old
employees of the enterprise. 4he basic purpose of refresher training is to ac,uaint the
existing workforce with the latest methods of performing their jobs and improve their
efficiency further. In the words of /ale Noder( @Retraining programmes are designed to
avoid personnel obsolescence.A 4he skills with the existing employees become obsolete
because of technological changes and because of the tendency of human beings to forget.
*. +raining for Promotion< 4he talented employees may be given ade,uate training to
make them eligible for promotion to higher jobs in the organiDation. %romotion of an
employee means a significant change in his responsibilities and duties. 4herefore( it is
essential that he is provided sufficient training to learn new skills to perform his new
duties efficiently( the purpose of training for promotion is to develop the existing to make
them fit for undertaking higher job responsibilities. 4his serve as a motivating force to the
employees.
"&* %ethods of +raining$
On the job training$
Every employee gets some on the job training when he joins the firm. 4here are a variety of on
the job methods such as<
-. <estibule +raining$ 4he term vestibule training is used to impart training in the
classroom in the plant. ;hen large numbers of workers are to be given training then
separate training department is set up. In vestibule training special instruction are
appointed for this job. In vestibule training a large number of persons can be trained at a
time.
+. 8emonstrations$ In the demonstration method the trainer describes and displays as when
he teaches an employees how to do something by actually performing him self and by
going through a step by step explanation what he is doing.
). Simulation$ imulation is a techni,ue( which disputes as necessary as possible( the
actual condition uncounted on the job. imulation techni,ues have been most widely
used in the aeronautical industry. 4rainee interested of the employees motivation is both
high in simulations exercises because the action of a trainee closely duplicates real job
conditions.
Off the job methods$
>ff the job training simply means training is not a part of every job activity. 4he actual
location may be in the company( or in universities or associations( which has no
connection with the company.
-. 3ecture or 1lass room instruction$ #ectures are regarded as one of the simplest
ways of important knowledge of the trainees. Especially when facts( concept or
principle( attitudes( theories and problems solving abilities are to be taught. 4he
main advantage of lecture system is that it is simple and efficient and through it
more material can be presented with in a given time than by any other method.
+. Seminar or +eam 8iscussion$ this is an establishment method for training. 3
seminar is conducted in many ways.
It may be based on a paper prepared by one or more trainees on a
subjected selection in consolation with the person is charged of a seminar.
It may be based on a document prepared by an expert who is invited to
participate in the discussion.
). Programmed instruction or +raining b# the machine method$ 4his method
where training is offered without the intervention of a trainer. Information of a
trainee in blocks( either in books from a through a teaching machine. 3fter
reading each block of material( the learner must answer a ,uestion about it. 0eed
back in from of current answer is provided after each response.
9. Sensiti5it# +raining$ ensitivity training uses small no of trainers usually fowler
-+ in group. 4hey meet with a passive trainer and gain insight into their own and
other behaviors. 4he objectives of sensitivity training are to provide the
participations with increased awareness of their own behavior and how others
perceive them greater sensitivity to others and increased understanding of group
process.
&. 1ase Studies$ 6hristopher #ang dell first developed this method in -22's. the
case study is based upon the belief that managerial competence can be attended
through the study( contemplation and discussion of concrete cases. ;hen the
trainees are given cases to analysis( they are asked to identify the problem and to
recommend for it.
System Approach to Training:
Figure-
T$e prinipa! "%&'"(")e* +, a "(")e*" +nep) +, )raining a"
"$+-n in a&+.e ,ig%re / are
-. Identification of 4raining needs
+. 0ormulation of 4raining >bjectives
). /esigning a 4raining %rogramme.
9. Implementation of %rogramme
&. Evaluation
4he traditional idea that these five phases are ,uite separate distinct entities( gives the
impression that though these phases are connected with one another se,uentially( they are
independent( so that the findings and conclusion of each phase are treated as final and
conclusive statements taking action and which are not supposed to be revised in the light of
findings in the subse,uent phases. >f course the evaluation phase is considered to have a
bearing on the design and implementation of subse,uent programme but the independence of
each phase with all the others is not seriously thought of and acted upon.
"&) +raining process ideas and outline process
"& Assess and
agree training
needs
2& 1reate
training or
de5elopment
specification
4& 1onsider
learning st#les
and personalit#
'& Plan training
and e5aluation
(& 8esign
materialsE
methods and
deli5er training
6onduct some
sort of training
needs analysis.
4his commonly
happens in the
appraisal process.
Involve the
people in
identifying and
agreeing relevant
aligned training.
6onsider
organiDational
values and
aspects of
integrity and
ethics( and
spirituality( love
and compassion
at work as well as
skills.
#ook also at your
Having
identified what
you want to train
and develop in
people( you must
break down the
training or
learning
re,uirement into
manageable
elements.
3ttach standards
or measures or
parameters to
each element.
4he )*' degree
process and
template and the
simple training
planner =also in
pdf format? are
useful tools.
