INTERNSHIP TRAINING REPORT

ON
TRAINING AND DEVELOPMENT
AT
SATA VIKAS PVT LTD

Submitted in the partial fulfillments of requirements for the

award of degree of Master of Business Administration

Submitted To:- Submitted by:-

Controller of Examination Name-
YMCAUST, Faridabad MBA 3rd Sem
Roll No.
Reg No- 23-AITM-

DEPARTMENT OF MANAGEMENT STUDIES

ADVANCED INSTITUTE OF TECHNOLOGY& MANAGEMENT
PALWAL
 Declaration

I ................. of Department of Management , Advanced Institute of Technology &

Management Palwal hereby submit this report in partial fulfillment of the requirements for
the award of degree of MBA . I declare that the work presented in this report is my original
and is not submitted anywhere else for the award of any other degree by any other
university. To the best of my knowledge and belief, this report contains no material
previously published or written by any other person, except where due reference is made.

Date: Signatue of Student

Name of Student

(Seal / Stamp of the Department/Institute)

 ACKNOWLEDGEMENT

I would like to thank JC Bose University for meticulously planning academic curriculum in such a
way that students are not only academically sound but also industry ready by including such
industry training pattern. I would like to thank Advanced Institute of technology & Management
Palwal for giving this opportunity and help to get the practical knowledge over the theoretical
knowledge. It helps to achieve our objective and help to make future better.
These dedicated people are busy shaping the goals and dreams of our future generation, and they
deserve all the honour and accolades we can heap upon them. I would like to express my deepest
gratitude to my Industrial guide------------------ for their guidance and support.

I am highly indebted to ............................, and Director Principal ................... for the facilities
provided to accomplish this internship. I would like to express my deepest gratitude to --------------
----- who have been guiding force behind this project and encouraged me for successful
completion of my project report.
I am extremely grateful to my Faculty mentor ------------------ for his/her constructive criticism
throughout my internship.
 Preface

Training and development programs typically involve educational activities that advance a
worker’s knowledge and instill greater motivation to enhance job performance. These initiatives
help employees learn and acquire new skill sets and gain the professional knowledge that is
required to progress their careers.
What is training and development?
Training and development programs typically involve educational activities that advance a
worker’s knowledge and instill greater motivation to enhance job performance. These initiatives
help employees learn and acquire new skill sets and gain the professional knowledge that is
required to progress their careers.
Types of training and development

Training programs can be created independently or with a learning administration system, with the
goal of employee long-term development. Common training practices include orientations,
classroom lectures, case studies, role playing, simulations and computer-based training, including
e-learning.

Sometimes, an organization's Human Resource Development (HRD) function drives most

employee training and development efforts. These efforts are roughly divided into 2 types of
programs:

Successful businesses understand that it’s more beneficial and cost-effective to develop their
existing employees instead of seeking out new talent.
 CONTENTS

CHAPTER-1 INTRODUCTION

CHAPTER-2 COMPANY PROFILE

CHAPTER-3 LITERATURE REVIEW

CHAPTER-4 RESEARCH METHODOLOGY

CHAPTER-5 DATA ANALYSIS AND INTERPRETATION

CHAPTER-6 FINDINGS

CHAPTER-7 CONCLUSIONS

CHAPTER-8 RECOMMENDATION

CHAPTER-9 BIBLIOGRAPHY
QUESTIONNAIRE
 CHAPTER -1

INTRODUCTION
INTRODUCTION

Training and Development in Human Resource Management is the process of acquiring

knowledge, skills, and attitude that helps improve employees’ job performance and enables future
career growth.

Training refers to acquiring specific knowledge and skills for a particular job or task. It is usually a
short-term activity concerned with improving an employee’s current job performance. It includes
formal training courses, on-the-job training, or coaching sessions.

Development is concerned with the long-term growth of an individual’s career. It usually covers
acquiring knowledge that goes beyond the requirements of their current job to prepare the
employees for their future job role or career advancement opportunities. Development activities
include job shadowing, mentoring, attending conferences, or pursuing further education.

Employees can enhance their job performance, career growth, and job satisfaction through training
and development. In contrast, organizations can benefit from better employee engagement,
retention and higher productivity.

Importance of Training and Development

1. Boost Performance and Productivity

When employees are trained and developed, they feel more confident in their abilities. As a result,
they can be more productive in their roles. Acquainting employees with the necessary skills and
knowledge helps organizations improve employee performance, productivity, and job satisfaction.
It also employees to remain engaged and motivated and positively impacts the organization’s work
environment.

2. Talent Management and Retention

In the recent competitive era, employees actively seek growth and development opportunities. So,
organizations that invest in employee training and development programs find attracting and
retaining top talent easier. Also, employees are more likely to be loyal and committed to the firm if
their personal growth and development is prioritized. This leads to a lower turnover rate and a
stable workforce.
3. Overcome Market Competition

It helps organizations stay current with the latest trends and best practices in the market. By
investing in employees’ training and development, companies can ensure retaining their
competitive advantage in the future. This is essential in industries with rapid technological
advancements and changing customer needs.

4. Effective Risk Management

Well-trained employees are less likely to make mistakes that might lead to costly errors or legal
issues. For instance, compliance training can help organizations avoid legal actions by ensuring
employees understand the regulations that apply to their daily work. Likewise, safety training helps
organizations prevent workplace accidents that can lead to injuries or lawsuits.

5. Foster a Culture of Learning and Development

Investing in employee development shows that the organization values continuous learning. This
creates a culture of learning and growth, where employees are encouraged to take risks, try new
things, and seek out opportunities for development. A culture of learning and growth can lead to a
more innovative and creative workforce, driving organizational success.

Investing in employees’ training and development helps create a more engaged, productive, and
innovative workforce that drives the company’s success in today’s competitive business
environment.

What are the 5 processes of Training and Development?

Effective training and development programs can improve employee performance, increase
productivity, and help organizations remain competitive in today’s dynamic business environment.
Human Resource Management plays a vital role in designing efficient employees training and
development programs.

The following are the five processes of training and development in HRM:
1. Needs Assessment

It is the first process and involves identifying the organization’s skill gaps and determining the
training needs of employees. It comprises gathering data through surveys, focus groups, or other
assessment tools to identify areas that need additional training or development. It is crucial in
determining the training and development goals that align with the organization’s overall strategy.

2. Design and Development

It is the second process and is concerned with designing the training program to meet identified
needs and aligning them with the organization’s strategic objectives. The design process comprises
developing learning goals, selecting appropriate training methods, creating training materials, and
developing a training schedule. The training program focuses on understanding individual learning
styles and preferences and customizing them to meet specific needs.

