List of Contents: Description NO. 1 2 3 3 3 5

Training and Development Programme in KAL
LIST OF CONTENTS
CHAPTER 1 DESCRIPTION INTRODUCTION 1. INTRODUCTION 2. OBJECTIVES OF STUDY 3. SCOPE OF STUDY 4. METHODOLOGY 5. LIMITATIONS OF STUDY PAGE NO. 2 3 3 3 5
PROFILE 1. INDUSTRY PROFILE 2. COMPANY PROFILE 3. PRODUCT PROFILE
7 11 15
REVIEW OF LITERATURE
27
DATA ANALYSIS AND INTERPRETATION
58
FINDINGS,SUGGESTIONS AND CONCLUSION 1. FINDINGS 2. SUGGESTIONS 3. CONCLUSION
82 83 84 85
APPENDIX 1. QUESTIONNAIRE
86
BIBLIOGRAPHY
91
UIT Neyyattinkara 2010-2013
LIST OF TABLES & CHARTS

SL. NO.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
TABLE NO.
4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.16 4.17
TITLE GENERAL ANALYSIS

AGE WISE PROFILE OF RESPONDENTS GENDER WISE PROFILE OF RESPONDENTS INCOME WISE PROFILE OF RESPONDENTS EXPERIENCE WISE PROFILE OF RESPONDENTS ATTENDANCE IN TRAINING PROGRAM WISE PROFILE OF RESPONDENTS OPINION ABOUT THE TRAINING PROPERNESS OPINION ABOUT TYPES OF TRAINING OPINION ABOUT SATISFACTION OF PRESENT TRAINING PROGRAM OPINION TRAINERS IN KAL OPINION ABOUT SUFFICIENCY OF TIME FOR TRAINING OPINION ABOUT THE CORRECT DURATION OF TRAINING PROGRAM OPINION ABOUT TRAINING PROGRAM INCREASES THE QUALITY OF WORK OPINION ABOUT THE TRAINING PROGRAM INCREASES THE JOB SATISFACTION OPINION ABOUT WHETHER THE TRAINING REDUCES THE NEED OF SUPERVISON OPINION ABOUT INCREASE IN CONFIDENCE IN TERMS OF JOB KNOWLEDGE OR JOB INVOLVEMENT OPINION ABOUT ATTENDED TRAINING PROGRAM IN ANY OTHER ORGANIZATION OPINION ABOUT TRAINING PROGRAM OF OTHER ORGANIZATION IN WHICH THE RESPONDENTS WERE AATTENDED GIVING FEEDBACK ABOUT KAL METHODS THROUGH WHICH THE EMPLOYEES GAVE FEEDBACK THE TRAINING OPINION ABOUT THE EVALUATION OF TRAINING EFFECTIVENESS THROUGH FEEDBACK OPINION ABOUT THE POST TRAINING FEEDBACKS OF RESPONDENTS OPINION ABOUT THE FEEDBACK EXERCISE WHETHER IT IS WORTH THE TIME AND EFFORT OPINION ABOUT FURTHER TRAINING
PAGE NO. 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81
18 19 20 21 22 23
4.18 4.19 4.20 4.21 4.22 4.23
Chapter 1 introduction
Page | 1 UIT Neyyattinkara 2010-2013
1. INTRODUCTION
Human resource development is based on inherent potential in every human which can be manifested by giving management direction and orientation. Human resource is an unpredictable resource but it has unlimited potential. HRD process maximizes the use of human resource by way of optimizing competence of future challenges and utilizing unemployed resource. The roles and activities of HRD mechanism being used and facilities, opportunities provided. Thus the role of HRD starts from the analysis of the organizational objectives /goals characteristics of available resources and desired specification. Manpower planning, recruitment, placement, performance appraisal, reward, punishments and maintenance of resource, organizational climate etc.
Training is the act of increasing the knowledge and skill of employee for doing a job. It is concerned with imparting specific skills for particular purposes. Training is not something that is given only once to new employees. All employees new and old learn receive training throughout their stay in organization. This is so because in the process of directing employees efforts and administering rewards and punishments to them the manager continually shapes their behavior everyday whether consciously or unconsciously. Training program focused more on preparation for improved performance in a particular job. Most of the training used to be form operative levels like mechanics machine operators and other kind of skilled workers. When the problems of supervision increased the steps were taken to train. Supervisors for better supervision however the employees was more on mechanical aspects.
1.1 OBJECTIVES OF THE STUDY

To study the effectiveness of training programs being undertaken in KAL. To measure the satisfaction level of employees about training at KAL. To evaluate various training methods and types of training programs offered by KAL from responses of its employees. To give any suggestion if required regarding the training program in KAL.
1.2 SCOPE OF THE STUDY

The study was conducted in KAL. The scope of study is to evaluate the various training methods and developments in KAL.
1.3 RESEARCH METHODOLOGY

Research methodology is the way to systematically solve the research problem. It may be understood as a science of studying how research is done scientifically. Thus it is necessary to know not only the research method techniques but also methodology.
1.3.1 RESEARCH DESIGN

The research design adopted in this study is descriptive research design. Descriptive research includes survey and fact finding enquiries of different kinds. The major purpose of descriptive research is the description of the state of affairs as it exists at present.
1.3.2 RESEARCH INSTRUMENT

Structured questionnaire
1.3.3 DATA COLLECTION

The methodology of the study is through collecting the primary and secondary data.
PRIMARY DATA
The primary data are those which are collected afresh and for the first time and thus happen to be original in character. Primary data has been collected through questionnaire. Questionnaire is sent to the employees concerned with a request to answer the questions and return the questionnaire.
SECONDARY DATA
The investigator makes use of data present in published and unpublished sources for secondary data has been obtained from the records and journals provided by the organization and from the website of the organization.
1.3.4 SAMPLING METHOD USED IN THE STUDY

The method selection was simple random sampling.
1.3.5 SAMPLE DESIGN

Sample design is a definite plan for obtaining a sample from a given population. Sample design may as well lay down the size of the sample. Out of 227 employees of KAL, the questionnaires were circulated to 100 employees.
1.3.6 PERIOD OF STUDY

The study was conducted for a period of 30 days from 16-1-2013 to 14-2-2013.
1.4 LIMITATIONS OF THE STUDY

Prejudice from the respondents might have caused errors. Time allotted to the data collection was only 30 days. The time is adequate only to conduct a narrow study on the topic.
CHAPTER -2 PROFILE
INDUSTRY PROFILE
2.1 INDUSTRY PROFILE

The automobile industry in India has undergone drastic change in terms of consumer perception as well as technology. Automobile industry provides necessary infrastructure for economic development. In India development of automobile industry began as early as in 1950. In between 1960 and 1970 manufacturing of commercial vehicle take place. The main employees were in manufacturing public transport vehicle medium and heavy duty vehicles agricultural tractors wheelers and 2 wheelers. Since 1950 in India the output of automobile base was increased from 0.1% to 0.9% only. The government of India, liberalization policy made transformation of industry through modernization and technological up gradation. Automobile products India [API] established the 1st 3 wheeler industry in India 1966, but it was virtually monopolized by Bajaj auto ltd which was established in 1970s the Kerala automobiles limited [KAL] was launched in 1978, now it is having a steady position in the 3 wheeler market.
2.1.1 SEGMENT KNOW-HOW

Among the 2 wheeler segment, motorcycled have major share in the market. Hero Honda contributes 50% motorcycles to the market. In it Honda holds 40% share in scooter and TVS makes 82% of mopeds in country. 40% of the 3 wheelers are used as goods transport purpose piaggio holds 40% of the market share. Among the passenger transport Bajaj is the leader by making 68% of the s wheelers. Cars dominate the passenger cars and are a complete monopoly holds 42% share. In commercial vehicle, Tata motors dominate the market with more than 60% share. Tata motors are also the worlds 5th largest medium and heavy commercial vehicle manufacturer. The automobile industry in India is the 11th largest in the world with an annual production of approximately 2 million units. India is expected to overtake china as the worlds fastest growing car market in terms of number of units sold and automobile industry is one of the fastest growing manufacturer sectors in India. Because of its largest market {India has a population of 1.1 billion; the 2nd largest in the people} a low base of car ownership [7 per 1000 people] and surging economy India has become a huge attraction for car manufactures around the world.
The automobile industry directly and indirectly employees 13 million individuals in India. The industry is valued at about US 34 billion contributing about 3.1% of Indias GDP (nominal). Indias cost competitive auto components industry is the 2nd largest in the world. In addition Indias motorcycle market is also the 2nd largest in the world with annual sales of about five million units. Though several major foreign units have their manufacturing bases in India the Indian automobile market is dominated by the domestic companies. Maruthi Suzuki is the largest passenger vehicle company. Tata motors are the largest commercial vehicle company while hero Honda is the largest motorcycle company in India. Other major Indian automobile manufacturers include Mahindra and Mahindra, ashok Leyland and Bajaj auto. While automobiles were introduced to India in the late 1890s the manufacturing industry only took off after independence in 1947. The protectionist economic policies of the government gave rise in the 1950s to the Hindustan motors ambassador based on a 1950s Morris Oxford and is still running in the roads and highways of India. Hindustan motors and a few smaller manufacturers such as premier automobiles, Tata motors, Bajaj auto, and Ashok Nd standard motors held on oligopoly until Indias initial economic opening in the 1980s. The liberalization of 1991 opened the flood gates of competition and growth which have continued up today. The high growth in the Indian economy has resulted in all major international car manufacturers entering the Indian market. General motors, fort, Toyota, Honda, Hyundai and others setup manufacturing plants. The Tata Nano is the lower and of the price range costing approx us $ 2500.
2.1.2 PIONEER INVENTORS

