Prolect on Report(s.r.solar Systems) Ajay2

7/27/2019 Prolect on Report(s.r.solar Systems) Ajay2

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PROJECT REPORT

ON

TRAINING NEED IDENTIFICATION

IN

S.R.SOLAR SYSTEMS

For the Degree Bachelor of Business Administration (BBA)

SESSION -2013-2014

Under the Guidance of: Submitted by:

Kawaljeet kaur Ajay Dhiman

(lecturar in mln) Univ Reg.No. 11-MY-1255

Univ Roll. No 1121223037

SUBMITTED TO:

MUKAND LAL NATIONAL

COLLEGE(APPROVED BY KURUKSHETRA UNIVERSITY, KURUKSHETRA)


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PROJECT REPORT

ON

TRAINING NEED IDENTIFICATION

IN

S.R.SOLAR SYSTEMS

For the Degree Bachelor of Business Administration (BBA)

SESSION -2013-2014

Under the Guidance of: Submitted by:

Kawaljeet kaur Ajay Dhiman

(lecturar in mln) Univ Reg.No. 11-MY-1255Univ Roll. No 1121223037

SUBMITTED TO:

MUKAND LAL NATIONAL

COLLEGE(APPROVED BY KURUKSHETRA UNIVERSITY, KURUKSHETRA)


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DECLARATION

I, AJAY DHIMAN, hereby declare that the project entitled TRAINING NEED

IDENTIFICATION with reference to S.R.SOLAR SYSTEMS, submitted in the

partial fulfillment of the degree for the Bachelor of Business Administration

Kurukshetra University

I further declare that all the facts and figures furnished in this project report are the

outcome of my own intensive research and findings. They are first hand and original in

nature, all the information gathered by me during the course of the project at SRSS will

be kept strictly confidential and will not be disclosed without the prior written consent ofcompany. This information has been used for purely academic purpose.


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ACKNOWLEDGEMENT

There is always a sense of gratitude which one expresses to other for the helpful and

needy services they render during all phases of life. I would like to express my gratitude

towards all those who have been helpful to me in getting task of project to a successful

end.

I consider its a pleasant duty to express my heartfelt appreciation, gratitude and

indebtedness to the Principal Mr. SHAILESH KAPOOR & HOD of BBA Deptt. Dr.

ANIL DHAWAN Faculty Guide, MLN for their constant support, keen interest,

invaluable, pain taking and excellent guidance, encouragement and thoughtful advice

throughout the project work duration.

I acknowledge the help to me by all the employees of S.R.SOLAR SYSTEMS for

their precious co-operation and understanding to share their ideas & views about the

subject. Thanks to Respondents.

Last but not the least, I am grateful to GOD who showed me rays of light to do this

project and I am also thankful to all my family members and friends for their constant

support and inspiration to complete this project.

AJAY DHIMAN


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PREFACE

Practical training is an important part of theoretical studies. It covers all that which

remains uncovered in the classroom. It offers all that which remains an invaluable

treasure of experience. It offers an exposure to practical of management of business

organization.

As we know well that practical training plays an important role in future building of an

individual. One can easily overcome the fear from that life in which he has to join as a

member after sometime.

Just theoretical knowledge is not sufficient for the success of an individual. So, one

should have practical knowledge.

I have been given an opportunity to do practical training in SRSS. availed of this

opportunity in a very satisfactory manner and I think it will be much beneficial for me in

future building.

The research and methodology includes the research procedure, research design, sample

design, data collection and finally limitations of study. The methods used for conducting

survey are by preparing a structured questionnaire and then taking the views of respective

respondents.

In last the findings and suggestions, which came out after going through the whole survey

of the organization, are mentioned.


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BIBLIOGRAPHY

TABLE OF CONTENTS

SR.NO TOPIC NAME PAGE NO

1. INTRODUCTION

i COMPANY INTRODUCTION

ii PRODUCT'S

iii ACHIEVEMENT

ORGANISATION STRUCTURE

RESEARCH METHODOLOGY

i NEED OF STUDY

ii OBJECTIVE OF STUDY

iii SAMPLING DESIGN

3. DATA COLLECTION METHOD

ANALYSIS & INTERPRETATION OF DATA

4. FINDINGS, LIMITATION & SUGGESTION

5. CONCLUSION

APPENDIX

i. QUESTIONNAIRE


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COMPANY INTRODUCTION

SRSS (S.R.SOLAR SYSTEMS) was established in 2001 and is located at MOHALI, PUNJAB.

APPROVALS

SRSS is approved by Small Scale Industries Govt.of Punjab register as Manufacturers of Solar

Products like Solar Water Heating Systems, Solar Power Plant, Solar Inverters, and Solar Street

Lights etc.