Revisit the Kskill1
%eopleKs learning
styles greatly
affect what type
of training they
will find easiest
and most
effective. #ook
also at
personality
types.
Remember you
are dealing with
people( not
objects. %eople
have feelings as
well as skills and
knowledge.
4he Erikson
model is
wonderful for
understanding
more about this.
o is the Mohari
;indow model.
6onsider
evaluation
training
effectiveness(
which includes
before1and1after
measurements.
4he $irkpatrick
model especially
helps you to
structure training
design.
6onsider
5loomKs theory
too( so that you
can understand
what sort of
development
you are actually
addressing.
6onsider team
activities and
exercises.
6onsider modern
innovative
methods 1 see the
5usinessballs
pace for lots of
providers and
ideas.
%resentation is an
important aspect
to delivery.
ee also running
meetings and
workshops.
:ood writing
techni,ues help
with the design of
materials.
o do the
principles of
advertising 1 itKs
all about
recruitment
processes 1 there
is no point
training people if
they are not the
right people to
begin with.
;hy people
leave also helps
identify
development
needs.
setsK and training
needs analysis
tools 1 they can
help organiDe
and training
elements
assessment on a
large scale.
6onsider the
team and the
group. 3dairKs
theory helps. o
does the
4uckman model.
ee the self1
study program
design tips
below 1 the
internet offers
more
opportunities
than ever.
meaningful
communication.
4here is a useful
training providers
selection template
on the sales
training page(
which can be
adapted for all
sorts of providers
and services.
1!" E#$%&$TIO' OF TR$I'I'(:
Evaluation of training programme as part of planning otherwise you cannot be sure than
you are doing the right thing and that you are not wasting valuable time and money of the
organiDation.
Effective criteria used to evaluate training focus on outcomes. 4rainers are particularly
concerned about<
-? 4he reactions by trainees to the training content and process.
+? 4he learning or knowledge ac,uire through the training.
)? 6hanges in behavior on job that result from the training.
9? 4raining impact on organiDation effectiveness.
&? 4raining is subjective.
*? "easurable results or improvements in the individuals or the organiDation( such as lower
turnover( fewer accidents( or less absenteeism.
Figure-)
In above figure( first evaluation criteria should be established before training begins. 4hen
participants should be given pretestL that is they should be tested to established their level of
knowledge before the program begins. 3fter the training has been completed( a posttest or post
training evaluation should reveal the improvement that resulted from the programme. %osttest is
useful ways to determine whether information was communicated. However( the program is a
success only if the improvement meets the evaluation criteria and is transferred to the job(
resulting in behavioral change that is best measured by improved job performance. 0ollow1up
studies may be conducted months later to see how well learning was retained.
*O+ TR$I'I'I( ,E'EFIT- T*E OR($'I.$TIO'#
#eads to improved profitability andHor more positive attitudes toward profit orientation.
Improves the job knowledge and skills at al levels of the organiDation.
Improves the morale of the workforce.
Helps people identify with organiDational goals.
Helps create better corporate image.
0osters authenticity( openness and trust.
Improves the relationship between boss and subordinate.
3ids in organiDational development.
#earns from trainee.
Helps prepare guidelines for work.
3ids in understanding and carrying out organiDational policies.
%rovides information for future needs in all areas of the organiDation.
>rganisation gets more effective decision making and problem solving.
3ids in development for promotion from within.
3ids in developing leadership skill( motivation( loyalty( better attitudes( and other aspects
that successful workers and managers usually display.
3ids in increasing productivity andHor ,uality of work.
Helps keep costs down in many areas e.g. production( personnel( administration( etc.
/evelops a sense of responsibility to the organiDation for being competent and
knowledgeable.
Improves labour management relations.
Reduces outside consulting costs by utiliDing competent internal consulting.
timulates preventive management as opposed to putting out fires.
Eliminates suboptimal behavior=such as hiding tools?
6reates an appropriate climate for growth and communication.
3id in improving organiDational communication.
Helps to employees adjust to change.
3ids in handling conflict thereby helping to prevent stress and tension.
0ene,i)" )+ In1i.i1%a! -$i$ in )%rn %!)i*a)e!( "$+%!1 &ene,i) )$e
+rgani"a)i+n#
Helps the individual in making better decisions and effective problem solving.
4hough training and development( motivational variables of recognition(
achievement( growth( responsibility and advancement are internaliDed and
operationalised.
3ids in encouraging and achieving self1development and self1confidence.
Helps a person handle stress( tension( frustration and conflict.
%rovides information for improving leadership knowledge( communication skills and
attitudes.
Increases job satisfaction and recognition.
"oves person toward personal goals while improving interaction skills.
atisfies personal needs of the trainer =and trainee?
%rovides trainee an avenue for growth and a say in his Hher own future.
/evelops a sense of growth in learning.
Helps a person develop speaking and listening skillsL also writing skills when
exercises are re,uired.
Helps eliminate fear attempting new tasks.
