Train

Table of Contents CHAPTER DESCRIPTION PAGE NOS. 1. ACKNOWLEDGEMENT 1 2. EXECUTIVE SUMMARY 2 3 3. INTRODUCTION 4-29 3. RESARCH METHODOLOGY 30 36 5. COMPANY PROFILE 37 39 6. DATA ANALYSIS & INTERPRETATION 40 7. FINDINGS & CONCLUSIONS 82 -83 8. ANNEXURES 84 -87 9. BIOLIOGRAPHY 89

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LIST OF TABLES TABLE NO TITLE PAGE 1 Age Distribution of Employees 40 2 Training Program Conducted Last Year 42 3. Type of Training Undergone by Employees 44 4. Satisfaction level of the Training Programme 46 5 Selection Criteria 48 6. Regularity of Training 50 7. Training objectives awareness 52 8. Training Feed Back 54 9. Improving skills and tactics for effective execution of job 56 10. Management co-operation during T & D 58 11 Knowledge Development during Training Programme 60 12. Heading any higher responsibility /Training Programme 62 13. Contents of Training Course 64 14. Training Facilities 66 15. Satisfaction level of Training facilities 68 16 Trainer s Theortical Knowledge 70 17. Relevancy of examples being given during Training Programme 72 18. Freedom of expressions given to Trainees 74 19. Satisfaction level of Reading Material given Training Programme 76 20. Training and Development programme is regular activity in Strides Arcolab 78 21. Contribution towards Training Budget 80

LIST OF CHARTS CHART NO TITLE PAGE 1 Age Distribution of Employees 41 2 Training Program Conducted Last Year 43 3. Type of Training Undergone by Employees 45 4. Satisfaction level of the Training Programme 47 5 Selection Criteria 49 6. Regularity of Training 51 7. Training objectives awareness 53 8. Training Feed Back 55 9. Improving skills and tactics for effective execution of job 57 10. Management co-operation during T & D 59 11 Knowledge Development during Training Programme 61 12. Heading any higher responsibility /Training Programme 63 13. Contents of Training Course 65 14. Training Facilities 67 15. Satisfaction level of Training facilities 69 16 Trainer s Theortical Knowledge 71 17. Relevancy of examples being given during Training Programme 73 18. Freedom of expressions given to Trainees 75 19. Satisfaction level of Reading Material given Training Programme 77 20. Training and Development programme is regular activity in Strides Arcolab 79

21. Contribution towards Training Budget 81

ACKNOWLEDGEMENT It gives me great pleasure to acknowledge and to express my gratitude to all tho se who have helped me through out this project. I am thankful to Mr.Manish Kothari, MD & Director Niranjan, Dean of IBMR for their moral support. I Ms.Jayantee M Saha, Faculty of IBMR. Without her, impossible. I thank her for her constant guidance t. academics and Mrs .Chandra express my sincere thanks to this project would have been in every aspect of this projec

I am thankful to Mr. Ravikumar, Manager Human Resources, Mr. Ameet Kumar, (Executive Training & Development) from Strides Arcolab Limited for their moral support and guidance. I express sincere gratitude to my family members and friends who have encouraged me directly or indirectly in completion of this project. UMA. G

EXECUTIVE SUMMARY The research project entitled Review on Techniques adopted by HR Management to Improve the Effectiveness of Training and Development is an attempt to understand the opinion and attitudes of the various categories of employees of the Strides Arco lab Limited towards the maintenance of effectiveness of Training services provided by the Co mpany. It also aims to know and study obstacles in the proper utilization and increase the effectiveness of Training programs and try to suggest remedial measures wherever possible. The data was collected through well structured questionnaires. About 30 employee s were considered for the sample size out of 180 employees, since the researchers are g iven very limited time. This survey was carried out in various departments of the Company. In the course of study, it was found that the training programmes analyzed were provided to all the employees of Strides Arcolab Limited and was not specific to particul ar category of employees. The in depth study of the welfare measures adopted by the company revealed that majority of the employees were fairly satisfied with the training and development programmes. For the purpose of survey, the training was divided into two groups. A. On-job-t raining and Off-job-training or Outbound Training.. 1. On job Training Apprenticeship Training Job Instruction Training

2. Off the Job Training (Outbound training) Facilities needs for training types varies from classroom to an elaborate development center, large halls with audiovisual aids etc., 1. 2. 3. 4. 5. 6. 7. 8. Classroom-programs live Workbooks / Manuals Public Seminar Self-study programs Role plays Case Studies Games/simulations (not computer-based) Outdoor experiential programs

INTRODUCTION An organization either Business or Industrial Enterprises, needs many factors fo r its growth, further development and for its very survival. The most important factor s are Capital, Materials, Machineries and Human Resources as the success or failure of any organization depends on the effective combination of these factors. Managing all other factors are comparatively easier than managing Human Resources. The Human Resources are most important and need to be handled carefully. Since all the oth ers factors are handled by the human resources, they have to be trained in a effecti ve manner to utilize the resources at optimal level to get the desired output and thereby to reach the organization goals. The effective combination of all these factors results to wa y for success. Training is defined as learning that is provided in order to improve performance on the present job. A person's performance is improved by showing her how to master a n ew or established technology. The technology may be a piece of heavy machinery, a comp uter, a procedure for creating a product, or a method of providing a service. Oliver Sheldon says No industry can rendered efficient so long as the fact remain s unrecognized that the in principally human not a mass of machines and technical process but a body of men. If manpower is properly utilized it causes the industry to ru n at its maximum optimization getting results and also work for as an climax for industri al and group satisfaction in the relation to the work formed. Competitive advantage is therefore depend on the knowledge and skill possessed by employee more than the finance or market structure by organization.

The employee training not only serves the purpose to develop their employers but also safe guard organizational objectives of survival and success through competitive adva ntages. The training function now popularly called as Human Resource Development, coordinates the provision of training and development experiences i n organization. In recent years, the scope of Training and Development has broadened from simply providing training programs to facilitating learning throughout the organization in a wide variety of ways. There is increasing recognition that employees can and should l earn continuously, and that they can learn from experience and from each other as wel l as from formally structured training programs. Nevertheless, formal training is still es sential for most organizations or teach them how to perform in their initial assignment, to impro ve the current performance of employees who may not be working as effectively as desire d, to prepare employees for future promotions and increased responsibilities. The Comp uter Application Training and New Employee Training are most popular training topics. Various Management and supervisory skills such as leadership, performance appraisal, interviewing, and problem solving were also commonly taught. Many organization p rovide Train-the trainer courses for superiors or peers who will in turn provide on-the-j ob training to others. Besides being one of the most important HRM functions, Training and Development is also one of the most expensive.

Meaning and Definition: After an employee is selected, placed and introduced, he or she needs to be provided with training facilities. The training is the act of increasing the kno wledge and skill of an employee for doing the particular job. Training is a short term educationa l process and utilizing systematic and organized procedure by which an employee is learned the technical knowledge. Definition: Staimez: defines Training is a short term process utilizing a systematic and orga nized procedure by which non-managerial personnel to learn technical knowledge and ski ll Mamoria: defines Development covers not only the activities which improve job performance, but also those which b ring about growth of personality, helps indi vidual in the process towards maturity and actualization of this potential capacities so that they become not only good employees but also both good men and women. S. P. Robbins: Defines Training is a learning process which seeks a relatively pe rmanent change in behavior that occurs as a result of experience. Dale Yoder: Defines It is that deals with the effective control and use of manpow er as a distinguished from other source of man power Meaning: Training is part of Human Resource Development. It is concerned with concerned w ith training, development, and education. Training has been defined as an organized learning experience, conducted in a definite time period, to increase the possibility of improving job performance and growth. Organized means that it is conducted in a systematic way .