SRSS is approved by Punjab Energy Development Agency Govt. of Punjab, Haryana RenewableAgency Govt. of Haryana and Department of science and technology Govt.of U.T Chandigarh

for manufacture of Solar Products.

PRODUCTS

Solar Water Heating Systems, Solar Power Plant, Solar Inverters, Solar Street Light,Solar Lantern, Solar Cooker and other solar products,


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INTRODUCTION

MEANING OF TRAINING

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. When the problems of supervision increased, the steps were taken to train

supervisors for better supervision.

To survive and flourish in the present day corporate-jungle, companies shouldinvest time and money in upgrading the knowledge and skills of their employees

constantly.

Training, bridges the gap between the job requirement and employee present jobspecification.

Training is equally necessary for old employees whenever new machines andequipment are introduced.


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IDENTIFICATION OF TRAINING NEED

Training need identification is a tool utilized to identify what educational courses or

activities should be provided to employees to improve their work productivity.

Here the focus should be placed on needs as opposed to desires of the employees for a

constructive outcome. Inorder to emphasize the importance of training need identification

we can focus on the following areas: -

To pinpoint if training will make a difference in productivity and the bottom line. To decide what specific training each employee needs and what will improve his

or her job performance.

To differentiate between the need for training and organizational issues and bringabout a match between individual aspirations and organizational goals.

Identification of training needs (ITN), if done properly, provides the basis on which all

other training activities can be considered. Also requiring careful thought and analysis, it

is a process that needs to be carried out with sensitivity as people's learning is important

to them, and the reputation of the organization is also at stake.

Identification of training needs is important from both the organisational point of view as

well as from an individual's point of view. From an organisation's point of view it is

important because an organisation has objectives that it wants to achieve for the benefit

of all stakeholders or members, including owners, employees, customers, suppliers, and

neighbours. These objectives can be achieved only through harnessing the abilities of its

people, releasing potential and maximising opportunities for development.

Therefore people must know what they need to learn in order to achieve organisational

goals. Similarly if seen from an individual's point of view, people have aspirations, they

want to develop and in order to learn and use new abilities, people need appropriate

opportunities, resources, and conditions. Therefore, to meet people's aspirations, the

organization must provide effective and attractive learning resources and conditions. And


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it is also important to see that there is a suitable match between achieving organizational

goals and providing attractive learning opportunities.

Training is needed to serve the following purposes:

Newly recruited employees require training so as to perform their taskseffectively. Instruction, guidance, coaching help them to handle jobs competently,

without any wastage.

Training is necessary to prepare existing employees for higher-level jobs(promotion).

Existing employees require refresher training so as to keep abreast of the latestdevelopments in job operations. In the face of rapid technological changes, this is

an absolute necessity.

Training is necessary when a person moves from one job to another (transfer).After training, the' employee can change jobs quickly, improve his performance

levels and achieve career goals comfortably

Training is necessary to make employees mobile and versatile. They can beplaced on various jobs depending on organizational needs.

Training is needed to bridge the gap between what the employee has and what thejob demands.

Training is needed to make employees more productive and useful in the long-run.

Training is needed for employees to gain acceptance from peers (learning a job quickly

and being able to pull their own weight is one of the best ways for them to gain

acceptance).


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CHARACTERSTICS OF TRAINING

Increased knowledge and skills for doing a job.

Bridges the gap between job needs and employee skills, knowledge andbehaviour, etc.

Job-oriented process is vocational in nature.

Short-term activity designed essentially for operation

Training is useful for employee.

It is continuous process.

It is useful for organisation.

It is useful for old employees.


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BENEFITS OF TRAINING

Training offers innumerable benefits to both employees and employers. It makes the

employee more productive and more useful to an organization. The importance oftraining can be studied under the following heads:

BENEFITS TO BUSINESS BENEFITS TO EMPLOYEE

BENEFITS TO BUSINESS

Trained workers can work more efficiently. They use machines, tools, andmaterials in a proper way. Wastage is thus eliminated to a large extent.

There will be fewer accidents. Training improves the knowledge of employeesregarding the use of machines and equipment. Hence, trained workers need not be

put under close supervision, as they know how to handle operations properly.

Trained workers can show superior performance. They can turn out betterperformance. They can turn out better quality goods by putting the materials, tools

and equipment to good use.

Training makes employees more loyal to an organization. They will be lessinclined to leave the unit where there are growth opportunities.

A manager can make use of training to manage in a better way.

Training helps to reduce the leaarning time to reach the acceptable level ofperformance in an organisation.

Aids in handling conflicts, thereby helping to prevent stress and tension. Organisation gets more effective decision making and problem solving skills. Helps keep cost down in many areas for example production, personnel,

administration etc.

