Employee Training and Development at Romsons Scientific & Surgical Industries

EXECUTIVE SUMMARY
By : Narendra Kumar

The Project report on TRAINING & Development of Employees in Romsons
Scientific & Surgical Industries AT AGRA is an attempt to find out new areas
of development through which business can be generated for the company.
Lets understand the meaning of the of the project title, employee and employer
base means the group of employees and/or employer that a HR relation in the
company.
A future aspect means something that will exist or happen in times to come which
will an appearance to the eye or mind.
Auto industry is going a long way in developing, formulating and implementing
promotional strategies to cope up with the tough competition. Strategies are
formulated not only keep up with cut throat competition but also to meet the highly
volatile consumer preferences.
The analysis revealed that most of the customers were motivated by the gifts
provided by the subscriptions rather than the price reduction. Thus it brought out
that gifts play a key role in the success of promotional schemes.
The market survey was conducted to confirm the facts revealed by the sales data
analysis vindicated that the speculations were true since most respondents agreed
to that they were motivated by the gifts, especially by the brand value and utility of
it
Hence from the findings of the Human Resources Department and by different
analysis performed effective strategies has been formulated and proposed which
might be useful in devising the future strategies for Hero Honda two wheeler sale
and promotion at Agra.

Introduction
Objective
Research methodology
Training
Development
Analysis and Interpretation
Findings
Suggestions
Conclusion
Appendix
Bibliography

As part of our curriculum, I did my research project on study of training and
development. This analysis has given me great insight to the behavior and
attitude of people at work. To understand their needs & aspirations at work
I conducted a survey & analyzed to have a platform to work on. You will
have a view to it in the project.
Never did it occur to me before doing this study the small things such as
training could be reasons of people leaving the organization.
TRAINING & Development of Employees in Romsons Scientific & Surgical
Industries AT AGRA is the topic of my project.
I selected Romsons Scientific & Surgical Industries, AGRA as the
organizations under study. Romsons Scientific & Surgical Industries AT
AGRA in terms of profits, assets, & employees. It offers a wide range of
scientific and surgical products corporate & retail customers through
delivery channels & through its specialized subsidiaries.
I am hopeful that anybody, who reads my project, will enjoy it as much as I
enjoyed doing it.

Company Profile
A pioneer and a leader
One of free Indias earliest, most critical revolutions took place in 1952 in the field of
healthcare.

At a time when most patients were vulnerable and many succumbed to infection caused
by re-usable medical devices, Romsons stepped forward with a pioneering
breakthrough the concept of disposable medical and surgical devices.

Today, over half a century later, the culture of disposable medical devices is well
established and Romsons has entrenched itself as the pre-eminent brand in the
business a pioneer and a leader. An INR 1.80 billion, professionally-managed
enterprise. A global player with a presence in 65 countries. A product portfolio thats 100
products strong. A retail footprint across geographies with a 810-plus distributor
network in India and abroad. Most significantly, the name Romsons continues to inspire
trust for unsurpassed quality, innovation and safety of its products.
Romsons Group of Companies
Romsons International, Agra, India

Romsons International (Unit-II), Noida, India

Romsons Scientific & Surgical Industries Pvt. Ltd.

Romsons Juniors India

Romsons Medicons

Raj Vijay Corporation

A product for every need? Well, almost
We have the largest product portfolio in the industry (100 products in over 600 sizes),
which caters to almost the entire spectrum of patients need. Designed and
manufactured to deliver maximum performance and safety, Romsons is the last word in
quality. This has earned us the recognition of our peers in the industry. Be it an award
from the Chamber of Commerce in India for outstanding export performance or the
special recognition instituted by MSME, Government of India, our pioneering work has
been universally appreciated.

Winning the trust of the best in the world
What has earned us the loyalty of the most demanding customers in the world? What
gives us the edge to deliver greater value to customers? Firstly, our experience (over 50
years) in understanding a patients needs and a doctors requirements. Secondly, our
first-hand knowledge of designing and developing products. Thirdly, the unquestioned
integrity of our products. But most importantly, our ability to serve the emerging needs
of our customers with speed and agility.