,E'EFIT- I' /ER-O'$% $'D *&0$' RE%$TIO'- I'TR$-
$'D I'TER(RO&/ RE%$TIO'- $'D /O%I12
I0/%E0E'T$TIO'
Improves communication between groups and individuals.
3ids in orientation for new employees and those taking new jobs through transfer
or promotion.
%rovides information on e,ual opportunity and affirmative action.
%rovides information on other governmental laws and administrative policies.
Improves interpersonal skills.
"akes organiDation policies( rules and regulations viable.
Improves morale.
5uilds cohesiveness in groups.
%rovides a good climate for learning( growth( and coordination.
"akes the organiDation a better place to work and live.
%lacing employees in jobs does not ensure their success. Eew employees are often
uncertain about their roles and responsibilities. >nce the employee have been
trained and mastered their jobs( they may need further development to prepare for
their future responsibilities. 3lthough training helps employees do their current
jobs( the benefits of training may extend throughout a persons career and help
develop that person for future responsibilities. /evelopment by contrast( helps the
individual handle future responsibilities with little concern for current job duties.
/istinction between training =now? and development =future? is often blurred.
>ur concept of training focuses on the individual.
4he training programme at <-R=A has four phases.
4he first phase is called Individual training. 4his phase includes an extensive orientation
program for new employees and on1job training for those who have transferred to a new job.
4he second phase is departmental training. 3ll >ffice uperintendent( 3dministrative
>fficers receives specialiDed courses that are intended to increase departmental productivity.
4he third phase is safety and courses for personal or professional development .
0inal phase is corporate and outside training and development. 4hese courses tend to be
more general and developmental in nature( forming the backbone of employees efforts at
continuous learning.
5ut from the final analysis of employees( on the job method is mostly used in the !ER$3.
"& Objecti5es of m# Stud#
4o study the effectiveness of training at !erka "ilk %lant.
4o understand the objectives of the training programmes of !erka.
4o study how training is helpful in employees development.
4o analyDe the trainees feedback on the training programmes.
4o recommend feasible improvements in the training programmes conducted by !erka.
I0/ORT$'1E $'D -I('IFI1$'1E OF T*E -T&D2:
Eew procedures new problems in technology so new knowledge re,uirement need for
training coping with the changes essentially involves increased emphasis on HR/. HR/ strategy
training becomes meaningful and also new change environment.

Scope of Stud#$
4his study should be conduct in the different departments of the !erka which includes 4op level
management( "iddle level management( #ow level management. 4hrough this study we shall
find the effectiveness of training in various areas of organiDation and evaluate the various
programmes conduct by verka for training.

-. 4he study helps to the organiDation to know more about the training needs of
employees and this leads to improve the production.
+. %resent study to help the management to know the training needs of the employee.
). 4his study helps to know the satisfaction of employees at each section of the
organiDation .3lso know existing training methods and technologies applied in the
organiDation.
1hapter 2
Re5ie7 of 3iterature
@anice @ones
0linders Fniversity of outh 3ustralia( 3ustralia
4he principal objectives in this paper are to compare and contrast training and development
initiatives for a longitudinal sample of 28- small and medium1siDed enterprises in the 3ustralian
manufacturing sector that have embarked upon different growth development pathwaysL and to
examine possible connections between small and medium1siDed enterprise growth( and training
and development. tatistical analysis reveals highly significant differences in management
training and ,ualifications( training changes( as well as training methods( provides and fields(
across the low( moderate and high1growth small and medium1siDed enterprise development
pathways. 0urthermore( training is a relatively consistent concomitant with small and medium1
siDed enterprise growth.
.rene ,au!Siu 1ho7
4he 6hinese Fniversity of Hong $ong( Hong $ong based on a survey of +99 township and
village enterprises in two different regions in 6hina( this paper compares the human resource
management practices in these organiDations. 4he study tries to identify what practices are used
most fre,uently in hiring( training( performance appraisal and compensation decisions. It
explores the effectiveness of these HR practices and identifies the specific practices that are most
related to organiDational effectiveness( and employee job satisfaction. Results are discussed in
terms of implications for future study and management of enterprises of 6hina.
Robin =ramer
"ac,uarie Fniversity
/uring the last +' years organiDations in 3ustralia have been managing their people in a more
competitive( global and deregulated environment. 3lthough practitioners support the
development and implementation of a human resource management approach( research indicates
that the use of practices that are integrated with corporate strategy is uneven. #arge
organiDations( particularly multinationals( are more likely to adopt this approach than are small
and medium siDe firms. >ne of the rationales for adopting human resource management practices
is that they improve organiDational performance. However( it appears that HR practitioners are
still regarded as operational managers( rather than as business partners. It is also difficult to
generaliDe about the work done by HR specialists( with particular practices being emphasiDed in
the public sector( and different ones in the private sector. 4he future of these specialists will be
influenced by the way work( organiDational structure and contractual relationships change.