German engineer Karl Benz, inventor of numerous car related technologies, is generally regarded as the inventor of modern automobile. The four stroke petrol internal combustion engine that constitutes the most prevalent form of modern automotive propulsion is a creation of the German inventor Nikolas Otto. The similar four stroke diesel engine was also invented by a German, Rudolf diesel. The hydrogen fuel cell, one of the technologies hailed as a replacement for gasoline as a source for cars was discovered in principle by another German, Christian Schonbein, in 1838. The battery
electric car owes its beginnings to Anyos Jedik, one of the inventors of electric motor, and Gaston planet, who invented the lead-acid battery in 1859.
2.1.3 AUTOMOBILE DEALERS NETWORK IN INDIA

In terms of car dealer networks and authorized service stations Maruti leads the pack with dealer networks and workshops across the country. The other leading automobile manufacturers are also trying to build up and are opening their service stations and dealer workshops in all the meters and major cities of the country.
2.1.3.1 MAJOR PLAYERS IN AUTOMOBILE INDUSTRY

Bajaj auto ltd Scooter ltd Lucknow Sooraj automobiles ltd Sholapur Sitara automobiles ltd Hyderabad Piaggio greaves Ape Mahindra Vespa car company Greece garuda
COMPANY PROFILE
2.2 COMPANY PROFILE

KAL incorporated in 1978 as a government of Kerala undertaking is setup in the picturesque back drop 16 kilometers south of TVM in a tiny village called Aralumoodu in Neyyattinkara Taluk. The company manufacturers three wheelers [diesel, petrol and CNG] suitable for passengers and good traffic in the brand name of Kerala and are considered as most eco-friendly vehicles. KAL started with a production of petrol engine 3 wheelers from 1988; it began to produce diesel engine 3 wheelers. KAL is the first company to introduce diesel engine 3 wheelers in the country. At present company is concentrating in diesel engineers only. The present product range comprises of auto rickshaw [three/six seat] and pollution free CNG fitted auto and load carriers etc. the strong highly motivated workforce in the technical and management cadres are working hand in hand for the progress of the company. The ancillary units developed by the company around the factory complex provide livelihood for hundreds of families. Since commencement of production in 1984 the company has manufactured and marketed more than 85000 three wheelers. KAL has distinguished itself as force worth reckoning in the automobile industry in India. The company also exported a number of 3 wheelers to Bangladesh, silence, Nepal, Sudan, Botswana, Nigeria, South Africa, Egypt and Guatemala [Central America]. The company could turn the corner for the first time in 1993-94 and continued to keep the same trend at a higher level. The acceptability of KAL 3 wheeler in the third world countries speaks for its utility and quality. KAL is also manufacturing sophisticated components to use in space programs of VSSC/ISRO. The company is getting all kind of support from the Govt of Kerala, without which it would not have been possible to achieve the present level of promising state of affairs. KAL is awarded with LSO 9001:2000 certification envisaging TQM. It is unflinching faith of our customers, which has powered KAL into the path of progress and looking forward for continued patronage at a higher rank.
Date of incorporation Address & registration Phone&website
: 15th march 1978 : Athiyanoor, Aralumoodu TVM [Dist]; 695123 : 2222640 www.keralaautomobilesltd.com
Page | 12
2.2.1 MISSION
To provide value added service and product to the customers and to earn reasonable profit.
2.2.2 VISION
To become top 3 wheeler in 10 years.
2.2.3 QUALITY POLICY

The management & employees are committed to develop, manufacture, market and service of 3 wheelers enhancing customer satisfaction through a process of continual improvement of its quality management style.
2.2.4 COMPETITORS
2.2.4.1 MAJOR COMPETITORS OF KAL INCLUDE

Bajaj automobile ltd Ape Piaggio greaves
2.2.4.2 MINOR COMPETITORS OF KAL INCLUDE

Sitara auto Devi auto Atul auto industries
2.2.5 MARKET SHARE

KAL has a share of 3-4% where as Bajaj ltd is leading with market share of 88% in India.
2.2.6 INFRASTRUCTURE 2.2.6.1 PLANT

Kerala automobiles limited [KAL] state of the art factory is equipped with the most modern CNC machines to ensure dimensional accuracy of each component the factory has highly sophisticated testing facilities to maintain vigorous quality control at every stage. The proof of the high quality standards attained can be appreciated from the fact that KAL has the distinctive privilege of supplying critical components to the Indian space research organization for Indias sterling space program.
2.2.6.2 QUALITY ASSURANCE

At every stage of manufacturing excellent quality assurance is KAL prime objective. This has been made possible using equipments such as universal testing machines dynamometers exhaust analyzer, digital height master; ultrasonic crack detector eddy current tester etc. quality assurance achieved through satisfied quality control methods has helped KAL to achieve ISO 9001: 2001 certification.
2.2.6.3 RESEARCH AND DEVELOPMENT

KALs product engineering department has the computerized design systems and testing to ensure the international standards. Experienced engineers have transformed the basic Italian reference to the latest evaluation of the design leading to fuel efficient ecofriendly KAL 3 wheeler ensuring stimulating quality system. The work of various new model are in progress of which models likely to be launched immediately are 4 stroke petrol JUMBO the multipurpose 3 wheeler vehicles with a higher load carrying capacity. KAL product range comprises of 3 wheelers [diesel, petrol & CNG] in the brand name of Kerala suitable for passengers and goods traffic.
2.2.6.4 ISO CERTIFICATION

KAL is a proud recipient of ISO 9001:2000 certification during the 1992, which clearly indicates that the company delivers products of superior quality.
PRODUCT PROFILE
2.3 PRODUCT PROFILE
2.3.1DIESEL MODEL
1. Diesel auto trailers: The production of this model was started in 1984. It is similar to petrol pick up van. It has a petrol option and has a mileage of 35 kmpl. 2. Diesel auto trailers: The production of this model was started in 1988.this was built with aim of transporting heavy cargos. The loading tray of this model is long bigger and open. 3. Diesel chassis: Diesel chassis of KAL comes in 3 different models. 1. 4360 chassis-self starts. 2. 4325 chassis-shorter rope starts. 3. Six seater chassis-provided with layered chassis. 4. Diesel six seated auto rickshaw jumbo This model is often referred as diesel limousine 3 wheeler. The chassis is 2 layered additional stock absorbs are provided for comfort audits mileage is 30 kmpl. 5. Kerala mx 400 This is the latest model of KAL. This model has the unique features such as bigger types- strong universal joint and axle assembly upgraded gears and G1400 engine. The fuel efficiency of this model is 30 kmpl in standard condition.
2.3.2 PETROL MODEL
1. Petrol auto rickshaw, regular 3 wheelers. In this model was the first born member of Kerala automobiles ltd group. Production of this model was started in 1984. It has the advantage of easy handling and has a fuel efficiency of 24.4 kmpl. 2. New look auto rickshaw The production of this model was started in 1998. It was mainly for export purpose this model has the features of more shortage space better efficiency of 24.2 kmpl. 3. Petrol delivery van Production of this model was started in 1984. Its chassis provided with a closed tray. 4. Petrol 3 wheeler chassis The production of this model was started in 1985. This has a portion of a closed tray or an open tray. The production of the available petrol models has stopped due to non-compliance of their vehicle with BSIL norms. 5. Petrol pickup van The production of this model was also started in 1984. The vehicle is mainly meant to transport items such as food materials and construction materials etc.
2.3.3 DEFIBERING MACHINE

The defibering machine is completely designed and developed by the company. Defibering machine is used for making fiber from the coconut shell. It changed the traditional method of fiber making from the coconut shell into a new efficient and economic method. This machine reduces the manpower and time consumption. Thus it is economic. The main component of the defibering machine is a rotor with horizontal and vertical bars and the rotor is connected to the motor. The crushing process is done by inserting the coconut shell into the rotor cabin in which the rotor is rotating with high rpm. The rotor is a mild steel pipe and the horizontal and vertical bars are inserted through the holes in the pipe. So we have to make the holes for inserting the bars. The drilling should be done in perpendicular and parallel to the cross section of the pipe. It is some more difficult process. Marking and holding the work piece may take long time. To rectify these difficulties have to find out an alternative way for perform the operation. The most economic and easy way to overcome drilling is to use a drill jig. Thus the design of drill jig is started. Equipment that can hold the work piece and guide the path of the tool simultaneously is called a jig. A drill jig can hold the work piece and it can guide the drill bit over the job. It deals with design and manufacturing of drill jig with manual indexing head.
2.3.4 ORGANIZATION STRUCTURE

A BOD constituted by the Govt of Kerala manages the company. Unless otherwise determined by the govt. according to the instruction from the Govt the number of directors should not be less than 2 and not more than 9. The government appoints all the directors including the full time director. However the directors need not be shareholders. The Govt and full time appointed MD will select one among the director for this purpose. The organization structure of the company is of pyramid in shape with BOD on the top position. They mainly frame the policies required for the company to achieve its goals. The MD shall execute the affairs of the company when the MD is no present and in such situation he shall take decision in consolation with financial controller.
2.3.5 Board of directors

The board of directors and the MD are appointed by the Govt of Kerala. The board members and the MD may be different persons at different times according to the ruling govt.
The BODS consists of following persons:

1. 2. 3. 4. 5. 6. The chairman. The managing director The representatives from trade union The representatives from banks where KAL taken loan Representatives from finance department The consulting engineer
ORGANIZATIONAL HIERARCHY
BOD CHAIRMAN MANAGING DIRECTOR DEPUTY GENERAL MANAGER MANAGERS ASSISTANT MANAGERS SENIOR ENGINEER ENGINEER JUNOIR ENGINEER SALES EXECUTIVE COMPUTER PROGRAMMER WORKERS
ORGANISATIONAL CHART
BOD
Chairman
MD
Finance
HRD
Administrative
Marketing
Purchase
Sub-contract
Vendor development
Purchase
Production
DGM
Manager
Planning
Fabrication
Assembly
Quality Assurance
Production
Research & development
Painting
Maintenance
Service & spares
Heat treatment
Stores department
Machine shop
Tool room
General Page | 21
EMPLOYEE PROFILE JANUARY 2013
No. Category 1 Managers 2 Asst. managers 3 Senior executives 4 Asst. administrative officer 5 Superintendent 6 Accounts officer 7 Asst. accounts officer 8 Accountant 9 Senior engineer 10 Junior engineer 11 Engineer 12 Asst. sales officer 13 Hr. executive 14 Computer programmer Total 15 Senior assistant 16 Attender 17 Sr. computer operator 18 Jr. executive grade 19 Office assistant 20 Assistant 21 Tr. Engineer grade 22 Helper 23 Jr. grade helper 24 Jr. grade TM 25 Senior TM 26 TM 27 Dept. asst. grade II 28 Work assistant 29 Part time sweeper 30 Typist-cumclerk 31 Gardenercum-helper 32 Sr. time keeper Total Grand total
No. of employees 3 4 7 1 2 2 1 2 7 5 2 1 1 1 5 3 1 13 4 2 70 5 4 32 2 44 1 2 4 1 1 1
Department
Officers
32
195 227
2.3.6 DEPARTMENT PROFILE