Reduces outside consulting costs by utilising competent internal consultation. Creates an appropriate climate for growth, communication.


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BENEFITS TO EMPLOYEE

Training makes an employee more useful to a firm. Hence, he will findemployment more easily.

Training makes employees more efficient and effective. By combining materials,tools and equipment in a right way, they can produce more with minimum effort.

Training enables employees to secure promotions easily. They can realise theircareer goals comfortably.

Training helps an employee to move from one organization to another easily. Hecan be more mobile and pursue career goals actively.

Employees can avoid mistakes, accidents on the job. They can handle jobs withconfidence. They will be more satisfied on their jobs. Their morale would be high.

Thus, training can contribute to higher production, fewer mistakes, greater jobsatisfaction and lower labour turnover.

It can enable employees to cope with organizational, social and technologicalchange. Effective training is an invaluable investment in the human resources of

an organization

The morale of employees is increased.if they are given proper training. If the employees are given adequate training, the need of supervision will be

lessened.

Helps eliminate fear in attempting tasks. Provides information for improving leadership, knowledge, communication skills

and attitude.

Helps a person develop speaking and listening skills, also writing skills whenexercise are required.

Aids in encouraging and achieving self-development and self-confidence.


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TRAINING PROCESS


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1. IDENTIFICATION OF TRAINING NEEDA training programme should be established only when it is felt it would assist in the

solution of specific operational problems.

Identification of training involves three types of analysis which are as follow:

ORGANISATIONAL ANALYSIS OPERATIONAL ANALYSIS MAN ANALYSIS

ORGANISATIONAL ANALYSIS:It is a systematic study of the organisation in terms of its objectives, its resources,

resource aalocation and utilisation, growth potential and its environment, its

purpose is to determine where training emphasis should be placed in the

organisation for increasing organisational effectiveness.

OPERATIONAL ANALYSIS:It is a systematic analysis of job to identify job contents, knowledge, skills and

apptitudes required to perform the job.

MANPOWER ANALYSIS:It reviews the knowledge, attitudes, skill of the incumbent in each position and

determines what knowledge,attitude he must acquire.

2. OBJECTIVES OR GOALS TRAININGOnce it has been determined that training goals must established. The overall aim of any

training programmers is to increased organizational effectiveness. Specific objectives

such as increased productivity, improved quality, better human resource planning, better

health and safety etc.


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3. ORGANISATION OF TRAINING PROGRAMMEEvery training programme includes trainees, trainers, and a training period and training

material in this is necessary to decide that who will be the trainer and who will be the

trainee.

4. TRAINING METHODS AND MATERIALThere are several on-the job and off-the-job methods the choice of any method to train

the employee to be trained. Similarly training material includes study notes, case studies,

pamphlets, charts, manuals, movies slides, etc. on the job methods includes coaching,

mentoring, job rotation, job instruction and the oee the job methods include lecture,

conference case studies and role playing.

5. PERFORMANCE TRY OUTThe trainee is asked to do the job several times slowly his mistake are corrected and if it

is necessary, the complicated steps are explained. He is put on his own & the training is

over.

6. FOLLOW UPThe following criteria may be used to measure the effectiveness of training:

Reaction: Trainee reaction to the objectives, content and methods of training are good

indicators of effectiveness.

Learning: the extent to which the trainee have gained the desired knowledge and skills

during the training period is useful basis of evaluating training effectiveness.

Behaviour: improvement in the job behavior of the trainees reflects the manner and

extent to which the learning has been put to practice.

Results: productivity improvement, quality improvement, cost reducing, accident

reducing, reduction in labour turnover and absenteeism are outcome of training which

can be used for evaluating effectiveness.


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METHODS OF TRAINING

Training methods are usually classified by the location of instruction. On the job trainingis provided when the workers are taught relevant knowledge, skills and abilities at the

actual workplace; off-the-job training, on the other hand, requires that trainees learn at a

location other than the real work spot. Some of the widely used training methods are

listed below.

ON THE JOB METHODS:


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1. Job Instruction Training (JlT)

The JIT method (developed during World War II) is a four-step instructional process

involving preparation, presentation, performance try out and follow up. It is used

primarily to teach workers how to do their current jobs. A trainer, supervisor or co-

worker acts as the coach. The four steps followed in the JIT methods are:

1. The trainee receives an overview of the job, its purpose and its desired outcomes,with a clear focus on the relevance of training.

2. The trainer demonstrates the job in order to give the employee a model to copy.The trainer shows a right way to handle the job.

3. Next, the employee is permitted to copy the trainer's way. Demonstrations by thetrainer and practice by the trainee are repeated until the trainee masters the right

way to handle the job.