@ud# %c0regor
"assey Fniversity
4his article compares two Eew Oealand surveys conducted in +'''< one of workers aged &&
years and over( and one of employers. 4he issue of older workers captured respondents
attention( with studies receiving response rates of around &'.. 4he congruence of attitudes
among older workers and employers regarding the efficacy of negative HR/ stereotype is a
feature of the study. >lder workers were in some agreement with employers that were difficult to
train( less willing to learn and afraid of new technology. >lder workers saw provision of training
as a concern( with --.*. reporting discrimination with regard to training. ignificantly( skilled
older workers saw the provision of training as a signal by employers that they were to be taken as
serious contributors.
Ross +aplin
"urdoch Fniversity( ;3( 3ustralia
4his paper explores the provision of human resource disclosure =4I/? in the annual reports of
the %acific Island countries =%I6?( and compares and contrasts %I6 user and preparer needs of
HR/ through the medium of mailed survey.
"ultiple regressions testing for significance between the level of 4I/ and ethnic background(
industry( entity and siDe attributes is not significant for the overall model. However( the results
indicate that there are low disclosure levels for the eight components of 4I/( suggesting that
4I/ is not central to prepares presentation of %I6 annual reports.
urprisingly( results show no significant difference between users and prepare rating of the
importance of eight components of 4I/ issues. 3 partially significant result was found for the
4I/ component Employment minorities or women( but both users and preparers ranked this
lowest.
Alan @& 0eare
Fniversity of >tago( /unedin( Eew Oealand
Empirical research on human resource management =HR"? practice has mainly assessed and
evaluated the activity from an employers perspective. 6oncern has been expressed about the
lack of empirical analysis conducted from the employees perspective. 4his exploratory study
begins to fill this gap in the literature by examining the current views that *+* Eew Oealand
employees have about HR" in their organiDations. It identified those aspects of HR" that are
important to an employee in the employment relationship today( and highlighted a number of
shared concerns about practices in their organiDations. 4his study found that( from an employees
perspective( training and development is becoming an increasingly important issue. Employer
investment in this area may have the greatest potential to contribute beneficially to organiDational
performance.
4hese findings suggest that not all HR" practices are e,ually beneficial in terms of the
outcomes they produce( and practitioners may need to identify and implement those practices
that have the most usefulness. 4he results also provide insights for academics and practitioners to
use as they seek to develop new policies and practices that are aimed at maximiDing the potential
of people in the workplace.
3ee 8i %ilia
6entral Gueensland Fniversity and 6R6 for Integrated Engineering 3sset "anagement(
3ustralia(
4hree arguments were made for expecting changes in selection practice over the past decade<
-? time necessary to transfer research findings into practice(
+? evidence that HR" has become more strategic
)? the increased professionalism of the HR" community.
In contrast to earlier findings( there was strong support for use of structured interviewing.
Interviews were most commonly undertaken by HR and line staff. 4ypically applicants
underwent more than one interview and at each( were interviewed by two to three
interviews. 6ognitive tests were more fre,uently used than personality assessments.
4here was some support for personality assessments based on the 0ive 0actor "odel but
there was similar support for measures without published psychometric properties. In
general( the government sector made use of structured interviewing( conducted a single
interview with two to three interviewers present and interviewing use of better ,uality
assessment tools compared to other sectors.
%ichael DanFo
Fniversity of ;ollongong
4his paper reports on key human resource management trends and issues in +- economics that
are part of a project to study contextually embedded HR" policies and practices in the 3sia1
%acific Economic 6ooperation =3%E6?( a major international regional organiDation. 3fter a brief
description of the :lobal 3dvantage 4hrough %eople project( the identified HR" trends and
issues are analyDed in terms of< time( the ;orld 5ank classification of developed and developing
economics( regional regime membership( culture and the aggregate 3%E6 level. 4his analysis is
undertaken in order to ascertain any similarities( differences or patterns that enhance our
understanding of HR". 4he results provide a useful basis for future comparative HR" research
in the 3sia1%acific region that is pitched at finer grained analysis at organiDationHindustry levels.
0raham OG2eill
R"I4 Fniversity( "elbourne( 3ustralia(
6orporate governance has been a major issue in the 3sia %acific region since the J3sian crisis of
-778172 and in 3ustralia following several recent high1profile corporate collapses. :overnance
issues affect HR" practitioners generally as business people and specifically in their role of
developing policies and processes that promote the companys culture and values. 4his paper
compares the development of corporate law and associated regulatory processes in 3ustralia(
6hina( India and ingapore as examples of governance in this geography. 4hese four countries
demonstrate the significant diversity of social and cultural patterns and economic development
within the total region and corresponding differences in their respective approaches to corporate
governance. 3 common feature of the 3sian jurisdictions reviewed here is the high concentration
of ownership by national governments and families operating complex corporate structures. uch
concentration has direct implications for the level of share market trading and the protection of
minority shareholders. 4he diversity of regional and local cultures will likely inhibit any short1to
medium term convergence to international governance standards( although it is probably
inevitable if 3sian markets continue to access international finance. In the meantime there is a
need for HR" practitioners to take the lead in shaping( communicating and representing the
firms values and behaviors( internally and externally( to reinforce ethical behavior and business
integrity.