1. HRD department 2. Administrative department 3. Planning department 4. Purchasing department 5. Sub-contract department 6. Stores department 7. Maintenance department 8. Marketing department 9. R &D department 10. Quality assurance department 11. Service and spares department 12. Production department 13. finance department
2.3.6.1 HUMAN RESOURCE DEVELOPMENT DEPARTMENT

HR department is important branch of business management. It constitutes the key to the managerial actions and its success. HRM comprises those activities that have aligned by a separate HRD department under the charge of a staff and service manager known as HRD manager.
The main functions are:

planning personnel policy manpower planning Recruitment and selection Industrial rotations
Functions of HRD department

The recruitment of labor is extensive in the manufacturing area in KAL. Estimation of work force recruitments is made through estimating production requirements. The company strives to maintain proper recruitment selection and utilization of workers to suit organization needs. The human resource of the company is categorized into 3 manager supervisors and workers.
a. Recruitment and selection:

The types of recruitment options are three namely direct recruitment, through employee exchanges and through public notification. Direct recruitment is done through advertisement in newspapers and employment exchanges. It is because of the compulsory notification. There is an interview board as committee for the purpose of selection of candidate. There is an interview board as committee for the purpose of selection of candidate. Then the merit list is prepared as per the class wise quotation from govt. the final list is published for the selected candidates. The first step of selection is written test applicable to all workers. Interview is conducted for those who succeed in it. Applicants of technical posts undergo trade test also. Induction program is given to the candidates. They will provide on the job training and one year probation period. After that they are appointed permanently.
b. Training and development

Fixing the wage structure based on the wage survey is done at times of incorporation of the company. The wages are given as per the agreement between manufacturer and trade unions based on a long term agreement. In KAL the agreement was made for 4 years from 1-4-2001 any revisions are made by the trade union and manufacturer.
c. Promotion
The promotion for the worker is done as per the service rules of the workers. A worker who completed 3 years of service is eligible for getting the promotion. The
criteria for promotions and the requirement of management should be satisfied. This may be relaxed for promotion every year. If the worker has less eligibility for promotion there will be higher grade promotion for one year.
d. Performance appraisal
It is done according to certain factors such as job knowledge, job responsibility and quantity of work organizing ability punctuality and problem solving ability. Performance appraisal goes through these steps; Issue of performance appraisal form to the employer Self- appraisal by the supervisor Review by department head Calculation and approval score of each employee in personal interview Counsel employees for improved performance.
e. Industrial relation:
The industrial relation in KAL is co-ordeal personnel department is responsible for maintaining good relation between unions and the manufacturer. The recognition for trade union is obtained through referendums by declaring election. The main aim of this is to reduce the number of trade unions in the organization. To recognize a trade union there must be at least 15% of employees under their belt. There are three four elected trade unions at present namely KAL, CITU, INTUC & STU.
f. Miscellaneous
Stipend of trainees and apprentices trainees are unpaid employees. For apprentices salary is decide on their qualification ITI Diploma Degree : 1090/: 1400/: 1970/Page | 25 UIT Neyyattinkara 2010-2013
g. Time keeping
A timekeeper is appointed for the purpose and it is registered in a book.
h. Attendance
In KAL attendance records are maintained by punching system. Salary is deducted for every extra minutes of late coming as 240 minute exception is given for employees per month
i. Communication
The flow of information is from the top level to the bottom level. The employees have the permission to report their problems. A suggestion box to MD is placed in the production unit so the worker can inform in their suggestions and grievances directly to the MD.
Employees strength in KAL is 227
Chapter 3 Review of Literature
3.1 HUMAN RESOURCE MANAGEMENT

Human resource management, (HRM), a relatively new term, that emerged during the 1930s. Many people used to refer it before by its traditional titles, such as personnel administration or personnel management. But now, the trend is changing. It is now termed as human resource management (HRM). Human resource management encompasses those activities designed to provide for and co-ordinate the human resources of an organization. The human resources of an organization represent its largest investment. In fact, government report shows that approximately 73% of national income is used to compensate employees. In addition to wages and salaries, organizations often make other sizeable investment in their human resources. Recruiting, hiring and training represent some of the more obvious examples. Human resource management is a modern term for what has traditionally been referred to as personnel administration or personnel management. Organizations are made up of functions through people. Without people organization cant exist. The resources of men, material, money and organization or machinery are collected, co-ordinate and utilized through people. These resources by themselves cant fulfill the object of an organization. They need to be united into a team. It is through the complaint efforts of the people that material and monetary resources are attainment of a goal. All the activities of an organization are initiated and completed by the persons who make up the organization. HRM may be defined as a set of policies, practices and programs designed to maximize both personnel and organizational goal. It is the process of binding people and organization together. So the objectives of each are achieved. According to Flippo HRM is the planning, organizing, staffing, directing and controlling of the procurement, development, compensation, integration, maintenance and separation of human resource them and that individual organizational and social objectives are accomplished. According to national institute of personnel management of India, HRM is that part of management concerned with people at work and with their relationship within the organization. It seeks to bring together men and women who makeup an enterprise, enabling each to make his own best contribution to it success both as an individual and as a member of a working group.
Sewot and others have defined as HRM is that branch of management which is responsible of a staff basis for concentrating on those of relationship of management to employees and employees to employees and with the development of individual and group. The objective is to attain maximum individual development, describe working relationship between employers and employees and effective mounding of human resources as contrasted with physical resources The divisions included in HRM are recruitment, payroll, performance management, training and development, retention, industrial etc. out of all these divisions, one such important division is training and development.
3.2 TRAINING
Training means to impart information and skills through instructions. It is the method of increasing the knowledge, skills and aptitudes of an employee for performing a particular job. Its purpose is to enable them to do their jobs better. Training makes newly appointed worker fully productive with minimum time. A capable and competent person cannot do the best on his job unless he is systematically trained. Training is necessary for new as well as existing employees. Training is concerned with imparting and developing specific skills for a particular purpose. For example, Flippo has defined training as the act of increasing the skills of an employee for doing a particular job. Thus training is a process of learning a sequence of programmed behavior. This behavior being programmed is relevant to a specific phenomenon that is a job. Training is a short-term process utilizing a systematic and organized procedure by which non-managerial personnel learn technical knowledge and skills for a definite purpose. Training may be defined as a planned programmer designed to improve performance and to bring about measurable changes in knowledge, skills, attitude and social behavior of employees for doing a particular job. According to J.P.Campbell, training is a short term process utilizing a systematic and organized procedure by which non-managerial personnel learn technical knowledge and skills for a definite purpose.
3.2.1 NEED OF TRAINING

Training is beneficial not only to the employers but also to the employees. The success or failure of an organization largely depends on the efficiency of the personnel in an organization. Training helps in sharpening and enhancing employees skills, which make them more effective on their job. It reduces wastages and there by contributes to profitability of the enterprise. The significance of training is as follows;
1. Quick learning:
Training helps to reduce the learning time necessary to attain an acceptable level of performance. The employees need not learn by observing others or through a train and error method if formal training programmers exist in the organization. The qualified instructions will help the new employees to acquire the skills and knowledge to do a particular job within a short span of time.
2. Higher productivity:
Enhance skills and competencies acquired through training usually helps in increasing both quantity and quality of the output. Training is also of great help to the existing employees. If helps them to increase their levels of performance on their present job assignments
3. Less supervision:
If the employees are given adequate training the need for supervision is minimum. Training does not eliminate the need for supervision, but it reduces the need for detailed and constant supervision. A well trained employee is self reliant in his work because he knows what to do and how to do with reduced supervision, a manager can increase his span of management.
4. Higher morale:
The morale of the employee increases when they are given proper training. Morale is a mental condition of an individual or group, which determines their willingness to cooperate. A common objective of any training programmers is to mould employees attitude to achieve support for organizational activity and to obtain better co-operation and greater loyalty. With the help of training, dissatisfaction, complaints, absenteeism and labor turnover can be reduced.
5. Better management:
A manager can make use of training to manage in a better way. Training the employees can assist him in his managerial functions. For instance, maintaining higher standards of quality building a satisfactory organizational structure delegating authority and stimulating employees are all made possible through an effective training plan.
6. Economical operations:
Training personnel will be able to make better and economical use of materials and equipments their by reducing wastage. In addition, the rate of accidents and damage to the machinery and equipment will be minimum. These factors will minimize the cost of production.
7. Benefits to employees themselves:

As employees acquire more knowledge from training, this increases their market value and earning power. By securing such skills, they enhance their value to the employer and at the same time ensure job security for themselves. Training helps in securing promotions and career growth.
3.2.2 ADVANTAGES OF A TRAINING PROGRAM