3. Delivery

It is the third process and comprises implementing training programs through various training
methods like classroom training, online training, on-the-job training, and coaching. It should focus
on resource availability, appropriate workforce size, and employees’ individual learning
preferences. Effective delivery of training programs enhances employee engagement and learning
outcomes.

4. Evaluation

It is the fourth process and usually evaluates the effectiveness of the training program. Methods
may include surveys, assessments, performance metrics, and focus groups. It highlights the areas of
improvement. An effective evaluation process can help companies measure training programs’
success and make future improvements.

5. Follow-Up

The final training and development process involves reinforcing the training concepts and their
practical application in daily work. It comprises ongoing coaching, refresher training, and
feedback sessions to monitor progress and ensure meeting the organization’s expectations.
Efficient follow-up helps employees retain the learned knowledge and skills and their practical
application.

Well- executed training and development programs help organizations improve employee
performance and productivity.

What are the Current Trends in Training and Development?

Training and Development is one of the most crucial elements behind an organization’s success.
And, as the workplace is constantly evolving, so are the current training and development trends.

There are several current trends in training and development, including:

1. Digital Learning

This trend has witnessed an acceleration post the pandemic period. It includes e-learning, virtual
classrooms, and mobile learning. They offer flexible and cost-effective ways to deliver training. In
addition, these methods let employees learn at their own pace and in their own time. This is
especially beneficial to employees working remotely.

2. Personalized Training Programs

Tailored training programs to suit the individual needs and preferences of employees. It comprises
self-directed learning, coaching and customized learning paths. It recognizes that every employee
has different learning styles and preferences. This helps in increasing engagement and motivation.

3. Microlearning

Delivering training in bite-sized pieces in the form of short videos, infographics, or quizzes. It is
designed for employees seeking to learn on-the-go and organizations seeking to provide just-in-
time learning. It is primarily helpful for employees with busy schedules or working remotely, and
this helps them learn at their own pace and time.

4. Gamification

Incorporating game-like elements into training session to increase engagement and motivation. It
mainly consists of leaderboards, rewards, and challenges, aiming to make the training fun and
interactive. It is particularly engaging for the younger workforce who have grown up playing video
games or are more responsive to game-like elements in their training.

5. Diversity, equity, and inclusion (DEI) Training

DEI training is adopted by organizations that seek to create more inclusive workplaces and reduce
the risk of discrimination and bias. It usually includes training on unconscious bias, cultural
competency, and allyship. The pandemic and social justice movements have accelerated the need
for DEI issues in training programs.

6. Soft skills development:

Training programs focus on developing soft skills like communication, problem-solving, and
emotional intelligence. This can help employees become more effective in their roles and more
valuable to their organizations. It can also improve employee engagement and satisfaction and
make the employees feel more confident and competent in their respective roles.

Incorporating these current trends into training programs helps employees develop the skills and
knowledge needed to succeed in their roles and contribute to the organization’s success.
 CHAPTER -2
COMPANY PROFILE
SATA Vikas (India) Pvt Ltd is one of the leading Precision Machining Parts
manufacturing companies in India.

Office & Plant Address

SATA Vikas India Pvt. Ltd.Plot no 73/8 Mathura Road, Village Mitnol, Aurangabad, District: Palwal, Haryana – 121105

91 (0) 1275 - 302467 / 68, 91 (0) 1275 – 302465 [email protected]

Established in 2007 with the vision to capture the emerging Indian and Asian automotive markets,
SATA Vikas is a joint venture between Vikas Group and Italy’s SATA Spa (earlier called
Martinelli), a prominent global player in the niche landscape of precision machining for
automotive. Its capabilities in designing of fixtures, precision machining and assembly of a wide
range of high tech and high quality components translates primarily into engine, transmission and
compressor components for OEMs in passenger car, utility vehicle, commercial vehicle and off-
road segments.

Products

Sata Vikas manufactures a wide array of Precision Machining Parts in multiple Ferrous and Non-
Ferrous products lines. Products include Exhaust Manifolds, Compressor parts ( Cylinder Block,
Cylinder Head, Front Housing, Cam Plate, Planet Plate, Shaft Rotor Assembly, Rotors) , Bearing
Cap, Brackets, Differential Case, Flywheel assemblies and Laser Fractured Connecting Rod.

Adopting SATA SPA’s business philosophy of working with flexible production lines and
numerical control work centres can satisfy the most demanding customers' request, SATA Vikas
also works in strategic partnership with customers and has dedicated lines for them.
Sata Vikas India Private Limited is an unlisted private company incorporated on 20 June, 2007. It
is classified as a private limited company and is located in , Delhi. It's authorized share capital is
INR 45.00 cr and the total paid-up capital is INR 43.78 cr.

Sata Vikas India's operating revenues range is INR 100 cr - 500 cr for the financial year ending
on 31 March, 2022. It's EBITDA has increased by 56.13 % over the previous year. At the same
time, it's book networth has increased by 35.59 %. Other performance and liquidity ratios are
available here.

Description: The company is engaged in manufacturing of cars, utility vehicles, trucks, buses and
defence vehicles.

Products & Services: cars, utility vehicles, trucks, buses and defence vehicles.
Category: Manufacturer

The current status of Sata Vikas India Private Limited is - Active.

The last reported AGM (Annual General Meeting) of Sata Vikas India Private Limited, per our
records, was held on 18 September, 2023.

Sata Vikas India Private Limited has four directors - Abhimanyu Sharaff, Sumedha Sharaff, and
others.
The Corporate Identification Number (CIN) of Sata Vikas India Private Limited is
U27300DL2007PTC165006. The registered office of Sata Vikas India Private Limited is at Plot
No.57, Rama Road New Delhi West Delhi , Delhi.

SATA Vikas was founded in 2007 as a Joint Venture between SATA Group & Vikas Group. It was
set up with the vision to capture the growth in Indian Automotive market. Comprising of 187 CNC
machines, SATA Vikas has engineering capabilities in the areas of machining and assembly of
products – it primarily consists of engine, suspension& transmission components for the
automotive OEM segment, including for passenger cars, utility vehicles, commercial vehicles and
Off- Road vehicles
Sata Vikas India Private Limited is a private company and Sata Vikas India Private Limited is
classified as a Non Government company. Sata Vikas India Private Limited is a Manufacturing
(metals & Chemicals, And Products Thereof) based company and has headquarters in Delhi, Delhi,
India. It was founded in 2007. Get Sata Vikas India Private Limited company profile, CEO, top
employees, contacts on EasyLeadz.
Sata Vikas India Private Limited is a Private incorporated on 20 June 2007. It is classified as Non-
government company and is registered at Registrar of Companies, ROC Delhi. Its authorized share
capital is Rs. 450,000,000 and its paid up capital is Rs. 437,847,360. It is inolved in Casting of
metals

About Sata Vikas India Pvt. Ltd.

