Study Of Training &

Development
AT

CENTRAL ELECTRONICS LTD.

SUMMER TRAINING PROJECT REPORT

SUBMITTED TOWARDS PARTIAL
FULFILLMENT

OF

MASTER OF BUSINESS ADMINISTRATION

(Affiliated to U.P. Technical University,
Lucknow)

Academic Session
[2008-10]

Submitted by:
MANOJ KUMAR
MBA III Sem.

Under the Guidance of:

External Supervisor: Internal Supervisor

Mr. M.D. Mishra Mr. Puneet Saluja
(Chief Manager, S.P.D.) Faculty
BHAGWANT INSTITUTE OF TECHNOLOGY, BIJNORE
(MUZAFFARNAGAR)
 CANDIDATE DECLARATION

I do hereby declare that the piece of dissertation report entitled “TRANING

AND DEVLOPMENT” has been prepared by me under the guidance and

supervision of Mr. Puneet Saluja (Lecturer) as a part fulfillment for the

requirement of the degree in Masters of Business Administration under U.P.

Technical University during the session 2008-10.

To the best of my knowledge & belief, this is my own work and has not been

submitted anywhere earlier for any other degree.

Manoj Kumar
MBA III Sem.
 ACKNOWLEDGEMENT

I am deeply indebted to the professionals of C.E.L. for giving me their valuable time in
responding against my queries and putting forward their rich critics and suggestion.

I ultimately thank Mr. Y.K TYAGI (Chief Manager, S.P.D.) and Mr. Subhash
Suberwal (Personal Manager) of M/s C.E.L., who were kind enough for their guidance
and encouragement, it would not have been, it would not have been possible in complete
the project with out the co-operation of the workers and all the staff personnel at M/s
CEL.

I am extremely grateful to Mr. Puneet Saluja (Lecturer, HR) for being the constant
source of guidance and inspiration and providing me an opportunity to undertake training.
The wholehearted guidance and unfailing inspiration of my guide made this work
possible which at the commencement seemed to be beyond my capabilities.

In the end I will not be doing justice if I fail to mention all my friend and colleagues who
have helped me the completion of my study.

Manoj Kumar
MBA
 PREFACE

In the past, organizations were not also inclined towards the training and development
programs necessary for their offices and staff members However with the changing
scenario and air going competition, the management has realized that sound training
effect are needed for the development of personal not only for their future growth but also
for the growth of the organization. In recent times it is being observed that the
development of managerial personal proves to be a catalyst for the increased profit and
organizational groups.

Many organizations are expanding their departmental network to provide effective

training program for their manpower. The focal points of this effects is to produce work-
force who have necessary skills to do there jobs leading towards more productive
organizations.

The designs of employees training programs vary widely and depend largely upon the
internal structure of the organization. However the aim always remains same that the
training programs must be such that it encourages learning in non-threatening manner
and that this effect are or should be the result of the assessed need. A study published in
1990, indicated That organizations rely on higher-level input management judgement and
performance appraisal later.

The present report focuses on these aspects of changing scenario in particular contest of
M/s CEL, a public sectors under taking. The subject matter maintained by this report
covers the survey of personal to know about the effectiveness of the prevailing practices
and suggests the possible changes Which may be incorporated to get more employee
oriented training program. The main aim of this study is to provide hand tool to H.R
professionals of M/s CEL to help them in their functioning. The study has been a result of
a short-term approach of information system and putting forward a slip towards giving
feed back to the top management.
 CONTENTS

Chapter 1. Executive Summary 1

Chapter 2. CEL (An Overview) 3-8
 An overview of CEL
 Organizational Structure
Chapter 3. Training & Development (A Study) 9-20
 Means of Training And Development
 Changing Trends in Training And Development
Chapter 4 Prevailing Practices of Training and Development 21-26
Program in CEL 22-23
 Objective of training and development in CEL
 Training Procedure at CEL
Chapter 5. Objective of the Study 24
Chapter 6. Methodology 28-30
 Design of Questionnaire
 Findings
 Assumptions

Chapter 7. Analysis 37-80

 Comparative Analysis
 Observations
Chapter 8. Conclusions 82
Chapter 9 Limitations 84

Chapter 10. Suggestions 86

Chapter 11 Bibliography 90
Chapter 12 Questionnare 92
 EXECUTIVE SUMMARY

Objective : To establish relationship between the effective training

policies and effective training programs.

Methodology Data
Collections : The data were collected through primary and
secondary sources.

Primary Sources : Collected information from executives conduct a

survey amongst 86 employees of M/s CEL to get the
information out of total strength 684.

Secondary Sources : Manual and printed booklets provided by PAD

Department.

Sample Size : Sample size was drawn on the basis of random sample
Method with 10% base. The further breakup of this
sample size was again drawn on the same base of
random sampling. Analysis among executives and non
executives cadre of M/s CEL.

Executive - 36
Non-Executive - 50
Total Sample Size - 86

1
2
COMPANY PROFILE

Central Electronics Ltd. (CEL) is a Central

government public sector company and was
established in June 1974. CEL's main works is
located on a fifty acre plot in the industrial area of
Sahibabad (UP) about 20 km from New Delhi. The
main operations of the company are divided in to
three business groups.

 Solar photo-voltaic group

 Systems group
 Component s group
CEL has built up a track record of successfully converting scientific principles into
industrial technologies. This has been achieved through in-house research and
development (R&D) efforts and in collaboration with other national/international research
institutions. The company has successfully met challenges of offering most advanced
technologies / product to meet identified national requirements. CEL s operation includes
turnkey installations in each of its product areas.

QUALITY POLICY
CEL is committed to strive for the leader Ship in its products market by way of
continuous improvement in the quality of its product and services arid meeting the
customers need in time and every time at competitive price. This shall he achieved
through continuous up-gradation of technology and process improvement by involving all
the employees, vendors, dealers and customers.

Enhancement in
• Customers satisfaction
• Continues improvement

3
4
 WORLD CLASS ELECTRONIC COMPONENTS
PROFESSIONAL FERRITES

CEL manufactures soft ferrites for communication, defense and Consumer / Industrial
Electronic Industries.

CEL’s new range of high permeability ferrite components for Digital Switching
Equipment for the telecom requirement and high frequency microwave ferrites developed
for VHF/UHF communication sets and defense radar requirement reflect our expanding
product range. A whole new range of ferrite components, ferrites for switch mode power
supply, electronic ballast etc. form a part of CEL ‘s expansion plans.

ELECTRONIC CERAMICS
A variety of Piezo-ceramic materials based on Lead Zirconate Titanate composition have
been standardized for low power as well as high power applications. These materials can
be tailor-made to various shapes and sizes.

To meet customer requirement, CEL’s capability in the area of High Alumina is planned
to be exploited to meet potential large volume requirements of substrates, bearing, bullet-
proofing etc.

MICROWAVE ELECTRONICS
CEL has the capability and infrastructure for the design and manufacture of Microwave
ferrite phase shifters or phase control modules for use in the phased array radar’s a
capability possessed by very few in the world.
In addition, CEL has also the Software & Hardware capability to design / manufacture ,
phase frequency correlators, Antennas.

5
RESEARCH & DEVELOPMENT
The commercial operation of the company are largely based on Technology / know-how
developed through in house or collaborative R&D. Thus, there exists a long standing
R&D activity side by side with the commercial performance of the company in each of
it’s operational areas.

There is core-group of R&D personnel in each business groups and also at corporate
level. Scientists & Engineers in these groups continuously strive to develop new
technologies & products, improve production yields and productivity thus contributing to
the company’s goal of achieving excellence.

The R&D groups maintain close, collaborative links with other R&D institutions both in
India & abroad. The department of Scientific & Industrial research of the government of
India recognizes CEL’s in-house R&D.

CONSULTANCY & SERVICES DIVISION

As a result of two decades of operation in its area, CEL now has highly qualified scientist
and engineers with expertise in design, development, manufacture and actual field
experience in areas such as SPV power plants, material sciences, ferrites, ceramics and
electronic systems.

Since CEL is actively involved in R&D works, solutions to specific problems can be
provided through the consultancy & services division.

MARKETING TRUST
The company has put in place modern marketing practices, which
center around feed back analysis of product performance customer's
attitude and post purchase satisfaction level. The ultimate marketing
success rate has registered improved visibility of the company amongst
identified target groups.
6
PERFORMANCE DURING THE FINANCIAL YEAR 2004-05

CEL achieved production of Rs. 83.78 crores and sales of Rs.97.78

crores as against the last year production of Rs.65.24 crores and sales of
s. 6178 crores. Thus, increase of 28.47% in production and 45.47% in
ales.