Although learning can be incidental, training is concerned with the worker learn ing clear and concise standards of performance or objectives. Training is the acquisition of technology which permits employees to perform their present job to standards. It improves human performance on the job the employee is presently doing or is being hired t o do. Also, it is given when new technology in introduced into the workplace. Development is training people to acquire new horizons, technologies, or viewpoi nts. It enables leaders to guide their organizations onto new expectations by being proa ctive rather than reactive. It enables workers to create better products, faster servi ces, and more competitive organizations. It is learning for growth of the individual, but not related to a specific present or future job. Unlike training, which can be completely evaluat ed, development cannot always be fully evaluated. This does not mean that we should abandon development programs, as helping people to grow and develop is what keep s an organization in the cutting edge of competitive environments. Development can be considered the forefront of what many now call the Learning Organization. Development involves changes in an organism that are systematic, organized, and successive and are thought to serve an adaptive function. Training could be compar ed this metaphor -if I miss one meal in a day, then I will not be able to work as e ffectively due to a lack of nutrition. While development would be compared to this metaphor -if I do not eat, then I will starve to death. The survival of the organization requires deve lopment throughout the ranks in order to survive, while training makes the organization more effective and efficient in its day-to-day operations. Principle of Training: 1. Training Plan: This must be well planned, prescribed and ably executed effective implementation depends to great extend on planning. 2. Organizational objectives: T & D program must meet objectives of the organization

3. Equity and fairness: T and D program must enjoy equal opportunity to drive benef it out of such training and must have equal chance to undergo such training. 4. Application specification: Training content is balanced between theory and practical. It must be Application specification / 5. Upgrading information: T and D program is continuous reviewed at periodic interval as order to make them updated in terms of knowledge and skill. 6. Top Management support: Top management support is essential to make Training and Development effective. 7. Centralization: For economy of effective uniformity and efficiency, centralizati on of training department is found more common and useful. 8. Motivation Training and Development have motivation aspects like better career opportunity, individuals & skill development etc., Importance of training in recent years: Recent changes in the environment of business have made the Training and Develop ment function even more important in helping organization maintain competitiveness an d prepare for the future. Technological innovations and the pressure of global competition have changed the ways organizations operate and the skills that their employee need. The tight labor market has increased the importance of training in several ways. First hig her employee turnover means that more new employees need training. Second, it has be en suggested that frequent and relevant development experiences are an effective wa y to gain employee loyalty and enhance retention of top-quality staff.

Need for Training: Training must be tailored to fit the organization s strategy and structure. It is seen as pivotal in implementing organization-wide culture-change efforts, such as developing a commitment to customer service, adopting total quality management, or making a t ransition to self-directed work teams. Pace-setting Human Resource Development departments have moved from simply providing training on demand to solving organizational pr oblems. Trainers see themselves as internal consultants or performance improvement speci alists rather than just instructional designers or classroom presenters. Training is on ly one of the remedies that may be applied by the new breed of Human Resource Development practitioners. In an age of network organizations, alliances, and long-term relationships with just-in-time suppliers, leading companies are finding that they need to train people other th an their own employees. Some organization offer quality training to their suppliers to ensure the quality of critical inputs. Organisations with a strong focus on customer service may pr ovide training for purchasers to their product. 1. Shortage of skill: Skilled and knowledge people are always on short supply, alternatively they are too expensive to hire from outside. The best way is to im prove the skill and knowledge of the existing employees through Training and Development. 2. Technological Obsolesce: Growth of technology takes place very fast. This will render current technological obsolesces in the near future.

3. Personal Obsolesce: At the time of recruitment employees posses a certain amount of knowledge and skill. As the time passes their knowledge becomes obsolesce unless it is uploaded by proper training. This happens because of changes take place in product methods procurement of better machines. 4. Organization Obsolesce: Modern management has introduced a number of innovative steps in functioning of management like play organizing, controlling to such change are bound to fail and become obsolete, to prevent obsolesce r organization. Employees must be exposed to modern Technology through T & D 5. Increased Productivity: Instruction can help employees increase their level of performance. Increase human performance often directly leads to operational productivity and increase company profits. 6. Coercive Training by Government: In order to provide better employability changes of unemployed youth, certain governments have taken initiatives to mobilize resource available at public/government and private to provide training to outside candidates. One such arrangement is called at Apprenticeship Training conducted by Government of India. A part of expenditure incurred for this by the private sectors is reimbursed by government. 7. Human Capital: The latest thinking is to treat employees as Human Capital . The expenditure involved in training and development are now being considered as an investment. This is cause in globalization it is the knowledge and skill of empl oyees which determine complete advantages of firm.

OBJECTIVES AND GOALS OF TRAINING: Training and Development can help an organization in a number of ways. Ultimatel y, it is employee knowledge and skill that produce the organization s product or service. T raining facilitates the implementation of strategy by providing employees with the capab ility to perform their jobs in the manner dictated by the strategy. Training also assists in solving immediate business problems, such as when a team of Manager in an action learnin g program studies a real problem and recommends a solution. Finally to keep ahead in a highly competitive the turbulent environment, it has been suggested that the tra ining function must foster a continuous learning culture and stimulate managers to rei nvent their corporation. Training enables employees to develop and train within the organization and incr ease the market value, earning power and job security. It moulds the employee s attitude an d also helps them to achieve better co-operation with the company and greater loyalty t o it. The management is benefited in the sense that higher standard of quality are achieve d, a satisfactory organization structure is built up, authority can be delegated and stimulus for progress applied to employees. To increase productivity of employees or workers To improve quality of work and product To enhance and update knowledge and skill level of employee in the organization To promote better opportunity for the growth and promotion chances of employees and thereby the employability To secure better health and safety standard To improve quality of life of employees To sustain competitive advantage To impart new entrants of knowledge and skill To build up a sound line of competent efficiency and prepare them as a part of t heir career progress to occupy more responsible positions

To impart customer education, help grading skills and knowledge and employees estimate career planning of the company. HOW IS T & D RELATED TO HUMAN RESOURCE MANAGEMENT? An effective use of materials, money, machines and human resource is essential f or achieving a high level of productivity in the industry. Whereas other resource h ave limitation, the human resource has unlimited potential. Moreover this is the onl y activity resource, other being passive. Its quality of human resource through training in put is of vital importance. Improves communication between group and individual Aids in orientation for new employees and taking new jobs throu8gh transfer or promotion Provides information on equal opportunity and affirmation action Improves interpersonal skill Builders cohesiveness in groups Provides a good environment for learning, growth and co-ordination. Improves labour management relation Helps to create better corporate image Provides information for further needs in all areas of organization Moves a person towards personal goals while improve Human Resource and Organisation goals. Training Methods and Techniques for Employees Because of the objective of Human Resource Development is to contribute to the organization s overall goals, training programs should be developed systematically and with the organization s true needs in mind. Successful training begins with a thorough needs

assessment to determine which employees need to be trained and what they need to be trained to do. Allison Rossett and Joseph W. Arwady states The question is not whether you will solicit this kind of information through needs assessment. It is how much of it you will do and using which tools. The culmination for the assessment phase is a set of objectiv es specifying the purpose of the training and the competencies required in trainees after they complete the program. This section considers the choice of methods for employees training. With traini ng objectives defined and learning principles in mind, the trainer must be choose a ppropriate training methods and design the sequence of events in the training program. Perh aps the first decision to be made is whether to conduct the training on the job or away from the job. In many cases, the decision is to do some of both. 1. On the Job Training: On the job training is conducted at he work site and in the context of the actual job. The vast majority of all industrial training is condu cted on the job, often by the trainee s immediate superior or a nominated peer trainer. On-the job training has several advantages : b. Because of training setting is also the performance setting, the transfer of training to the job is maximized c. The cost of a separate training facility and a full-time trainer are avoided or reduced. d. Trainee motivation remains high because it is obvious to trainees that what they are learning is relevant to the job e. Trainees generally find on-the-job training more valuable than classroom trainin g. Apprenticeship Training: This training is combination of on and off the job trai ning. The department of Labor regulates apprenticeship programs, and often

management and a union jointly sponsor apprenticeship training. This training is normally given to artisans, electricians, plumbers, bricklayers etc., The durati on is normally vary from 2 to 6 years. Apprenticeship training is carried out under th e guidance and intimate supervision of master craftsman or expert worker/superviso r. During apprenticeship training period, the trainees are paid less than that of a qualified worker. Advantages: i. Workmanship is good ii. Immediate returns from training iii. Economical, better loyalty iv. Feed back is given quickly about the correctives of performance Disadvantages: i. It takes times to learn the skill ii. Required job knowledge is too complex Job Rotation: In the job rotation, management trainee/employee is made to move from one function to another at planned intervals. Job rotation is widely used as a management executive development program which makes the employee or management trainee, a multi-tasking individual. It can be done either vertical or horizontal. Coaching and Understanding method: Training under experienced worker they are coached and instructed by skilled co-worker by supervisor by special trainee instructor.