Scott 0ardner
Edith 6owan Fniversity( 3ustralia
4he findings from a detailed study of human resource management =HR"? practitioners in the
metals mining industry indicate strong support for the view that significant changes to workplace
practices ant the management of human resources have taken place in the mining sector in recent
years and that these changes have led to high organiDational productivity and the evolution of
workplace and organiDational cultures amenable to productive change. 4he results reveal that a
key element of the change process has been the introduction and development of workplace
agreements and this industrial regime has been instrumental in facilitating the type of workplace
reform which is beneficial to the achievement of organiDational goals and objectives. 3 flow1on
effect of this workplace reform has been the diminution in importance of the traditional industrial
relations component in the HR functions to line managers. However( evidence of a major shift in
the importance of HR managers and comprehensive moves to integrate HR" strategically is not
overwhelming( although most HR practitioners surveyed agreed that the status and influence of
HR professionals have generally increased over recent years. 4he results of this study raise
important ,uestions about the positioning of HR" as a strategic element in organiDational and
business planning and activities( and its role within management systems which reflect a largely
unitarist interpretation of organiDational life.
1hapter 4

3.1 RESEARC METODOLOG!
Research methodology is the way to systematically solve the research
problem. It may be understands as a science of studying how the research is done scientifically.
4he term research refers to the systematic consisting of formulating this problem(
formulating a hypothesis( collecting the facts and the data( angliciDing their facts and reaching
certain conclusion in the form of solutions towards the concerned problem . In methodology
the researches discuss the objectives selection of area ( sample design ( data tabulation and
analysis basis used to analysis the data.
NEED "OR #AS$C %&R%OSE O" TRA$N$NG
4o increase productivity.
4o improve the ,uality.
4o help a company fulfill its future personal needs.
4o improve the organiDation climate.
4o improve the health and safety.
%ersonal growth.
AREA O" ST&D!'
4he area of study is 4raining I /evelopment. It helps to find the effectiveness of training
methods.
RESEARC DES$GN'
4he research design adopted in this study is 8-S1R.P+.<- R-S-AR1, 8-S.02.
/escriptive research includes survey and fact finding en,uiries of different kinds. 4he
researcher used this research design to find out the respondents and attitude inside the
organiDation( by the research the researcher can only give suggestions but implementing these
suggestions depends up on the interest of the company.
RESEARC $NSTR&MENT &SED'
3 tructured design ,uestionnaire is used for surveying the costumers and only the
closed end ,uestions.
SAM%L$NG DES$GN'
It is the process of obtaining information about an entire population by examining only a
part of it. 4he item selected from the population is known as a sample.
4he sampling that adopted in this study is 1O2<-2-21- sampling.
SAM%L$NG &N$T'
Employee in the !erka "ilk %lant #udhiana is considered as the population for the study.
4he researcher used 6onvenience sampling method.
SAM%LE S$(E'
3 sample of -+' people was taken for the survey. 4he re,uired data collected through
,uestionnaire.
DATA COLLECT$ON METOD'
4he information re,uired for our project was collect mainly from the primary sources and
even from secondary sources. 4he primary source consists of the data analyDed from
,uestionnaire and interaction with the user at that time only. 3nd internet is used as secondary
source.
Here in this project the methods used by me for collecting information regarding the
plans are B
%rimary "ethod
econdary "ethod
%R$MAR! METOD'
It is the direct respondents to customers of collecting information. %rimary data are
generated in an investigation according to the needs of the problem in hand. Here I collected
the information from distributing ,uestionnaire to the people.
SECONDAR! METOD'
4his is the method( which is collected through some other external sources. econdary
data can be defined as the data collected by some one else for purposes other than solving the
problem. In this method I have collected the information from Internet
TOOLS &SED "OR DATA COLLECT$ON METOD'
3fter an extensive study of the environment a ,uestionnaire
containing a set of ,uestions was prepared. 4here were open end ,uestions and
multiple choice ,uestions.
3ll factors that would affect the response were keenly looked in to technical term.
!ague expressions of different interaction etc were avoided so as to make the
respondents motivated to answer.
STAT$ST$CAL TOOL'
4he researcher has used
imple %ercentage
5ar chart. .
3.) L$M$TAT$ONS O" TE ST&D!
4he following are the certain limitations of the study<
Employees are not ready to waste their time for interview.
.
/ue to the time limit of the project the sample siDe has been limited to -+'.
ome employees are not aware of even the term training.
Response rate is low as term is not clear I lack of interest also exist.
It is not possible to cover each I every department as in many departments girls entry
is prohibited.
Employees not discloses the information about strategies I policies of organiDation
being a policy matter.
1hapter '
ANAL!S$S AND $NTER%RETAT$ON
+AB3-$ "
A0- C.S- 8-+A.3 O9 +,- R-SPO28-2+S
PAR+.1>3ARS
2O& O9
R-SPO28-2+S
P-R1-2+A0- (H)
Between 18 -25 years )9 +2.))