Little surprise that, Romsons products are being exported to developed and emerging
markets in over 65 countries. We also regularly participate in international industry trade
fairs like Medica (Germany), Hospimedica (Singapore), Arab Health (UAE), FIME (USA)
amongst others.

R&D the driving force
Our mission is to create products that promote healing, well-being and safety of
patients. To realize this objective, we have an active, cutting-edge research and
development programme the driving force behind the ingenuity and reliability of our
products. The quality of our R&D infrastructure is matched by the quality of our research
professionals and in both respects, we are second to none.

Our R&D, marketing and production teams work closely with customers to continuously
improve existing products and research new solutions in light of changing customer
needs and market dynamics. This capability our core competence has given us a
distinct edge and kept us a step ahead of our peers for over 50 years.

Good Manufacturing Practices (GMP)
Our manufacturing plant conforms to GMP, a WHO proprietary benchmark. The
discipline of this standard is evident in the physical ambience of our plant, the air and
water quality, manufacturing technology, packaging and the sterilization process.

Ambience: Special micro and HEPA filters at all air handling units ensure minimal
contamination in the manufacturing areas. Micro-organism and particle concentration
levels are carefully monitored by the micro-biological labs to keep these levels within
safe limits. Employees undergo periodic medical checkup to maintain high standards of
health and hygiene. All clean rooms are provided with three step change rooms and air
showers at the entrance to ensure a dust-free environment.

Manufacturing plant: We have taken great care to source up-to-the-minute, frontline
technology. The result? We are able to produce moulding and extrusion of components
and tubings with precision and within close tolerance. The superior assembly and
packaging machines ensure repeatability and consistency in product quality.

Packaging and sterilization: Our products are packed to ensure minimal risk of
contamination or damage during transportation. We use Ethylene Oxide gas to sterilize
the products, as per EN 550/ISO 11135 standards. The entire process is automated and
computerized. Each batch is well documented for the sterilization cycle and released for
dispatch after written approval of a senior Quality Assurance official.

Towards zero-defect quality
We are a Total Quality corporation, whose overarching goal is to manufacture zero-
defect products. Thats why, we have meticulously planned and built a series of multiple
online and manual quality control measures into each stage of raw material
procurement, manufacturing and packing cycle. Our Quality Control standards conform
to ISO 9001:2000, ISO 13485:2003 and the European Medical Device Directive
93/43/EEC certifications. As a result, we have been authorized to label our products
with the prestigious CE mark a testimony of the world-class quality of our products.
Empowering people to excel
We provide a professional work environment that nurtures the pioneering spirit and
leadership qualities of our employees. Our employees are encouraged to be self-
motivated, think out-of-the-box, value excellence and bond with each other as
committed team players. All across our corporation, our teams function with the
flexibility, speed and decisiveness of people in any global corporation. In the final
analysis, it is our people who have made Romsons what it is today: a pioneer and a
leader.
OFFICE & WORKS:
ROMSONS INTERNATIONAL
62 Industrial Estate
Nunhai, Agra-282006
India

ROMSONS INTERNATIONAL Unit-II
59J(C) Noida Special Economic Zone,
Noida Dadri Road, Phase-II
Noida-201305 (U.P.) India