Advantages: i. Excellent for supervisor ii. Quick and economical iii. Sequences in logical and simple iv. Instructions are clear and concise. Outbound Training: The outbound training is conducted in a location specifically designated for training. It may be near the workplace or away from work, at a customized training center or a resort. The purpose of conducting this kind of training away from the work place is to minimized or avoid distractions of the employee from their daily work routine and allows them to devote their full atte ntion the specific subject. Some of the outbound training methods and activities are: a. Action planning: Often a closing activity asking participants to specify or set goals about exactly what they will do differently back on the job b. Behaviour-modelling training : use a videotape to demonstrate the steps in a supervisory activity such as conducting a disciplinary interview, followed by ro leplayed skill practice and feedback c. Behavioral Simulation: Large-scale multi person role-lay, noncomputerized business game. d. Brainstorming: Creative idea-generation exercise in which no criticism is allowed. e. Business Game: Computerised business simulation that requires participants to make decisions about strategy and investments and then provides financial results based on the decisions. f. Buzz Group: Small-group discussion of several minutes, duration on an assigned topic

g. Case Study: From a one-paragraph vignette to a fifty-page Harvard-style case. h. Demonstration i. Experiential exercise, j. Field trip, k. Group discussion, l. Guest speaker, m. Guided teaching : Drawing from the group the points the lecturer otherwise would make him or herself n. Information search : asking trainees to locate the answers to question in the training materials or manuals provided o. Intergroup exchange: small groups share their ideas of findings with another group p. Learning game: competition between teams in a quiz show format q. Lecture r. Mental imagery: asking participants to close their eyes and visualize or recall something or engage in mental rehearsal of physical or interpersonal skills. s. Outdoor leadership training: Team activities that may include hiking, rope courses, or other physical challenges along with problem.-solving activities. t. Problem-solving activities u. Role-play v. style Self-assessment instrument or quiz. An example is a conflict resolution inventory. w. Team Building: A series of group activities and sometimes surveys used to develop team skills and role clarify in a team of people who must work together closely on the job x. Videotapes: can be used alone but are most effective in discussion and practice.

There are various other instructional methods used in training program: 1. Classroom-programs live 2. Workbooks / Manuals 3. Videotapes 4. Public Seminars 5. Self-assessment instruments 6. Role plays 7. Case Studies 8. Games/simulations (not computer-based) 9. Outdoor experiential programs Out of the above off job training techniques, the following are used in general: . Classroom Lectures . Conference and seminars . Group discussions and case study analysis . Audio-visual and film shows . Simulation and computer modeling . Vestibule training . Programmed organizations . Games and Role playing . T-group training 10.Retraining

1. Classroom lectures : this is the simplest and from the off the job training. Thi s is a best form of instruction when the instruction is to convey information on rules, regulation, policies and procedures. Advantages : Simple and efficient Minimum cost Minimum time Disadvantages : Monologues and one way communication Large trainees are participants Efficiency depends on ability of trainers in the use of correct expression bette r participation Concentration and intent of majority of trainees fade off after short time or so No individual attitude is possible with result there is no feed back of assimilation of knowledge. 2. Conference and Seminars and Workshops: This is a formal method of arranging meeting in which individuals confer to discuss points of common interest for enriching their knowledge and skill. This is group activity. It encourages group s discussion and participation of individuals for seeking clarification and offeri ng explanation and own experience. It is a planned activity with a leader or modera tor to guide the proceedings, which is focused on agreed agendas points prefixed during planning stage of such conference. There are three variables : Directed conference Training conference Seminars and workshops

2. Group discussions and study analysis: case study method was initially introduced by Christopher Lang Dell at Harvard Law School in 1880 s. The principle used is experiences is the best teacher . Here several empirical structure are examined in detail to find out commonalities to derive general discussion. Based on such studies and group discussion are initiated to derive common lesson. This method has, however limited use of worker but both use for supervisors. In case of workers, areas of importance in this method are that the quality control. 3. Audio-visuals and Film Shows: In order to improve understanding very usual and sometimes is escapable to Demonstrate operation of a machine or explain or process. Audio-visual film shows can supplement the efforts lecturing and improv e its effectiveness,. 4. Simulation Computer Modeling: A training activity in which actual working environment is artificially created as near and realistic and possible is called simulation training. Case study, analysis, experiment exercise game playing computer model and vestibule training etc come under this category. When the wor k environment is artificially created by using computer-programming method well ca ll it computer method 5. Vestibule Training: In this training, employees are trained of the equipment the y are employed, but the training is conducted away from the place of work. In whic h all necessary equipment and machines required as actual machined ship are duplicated

6. Programme Instruction: Programmed instruction is a stu5rctured method of instruction aided through texts, handouts, book and computer aided instruction. In this case the instruction materials and information is broken down in meaning full unit and arranged in a proper sequenced from logical method of learning packages, the learning ability is tested and evaluated in real time basis Advantages: Materials of learning are broken down into meaning full modules Instruction are not key players Trainees learn at his/her own pace of learning. Individual difference are taken care of No fear of evaluation and criticism Active interaction between the learner and the machine Immediate feedback is available 7Training can be undertaken at any time and any place It is highly flexible and motivated Disadvantages: Costly method Advance topics are untouched 7. T. group Training: T stand for training or laboratory training. T group training w as originated on 1940 s but only 1960 s it has opened to the industries. This Training has both supporters and opponents. Unlike any other programmers discussed. T group training is concerned with really problem existing within the other group itself.

8. Retraining: technology is advancing at rapid pace. Here obsolesce is a major problem faced by the worker are the introduction of automation for such retraini ng programme to update their knowledge, which will further make them productivity useful of the organization and restore this confidence. TRAINING FOR PRODUCTIVTY IN INDUSTRY: An effective use of materials, money, machines and human resources is essential for achieving a higher level of productivity in the industry whereas other resou rces have limitations. The human resource has unlimited potential. Moreover, this is the o nly activating resources, to be being passive. Its quality can be improvement in the quality for the human resources through training inputs is of vital importance. Training of HR can be considered at the levels of 1. Workers 2. Supervisors 3. Trade Union Functionaries 4. Middle level Managers 5. Top Managers 1. Workers: From the point of raising industrial production the training of work ers essentially Improving job knowledge Attitudinal change While job knowledge can be imparted through on the job training, attitudinal and behavioral changes can be induced through training inputs intended to the understanding of his work, his environment and his relations with his colleagues trade union and the manage ment.

2. Trade Union Functionaries : Effective use of HR in industry will not be possible without a positive approach on the part of trade union functionaries. Where there could occasionally, be a great co nflict of interests as well as a role conflict of union functionaries in improving product ivity and safe guarding workers interest, there is a need essentially to give the training on job evaluation, work study and other productivity techniques. Out experience shows t hat their appreciation of these techniques generate a favorable disposition towards the use of these techniques. The trade union and worker programmes (TUWP)_ OR THE national Productivity Council is aimed at workers and TU functionaries. The objectives of the programm e is to create productivity consciousness amongst workers trading to a favorable clim ate in the organization or enterprise for wider acceptance or productivity improvement efforts and techniques. These programmes aimed at : Acquaint the participants with the concept, approach and techniques or productivity Identifying areas in which employees could play an effective role in promoting productivity in an organization. Develop a rational understanding of the economical and social circumstances and constraints in which the workers and community are placed. Create a favorable climate for the promotion of productivity through positive an d constructive union management relations. Help participants in the proper understanding of the role and responsibilities o f the unions.

