Project Report On "Traning and Development at Bajaj Steel Industries LTD"

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A

PROJECT REPORT ON

“TRANING AND DEVELOPMENT AT BAJAJ STEEL


INDUSTRIES LTD”

SUBMITTED BY:

DHANANJAY SONONE

PROJECT GUIDE:

PROF. PRERNA THAKWANI

Submitted to Savitribai Phule Pune University

In partial fulfillment of the requirement for the degree of Masters of Business


Administration (MBA)

TIRPUDE INSTITUTE OF MANAGEMENT

S.K.N SINHGAD SCHOOL OF BUSINESS MANAGEMENT

2020-2021

1
INDEX

CHAPTER NO. TITLE PAGE NO.

01 INTRODCTION 06-10

02 COMPANY PROFILE 18-25

03 RESEARCH METHODOLOGY 26-28

04 CONCEPTUAL BACKGROUND 29-35

DATA ANALYSIS
05 36-46
&INTERPRETATION

FINDINGS , SUGGESTIONS &


06 47-50
LEARNINGS

07 CONCLUSION 51

08 BIBLIOGRAPHY 52

09 ANNEXURE 53-55

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CHAPTER NO. 1

INTRODUCTION OF STRATEGY FOR TRAINING AND


DEVOLOPEMENT

"Employee Development" was seen as too evocative of the master-slave relationship between
employer and employee for those who refer to their employees as "partners" or "associates" to be
comfortable with. "Human Resource Development" was rejected by academics, who objected to
the idea that people were "resources" — an idea that they felt to be demeaning to the individual.
Eventually, the CIPD settled upon "Learning and Development", although that was itself not free
from problems, "learning" being an over general and ambiguous name. Moreover, the field is
still widely known by the other names.

Training and development (T&D) encompass three main activities: training, education, and
development. Garavan, Costine, and Heraty, of the Irish Institute of Training and Development, note
that these ideas are often considered to be synonymous.

3
COMPANY PROFILE

Bajaj Steel Industries Ltd a significant part of Bajaj Group of Industries is an India-based company. The
company is engaged in the in the manufacture and sale of machinery for cotton ginning and pressing
used for preparing textile fabrics in India and internationally. The company is the only company in the
world producing machineries for all cotton ginning technologies. The company operates in two business
segments: steel division and plastics division. The products manufactured by the company include
ginning machine cotton ball opener cotton baling press cotton pre-cleaner lint cleaner auto feeder cotton
seed delinting machine decorticator hull beater cotton seed cleaner and linter cleaner. In addition they
also offer humidification systems various components parts and turnkey projects for cotton ginning and
pressing plants and parts manufacturing for automobile and ordinance factories.The company is having
world class engineering setup in their various plants situated in and around Nagpur. The cotton ginning
automation and cotton pressing machineries are manufactured in collaboration with Central Institute of
Research on Cotton Technology Govt. of India. The company exports their products to various
countries including Bangladesh Kenya Madagascar Malaysia Myanmar Nigeria Sri Lanka Uganda
etc.Bajaj Steel Industries Ltd was incorporated on February 14 1961 as a private limited company. The
company was promoted by Hargovind Bajaj.

4
RESEARCH METHODOLOGY

The methodology adopted to study the welfare amenities of GABRIEL INDIA LIMITED has
been research oriented. The analyzed information has been collected from the HRD Officials of
the Organization. And, the information collected from the employees and observations on
employees working situations during the visits to various places of the Organization. The
approach in research of the project is of –
• Primary data
• Secondary data.
2.

AIM AND OBJECTIVES

OBJECTIVES OF TRAINING AND DEVELOPMENT

The broad objective of the study of training and development in SINTERCOM INDIA
LIMITED is to study the impact of training on the overall skill development of employees. The
specific objectives of the study are:

1. To understand the different types of training given at Sintercom India Limited.


2. To measure the satisfaction level of training program.
3. To examine the effectiveness of training in overall development of skills of workforce.

SCOPE OF THE STUDY

In this project I have tried to present details about the training and development programs
being presently followed in SINTERCOM INDIA LIMITED and the feedback, I collected from
different employees during my interaction with them.

The scope of training and development can be explained with the help of following points -

• Exact position of performance of employees through their feedback

• Development of the employees through various training and development


programs.
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• Developing altered of unbiased treatment to all employees

6
LIMITATIONS OF THE STUDY

1. The findings of the study are subjected to bias and prejudice of the respondents.
2. Area of the study is confined to the employees in SINTERCOM INDIA
LIMITED, PUNE BRANCH only.
3. Time factor can be considered as a main limitation.
4. The findings of the study are solely based on the information provided by the
respondents.
5. The accuracy of findings is limited by the accuracy of statistical tools used for
analysis.
6. Findings of the research may change due to area, age condition of economy etc.