7
8
 ORGANIZATIONAL STRUCTURE

The organization chart of the company indicating the responsibilities, authority and inter
relation of all personal, who manage, perform and verify work effecting quality is shown
in the organization chart as below:

9
 TRAINING & DEVELOPMENT (A STUDY)

Every organization needs to have well trained & experience people to perform the activity
that have to be done. If current or potential job occupants can need this requirement,
training is not important. When this is not the case, it is necessary to raise the skill levels
& increase the versatility & adaptability of employees.

As jobs have become more complex, the importance of employee training has increased.
When job were simple, easy to learn, influenced to only a small degree by technological
changes. There was little need for employees to upgrade or to alter skills, but rapid
changes taking place during the last quarter century in our highly sophisticated and
complex society have created increased pressure on the organization to readapt the
products and services produced. The manner in which the products and services are
produced and offered the types of job required and the types of kill necessary to complete
these jobs.

TRAINING
Management training in its several underlying philosophies, its specific conceptualization
and its concrete techniques- is a human learning process. Yet almost without exception
there has been remarkably little reliance in the development and implementation of
management training on those vast and relevant body of research literature.
By Goldstein and sorchar (1972,P 32)
Work Horses: Stars:
Highly Competent Highly Potential, working with full capabilities
Dead Wood: Problem Children:
Unsatisfactory, Unsuitable, Incompetent Potential/capability but Under utilized
Classification of employees for Training; By Dr. George S. Odiome

10
Training and development viewed as a four phase process to facilitate learning in
organizations.

Categories of data in the learning

situation:
The learning Environment
The role of the trainee/teacher
The characteristics of the learner
Basic process in the human learning activity
Reinforcement and punishment
Retention and transfer of learning
Practices

Diagnosis of the
Learning
Situations

Design of the
appropriate
Learning Strategy

Implementation of
Learning Strategy

Evaluation and
Possible Re-
design of the
Learning Strategy
11
DEVELOPMENT
In Duckers view management and manager development deal with the skill people need.
They deal with the structure of jobs and of management relations. They deal with what an
employee need to learn to make his skills affective. They should concern themselves with
changes in behavior likely to make a man more effective. it is rio longer necessary to
debate whether management development and manager development are luxurious in
which only big companies can indulge in boom times. They are a necessity our society. In
any major institution the church, for instance, or the army finding developing and proving
out the leaders of tomorrow is an essential job to which the best man give fully of their
time and attention.

WHY DOES A TRAINING NEED OCCUR

The answer to this question is ‘for one for three reasons” for some combination of the
three
 Job changes
 Person changes
 Performance changes

Job changes : Many managers and their staffs have to be retrained for an entirely new
kind of work. These changes may occur as a result of:
 New plants
 New products
 Computerization Change in standards
 Reorganization
 Takeovers
 New equipment’s Re-location
 New technology, methods, systems or procedures

12
Legislation
The changes in them self may not be new, what is new has been the frequency arid pace
with which may are now taking place. fri this context a work force which is flexible and
responses to change is very much required.

Person changes:
Individuals changing jobs or preparing for future changes in their work are
 Potentially in need of training needs may occur because of:
 Promotion
 Special assignment
 Transfer
 Initial induction programs
 Carries planning programes

Performance deficiencies
These are routine maintenance needs are as follows but of equal importance if not more-
Indication of such needs are:
 Operator faults
 Appraisal
 Customer complaints
 Accident
 The carelessness of familiarity
 Quality control records
 Forgetting and becoming ‘rusty’ accepts of takes
 Key request and key reports from managers

13
 HOW DOES A TRAINING NEED BECOME
RECOGNISED

It is quite apparent that hr manager get signals about potential need by constant
monitoring of the ongoing operations. If HR manager make intelligent use of these
signals, they can avoid the “fire fighter” trap. It is to say that instead of being reactive
they can be pro-active.

 It involves a detailed study of organizational objectives strategies long term and short-
term goals structure, human resources and organizational culture.

 Task analysis: It involves a detailed examination of a job its component its various
operations and the conditions under which it has to be performed.

 Employee’s attitude survey should be conducted. Skill inventory and Functional audit
should supplement the same.

 The skill inventory assesses the individual achievement, knowledge, potentiality,

behavior skill, arid performance while training need identification must recognize the
resources implied and problems and the budget constraints

14
15
 TRAINING METHODS AND TECHNIQUES

The forms and types of employee training methods are interrelated. It is difficult to say
which of the method or combination of method is useful than the other. Infact each is
suitable for a particular situation. The best technique for one situation may not be best for
different groups and tasks. Care must be taken in adapting the method to the learner of the
job.

An effective training technique generally fulfill this objectives:

 Provide motivation to the trainee to improve job performance.
 Develop a willingness to change.
 Provide for the trainees active participation in the earning process.
 Provide knowledge of results about attempts to improve.
 Permit practice where appropriate.

On the job training

Every employee from the clerk to company president get s some on the job training when
lie joins the firm. William Tracly calls it” the most common the most widely used and
accepted and the most necessary method of training employees in the skills essential for
acceptable for job performance”.

In this the trainees earn as they learn under the watchful eyes of a master mechanic or
craftsman, receive immediate feedback, practice in the actual work environment and
associate with the same people they will work with after trainee. Under this technique an
employee is placed in a new job and is told how it may be performed. It is primarily
concern with developing an employee a repertoire of skills and habit consistent with the
existing practices of an organization and with orienting him to his immediate problems.

It is mostly given for unskilled and semi skilled job clerical and sales job. Employees are

16
coached and instructed by skilled co-workers, by suppresser, by the special training
instructors. They learn the job by personal observation and practice as well as
occasionally handling it. It is learning by doing and it is most useful for jobs that are
either difficult to stimulate or can be learnt quickly by watching and doing.

Job rotation
A management trainee is made to move from job to job at certain intervals the jobs vary
in contents

Special assignments or comities:

They are other methods used to provide lower level executives with first hard experience
in working on actual problems.

Job instruction training

This method is very popular in the states for preparing supervisors to train operatives. The
JIT method requires skilled trainers, extensive job analysis training schedule and prior
assessment of the trainee ‘s job knowledge. This method is also known as training
through step by step learning. It involves listing all necessary steps in the job each in
proper sequence. This step shows what is to be done along side each step is also listed
corresponding key points which show how it is to be done and why.

Vestibule training:
This method attempts to duplicate on the job situations in a company classroom it is a
classroom training, which is often imparted with the help of the equipment and machines
that are identical with those in use in the place of work. This technique enables the trainee
to concentrate on learning the new skill rather than on performing an actual job. This is
given in the form of lecture case studies role-playing and discussions

Simulation
Simulation is a technique, which duplicates, as nearly as possible the actual conditions
encountered on a job. The vestibule training method are examples of business
simulations. Simulation techniques are most widely used in the aeronautical industry.
17
Trainee interest & employee motivation of a trainee closely duplicates real job condition.
This training is essential in cases in which actual on the job practice might result in a
serious inquiry, a costly error, or the destruction of valuable materials or resources. It is
for this reason that the technique is a very expensive one.

Apprenticeship
For training in crafts, trade and in technical areas, apprenticeship training is the oldest &
most commonly used method. Especially when proficiency in a job is the result of a
relatively long training period of 2 years to 3 years for persons of superior ability & from
4 to 5 years for other. The field in which apprenticeship training is offered are numerous
arid range from the job of a draftsman, a machinist, a printer, electricians.. A major part
of training time is spent on the job productive work. Each apprentice is given a program
of assignments according to a pre-determined schedule, which provides for efficient
training in trade skills.

Class Room Or Off The Job Training:

Off the job training simply means that method of training is not a part of everyday job-
activity. The actual location may be in the company classrooms or in places that are
owned by the company or in universities or in association which have no connection with
the company.

Methods
Lectures:
Lectures are regarded as one of the simplest ways of imparting knowledge to the trainees
especially when facts, concepts, attitudes & problem solving technique abilities are to be
taught. Lectures are formal organized talks by the training specialist the formal superior
or other individual specific topics.