4. Finally, the employee does the job independently without supervision.

Merits:

Trainee learns fast through practice and observation. It is economical as it does not require any special settings. Also, mistakes can be

corrected immediately.

The trainee gains confidence quickly as he does the work himself in actual settingwith help from supervisor.

It is most suitable for unskilled and semi-skilled jobs where the job operations aresimple; easy to explain and demonstrate within a short span of time.

Demerits:

The trainee should be as good as the trainer if the trainer is not good, transferenceof knowledge and skills will be poor.


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While learning, trainee may damage equipment, waste materials, cause accidentsfrequently,

Experienced workers cannot use the machinery while it is being used for training.

2. Coaching:

Coaching is a kind of daily training and feedback given to employees by immediate

supervisors. It involves a continuous process of learning by doing. It may be defined as

an informal, unplanned training and development activity provided by supervisors and

peers. In coaching, the supervisor explains things and answers questions; he throws light

on why things are done the way they are; he offers a model for trainees to copy; conducts

lot of decision making meetings with trainees; procedures are agreed upon and the trainee

is given enough authority to make divisions and even commit mistakes. Of course,

coaching can be a taxing job in that the coach may not possess requisite skills to guide

the learner in a systematic way. Sometimes, doing a full day's work may be more

important than putting the learner on track.

When to use coaching usefully?Coaching could be put to good use when:

an employee demonstrates a new competency an employee expresses interest in a different job within the organisation an employee seeks feedback an employee is expressing low morale, violating company policies or practices or

having performance problems

an employee needs help with a new skill following a formal training programme.Effective working, obviously, requires patience and communication skills. It involves:

explaining appropriate ways of doing things making clear why actions were taken stating observations accurately offering possible alternatives / suggestions following up


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3. Mentoring :

Mentoring is a relationship in which a senior manager in an organisation assumes the

responsibility for grooming a junior person. Technical, interpersonal and political skills

are generally conveyed in such a relationship from the more experienced person. A

mentor is a teacher, spouse, counsellor, developerr of skills and intellect, host, guide,

exemplar, and most importantly, supporter and facilitator in the realisation of the vision

the young person (protege) has about the kind of 1ife he wants as an adult.

The main objective is to he1p an employee attain psychological maturity and

effectiveness and get integrated with the organisation. In a work situation, such

mentoring can take place at both formal and informal levels, depending on the prevailing

work culture and the commitment from the top management. Formal mentoring can be

very fruitful, if management invests time and money in such relationship building

exercises.

Career functions:Career functions are those aspects of the relationship thatenhance career advancement. These include:

1. Sponsorship:Where mentors actively nominate a junior person (called'mentee') for promotions or desirable positions.

2. Exposure and visibility:Where mentors offer opportunities for mentees tointeract with senior executives, demonstrate their abilities and exploit their

potential.

3. Coaching:Mentors help mentees to analyse how they are doing their workand to define their aspirations. Here mentors offer practical advice on how to

accomplish objectives and gain recognition from others.

4. Protection:Mentors shield the junior person from harmful situations/seniors.5. Challenging assignments: Mentors help mentees develop necessary

competencies through challenging job assignments and appropriate feedback.

Mentors create opportunities clients to prove their worth to demonstrate

clearly what they have to offer.

6. Role modeling:Mentors offer mentees a pattern of values and behaviours toimitate.


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7. Acceptance and confirmation: mentors offer support, guidance andencouragement to mentees so that they can solve the problems independently

and gain confidence in course of time. Mentors also help people to learn

about the organisation's culture and understand why things are done in certain

ways.

8. Counseling:Mentors help mentees work out their personal problems, learnabout what to do and what not to do, offer advice on what works and what

doesn't, and do everything to demonstrate improved performance and prepare

themselves for greater responsibility.

9. Friendship:Mentors offer practical help and support to mentees so that theycan indulge in mutually satisfying social interactions (with peers,

subordinates, bosses and customers)

Psychological functions:Psychological functions are those aspects that enhance thementees sense of competence, and identify effectiveness in a professional role. These

include:

Mentoring in India is based on the time-honoured guru-shishya relationship where the

guru would do everything to develop the personality of the shishya, offering emotional

support, and guidance. Companies like PTL, reliance, Coca-Cola India have used

mentoring systems to good effect in recent times (Economic Times, 25 Oct., 2002).

Organizations like General Electric, Intel, Proctor & Gamble have given a lot of

importance to mentoring programmes, going even gone to the extent of penalising senior

managers if they fail to develop leadership skills among subordinates. Of course,

mentoring is not without its problems. Mentors who are dissatisfied with their jobs and

though who teach or narrow or distorted view of events may not help a protege's

development. Not all mentors are well prepared to transfer their skills and wisdom to

their junior colleagues. When young people are bombarded with conflicting viewpoints -

about how things should go - from a series of advisors, they may find it difficult to get

ahead with confidence. Mentoring can succeed if (i) there is genuine support and

commitment from top management (ii) mentors take up their job seriously and transfer


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ideas, skills and experiences in a systematic way and (iii) mentees believe in the whole

process and carry out things in an appropriate manner.