CORPORATE OFFICE:
4/1 East Patel Nagar
New Delhi-110008
India

Communication
Tel: +91 - 562 2280720, 2280730
Fax: +91 - 562 2280700, 2280600
Email: romsons@romsons.com
Our Mission
To make a mark in our chosen area, by being ever
abreast of new possibilities. To anticipate the needs
of our customers and end users and to translate their
requirements into meaningful products. To create,
innovate and produce excellence through a
philosophy of uncompromising dedication at every
level of function. To nurture a lasting relationship with
our distributors- our partners in growth, through empathic understanding and
mutual respect. To leverage our human resources by recognizing and
rewarding talent, to create an ethos of perfectionism.
Winning the trust of the best in world
What has earned us the loyalty of the most demanding customers in the
world? What gives us the edge to deliver greater value to customers? Firstly,
our experience (over 50 years) in understanding a patients needs and a
doctors requirements. Secondly, our first-hand knowledge of designing and
developing products. Thirdly, the unquestioned integrity of our products. But
most importantly, our ability to serve the emerging needs of our customers
with speed and agility. Little surprise that Romsons products are being
exported to developed and emerging markets in over 65 countries.
A product for every need? Well, almost
We have the largest product portfolio in the industry (100 products in over
600 sizes), which caters to almost the entire spectrum of patient need.
Designed and manufactured to deliver maximum performance and safety,
Romsons is the last word in quality. Most significantly, the name Romsons
continues to inspire trust - for unsurpassed quality, innovation & safety of its
products.

The objective of the study during this research project was as follows-
To measure the effectiveness of training & development program in both the
organizations.
To find out the difference in the attitude of employees of both the organizations
towards training & development.
To assess the future requirement for training & development in both the
organizations.

The method adopted for carrying out any project is called as Research methodology.
For this project the study is conducted among the employees of two banks (SBI and
ICICI bank).
Research methodology used in this project is based on following factors :

Sources of data Primary (questionnaire) and secondary data (information
regarding both organizations through internet & booklets).
Data collection method & techniques Questionnaire and interviews.
Sampling plan
Target population All the employees of SBI, Agra and ICICI Bank,
Agra.
Sampling unit - One employee of SBI & one employee of ICICI Bank.
Sampling method Random sampling.
Sample size 50
Area of population SBI, Agra & ICICI bank, Agra.

Training is a process of learning a sequence of programmed behavior. It is application
of knowledge & gives people an awareness of the rules and procedures to guide their
behavior. It attempts to prepare them for an intended job. Development is a related
process. It covers not only those activities, which improve job performance, but also
those, which bring about growth of the personality; help individuals in the progress
towards maturity & actualization of their potential capacities so that they become not
only good employees but also better men & women. In organizational terms, it is
intended to equip persons to earn promotion and hold greater responsibility. Training a
for a bigger and higher job is development. In addition, this may well include not only
imparting specific skills and knowledge but also inculcating certain personality and
mental attitudes.
Training is a short-term process utilizing a systematic & organized procedure by which
non-managerial personnel learn technical knowledge & skills for a definite purpose.
Development is a long-term process educational process utilizing a systematic and
organized procedure by which managerial personnel learn conceptual and theoretical
knowledge for general purpose.
Training refers to instruction in technical and mechanical operations, while development
refers to philosophical & theoretical educational concepts. Training is designed for non-
managers, while development involves managerial personnel.
Training & Development differ in four ways:
"What" is learned?
"Who" is learning?
"Why" such learning takes place &
"When" learning occurs
The difference may be stated thus:
Learning dimensions Training Development
Who? Non-managerial
personnel
Managerial personnel
What? Technical & mechanical
operations
Theoretical, conceptual
ideas

Why? Specific job-related
purpose
General knowledge
When? Short term Long-term

Need for basic purposes of training

1. To increase productivity-Instruction can help employees increase their level of
performance on their present assignment. Increased performance often directly
leads to increased operational productivity and increased company profit.
2. To improve quality- Quality increases may be in relationship to a company
product or service, or in reference to the intangible organizational employment
atmosphere.
3. To help a company fulfill its future personnel needs- when the need arises,
organizational vacancies can more easily be staffed from internal sources if a
company initiates and maintains an adequate instructional program for both its
non-supervisory & managerial employees.
4. To improve organizational climate- Increased morale may be due to many
factors, but one of the most important of the most important of these is the current
state of an organization's educational endeavor.
5. To improve health & safety- Proper training can help prevent industrial accidents.
A safer work environment leads to more stable mental attitudes on the part of
employees.
6. Obsolescence prevention- T&D programs foster the initiative & creativity of
employees & help to prevent manpower obsolescence, which may be due to age,
temperament or motivation, or the inability of a person to adapt him to
technological changes.
7. Personal growth-
An increased use of technology in production.
Labor turnover.
Employment of inexperienced labors.
Old employees need refresher training to enable them to keep abreast of
changing methods.
Enabling employees to do the work in a more effective way.
Reducing grievances and minimizing accident rates.
Maintaining the validity of the organization & raising the morale of the
employees.
Importance of training