Conference method:
In this method, the participating individuals “confer” to discuss points of common interest
to each other. A conference is a basic to most participating group centered methods of
development. It is a formal meeting conducting in accordance with an.
18
19
 CHANGING TRENDS IN TRAINING AND
DEVOLPOMENT

The American society for training and development ASTD held its international
conference and exposition in Atlanta from may 21 to 27 1999. Almost 10,000 human
resource professional from all over the globe came together to learn and appreciate the
changing scenario in the world of training and development.

 The conference seemed to debate on five main areas:

 How to increase real workplace learning which translate itself into productivity and
effectiveness.
 How to increase retention of people.
 How to design learning architecture and create authentic learning organization which
can last in the face of change.
 How to create and implement web-based learning situation to cater to large volumes:
distance learning case studies of ford and other companies were shared,
 How to genuinely integrate the business and human issues and the role of industries in
community development arid up-Liftmen of society.

INCREASE WORKPLACE LEARNING:

Workplace learning seems to be in the center stage at present. Training is no longer
done as generation of awareness but as planned effort to increase productivity. The
world’s best coorporation are implementing learning strategies, which could be tested and
evaluated for its impact. The accent is to identify the competencies possessed by the Job-
holder. The difference between the two becomes the training need. Fulfilling this gap
becomes the training function responsibility to increase productivity.

RETENTION OF PEOPLE:
The experts distinctly proved how proactive strategies in mentoring, coaching and career
planning can increase retention arid reduce staff turnover. Worldwide companies

20
demonstrated that employee retention was not only a factor of compensation as popularly
believed but also an effect of mentoring, career planning, development efforts and
coaching. Giving challenging work assignment appeared to be one of the most significant
retention strategies in most accomplished companies.

CREATION OF LEARNING ORGANIZATION:

Learning organization seemed to still hold major attention in the area of organization
development. It was felt that in a rapidly changing world economy where each individual
has more choices and alternatives, the ability to service the choices and alternatives would
be the critical challenges. Companies, which will respond quickly to the desires of the
customers, anticipate the consumer shifts in behavior and design organization to respond
to their changed circumstances, will be able to retain their market share. Companies will
have to become flexible and adaptive as opposed to hierarchical and structured. They will
need to service the individual employee need and the customer needs. It should have the
ability to critique itself on a continuous basis and challenge every system of the past in
view of the present environment. The most distinct shift in the field of training and
development was in the area of creating web-based instruction design and self-paced
learning. There appears to be a clear awareness that most organization to succeed will
need to have economies of scale and therefore are likely to be large and have many
location. The result, cross-culture training wilt be the order of the day. There appears to
be a clear consciousness that learning on the job is fundamentally an individual
responsibility. The role of the organization is to make available the technology and
content.

INTEGRATING BUSINESS AND HUMAN ISSUES:

A major consciousness is emerging that most companies are not structured to service
individual or business goals. The hierarchical, pyramidal organization by the definition
creates conflicts as only few can reach to the top. It was widely felt that to offer
incentives as rewards for recognition of performance is a dehumanizing strategy and has
only increased hatred amongst employees and let to toss of team efforts. People almost
have been taught to hate each other to succeed th9s is the antithesis of development. Even
the superior methods of performance appraisal & evaluation such as feed hack, which is
21
quantum, leap over the old confidential report if one way communication is shrouded in
secrecy. Authentic two-way communication, which is required for transparency is almost
impossible given the present architecture of most organization.

There is now a greater cognition that the human assets are far more critical than any
other, resource and it makes strategic and business sense to make significant efforts to
manifest the latent power of each individual in the organization.
Substantial work is being done to increase the level of emotional intelligence. A large
number of companies were found to be giving official time off to the employees to take
part in community service.

It is being found by research that when individuals engage themselves in helping others
and community development work they felt much better about themselves and
consequently are found much more empathetic, facilitative and enabling in the work-
place. This translates itself into greater teamwork and productivity. The efforts being
made to increase self-awareness and individual potential seemed to he sketchy and not
very rigorous.

22
 PREVALING PRACTICES OF TRAINING &
DEVELOPMENT
PROGRAMES IN CEL

Training & development

One of the important HRD activities in the M/S CEL is its training program. Even the top
executives attend the programs especially designed for them. The main purpose of
training is to provide learning opportunities and resources to upgrade the knowledge and
skills of the employer.

Objectives of training and development

 Help each person in the company to become more capable, self motivated self
directed and innovative..
 Enable every employer to understand and develop and utilize his/her potential.
 Assist employees in achieving excellence in all operation.
 Ensure that the best operation and maintenance practices are involved in M/s CEL.
 Develop an organizational culture in which manager subordinate relation ships team
work and call among sub units are strong and contribute to the professional well
being, motivation and the pride of the employees.

Layout of the training program in the M/S CEL:

Any sound training program is built upon the fundamentals of learning. An important
factor in learning is motivation. People learn what they want to learn. This training
program may be designed in a way that employees should participate willingly. Training
being a transfer of learning i.e. learning of one task assists in learning another following
areas may lead to meaningful and reasonable objectives of the training program
 Knowledge of the company and an appreciation of the environment:
o Job competence
o Personnel development
o Development of skills

23
 Optimizing individual strength
 Providing opportunities for growth

Training plan:
Taming plan will be conducted by two methods:
 In company training
 Nominating employees to several seminars / courses etc.

As regards in company the following program areas may be initially taken up:
 Knowledge of the company and appreciation of involvement:
It is need of every organization that Employees working in various activities of the
organization with this objective in the mind The company information training
program will, as far as possible, be conducted in the factory premises itself. Faculty
will comprise member I expert nominated by the respective division and accepted by
the managing director. The scope of this program wilt be to explain the activities of
the respective division and various procedures, which to employees are required to
follow. The duration of the program will be about four to six days and wilt cover all
the employees in the company in batches.

Job competency:
Training programs for improving the job competency of the workers may be arranged
in the company with the help of outside experts.

24
Personal development:
These programs will be arranged in the factory premises, wherein the company
employees as well as outside faculty will be invited to conduct the courses in the
following fields:
 Company information
 Personal for non personal
 Finance for non-personal
 Program for trade union leaders
 Workers participation
 Human relation
 TA courses
 Motivation and work commitment
 Labor laws program
 Productivity by concept and approach
 Communication
 Work measurement
Employee may be nominated once in two years to the program, which are of
specialized nature and are beneficial to the company/employees.
 Training procedure at C.E.L

Training procedure
The company has a well defined training procedure to impart need based quality
training to all employees as per the requirement of ISO 9000. As per the laid
down procedure the following types of training programs are conducted:
 Organizing in-use training programs
 Sponsoring employees for external training program or specialized course
 Organizing induction training program for new entrants

M/S CEL has excellent in house training facility including welt equipped class
rooms library and other audio-visual, programs aimed at developing technical,
managerial, human and conceptual competencies. A variety of training methods
like rote play, case discussion, feedback and simulation exercise is used in these
programs. Both tine managers and outside experts are deliver lecture. The HRD
department also conducts post-training follow up activities.
IDENTIFICATION OF TRAINING NEEDS IN
CEL

Keeping in view the training layout and objective of training policy of the
company M/s CEL has adopted a two-way procedure for identifying the needs for
training to its manpower. Basically the need classification is dependent upon the
nature of the job i.e. executive and non-executive.

Executive
 For executive of alt levels their is a system by which the skills enhancement
requirement are identified once in a year through annual performance
appraisal system.
 This system apart from assessing a person on annual performance also gives
step of potential assessment by the appraisal.
 It is a mutually agreed exercise between the appraiser and the appraiser, where
the appraiser indicates has skill gaps and the appraiser after due consideration
recommend various training course to which the appraiser should be expert.

Non Executive
 The responsibility of identifying the training needs or skills enhancement of
the non executive primarily lies on the sectional head and ultimately on the
head of the department.

 Annual list of the training requirement is prepared and data are prepared or an
annual training calendar.

 Training function has always been an important function of the management

and the exposures as found necessary are arranged.
 OBJECTIVE OF THE STUDY

The training and development of the training resource is important activity in any
organization. The outcome of any previous activity (i.e. recruitment and selection,
performance appraisal) may indicate the need for certain improvement in work
performance, updates in job knowledge modification in existing skill and
abilities or a new awareness and response to changing environmental conditions.
Organizations and employees for their own individual, and collective self-interest
use training and development in its many aspects.

A major responsibility of any personnel manager in the development and effective

utilization of organizational members. Large amount of money time and efforts
are invested every year in an attempt to improve the knowledge, skills and
abilities of each and every employer.