Registered in 2015 , Sata Vikas India Pvt. Ltd. has made a name for itself in the list of top
suppliers of Industrial Machinery & Parts ,rotor shafts ,Automotive Parts & Components in India.
The supplier company is located in Palwal, Haryana and is one of the leading sellers of listed
products.
Sata Vikas India Pvt. Ltd. is listed in Trade India's list of verified sellers offering supreme quality
of Reinforced Lower Case ,Shaft Rotor ,Bearing Carrier etc. Buy Industrial Machinery & Parts
,rotor shafts ,Automotive Parts & Components in bulk from us for the best quality products and
service.
SATA revision 1.0 (1.5 Gbit/s, 150 MB/s, Serial ATA-150)]
Revision 1.0a was released on January 7, 2003. First-generation SATA interfaces, now known as
SATA 1.5 Gbit/s, communicate at a rate of 1.5 Gbit/s,[c] and do not support Native Command
Queuing (NCQ). Taking 8b/10b encoding overhead into account, they have an actual uncoded
transfer rate of 1.2 Gbit/s (150 MB/s). The theoretical burst throughput of SATA 1.5 Gbit/s is
similar to that of PATA/133, but newer SATA devices offer enhancements such as NCQ, which
improve performance in a multitasking environment.

During the initial period after SATA 1.5 Gbit/s finalization, adapter and drive manufacturers
used a "bridge chip" to convert existing PATA designs for use with the SATA interface. Bridged
drives have a SATA connector, may include either or both kinds of power connectors, and, in
general, perform identically to their native-SATA equivalents.[16]

As of April 2010, the fastest 10,000 rpm SATA hard disk drives could transfer data at maximum
(not average) rates of up to 157 MB/s,[17] which is beyond the capabilities of the older PATA/133
specification and also exceeds the capabilities of SATA 1.5 Gbit/s.

SATA revision 2.0 (3 Gbit/s, 300 MB/s, Serial ATA-300)

SATA 2 connectors on a computer motherboard, all but two with cables plugged in. Note that
there is no visible difference, other than the labeling, between SATA 1, SATA 2, and SATA 3
cables and connectors.
SATA revision 2.0 was released in April 2004, introducing Native Command Queuing (NCQ). It
is backward compatible with SATA 1.5 Gbit/s

Second-generation SATA interfaces run with a native transfer rate of 3.0 Gbit/s that, when
accounted for the 8b/10b encoding scheme, equals to the maximum uncoded transfer rate of
2.4 Gbit/s (300 MB/s). The theoretical burst throughput of the SATA revision 2.0, which is also
known as the SATA 3 Gbit/s, doubles the throughput of SATA revision 1.0.

All SATA data cables meeting the SATA spec are rated for 3.0 Gbit/s and handle modern
mechanical drives without any loss of sustained and burst data transfer performance. However,
high-performance flash-based drives can exceed the SATA 3 Gbit/s transfer rate; this is
addressed with the SATA 6 Gbit/s interoperability standard.
PRODUCTS

Emission Control Solutions

Precision Machining Solutions

Automotive Technology Machine
 CHAPTER -3
LITERATURE REVIEW
Literature Review

Pagey (1981) in this study states that most organization allocate very little amount for
the training program. One of the reason that was identifies was the low return on investment.
Also in his study Pagey developed a rational and quantitative approach to measure the
return on investment on training. According to him higher the return on investment on
training more effective the training would be. Viramani B.R (1984) in his articles pointed out
the importance of evaluating and measuring management training and development. In spite
of the growing need there is a lack of systematic approach on the evaluation done. The study
gives importance on the qualitative and quantitative approach for the evaluation based on the
knowledge, skills and attitude. It also highlighted the identification of those factors that might
influence learning. Mc Evoy and Buller (1990) in their research identified five levels of issues in
the training evaluation. The extent to which the training programme is an attempt to improve
work performance, also pointed out those training programmes was not
intended to improve performance in the traditional sense. It was also noted that the outcome of
the programme was done by a structured measurement of performance after
the programme. They also pointed out the limitation of the self-rating. Bramley (1990) defined
training as a system with clear inputs as the programme and the subjects of the training
programme the reaction of the programme as the behavioral changes of each individual and
output as the changes that happened to the trainees. He also proposed three stages evaluation
process where the evaluation would start in the pre-training stage continued in the training stage
and would end with post-training. Coffman (1990) in his research pointed out that a process
manager will be able to understand the changes on an employee through training impact
assessment. This also can be considered as a road map to eliminate uncertainties. The problems
with IT industries are that the executives and managers have limited time to do this process and
hence the assessment can’t be done in a structured way. Sackett et al., (1993) states that the text
book treatment of training evaluation only focuses on formal design as a mechanism for
controlling threats and assumes the training intervention would produce the chan
Garavagalla (1993) says that the HR department has to allocate proper plans and budget to
ensure the proper training. This study also states that the effectiveness of the training can be
measured by a comparative study on a group of individuals who has not received any training.
This study proposed the use of experimental and control group. Webster and
Martocchio (1993) in his study tried to link the task labelling and age of the employees. He in
fact divided the entire training programme as play and work. In his paper he states that
the young employees took the play programme much better than he old once and no significant
difference was observed for the training programme labelled work. This has led light to the
attitudinal difference of people and the change of attitude with age. Ahrens and
Sankar (1993) this research defines about the two tutors who industrialized a technique to impart
these skills to end users. Empirical comparison of the tutors verified the teaching value of the
facilitators. The study could point out certain gaps between skills required and skills learned by
end users to be eligible to take up the training programme. Martocchio et al., (1994) in his
research tested whether performance feedback on past performance factors within trainees’
control, would result in heightened software efficacy, goal commitment, positive mood and
learning compared to feedback on past performance factors outside trainees’ control. Feedback
that attributes performance to factors outside trainees’ control was related to a decrease in
software efficacy. Generally, feedback is to correct the previous faults or otherwise a
corrective measure. As only the feedback from an employee can mold a better organization, it is
mandatory to receive feedback from the employees regarding their training sessions so as
to improve it in the future. Thornhill (1994) in his study reveals the various difficulties of
evaluating training and suggests what is required to make it more effective. He also discusses the
reasons for the absence of, or ineffective practice of evaluation and he wants to identify the
evaluation in the context of the nature and meaning of organisational culture from a practical
point of view. Facteau et al., (1995) checked whether trainees’ general beliefs
influenced training on pre-training motivation. 967 managers and supervisors
completed a questionnaire that assessed 14 constructs. LISREL VII (Linear Structural
Equation) indicated that the overall reputation of training, intrinsic and compliance
incentives, organisational commitment and three social support variables (subordinate,
supervisor and top management support) were predictive of
pertaining motivation. Webster and Martocchio (1995) conducted a field experiment of 143
employees and explored the effects of realistic versus optimistic computer training previews on
trainee learning, satisfaction and post-training reactions. They argued that optimistic previews
would result in enhanced outcomes during the training programme, while realistic previews
would result in enhanced post-training reactions. The effects of relevant individual differences
(i.e. cognitive playfulness and software efficacy beliefs) and mediating factors (i.e. attention to
one’s performance evaluation and flow) were also examined. The results showed some support
for trainee.