Between 26 -35 years 9- )9.-*
Between 36 -45 years +7 +9.-*
46 and above -* -).))
+otal "20 "00
.29-R-21-$
It is found from the table that +2.)). of the respondents are between -2 to +& years of age(
)9.-*. of the respondents are between +* to )& years of age( +9.-*. of the respondents are
between )* to 9& years of age( -).)). of the respondents are coming under the age of 9* I
above.
1hart$ "
Age 8etails Of +he Respondents
+able$ 2
0ender 8etails
Particulars 2o& of& respondents Percentage (H)
"ale 7' 8&
0emale )' +&
+otal "20 "00
.29-R-21-$
It is found from the table that 8&. of the respondents are "ale and the remaining +&. of
respondents are 0emale.
1hart$ 2
0ender 8etails
+able$ 4
8esignation of the emplo#ee
Particulars 2o& of &Respondents Percentage (H)
6lerical workers +7 +9.-*
#abors 8& *+.&
"anagers 9 ).))
upervisors -+ -'
+otal "20 "00
.29-R-21-$
It is found from the table that +9.-*. of the respondents are 6lerical workers( *+.&. of
the respondents are labors( ).)). of the respondents are managers( and remaining -'. of the
respondents are supervisors.
1hart$ 4
8esignation of the emplo#ee
+able$ '
-mplo#eesG A7areness of +raining Programs
Particulars 2o& of& Respondents Percentage (H)
Nes 2* 8-.*.
Eo +9 +'.
2o ans7er "0 6&'H
+otal "20 "00
.29-R-21-$
4he above table shows that the 8-.*. respondents are aware of training programs( +' .
are not aware and 2.9. have no answer.
6hart< 9
Employees aware of 4raining %rogram
+able$ (
+raining department
Particulars 2o& of& Respondents Percentage (H)
Nes ' '
Eo -+' -''
+otal "20 "00
.29-R-21-$
4he above table shows that -''. of the respondents are dont have separate training
department.
1hart$ (
+raining department
+able$ *
+he training programs
Particulars 2o& of& Respondents Percentage (H)
High satisfaction -* -).))
atisfaction 7' 8&
/issatisfaction ' '
Eo idea -9 --.**
+otal "20 "00
.29-R-21-$
It is found from the above table that( -9. of the respondents are Eo idea about the
training programs provided by the organiDation( 8&. of the respondents are satisfied and
remaining -*. of the respondents are highly satisfied training programs provided by the
organiDation.
1hart$ *
+he training programs
+able$ )
+he organiIation pro5ides training 7hen ne7 technologies or equipment is
implemented
Particulars 2o& of& Respondents Percentage (H)
Nes -+' -''
Eo ' '
+otal "20 "00
.29-R-21-$
4he above table shows that -''. of the respondents are satisfied by the trainings
when the new technologies or e,uipment is implemented.
1hart$ )
+he organiIation pro5ides training 7hen ne7 technologies or equipment is implemented
+able$ 6
+#pe of training method adopted b# the organiIation
Particulars 2o& of& Respondents Percentage (H)
>n the job training 2* 8-.**
>ff the job training '+ -.**
6lass room training -- 7.-*
6omputer based training +- -8.&
+otal "20 "00
.29-R-21-$
It is found from the table that 8-.**. of the respondents are taking on the job training
methods( 7.-*. of the respondents are taking class room training methods ( -8.&. of the
respondents are taking 6omputer based training methods and other -.** . of the respondents are
taking off the job training methods
1hart$ 6
+#pe of training method adopted b# the organiIation
+able$
+he effecti5eness of training program conducted hear so far
Particulars 2o& of& Respondents Percentage (H)
High satisfaction +' -*.**
atisfaction 89 *-.**
/issatisfaction -+ -'
Eo idea -9 --.**
+otal "20 "00
.29-R-21-$
It is found from the above table that( --.**. of the respondents are Eo idea about the
effectiveness of training programs provided by the organiDation so far ( *-.**. of the
respondents are satisfied(-'. of the respondents are dissatisfied and remaining -*.**. of the
respondents are highly satisfied training programs provided by the organiDation.
1hart$
+he effecti5eness of training program conducted hear so far
+able$ "0
+he training leads for an indi5idual promotion
Particulars 2o& of& Respondents Percentage (H)
Nes -'- 29.-8
Eo -7 -&.2)
+otal "20 "00
.29-R-21-$
It is found from the table that 29.-*. of the respondents are training leads for an
individual promotion and remaining -&.2). of the respondents are not satisfied.
1hart$ "0
+he training leads for an indi5idual promotion

+able$ ""
+he training program helps #ou to learn more Fno7ledgeE sFills and attitudes
Particulars 2o& of& Respondents Percentage (H)
Nes 7' 8&
Eo 8 &.2)
Eo idea +) -7.-*
+otal -+' -''
.29-R-21-$
It is found from the table that 8&. of the respondents are the training program
helps to learn more knowledge( skills and attitudes &.2). of the respondents are not satisfied
and remaining -7.-* have no idea.