4. Job Rotation :This kind of training involves the movement of trainee from one job to another. This

helps him to have a general understanding of how the organisation functions. The

purpose of job rotation is to provide trainees with a larger organisational perspective and

a greater understanding of different functional areas as well as a better sense of their own

career objectives and interests. Apart from relieving boredom, job rotation allows trainees

to build rapport with a wide range of individuals within the organization, facilitating

future cooperation among departments. The cross-trained personnel offer a great amount

of flexibility for organizations when transfers, promotions or replacements become

inevitable.

Job rotation may pose several problems, especially when the trainees are rolled on

various jobs at frequent intervals. In such a case, trainees do not usually stay long enough

in any single phase of the operation to develop a high degree of expertise. For slow

learners, there is little room to integrate resources properly. Trainees can become

confused when they are exposed to rotating managers, with contrasting styles of

operation. Today's manager's commands may be replaced by another set from another

manager! Further, job rotation can be quite expensive. A substantial amount of

managerial time is lost when trainees change positions, because they must be acquainted

with different people and techniques in each department. Development costs can go up

and productivity is reduced by moving a trainee into a new position when his efficiency

levels begin to improve at the prior job. Inexperienced trainees may fail to handle new

tasks in an efficient way. Intelligent and aggressive trainees, on the offer hand, may find

the system to be thoroughly boring as they continue to perform more or less similar jobs

without any stretch, pull and challenge. To get the best results out of the system, it should

be tailored to the needs, interests and capabilities of the individual trainee, and not be a

standard sequence that all trainees undergo.


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5Apprenticeship Training

Most craft workers such as plumbers and carpenters are trained through formal

apprenticeship programmes. Apprentices are trainees who spend a prescribed amount of

time working with an experienced guide, coach or trainer. Assistantships and internships

are similar to apprenticeships because they also demand high levels of participation from

the trainee. An internship is a kind of on-the-job training that usually combines job

training with classroom instruction in trade schools, colleges or universities. Coaching, as

explained above, is similar to apprenticeship because the coach attempts to provide a

model for the trainee to copy. One important disadvantage of the apprenticeship methods

is the uniform period of training offered to trainees. People have different abilities and

learn at varied rates. Those who learn fast may quit the programme in frustration. Slow

learners may need additional training time. It is also likely that in these days of rapid

changes in technology, old skills may get outdated quickly. Trainees who spend years

learning specific skills may find, upon completion of their programmes, that the job skills

they acquired are no longer appropriate.

6 Committee Assignments

In this method, trainees are asked to solve an actual organizational problem. The trainees

have to work together and offer solution to the problem. Assigning talented employees to

important committees can give these employees a broadening experience and can help

them to understand the personalities, issues and processes governing the organization. It

helps them to develop team spirit and work unitedly toward common goals. However,

managers should very well understand that committee assignments could become

notorious time wasting activities. The above on-the-job methods are cost effective.

Workers actually produce while they learn. Since immediat.e feedback is available, they

motivate trainees to observe and learn the right way of doing things. Very few problemsarise in the case of transfer of training because the employees learn in the actual work

environment where the skills that are learnt are actually used. On-the-job methods may

cause disruptions in production schedules. Experienced workers cannot use the facilities

that are used in training. Poor learners may damage machinery and equipment. Finally, if

the trainer does not possess teaching skills, there is very little benefit to the trainee.


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OFF-THE-JOB METHODS

Under this method of training, the trainee is separated from the job situation and his

attention is focused upon learning the material related to his future job performance.

Since the trainee is not distracted by job requirements, he can focus his entire

concentration on learning the job rather than spending his time in performing it. There is

an opportunity for freedom of expression for the trainees. Off-the-job training methods

are as follows:

1. Vestibule training:

In this method, actual work conditions are simulated in a classroom. Material,

files and equipment - those that are used in actual job performance are also usedin the training. This type of training is commonly used for training personnel for

clerical and semi skilled jobs. The duration of this training ranges from a few days

to a few weeks. Theory can be related to practice in this method.


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2. Role playing:

It is defined as a method of human interaction that involves realistic behaviour in

imaginary situations. This method of training involves action, doing and practice.

The participants play the role of certain characters, such as the productionmanager, mechanical engineer, superintendents, maintenance engineers, quality

control inspectors, foreman, workers and the like. This method is mostly used for

developing interpersonal interactions and relations.