7
OBJECTIVES OF TRAINING AND DEVELOPMENT

The broad objective of the study of training and development in SINTERCOM INDIA
LIMITED is to study the impact of training on the overall skill development of employees. The
specific objectives of the study are:

4. To understand the different types of training given at Sintercom India Limited.


5. To measure the satisfaction level of training program.
6. To examine the effectiveness of training in overall development of skills of workforce.

8
SCOPE OF THE STUDY

In this project I have tried to present details about the training and development programs
being presently followed in SINTERCOM INDIA LIMITED and the feedback, I collected from
different employees during my interaction with them.

The scope of training and development can be explained with the help of following points -

• Exact position of performance of employees through their feedback

• Development of the employees through various training and development


programs.

• Developing altered of unbiased treatment to all employees

9
10
CHAPTER NO. 3

LIMITATIONS OF THE STUDY

7. The findings of the study are subjected to bias and prejudice of the respondents.
8. Area of the study is confined to the employees in SINTERCOM INDIA
LIMITED, PUNE BRANCH only.
9. Time factor can be considered as a main limitation.
10. The findings of the study are solely based on the information provided by the
respondents.
11. The accuracy of findings is limited by the accuracy of statistical tools used for
analysis.
12. Findings of the research may change due to area, age condition of economy etc.

11
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1. The top management who should frame on authorizes the basic training policies, review
and approves and board outlines of training plans and programmes and approve training
budgets.
2. His personnel department, which should plan, establish and evaluate instructional
programmes.
3. He supervisor who should implement and supply the various development plans.
4. Employees who should provide feedback, revision and suggestions for improvement in the
programme.

PART-B
MANAGEMENT DEVELOPMENT- CONCEPTS:

Formal management development processes are been designed to widen the range of experience,
to give specific training in particular skills and to give specific training in particular skills and to
provide knowledge of the context in which the manager operates. The paradox in the managers
continue to think learning and development as being essentially and primarily about the work
experience they have had whereas personnel and management development advisers think about
management development in terms of planned processes of job rotation, succession planning and
courses.

DISTINCTION BETWEEN TRANING AND DEVELOPMENT:

Training is a short-term process utilizing a systematic and organized procedure by which non-
managerial personnel learn technical knowledge and mechanical operation, skills for definite
purpose. While development is a long-term educational process training a systematic and
organized procedure by which managerial personnel learn conceptual and theoretical knowledge
for general purpose.

13
MANAGEMENT DEVELOPMENT- DEFINITIONS:

Management development is a systematic process of training and growth by which


managerial personnel Gain and supply skills, knowledge, attitudes and insights to manage
the work in their organization effectively and efficiently.

“A conscious and systematic process to control the development of managerial resources in


the organization for the achievement of goals and strategies”.

“An attempt to improve managerial effectiveness through a planned and deliberate


learning process

The function, which form deep understanding of business goals and organizations requirements
undertaken,

a. To forecast need, skill mixes and profiles for many positions and levels:
b. To design and recommend the professional, carrier and personal Development
programmers necessary ensure competence;
c. To move from the concept of ‘management’ to the concept of ‘managing’;

NEED FOR MANAGEMENT DEVELOPMENT:

A business organization has to develop the of all those who are in management positions or who
are fresh from management institutions and have the potential this development is necessary for
the following reasons

• Society is facing a rapid of technological and social change, Management personnel to be


developed, as they
• Have to tackle problems arising out of introduction of automation, intense market
competition, growth of markets enlarged labor participation in management and greater
interest being taken by public and the government in various activities of business

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• Business and industrial leaders are increasingly recognizing their social and public
responsibilities, which call for a much broader outlook on the part of management.

• Managers are to be developed to exploit future opportunities and potential, and for
handling problems arising out of increasing size and complexity of the
organization.

• Management labor relations are becoming increasingly complex (to retain and to motive
employees).

• To understand and adjust to changes in socio-economic forces, including changes in


public policy and concepts of social justice, industrial democracy, problems of ecology
(some and pollution), ekistics (the problem of human settlements) ergonomics (the
problem of working environment).

Management Development Concepts:

A sound programmer of management development has to be based on the development of


concepts evolved in the past, the more important of the given below:

• Management development is not a “one shot” affaire but continues throughout an


executive’s whole professional career.

• There always exists some gap between actual performance and capacity, with prove
ides considerable opportunity for improvement.