1hart$ ""
+he training program helps #ou to learn more Fno7ledgeE sFills and attitudes
+able$ "2
Cho are all in5ol5ed 7hile pro5iding training
Particulars 2o& of& Respondents Percentage (H)
6ompany trainers -'' 2).))
6ompany line managers -& -+.&
External trainers '& 9.-*
+otal -+' -''
.29-R-21-$
It is found from the table that 2).)). of the respondents are trained by the
6ompany trainers( -+.&. of the respondents are trained by the 6ompany line managers and
remaining 9.-*. of the respondents are trained by the External trainers .
1hart$ "2
Cho are all in5ol5ed 7hile pro5iding training
+able$ "4
Satisfaction of promotion
Particulars 2o& of& Respondents Percentage (H)
High satisfaction )7 )+.&
atisfaction +' -*.**
/issatisfaction '+ -.**
Eo idea &7 97.-*
+otal "20 "00
.29-R-21-$
It is found from the table that )+.&. of the respondents are High atisfied by their
promotion ( -*.**. of the respondents are atisfied by their promotion ( 97.-* . of the
respondents are Eo idea and remaining -.** . of the respondents are /issatisfied about their
satisfaction of their promotions.
1hart$ "4
Satisfaction of promotion

+able$ "'
Satisfaction 7ith #our increment and bonus facilities
Particulars 2o& of& Respondents Percentage (H)
High satisfaction 9- )9.-*
atisfaction 99 )*.**
/issatisfaction '+ -.**
Eo idea )) +8.&
+otal "20 "00
.29-R-21-$
It is found from the table that )9.-*. of the respondents are High atisfied ( )*.**. of
the respondents are atisfied ( +8.& . of the respondents are Eo idea and remaining -.** . of
the respondents are /issatisfied about their increment and bonus facilities
1hart$ "'
Satisfaction 7ith #our increment and bonus facilities
+able$ "(
Satisfaction 7ith #our career de5elopment
Particulars 2o& of& Respondents Percentage (H)
High satisfaction )) +8.&
atisfaction 9& )8.&
/issatisfaction '+ -.**
Eo idea 9' )).))
+otal "20 "00
.29-R-21-$
It is found from the table that +8.&. of the respondents are High atisfied ( )8.&. of the
respondents are atisfied ( )).)) . of the respondents are Eo idea and remaining -.** . of the
respondents are /issatisfied about their with career development facilities.
1hart$ "(
Satisfaction 7ith #our career de5elopment
Satisfaction with your career
development
27.50%
37.50%
1.66%
33.33%
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
High Satisa!tion Satisa!tion "issatisa!tion #o idea
+able$ "*
Satisfaction 7ith #our performance and career appraisal s#stem
Particulars 2o& of& Respondents Percentage (H)
High satisfaction +& +'.2)
atisfaction &) 99.-*
/issatisfaction ') +.&
Eo idea )7 )+.&
+otal "20 "00
.29-R-21-$
It is found from the table that +'.2). of the respondents are High atisfied ( 99.-*. of
the respondents are atisfied ( )+.& . of the respondents are Eo idea and remaining +.&. of the
respondents are /issatisfied about with their performance and career appraisal system carrier
facilities.
1hart$ "*
Satisfaction 7ith #our performance and career appraisal s#stem
Satisfaction with your performance
and career appraisal system
20.83%
44.16%
2.50%
32.50%
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
50.00%
High Satisa!tion Satisa!tion "issatisa!tion #o idea
+able$ ")
9eed BacF Session
Particulars 2o& of& Respondents Percentage (H)
Nes -') 2&.2
Eo -8 -9.+
+otal "20 "00
.29-R-21-$
It is found from the table that 2&.2. of the respondents say that a feed back session is
provided by the company after every training but very few of them say that there is no feed back
session.
1hart$")
9eed BacF Session
+able$ "6
9eedbacFs are handled properl#
Particulars 2o& of& Respondents Percentage (H)
Nes --+ 7).))
Eo '2 *.**
+otal "20 "00
.29-R-21-$
It is found from the table that 7).)). of the respondents are satisfied that the
feedback are handled properly and remaining *.**. of the respondents are not satisfied.
1hart$ "6
9eedbacFs are handled properl#
+able$ "
+he problems are sol5ed b# the management immediatel#
Particulars 2o& of& Respondents Percentage (H)
Nes 7& 87.-*
Eo -& -+.&
Eo idea -' 2.))
+otal "20 "00
.29-R-21-$
It is found from the table that 87.-*. of the respondents are the problems are solved by
the management immediately( -+.& . of the respondents are not satisfied and remaining 2.)).
have no idea.