A systematic training program offers the following advantages to a company; 1. It helps in improving the quality and quantity of a workers output. 2. It enables the worker to make the most economical and best use materials and equipments. This reduces spoiled work and damage to machinery. 3. It develops in the worker effective work habits and methods of work, their by reducing the accident rate and the need for close supervision. 4. It gives a sense of satisfaction to the worker and makes him feel the he is being properly cared for. As a result workers morale and his relations with superiors improve. 5. It instructs the worker towards better job adjustments and reduces the rate of labor turnover and absenteeism. 6. It helps the bright but dronish employees to formulate his goals. 7. It facilitates promotion of workers to higher jobs and increases their market value and earning power.
8. It makes the worker committed and loyal to organization by educating him about the culture philosophy and policies of the organization. 9. It helps in creating a pool of trained personnel from which replacements can be draw to fill the loss key personnel at any time.
3.2.3 TYPES OF TRAINING PROGRAMS

All training programs can be of any one of the following types:
1. Induction or orientation training:

It is a training program used to induct a new employee into the new social setting of his work. The new employee is introduced to his job situation, and to his co-employees. He is also informed about the rules working conditions, privileges and activities of the company what the company does how it serves the community and other particulars pertaining to the company. In some companies the complete induction program is dividing into two phases. The phase, induction is done by the personnel department which supplies to the new employee all sorts of information relating to the company. In the second phase, induction is done by the supervisor. He has the responsibility of seeing that both the new comer and the work team accept each other. The induction training not only helps personnel adjustments of the new employee to his job and work group but also promotes good morale in the organization. In view of these advantages, many large companies give much importance to induction training.
2. Job training:
The object of job training is to increase the knowledge of workers about their jobs with which they are concerned, so that their efficiency and skill of performance are improved. In job training workers are enabled to learn correct methods of handling machines and equipment avoiding accidents removing bottlenecks minimizing waste etc.
3. Promotional training
Many concerns follow a policy of filling some of the vacancies at higher levels by promoting existing employees. This policy increases the morale of workers. They try to put up maximum efficiency so that they may be considered for promotion. When the existing employees are promoted to superior positions in the organization they are required to shoulder new responsibilities. For this training has to be given to them so that they may not experience any difficulty to shoulder the responsibilities of the new position to which they have been promoted.
4. Refresher training:
At the time of initial appointment employment are formally trained for their jobs. But with the passage of time they may forget some of the methods which were taught to them or they may have become outdated because technological development and improved techniques of management and production. Hence, refresher training is arranged for existing employees in order to provide them an opportunity to revive and also to improve their knowledge. According to dale Yoder refresher training programs are designed o avoid personnel obsolescence.
5. Corrective training:
When an employee violates company rules or policies, such as by being absent often or by smoking in a No smoking area the manager needs to find a way to deal with t he problem. Sometimes he thinks that the solution to the problem is discipline but the trouble with the word discipline is that it implies punishment. His aim should be not to get even with the employee but rather to reform the employee. In other he should handle the problem with treatment that corrects rather than punishes. By its very nature corrective training implies criticism. The manager should criticize his employee in private soon after the mistake but not before his own anger has cooled off. He should criticize the act and not the individual and should explain to the employee why it is important to both the company and the employee that he should change his behavior.
3.2.4 TRAINING METHOD FOR MANAGERS

Executive talent is the most important asset which a company can posses. Although it does not appear on the companys balance sheet but it produces more important effects on the companys progress its profit and the price of its stock than any other asset in its possession. Research experimentation testing and experience have yielded a great variety of training methods which are used in executive development programmes. Some of these methods are meant for newly recruited executives only their aim being to generate in these trainees a deeper understanding of managerial functions. Some other training methods aim at increasing the problem solving skills of managers. Still others aim at changing their attitudes.
Observation assignment:
Under this method the newly excited executive called understudy is made an assistant to the current job holder. He learns by experience observation and imitation. If decisions are discussed with him he is informed on the policies and theories involved. But if he is neglected by the current job holder the understudy does not learn much by this method. Moreover the methods tend to perpetuator mistakes and other deficiencies characteristic of existing managerial practice.
Position rotation:
Under this method the trainee executive is rotated among different managerial jobs. This not only broadens and riches his experience as a manger but also enables him to understand interdepartmental relations and need for coordination and cooperation among various departments.
Serving on committees:
Another important method of training an executive is to make him serve on a committee. While serving on a committee the executive comes to learn not only the various organizational problems and views of several senior and experienced members but also learns how a manager should adjust himself to the overall needs of the enterprise.
Assignment of special projects:

Sometimes as a method of training some special project is assigned to a trainee executive. For example he may be asked to develop a system of cost allocation in the production of certain goods for which an order has been received by the company. While working on such projects the trainee not only acquires knowledge about them but also learns how to work with and relate to other people holding different views.
Conferences and seminars:

Often an executive is deputed to attend a conference seminar or workshop to receive a quick orientation in various areas of management with which he might be unfamiliar. On advantage of this type of training is that all the participants coming from different organizations got an opportunity to pool their ideas and experience in attempting to solve mutual problems. This attitude is one of joint exploration. This encourage cross fertilization of ideas.
Case study:
A case is a written account seeking to describe an actual situation. A good case is the vehicle by which a chunk of reality is brought into the classroom to be discussed over by the class and the instructor. Disunion on a case requires a capable instructor who can evoke and guide intelligent discussion and analysis so that meaningful learning experiences cues. There is no right answer or simple explanation in the comprehensive case. The advantages of this method are more depth of thinking more perception in a situation greater respect for and consideration for the opinion of others.
Incident method:
Developed at the Massachusetts institute of technology this method is an outgrowth of dissatisfaction felt by Paul and pagers with case method. In the usual method the entire problem is presented to the students whereas in the usual case method the entire problem is presented to the students whereas in the incident method only a brief incident is presented to provoke discussion in the class. The group then buts questions to the instructor to draw out of him the salient facts and additional information needed to arrive at a reasonable solution or resolution of the case. This method draws the participant into discussion with greater emotional involvement. A unique advantage of this method over the case method is the
procedure of obtaining information by questions one that often must take place in actual business situations.
Role playing:
In this method the instructor assigns parts taken from case materials to group members. The situation is usually one involving conflict between people. The role players attempt to act parts as they would behave in a real life situation working without a script or memorized lines and improving as they play the parts. The development of empathy and sensitivity is one of the primary objectives of role playing.
Sensitivity training:
This type of training is designed to increase the managers understanding of himself and of his own impact on others. The training talks the form of group dissuasion and though a leader in the technique is present the group may decide on the subject of discussion or suggest changes in procedure. In the course of the dissuasion conflict hostility stress and frustrations may be purposely generated for they later on become motivations for growth as well as food for learning. In the short laboratory training aims at achieving behavioral effectiveness in transactions with ones environment.
Autonomy training:
One of the latest approaches to management training called autonomy training is aimed at developing the individuals ability to manager his own training. It involves leaving the trainee almost entirely on his own. He has first to work out what he would like to learn and then teach himself. The concept on which this method rests is that with the tremendous speed at which new knowledge is replacing the old it is impossible for a standardized course to cater to the mars of individual training needs. So the managers must be trained to teach themselves new skills as they go along.
3.2.5 METHODS OF TRAINING

There are number of training programmes available. Some of them are new methods, while others are improvements over the traditional methods. The commonly used training programmes are discussed below;
3.2.5.1 On-the-job training method:

This is the most commonly used method. Under this method the individual is placed on a regular job and taught the skills necessary to perform that job. On-the- job training methods includes the following; a. Job Rotation b. Job instruction c. Coaching
a. Job Rotation: This type of training involves the movement of the trainee from one job to another. The trainee receives job knowledge and gains experience from his supervisors in each of the different job assignments. b. Job Instruction: Under this method which is also called training through step by step the trainer explains to the trainee the way of doing the job, job knowledge, and skills and allows him to do the job.
c. Coaching: The trainee is placed under a particular supervisor who provides feedback to the trainee on his performance and offers him some suggestions for improvements.
3.2.5.2 Off-the-job training methods:

Under this method, the trainee has no connection with the job and his attention is focused upon learning the material related to his future job performance. The following are the widely used methods;
a. b. c. d. e.
Role Playing Vestibule Training Lecture Method Discussion Programmed Instruction
a. Role Playing: This method of training involves action, doing and practice. The
participants plat the role of certain characters such as the production manager, mechanical engineer and the like. This method helps in developing inter-personal interactions and relations.
b. Vestibule Training:
This type of training is commonly used for training personnel for clerical and semi-skilled jobs. The training method consists of stimulating the actual work conditions in a class room. The training period ranger from days to a few weeks.
c. Lecture Method: This method is the most effective method for giving to trainees
the basic information on specific subject. The instructor gives the information in the form of a talk. This method is direct and reduces cost and time involved in training.
d. Discussion: The advantage of discussion over the lecture method is that it

provides two way communications and hence feedback is provided. This method is used to train the clerical, professional and supervisory personnel. The success of this method, however, depends on the leadership qualities of the person who leads the group.
e. Progammed Instruction: The subject matter is presented in a series of units

from simple to more complex levels of instruction. The trainee goes through these units by answering the questions or filling the blank. This method is both expensive and time consuming.
3.3 ROLE OF HUMAN RESOURCE MANAGERS AND DIRECTORS

Human Resources Generalists, Managers and Directors, depending on the size of the organization may have overlapping responsibilities. In larger organizations, the Human Resource Manager, and the Director have clearly defined roles in HR management with progressively more authority and responsibility in the hands of the Manager, the Director, and ultimately, the Vice President who have lead several departments including administrations. HR directors, and occasionally HR managers, may head several different departments that are each led by functional or specialized HR staff such as the training manager, the compensation manager, or the recruiting manager. HR staff members are advocates for both the company and the people who work in the company. Consequently, a good HR professional performs a constant balancing act to meet both needs successfully.
3.4 TRAINING VS DEVELOPMENT