These programmes highlight: Appreciation of organizational work in the context of micro and macro factors of production. Appreciation of productivity techniques with special reference to manpower requirements, workload assessment, wage differential (job evaluation) incentive system etc. Appreciation of improved technological requirement for modernization Thus, NPC programmes aim at educating and training the works in the concepts and methods of productivity, stimulating the idea and thinking, levels of productivi ty. The Central Board of Worker s education (CBWE) on the other hand, has bordered objecti ves of educating workers in trade unionism, good citizenship, leader qualities, etc. , the CBWE scheme adopts a three tier system with the long-term training for workers, teach ers who after their training are deputed to plants for workers education. While NPC prog rammes are of short duration and are mostly tailor made, DBSE schemers are broadly both in objectives and approach. 3. Supervisory and Middle Level Management: Usually, we find that supervisory jobs are filled in by promoting efficient work ers. An efficient worker need not be a good supervisor. The type soft skills required be ing an efficient worker and the supervisor are quite different. A good supervisor needs a possess human relations and administrative skills. Training in these areas seems to be inadequate. The prime need therefore is to sharpen these skills through systemat ic training inputs. An efficient use of training instruments should be made to deve lop these skills among the promote supervisors.

Provides for acquiring professional standards in supervision to those who may ho ld or are in line for promotion to supervisory positions Induces existing supervisory personnel to acquire essentials of scientific supervision through training and self-study, supplemented by the enterprise leve l guidance wherever practicable. Test if he candidate possess sufficient skills, including management of men at work, so as to be able to discharge supervisory duties effectively. TOP MANAGEMENT: It has to be trained essentially and primarily for bridging the gap between tech nology and management. Scientific and technological kno2wledge has been growing, particular ly during the last decade, at an astonishing rate. It becomes vital or the top mana ger to have keen appreciation of the widening scope of technology. In this way he will be ab le to discharge his functions as an effective manager. Another area where he needs to be trained and exposed is computers and electronic processes. The growing complexit ies of companies internal operations, diversification and growth, and in some cases com petitions, have generated unprecedented pressures. The process of managerial decision-makin g can be considerably improved by harnessing these electronic aids. The top manager also needs to be exposed to the growing complexities of the environment. He needs to examine the relationship of his job so such as the grow ing influence of the government in business, the changing role of the organized labo ur, the altered expectation of the public from the business and growing internal competi tions as well as possibilities for international co-operation.

Evaluation phase: Donald Kirkpatrick developed the best-known and most widely used framework Reaction: The first level involves reaction measures, or the participants feelin gs about the program. Reaction information is usually gathered by questionnaire dur ing or immediately after the program. At least two aspects of reaction should be assessed: Did the trainee enjoy the program, and do they think the program will be useful to them. Learning: The second level of evaluation has to do with learning. Learning measu res assess the degree to which trainees have mastered the concepts, information, and skills that the training tried to impart. Learning is assessed during and or at the end of the training program with paper and pencil tests, performance tests and grade d simulation exercises. Behaviour On-the-job behaviour is the third level of evaluation. Behaviour measures ask whether employees are doing things differently on the job after training, whether they are visibly using what they have been taught. In essence, this is transfer of training. Results: The final level of evaluation involves results measures. At this level, the impact of the training program on the work group or organization as a whole is assessed objectively. The appropriate objective measures to use depend on the content and objectives of the training. Samples measures of results include cost savings, profit, productivity, quality, accidents, turnover, and employee attitu de.

RECOMMENDATIONS / CONCLUSIONS USING THE EVALUATION TO IMPROVE TRAINING: Information from the training evaluation can be used in making decisions about w hether to continue the training program or how to improve it. Modifying the training based on reaction measures is fairly straightforward. A boring speaker can be replaced, a film rat es as irrelevant dropped, or a caterer changed, depending on the feedback received. If a sound evaluation design was used, additional modification of the training might be sug gested by scores on the learning, behaviour or results measures. If insufficient learning occurred, the training presentation itself may have bee n at fault. Information may have been presented unclearly, or inadequate time and practice m ay have been allowed for trainees to absorb the materials. Alternatively, trainee readin ess or motivation may be been deficient so that an otherwise well designed training exp erience had no real impact on the trainees If behavior on the job did not improve despite gains in learning, the fault coul d lie in the needs assessment, the training program itself, or the work environment. If the i nitial needs assessment was not performed correctly, trainees might have mastered material th at was not relevant to the demands of their jobs. Thus, while they might have learned s omething from the training, what they learned is not something that they can use. Another possibility is that the training content might have been appropriate, but there was insuffic ient emphasis either on transfer of training to the job or on relapse prevention. Fin ally, the fault could lie in the work environment if supervisors or the environment do no facili tate the use of new skills.

When learning and behaviour change but results d no improve, the appropriateness of the training or validity of the results measures should be scrutinized. If people ar e behaving differently, but the behaviour has no impact on the bottom line, from a poor nee ds assessment. If on the other hand, the trained behaviours are better and more eff ective than the behaviours used previously, then the problem be simply that t6he results mea sures are too coarse or contaminated to register their beneficial effect. Results measures like profit and turnover are affected by many factors outside the organization, such as gene ral economic and labor market conditions. Perhaps a training program does have benef icial impact, but he impact is simply not visible against larger trends in global resu lts measures. Utility of Training Programs: Utility of Training is the net gain realized by an organization as a result of a dopting a given Human Resource Management practice, and it can be calculated for training progra ms as well as which Jack Phillips has championed addition a fifth level to Krikpatrick s training evaluation hierarchy, return on investment. Phillips believes that the benefits of training should be carefully quantified and compared to the cost of delivering the traini ng in order to justify training expenditures and evaluate the relative work of different traini ng programs. Calculating utility or return on investment requires both assessing the costs of the training and putting a dollar on the benefits of the training. Some cost categories assoc iated with the training are show in as below. They include one-time costs incurred in devel oping the program initially, costs that the are incurred each time the program is repeated , and costs incurred for each person trained. It is harder to put in terms of value on the b enefits of training that it is to assess the costs. First one must estimate how much better a trained employee will perform than an untrained employee. The money payback of a certain percentage of improvement in performance depends on the importance of the job. I t is probably worth more to an organization to increase an executive s performance by 1 0%

than to increase a secretary s performance by 10%. He multiplies the amount gained per trainee per year no. of persons trained. Next the duration of the training impact must be estimated. Because the benefit of training an employee is lot when that employee quits, turnover rates are often built into utility calculations. However, even if an employee stays with the organization, the effe cts of some kinds of training gradually wear off as trainees forget what they have learned o r the knowledge become obsolete. Thus as estimate of the half-life of the training int ervention also must be factored in. One-Time Costs: Needs assessment costs Salaries of training designers or consultants Purchase for reusable training equipment and materials Full-scale evaluation of the program when first offered Pre-Session Costs Trainer salaries, travel and lodging Facilities rental Pre-Trainee Costs Trainee wages or salary during training Transportation, food and lodging for trainees during training No reusable training materials, handouts etc.

The final step in calculating utility is to subtract the total costs from the to tal benefits of a particular training program given to a specified number of people. Estimating th e necessary parameters and calculating utility can be extremely complex, but by doing so, an employer can build a solid justification for a training program on purely economic ground s. Properly conceived and implemented training programs can have definite effects o n organization performance and profits. A recent extensive study of the utility of several training programs in a large pharmaceutical company found that training programs varied widely in their impact, Manager training programs had an average return on inves tment of 45% whereas sales and technical training had an average return on investment of 156%. Information of this sort can be used to decide where to direct training resource s to produce the larges impact. STATEMENT OF PROBLEM: To study and analyze the effectiveness of the various Training and Development reaction about them. To find out the obstacles in the proper utilization and increase the effectivene ss of Training programs and try to suggest remedial measures wherever possible. SCOPE OF STUDY Study of the Training policy and various development programs being conducted at Strides Arcolab To find out how much the employees perceive these training programs to be effective and beneficial. To find out to what degree is the Training given to these employees catering to their general as well as specific needs.