With reference to the above background this study presents the salient features of
the training practices prevailing in M/s CEL a public sector undertaking. The
objective of this study is to establish relationship between the effective training
policies and effective training programs thus enhancing the out put and
productivity of employees in general and organization as complete unit. The
specific target of this project is to study the prevailing practices, its drawback arid
recommend effective training program keeping in view the requirement of the
individual by creating a knowledge based data structure. The data base structure is
to be created with the help of responses collected from the individual, thus the
proposed recommended training plans and programs will not only be helpful to
the functional manager but also be useful for the top management for effective
strategic training policies.
 RESEARCH & METHODOLOGY

Research means finding out the facts relating to particular phenomenon. Research
is an academic activity and as such the term should be used in technical sense.
According to Clifford woody-”Research comprises defining and redefining
problems, formulating hypothesis or suggested solutions: collecting, organizing,
and evaluating data: making deductions and researching conclusions: and last
carefully testing the conclusion to determine whether they fit the formulating
hypothesis”. Social Science defines research as “the manipulation of things,
concepts symbols for the purpose of generating the text, correct or verify the
knowledge making, whether that knowledge aids and construction of theory or in
the practice of an art”.

Research is, thus, an original contribution to the existing stock of knowledge

making for its advancement. It is the pursuit of truth with the help of steady
observations, comparisons, and experiment. In short the search for knowledge,
though objective and systematic method of finding solutions to a problem is called
Research. As such the term research refers to the systematic method committing
of enunciate the problem, formulating a hypothesis collecting the facts or data,
analyzing the facts and reaching certain conclusions either in the form of solutions
towards the concerned problem or in certain generalization for some theoretical
formulation.

In this project, I have used Qualitative type of research and the method adopted
was observation method and unstructured interview.

Qualitative research is concerned with qualitative phenomenon that is

phenomenon relating to or involving quality or kind. When we are interested in
investigating the reasons for human behavior (that is why people think or do
certain things) we quite often talk of “Motivation Research” and important type of
qualitative research .This type of research aims at discovering the underlying
motives and desires using in department interviews for the purpose. Attitude or
opinion research i.e., research design to find out how people feel or what they
think about a particular subject or institution is also a qualitative research.

To fulfill the objective of the study titled as "Effectiveness of Training And

Development Policies in M/s CEL" The following methodology was adopted. M/s
CEL being a public sector undertaking, have their own strength of professional
who in-turn not only have developed an effective training program, but also have
an effective monitoring system to get accustom with this. The project underlook
the quantitative methodology for which justified sample size was selected.

 Sample size was drawn on the basis of random sample method with 10% base
considering the total man power strength of 864 thus sample size was
selected as 86. The sample size was further divided into two categories i.e.
executive cadre and non-executive cadre on the same base of random
sampling as above. The total executive sample size came out as 35 against
35 of non-executive cadre.
Executive - - 36
Non-Executive - 50
Total Sample Size - 86

 The database created with the help of questionnaire designed to highlight the silent
features of prevailing practices and to recommend the effective training plans.
While designing the questionnaire it was kept in mind that it should not search for
the knowledge of the respondent whereas emphasis was given on the opinion
without any prejudice.

 To achieve the objective, the data were collected through primary and secondary
sources.
 Primary Data:
o Collected information from executives and non-executive (including
workers)
o Conducting a survey amongst 86 employees of M/s CEL to get the
information, out of total strength 864.

 Secondary Data:
o Manuals of M/s CEL about policies of training and development and
Human Resource.
o Printed booklets provided by PAD dept.

 The analysis of the database was done so as to know the widely accepted policies
and to overcome the drawbacks if any by knowing the best alternative under the
segment. Thus recommending the employee's friendly training program.
 DESIGN OF QUESTIONNAIRE

This section highlights the designing process of the questionnaire to develop a system of
information, it is necessary to have a comprehensive database. This data base car be
generated through various sources of information e.g. human, previous reports, files etc
but how to collect this latter is a question which needs a special emphasis The physical
source of information are always true and reliable.

To achieve this, a test questionnaire was prepared. This questionnaire was referred to the
H.R professional of M/s CEL and with their suggestion a final questionnaire was prepared
keeping in view the following points:

What it is:
I) This is designed to elicit certain related information that will help in formulating
results.
II) The question gather attitudes and opinions.
What it is not:
I) The question don’t measure performance or thew depth of knowledge.
II) Incriminating question have not been asked.
What it request:
I) Frank and accurate answers.
ii) The answers may base on experience need to reflect attitude arid opinion.
What assurance it gives:
I) Assures complete anonymity.
II) Kept answers strictly confidential
 FINDINGS:

 Awareness amongst employees with respect to the need of training.

 Good Sufficient coverage of employees.
 Good Infrastructure
 Need related training programs and routine features are already in
existence.
 Unsatisfactory use of latest training techniques.
 Ineffective feedback mechanism.
 ASSUMPTIONS

Considering the objective of the study, which reads as to know the effectiveness of
training policies in CEL .The following assumptions have been made for carrying out the
study and to make useful inference from the database.

 This study doesn't aim to democrat the difference of opinion between executive
and non executive rather the aim is to define a combined opinion about the
effectiveness of the training prevailing irrespective of the cadre.

 It is also assumed hat the organization under consideration has such awareness
among the employees that each and every employee know about the prevailing
practices .

 Random sampling method may give diverse opinion but reflect the strong opinion,
which may further lead to a better idea about the prevailing practices.

 M/s CEL is open to positive criticism if any and may accept recommendation
suggested during the course of the study to improve upon the existing training
programs as nothing in this world is perfect.
 ANALYSIS

Pains-taking effort of researcher concluded in proper collection of data. The responses

were properly studied and relevant analysis was done.

Q.1Awareness about need of training

Table 1
Frequency of Opinion
Cadre of Category
Total Respondent Yes No
Executive 36 34 (40.5%) 2
Non -Executive 50 50 (59.5%) -
Total 86 84 2
% of Respondent 100% 97.6% 2.4%

56.6
60

50 43.4

40

30

20

10 2

0
N-Exe Exe

98% 2%

Yes No

AWARNESS ABOUT NEED OF TRANING

Q.2Worthiness of time devoted in training.

 Frequency of Opinion
Cadre of Category
Total Respondent Yes No NR
Executive 36 36 (43.4%) - -
Non -Executive 50 34 (48.6%) 2 14
Total 86 70 2 14
% of Respondent 100% 81.4% 2.4% 16.2%

60
51.4
48.6
50

40

30

20 16

10
2
0
N-Exe Exe

82% 2% 16%

Yes No No Response

WORTHNESS OF TIME TIME DEVOTED IN TRANING

 Q.3 (a) Opinion about training importantce.
Frequency of Opinion
Cadre of Category
Total Respondent Yes No NR
Executive 36 20 (43.4%) 14 (40%) 2 (40%)
Non -Executive 50 26 (56.6%) 21 (60%) 3 (60%)
Total 86 46 35 5
% of Respondent 100% 53.4 40.6% 5.8%

60
60 56.6

50
43.4
40
40

30

20

10 6

0
N-Exe Exe N-Exe Exe
53% 6% 41%
Agree for all Agree for <50% Agree for >50%

OPINION ABOUT TRANING IMPORTENCE

(b) Total response per points
Frequency of Opinion
Cadre of Category
Agree Disagree %
Investment in HR 51 2 16.2%
Higher Production 56 1 17.7%
Limits the mistakes 61 1 19.3%
More job satisfaction 46 0 14.5%
Low Cost of failure 46 1 14.5%
Cope with Responsibility 51 0 16.2%
Total 311 5 100%

16% 16%

15%

18%

15%
20%

Investment in human Resource Contributes to higher production

Limits the mistakes Provides grater job satisfaction
Gives low cost of Rejection Cope of with latest technique

TOTEL RESOPENCE PER UNIT

 Q.4(a) Opinion About the organisation identification of Training Needs.

Cadre of Frequency of Opinion

Through
Category Total Regular Occasional Combination No
Performance NR
Resp. Feature Feature of 2&3 Identification
Report
Executive 36 18 (66.6%) 5 (29.5%) 10 (38.4%) 3 (27.7%) -- --
Non-
50 9 (33.4%) 12 (70.5%) 16 (61.6%) 8 (72.3%) 2 3
executive
Total 86 27 17 26 11 2 3
% of
100% 31.4% 19.8% 30.2% 12.8% 2.3% 3.5%
Resp.