Sundararajan S. (2000) states that in the current competitive business environment, the
demand of the organisations compel Indian Industry to rethink on their Vision and Mission about
HRD practices through T&D. Changes are inevitable everywhere i.e. in our personal life, social
life, work life, in nature, in the society, in the universe, etc. We cannot avoid changes, but we can
adjust and adapt to such changes for betterment through Training & Development. The
managements of these organisations realised the necessity of training for better performance from
the employees’ point of view towards competitive business
environment. Employees are motivated to attend the training programmes through self-
development as well as organisational development. Prasad R.M. (2000) viewed that
Appreciative Inquiry (AI) is a strategy, approach, process and methodology which draw on the
strength of individuals in an organisation or social systems. AI enables the organisation
development practitioners and HR specialists to look beyond traditional problem-centered
methods currently being employed such as participatory problem and need analysis, SWOT
analysis, etc. AI can be effectively deployed as a capacity-and partnership-building process.
The success of the use of AI in training in the organisational context depends on the
expertise and experience of the trained facilitators. The facilitators should have positive
attitude and should possess process and context skills, besides the ability to inspire the
employees of an organisation. Dasari (2000) lists out the problems faced by the software
employees such as working in odd or night shifts particularly in call centers, marital discords
due to men’s suspicion about their working spouses, problem in securing a work-life balance
and carrying employers’ displeasure for prolonged leave due to postnatal problems. Therefore,
the industry has to make special efforts to make
women’s stay in work places secure, convenient and in a non- discriminated way. In this way, as
most of the HR practices focus on their organisational goal rather than the employee’s personal
imbalance.

Chidambaram P. (2000) reveals that talented and well-respected leadership is essential in

software industry, as always in other industries with world class systems. Methodologies and
processes are required to continuously deliver in a competitive environment in which quality has
to be achieved in minimum time. ‘Recruit, Retain and Retrain’ would be the ‘mantra’ for an
effective HR paradigm in this software industry, where people provide the critical competitive
advantage. A manageable acquisition strategy is required to realise the benefits of adequate
vigilance in the industry and to evolve strategies for adopting and learning new technology and
business models. Sastry (2000) describes two alternate models for future growth of top Indian
firms: MBG (Manpower-Based Growth) and KBG (Knowledge-Based Growth). In the first
model, revenue growth is fuelled largely by growth in manpower. In the second model, the firm
penetrates value-added market segments and growth is fuelled by increasing the revenue per
person. He says that the Indian software service providers are in an enviable position due to
unprecedented market growth, overseas shortage of manpower, access to high quality and low-
cost manpower within the country. It is due to this fact that a proper work climate and various
kinds of training facilities are provided to the employees.

Goel O.P. (2000) states that ‘Training and Development’ efforts of organisations have positive
impact on their performances. While each industry comprises of skilled, semi-skilled and
unskilled employees, there seems to exist a possibility of bridging these gaps through informal,
on-the-job training by skilled employees. Such training efforts, prima face, look to be economical
both in terms of money and time required. Future research could endeavor to find out as to what
extent informal training can help in bridging these skill gaps, thereby reducing the load on
‘structured training efforts’. Hashim and Junaidah (2001) in their paper addressed the issues of
training evaluation practices in general and examine the training evaluation in Malaysia through a
case study. Training evaluation is a systematic process of collecting and analyzing information
for and about a training programme, which can be used for planning and
guiding decision-making as well as assessing the relevance, effectiveness and the impact
of various training components. Training institutions may conduct evaluation for the purpose of
maintaining training. Evaluation practice is one of the major dilemmas faced in the field
of training because it receives much criticism. In many organisations, evaluation of
training is either ignored or approached in an unconvincing or unprofessional manner.
The article concludes that the government, client and economic situations have influenced the
evaluation practice in a positive direction.

Gielen et al., (2001) is of the opinion that effective transfer will only occur if trainees have the
ability and desire to acquire new skills and the motivation to apply the training content to their
jobs. Bhattacharya (2001) identified the reason for large scale investment in continuous
training programmes. It is due to the development of competent manpower base for companies’
operational and strategic performances. A highly pro-active and
comprehensive approach is called for analysing the task competences that are demanded by job
certification procedure. Creation and management of voluminous performance-based training
database and repetitive administrative work need IT tools for an effective and networked
information system providing workflow automation. Effective learning depends upon selection of
suitable training strategies. The strategy must be selected as per the subject matter, simplicity or
complexity of the messages, resources available, target group, competency of the trainer, etc.
Berge et al., (2002) state that organisations find it increasingly difficult to stay competitive in
today’s global economy. Leaders in the workplace are using benchmarking,
competency models and competency studies to help HR decisions, such as hiring, training and
promotions. Parikh and Jeyavelu (2002) express that sensitivity training is considered as a
means to achieve strategic and operational objectives. The emphasis is on experimental learning
and conceptual understanding and gaining skills and competences, balancing the individual and
organisation goals and accepting and maintaining the interface between economy and changing
role of the individual, collectivity (family and organisation) and the
society. “This training aims at individual growth and development, improved emotional and
social skills, better team working and role taking, improved work climate/culture, reduced
resistance to change and enhancing enabling mindsets.” Naquin and Holton (2003) in their
in HRD has traditionally been conceptualized as motivation to learn or motivation to train. A
higher order construct called motivation to improve work through learning can be
proposed. The theoretical rationale for this higher order construct is presented along with
proposed measures.