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RESEARCH METHODOLOGY Research can be defined as a scientific and systematic search for pertinent infor mation in any branch of knowledge . It is the pursuit of truth with the help of study, obser vation, comparison and experiment. Research is , thus, an original contribution to the e xisting stock of knowledge making for its advancement. OBJECTIVES OF RESEARCH: Research inculcates scientific and inductive thinking and it promotes the develo pment of logical habits of thinking and organisation. The purpose of research is to disco ver answer to question through the application of scientific procedures. The main aim of re search is to find out the hidden truth, which has not been discovered yet. Though each resear ch study has its own specific purpose, we may think of research objectives as falling not a number of following broad groupings : To gain familiarity with a phenomenon or to achieve new insights into it (Explor atory or formularize research studies) To portray accurately the characteristics of a particular individual, situation or a group (Descriptive research studies) To determine the frequency with which something occurs or with which it is associated with something else. (Diagnostic Research Studies) To test a hypotheses of a casual relationship between variables (hypothesis test ing research studies) This research is an amalgamation of both formularize as well as descriptive research, as it reflects on the present sartisfaction level of the employees at Strides Arcolab regarding the various training and development programmes being conducted here. In the process, it also aims to collect more detailed informatio n on the subject of training and development itself.

RESEARCH APPROACHES There are two basic approached to research, quantitative approach and the qualit ative approach. The former involves the generation of data in quantitative form, which can be subjected to rigorous quantitative analysis in a formal and rigid manner. This a pproach is further sub-divided into inferential approach is to form a database form which t o infer characteristics or relationship of a population. This usually means survey resea rch where a sample of population is studied to determine it s characteristics and it is then i nferred that the population has the same characteristics. Qualitative approach to research is concerned with subjective assessment of atti tudes, opinions and behaviour. Research in such a situation is a function of researcher s insight and impressions. Such an approach to research generates results either in non-qu antitative form or in the form, which are no subjected to rigorous quantitative analysis. This research follows both the inferential quantitative and qualitative approach . The questionnaires circulated to collect the relevant information have been analyzed ion the basis of rating given to each question and then, aggregate of the rating of all the questions of a group has been taken to find out the percentage of each response to that gr oup. RESEARCH PROCESS FOLLOWED: Research process consists of a series of actions or steps necessary to effective ly carryout research and the desired sequencing of these steps. The various steps involved i n a research process are not mutually exclusive, not are they separate or distinct. However, the following order concerning various steps provides a useful procedural guidel ine regarding the research process and has been used to carry out this research :

FORMULATING THE RESEARCH PROBLEM At the very beginning the researcher, singles out the problem, he / she wants to study in specific terms. Here, for this purpose and extensive study of available literatu re was done. The training and development policies were studies from the personal manual as w ell as some information brochures made available by the training department at Strides Arcolab. No literature was available of any study conducted earlier on a similar topic. T he subject matter related to the topic. Training and Development was also examined from the available literature i.e. books, manuals etc. by this review the extent of avail able of the data of other materials was known and this led to a specification of the problem in a more meaningful context. After specifying the problem, a synopsis was submitted to the company for approv al. REPAIRING THE RESEARCH DESIGN: The function of research design is to provide for the collecting of the relevant information and data with minimal expenditure of effort, time and money. But the way of achi eving all this depends mainly on the purpose of the research. Here, the purpose of the stu dy is both exploration and description THE MEANS OF OBTAINING INFORMATION: In this research case, a structure red questionnaire was used with close-ended q uestions with the exception of three questions that required descriptive answers. The time available for research 15 days and for the completion of this research, the time limit was 25 days. Explanation of the way in which selected means of obtaining information will be organized and the reasoning for the selection.

DETERMINING SAMPLE DESIGN: A sample design is a definite plant for obtaining a sample from the given popula tion. It is determined before the data is collected. Steps in sampling design: Population: All items under consideration in the field of enquiry, in this case, the employees of Strides Arcolab Sample: The respondents that have been selected for the purpose of the study Sampling unit: the individual unit of the selected sample Sample frame: this contains the list of all the items of the universe. For this project, the employee lists of Strides Arcolab Limited are the sample frame. Size of the sample: this refers to the number of items selected from the univers e to constitute the sample. For the purpose of this study, a sample size of 30 was ta ken which is approximately 20% of the population. DIFFERENT TYPES OF SAMPLING DESIGNS: Non-probability sampling: It is the sampling which does not offer any basis for estimating the probability that each item in the populations has of being included in the s ample deliberately; his/her choice remains supreme. The organizer of the study deliber ately chooses the particular units of the universe for constituting a sample on the ba sis that the small mass that they so select out of huge one will be typical or representative of the whole.

Probability sampling: Under this sampling design, every item of the universe has an equal chance of in clusion in the sample. Sample random sampling: This design involves the use of lottery system or the ra ndom tables for the selection of the sample. Random sampling ensures the law of stati stical regulatory i.e., the sample has the same composition and characteristics as a th e universe. Systematic sampling: when the sampling is done by selecting every item on the li st, it is known as systematic sampling. An element of randomness is introduced by using ra ndom numbers to pick up the with which to start. Stratified sampling: If the population from which the sample is to be drawn does no constitute a homogenous group, stratifies sampling techniques is generally appli ed in order to obtain a representative sample. Under this population is divided into several sub-groups that are individually more homogeneous the total population and then items are proportionally selected to constitute the sample. Quota sampling: in stratifies sampling, the cost of taking random samples from i ndividual strata is often so expensive that interviewers are simple given quota to be fill ed from different strata s the actual selection of items for sample being left to the inte rviewer s judgment. This I scaled quota sampling. The size of the quota for each stratum i s generally proportionate to the size of that stratum in the population. Cluster sampling: this sampling involves grouping the population and then select ing the groups or the clusters rather than individual elements for inclusion in the samp le. Area sampling: under area sampling, the total area is first divided into a numbe r of smaller non-overlapping areas, generally called geographical clusters. Then, a number of these smaller areas are randomly selected and all units in these smaller areas are inc luded in the sample.

Multi stage sampling: a further development of the cluster sampling this techniq ues is meant for big enquiries extending to a considerably large geographical area like a country. Under this sampling, the first stage may be to select large primary sampling uni ts such as the states, then districts, then towns and finally, certain families within the towns. For the purpose of acquiring the related information for the project a sample of size of 30 was chose by applying the quota sampling technique. The size of the sample of ea ch grade of employee was proportional to its strength in the total populating. The sample covered all grades of employees. Execution of the Project: This is a very important step in the research process. If the execution for the project proceeds along the correct lines, the data to be collected would be adequate and dependable. Hence it was necessary to see to it that the project proceeds in the right direction and in the fight manner within the time limits. The respondents were m ade aware of the purpose of the project and the probably benefit of expressing their frank views. The introduction accompanying each copy of the questionnaire made the things even cl earer and ensured the required response. In the questionnaire, the respondents were asked to express their views on the p resent scenario regarding the training and development porgrammes and their suggestions for future programmes so as to make them more beneficial for the employees.

COMPANY PROFILE The adrenaline definitely pumps at Strides. They are among India s youngest and fa stest growing pharma companies with truly global skill sets and global reach. From a m odest start in 1990, they now have 8 plants in India. The oral solid dosage forms plant near Bangalore is rated amongst the best in th e country. With a capacity of 2.3 billion soft gelatin capsules, 1.275 billion har d gelatin capsules and 2.5 billion tablets, this facility is approved by MHRA-U.K., MCC So uth Africa and TGA Australia. The dedicated block for TB products has been pre-qualified by WHO/Global TB Drug Facility. More than 200 qualified pharmacists work in our R&D, quality control a nd production departments.

The sterile products division manufactures parenterals in ampoules/vials and dry powder injections. This facility has capacity for 22 million ampoules, 18 million vials and 15 million vials of dry powder per year and has approval from MCC South Africa, MOH Zimbabthey, MOH Tanzania, MOH Brazil and UNICEF. This facility has produced for for global pharma majors such as Glaxo Smith Klin e and Beecham, Aventis and Wyeth Ayerst. The dedicated beta lactam plant manufactures 250 million hard gelatin capsules, 120 million tablets and 30 million dry powder injectables in a year with a ISO 9002 quality system. A separate dedicated facility for cephalosporins is under construction a nd will be commissioned by mid 2004. The specialty chemical units at New Mangalore and Panoli (near Baroda) manufactu re a variety of APIs, intermediates for drugs, intermediates for fine and specialty c hemicals as theyll as a variety of fine and specialty chemicals under secrecy agreements.