Non-executive Frequency of
Opinion Total
Resp. 36

4% 5%
0%
Frequency of
Opinion Through
Performance
Report 18
91%
(66.6%)
Frequency of
Opinion Regular
Feature 5
(29.5%)

Frequency of
OPINION ABOUT THE ORGANISATIONOpinion
IDENTIFICATION
Occasional
OF TRAINING NEEDS.
Feature 10
(38.4%)

(b) Identification of the Most Effective Way of Training Needs

Cadre of Frequency of Opinion
Through
Category Total Regular Occasional Combination
Performance No Identification
Resp. Feature Feature of 2&3
Report
Executive 36 11 (40.7%) 11 (38.9%) 2 (13.3%) 10 (76.9%) 2
Non-
50 16 (59.3%) 18 (61.1%) 13 (86.1%) 3 (23.1%) --
executive
Total 86 27 29 15 13 2
% of
100% 31.3% 33.7% 17.5% 15.2% 2.3%
Resp.

200
180 % of Resp.
160
Total
140
120 Non-executive
100
80 Executive
60
40
20
Cadre of
0 Category
1 2 3 4 5 6 7

IDENTIFICATION OF THE MOST EFFECTIVE WAY OF TRAINING NEEDS

Q.5 (a) Opinion About the Method of Training
Frequency of Opinion
Cadre of Category Total
Yes No NR
Respondent
Executive 36 12 (36.3%) -- 24 (46.1%)
Non -Executive 50 21 (63.6%) 1 28 (53.9%)
Total 86 33 1 52
% of Respondent 100% 38.3% 1.3% 60.4%

Total Frequency of Opinion

Total Respondent 36
50
Frequency of Opinion
30% Yes 12 (36.3%) 21
(63.6%)
Frequency of Opinion
50% No -- 1
1%
19%
Frequency of Opinion
NR 24 (46.1%) 28
(53.9%)

OPINION ABOUT THE METHOD OF TRAINING

(b) Opinion About the Curriculum of the Training

 Frequency of Opinion
Cadre of Category Total Personality
Technical Both
Respondent Develop.
Executive 36 3 (17.6%) 1 (16.6%) 32 (50.7%)
Non -Executive 50 14 (82.3%) 5 (83.3%) 31 (49.3%)
Total 86 17 6 63
% of Respondent 100% 19.7% 6.9% 73.4%

Total Frequency of
Opinion Total
Respondent 36
50

Frequency of
37% Opinion
50% Technical 3
(17.6%) 14
3%10% (82.3%)
Frequency of
Opinion
Personality
Develop. 1
(16.6%) 5
Frequency of
Opinion Both 32
OPINION ABOUT THE CURRICULUM OF(50.7%) 31
THE TRAINING
(49.3%)

1. Opinion About the nature of the Training

Frequency of Opinion
Cadre of
Total Problem Regular Combination
Category Innovative
Respondent Solving Topics if any
 Executive 36 9 (39.1%) 4 (30.7%) 7 (24.0%) 16 (76.1%)
Non -Executive 50 14 (60.9%) 9 (69.3%) 22 (76.0%) 5 (23.9%)
Total 86 23 13 29 21
% of Respondent 100% 26.7%% 15.2% 33.7% 24.4%

80 76 76.1
69.3
70
60.9
60
50
40 39.1
30.7
30 24 23.9
20
10
0
N-Exe Exe N-exe Exe N-exe Exe N-exe Exe

27% 15% 34% 24%

Innovative Regular Topics Regular Topics Combination

OPINION ABOUT THE NATURE OF THE TRAINING

2. Combination of Opinion Regarding the Nature of Training

Cadre of Frequency of Opinion
 Innovative,
Problem
Innovative, Problem Innovative,
Total Solving,
Category Problem Solving, Regular
Respondent Regular
Solving Regular Topics
Topics
Topics
Executive 16 5 (55.5%) 2 (75.0%) 6 2
Non -Executive 5 4 (44.5%) 1 (25.0%) - -
Total 21 9 3 6 2
% of
100% 39% 17% 33% 11%
Respondent

80.00% 75%
70.00%
60.00% 55.50%
50.00% 44.50%
40.00%
33%
30.00% 25%
20.00%
11.00%
10.00%

0.00%
N-Exe Exe N-exe Exe

39% 17% 33% 11%

Innovative & Innovative, Problem Innovative Problem

Problem solving s olving & Regular & solving &

COMBINATION OF OPINION REGARDING THE

NATURE OF TRAINING

.6 (a) Opinion About The Effective Training Media.

Cadre of Frequency of Opinion
 Instructors Computer
Category Total Programmed Written
External/ Assisted Combination
Resp. Instructions Material
Internal Instructions
Executive 36 5 (18.5%) 17 (51.5%) 5 (50.0%) 1 8 (53.3%)
Non-
50 22 (81.4%) 16 (48.5%) 5 (50.0%) - 7 (46.7%)
executive
Total 86 27 33 10 1 15
% of
100% 31.3% 38.5% 11.6% 1.1% 17.5%
Resp.

90
81.4
80
70
60 53.3
51.5
50 48.5 46.7
40
30
20 18.5
12
10
1
0
N-Exe Exe N-exe Exe N-exe Exe

31% 38% 12% 1% 18%

External / Program Audio Computer Combination

Internal Instruction visual assisted

OPINION ABOUT THE EFFECTIVE TRAINING MEDIA

B. Combination of Opinion Regarding Effective Training Media

Cadre of Frequency of Opinion
 Instructors,
Programmed
Instructors,
Instructions,
Instructors, Programmed Instructors
Total Written
Category Programmed Instructions, and Written
Respondent Material,
Instructions Written Materials
Computer
Material
Assisted
Instruction
Executive 8 3 (37.5%) 2 2 (66.6%) 1
Non -Executive 7 5 (62.5%) --- 1 (33.4%) 1
Total 15 8 2 3 2
% of Respondent 100% 53.3% 13.3% 20.0% 13.3%

70 66.6
62.5

60

50

40 37.5
33.4

30

20
13 13

10

0
N-Exe Exe N-Exe Exe

54 13 20 13

Internal / External Instructors & Internal/ External Internal/ External Instructors, program Internal External
P rogramInstruction Instructors, Instruction, audio visual aids & computer Instructors & audio
P rogram assisted instructions

COMBINATION OF OPINION REGARDING EFFECTIVE TRAINING MEDIA

Q.7 (a) Satisfaction Level About Training Program
Frequency of Opinion
Cadre of Category Total
Yes No NR
Respondent
Executive 36 13 (36.1%) 19 4 (40%)
Non -Executive 48 23 (63.9%) 19 6 (60%)
Total 84 36 38 10
% of Respondent 100% 41.9% 44.2% 13.9%

70 63.9
60
50 50
50

40 36.1

30

20 14
10

0
N-Exe Exe N-Exe Exe

42% 44% 14%

Yes No No
Response

SATISFACTION LEVEL ABOUT TRAINING PROGRAM

(b) Co-Operation From Training Department

Frequency of Opinion
Cadre of Category
Total Respondent Yes No
Executive 13 13 (38.2%) -
Non -Executive 23 21 (61.8%) 2

Total 36 34 2

% of Respondent 100% 94.4% 5.6%

70 61.8

60

50
38.2
40

30

20

10 2

0
N-Exe Exe
4% 6%
Yes No

CO-OPERATION FROM TRAINING DEPARTMENT

(c) Opinion For Suggestion For The Improvement

Frequency of Opinion
Cadre of Category
Total Respondent Yes No
Executive 19 9 (39.1%) 10 (66.6%)

Non -Executive 19 14 (60.9% 5 (33.4%)

Total 38 23 15

% of Respondent 100% 60.5% 39.5%

66.6
70
60.9

60

50
39.1
40 33.4

30

20

10

0
N-Exe Exe N-Exe Exe
60% 40%
Yes No

OPINION FOR SUGGESTION FOR THE IMPROVEMENT

Q.8(a) OUTCOME OF TRAINING

Frequency of Opinion

Cadre of
Category Improved Job Identification Improved
Total Combinatio
Productivit Motivatio of Hidden Social NR
Resp. n
y n Potentials Life

3
Executive 35 8 (38.0%) 7 (63.6%) 9 (52.9%) 8 (28.5%) 2
(75.0%)

Non- 1
46 13 (62.0%) 4 (36.4%) 8 (47.1%) 20 (71.6%) 3
executive (25.0%)

Total 81 27 11 17 4 28 5

% of
100% 24.5% 12.8% 19.8% 4.6% 32.5% 5.8%
Resp.
80
75
71.6
70
63.6
62
60

52.9

50 47.1

40 38
36.4

30 28.5
25

20

10
6

0
N-Exe Exe N-exe Exe N-exe Exe N-exe Exe N-exe Exe

24% 13% 20% 5% 32% 6%

Improved J ob M otivation Identification of Improved social life Combination No

productivity hidden potential within as well as response
outside the
organization

OUTCOME OF TRAINING
 (b) Combination of Opinion Regarding Outcome of training
Frequency of Opinion
Productivity,
Job Productivity
Cadre of Motivation, , Job Productivity Productivity, Productivity,
Total
Category Hidden Motivation, Job Hidden Improved Social
Resp.
Potential, Hidden Motivation Potential Life
Improved Potential
Social Life
Executive 8 5 (37.2% 2 (33.4%) - - 1
Non-
20 11 (68.8%) 4 (66.8%) 4 1 -
executive
Total 28 16 6 4 1 1
% of
100% 57.1% 21.4% 14.2% 3.5% 3.5%
Resp.