3. Lecture method:

The lecture is a traditional and direct method of instruction. The instructor

organizes the material and gives it to a group of trainees in the form of a talk. To

be effective, the lecture must motivate and create interest among the trainees. An

advantage of lecture method is that it is direct and can be used for a large group of

trainees. Thus, costs and time involved are reduced. The major limitation of the

lecture method is that it does not provide for transfer of training effectively.

4. Conference/discussion approach:

In this method, the trainer delivers a lecture and involves the trainee in a discussion

so that his doubts about the job get clarified. When big organizations use this

method, the trainer uses audio-visual aids such as black boards, mockups and slides;

in some cases the lectures are videotaped or audio taped. Even the trainee's

presentation can be taped for self confrontation and self-assessment.

5. Programmed instruction:

This method has become popular in recent years. The subject matter to be learned is

presented in a series of carefully planned sequential units. These units are arranged from

simple to more complex levels of instruction. The trainee goes through these units by

answering questions or filling the blanks. This method is, thus, expensive and time-

consuming.


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OBJECTIVES OF THE STUDY

To identify the need of training practices in the company.

To analyze the existing training practices and their effectiveness.

To take feedback and analyze the level of satisfaction amongst the employees.


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RESEARCH METHODOLOGY

MEANING OF RESEARCH:-Research as the manipulation of things, concepts of symbols for the purpose of

generalizing to extend, correct or verify knowledge, whether that knowledge aids in

construction of theory or in the practice of an art.

The Research Methodology followed for further work can be primarily classified into

two stages namely Exploratory and Descriptive. The stepwise details of the research

are as follows:

STAGE - I

Exploratory Study:

Since we always lack a clear idea of the problems one will meet during the study,

carrying out an exploratory study is particularly useful. It helped develop my concepts

more clearly, establish priorities and in improve the final research design.Exploratory

study will be carried out by conducting:

Secondary data analysis which included studying the website (www.isgec.com) of the

company and also going through the various articles published in different sources

(magazines, books, internet, newspapers) on Small and Medium Scale Enterprises and

Training.

Experience surveys also conduct with Assistant-Manager Human Resources and the

General Manager and Personnel Officer to gain knowledge about the process of

identification of training need followed in the organization.


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StageII

Descriptive Study:

After carrying out initial Exploratory studies to bring clarity on the subject under study,

Descriptive study will be carried out to know the actual method to identify the training

need being followed at ruchira paper ltd. The knowledge of actual training is needed to

document the process and suggest improvements in the current system to make it more

effective. The tools used to carry out Descriptive study included both monitoring and

Interrogation.

RESEARCH DESIGN

A research design is a framework or blueprint for conducting the research project.

It details the procedure necessary for obtaining the required information.

Research designResearch design : Descriptive research design


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DATA COLLECTION

The task of data collection begins after a research problem is being defined and

research design chalked out.

Data types:

Primary Sources Secondary SourcesPrimary Sources:

The primary data are those which are collects fresh and for the first time, and thus happen

to be original in character.

Secondary Sources:

The secondary data are those which have already been collected by someone and which

have already been passed through the statistical process.

Collection of Data for Project:

PRIMARY SOURCE Personal Interviews, Questionnaires

SECONDARY SOURCE Books, Journals, Magazines, Newspaper,

Reports,


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SAMPLING DESIGN:

A sample design is a definite plan for obtaining a sample from a given population.

There are many sample design from which a researcher can choose. Researchers

must prepare /select a sample design which should be reliable and appropriate for

their research only.

Sample Size:This refers to the organizations surveyed. Although large samples are more reliable

but due to shortage of time and money this organization has been selected.

Sample Size : 100

Sampling Technique:This refers to procedure by which the organizations have been chosen. This is:

Sampling technique : Random sampling


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1) Is your organization identifies the training needs for the employees?

Response No of respondent % of responseYes 70 70%No 30 30%

Total 100 100

INTERPRETATION

70% of employee response that company identifies the training need and 30 % believe

that company doesnt identifies the training need of employee.

70%

30%

0% 0%

yes

no


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2) Are you aware of current prevailing methods being used in organization?

Response No of Respondents % of ResponseYes 90 90%

No 10 10%

Total 100 100

INTERPRETATION

90% of employees were aware about the methods used by the company and 10% of

employee still not aware about the training method used by the company.