• Increased understanding of others their behavior and attitude, and of oneself indefinitely
aid in managing, and contributing to personnel department.

• Development requires clear-cut objectives and goals which are to be achieved or


attained, and the ways and methods of achieving these.

• Development seldom takes place in a completely peaceful and relaxed atmosphere


growth involves stress and strain.

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• Participation is essential for growth. Spoon-feeding seldom brings significant or lasting
improvement.

• Feedback from a superior to a subordinate and from a group to and individual is


necessary for the recognition of short comings and for keeping oneself in touch with the
progress that has been achieved.

• An important responsibility of the personnel department is that of development.

Objectives of Management Development:

Any programme of management development must aim at achieving the following objectives:

• To assure the organization of availability of requirement numbers of managers with


the required skills on meet the present and anticipated future needs of the business.

• To encourage management to grow as persons and their capacity to handle


greater responsibility.

• To improve the performance of managers at all levels in the jobs they hold now.

• To sustain good performance of managers throughout their careers.

Management Development must relate to all managers in the organization. It must lead to growth
and self-development of the organization. Its focus should be on future requirements rather than
those of today. Management development must be dynamic and qualitative, rather than static
replacement based on mechanical rotation. A Das Gupta has given the objectives of the
development of managerial personnel for various levels of management. These are given below:

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A. Top Management:

1. To improve thought processes and analytical in order to uncover and examine


problems and take decisions in the interests of the country and organization.
2. To broaden the outlook of the executive in regard to his role, position and responsibilities
in the organization and outside:
3. To think through problems this may confront the organization now or in the future
4. To understand economic technical and institutional forces in order to solve business
problems:
5. To acquire knowledge about the problems of human relation.

B. Middle line Management:

1. To establish a clear picture of executive function and responsibilities.


2. To bring about an awareness of the board aspects of management problems, and an
acquaintance with and appreciation of, inter-departmental relation:
3. To develop the ability to analyze problems and to take appropriate action;
4. To develop familiarity with in the managerial uses of financial accounting, psychology,
business law and business statistics;
5. To inculcate knowledge of human motivation and human relationships; and
6. To develop responsible leadership;

STRUCTURES AND SYSTEM:

Implementing management development successfully is dependent upon an effective


management development infrastructure that:

• Identities and allocates responsibility


• Provides and disseminates information efficiently
• Provides administrative support
• Increases awareness and viability

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The Diversity of the Management:

Management development has to be linked to the reality of managerial work. When


organizational development programmer, it is important to cater for the diversity of management
skills, attitudes and experience that resides within the organization. One example is given by the
Odiorne (1984) who advocates a portfolio approach where a ‘mix’ of objectives and techniques
are arranged to match the profile of the management team in the organization.

A PORTFOLIO APPROACH TO DEVELOPMENT:

‘Stars’:’ high performing, high potential managers’

Aim:

• Create challenge
• Provide incentives and rewards
• Allocate adequate resources and effort

‘Workhorses’: ‘high performing, limited managers’

Aim:
Emphasize value and worth of experience
• Motive and reassures
• Utilize experience on assignments, projects, coaching

‘Problem employees’: ‘high potential, underperforming’

Aim:
• Identify weakness
• Channel resources to address weaknesses
• Regular performance monitoring and feedback

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‘Deadwood’: low performing, low potential managers

Aim:

• Identify weakness, resolvable?


• If not, consider release, early retirement, demotion
(Source: H.R.M, Ian Beard well Len Holden)
The diverse nature of management means that certain questions need to be answered before
development commences:
• Who is to be developed?

1. It is order manager seeking new challenges or younger ‘high fliers’ on a fast rack
development programme?

2. It is senior manager seeking to enhance their strategic skills, middle managers seeking
update and broaden existing skills or junior level managers looking to acquire additional
managerial skills?

3. Is it technical specialists seeking to expand their cross-functional capabilities or


supervisors receiving training for the first time?

• What is being developed?

1. Does the programme seek to develop new attitudes and values as in the case the case of a
recently privatized public utility or a private sector company that has just undergone a
take- over?

2. Does the programme aim to develop technical, financial, business or interpersonal skills
what are the priorities?

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3. Does the programme seek to change existing managerial behaviors and style to reflect
and internal organizational restructuring, i.e. the introduction of new technology?

• Where will the development take place?

Should development be on-the-job in the office, factory or sales territory, or off-the-job in a


residential hall, academic institution or individual’s home, or a combination or both?

• What are the most appropriate techniques to achieve the best for
between individual and organizational requirements?

• What are the most cost-effective/appropriate techniques available?

• How much scope is there to accommodate individual learning needs and preferences?
• How is conflict resolving between individual and organizational needs?