These facilities incorporate the latest technology in equipment, Utilities They regularly ules and molecules ram levels to and production methods and are designed in line with cGMP guidelines . undertake contract research and custom synthesis projects of new molec for which processes are to be standardised. And they do so from millig commercial scales.

The breadth of the marketing operations backs their manufacturing width. With mo re than 350 product registrations, they cover more than 49 countries.They are regular su ppliers to UNICEF and other aids and charity organizations. Trained professional field pers onnel and detailmen man our front-end operations. Strides global initiatives in AIDS, TB and Malaria (ATM) have started yielding r esults they have just signed a contract for treatment 20,000 patients with ARVs for one year . In TB, they are one of the few companies pre-qualified by WHO for supplies to the Globa l TB Drug Facility. They have made major forays into regulated markets in partnership with global ph arma companies.

TABLE 1 SHOWING THE AGE DISTRIBUTION OF EMPLOYEES AGE CLASS NO. OF RESPONDENTS PERCENTAGE Less than 30 15 50% 30-35 6 20% 35-40 8 27% 40 & ABOVE 1 30% TOTAL 30 100%

CHART 1 SHOWING THE AGE DISTRIBUTION OF EMPLOYEES : 3% 27% 50% 20% Less than 30 30-35 35-40 40 & ABOVE CONCEPT : Age of employees is the most important factor, which indicates the experience an d knowledge of the employees. ANALYSIS : From the study it is found that 50% of the employees are in the age group of les s than 30, followed by 20% in the age group of 30-35 years, 25% from the 35 40 yea rs, while 3% from the age group of 40 and above. INTERPRETATION OF DATA : The above diagram indicates that 30% of the employees fall under age group of 35 years and above who enjoy more experience with regard to their responsibility.

TABLE 2 SHOWING THE RESPONSE OF RESPONDENTS ABOUT THE TRAINING PROGRAM CONDUCTED LAST YEAR. SL NO RESPONSE NO. OF RESPONDENTS PERCENTAGE 1 YES 26 87% 2 NO 4 23% TOTAL 30.00 100%

CHART 2 SHOWING THE RESPONSE OF RESPONDENTS ABOUT THE TRAINING PROGRAM CONDUCTED LAST YEAR. 30 20 10 0 YES NO ANALYSIS : From the above table it is found that 87% of the respondents says YES had undergone training last, whereas 23% says NO . INTERPRETATION OF DATA : From the above analysis, they can conclude that majority of the respondents had undergone training program in the last year. that they

TABLE 3 SHOWING TYPE OF TRAINING UNDERGONE BY EMPLOYEES : TYPE No. of Respondents PERCENTAGE On-Job Training 20 67% Off-Job-Training 6 20% BOTH 4 13% TOTAL 100%

CHART 3 SHOWING TYPE OF TRAINING UNDERGONE BY EMPLOYEES : 67% 20% 13% On-Job Training Off-Job-Training BOTH CONCEPT: Satisfaction is the most important part of Training Programme. It plays a major role in employees growth, personal development and interest or commitment towards wor k. ANALYSIS : From the above chart, it is understood that 67% of the employees are INTERPRETATION OF DATA : From the above, on-the-job training is given importance in Strides Arcolab Limit ed being a Pharmaceutical Company major part of the work is involved in Laboratory.

TABLE 4 SHOWING THE RESPONSE TOWARDS SATISFACTION LEVEL FOR DURATION OF TRAINING : RESPONSE No. OF RESPONDENTS PERCENTAGE Satisfied 22 66% Not Satisfied 0 0% Moderately satisfied 5 15% Can't say 3 9% TOTAL 30 100%

CHART 5 SHOWING THE SATISFACTION LEVEL OF RESPONDENTS TOWARDS DURATION OF TRAINING UNDERGONE : 66% 0% 15% 9% Satisfied Not Satisfied Moderately satisfied Can't say CONCEPT Satisfaction of the learner is the most important factor in Training programme. It plays a major role in employees growth and development, commitment towards the j ob. ANALYSIS The above chart shows that 66% of employees are satisfied with the duration of Training, whereas 15% are moderately satisfied and 9% indicates as they could no t conclude. INTERPRETATION OF DATA : Thus employees are satisfied with the Training duration extended by the Strides Arcolab Limited since there is no particular training period for employees, sinc e training is given as and when required which calls for upgradation of technical, new skills and knowledge being Research based industry.

TABLE 5 SHOWING THE EMPLOYEES SELECTION CRITERIA FOR TRAINING : RESPONSE No. OF RESPONDENTS PERCENTAGE Department 9 27% Company 6 18% Random 14 42% Not known 1 3% TOTAL 30 100%

CHART 5 SHOWING THE SELECTION CRITERIA FOR TRAINING : 27% 18% 42% 3% Department Company Random Not known CONCEPT For training, a Company has to follow some criteria for Selection depending on t he need and to get each employees trained to achieve the desired results. ANALYSIS From the above diagram, 42% of the employees are selected randomly, 18% by Company, 27% by the Department, while 3% says as not known the criteria for sele ction for Training. INTERPRETATION OF DATA : The above vividly depicts the 42% of employees are selected randomly for the training programme and no other proper method is follotheyd.

TABLE 6 SHOWING THE OPINION OF RESPONDENTS ABOUT RECEIVING TRAINING REGULARLY : SL. NO RESPONSE No. OF RESPONDENTS PERCENTAGE 1 YES 28 92% 2 NO 2 8% TOTAL 30 100%

CHART 6 SHOWING THE DISTRIBUTION OF REGULAR TRANING ACTIVITY : 92% 8% YES NO CONCEPT: Training should be a regular activity: it has to be given regularly to the emplo yees to enable the them to carry out their job in the required manner without any deviat ion. ANALYSIS: From the above table it is clear that of the 92% of respondents says that they undergo training regularly and only 2% say that they don t receive training. INTERPRETATION: Thus, it is found that at Strides Arcolab, training is a regular and continuous process based on the training needs and general training guideline structure.

TABLE 7 SHOWING AWARNESS ABOUT TRAINING OBJECTVIES WHEN BEING SELECTED SL. NO RESPONSE No. OF RESPONDENTS PERCENTAGE 1 YES 26 87% 2 NO 4 13% TOTAL 30 100%

CHART 7 SHOWING THE DISTRIBUTION OF AWARNESS ABOUT TRAINING OBJECTIVES 87% 13% 0% 20% 40% 60% 80% 100% YES NO CONCEPT : A Trainee has to know the objectives of the Training Program before the Training Program. From this he will know that what he is going to learn, need to achieve out of it. ANALYSIS From the above diagram, it shows that out of 30 respondents, 87% accepted that they are aware about the Training objectives, while balance 13% says NOT. INTERPRETATION Thus is it clear that the most of the employees are aware about the Training Objectives when being selected.

TABLE 8 SHOWING THE OPINIONS OF RESPONDENTS ABOUT THE TRAINEES FEEDBACK SL. NO RESPONSE No. OF RESPONDENTS PERCENTAGE 1 Yes 24 80% 2 Not at all 0 0% 3 To some extent 3 10% 4 Not known 3 10% TOTAL 30 100%

CHART 8 SHOWING THE OPINION OF THE RESPONDENTS TOWARDS RAINING FEED BACK 10% 10% Yes 0% Not at all To some extent Not known 80% CONCEPT: Trainee's feedback is most important tool which helps the Organisation to evalua te the Training standards, needs. If the trainees feedback is considered with neces sary action plan, they will be motivated and do the best job. ANALYSIS: From the above chart, it clearly shows that 80% of the respondents says YES, the ir feed back is considered, while 10% says that their feedback is considered to som e extent and balance 10% says that they do no know. INTERPRETATION: From the above analysis, it is found clearly that Trainees feedback is given importance in Strides Arcolab Limited.