Training often has been referred to as teaching specific skills and behavior. Examples of training are learning to fire a rifle, to shoot foul shots in basketball and to type. It is usually reserved for people who have to be brought up to performing level in some specific skills. The skills are almost always behavioral as distinct from conceptual or intellectual. Development, in contrast, is considered to be more general than training and more oriented to individual needs in addition to organizational needs and it is most often aimed toward management people. There is more theory involved with such education and hence less concern with specific behavior than is the case with training. Usually, the intent of development is to provide knowledge and understanding that will enable people to carry out non-technical organizational functions more effectively, such as problem solving, decision-making and relating to people.
3.4.1 DISTINCTIONS BETWEEN TRAINING AND DEVELOPMENT
Learning dimension Meant for Focus Scope Goal Initiated by Content Time-frame
Training Operatives Current job Individual employee Fix current skill deficit Management Specific job related information Immediate
Development Executives Current and future jobs Work group or organization Prepare for future work demands The individual General knowledge Long term
3.4.2 A CHECKLIST TO AVOID TRAINING PITFALLS

Attempting to teach too quickly: Trying to teach too quickly results in frustration.
It is not wise to push employees beyond their learning limits. Trying to teach too much: There are limits to the amount that one can learn. It is recommended to teach segments of the job in sequential fashion in order to develop a greater appreciation and understanding of the whole job. Viewing all trainees as the same: All employees are different. This must be recognized when it comes to training. Since some workers learn faster or slower than others, these differences must be accounted for in the training programme. Not providing time to practice: Practice makes perfect. There is no such thing as natural-born skilled workers. Adequate practice time must be provided for employees to develop their skills. Providing a pat on the back: It is always a good idea to reinforce employees during the learning process. Encouragement, praise, and reward are highly recommended. Not frightening the employee: As a supervisor, it is possible to know the job for which the employee is training so thoroughly that a new employee may feel inadequate or intimidated.
3.5 LEARNING PRINCIPLES: THE PHILOSOPHY OF TRAINING

Training is essential for job success. It can lead to higher production, fewer mistakes, greater job satisfaction and lower turnover. These benefits accrue to both the trainee and the organization, if managers understand the principles behind the training process. To this end, training efforts must invariably follow certain learning-oriented guidelines.
Modelling
Modelling is simply copying someone elses behavior. Passive class room learning does not leave any room for modeling. If we want to change people, it would be a good idea to have videotapes of people showing the desired behavior. The selected model should provide the right kind of behavior to be copied by others. A great deal of human behaviour to be copied by others. A great deal of human behaviour is learned by modeling others. Children learn by modeling parents and older children, they are quite comfortable with the process by the time they grow up. As expert put it managers tend to manage as they were managed!
Motivation
For learning to take place, intention to learn is important. When the employee is motivated, he pays attention to what is being said, done and presented. Motivation to learn is influenced by the answers to questions such as: How important is my job is to me? How important is the information? Will learning help me progress in the company? etc. People learn quickly when the material is important and relevant to them. Learning is usually quicker and long-lasting when the learner participates actively. Most people, for example, never forget how to ride a bicycle because they took an active part in the learning process!
Reinforcement
If a behavior is rewarded, it probably will be repeated. Positive reinforcement consists of rewarding desired behaviors. People avoid certain behaviors that invite criticism and punishment. A bank officer would to do a post graduate course in finance, if it earns him increments and makes him eligible for further promotions. Both the external rewards (investments, praise) and the internal rewards (a feeling of pride and achievement) associated with desired behaviors compel subjects to learn properly. To be
effective, the trainer must reward desired behaviors only. If he rewards poor performance, the results may be disastrous: good performers may quit in frustration, accidents may go up, and productivity may suffer. The reinforcement principle is also based on the premise that punishment is less effective in learning than reward. Punishment is a pointer to undesirable behaviors. When administered, it causes pain to the employee. He may or may not repeat the mistakes. The reactions may be mild or wild. Action taken to repeal a person from undesirable action is punishment. If administered properly, punishment may force the trainee to modify the undesired or incorrect behaviours.
Feedback
People learn best if reinforcement is given as soon as possible after training. Every employee wants to know what is expected of him well he is doing. If he is off the track, somebody must put him back on the rails. The errors in such cases must be rectified immediately. The trainee after learning the right behaviour is motivated to do things in a right way and earn the associated rewards. Positive feedback (showing the trainee the right way of doing things) is to be preferred to negative feedback (telling the trainee that he is not correct) when we want to change behaviour.
Spaced Practice
Learning takes place easily if the practice sessions are spread over a period of time. New employees learn better if the orientation programme is spread over a two or three day period, instead of covering it all in one day. For memorizing tasks, massed practice is usually more effective. Imagine the way schools ask the kids to say the Lords Prayer aloud. Can you memorize a long poem by learning only one line per day? You tend to forget the beginning of the poem by the time you reach the last stanza. For acquiring skills as stated by Mathis and Jackson, spaced practice is usually the best. This incremental approach to skill acquisition minimizes the physical fatigue that deters learning.
Whole Learning
The concept of whole learning suggests that employees learn better if the job information is explained as an entire logical process, so that they can see how the various actions fit together into the big picture. A broad overview of what the trainee would be doing on the job should be given top priority, if learning has to take place quickly.
Research studies have also indicated that it is more efficient to practice a whole task all at once rather than trying to master the various components of the task at different intervals.
Active Practice
Practice makes a man perfect: so said Bacon. To be a swimmer, you should plunge into water instead of simply reading about swimming or looking at films of the worlds best swimmers. Learning is enhanced when trainees are provided ample opportunities to repeat the task. For maximum benefit, practice sessions should be distributed overtime.
3.6 AREAS OF TRAINING

The areas of training in which training is offered may be classified into the following categories:
Knowledge: Here the trainee learns about a set of rules and regulations about
the job, the staff and the products or services offered by the company.
Technical Skills: The employee is taught a specific skill (e.g., operating a

machine, handling computer, etc.) so that he can acquire that skill and contribute meaningfully.
Social Skills: The employee is made to be learning about himself and others,
and to develop aright mental attitude towards the job, colleagues and the company. The principal focus is on teaching the employee how to be a team member and get ahead.
Techniques: This involves the application of knowledge and skill to various onthe-job situations. In addition to improving the skills and knowledge of employees, training aims at moulding employee attitudes: when administered properly, a training programme will go a long way in obtaining employee loyalty, support and commitment to company activities.
3.7 PROCESS OF TRAINING
Training Evaluation
Training Need Analysis
Training Implementation
Training Design
3.7.1 Training Need Analysis (TNA)/ Training Need Identification

An analysis of training need is essential requirement to the design of effective training. The purpose of training need analysis is to determine whether there is gap between what is required for effective performance and present level of performance. Training Need arises at three levels: Organizational Level Individual Level Operational Level
Corporate need and training need are interdependent because the organization performance ultimately depends on the performance of its individual employee and its sub-group.
Training Need
Organizational Level
Individual Level
Operational Level
Organizational Level
Training need analysis at organizational level focuses on strategic planning, business need and goals. It starts with the assessment of internal environment of the organization such as procedures, structures, policies, strength and weaknesses and external environment such as opportunities and threats. After doing the SWOT analysis, weaknesses can be dealt with the training interventions, while strengths can further be strengthened with continued training. Threats can be reduced by identifying the areas where training is required. And, opportunities can be exploited by balancing it against costs. For this approach to be successful, the HR department of the company requires to be involved in strategic planning. In this planning, HR develops strategies to be sure that the employees in the organization have the required Knowledge, Skills and Attributes (KSAs) based on the future KSAs requirement at each level.
Individual Level
Training need analysis at individual level focuses on each and every individual in the organization. At this level, the organization checks whether an employee is performing at desired level or the performance is below expectation. If the difference between the expected performance and actual performance comes out to be positive, then certainly there is a need of training. However, individual competence can also be linked to individual need. The method that is used to analyze the individual need is; Appraisal and performance review
Peer appraisal Competency assessments Subordinate appraisal Client feedback Customer feedback Self-assessment or self-appraisal
Operational Level
Training need analysis at operational level focuses on the work that is being assigned to the employees. The job analyst gathers the information on whether the job is clearly understood by an employee or not. He gathers this information through technical interview, observation, psychological test, questionnaires asking the closed ended as well as open ended questions, etc. Today, jobs are dynamic and keep changing over the time. Employees need to prepare these changes. The job analyst also gathers information on the tasks that will be required in the future. Based on the information collected, Training Need Analysis is done.
BENEFITS OF NEED ASSESSMENT

Training programmes are designed to achieve specific goals that meet felt needs. There are many benefits of need assessment. a. Trainers may be informed about the broader need of the trainees. b. Trainers are able to pitch their course inputs closer to the specific needs of the trainees. c. Assessment makes training department more accountable and more clearly linked to other human resource activities, which make the training program easier to sell to line managers.
3.7.2 Training Design

The design of the training program can be undertaken only when a clear training objective have been produced. The training objective clears what goal has to be achieved at the end training program i.e., what the trainees are expected to be able to do at the end of their training. Training objectives assist trainers to design the training program.
Organizational resources, practices, priorities, etc
Trainer
Training climate
Trainee
Trainers skills
Trainees learning style
Training objective
Training strategies
Training tactics
Support facilities
Program design
Terminal objectives
Training topics
On/Off the job
M O N I T O R &
Enabling objectives
Breakup program contents into subtopics or modules
Lesson objectives
Categorize contents into information, knowledge, skills & attitudes
C O N T R O L
Sequence the contents
Determining learning outcomes for each topic
Constraints Page | 47 UIT Neyyattinkara 2010-2013
The Trainer: Before starting a training program, a trainer analyzes his technical, interpersonal, judgement skills in order to deliver quality content to trainers. The Trainees: A good training design requires close scrutiny of the trainees and their profile. Age, experience, needs and expectations of the trainees are some of the important factors that affect training design.
Cost of Training: It is one of the important considerations in designing a training programme. A training programme involves cost of different types. These may be in the form of direct expenses incurred in the training, cost of training material to be provided, arrangement of physical facilities and refreshment, etc. Besides these expenses, the organization has to bear indirect cost in the form of loss of production during training period. Ideally, a training programme must be able to generate more revenues than the cost involved. Training Climate: A good training climate comprises of ambience, tone, feelings, positive perception for training program, etc. Therefore, when the climate is favorable nothing goes wrong but when the climate goes unfavorable, everything goes wrong. Trainees Learning Style: The learning style, age, experience, educational background of trainees must be kept in mind in order to get the right pitch to the design of the program. Training Strategies: Once the training objective has been identified, the trainer translates it into specific training areas and modules. The trainer prepares the priority list of about what must be included, what could be included.
Training Topics: After formulating a strategy, trainer decides upon the content to be delivered. Trainers break the content into headings, topics and modules. These topics and modules are then classified into information, skills, knowledge and attitudes.
Sequence the Contents: Contents are then classified in the following manner; From simple to complex Topics are arranged in terms of their relative importance From known to unknown From specific to general Dependent relationship
Training Tactics: Once the objectives and the strategy of the training program becomes clear, trainer comes in the position to select most appropriate tactics or methods or techniques. This method selection depends on the following factors; Trainees background Time allocated Style preference of trainer Level of competency of trainer Availability of facilities and resources, etc
Support Facilities: IT can be segregated into printed and audio visual. The various requirements in a training program are white boards, flip charts, markers, etc. Constraints: The various constraints that lay in the trainers mind are; Time Accommodations, facilities and their availabilities Furnishing and equipments Budget Design of the training, etc
3.7.3 Training Implementation