• How much choice is delegated to the individual over the choice of development
techniques?

Once these questions have been considered, the organization is in position to construct framework
development techniques that best fits its needs.

Achieving success in management development:

Charles Margerison offers indicating the ways of achieving success in Management


Development. He does not present them as a model, but it is convenient and appropriate to
consider them.

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Success can be facilitated by:

• Selecting high-achieving managers

• Enthusiastic managerial support


• Involving key people diagnosing management development needs
• Designing active work-related activities
• Presenting hard for outputs
• Providing early leadership experience
• Letting each person appraise himself

MODELS OF TRAINING

Training is a sub-system of the organization because the departments such as, marketing & sales,
HR, production, finance, etc depends on training for its survival. Training is a transforming
process that requires some input and in turn it produces output in the form of knowledge, skills,
and attitudes.

THE TRAINING SYSTEM

A System is a combination of things or parts that must work together to perform a particular
function. An organization is a system and training is a sub system of the organization.

The System Approach views training as a sub system of an organization. System Approach can
be used to examine broad issues like objectives, functions, and aim. It establishes a logical
relationship between the sequential stages in the process of training need analysis (TNA),
formulating, delivering, and evaluating.

There are 4 necessary inputs i.e. technology, man, material, time required in every system to
produce products or services. And every system must have some output from these inputs in
order to survive. The output can be tangible or intangible depending upon the organization’s
requirement. A system approach to training is planned creation of training program. This
approach uses step-by-step procedures to solve the problems. Under systematic approach,

31
training is undertaken on planned basis. Out of this planned effort, one such basic model of five
steps is system model that is explained below.

Organization are working in op en environment i.e. there are some internal an d external forces,
that poses threats and opportuni ties, therefore, trainers need to be aware of these forces which
may impact on the content, form , and conduct of the training efforts. The inter nal forces are the
various demands of the organization for a better learning environment; need to b e up to date
with the latest technologies.

THE THREE MODEL OF TR AINING ARE:-

1. SYSTEM MODEL
2. INSTRUCTIONAL SY STEM DEVELOPMENT MODEL
3. TRANSITIONAL MO DEL

SYSTEMATIC MODEL TRAINING

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The system model consists of five phases and should be repeated on a regular basis to make
further improvements. The training should achieve the purpose of helping employee to perform
their work to required standards. The steps involved in System Model of training are as follows:

3. Analyze and identify the training needs i.e. to analyze the department, job, employees
requirement, who needs training, what do they need to learn, estimating training cost, etc The
next step is to develop a performance measure on the basis of which actual performance would
be evaluated.
4. Design and provide training to meet identified needs. This step requires
developing objectives of training, identifying
5. Develop- This phase requires listing the activities in the training program that will assist the
participants to learn, selecting delivery method, examining the training material, validating
information to be imparted to make sure it accomplishes all the goals & objectives.

6. Implementing is the hardest part of the system because one wrong step can lead to the failure
of whole training program.

7. Evaluating each phase so as to make sure it has achieved its aim in terms of subsequent work
performance. Making necessary amendments to any of the previous stage in order to remedy or
improve failure practices. The learning steps, sequencing and structuring the contents.

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INSTRUCTIONAL SYSTEM DEVELOPMENT MODEL (ISD)

Instructional System Developm ent model or ISD training model was made to answer the
training problems. This model is widely used now-a-days in the organization because it is
concerned with the training need on the job performance. Training objectives are defined on the
basis of job responsibilities and job description and on the basis of the d efined objectives
individual progress is measure d. This model also helps in determining and developing the
favorable strategies, sequencing the content, and delivering media for the t ypes of training
objectives to be achieved.

The Instructional System Develo pment model comprises of five stages:


1. ANALYSIS – This pha se consist of training need assessment, job an alysis, and
target audience analysis.

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2. PLANNING – This phase consist of setting goal of the learning outcome, instructional
objectives that measures behavior of a participant after the training, types of training
material, media selection, methods of evaluating the trainee, trainer and the training
program, strategies to impart knowledge i.e. selection of content, sequencing of content,
etc.
3. DEVELOPMENT – This phase translates design decisions into training material. It
consists of developing course material for the trainer including handouts, workbooks,
visual aids, demonstration props, etc, course material for the trainee including handouts
of summary.
4. EXECUTION – This phase focuses on logistical arrangements, such as arranging
speakers, equipments, benches, podium, food facilities, cooling, lighting, parking, and
other training accessories.
5. EVALUATION – The purpose of this phase is to make sure that the training program
has achieved its aim in terms of subsequent work performance. This phase consists of
identifying strengths and weaknesses and making necessary amendments to any of the
previous stage in order to remedy or improve failure practices.