TABLE 9 SHOWING THE OPINION OF RESPONDENTS ABOUT SKILLS AND TACTICS TAUGHT FOR EFFICIENT JOB EXECUTION SL. NO RESPONSE No. OF RESPONDENTS PERCENTAGE 1 To some extent 6 20% 2 To a great extent 10 33% 3 Yes 11 37% 4 Not at all 0 0% TOTAL 27 100%

CHART 9 SHOWING THE OPINION OF RESPONDENTS ABOUT APPLICABILITY OF SKILLS AND TACTICS TAUGHT IN EFFEICIENT JOB EXECUTION To some To a great Yes Not at all extent extent 6 10 11 00 2 4 6 8 10 12 CONCEPT: Skills and efficiency learned in the Training need to be applied in the relevant Job execution. ANALYSIS: From the above it is found that 10% of the respondents says that it is applicabl e only to some extent, while 10% says to a great extent, 11 % says just yes. INTERPRETATION: From the above analysis, it can be concluded that the majority of respondents accepts that the Training helps in improving their skills and execute their job efficiently.

TABLE 10 SHOWING THE MANAGEMENT CO-OPERATION DURING TRAINING AND DEVELOPMENT SL. NO RESPONSE No. OF RESPONDENTS PERCENTAGE 1 Good 26 87% 2 Moderate 4 13% 3 Bad 0 0% 4 No support 0 0% TOTAL 30 100%

CHART 10 SHOWING THE MANAGEMENT CO-OPERATIN DURING TRAINING AND DEVELOPMENT 87% 13% 0%0% Good Moderate Bad No support CONCEPT: The Management support should be extended to the Trainees, it can motivate them and develops confidence in handling various kinds of jobs. ANALYSIS: From the above chart, it is found that 87% of the respondents says that the Management is supporting to a great extent, while 13% says that they are getting moderate support. INTERPRETATION From the above analysis, it is found that the majority of the respondents are of the opinion that the Management is extending its full co-operation during Training a nd Development program.

TABLE 11 SHOWING THE OPINION OF THE RESPONDENTS ABOUT KNOWLEDGE DEVELOPMENT DURING TRAINING: SL. NO RESPONSE No. OF RESPONDENTS PERCENTAGE 1 To some extent 12 40% 2 To a great extent 12 40% 3 Yes 6 20% 4 Not at all 0 0% TOTAL 30 100%

CHART 11 SHOWING THE OPINION OF RESPONDENTS OF KNOWLEDGE DEVELOPMENT DURING TRAINING AND DEVELOPMENT. 40% 40% 20% 0% To some extent To a great extent Yes Not at all CONCEPT: Knowledge is the important factor for any kind of learning. It gives an idea to a employee about the subject matter. ANALYSIS: From the above table, it is found that 40% of the respondents says that the trai ning helps in knowledge development to great extent, 40% says to some extent while ba lance 20% says seemingly yes. INTERPRETATION: From the above analysis, it is found that the majority of the respondents saying that the training helps to knowledge development during training program.

TABLE 12 SHOWING THE OPINION OF THE RESPONDENTS OF SHOULDERNG ANY HIGHER RESPONSIBILITY SL. NO RESPONSE No. OF RESPONDENTS PERCENTAGE 1 Confident 25 83% 2 To some extent 5 17% 3 Not at all 0 0% 4 Not known 0 0% TOTAL 30 100%

CHART 12 SHOWING THE OPINION OF RESPONDENTS ABOUT SHOULDERING HIGHER RESPONSIBILITY. 83% 17% 0%0% Confident To some extent Not all all Not known CONCEPT: Training helps in getting promotion also, if an employees is undergoes training, he may get promoted to higher level. ANALYSIS: From the above table, it is found that 83% of the respondents say that they are confident to shoulder higher responsibility, while 17% says that to some extent they are confident. INTERPRETATION: From the above analysis, they can conclude that majority of the respondents are confident and ready to handle any higher responsibility

TABLE 13 SHOWING THE OPINION ABOUT TRAINING COURSE CONTENT: SL. NO RESPONSE No. OF RESPONDENTS PERCENTAGE 1 Good 25 83% 2 Properly chose 5 17% 3 Bad 0 0% TOTAL 30 100%

CHART 13 SHOWING THE OPINION ABOUT TRAINING COURSE CONTENT: 83% 17% 0% Good Properly chose Bad CONCEPT: Even though the Company choose the Training contents relevant to the job, the trainees opinion is also very important from their angle. Training contents shou ld cover all necessary information regarding the training subject, so that an employee can fe e easy to understand the matter in clear manner. ANALYSIS From the above table it is clear that 83% of the respondents says properly chose n, while remaining 17% saying as good. INTERPRETATION: From the above analysis, it is found that majority of the respondents opinion sa ys that it is properly chosen.

TABLE 14 SHOWING THE OPINION OF THE RESPONDENTS TOWARDS THE FACILITIES PROVIDED DURING TRAINING: SL. NO RESPONSE No. OF RESPONDENTS PERCENTAGE 1 LCD 25 83% 2 OHP 5 17% 3 BOOKS 0 0% 4 AUDIO 0 0% TOTAL 30 100%

CHART 14 SHOWING THE OPINION OF RESPONDENTS ABOUT THE FACILITIES PROVIDED DURING TRAINING: 100% 80% 60% 40% 20% 0% 83% 17% 0% 0% LCD OHP BOOKS AUDIO ANALYSIS: From the data the picture indicates 83% and 17% are of the opinion that they are provided with LCD AND OHP facility respectively. INTERPRETATION From he above analysis it is clear that the majority of respondents says LCD facilities are being provided during training program.

TABLE 15 SHOWING THE SATISFACTION LEVEL OF RESPONDENTS ABOUT THE TRAINING FACILITY PROVIDED. SL. NO RESPONSE No. OF RESPONDENTS PERCENTAGE 1 YES 27 90% 2 NO 3 10% TOTAL 30 100%

CHART 15 SHOWING THE SATISFACTION LEVEL OF RESPONDENTS ABOUT THE TRAINING FACILITY PROVIDED. 90% 10% YES NO CONCEPT: The facilities provided during the training have major impact. It should have professional environment and support to the Trainees. ANALYSIS: From above chart showing that 90% of the respondents are of the opinion that the existing facility is good. INTERPRETATION: From the above chart, it is clear majority the respondents say that they are sat isfied with the existing facilities provided during the Training.

TABLE 16 SHOWING THE OPINION OF RESPONDENTS ABOUT THE TRAINER S THEORATICAL KNOWLEDGE SL. NO RESPONSE No. OF RESPONDENTS PERCENTAGE 1 Excellent 9 30% 2 Good 17 57% 3 Average 4 13% 4 Poor 0 0% TOTAL 30 100%

CHART 16 SHOWING THE OPINION OF RESPONDENTS ABOUT THE TRAINER S THEORATICAL KNOWLEDGE 57% 60% 50% 40% 30% 30% 20% 13% 10% 0% 0% Excellent Good Average Poor CONCEPT: A trainer should have thorough knowledge about the Training, so that he can clea r the doubts of the Trainee theoretically. ANALYSIS From the above table it is found that 30% of the respondents says that trainers knowledge is excellent, when 50% quotes as good and 13% are of the opinion that it is average. INTERPRETATION From the above analysis they can conclude that majority of the respondents are showing positive opinion about the Trainer s theoretical knowledge is good.

TABLE 17 SHOWING OPINION TOWARDS THE SATISFACTION OF EXAMPLES BEING QUOTED DURING TRAINING PROGRAMME SL. NO RESPONSE No. OF RESPONDENTS PERCENTAGE 1 Highly Satisfied 10 33% 2 Not satisfied 0 0% 3 Satisfied 20 67% 4 Highly dissatisfied 0 0% TOTAL 30 100%

CHART 17 SHOWING OPINION TOWARDS THE SATISFACTION OF EXAMPLES BEING QUOTED DURING TRAINING PROGRAMME 33% 0% 67% 0% 0% 20% 40% 60% 80% Highly Satisfied Not satisfied Satisfied Highly dis-satisfied CONCEPT: During training, it is very helpful if the trainer quote the relevant and good e xamples that the trainee can understand the subject clearly. This enables the employee t o remember and helpful while applying this for job execution. ANALYSIS: From the above table, it is found that 67% of the respondents are satisfied with the examples quoted, 33% says they are highly satisfied. INTERPRETATION From the above analysis, they can conclude that the respondents are satisfied wi th the examples being quoted during training.