Kang and Santhanam (2004) emphasize that existing training strategies must be modified in
order to adequately prepare users to employ collaborative applications. The authors found that
training programmes should sensitize users to the interdependencies that exist among their tasks
and make them aware of the collative consequences of their individual actions. Users have to
engage in collective problem-solving efforts and continuously learn new and acquire knowledge
during the process of appropriation of the collaborative application. Tiga (2004) in her research
work argues that unlike the traditional ‘school’ model for training, successful training
programmes are competence-based training programmes. These aim at the growth of the
organisation and its striving for excellence. The success in harnessing competences help in
development, succession and promotion plans. Competence mode goes one step ahead than
hierarchical mode and performance pay system by potential leaders based on demonstration of
skills. Thus it reinforces a company’s corporate strategy, culture and vision-accelerating growth.
It reduces the time of functional heads by identifying performance criteria to improve accuracy
and eases learning and selection for employees. It assesses their strengths and specifies tangled
areas for professional development. However, this is an elaborate process and might not be able
to sustain the momentum of the initiative. The employees can consider this as ready recipe for
success and therefore have over expectations. This necessitated a simpler model with use of
impact-creating language to increase receptivity.

Shen (2004) has outlined the theoretical perspectives of the international T&D and how it has
been implemented by the practitioners. Cultural sensitivity, ability to handle responsibility,
ability to develop subordinates and ability to exhibit and demonstrate are to be developed through
effective international training and management development. Actually, the content, mode of
delivery and rigor are important aspects for overseas assignments. The components of training
programmes should be according to country of assignment, type of job, duration,
purpose of transfer and the time available. The quality of the training programme should have a
major impact upon the employees. Dongre (2004) opines that training is basically done whenever
the employees need to acquire certain skills or knowledge and when the organisation has to adapt
to any structural or functional change. The absence of inadequate identification of training needs
can make or mar the success of any training effort, as the identification exercise alone provides a
scientific frame work for imparting training at various levels in the organisation. The participants
due to various reasons may not attend the training programmes. Training cards are maintained by
the departments to identify these reasons. Lastly, evaluation of the training is a process of putting
value on the benefits stemming from the training process in practical, social and / or financial
terms. This in turn helps the employees as well as the organisation. So, while implementing the
schedule of the training programme, it is essential to analyse the hurdles of the employees before-
hand and the layout of the programme shall be designed accordingly.

Madhumita and Sujatha (2005) opine that despite the fast growth in the BPO industry, players
in India still have not reached a stage where they truly handle an entire business process. Apart
from the regular HR functions, every HR manager has to rethink on the human resource strategies
involved in identifying skilled personnel, to motivate, retain, develop and elevate the employees.
The fact that though entry-level recruitment has not been a problem for the HR manager with the
fresh graduate in the labour pool readily available with language skills, the industry has been
facing a fast rate of labour turnover in this category. Attrition signifies not only the loss of talent
but also includes the cost of training of the new recruits. The cost for training the new recruits not
only at the entry level but also at every interval is significant. Mahanti R and Mahanti P.K
(2005) observe that software is omnipresent in today's world. India is a hub to more than 1000
software companies. The software industry is a major employment- providing industry in India.
As a wholly intellectual artifact, software development is among the most labour demanding,
intricate and error-prone technologies in human history. Software's escalating vital role in
systems of pervasive impact presents novel challenges for the education of software engineers.
This paper focuses on the current status of software engineering education in India and
suggestions for improvement so as to best suit the
needs. As software industry is the major employment providing industry, it is essential for the
employees to remain in the industry and meet the demands. Thus training alone can give them a
stand in the industry. In line with these findings of the study, the present study seeks to build a
knowledge base on the various kinds, benefits, need and effectiveness of the training
programmes.

Beecham et al., (2007) present a systematic literature review for motivation in Software
Engineering. The objective is to report on what motivates and demotivates developers and how
existing models address the motivation. The majority of studies find Software Engineers form a
distinguishable occupational group. Results indicate that Software Engineers are likely to be
motivated according to their 'characteristics' (e.g., their need for variety); internal 'controls' (e.g.,
their personality) and external 'moderators' (e.g., their career stage). Models of motivation in
Software Engineering are disparate and do not reflect the complex needs of Software Engineers
in their different career stages, cultural and environmental settings. Bearing these findings in
mind, efforts have been taken in the present study to help and motivate the employees through
the conduct of effective training programmes based on their needs and aspirations. Rajeswari
Sharma (2007) highlights the findings of NASSCOM (National Association of Software and
Services Companies) which has conducted a study among the trade bodies of the IT software and
services industry in India. Some of the top companies identified in the survey include: Corbus
India Pvt. Ltd, RMSI Pvt. Ltd, Hytech Professionals India Pvt Ltd, Nagarro Software Pvt Ltd and
V Customer Services India Pvt. Ltd. The survey says that several best practices followed by the
small companies may not seem to be necessary from a broader human resource viewpoint but are
important in building ties with employees and also for the future growth of the company. People
practice is the biggest differentiator in today’s job market; organisational and employee
development have to go hand in hand for companies to grow. HR practices need to come from
the top to be effective. The key lies in practicing what the employers preach. The top employers,
according to the survey, feel their companies need to create a sense of ownership among its staff
and look at employees as customers and partners. It clearly indicates that the support and
Dwivedi and Purang (2007) say that training means the planned and organised activity to impart
skills, techniques and methodologies to employers and their employees to assist them in
establishing and maintaining the employment. The Need Analysis identifies discrepancies
between desired and actual behaviour/performance. Conducting the training and its evaluation are
to see the effectiveness of the selection, adoption, value and modification of the instructional
activities. Then, it is important to understand the training needs identification and evaluation
process by developing a case study on the training needs identification and evaluation system in 6
different Indian organisations and then comparing it with the available models proposed by the
various researchers in Western and Indian contexts to arrive at and propose a comprehensive
model of Training Needs Identification and Evaluation. The present study includes all these
aspects of training to arrive at fruitful findings with regard to the need, expectation, hurdles and
the effectiveness of the training programmes as a macro level research attempt.