The ISD model is a continuous process that lasts throughout the training program. It also
highlights that feedback is an important phase throughout the entire training program. In this
model, the output of one phase is an input to the next phase.

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TRANSITIONAL MODEL

Transitional model focuses on the organization as a whole. The outer loop describes the vision,
mission and values of the organnization on the basis of which training model i.e. inner loop is
executed.

Vision – focuses on the milesto nes that the organization would like to achieve after the defined
point of time. A vision statement tells that where the organization sees itself fe w years down the
line. A vision may include setting a role model, or bringing some internal transformation, or may
be promising to meet some other deadlines.

Mission – explain the reason of organizational existence. It identifies the position in the
community. The reason of developing a mission statement is to motivate, inspire, and inform the
employees regarding the organization. The mission statement tells about the identity that how the
organization would like to be viewed by the customers, employees, and all other stakeholders.

36
Values – is the translation of vision and mission into communicable ideals. It reflects the deeply
held values of the organization and is independent of current industry environment. For example,
values may include social responsibility, excellent customer service, etc.
The mission, vision, and values precede the objective in the inner loop. This model considers the
organization as a whole. The objective is formulated keeping these three things in mind and then
the training model is further implemented.

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CHAPTER NO. 5
PROFILE OF
SINTEROCM INDIA LTD.

38
CHAPTER NO. 5

PROFILE OF SINTERCOM INDIA LTD

Sintercom India Limited, leader in the Indian auto component industry, manufactures
Shock absorbers, Struts and Front forks with the widest range of Ride Control products in India,
catering to Passenger cars, Utility vehicles, Commercial vehicles and two wheelers. Sold under
the renowned brand ‘Sinterom, the products have established a strong presence both in domestic
OE as well as overseas markets and the brand is synonymous with Shock absorbers.
Commencing operations in 1961.

Facilities
The six facilities spread strategically across the country facilitate just-intime supplies to its
customers and optimize the availability of materials having a combined capacity of over 18
million Shock absorbers, Struts and 2.5 million Front forks to service the requirement of - OE,
Replacement and Exports - for application in four, three and two wheelers as well as the Indian
Railways.

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Collaborators
The Company has Technical collaboration with KYB Corporation, Japan and KYBSE Spain,
established in 1919 in Japan, a renowned manufacturer of Ride Control Products in Japan,
supplying to well known vehicle manufacturers globally. Other technical collaborator of the
Company is Yamaha Motor Hydraulic Systems, Japan, a 100% subsidiary of Yamaha Motors,
Japan, specializing in the manufacture and sale of Shock absorbing components for automobiles.
The collaborators extend continuous support to the Company, which helps in offering
requirement specific technology. Solutions to different international OEMs for all three
segments of the Automotive Industry.

Replacement Market
The Company’s strong focus on the replacement market has helped establish a leadership
position, servicing through OEMs as original spare parts and also directly under the ‘Sintercom’
brand name. The Company has a vast distribution network comprising of 300 dealers in all major
cities of the country, supporting about 10,000 retail outlets, coordinated and serviced by a team
of 25 strong field force.

Corporate Social Responsibility


The Company continues to attach importance to the pursuit of excellence as a responsible
corporate citizen in its operations. The Company supports social initiatives through field level
activities whose demonstration effect helps in fostering among other corporates/partners in the
neighbourhood, the ‘spirit of giving’. SNS Foundation, a charitable Trust which has sanction
100% tax exemption status under section 35 AC of the Income Tax Act of Government of India,
offers to be custodians of the funds donated for projects or activities specified by the donors. The
Company over the years has been supporting development activities among communities in the
neighborhoods in all geographical locations where the Company has manufacturing bases.

40
VISION AND VALUES

Gabriel India shall be a global manufacturing and marketing company of ride control products
respected by customers and other stake holders for our benchmarked performance in product
engineering, quality, cost, delivery and speed of response. We shall earn and sustain the status of
being the “preferred supplier” of ride control products from our customers.

SWOT ANALYSIS

The training at The SINTERCOM INDIA LIMITED was a great learning experience and
certainly enables me for the systematic evaluation of the Strength, Weakness, Opportunities, and
Threats of the company.
STRENGTHS :
• Right strategy for the right products
• Superior customer services vs. competitors.
• Products have required accreditation.
WEAKNESSES :
• Some gaps in range for certain sectors.
• Management cover insufficient
• Sect oral growth is constrained by low unemployment levels and competition for staff
OPPURTUNITIES :
• The Profit Margin Will Good.
• Could extend to overseas broadly.
• Fast-track career development opportunities on an industry-wide basis
THREATS :
• Very high competition prevailing in the industry.
Lack of infrastructure in rural areas could constrain investment.