Training is the corner stone of sound management, for it makes employees more
effective & productive. It is actively and intimately connected with all the personnel or
managerial activities. It is an integral part of the whole management program, with all its
many activities functionally inter-related.
There is an ever present need for training men so that new and changed techniques may be taken
advantage of and improvements affected in the old methods, which are woefully inefficient.
Training is a practical and vital necessity because it enables employees to develop & rise within
the organization, and increase their "market value", earning power and job security. It moulds the
employees ' attitudes and helps them to achieve a better co-operation with the company and a
greater loyalty to it. Training, moreover, heightens the morale of the employees, for it helps in
reducing dissatisfaction, complaints, grievances & absenteeism reduces the rate of turnover.
Training is a widely accepted problem-solving device.
Steps in training programs
Discovering or identifying training needs
( through organizational operations manpower
analysis)

Objectives of employee training

The overall objective of training program is to fill in the gap between the existing and the
desired level of knowledge, skills and aptitudes. Objectives of training express the gap

Getting ready for the job

Preparation of the learner
(create, desire & prepare accordingly)
Presentation of operations & knowledge
(Application of training techniques)

Performance try-out
Follow-up
(rewards and feedback)
between the present and the desired performance levels. A well designed training
program improves the personnel qualitatively. The main objectives of training may be
defined as follows-
1. To impart basic knowledge- To impart the entrants the basic knowledge and
skills required for efficient performance of definite tasks. It increases the skill,
knowledge and operative competence of the employee, which help to increase
the level of performance.
2. To function more effectively in their present position- It assists the
employees to function more effectively in their present positions by exposing
them to the latest concepts, information and techniques and developing the skills
required performing their job in a better way.
3. To build up second line of competent officers- Whenever there is a change in
a job position, the new incumbent from within can occupy the position more
confidently.
4. To broaden the minds of senior managers- It corrects the narrow outlook
caused by the over specialization.
5. To reduce supervision- It reduces the degree of supervision and makes the
workers more independent & more responsible. It reduces cost of production and
cost of supervision.
6. To improve the organizational environment- The purpose of training is to
generate an improved organizational environment. Proper training reduces
industrial accidents. Proper & safer living and working environment leads to more
stable mental attitude on the part of the employees. It reduces the rate of
absenteeism and labor turnover.

Principles of training
A sound training program must possess the following characteristics:
1. The training program should be designed so as to achieve pre-determined
objectives and needs of the organization.
2. Training program should be less expensive.
3. Training program should be developed for all in the organization and not for a
particular group.
4. Training program should be pre-planned and well organized, taking in view the
objectives of training program.
5. Training program should be designed according to size, nature and financial
position of the concern.
6. the program should be conducted by a senior and experienced supervisor or
executive of the concern or by training director who is in charge of the training
section under personnel department.
7. Theoretical and practical aspects of training should be given consideration while
preparing a training program.
8. Training program should be designed taking in view the interests of both
employer and employees.
9. The purpose of training is to develop the men and therefore more than one
method may be followed for different groups.
10. The program should be flexible enough so that it may be adjustable to the
changing circumstances.