Franklin et al., (2008) in their empirical work state that the human resource arena is fast-
changing due to the advent of the dynamic, volatile and employee-oriented BPO industry. The
challenge of effective human resource management haunts every business process outsourcing
managerial executive. Madhani (2008) reveals that India has achieved remarkable success in the
software industry. The purpose of this study is to discuss the resources, including technical skills
and cost competency that have contributed to the competitive position of the Indian software
industry. In accordance with the RBV (Resource-Based View), the main source of the market
performances of a range of firms lies on the specific nature of their resources and their
accumulated competences. This study discusses the Indian software industry and its resources and
analyses the case using the RBV of strategy. From this study, it is understood that if the software
industries are able to invest more and more resources, they can spend more for the training and
development of the employees. The outcome
the industries lies in developing the skills of the employees who in turn contribute for the
sustainability of these organisations.

Upadhya and Vasavi A.R. (2008) focuses on outpost of the Global Economy, to ask and answer
fundamental questions about the nature of work in the IT industry, the manner in which the work
begins to shape the subjectivities of IT employees and finally how this shaping plays a role in
defining the new emergent middle class in India. Employment in the IT industry has grown from
a few thousands in the eighties to about two million in 2008. This represents a shift not only in
the number of persons employed but also in the nature of the work they perform and most
crucially, the salaries they draw and the lifestyles they can afford. Never before in India have
such a large number of college graduates been hired by companies that offer above-average
salaries and assure foreign trips. These jobs offer a vastly different perspective on life and work
than was lived by the middle-class before. Thus, the researcher is curious to pictures the
demographic profile of the employees working in IT/ITES industry, their job-related information.
Ahmad and Din (2009) who conducted a study, point that there are many reasons which
emphasise the need to evaluate the T&D; particularly demand of executives against the amount
spent and hours consumed along with the impact of the training on organisation. Economic slump
in the global market is another reason for evaluation, which has increased competition for scarce
resources. Top executives are also concerned about the congruence of training and organisational
goals and development of new tools and techniques, which has also highlighted the need for
evaluation.

Vijaya Mani (2010) in his research indicates the need to prepare the trainees mentally before
holding training sessions. They need to be oriented about the importance of training and its
usefulness and motivated to work hard to gain the desired skills and knowledge. In conclusion,
the researcher recommends some avenues for future research. Based on the feedback given by the
employees the training programme can be enhanced by improving the delivery of subject through
expert’s training and practical exercises can be increased as it is expected as a better way of
learning by most employees. Practical demonstration and constant practice during the training
session, makes the on-job application easy for the employees. Baranwal (2010)
 describes the ways as to how training can be a win-win situation for both executives and
the BPO organisations. Training BPO executives is a technical process which involves
transferring management and execution skills to the new and existing executives for
better understanding of the business processes. Training is important for reducing
business costs and the increasing turnover of executives.

The firm’s HR practices will immediately influence the employees’ skills which will add to
the organization. Furthermore, they will foster employees’ development to get involved and
committed to the business (MacDuffie, 1995; Wright et al., 1998). Training and
development are necessary for any firm, and they are an organizational subsystem derived
from two independent yet interrelated words that work together to increase the individual’s
global productivity (Salas et al., 2012). Previous studies find that the most popular term for
“training and development” is “lifelong learning.” It takes into account how individuals
continue learning (Field, 2008), develop competencies (Shandler, 2000), add value, are
intelligent and experienced (Jarvis, 2012), fit, adjust to changes (Nolfi & Parisi, 1996),
improve as they grow, and, in sum, accommodate with the stream (Sartori et al., 2018).
According to Kadiresan et al. (2015), “development is setting up and making employees
ready for potential vacancies and issues.” Moreover, when organizations communicate with
employees about their skills gap, they decide whom to train, which areas they need training,
and when to do it; only training can be introduced appropriately (Kum et al., 2014). Hence,
training becomes a joint action between an expert and an employee leading to the efficient
transfer of information, know-how, skills, and attitudes, consequently allowing an efficient
output from the employee on the job. Training activities are focused on and evaluated
against an individual’s recent work (Lerner, 2018). As a result, Training and development
programs will convince the employees that their managers care, and they will be pleased,
reassured, and committed to further enhancing organizations in achieving organizational
goals and objectives. They will be able to develop
izations (Goldberg, J., 2018). During a constantly changing environment, organizations
realize that they must adopt a new strategy to empower their competitive advantage to
survive. Thus they focus on their employee’s performance as a significant resource to
improve competitiveness (Diamantidis & Chatzoglou, 2019). Porter (1980) defines
‘competitive advantage’ as the capacity to perform better than rivals in the same sector or
market due to resources and personal qualities (Chaharbaghi & Lynch, 1999). Moreover,
studying competitiveness draws researchers’ attention due to current concerns regarding
organizations’ higher performance levels in today’s competitive market. A firm achieves a
competitive advantage when applying a benefit-maximizing approach not implemented
concurrently by existing or future rivals (Clulow et al., 2003). Much of the research
supports the idea that businesses that use effective human resource methods, those with the
proper recruitment process, training and development program, good benefits, etc., will be
more competitive over rivals. (Byrnes & Cascio, 1984; Steffy & Maurer, 1988; Barney &
Wright, 1998). In addition to their competitive position, organizations will benefit from
training and development at different levels. They will react effectively to changes and the
latest unpredictable external factors in the industry (Beaver & Hutchings, 2005) The
organization will be the ultimate beneficiary knowing that the training and development are
being directly invested in the staff (Abdul Ghafoor Khan et al., 2011); moreover, human
resources as an asset contribute to the firm performance and growth. Hence, to increase
both firm and staff performance, training and development are implemented to improve
staff performance (Ahmad & ud Din, 2009) At a global level, different organizations
provide training and development programs to their employees to improve their skills and
abilities. These programs will help employees match their talents with the new
requirements of their occupation and guarantee the firm’s development and progress
(O’Herron & Simonsen, 1995). It is easier for employees to accomplish properly in the
workplace with prior training (Garavan, 1997), and the performance of trained employees
exceeds that of untrained (Partlow, 1996). So, organizations must train their employees to
achieve their overall goals better (Flynn et al., 1995). The repayment of training and
development exceeds the high financial training cost since training contributes to higher
performance at the global organizational level. Hence, organizations shall always keep their
employees at a high competence level to preserve their peer’s competitive edge (Khan et
al., 2011). Moreover, training and development will improve staff performance, improving
firm performance. Training is vital to enhance employees’ capabilities, and training also
affects the return on invested capital. Thus, training is given to the firm’s staff to improve
the firm’s and its staff’s performance (Abdul Ghafoor Khan et al., 2011). Scholars state that
managerial competencies and adequate decision-making rely heavily on proper training. It
is also a key component in leadership development, constituting a principal factor in an
organization’s success (Collins & Holton, 2004). Training plans are the management
instruments to enable employees to improve their convenience and wellbeing at work
(Hidayat, 2018). Furthermore, exceptional methods embedded in a planned learning
module must reflect an organization’s culture and shift from single-task handling to
understanding professional competence, innovation, and emergent situation-solving
(Meister, 1998). Employee development programs include a variety of teaching techniques,
schedules, and helping learning environments that ensure employees improve their skills
and later apply them to their jobs to improve organizations’ performance (Gerbman, 2000).
Employee development programs are essential to maintain financial stability and market
competitiveness. Although costly, employee training expenditures keep an organization’s
place in the industry (Fenn, 1999). The research defines training and development as the
main contributing factors to business efficiencies and effectiveness (Schuler & MacMillan
1984). The increase in Employees and corporate competitiveness compensate for the high
expenditure on training and development programs (Bartel, 2000). Moreover, earlier study
finds a relationship between training and development with the competencies and efficacy
of the firm (Blundell
 CHAPTER -4
RESEARCH METHODOLOGY
 RESEARCH METHODOLOGY
“Research is a systematized effort to gain new knowledge.” It is a systematic study
consisting of a problem formulating a hypothesis collecting the facts and data, analyzing
the facts and reaching for certain conclusions, which can be in the form of either solution
towards a problem.