To put training program into effect according to definite plan or procedure is called training implementation. Training implementation is the hardest part of the system because one wrong step can lead to the failure of the whole training program. Even the best training program will fail due to one wrong action. Training implementation can be segregated into:
Practical administrative arrangements Carrying out of the training Once the staff, course, content, equipment, topics are ready, the training is implemented. Completing training design does not mean that the work is done because implementation phase requires continual adjusting, redesigning and refining. Preparation is the most important factor to taste the success. Therefore following are the factors that are kept in mind while implementing training program; The Trainer: The trainers need to be prepared mentally before the delivery of the content. Trainer prepares materials and activities well in advance. The trainer also set grounds before meeting with participants by making sure that he is comfortable with course content and is flexible in his approach. Physical set-up: Good physical set-up is pre-requisite for effective and successful training program because it makes the first impression participants. Classrooms should not be very small or big but as nearly square as possible. This will bring people together both physically and psychologically. Also, right amount of space should be allocated to every participant. Establishing rapport with participants: There are various ways by which a trainer can establish good rapport with trainees by: Greeting participants- simple way to ease those initial tense moments Encouraging informal conversation Remembering their first name Pairing up the learners and have them familiarized with one another Listening carefully to trainees comments and opinions Telling the learners by what name the trainer wants to be addressed Getting to class before the arrival of learners Starting the class promptly at the scheduled time Using familiar examples Varying his instructional techniques
Reviewing the agenda: At the beginning of the training program it is very important to review the program objective. The trainer must tell the participants the goal of the program, what is expected out of trainers to do at the end of the
program, and how the program will run. The following information needs to be included: Kind of training activities Schedule Setting group norms Housekeeping arrangements Flow of the program Handling problematic situations
3.7.4 Training Evaluation

The process of examining a training program is called training evaluation. Training evaluation checks whether training had the desired effect. Training evaluation ensures that whether candidates are able to implement their learning in their respective workplaces, or to the regular work routines.
Purposes of Training Evaluation

The main five purposes of training evaluation are; Feedback: It helps in giving feedback to the candidates by defining the objectives and linking it to learning outcomes. Research: It helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the workplace and training. Control: It helps in controlling the training program because if the training is not effective, then it can be dealt with accordingly. Power Games: At times, the top management (higher authority employee) uses the evaluative data to manipulate it for their own benefits. Interventions: It helps in determining that whether the actual outcomes are aligned with the expected outcomes.
3.8 Models of Training

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

The three models of training are; a) System Model b) Transitional Model c) Instructional System Development Model
3.8.1 System Model Training

The system model consists of five phases and should be repeated on a regular basis to make further improvements. The training should achieve the purpose of helping employee to perform their work to required standards. The steps involved in system model are as follows;
FEEDBACK
Evaluate
Execute
Develop
Design
Analyze
FEEDBACK
1) Analyze and identify the training needs i.e., to analyze the department, job, employees requirement, who needs training, what do they need to learn, estimating training cost, etc. The next step is to develop a performance measure on the basis of which actual performance would be evaluated.
2) Design and provide training to meet identified needs. This step requires developing objectives of training, identifying the learning steps, sequencing and structuring the contents.
3) Develop- This phase requires listing the activities in the training program that will assist the participants to learn, selecting delivery method, examining the training material, validating information to be imparted to make sure it accomplishes all the goals and objectives. 4) Implementing is the hardest part of the system because one wrong step can lead to the failure of whole training program. 5) Evaluating each phase so as to make sure it has achieved its aim in terms if subsequent work performance. Making necessary amendments to any of the previous stage in order to remedy or improve failure practices.
3.8.2 Transitional Model

Transitional model focuses on the organization as a whole. The outer loop describes the vision, mission and values of the organization on the basis of which training model i.e., inner loop is executed. Vision focuses on the milestones that the organization would like to achieve after the defined point of time. A vision statement tells that where the organization sees itself few years on the line. A vision may include setting a role model, or bringing some internal transformation, or may be promising to make some other deadlines. Mission explains the reason of organizational existence. It identifies the position in the community. The reason of developing a mission statement is to motivate, inspire and inform the employees reading the organization. The mission statement tells about the identity that how the organization would like to be viewed by the customers, employees and all other stakeholders. Values is the translation of vision and mission into communicable ideals. It reflects the deeply held values of the organization and is independent of current industry environment. For example, values may include social responsibility, excellent customer service, etc.
Vision Implement Evaluate
Mission
Plan Realization
Objective Value
Unstructured Experimentation
The vision, mission and values precede the objective in the inner loop. This model considers the organization as a whole. The objective is formulated keeping these three things in mind and then the training model is further implemented.
3.8.3 Instructional System Development (ISD) Model

ISD was made to answer the training problems. This model is widely used now-a-days in the organization because it is concerned with the training need on the job performance. Training objectives are defined on the basis of job responsibilities and job description and on the basis of the defined objectives individual progress is measured. This model also helps in determining and developing the favorable strategies, sequencing the content, and delivering media for the types of training objectives to be achieved. The Instructional System Model (ISD) comprises of five stages:
Analysis This phase consist of training need assessment, job analysis and target audience analysis. Planning This phase consist of setting goal of the learning outcome, instructional objectives that measures behaviour of a participant after the training, types of training material, media selection, method of evaluating the trainee, trainer and the training program, strategies to impart knowledge i.e., selection of contents, sequencing of content, etc. Development This phase translates design decision into training material. It consists of developing course material for the trainer including handouts, workbooks, visual aids, demonstration props, etc., course material for the trainee including handouts of summary.
Execution This phase focuses on logistical arrangements, such as arranging speakers, equipments, benches, podium, food facilities, cooling, lightning, parking and other training accessories. Evaluation The purpose of this phase is to make sure that the training program has achieved its aim in terms of subsequent work performance. This phase consists of identifying strengths and weaknesses and making necessary amendments to any of the previous stage in order to remedy or improve failure practices. The ISD model is a continuous process that lasts throughout the training program. It also highlights that feedback is an important phase throughout the entire training program. In this model, the output of one phase is an input to the next phase.
CHAPTER -4 Data analysis and interpretation
GENERAL ANALYSIS
4.1 AGE WISE PROFILE OF RESPONDENTS
Table 4.1: Age wise profile of respondents.
Age Below 25 years 25-35 years 35-45 years Above 45 years Total Number of respondents 4 4 20 72 100 Percentage(%) 4% 4% 20% 72% 100
Figure 4.1 Age wise profile of respondents

120 100 100
80
72
60 40 40 20 20 40
0 below 25 years 25-35 years 35-45 years above 45 years total
Inference: The figure 4.1 the age wise profile of respondents. From the figure it is noted that among 100 employees in KAL, 4% of employees were in the age below 25 and age in between 25-35 years. 20% of employees were in age group 35-45 and 72% were above 45 years.
4.2 GENDER WISE PROFILE OF RESPONDENTS

Table 4.2: Gender wise profiles of respondents
Gender Male Female Total Number of respondents 72 28 100 Percentage(%) 72% 28% 100%
Figure 4.2 Gender wise profiles of respondents
Sales
28
male female
72
Inference: The figure 4.2 shows that the gender wise profile of respondents, among 100 employees of KAL, 72% of them are male employees and 28% of employees are female.
4.3 INCOME WISE PROFILE OF RESPONDENTS

Table 4.3: Income wise profile of respondents.
Income Below 5000 5000-10000 10000-15000 Above 15000 Total Number of respondents 4 24 24 48 100 Percentage(%) 4% 24% 24% 48% 100%
Figure 4.3 Income wise profiles of respondents.
120 100 100 80 60 40 24 20 4 0 below 5000 5000-10000 10000-15000 above 15000 total 24
48
Inference: The figure 4.3 shows 4% of employees coming under below 5000. 24% of employees having salary between 5000-10000 and 10000-15000. Most of the employees having salary above 15000 i.e., 48%.
4.4 EXPERIENCE WISE PROFILE OF RESPONDENTS

Table 4.4 Experience wise profile of respondent
Experience Less than 2 years 2-5 years 5-10 years Above 10 years Total Number or respondents 0 8 26 68 100 Percentage(%) 0% 8% 26% 68% 100%
Figure 4.4 Experience wise profile of respondent
80 60 40 20 0 less than 2 years 2-5 years 5-10 years above 10 years 26 0 8 68
Inference: Figure 4.4 represents the experience wise profile of respondents. 68% of employees were having experience above 10 years. 8% of employees were having experience between 2-5 years. 26% of employees were having experience between 5-10 years.
4.5 ATTENDANCE IN TRAINING PROGRAM WISE PROFILE OF RESPONDENTS