1hart$ "
+he problems are sol5ed b# the management immediatel#
+able$ 20
Percentage of emplo#ees 7ho liFe to attend more liFe to attend training programs
Particulars 2o& of& Respondents Percentage (H)
Nes -+' -''
Eo ' '
+otal "20 "00
.29-R-21-$
It is found from the table that -''. employees like to attend the training programs
1hart$20
Percentage of emplo#ees 7ho liFe to attend more liFe to attend training programs
1hapter (
*.1 "$ND$NGS
)9.-*. of the respondents are in the age group of +*1)& years.
8&. of the respondents are male.
*+.&. of the respondents are labors
8-.*& of respondents are aware of training programs
-''. of the respondents dont have training department.
8&. of the respondents are satisfied by the training programs provided by the
organiDation.
-''. of the respondents are satisfied by the training programs when the new
technologies or e,uipment is implemented.
.8-.**. of the respondents are trained under on the job training methods.
*-.**. of the respondents are satisfied training programs conducted hear so far the
organiDation.
29.-*. of the respondents are saying that the training leads for an individual
promotion.
8&. of the respondents are saying that the training program helps to learn more
knowledge( skills and attitudes.
2).)). of the respondents are involved under the 6ompany trainers.
)+.&. of the respondents are high satisfied with promotion facilities.
)*.**. of the respondents are satisfied with increment and bonus facilities.
)8.&. of the respondents are satisfied with carrier development.
99.-*. of the respondents are satisfied with the performance and carrier appraisal
systems.
7).)) of the respondents are saying the feedbacks are handled properly.
87.-*. of the respondents are saying the problems are solved by the management
immediately.
-''. of employees who like to attend more like to attend training programs
(&2 1O213>S.O2
"ost of the respondents are in favor of training and development program as
their impact on personality development and increases the production.
"ajority of employees satisfied with training and it help them individually.
4he training program provided completed in ade,uate time which employees
feel proper training will be possible.
"ajority of employees are trained under >n the job method of training.
4he employees are properly developed by providing them training.
*.3 S&GGEST$ONS
0or better understanding and adaptability of the training imported( the company
should give more attention towards training programs.
4he employees can be classified in to skilled workers and unskilled workers
accordingly the training programme can be designed and implemented.
4hrough the company aggress that the training plays a vital role in the organiDation
development so the company should give more importance to the trainings.
External trainers can give more trainings rather than other trainers( because of their
closeness with the employees.
4hrough the on the job and class room training methods the company can get more
benefits in the organiDation but they should also use the off the job method.
4he main purpose of the training is to make the employees to understand training in
its own way( so the method of the training can be easy and adaptable.
+&EST$ONNA$RE
Eame<
ex<
3ge<
/esignation<
-. 3re you aware of training programs that are to be conducted in
your companyP
Nes<
Eo<
+. 4raining /epartment.
Nes<
Eo<
). 3re you satisfied with training programs of !ER$3P
High satisfaction<
atisfaction<
/issatisfaction<
Eo idea<
9. 4he organiDation provides training when new technologies or
e,uipment is implemented.
Nes<
Eo<
&. 4ype of training method used by the !ER$3.
>n the job method
>ff the job method
6lass room training method
6omputer based method
*. 4he effectiveness of training program conducted hear so far
High satisfaction
atisfaction
/issatisfaction
Eo idea
8. 4he training leads for individual promotion
Nes
Eo
2. 4he training helps you to learn more knowledge( skills and
attitudes
Nes
Eo
7. ;ho are all involved while provide training
6ompany trainers
6ompany line managers
External trainers
-'. atisfaction of %romotion
High satisfaction
atisfaction
/issatisfaction
Eo idea
--. atisfaction with your increment I bonus facilities
High satisfaction
atisfaction
/issatisfaction
Eo idea
-+. atisfaction with your carrier development
High satisfaction
atisfaction
/issatisfaction
Eo idea
-). atisfaction with your performance and carrier appraisal
system.
High satisfaction
atisfaction
/issatisfaction
Eo idea
-9. 0eed back session
Nes
Eo
-&. 0eedback are handled properly
Nes
Eo
-*. 4he problems are solved by the management
immediately
Nes
Eo
-8. /o you like to attend more like to attend training programsP
Nes
Eo
#$#L$OGRA%!
BooFs$
HF""3E RE>FR6E "3E3:E"EE4 by #.".%R33/ published by ultan
6hand and ons( EE; /E#HI.
/EI:EIE: 3E/ "3E3:IE: HF""3E RE>FR6E N4E" by F/3I
%3REE$ ( 4.!.R3> published by !ijay primlani for oxford I I5H publishing
co.pvt.ltd.( EE; /E#HI.
M>HE ;( @ 4he Fnfolding "odel of !oluntary 4urnover< 3 Replication I Extension(A
academy of management journal.
4.E. 6hhabra. @Human Resource "anagement.A 0ifth edition.
0lippo Edwin5.( %ersonnel management( Edition sixth( 4ata "c :raw Hills.
:upta( 6.5.( Human Resource "anagement( Edition 0ifth=Reprint?(ultan 6hand and
ons( Eew /elhi.
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