Research Design
A research design is the arrangement of conditions for collection and analysis of data in a
manner that aims to combine relevance to the research purpose with economy in procedure.
The research design used in my study is basically descriptive in nature.

Types of research
 Exploratory research

 Descriptive research

 Causal research

 Applied research

 Basic research

 Exploratory research
Exploratory studies are conducted to clarify the ambiguous problems. Ambiguity means
that the nature of problem to be solved is unclear.

 Descriptive research
The research design in my study is descriptive. Its studies are concern with describing the
characteristics of a particular group or individual. Studies concerned with specific
prediction with narration of facts and characteristics concerning individual, group or
situations are examples of descriptive research .it is also known as social research.
 Causal research
The mean purpose of causal research is to identify the cause and effect relationship
between variables.
  Applied research
Applied research is conducted when a decision is to be made about a specific real-like
problem.

 Basic research
Basic or pure research (fundamental research) attempts to expand the limits of knowledge.

Sample Design
A sample design is a definite plan for obtaining a sample from a given population. It refers
to the technique or the procedure the researcher would adopt in selecting items for the
sample i.e. the size of the sample. Stratified sample method is adopted to select the
sample.

Sample Size
It includes the number of sampling unit selected from the population for investigation.
The sample size must be optimum or adequate. If the sample size is small it may not
appropriately represent the population.
Too large sample would be costly in terms of money &time. The optimum sampling size
would fulfill the requirements of efficiency, representativeness, reliability, and flexibility.
The sample size is taken of 100 employees. It is because of the shortage of time & their
busy schedule.

METHODS OF DATA COLLECTION

Data collection is an art. Sometime it is very time consuming affair. The source information
falls under two categories:
 Primary Data

 Secondary Data
 1.Primary data
Primary data is collected through various methods:
 Observation method

 Interview method

 Schedules & Questionnaire method

 Internet

Advantages
 Simplicity

 Direct and realistic study

 Useful for formulating

 Greater accuracy

 Results are more dependable

Disadvantages
 Not possible to remain present

 Not possible because a schedule events may not take place

 Not possible on account of the long duration


I have used face to face interview method to collect primary data.

2. Secondary Data
The secondary data means data that are already available in various reports, diaries, letters,
books, etc.
 Life history, diaries, autobiographies, letters and testaments.

 Reports published by various Research Organizations.
Advantages
 More flexible

 It is perfect sample of the general population
  Controlled which person will answer the question
Disadvantages
 Uneconomical

 Emotionalism

 Personal bias

OBJECTIVES OF THE STUDY

Primary Objective
 To understand the prevailing trends of training and development at WHIRLPOOL OF
INDIA LTD.

Secondary Objectives
1. To study the training need analysis used in different employment context.
2. To study the effectiveness of training and development performance of the
employees.
3. To suggest ways to improve training and development methods bring out a positive
attitude
4. To study the global training standards.
5. To get more knowledge about the company.
SCOPE OF THE STUDY

The study will help in increase the performance levels of employee in the organization. It
will help to know about the quality of the products so that the image can be increased.
Training & development measure the level of satisfaction of employees with respect to the
company.

The training is an organized activity for increasing the technical knowledge and learns new
skills to do specific jobs efficiently. Training is equally important for the existing as well as
new employees. It enables the new employee to get acquainted with their jobs and also
increase the job-related knowledge and skills.
 CHAPTER -5
DATA ANALYSIS
AND
INTERPRETATION
1. Nature of Outlets

The survey revealed that about 90% of the total outlets are non seasonal,
that means they sale Sata Vikas pvt ltd product throughout the year. And rest 10%
outlets are seasonal.
2.Type of outlets:

From the above figure it is clear that out of 20 outlets, 9 Outlets are exclusively Pepsi (PSI)
counters, another 5 outlets are of mixed type & the rest 6 outlets are exclusively Sata VIkas
Pvt Ltd (CCX) counters.
3.FOCUS BRAND

From the above study I knew that most of the outlets focus on glass bottles (RGB).
Other few outlets focus on PET, CAN, Mineral Water or Soda .
4. KNOWING ABOUT SCHEME

From this figure it is clear that most of the outlets get information about the promotional
schemes from the salesman of the company.
Rests of the outlets get information by SMS, Customer executives or any other sources of
information.
5.TYPES OF SCHEMES

The above figure shows that the regular promotional scheme is very much popular because
the retailers want permanent income throughout the year. They also like various
promotional schemes such as UTC and Scratch card .Incentive based scheme is not much
popular because in this scheme some target is given to the owners of the outlets.
6. PROMOTIONAL SCHEME RECEIVED BYOUTLETS

UTC, Refilling & Scratch card Scheme is most popular & known scheme received
by maximum outlets .Gift and Discount /Rebate schemes are not received by
maximum outlets because they have some conditions to be fulfilled for getting it.
 7. PROMOTIONAL SCHEMES APPRECIATED BY THE OUTLETS

After the survey, I came to know that the retailers appreciate mostly two types of
promotional schemes i.e. UTC & Refilling because; here the owners get Benefits of
the scheme from sales person on the spot of purchase.
8.Promotional tools Available at different outlets