41
CHAPTER NO. 6
RESEARCH
METHODOLOGY

42
CHAPTER NO. 6

RESEARCH METHODOLOGY

The methodology adopted to study the welfare amenities of GABRIEL INDIA LIMITED has
been research oriented. The analyzed information has been collected from the HRD Officials of
the Organization. And, the information collected from the employees and observations on
employees working situations during the visits to various places of the Organization. The
approach in research of the project is of –
• Primary data
• Secondary data.

Primary data:

Primary data includes collection of data from the employees and management Staff through well
designed questionnaire, observation and interview.

Secondary data

Brief introduction and information has been provided by Officers to who reported for studying
this topic. Further information has been gathered from the reports, journals from the records
maintained by the concerned departments, websites, internet etc.
COLLECTION OF DATA:-

The task of data collection begins after a research problem has been defined and research
design/plan chalked out. The collection of data is done to support tour findings and interest the
result whether the result you have found in according to your hypothesis or not. The data can
be collected by various methods. These are broadly classified into two ways, as follows:

• PRIMARY DATA
• SECONDARY DATA

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PRIMARY DATA:-
The primary data are those which are collected a fresh and for the first time and thus happen to
be original in character. We collect primary data during the course of doing experiments in an
experimental research. It is the first hand data and nobody else has collected this before. There
are various ways of collecting primary data, these are as follows:
1) Observation method
2) Interview method
3) Questionnaires
4) Other Methods

SECONDARY DATA:
1. From Internet
2. Magazines and News Papers
3. Government Publications

SAMPLING METHODS
SAMPLE SIZE

Population Size : Employee of SINTERCOM INDIA LIMITED, PUNE.


50 Employees of SINTERCOM INDIA LIMITED,
Sample Size : PUNE.
Sampling Method: Sampling was done on the basis of Random sampling.

TOOLS USED

MOTIVATIONAL TOOLS

Motivating for work is inseparable to continue productivity. But work when itself serves as
motivation then progress is inevitable. The organization must take great care to motivate its
employees through various methods.

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Promotion may be one of the best motivational factors. Promotional basis could be
o work performance
O qualification
o performance evaluation o
skill enhancements
o Initiative steps taken.

Organization may also provide fringe benefits such as


o leave traveling allowance
o medical
o free transportation
o ESI (Employee State Insurance)
o Furnishing scheme
o House lease
o hospitalization

WELFARE ACTIVITIES

The organization may adopt welfare policies such as

o Transportation facility

o Canteen facility with breakfast, lunch and dinner facility along with refreshments.

o Canteen could be free, subsidized, paid. But the most preferred one is through
subsidized mode.

o The organization must also possess first aid facilities for its staff. A well-versed
rehabilitation of injured staff and an on duty doctor or an ambulance should be
always provided.

o The organization must also possess a grievance handling committee despite a


union to take an action for their problems. It could be a three tier of four-tier
grievance committee.

43
DATA ANALYSIS AND IN TERPRETATION

This was an attempt to classify tabulate analyze and interpret the data collected using the
questionnaires analyze and int erpretation was done by tools like percenta ge analysis,
chi- square test depicting the data through tables for quick and clean under standing of the
data. Table No.1:- TRAINING NECE SSITY FOR THE EMPLOYEES.

Dimensions Respondents Percentage %

Yes 44 88

No 06 12

Total 50 100

(Source-Questionnaire and oral interview)

Training necessity for the employees

12%

YES
NO
88%

INFERENCE:

The above table shows that 88 % of the employees stated that the training i s necessary
and 12% of the employees are stated that they don’t need training for their jobs.

44
TABLE NO 2:- THE WILLIN GNESS OF THE EMPLOYEES TOWARDS THE TRAINING

PROGRAMS.

Dimensions Respondents Percentage %

Yes 45 90

No 05 10

Total 50 100

(Source-Questionnaire and oral interview)

THE WIL LINGNESS OF THE EMPLOYEE


TOWA RDS TRAINING PROGRAME

10%

YES
NO
90%

INFERENCE:
The above table shows that 9 0 percent of the employees in the organization had taken
training. 10 percent of the employees are seniors and training personnel.