11. Training should be followed by a reward, so that employees may be motivated.
12. Sufficient time should be provided to practice what the employees have learned.
13. The trainee should be provided with 'feedback' on the progress he is making in
utilizing the training he has received.
Evaluation of effectiveness of training and management
development programs
Evaluation is an essential feature of all programs for the training of employees. The
concept of evaluation is most commonly interpreted in determining the effectiveness
of program in relation to its objectives. Management invests in training programs of
the employees only with the expectation to see some tangible benefits derived there
from. Evaluation can be done from various purposes. Objectives of training
evaluation is to determine the ability of the participant in the training program to
perform jobs for which they were trained, the specific nature of the training
deficiencies, whether the trainees required any additional on the job training, and
extent of training not needed for the participants to meet the job requirements.
Evaluation of the training program may be done as follows:
1. To increase the effectiveness of the training programs while it is going on.
2. To increase the effectiveness of the programs to be held next time.
3. To find out to what extent the training objectives are achieved.
4. To help participants to get feedback for their improvement and efficiency.
Evaluation of the training must be based on the following principles:
Evaluation specialist must be clear about goals and purposes of
evaluation.
Evaluation must be continuous.
Evaluation must be specific.
Evaluation must provide the means and focus for trainers to be able to
appraise themselves, their practices, and their products.
Evaluation must be based on objective methods and standards.
Realistic target dates must be set for each phase of the evaluation
process. A sense of urgency must be developed, but deadlines that
are unreasonably high will result in poor evaluation.

There are various approaches to training evaluation. To get a valid measure of
training effectiveness, the personnel manager should accurately assess trainee's
job performance two to four months after completion of training. The four basic
categories of outcomes can be measured
Reaction: Evaluate trainee's reaction to the program.
Learning: Did the trainee learn the principles, skills and fact that the supervisor
or trainer wanted him to learn?
Behavior: Whether the trainee's behavior on the job changed because of the
training program?
Results: What final results have been achieved?
Training course
Training may range from highly specified instruction in the procedures to be
adopted while performing a particular job to every general instruction concerning
the economy and society. Training courses in general areas usually aim at
making an employee a rounded individual, a happier worker and a good citizen,
and at training him for "larger responsibilities" and future advancement. Such
training exerts a remarkable influence on production and labor. From the
employees point of view, output would increase with decrease in cost of
production. From the point of view of labor, the employees' morale would
improve; so would the rate of turnover, excessive absenteeism and accidents
reduce. Training programs are no doubt expensive; but their worth to a growing
concern cannot be over-emphasized.
Training in general areas is given in such subjects as general and home
economics, basic English, instruction in better writing and report drafting, reading
using gauges, the operation of machines, public speaking and public relations,
selling and communication with people.
Support material for training
A variety of equipments are utilized to impart effective training. These are:
1. Lectures, conferences, seminars and staff-meetings, demonstrations, and short
courses, through coaching.
2. Role-playing and job rotation.
3. Case or project studies and problem-solving sessions.
4. Use of pamphlets, charts, brochures. booklets, handbooks, manuals etc.
5. graphs, pictures, books, slides, movies, projectors, film strips, tape recorders.
6. Posters, displays, notice and bulletin boards.
7. Reading rooms and libraries where specified books and journals are maintained
for reference and use.
8. Under-study and visits to plants.
9. Correspondence courses under which knowledge about business law, statistics,
industrial management, marketing, offices procedures, retailing and many other
similar subjects may be imparted.
10. Teaching machines.