80 76 76.1

68.8
70 66.8

60

50

40 37.2
33.4

30
23.9

20

10

0
N-Exe Exe N-exe Exe N-exe

57% 21% 14% 4% 4

Improved produ., job Improved produ., job Improved Improved Improved

motivation, hidden motivation & hidden produ. & job produ. & produ.&
potential & improve social potential motivation hidden improve

COMBINATION OF OPINION REGARDING OUTCOME OF

TRAINING

Q.9 (a) Opinion About The Implementation Of Learnt During Training.

 Frequency of Opinion
Cadre of Category Total
Yes No NR
Respondent
Executive 36 27 (39.1) 7 (63.6%) 2
Non -Executive 50 41 (60.3%) 4 (36.4%) 5
Total 86 68 11 7
% of Respondent 100% 79.1% 12.8% 8.1%

70 63.6
60.3
60

50
39.7
40 36.4

30

20
8
10

0
N-Exe Exe N-Exe Exe

79% 13% 8%

Yes No No
Response

OPINION ABOUT THE IMPLEMENTATION OF LEARNT

DURING TRAINING.

(B) Opinion About Success Rate

Cadre of Frequency of Opinion
 Successful Successful
Total Very
Category With Good with Unsuccessful
Respondent Successful
Result Failures
Executive 27 3 (33.4%) 22 (39.2%) 2 (75%) -
Non -Executive 41 6 (66.4%) 34 (60.8%) 1 (25%) -
Total 68 9 56 3 -
% of
100% 13.2% 82.3% 4.4% -
Respondent

70 66.4
60.8
60

50
39.2
40 33.4

30

20

10 5

0
N-Exe Exe N-Exe Exe
13% 82% 5%
VerySuccessful Successful with good results Successful with
failure

OPINION ABOUT SUCCESS RATE

Q.10 Implementation Of Post Training Feed-Back

 Frequency of Opinion
Cadre of
Total
Category Yes Seldom Yes Seldom No No
Respondent
Executive 34 18 (41.8%) 9 (37.5%) 1 6 (60.0%)
Non -Executive 46 25 (58.2%) 15 (62.5%) 2 4 (40.0%)
Total 80 43 24 3 10
% of
100% 54.4% 30.3% 3.7% 12.6%
Respondent

70
62.5
60
60 58.2

50
41.8
40
40 37.5

30

20

10 7 7

0
N-Exe Exe N-exe Exe N-exe Exe

49% 28% 12% 4% 7%

Yes Seldom Yes No Seldom No

No response

IMPLEMENTATION OF POST TRAINING FEED-BACK

Q.11 Opinion About Training As a Essential Part of Career Growth And Planning.
Frequency of Opinion
Cadre of Category Total
Yes No NR
Respondent
Executive 36 36 (42.3%) -- --
Non -Executive 50 49 (57.7%) -- 1
Total 86 85 -- 1
% of Respondent 100% 98.8% -- 1.2%

57.7
60

50
42.3
40

30

20

10
0 1
0
N-Exe Exe

99% 0% 1%

Yes No No Response

OPINION ABOUT TRAINING AS A ESSENTIAL PART OF

CAREER GROWTH AND PLANNING
OBSERVATIONS
1. Out of total 86 respondent, 97.6% were aware of the needs of the training programs
for achieving the organizational targets. Where 40.5% were from executive cadre and
59.5% were from non-executive cadre.

2. Majority of the respondent i.e. 81.4% agreed that it is worth while to devote time in
training programs Also out of the total population of 70, for those who were
affirmative worth the value of the training program, 51.4% were from executive
cadre in contrast to 48.6% of non-executive cadre.

3. (a) Majority of the population (94°/b) agreed with the importance of training
Approximately 53.4% respondents with all the points and 40.6% respondent with
50% points given in question no- 3 regarding importance of training.

(b) Out of the total respondent regarding the importance of training 19.3% agreed
that the training limits the mistakes and 17.7% feels that it leads to higher production.

4. (a) When asked about the identification method (question no- 4) for the need of the
training, 31.4% respondents feels that it should be through performance reports and
30.2 respondents favor the occasional features. It was observed that through this
figure, 67% executive feels that it should be through performance report whereas
62% non-executive preferred the occasional feature.
(b) When asked about the best method of identifying the training need, 34%
preferred rotational training program 32% preferred the annual performance
report. In the above figure 60% executives favor annual

(c) performance report and 62% non-executive preferred rotational training

programs.

5. (a) Majority of the population (60.4%) preferred combination approach of training

method i.e. on the job as well as off the job whereas 53.9% were from non-executive
cadre and 46.1% from executive cadre.
 (b) Again 73.4% respondents feel that the curriculum of the training program should
be job related as well as for personality development. It is also observed that out of
19.7% who prefer technical curriculum, 82.3% were from non-executive cadre and
those ho prefer combination approach, 50.7% were from executive cadre.

(c) Further more, 34% of the respondent feels that emphasis should be given on
training related to day to day problem solving techniques. In this category more
respondent 76% were from non-executive cadre where as 40% of the executive cadre
simply preferred to have training program innovative.

6. (a) When people were asked to give their preference for training media 38.3%,
respondent preferred informed training and 31.3% preferred training through formal
media. In this, 51.5% executive preferred informal training whereas 81 .4% non
executive preferred training by external / internal faculty.

(b) In combination approach 53% preferred to have coordination of formal and

informal training media. Surprisingly in the era of computerization merely 1% agree
for training through computers.
7. (a) With respect to the prevailing practices for training programs in C E L, opinion
were equally divided between satisfied respondent (42%) and unsatisfied respondent
(44%) and there was no response from the balance 14% respondents. in satisfied
respondents 64% were from non-executive cadre and 36% were from executive
cadre.

(b) Those who were satisfied happily agreed (94%) that they get full cooperation from
their superiors in implementing their suggestion.

(c) Who were not satisfied, 60.5% respondent gave suggestions for improving training
patterns where 61% were from non-executive cadre and 39% were from executive
cadre.

8. (a) Regarding the outcome of training 24% felt training improve productivity, 20%
 feels that training leads to identification of hidden potentials and 13.5% felt it leads
to job motivation.

(b) In combination of opinion regarding outcome of training, 57% respondent feels

that training improve productivity, provide job motivation, Identifies hidden
potentials and improve social life. In these figure 69% were from non-executive
cadre in contrast to 37% of executive cadre.

9. (a) Out of total 86 respondents 79% feels that they implement the training
techniques during their day to day functioning. However among this category only
40% were from executive cadre.
(b) When asked about success rate and implementation 95% feels that it is
successful or successful with good results and 5% success comes with failure. In
this category 75% respondent were from executive cadre.

10. Majority 84% of the respondent feels that their seniors open to their post training
feedback and try to implement there suggestions without any criticism. Out of
total 10 respondents, 60% executive felt that their seniors never accepted their
feedback.