3) Is present method which is being used in the company is beneficial according

to need of employees?

yes

90%

no

16%

yes

no


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No. of Programmes No. of Respondents % of ResponsesStrongly agree 45 45%

Agree 25 25%

Cant say 10 10%

Strongly disagree 15 15%

Disagree 5 5%

Total 100 100%

INTERPRETATION

70% respondent believe that the training method used by company were beneficial for

their development and 20% were disagree to this statement and 5% could not response.

strongly

agrre

45%

agree

25

can't say

10%

strongly

disagrre

15%

disagree

5%

strongly agree

agree

can't say

strongly disagree

disagree


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

No. of Programmes No. of Respondents % of Responses0-5 40 40%

6-10 25 25%

10-15 20 20%

More than 15 15 15%

Total 100 100%

INTERPRETATION

25% of the officers have attended 6-10 training programmes in the last 5 years, which is

an indication of an effective training policy of the organization. However, 40% of the

officers have attended only 0-5 training programmes, which needs to be evenly

monitored by the organization.

0-540%

6-1025%

10-15

20%

More than 1515%


36/51

5) The training programme was relevant to your developmental needs?

Options No. of Respondents % of ResponsesStrongly agree 30 30%

Agree 25 40%

Cant Say 20 15%

Strongly Disagree 20 10%

Disagree 5 5%

Total 100 100%

INTERPRETATION

70% of the respondents feel that the training programmes were in accordance to their

developmental needs. 15% respondents could not comment on the question and 15%

think that the programmes are irrelevant to their developmental needs and theorganization must ensure programmes that satisfy the developmental needs of the

officers.

stronglyagree30%

agree25%

can't say20%

disagree20%

stronglydisagree

5%


37/51

6) The training methods used during the training were effective for

understanding the subject?


Agree 25 25%

Cant Say 15 15%


Disagree 10 10%

Total 100 100%

INTERPRETATION40% of the respondents believe that the training methods used during the programmes

were helpful in understanding the subject, but 25% disagree to. The organization should

use better, hi-techechnology methods.

strongly agree20%

agree40%

can't say15%

disagree15%

strongly disagree10%


38/51

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

the programme?


Agree 15 15%

Cant Say 5 15%


Disagree 20 15%

Total 100 100%

INTERPRETATION60% of the respondents believe that the training aids used were helpful in improving the

overall effectiveness, but 20% disagree to this notion. 35% respondents did not comment

on the issue.

strongly disagree15%

disagree20%strongly agree

45%

agree15%

can't say5%


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8) In your opinion, the numbers of training programmes organized during the

year were sufficient for officer of ISGEC?.


Agree 25 25%

Cant Say 5 5%


Disagree 25 25%

Total 100 100%

INTERPRETATION55% respondents have the opinion that the frequency of the training programmes is

sufficient but 40% of the respondents have the disagree to this. 5% didnt comment oh

this issue.

stronglydisagree

15%

agree25%

dis agree25%

can't say5%

strongly agree30%


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9) The time limit of the training programme was sufficient?


Agree 35 35%

Cant Say 10 10%


Disagree 10 10%

Total 100 100%

INTERPRETATION

55% respondents feel that the time limit of the training programme was correct but 35%

feel that it was insufficient. And 13% could not comment on this issue.

strongly agree20%

agree35%

can't say10%

disagree10%

stronglydisagree

25%


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10) The time limit of the training programme, if increased would make it more

effective?


Aagree 25 25%

Cant Say 5 5%


Disagree 15 15%

Total 100 100%

INTERPRETATION

70% respondents feel that the increase in the duration of the training programmes would

be beneficial but 25% differ to this opinion and 5% didt comment on this.

strongly agree45%

agree25%

stronglydisagree

10%

disagree15%

can't say5%


42/51

11) The number of training programmes organized for workers in a year are

sufficient?

Options No. of Respondents % of ResponsesStrongly Agree 35 35%

Agree 25 25%

Cant Say 5 5%


Disagree 15 15%

Total 40 100%

INTERPRETATION

60% respondents believe that the numbers of training programmes organized in a year are

sufficient, but 35% disagrees to this and 5 % could comment. The organization should

ensure multiple programmes for the workers.

strongly agree35%

agree25%

can't say5%disagree

15%

stronglydisagree

20%


43/51

12) The training given is useful to you?


Aagree 45 45%

Cant Say 5 5%

strongly Disagree 15 15%

Disagree 20 20%

Total 100 100%

INTERPRETATION

60% of the respondents feel that the training programmes were useful. and 35% think that

the programmes were irrelevant to their objective of being useful & 5% respondents

could not comment on the question

agree45%

disagree

20%

stronglyagree15%

stronglydisagree

15%

can'tsay


44/51

FINDINGS

Objective:- To identify the need of training practices in the company.

The training provided to employees help them in their overall development. It helps in promoting efficient working for the organization and employees.

Objective:- To analyze the existing training practices and their effectiveness.

More methods used for making the training sessions exciting. Some of the respondents suggested that the time period of the training

programmes were less and thus need to be increased.

Objective:- To take feedback and analyze the level of satisfaction amongst the

employees.