TABLE 18 SHOWING THE OPINION TOWARDS FEEDOM OF EXPRESSION GIVEN TO TRAINEES SL. NO RESPONSE No. OF RESPONDENTS PERCENTAGE 1 Good 29 97% 2 No Freedom 0 0% 3 Average 1 3% TOTAL 30 100%

CHART 18 SHOWING THE OPINION TOWARDS FEEDOM OF EXPRESSION GIVEN TO TRAINEES GoodNoFreedomAverage S1 97% 0% 3% 0% 20% 40% 60% 80% 100% CONCEPT: The freedom of expression of doubts is which in turn will affect the productivit y of the organization, if no freedom is given then Trainee might do some mistakes in whil e working in Laboratories, Machines and executing Shipments. ANALYSIS : From the above table it is found that 97% of the respondents says freedom of expression in clearing their doubts is good, while 3% says average. INTERPRETATION : From the above, they can conclude that majority of the respondents are highly satisfied with the freedom extended to them for expressing their doubts for clea rance.

TABLE 19 SHOWING THE OPINION OF THE READING MATERIAL DURING THE TRAINING PROGRAM. SL. NO RESPONSE No. OF RESPONDENTS PERCENTAGE 1 Sufficient 25 83% 2 Not Sufficient 0 0% 3 Moderately sufficient 5 17% TOTAL 30 100%

CHART 19 SHOWING THE OPINION OF THE READING MATERIAL DURING THE TRAINING PROGRAM. 83% 0% 17% 0% 20% 40% 60% 80% 100% Sufficient Not Sufficient Moderately sufficient CONCEPT: Enough reading material will definitely increase the knowledge of the trainees a nd they can have the clear idea of the subject what is being dealt with. ANALYSIS From the above table it is found that 83% of the respondents are of the opinion that the reading materials given during training is sufficient while remaining 17% sa ys moderately sufficient.

TABLE 20 Showing the response of employees towards training and development program is regular activity at STRIDES ARCOLAB LIMITED SL. NO RESPONSE No. OF RESPONDENTS PERCENTAGE 1 YES 30 100% 2 NO 0 0% TOTAL 30 100%

CHART 20 Showing the response of employees towards training and development program is regular activity at STRIDES ARCOLAB LIMITED 100% 0% CONCEPT : Regular training program keep the employees updated and intact about the knowledge of various hurdles arising during the job process. ANALYSIS : From the above table it is found that 100% of the respondents are says YES, the Company follows training and development program as regular activity. INTERPRETATION : From the above analysis they can conclude that the Training and Development program is follotheyd as regular activity at this Company.

TABLE 21 Showing the opinion of respondents about the investment made on training gains more than the expected returns/results SL. NO RESPONSE No. OF RESPONDENTS PERCENTAGE 1 YES 30 100% 2 NO 0 0% TOTAL 30 100%

CHART : 21 Showing the opinion of respondents about the investment made on training gains more than the expected returns/results 100% 0% CONCEPT : Investment on Training need to be measured to know whether it is gaining the expected returns. An attempt was made to know the respondents opinion about the same. ANALYSIS : From the above diagram, 100% of the respondents says that the Company is gaining expected returns from the Training. INTERPRETATION The ROI The return on investment made towards training and development activity is difficult to measure. Hotheyver, employees are made to be aware about the cos t invested by Company indirectly and they must be motivated to get the desired res ult output. In Strides Arcolab, the respondents feel that the return on investment m ade for training is more than the expected gain.

FINDINGS

Training and development programs at Strides Arcolab Limited is aimed at systematic development of knowledge, skills, attitude and team work. The majority of employees fall under age group of 35 years and above who enjoys more experience with regard to their responsibility. Maximum respondents have undergone training program in the last year. But it is only showing 66% of the respondent are satisfied with the training duration The employees are not aware about the criteria of selection for Training. 42% of the employees are selected randomly for the training programme and no other proper method is followed The Trainee has to know the objectives of Training before selection. Only 87% of the employees are aware about the objective of training when being selected. Knowledge is the important factor for any kind of learning. It gives an idea to employee about the subject matter. 40% said that the training imparted is only helping to some extent in gaining the knowledge, not to the full extent. Training is given to employees by recognizing their area of deficiency. No train ing is imparted to the employees on the basis of giving promotion upon completion. The Return of investment made on the training and activity are not measured properly. Employees are feeling that the return on investment made for training is more than the expected gain.

CONCLUSIONS The human resource executives should be exposed to lot of management programs More experienced and senior executive should be involved in training sessions an d for experience sharing sessions The duration of the Training programme should increase The employees should aware about the criteria for selection and they should awar e about the objectives of training when being selected. Training should be more relevant to the job and need contribute to trainees knowledge to the fullest extent. Training also to imparted to the employee based on giving promotion, not just on ly for the employees who are found inefficient. This helps in motivating the employ ees and maintain the effectiveness of training. The ROI The return on investment made towards training and development activity need to be measured. Employee has to be aware about the cost invested b y Company indirectly and they will be motivated to get the desired result output.

ANNEXURES : Personal Data of the Employees 2. Age 3. Designation Q1. Have you undergone any Training in the last year a. YES QUESTIONNAIRE b. NO. Q2.What is the Training duration undergone? a. Less than one month c. 3-6 month b. 1 -3 months e. 6 & above Q3. Type of training undergone by a. On the Job you : b. off the job Q4. Are you satisfied with the duration of training programmes ? a. Satisfied b. Not Satisfied c. Moderately satisfied e. Not known Q5. What is the selection creiteria for Training ? a. By the Department Head b. By the Supervisor c. By the Company e. Not known

Q6. Do you get training/s periodically? a. YES b. NO Q7. Are you aware about the training objectives when being selected ? a. YES b. NO Q8. Is your feedbacks on training modules are considered ? a. Yes b. Not at all c. To some extent e. Not known Q9. Does training helps you in improving skills and tactics for effective execution of job? a. To some extent b. To a great extent c. Yes e. Not at all Q10. What Is the support you receive from your immediate reporting officer in th e form of feedback while implementing training inputs? a. Good b. Moderate c. Bad e. No support Q11. How training helps you in your knowledge development ? a. To some extent b. To a great extent c. Yes e. Not at all Q12. What is your confidence level to shoulder any higher responsibility after the training? a. b. c. e. Confident To some extent Not at all Not known

If yes, what type of responsibility you would like shoulder for Q13. Your opinion about relevancy of course syllabus ? a. Good c. Properly Chosen b. Bad Q14. What are the facilities provided during training ? a. LCD c. Books a. Any other Q15. Are you satisfied witht eh facilities available? a. YES b. OHP e. Audio b. No If no, please give your suggestions in providing better facilties during Trainin g Q16. How is the Trainer's theoretical knowledge? a. b. c. e. Excellent Good Average Poor

Q17. Are you satisfied with the relevant examples given during Training ? a. Highly satisfied b. Not satisfied c. Satisfied e. Highly dissatisfied Q18. How is the liberty of expressions given to trainees to clear their doubts ? a. Good b. No freedom at all c. Average Q19. About reading material given during the training a. Sufficient b. Not sufficient c. Moderately sufficient Q20. Whether the company conducting training & development as a regular activity for the growth of employees ? a. Yes b. No if yes, who prepares training requirements 21. Do you feel the investment made on training gains more than the expected returns? a. Yes b. No Your valuable suggestion are important for us to improve the efficiency of Training and Development activity. Please suggest liberally.

BIBIOLOGRAPHY HUMAN RESOURCE MANAGEMENT V. S. RAO HUMAN RESOURCE MANAGEMENT GARY DESSLER STRATEGIC HUMAN RESOURCE MANAGEMENT SRINIVAS R KANDULA INTERNET MAGAZINES NEWS PAPERS