11. Out of total 86 respondent, 99% feels that training is an essential part of career
growth and planning.
 COMPARATIVE OBSERVATIONS

TRAINING METHOD TRAINING CURRICULUM

Method- I (on the job)-: Out of total 39% respondent, 48.4% felt emphasis should be on
both aspects i.e. technical as well as personality development Significantly 75% non-
executive against the total response of 12, respondents, prefer purely technical approach
whereas in vast contrast 57% executive against respondent size of 16 preferred both,

METHODS - CURRICULUM
a. Method : On The Job

Frequency of Opinion
Cadre of Category
Total Personality
Technical Both
Respondent Develop

Executive 12 3 (25.0%) -- 9 (56.3%)

Non -Executive 21 9 (75.0%) 5 7 (43.7%)

Total 33 12 5 16

% of Respondent 100% 36.3% 15.1% 48.4%

 Frequency of Opinion Total Respondent

Executive
1% 18%
Non -Executive

Total 50%
31%
% of
Respondent

METHOD 1 : ON THE JOB


 METHOD- 2 (BOTH I.E. ON THE JOB AS WELL AS OFF THE JOB)-:
 Again out of 52 respondent who opted for both the option i.e. or as well as off the job
training method majority 85% preferred to have combination curriculum, Again in
this category none of the executive Preferred purely technical curriculum whereas
52% executive opted for both.

Frequency of Opinion
Cadre of Category
Total Personality
Technical Both
Respondent Develop

Executive 24 -- 1 23 (52.2%)

Non -Executive 28 6 1 21 (47.8%)

Total 52 6 2 44

% of Respondent 100% 11.0% 4.0% 85.0%

 Total

Frequency of
Opinion Total
Respondent 24
28
Frequency of
Opinion
Technical -- 6
42%
50% Frequency of
2%6% Opinion
Personality
Develop 1 1
Frequency of
Opinion Both 23
(52.2%) 21
(47.8%)

METHOD- 2 (BOTH I.E. ON THE JOB AS WELL AS

OFF THE JOB)
 METHOD--NATURE

 Method-I (on the job):- Out of total respondent, 34% said that it should be problem
solving and 30% respondent said that, on the job training should be given by covering
regular topics. Further 18% respondent said that nature of training should be the
combination of regular topic with emphasis on problem solving, along with some
innovative ideas. Out of this, who prefer problem solving nature 81% were non
executive And 40% executive. Favored training on the regular topics however
remarkable majority of executive 83% preferred combination nature.

Frequency of Opinion
Cadre of
Category Total Problem Regular Combination
Innovative
Respondent Solving Topics If Any

Executive 12 1 (16.7%) 2 (18.2%) 4 (40.0%) 5 (83.3%)

Non
21 5 (83.3%) 9 (81.8%) 6 (60.0%) 1 (16.7%)
-Executive

Total 33 6 11 10 6

% of
100% 18.1% 33.3% 30.3% 18.1%
Respondent
 To ta l F re q u e n c y o f
O p in io n T o t a l
Respondent 12 21

F re q u e n c y o f
O p in io n In n o va t ive
9% 1 (1 6 . 7 % ) 5
15% (8 3 . 3 % )

50%
17% F re q u e n c y o f
9% O p in io n P ro b le m
S o lvin g 2 (1 8 . 2 % )
9 (8 1 . 8 % )

F re q u e n c y o f
O p in io n R e g u la r
T o p ic s 4 (4 0 . 0 % ) 6
(6 0 . 0 % )

F re q u e n c y o f
O p in io n
C o m b in a t io n If A n y
5 (8 3 . 3 % ) 1
(1 6 . 7 % )

METHOD—NATURE : ON THE JOB

  METHOD-2 (BOTH I.E. ON THE JOB AS WELL AS OFF THE JOB)-: Even in
this category majority 35% preferred that nature should be on regular topics problem
solving with 83% non-executive Supporting the idea. Again 54% executive from 13
respondent preferred to have innovative nature of training.

Frequency of Opinion
Cadre of
Category Total Problem Regular Combination
Innovative
Respondent Solving Topics If Any

Executive 24 7 (53.6%) 3 (42.8%) 3 (16.6%) 11 (78.5%)

Non 15
28 6 (46.2%) 4 (57.2%) 3 (21.5%)
-Executive (83.3%)

Total 52 13 7 18 14

% of
100% 25.1% 13.4% 34.6% 26.9%
Respondent
 Total Frequency of
Opinion Total
Respondent 24 28

Frequency of
Opinion Innovative
13% 7 (53.6%) 6
(46.2%)
17%
50%
7% Frequency of
13% Opinion Problem
Solving 3 (42.8%)
4 (57.2%)

Frequency of
Opinion Regular
Topics 3 (16.6%)
15 (83.3%)

Frequency of
Opinion
Combination If Any
11 (78.5%) 3
(21.5%)

METHOD-2 (BOTH I.E. ON THE JOB AS WELL AS OFF

THE JOB)
SATISFACTION WITH TRAINING POLICY-IMPLEMENTATION OF
TECHNIQUES LEARNT

 Nature (satisfied) : Out of total 36 satisfied respondent, 84% respondent felt that
they implement the techniques learnt during the training program. In this 62.5% non-
executive in Contrast to 37.5% executive Implement the techniques in their working.

Frequency of Opinion
Cadre of Category

Total Respondent Yes No

Executive 13 12 (37.5%) 1 (25.0%)

Non -Executive 23 20 (62.5%) 3 (75.0%)

Total 36 32 4

% of Respondent 100% 88.8% 11.2%

 To ta l

F re q ue n c y o f
O p inio n To tal
R e s p o n d e nt 1 3 2 3
6%
F re q ue n c y o f
O p inio n Y e s 1 2
44% 50% (3 7 .5% ) 2 0
(6 2 .5% )
F re q ue n c y o f
O p inio n N o 1
(2 5 .0% ) 3 (7 5 .0 % )

NATURE (SATISFIED)
 :NATURE (UNSATISFIED): Who were dissatisfied with the training policies,
majority 815% said that they implement the techniques learnt. But in contrast the
satisfied respondent there were only 11% respondent that did not apply techniques
significantly 19% was observed among the unsatisfied.

Frequency of Opinion
Cadre of Category

Total Respondent Yes No

Executive 19 13 (41.9%) 6 (85.7%)

Non -Executive 19 18 (58.1%) 1 (14.3%)

Total 38 31 7

% of Respondent 100% 81.5% 18.5%

NATURE (UNSATISFIED)
 CURRICULUM - MEDIA

 CURRICULUM (PURELY TECHNICAL): Majority 41% said that technical

training should be given by expert faculty against 23% said that such training should
be through case studies / role-playing etc. Again 82% non-executive Stressed on the
need of technical training.

Frequency of Opinion

Cadre of
Instructor Computer
Category Total Programmed Written
External/ Assisted Combination
Resp. Instructions Material
Internal Instructions

Executive 4 1 (14.3%) 2 - - 1 (33.3%)

Non-
13 6 (85.7%) 2 3 - 2 (66.7%)
executive

Total 17 7 4 3 - 3

% of
100% 41.1% 23.5% 17.6% - 17.6%
Resp.
F re q u e n c y o f O p in io n C o m b in a tio n 1 (3 3 .3 % ) 2
(6 6 .7 % )

6% To ta l 1 7 7 4 3 -

% of Res p. 100%
4 1 .1 0 % 2 3 .5 0 %
94% 1 7 .6 0 % -
 PURELY TECHNICAL

 CURRICULUM (PERSONALITY DEVELOPMENT): 50% respondent

preferred case study role-playing. Opinion was equally divided 16.6% for the rets of
the other options.

Frequency of Opinion

Cadre of
Instructor Computer
Category Total Programmed Written
External/ Assisted Combination
Resp. Instructions Material
Internal Instructions

Executive 1 - 1 (33.3%) -- -- --

Non-
5 1 2 (66.7%) 1 -- 1
executive

Total 6 1 3 1 -- 1

% of
100% 16.6% 50.0% 16.6% -- 16.6%
Resp.
 Frequency of O pinion Com bination --

Non-ex ec utive 5 1
2 (66.7% ) 1 --
8%
46% Total 6 1 3 1 --

46%
% of Res p. 100%
16.60% 50.00%
16.60% --

CURRICULUM (PERSONALITY DEVELOPMENT)

 CURRICULUM (BOTH I.E. TECHNICAL AS WELL AS PERSONALITY
DEVELOPMENT): Where curriculum was combination of both as stated above.
Majority 41% preferred to have through informal training media and 30% gave their
preference to formal training through expert faculty. Remarkably only 1. 3%.