Maximum employees were satisfied with the training programme. Some respondents also recommended that the number of training programmes

be increased.


45/51

RECOMMENDATION

Practical examples should be used to make things easy to understand duringthe training sessions.

Better technological aids and methods should be used to make the trainingsessions exciting.

The period of the training sessions should be augmented. The organization should also arrange part time training programmes in the office

premises for short durations, spanning over a few days, in order to avoid any

interruption in the routine work.


46/51

LIMITATIONS OF THE STUDY

The size of the sample is very small due to shortage of time and resources. Respondent may be baised in favour of management. Due to pressure of management, respondent were reluctant in communicating. Difficulty was faced in getting the responses to various questions because

respondents could not devote enough time to me.

Moreover a period of 45 days of training is too short to study the vast concept ofH.R.M

In spite of the hurdles this period was a very good time of learning experience and

exposure to industry atmosphere and culture.


47/51

CONCLUSION

Training is an attempt to improve current or future employee performance byincreasing an employee ability to perform through learning & increasing his orher skills & knowledge.

Training need identification is a tool utilized to identify what courses or activitiesshould be provided to employee to improve their work productivity.

The training programmes were adequately designed to cater to the developmentalneeds of the respondents

Training is closely related with education and development but needs to bedifferentiated from these term.

The training aids used were helpful in improving the overall effectiveness of thetraining programmes


48/51

QUESTIONNAIRE

Dear Sir/Madam,

I am doing a research work on Employees Training & Development. I would request you

to kindly spare some time to fill up this questionnaire.

Thank you very much for your cooperation.

Name --------------------------------------------------

Designation-------------------------------------------

Department-------------------------------------------

Q1. Please mention your age

(a) 20-25 (b) 25-30 (c) Above 30

Q2. Sex:

(a) Male (b) Female

Q3. Marital Status:

(a) Single (b) Married (c) Divorced

Q4. No. of years of experience:

(a) Less than 3 years (b) 3 to 5 years (c) More than 5 yrs

Q5. Is this your first organization?

(a) Yes (b) No

Q6. Is your organization identifies the training needs for the employees?

(a) Yes (b) No

Q7. Are you aware of current prevailing methods being used in organization?

(a) Yes (b) No


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Q8. Is present method which is being used in the company is beneficial according to

need of employees?

(a) Strongly agree (b) Agree (c) Cant say

(d) Strongly disagree (e) Disagree

Q9. How many training programmes have you attended in last 5 years?

(a) 0-5 (b) 6-10 (c) 10-15

(d) More than 15

Q10. The training programme was relevant to your developmental needs?



Q11. The training methods used during the training were effective for understanding

the subject?



Q12. The training aids used were helpful in improving the overall effectiveness of the

programme?



Q13. In your opinion, the numbers of training programmes organized during the year

were sufficient for officer of ISGEC?



Q14. The time limit of the training programme was sufficient?




50/51

Q15. The time limit of the training programme, if increased would make it more

effective?



Q16. The numbers of training programmes organized for workers in a year are

sufficient?



Q17. The training given is useful to you?




51/51

BIBLIOGRAPHY

Dr. Rajkumar, Human resource management

Aswathappa.k, Human resource personal managementKothari, C.R, methods and techniques,New dellhi,New age international publication

WEBSITE:

www.brunel.ac.ukl-data/assets/files/0020/90641/phdsimp2009alighufli.pdf

www.inspq.qc.ca/pdf/publications/884-carde_reference_ang.pdf

www.usfa.fema.gov/pdf/efop/efo30258.pdf

http://envfor.in/division/csuruv/biosafetyfiles/tna/bridgeversion.pdfwww.csjournals.com/IJITKM/pdf4_1/51.pdf
http://www.brunel.ac.ukl-data/assets/files/0020/90641/phdsimp2009alighufli.pdfhttp://www.inspq.qc.ca/pdf/publications/884-carde_reference_ang.pdfhttp://www.usfa.fema.gov/pdf/efop/efo30258.pdfhttp://envfor.in/division/csuruv/biosafetyfiles/tna/bridgeversion.pdfhttp://www.csjournals.com/IJITKM/pdf4_1/51.pdfhttp://www.csjournals.com/IJITKM/pdf4_1/51.pdfhttp://www.csjournals.com/IJITKM/pdf4_1/51.pdfhttp://envfor.in/division/csuruv/biosafetyfiles/tna/bridgeversion.pdfhttp://www.usfa.fema.gov/pdf/efop/efo30258.pdfhttp://www.inspq.qc.ca/pdf/publications/884-carde_reference_ang.pdfhttp://www.brunel.ac.ukl-data/assets/files/0020/90641/phdsimp2009alighufli.pdf

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