45
TABLE NO 3:- THE NUMBER OF TRAINING PROGRAMS ATTENDED BY THE
EMPLOYEE’S.

Dimensions Respondents Percentage %

One 08 16

Two 17 34

Three 12 24

Four & More 13 26

Total 50 100
(Source-Questionnaire and oral interview)

The number of Training Programs attended by


the employee’s.
18 34%
16
14 26%

12 24%
10
16%
8
6
4
2
0
ONE TWO THREE FOUR & MORE

INFERENCE:
The above table shows that most of the employees in the organization are interested to
attend two training programs only.

46
TABLE NO 4:- THE SATISFACTION LEVEL OF THE TRAINING PROGRAMS .

Dimensions Respondents Percentage

Great Extent 20 40

Some Extent 15 30

Little Extent 15 30

Total 50 100
(Source-Questionnaire and oral intervie w)

The sa tisfaction level of the Training


Programs

20
18
16
14
12
10 40%

8 30% 30%

6
4
2
0
Great Exte nt Some Extent Little Extent

INFERENCE:
The above table shows that m ost of the employees are satisfied up to gr eat extent to the
Number of training programs a ttended in the organization.

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TABLE NO 5:- THE METHOD OF TRAINING RECEIVED BY THE EMPLOYEES

Dimensions Respondents Percentage

On the Job 16 32

Off the Job 20 40

Both 12 24

Non Respondents 02 4

Total 50 100

(Source-Questionnaire and oral interview)

The method of Training received by the


employees

4%

24% 32%

ON THE JOB
OFF THE JOB
BOTH
NON RESPONDENTS

40%

INFERENCE:
The above table tells us that 40% of the employees received off the job training 12%
received both the methods of training and 32% received on the job training.

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TABLE NO 6:- THE TRAINING RECEIVED BY THE EMPLOYEES

Dimensions Respondents Percentage

Inside the company 44 88

Outside the companyy 02 04

Both 04 08

Total 50 100
(Source-Questionnaire and oral intervie w)

The t raining received by the employees

50 88%
40
30
20
10
4%
0 8%

INSIDE THE
COMPANY OUTSIDE THE
COMPANY BOTH

INFERENCE:
The above table shows that most of the employees received training in side and fewer
employees are trained in outside of the Organization.

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TABLE NO 7:- FROM WHOM T HE TRAINING HAS RECEIVED
Dimensions Respondents Percentage

Superiors 20 40

Consultants 20 40

Institutions 02 04

Others 04 08

Non Respondents 04 08

Total 50 100

(Source-Questionnaire and oral interview)

From whom the training has received


40% 40 %
20
15
10
5 4% 8% 8%
0
From whom the training has …

INFERENCE:

The above table enables us th at most of the employees received training from superiors
and Consultants.

50
CHAPTER NO. 7
FINDINGS

51
CHAPTER NO. 7
FINDINGS

All the employees know that the organization is conduction training programs
regularly and all of them had taken training. 88% employees felt that the training
is necessary for their job.

According to table No. 2, 90% of employees want the regular training should be
conduct within the duration of 3 months.

While developing the employee skills, place is also matter, where the training
section has been schedule, inside or outside.

Out of 50 employees, 44 employees has regular conduct all the training


programme.

During the training, it should be also effect that the who has been conduct the
training programme.

After training half of the employees have developed in the area of skills and
knowledge and limited members have developed in the area of social behavior.

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SUGGESTION

The company has to implement modern training methods to help in boosting


the self morale of the employee at work place. Training Evaluation has to be
conducted.

Employees have to expose to the new environment than they will enhance the
knowledge.
Specific Training Programs has to be given to the selected personal who are
related.
Most of the employees feel that Training is related to weak areas, so the
management has to get awareness among the employees regarding Training &
Development.
Employees felt that they had not received any payment as remuneration while
they were in training. So, the management has to clarify their doubt regarding
payment while in training.
Only 40% of the respondants are satisfied to great extent with the existing
training program. However the rest are satisfied to same.

53
CHAPTER NO. 8
CONCLUSION

54
CHAPTER NO. 8
CONCLUSION

Training and development is a necessity for both the trainer and the trainee. The trainer (the
company) would want to make its staff more efficient in this highly competitive world. It would
want its employees to know the latest trends and technologies and use them according to the
company’s principles and objectives. The trainees (staff) on the other hand, view training and
development as a stepping stone for enriching their career and fulfilling their personal needs.
Training and development is another round of education for them, the knowledge from which is
to be applied later. So, it’s more of a mutual necessity and agreement between the companies and
their respective employees when it comes to training and development.

The future would demand more from the employees as well as the companies in terms of
productivity. New technology, multi-tasking, group culture, etc. will be more emphasized upon.
This means training and development is going to be even more important, complex and rigorous.
Companies already foresee this and are already in preparations to make their staff better
equipped. On this we conclude our report with the following words “Education ends with school
but learning ends with life.”