Frequency of Opinion

Cadre of Computer
Instructor
Category Total Programmed Written Assisted
External/ Combination
Resp. Instructions Material Instruction
Internal
s

5
Executive 32 4 (21.1%) 15 (57.7%) 1 7 (63.6%)
(83.3%)

Non- 15 1
37 11 (42.3%) - 4 (36.4%)
executive (78.9%) (16.7%)

Total 63 19 26 6 1 11

% of
100% 30.1% 41.2% 9.5% 1.5% 17.4%
Resp.
 Total F requenc y of
O pinion Total
Res p. 32 37

F requenc y of
1 %9%
5% O pinion Ins truc tor
E x ternal/ Internal 4
21% (21.1% ) 15
49% (78.9% )
15%
F requenc y of
O pinion
P rogram m ed
Ins truc tions 15
(57.7% ) 11
(42.3% )
F requenc y of
O pinion W ritten
M aterial 5 (83.3% )
1 (16.7% )

CURRICULUM (BOTH I.E. TECHNICAL AS WELL AS

PERSONALITY DEVELOPMENT)
 SUGGESTIONS DIRECT FROM RESPONDENTS.

 Training is an essential thing for betterment of organization. It includes full coverage

of modern techniques, carrier development programs.

 For updating the staff alt employees should be trained as per their jobs as day by day
the techniques are changing.

 Training should be arranged within regular intervals, either it should be arranged wit
“in the plant or externally.

 It should be all round training in all the departments to have an over view of the
functioning of the organization and better coordination.

 Training should be an essential part of one’s carrier because it is responsible for the
overall development of the individual.

 There should be a well-defined training program, which should relate to the

improvement of the skills and also for personality development. The emphasis
should be given to the practical training.

 Usually effect of training remains for a week after that a person again gets immune to
his work place. There should be a provision such that thoughts taken during training
should be implemented at work place for a long period of time.
 CONCLUSIONS

Based on the survey results and observation following conclusions emerge:

 The prevailing training policies and procedures are quiet effective though as in every
case, some degree of dissatisfaction among employees was also observed.

 However the effectiveness of the training program measured in terms of awareness is

quiet high and majority of the employees agreed that devoting time in training
programs always yields to better performance and quality output. Thus achieving the
organization targets of productivity and profits.

 M/s C E L has good infrastructure for providing training to all its employees. Efforts
are always made to give wide coverage and training program always emphasizes on
training needs. However lack of personality development program & general
management training is also needed.

 In the era of computerization as yet the employees do not prefer training by the use
of computers and most of the training programs are still on the conventional
approach. Despite of the fact that M/s C E L is an electronic giant, the stress on
individual level is on manual aspect of learning.

 Though all the departments are inter-linked, still to identify the need in whatsoever
may lie with T&D department. Who though tries to take care of all aspects yet
avoiding to get employees feedback. Simultaneously M/s C E L avoids to make use
of training programs being conducted by bodies from other companies.

The above results are based on the opinion expressed by the employees with whom
survey was taken. There are all chances that the results might have expressed the
satisfaction by employee but simultaneously it expresses the frank opinion with out any
judgement however to summarize it may be stated.
 LIMITATIONS

• The study is limited employees.

• Time is short for deep research.

• Study is limited with the some unit of C.E.L

• Employees give no answer of some question, he can not say

about management.

• Employees give not correct answer.

 SUGGESTIONS

Organizational functioning consists of three broad identifiable element input.

Transformation and outputs. How inputs are converted into output depends upon purpose
of the organization and achievements of that purpose through technology, management
works relationship and training eventually leading to the growth of an individual.

The primary concern of an organization should be its productivity steaming from the
efficiency of its staff. If the organization does not respond to the efficiency pressure it
may find itself rapidly losing its share of the market.

Training is one of the means to motivate the employees by imparting specific skills and
knowledge to enable them to contribute to the organizatibn efficiency.

The following steps must form the basis of any training program:
 Determine the training needs and objective.
 Translate them into program
 Evaluate the investment visa versa results.

Based on this survey the study suggests several suggestions for effective training
policies and method. These are enumerated as below:

 It would seem prudent to identify and re-examines the prevailing policies. According
to the survey there are certain approaches that did not have or have lesser influence
on the productivity and infact respondent did not consider some of the approaches
effective for example off the job training method. Obviously such approaches could
be eliminating at a saving to the company.
 As with most management policies there are no shortcuts and a comprehensive
approach to the problem is more desirable than a piece meal approach.

 In order to make training rn re effective employees should be given a brief idea about
the training, before they go on a course so that they can understand easily the course
content.

 There should be an effective feed back mechanism to measure the effectiveness of

the training programs as well as to know the further needs of the training. So for this
being an often and ignored aspect of M/s C E L effective feedback mechanism will
bring the desired changes in the training module to make it more effective.

 The attitude of the employees towards training is an important aspect and more
emphasis should be given to get a deep insight for the requirement of an individual.
This will avoid the unnecessary and less useful training program and a substantial
cost saving can be achieved which may further be utilized for a more effective
training program.

 As many companies surround C E L Sharing training program may be a good

strategy. Sharing resources with other company provides greater benefits both in cost
saving and in professional development. Such training program further enhances the
skills of work force by sharing the ideas and experience with the employees of other
companies.

 Use of latest techniques and technological advancement may further bring a high
level training programs. However due care is to be taken as all these are based on
very sophisticated data structure and once destroyed knowingly or unknowingly are
difficult to retrieve and also the infrastructural built up cost is very high.

 Personnel and on the job training method must be adopted to fullest possible extent
to get a expert opinion and idea at lesser cost.
 BIBLIOGRAPHY

 C. R. Kothari “Research Methodology” New age international private

limited(second revised edition-2004)

 Robbins Stephens P.-“Organization Behavior”(Pearson Edition,10 2003)

 Aswathappak “Human Resource & Personnel Management” (Tata

McGraw Hill,3th Edition- 2003)

 www.celsolar.com

 www.celindia.org

 www.google.com

Journal:

 Business today

 Business world

 India today

News papers:

 Times of India

 Business standard

 The Hindu

Other:
Material given by company employee.
 QUESTIONNAIRE (TRG. & DEVELOPMENT)

Name :
Age :
Designation :
Department :
Work Experience :
No. of Training attended :

Q.1 Are you aware of the needs of training to achieve the targets of the organization?

 Yes  No

Q.2 Do you think it is worth while do devote time in training programs?

 Yes  No

Q.3 How would you view importance of training?

 Is an investment in the human resource

 Contributes to higher production

 Limits the mistakes

 Provides greater job satisfaction

 Enables the employees to cope up with job responsibilities with latest techniques
Agree for all Agree for more Disagree for Disagree for No response
than 50% more than 50% all
response responses
Q.4 a) How does your organization identify the needs of training?
1. Through your performance report

2. A regular feature on rotation basis for all

3. An occasional feature for latest techniques

4. Combination approach of 2 & 3

5. No identification at all

b) According to you which is the most effective way of identification of training
needs out of the options listed above
(1) (2) (3) (4) (5)
    
Q.5 a) In your opinion which training method to be adopted for training-
On the job

Off the job

Both

b) According to you what should be the curriculum of the training-
Purely technical (job related)

For personality development

Combination of both

c) What should be the nature of training-
1. Innovative

2. Problem solving

3. Regular topics/ problems

4. Combination, if any

Q.6 Which training media do you consider the best-
1. Through external/ internal instructors

2. Program instruction like case study/ group discussion, role-

playing etc.
 3. Audio visual aids/ written material

4. Computer assisted instructions

5. Combination if any

Q.7 a) Are you satisfied with the training policies preventing at present in your
organization?

 Yes  No  No response

b) If yes do you get full cooperation from your superiors / training dept regarding
your suggestions

 Yes  No

c) If no have you ever given any suggestion for the improvement-

 Yes  No

Q.8 What so ever training whether formal or informal you have got so far, you think
has helped in -
1. Improved productivity

2. Job motivation

3. Identification of hidden potential

4. Improved social life within as well as outside the

organization
Q.9 a) Have you ever implemented the techniques learnt during you training in
your day to day working-

 Yes  No

b) If yes what is the success rate-

1. Very successful

2. Successful with good result

3. Successful with failure

4. Unsuccessful

Q.10 Are your senior open to post training feedback?

 Yes  Seldom Yes

 No  Seldom No

Q.11 Do you think that training should be an essential part for career growth and
planning ?

 Yes  No  No Response

Q.12 Suggestion about training, if any-

________________________________________________________________________
________________________________________________________________________