11. Membership of professional or trade associations, which offers new techniques
and ideas to their members.
Training period
The duration of training varies with the skill to be acquired, the complexity of the subject, a trainee's
aptitude and ability to understand, and the training media used. Generally a training period should
not be unduly long; if it is, trainees may feel bored, uninterested. The ideal session should not go
beyond 2to 3 hours at a stretch, with a break in between two sessions. If convenient, employees
may be trained for a week or a fortnight for an hour or two, every day after work hours.
The training period may extend from 3 weeks to 6 months or even more,
depending upon the job requirements. The physical location of the program should
be in pleasant surroundings away from the noise and tension of the work place.
Training for different employees
Employees at different levels require training. Unskilled workers require training
in improved methods of handling machines and materials to reduce the cost
production and waste and to do the job in the most economical way. Such
employees are given training on the job itself; and the training is imparted by their
immediate superior officers.
Semi-skilled workers require training to cope with the requirements of an industry
arising out of the adoption of mechanization, rationalization and technical
processes. These employees are giving training either in their own sections or
departments, or in segregated training shops where machines and other facilities
are usually available. Training is usually imparted by more proficient workers,
bosses or inspectors, Training methods include instruction in several semi-skilled
operations because training in one operation only creates difficulties in
adjustments to new conditions, lend the color of specialization to a job and
makes work somewhat monotonous for an individual.
Skilled workers are given training through the system of apprenticeship, which
varies in duration from a year to three or five years. Such training is also known
as tradesman or craftsmen training, and is particularly useful for such trades in
industry which require highly sophisticated skills- as in carpentry, drilling, boring,
planning etc. Such programs are usually conducted in training centers and
industry itself.
Supervisory staff needs training most, for they form a very important link in the
chain of administration. The training programs for supervisors must be tailor-
made to fit the needs of an undertaking. Their training enables supervisors to
cope with the increasing demands of the enterprise in which they are employed
and to develop team spirit. Supervisors' training may include the supply of
necessary reading material, job rotation to give them a wide- in plant experience,
holding of staff meetings, visits to other industrial units, participation in the work
of other departments, lectures and teaching, role-playing, case studies and
conferences.

Training methods/ techniques

ON THE JOB DEMONSTRATION APPRENTICESHIP OTHER TRAINING
AND EXAMPLES METHODS

VESTIBULE SIMULATION CLASSROOM
METHODS
ASSOCIATIONS
AUDIO-VISUAL
AIDS
LECTURES CONFERENCES
Classification of training methods

CASE STUDY
ROLE-PLAYING
PROGRAMMED
INSTRUCTION

On-the-job- training
It is the most common, the most widely used and accepted, and the most necessary
method of training employees in the skills essential for acceptable for job performance.
An employee is placed in a new job and is told how it may be performed. It is primarily
concerned with developing in an employee a repertoire of skills and habits consistent
with the existing practices of an organization, and with orienting him to his immediate
problems. Employees are coached an instructed by skilled co-workers, by supervisors,
by the special training instructors. They learn the job by personal observation and
occasionally handling it. There are variety of OJT methods, such as coaching' or
understudy; job rotation; and special assignments.
Job instruction training(JIT)
This method requires skilled trainers, extensive job analysis, training schedules, and
prior assessment of the trainees job knowledge. This method is also known as training
through step-by-step learning. It involves listing all necessary steps in the job, each in
proper sequence. The actual training follows a four step process :
The preparation of the trainee for instruction.
Presentation of the instructions, giving essential information in a clear manner.
Having the trainee try out the job to show him each step of the job.
Encouraging questions and allowing the trainee to work along and the trainer
follows up regularly.
The JIT method provides immediate feedback on results, quick correction of error,
and provisions of extra practice when required.
Vestibule training (training-center training)
It is a classroom training, which is often imparted with the help of the equipment, and
machines, which are identical with those in use in the place of work. This technique enables
the trainee to concentrate on learning the new skills rather than on performing an actual job.
Theoretical training is given in classroom, while the practical work is conducted on the
production line. It is a very efficient method of training semi-skilled personnel, particularly
when many employees have to be trained for the same kind of work at the same time.
Training is generally given in the form of lectures, conferences, case studies, role-playing
and discussion.
Demonstration and examples(learning by seeing)
The trainer describes and displays something, as when he teaches an employee how to do
something by actually performing the activity himself. Demonstrations are very effective In
teaching because it is much easier to show a person how to do a job than to tell him or ask
him to gather instruction from the reading material. Demonstration are used in combination
with lectures, pictures, text materials, discussions etc.Demonstration are particularly
effective in the training for the acquisition of skills; but their usefulness is limited when it is a
question of training management personnel.
Simulation
Simulation is a technique, which duplicates, as nearly as possible, the actual conditions
encountered on a job. Trainee interest and employee motivation are both high in simulation
exercise because the actions of a trainee closely duplicate real job conditions. This training
is essential in cases in which actual on-the-job practice might result in a serious inquiry, a
costly error, or the destruction of valuable materials or resources.
Apprenticeship
For training in crafts, trades and in technical areas , apprenticeship training is the oldest and
most commonly used method. A major part of training time is spent on-the-job productive
work. Each apprentice is given a program of assignments according to a pre-determined
schedule, which provides for efficient training in trade skills.