55
CHAPTER NO. 9
SUMMARY

56
CHAPTER NO. 9
SUMMARY OF THE PROJECT REPORT

In this project report, we find that training and development plays a very important
role in the organization. With the help of training employee can easily do their jobs
as per the company requirements?

Training gives proper knowledge of work. If the company is conduct the training
programme on regular basis once in 3/6 months then the percentage of mistakes
will reduce and productivity will be increase.

According to the study most of the employees wants that the training should be
conducted within 3 months.

So end of the project we can say that the training is an important part of the
organization, without giving the training to worker/employee we can’t get the
accuracy work from the employee. Training will develop the skills of employees. It
gives benefit to employees not doing their official work with full accuracy but also
gives knowledge how to solve their personal problems.

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QUESTIONNAIRE
A STUDY ON NEED FOR STRATEGY FOR TRAINING AND DEVOLOPEMENT IN
SINTERCOM INDIA LTD, MUMBAI.
Name:
Designation:
Sex:

Are there any Training programs conduced in your organization?

Yes [ ] No [ ]
If ‘ Yes’, have you taken training?

Yes [ ] NO [ ]
IS the training is necessary training?
Yes [ ] no [ ]
What benefits you expected from the training & development?

SL. Benefits High Medium Low


1. Aware ofcompany
policies
2. Aware of work/job
3. Improve in skills
,knowledge & attitude
4. Motivation
5. To face new
Technology
6. idea generation
7. problem solving
8. Aware of other dept’s
work

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How many programs were attended by you?

a) One b) Two c) Three d) Four & More

To what extent have you satisfied with the respective training?

a) Great extent b) Some extent c) little extent

What method of training have you received?

a) On the job b) Off the job c) Both

Where you have received the training?

a) Inside the Company


b) Outside the Company
c) Both
From whom the training is received
a) Superiors b) Institutions c) Consultants d) Others

What method of training you received

a) Induction b) Competence Development


c) Updating Knowledge d) Preparing for future assignments
e) All the above

After the Training in which area you developed?

a) Skills, knowledge b) Social behavior


c) To face new technology d) Motivated

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Does the training program satisfy your needs?

a) Yes b) No

To what extent the training program helps to your career?

a) Great extent b) Some extent c) little extent

Whether your organization is conducting Training programs regularly?


If ‘Yes’ how far?
a) Monthly
b) Quarterly
c) Half yearly
d) Yearly
Whether the Training programs were intimate to you?

Yes [ ] No [ ]
If ‘Yes’, how many days before they intimated to you?

a) A week before b) 15 days before


c) One month before d) Two months before

Have you attended Training programs regularly?

Yes [ ] No [ ]

If ‘No’, why

a) Resistance to change

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b) Training is not related to the job
c) Training facilities are not good
d) Personal problems
e) Timings not favorable
Whether the management forced you to take training?

Yes [ ] No [ ]

If ‘No’, why?

a) Want to improve skills & knowledge


b) Want to improve Social Behavior
c) Want to know about new technology

Whether the training is related to only weak areas?

Yes [ ] No [ ]
If ‘No’, why?

a) Motivation
b) To face new technology
c) To develop skills, knowledge & attitude
d) Aware of Company policies
e) All the above

Once after training have you improved?

Yes [ ] No [ ]

If ‘Yes’, why?
a) High b) Medium c) Low

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If ‘No’, why?

a) Work is difficult
b) More time taken to complete the work
c) Not understandable
d) Training is different from work

Do you require one more training?

Yes [ ] No [ ]

Have you received payment while in training?

Yes [ ] No [ ]
Without training, what problems you expect?

a) Not understand the work b) Not known about Company Policies


c) Much time taken d) Not able to do the perfect work

What chances are there to rectify those problems?


a) By approaching Superiors b) Through Consultants
c) Outside Institutions d) Through Professionals

62
BIBILIOGRAPHY

BOOKS REFERRED:

Effective Human Resource Training & Development Strategy


- Dr.B.RATHAN REDDY
st
Himalaya Publishing House, 1 Edition – 2005

Management & Organizational Behavior

- P.SUBBA RAO
Himalaya Publishing House, 2000 Edition

Personal / Human Resource Management

- DAVID A.DECENZO
rd
Prentice Hall of India, 3 Edition

- STEPHEN ROBBINS
Journals Referred
• A.Narasimha Rao, Indian Journal of Commerce,
Vol.54, “Employees Perception on Training &
Development, A study on Visaka Steel Plant, 2005.

Referrals websites
www.projects99.com
www.citehr.comR
http://www.itcinfotech.com

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