Table 4.5: Attendance in training program wise profile of respondents.
Attended in training Yes No Number of respondents 75 25 Percentage (%) 75% 25%
Figure 4.5 Attendance in training program wise profile of respondents
25
yes no
75
Inference: Figure 4.6 presents the attendance in training program wise profile of respondents. 75% of employees have attended the training program in KAL. only 25% of employees havent attend the training program in KAL.
4.6 OPINION ABOUT THE TRAINING PROPERNESS

Table 4.6 Opinion about the training properness
Training properness Proper Improper Total Number of respondents 75 25 100 Percentage 75% 25% 100%
Figure 4.6 Opinion about the training properness
25
proper improper
75
Inference: Figure 4.6 presents the opinion about the training properness by the respondents. 75% of employees were felt the training was proper. While 25% percentage of employees felt that the training which conducted by KAL was improper.
4.7 OPINION ABOUT TYPES OF TRAINING

Table 4.7 Opinion about the types of training
Types of training On the job Off the job Others Total Number of respondents 84 16 0 100 Percentage 84% 16% 0% 100%
Figure 4.7 Opinion about the types of training
100 80 60 40 20 0
84
100
16 0 on the job off the job
others total
Inference: Figure 4.7 presents opinion about types of training program conducted by KAL. Among 100% employees 84% of employees had undergone on-the-job training. 16% of the employees had undergone only off-the-job training. No employees had undergone other training programmes.
4.8 OPINION ABOUT THE SATISFACTION OF PRESENT TRAINING PROGRAM

Table 4.8 Opinion about the satisfaction of present training program
Opinion
Highly satisfied Satisfied Dissatisfied Highly dissatisfied Total
Number of respondents
8 48 28 16 100
Percentage(%)
8% 48% 28% 16% 100%
Figure 4.8 Opinion about the satisfaction of present training program

100 100 90 80 70 60 50 40 30 20 10 0 highly satisfied satisfied dissatisfied highly dissatisfied total 8 28 16 48
Inference: Opinion about the satisfaction of training program shows 48% of employees are satisfied with the present training program conducted in KAL. 285 of employees are conveying that they are not satisfied with the present training program and 16% of are highly dissatisfying. Only 8% of are highly satisfied.
4.9 OPINION ABOUT THE TRAINERS IN KAL

Table 4.9 Opinion about the trainers in KAL
Opinion Highly satisfied Satisfied Dissatisfied Highly dissatisfied Total Number of respondents 15 70 10 5 100 Percentage 15% 70% 10% 5% 100%
Figure 4.9 Opinion about the trainers in KAL

100 100 90 80 70 60 50 40 30 20 10 0 highly satisfied satisfied dissatisfied highly dissatisfied total 15 10 5 70
Inference: The figure 4.9 shows that 70% of employees were satisfied by the trainers in KAL. 15% of employees were highly satisfied. While 10% of employees were dissatisfied and 5% of employees were highly dissatisfied with the trainers in KAL.
4.10 OPINION ABOUT SUFFICIENCY OF TIME FOR TRAINING

Table 4.10 Opinion about the sufficiency of time for training
Opinion Sufficient Insufficient Total Number of respondents 60 40 100 Percentage(%sufficient 60% 40% 100%
Figure 4.10 Opinion about sufficiency of time for training
40
sufficient insufficient 60
Inference: Figure 4.10 shows that the opinion about the sufficiency of deliration for training program. Among 100 employees 80% of employees are of opinion that the duration of training program is sufficient. 60% of employees are conveying that the duration of training program is insufficient.
4.11 OPINION ABOUT THE CORRECT DURATION OF THE TRAINING PROGRAM

Table 4.11 Opinion about the correct duration of training program
Opinion Less than 3 months 3-5 months More than 5 months Total Number of respondents 10 40 50 100 Percentage(%) 10% 40% 50% 100%
Figure 4.11 Opinion about the correct duration of training program
100 80 60 40 20 0 less than 3 months 3-5 months more than 5 months 10 40 50
100
total
Inference: Figure 4.11 presents the opinion about the correct duration of training program. 50% of employees felt that the training should be conducted in more than 5 months. 40% of employees felt that it should be conducted in 3-5 months. Only 10% of employees felt that training should be restricted to less than 3 months.
4.12 OPINION ABOUT THE TRAINING PROGRAM INCREASES THE QUALITY OF WORK
Table 4.12 Opinion about the training program increases the quality of work
Opinion Strongly agree Agree Disagree Strongly disagree Total Number of respondents 12 68 16 4 100 Percentage (%) 12% 68% 16% 4% 100%
Figure 4.12 Opinion about the training program increases the quality of work
120 100
100
80 68 60
40 16 4 0 strongly agree agree disagree strongly disagree total
20
12
Inference: The figure 4.12 shows among 100 employees 68% of employees conveyed that they can be able to increase the quality of work by training. 12% of employees are strongly agreeing the above statement, 16% of employees are disagreeing. Only 4% of employees are strongly disagreeing.
4.13 OPINION ABOUT THE TRAINING PROGRAM INCREASES JOB SATISFACTION

Table 4.13 Opinion about the training program increases job satisfaction.
Opinion Increased Decreased Total Number of respondents 76 24 100 Percentage (%) 76% 24% 100%
Figure 4.13 Opinion about the training program increases job satisfaction
24
increased decreased
76
Inference: The figure 4.13 shows the opinion about increase in job satisfaction by training. Among 100 employees, 76% of employees agree that the training program helps to increase their job satisfaction. 24% of employees are having the opinion not increased.
4.14 OPINION ABOUT WHETHER THE TRAINING PROGRAMME REDUCES THE NEED OF SUPERVISION
Table 4.14 Opinion about whether the training programme reduces the need of supervision
Opinion Yes No Total Number of respondents 56 44 100 Percentage(%) 56% 44% 100%
Figure 4.14 Opinion about whether the training programme reduces the need of supervision
44 yes 56 no
Inference: Figure 4.14 represents among 100 employees in KAL, 56% of employees agree that the training helps to reduce the need of supervision. 44% of employees in KAL were disagreeing this statement.
4.15 OPINION ABOUT INCREASE IN CONFIDENCE IN TERMS OF JOB KNOWLEDGE OR JOB INVOLVEMENT
Table 4.15 Opinion about increase in confidence in terms of job knowledge or job involvement
Opinion Increased Decreased Total Number of respondents 64 36 100 Percentage(%) 64% 36% 100%
Figure 4.15 Opinion about increase in confidence in terms of job knowledge or job involvement
36 increased decreased 64
Inference: Figure 4.15 shows the opinion about increase in confidence in terms of job knowledge or job involvement. Among 100 employees in KAL 64% of employees were conveying that they had increased confidence in terms of job knowledge or job involvement, while 20% were having the opinion not increased.
4.16 OPINION ABOUT ATTENDED TRAINING FROM ANY OTHER ORGANIZATION

Table 4.16 Opinion about attended training program from any other organization
Opinion Attended Not attended Total Number of respondents 20 80 100 Percentage (%) 20% 80% 100%
Figure 4.16 Opinion about attended training program from any other organization
20
attended not attended
80
Inference: The figure 4.16 shows the employees in KAL who were attended training in any other organization. Only 20% of employees were attended training in other organization, while 80% of employees were not attended other trainings.
4.17 OPINION ABOUT TRAINING PROGRAMME OF OTHER ORGANIZATION IN WHICH THE RESPONDENTS WERE ATTENDED
Table 4.17 Opinion about training programme of other organization which the respondents were attended
Opinion Excellent Good Average Poor Total Number of respondents 4 4 12 0 100 Percentage (%) 20% 20% 60% 0% 100%
Figure 4.17 Opinion about training programme of other organization which the respondents were attended
100 80 60 40 20 0 excellent good average 20 60
100
20
0 poor
total
Inference: Figure 4.17 shows the opinion about the comparison of other organization training. 20% conveying that the training from that organization is excellent and good when compared to KAL.60% of employees are conveying their opinion as average and nobody was conveying that the training from other organization is poor.
4.18 GIVING FEEDBACK ABOUT THE TRAINING IN KAL

Table 4.18 Giving feedback about the training in KAL
Feedback Yes No Total Number of respondents 20 80 100 Percentage (%) 20% 80% 100%
Figure 4.18 Giving feedback about the training in KAL
20
yes no
80
Inference: Figure 4.18 shows the feedback rate about the training which has been given by the employees. 80% of employees didnt give any feedback about the training conducted in KAL. While 20% of employees gave feedback about the training conducted in KAL.
4.19 OPINION ABOUT BY WHICH METHODS THE EMPLOYEES GAVE FEEDBACK ABOUT THE TRAINING
Table 4.19 Opinion about by which methods the employees gave feedback about the training
Method
Questionnaire Interview Supplement test Other Total
Number of respondents
4 10 4 2 20
Percentage(%)
20% 50% 20% 10% 1005
Figure 4.19 Opinion about by which methods the employees gave feedback about the training
100 100 90 80 70 60 50 40 30 20 10 0 questionnaire interview supplement test other total 20 20 10 50
Inference: Figure 4.19 shows the method by which the employees gave feedback about the training. 20% of employees gave their feedback through questionnaire and supplement test. 50% of employees gave their feedback through interview while 10% of employees through other methods such as report etc about the training conducted by KAL.
4.20 OPINION ABOUT THE EVALUATION EFFECTIVENESS THROUGH FEEDBACK
OF
TRAINING
Table 4.20 Opinion about the evaluation of training effectiveness through feedback
Opinion Yes No Total Number of respondents 15 5 20 Percentage (%) 75% 25% 100%
Figure 4.20 Opinion about the evaluation of training effectiveness through feedback
25
yes no
75
Inference: Figure 4.20 shows the opinion about the evaluation of training effectiveness through feedback. Among 100% of employees 75% of employees felt that the feedback can evaluate the training effectiveness while 25% of employees felt that the training effectiveness cant be evaluated through feedback.
4.21 OPINION ABOUT THE POST TRAINING FEEDBACKS OF THE RESPONDENTS