Promotional tools provided by Sata Vikas Pvt

Ltd.
18
16
14

12

10
No.of outlets
8

6
4

0
Visi-cooler Rack Signboard POS Displays

From the survey I observed that Sata Vikas Pvt Ltd provides various types of
promotional tools to the outlets. The company has provided VisiCoolers and
Signboards to maximum outlets but, the supply of Racks and POS Display is not so
significant though they can increase sales volume.
9. Effect of promotional Schemes on Purchase Behavior of Retailers

According to the Survey it is found that maximum retailers want to purchase more products
when promotional offers are given to them even if they have a large stock.
10. Promotional expenses throughout the year

During summer (Mar-June) the demand for cold drink is high so Sata Vikas Pvt Ltd
reduces the promotional expenses and at rest of the period promotional expenses is high
due to low market demand. During the winter season (Nov-Feb) promotional expenses is
maximum.
11. Factors affecting sales growth

From the above survey it is clear that sales promotion activity such as high margin,
more schemes & heavy advt. has a large impact on sales growth.
12. Reaction of Outlets on overall marketing activities of Sata Vikas

Most of the outlets are satisfied but some of the outlets report insufficient supply of

products and delay in redressal of customer grievances such as repair of Visi Cooler etc.
CHAPTER -6
FINDINGS
 FINDINGS

 It is found that most of the people get both technical and behavior training in the
organization.

 It is found that 80% of the employees attend training program which are conducted
in the organization.

 It is found that most of the trainees share their experience.

 It is found that 80% of respondents improve their work efficiency during their
training program.

 It is found that the company provide both practical and theory programs in their
sessions.

 It is found that 75% of the employees are satisfied with training program, conducted
in the organization.

 It is found that training programs motivates employees for accomplishing job in
desire manner.

 It is found that training programs minimize accidents and damages to the equipment
while working in the organization.
CHAPTER -7
CONCLUSION
CONCLUSIONS
Training and development program are also very helpful to improve the self-efficiency of
individuals. Self-efficiency is the belief in individual’s abilities to do a specific task.
Studies show that self-efficiency is directly related to job performance. Self-efficiency can
be improved by guided experiences, mentoring and role modeling. Employees can also get
training for self-management, where they can systematically enhance their self-efficiency.

In human resource management, training and development is the field concerned with the
activity of an organizations directed towards the improvement of an individual or a group.
It is also known as human resource development.

Training and development contains three main activities: Training, education and
development

Training: Training is the process of upgrading skills, capabilities and knowledge of an

employee according the needs job not only for present but also for future. Training is very
important for organizational development and success. Training can be given to staff by
various methods like classrooms, workshops, meetings, conferences, demonstrations.

Education: Education is the training given to the employees to do a different job. It is often
given to employees who have been identified as being promotable, being considered for a
new job either lateral or upwards, or to increase their potential.

Development: Development is training given to employees to make them capable of

thinking out of the box. It makes them more creative.

Many organizations are investing a big amount of money into the training and development
of their employees. But they are facing so many issues to do it successfully. Some of the
issues are
 CHAPTER -8
LIMITATION AND
RECOMMENDATION
LIMITATIONS OF THE STUDY :-
With the proper due cares this study has been conducted but it consists of some of its limitations also
which are as follows:

 Sample size was small i.e. 100


 The time limit is also one of the major constraints in conducting study.

 Biases may creep in the information given by the respondents.

 Main root of this research study was questionnaire & interview, which has its own
limitations, for example we can’t measure the reliability, enthusiasm dissonance etc.

 A budget constraint is an accounting identity that describe describes the consumption
option available agent with a limited income (or wealth) to allocate among various goods.
 RECOMMENDATION
 The measurement of ultimate results of the contribution of training programme to

the company goals like survival, growth, profitability should be done.


 Training need analysis system of the organization should satisfy the staff members,

employees, workers.

 More practical sessions should be involved to make training session more

interactive and lively.


 Training is properly the responsibility of any one in the management who wants to
attain a particular objective.

 To be effective, training must use tested principles of learning.

 Training should be entertaining by sharing more videos and audios.

 Trainee reaction to overall usefulness of training including the coverage of the

topics, methods, of presentation and techniques to clarify through effectiveness of

programme.
 CHAPTER -9
REFERENCE
QUESTIONNAIRE
 REFERENCE

 Ashwathapa K.,Human Resource Management,Mcgiaw Hill, Fourth Edition.


 Chabbra T.N., Human Resources Management, Dhanpat Rai & co. (p) Ltd.
India, Ninth Edition.

 Gupta C.B.,Human Resource Management, Sultan Chand &Sons, Sixth Edition

 Kothari C.R., Research Methodology, New Delhi, New Age International
Publisher, Second Edition.

 Prasad L.M., Organizational behavior, Sultan Chand & Sons, Fifth Edition.

Sites referred

 www.tradeindia.com

 www.ecel.com

 www.passionhr.com

 www.citehr.com
 QUESTIONNAIRE

Q.1 What kind of training is given in your company?

a) Technical
b) Behavioral
c) Both

Q.2 Should the traning need change with the change in your organization?
a) always
b) sometimes
c) never

Q.3 have you attend any training program?

a) yes
b) no

Q.4 how many training programs ae conducted in a year?

a) two
b) three
c) more than three

Q.5 Should the training method be change with the change in organization policy?

a) Frequently
b) Occasionally
c) Rarely
d) Never
Q.6 Are trainees sharing their experience with the subordinate, colleagues and senior
members?
a) Frequently
b) Occasionally
c) Rarely
d) Never

Q.7 Generally what type of training does whirlpool provide?

a) Soft skills training.
b) Job related training.
c) Management development programme.

Q.8 do you feel the training session has helped you tp improve your work efficiency?
a) yes
b) no

Q9. Do you think that the training needs identification process adopted by the

company is in the right way of identification of training need?

a) Yes
b) No
c) Don’t know

Q.10 Will the training session involve only theory concepts or even practical?
a) only theory
b) only practical
c) both
Q.11 are you utilizing the training skill and knowledge acquired through
training programme?
a) yes
b) no

Q.12 Do you think training programs given by the company provides satisfaction?
a) Always
b) Mostly
c) Sometime
d) Never

Q. 13 Does training motivate you to accomplish your job in desired manner?

a) Yes

b) No

Q.14 Do you think that training offered minimize accidents and damage to
the equipments of the organization?

a) Yes
b) No

Q.15 what are the conditions that have to be improved during the training session?

a) redesigning the job

b) reorganizing
c) remove interference