Table 4.21 Opinion about the post training feedbacks of the respondents
Opinion Improve job performance Motivate to do better An aid to future planning All of these Total Number of respondents 5 0 0 15 20 Percentage (%) 25% 0% 0% 75% 100%
Figure 4.21 Opinion about the post training feedbacks of the respondents
100 100 90 80 70 60 50 40 30 20 10 0 improve job performance motivate to do an aid to future better planning all of these total 0 0 25 75
Inference: Figure 4.21 shows the opinion about the post training feedbacks by the respondents. Among 100% of employees 75% of them were felt that the post training feedbacks can help the participant by improving their job performance, motivate to do better and it will an aid to future planning. 25% of employees felt that the post training feedbacks can improve job performance.
4.22 OPINION ABOUT THE FEEDBACK EXERCISE WHETHER IT IS WORTH THE TIME AND EFFORT
Table 4.22 Opinion about the feedback exercise whether it is worth the time and effort
Figure 4.22 Opinion about the feedback exercise whether it is worth the time and effort
10
yes no
90
Inference: The figure 4.22 shows the opinion about the feedback exercise whether it is worth the time and effort. Among 20 employees 90% of employees are of opinion that the whole feedback exercise is worth the time and effort, while 10% are of the opinion that the feedback exercise is not worth the time and effort.
4.23 OPINION ABOUT THE NEED OF FURTHER TRAINING

Table 4.23 Opinion about the need of further training
Figure 4.23 Opinion about the need of further training
Sales
28%
yes no
72%
Inference: The figure 4.23 shows the opinion about the need of further training. Among 100 employees 28% of employees felt that there is a need for further training. While 72% of employees felt that there is no need for further training.
CHAPTER-5 FINDINGS, SUGGESTIONS AND CONCLUSION
5.1 FINDINGS
1) 2) 3) 4)
About 72% of the employees in KAL are above 45 years. Most of the employees (68%) have an experience of above 10 years in KAL. 3/4th of the employees in KAL have attended the training programme. Among the trained workers 75% of employees have an opinion that the training is proper in KAL. 5) 84% of the employees in KAL have attended the on-the-job type of training. 6) 48% of the employees in KAL are satisfied of the present training programme in KAL. 7) About 60% of the employees in KAL are of the opinion that the time allocated for training is sufficient. 8) 68% of the employees have the opinion that the training increases the quality of their work. 9) 44% of the employees in KAL have the opinion that the training programme does not reduce the need of supervision. 10) Only 1/5th of the employees in KAL have attended training from any other organization. 11) 80% of the respondents in KAL havent given the feedback about the training in KAL. 12) Half of the feedbacks about the training are given through the questionnaire method. 13) 75% of the employees have the opinion that the training feedback can evaluate the effectiveness of training. 14) 75% of the employees in KAL are of the view that post training feedback can enhance the job performance, motivation to do better and an aid to future planning. 15) Most of the employees in KAL are of the opinion that the whole feedback is worth the time and effort.
5.2 SUGGESTIONS
Provide adequate training program to each and every person arranged accordingly. The result of the training program also should be analyzed and training should be arranged periodically. Company has to introduce effective training in every department of the firm so as it help to learn more knowledge in the subject. As a government organization, the HR department in KAL may hold discussion with other departments heads and trade union leaders and plan various training classes to workers to make them more aware about changing trends. Give computer based training to the employees once in every three months. Provide employees motivation programs and other training programs for the development towards profit making. On the job training and off the job training is equally important. Provide both the training continuously to the employees.
5.3 CONCLUSION
The project A STUDY ON TRAINING AND DEVELOPMENT PROGRAM IN KERALA AUTOMOBILES LIMITED determines the employees satisfaction about the training program conducted in KAL. In initial years KAL faces lots of problems to make its position in the market. The study focuses on the satisfaction of employees with the present training program and indentifies the problems of employees due to lack of proper training programs. Majority of employees are satisfied about the training program conducted in KAL.
CHAPTER-6 APPENDIX
6.1 QUESTIONNAIRE
Dear sir/madam, We 6th semester BBA student of University Institute of Technology (UIT), Neyyattinkara. We are doing our project in HR on the topic A Study on Training and Development Programme in KAL for the completion of the project. We kindly request your valuable opinions and suggestions. We expect your co-operation also to fill the questionnaire. Thank you, Yours faithfully Rahul Hariharan Midhin Manoharan Sreerag S.L
A Study on Training and Development Programme in KAL Aralumoodu
Name 1. Age
: Below 25 Years 35-45 Years 2. Gender : Male 3. Income :
25-35 Years above 45Years
Female
Below 5000 10,000-15, 000
5000-10,000 Above 15,000
4. Experience in KAL Less than 2 years 2-5 years 5-10 years Above 10 years 5. Have you attended any training program in KAL? Yes No 6. Do you think training is proper in KAL? Yes No 7. What type or training program is available in KAL? Only on the job only off the job Any other specify.. 8. Are you satisfied with the present training program conducting in KAL? Highly satisfied Satisfied Dissatisfied highly dissatisfied 10. Are you satisfied with the trainers in KAL? Highly satisfied Dissatisfied 11. Do you think the duration of training program is sufficient? Yes 12. If NO, What should have been the correct duration? Less than 3 months More than 5 months 13. Did the training program increase the quality of work? Strongly agree Disagree 14. Did the training program increase your satisfaction in the job? Yes 15. Does the training reduce the need of supervision? Yes No
Satisfied highly dissatisfied
No
3-5 months
partially agree strongly disagree
No
16. Does the training program helps to increase your job knowledge or Job involvement? Yes 17. Did you attend any training program in any other organization? Yes 18. If yes, what is your opinion regarding that training as compared to Training in KAL? Excellent Average 19. After training, have you any feedback of it? Yes 20. If yes, through which method? Questionnaire Supplement test No Good Poor No No
Interview If any other, Specify...............
21. Do you think the feedback can evaluate the training effectiveness? Yes 22. If yes, how can the post training feedbacks can help the participant? Improve job performance motivate to do better An aid to future planning all of these No
23. Is the whole feedback exercise after training worth the time, and effort? Yes 24. Do you think you need further training? Yes 25. If yes, please specify.. 26. Do you have any suggestions to increase the effectiveness of the Training program in KAL? .. No No
CHAPTER-7 BIBLIOGRAPHY
1) Personnel & Human Resources Management Robert L Mathis 2) Managing Human Resources Resources Wayne F Cascio
3) Personnel Management & Human Resources C.S Venkate Ratnam & B.K Srivastava 4) Human Resource Management Biswanath Ghosh
5) HRM Diswajeet Pattnayak

List of Contents: Description NO. 1 2 3 3 3 5

Încărcat de

Informații document

Descriere originală:

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

List of Contents: Description NO. 1 2 3 3 3 5

Încărcat de

Drepturi de autor:

Formate disponibile

Training and Development Programme in KAL

PROFILE 1. INDUSTRY PROFILE 2. COMPANY PROFILE 3. PRODUCT PROFILE

DATA ANALYSIS AND INTERPRETATION

FINDINGS,SUGGESTIONS AND CONCLUSION 1. FINDINGS 2. SUGGESTIONS 3. CONCLUSION

UIT Neyyattinkara 2010-2013

Training and Development Programme in KAL

LIST OF TABLES & CHARTS

TITLE GENERAL ANALYSIS

4.18 4.19 4.20 4.21 4.22 4.23

UIT Neyyattinkara 2010-2013

Training and Development Programme in KAL

Page | 1 UIT Neyyattinkara 2010-2013

Training and Development Programme in KAL

Page | 2 UIT Neyyattinkara 2010-2013

Training and Development Programme in KAL

1.1 OBJECTIVES OF THE STUDY

1.2 SCOPE OF THE STUDY

1.3 RESEARCH METHODOLOGY

1.3.1 RESEARCH DESIGN

Page | 3 UIT Neyyattinkara 2010-2013

Training and Development Programme in KAL

1.3.2 RESEARCH INSTRUMENT

1.3.3 DATA COLLECTION

1.3.4 SAMPLING METHOD USED IN THE STUDY

1.3.5 SAMPLE DESIGN

Page | 4 UIT Neyyattinkara 2010-2013

Training and Development Programme in KAL

1.3.6 PERIOD OF STUDY

1.4 LIMITATIONS OF THE STUDY

Page | 5 UIT Neyyattinkara 2010-2013

Training and Development Programme in KAL

Page | 6 UIT Neyyattinkara 2010-2013

Training and Development Programme in KAL

Page | 7 UIT Neyyattinkara 2010-2013

Training and Development Programme in KAL

2.1 INDUSTRY PROFILE

2.1.1 SEGMENT KNOW-HOW

Training and Development Programme in KAL

2.1.2 PIONEER INVENTORS

Training and Development Programme in KAL

2.1.3 AUTOMOBILE DEALERS NETWORK IN INDIA

2.1.3.1 MAJOR PLAYERS IN AUTOMOBILE INDUSTRY

Page | 10 UIT Neyyattinkara 2010-2013

Training and Development Programme in KAL

Page | 11 UIT Neyyattinkara 2010-2013

Training and Development Programme in KAL

2.2 COMPANY PROFILE

Date of incorporation Address & registration Phone&website

UIT Neyyattinkara 2010-2013

Training and Development Programme in KAL

2.2.3 QUALITY POLICY

2.2.4.1 MAJOR COMPETITORS OF KAL INCLUDE

2.2.4.2 MINOR COMPETITORS OF KAL INCLUDE

2.2.5 MARKET SHARE

Training and Development Programme in KAL

2.2.6 INFRASTRUCTURE 2.2.6.1 PLANT

2.2.6.2 QUALITY ASSURANCE

2.2.6.3 RESEARCH AND DEVELOPMENT

2.2.6.4 ISO CERTIFICATION

Page | 14 UIT Neyyattinkara 2010-2013

Training and Development Programme in KAL

Page | 15 UIT Neyyattinkara 2010-2013