Classroom or off-the-job methods
It means training is not the part of everyday job activity. The actual location may be
company classrooms or in places which are owned by the company. These methods
consists of:
Lectures
Conferences
Group discussions
Case studies
Role-playing
Programmed instructions
Laboratory training

Training model

Implementation of training
Once the training program has been designed, it needs to be implemented.
Implementation is best with certain problems. Firstly, most managers are action-
oriented and frequently say no to training efforts. Secondly, there is problem of
locating suitable trainers within an organization. Any training program
implementation involves action on the following lines:
Deciding the location and organizing training and other facilities.
Scheduling the training program
Conducting the program
Monitoring the progress of trainees
Why training fails?
The following factors have been regarded as the main reasons for failure of training
programs:
The benefits of training are not clear to the top management.
The top management hardly rewards supervisors for carrying out effective
training.
The top management rarely plans and budgets systematically for training.
The middle management, without proper incentives from top management,
does not account for training in production in production scheduling.
Without proper scheduling, first line supervisors have difficulty in production
norms if employees are attending training programs.
Behavioral objectives are often imprecise.
Training external to the employing unit sometimes teaches techniques on
methods contrary to the practices of the participants' organization.
Timely information about external programs may be difficult to obtain.
Trainers provide limited counseling and consulting services to the rest of the
organization
Improving effectiveness of training
The training program can be mad more effective and successful if the following
hints are considered:
Specific training objectives should be outlined on the basis of the type of
performance required to achieve organizational goals and objectives.
Attempt should be made to determine if the trainee has the intelligence,
maturity, and motivation to successfully complete the training programs.
The trainee should be helped to see the need for training by making him
aware of the personal benefits he can achieve through better
performance.
The training program should be planned so that it is related to the trainee's
previous experiences and background.
Attempts should be made to create organizational conditions that are
conducive to a good learning environment.
If necessary, a combination of training methods should be selected so that
variety is permitted and as many of the senses as possible are utilized.
It should be recognized that all the trainees do not progress at the same
rate.
If possible, the personal involvement or active participation of the trainee
should be got in the training program.
As the trainee acquires new knowledge, skills or attitudes and applies
them in job situations, he should be significantly rewarded for his efforts.
The trainee should be provided with regular, constructive feedback
concerning his progress in training and implementation of the newly
acquired abilities.
The trainee should be provided with personal assistance when he
encounters learning obstacles.

Purpose and objective of management development
Executive development is an attempt at improving an individual's managerial
effectiveness through a planned and deliberate process of learning. For an
individual this means a change through a process of planned learning. This
should be the common and significant aim of development attempts from the
point of view of the trainer and the trainee in an organizational setting.
"All the development is self development. It must be generated within the man
himself. Development is highly individual. The development of an individual is
due to his day-to-day experience on a job. Any activity to designed to improve
the performance of existing managers and to provide for a planned growth of
managers to meet future organizational needs is management development.
The change in the individual must take place in those crucial areas, which can
be considered as output variables:
Knowledge change
Attitude change
Behavior change
Performance change
End-operational results
The organizational aims of management development are to secure the
following valuable end-results:
Improvement in technical performance.
Improvement in supervision
Improvement in inter-departmental co-operation
Highlighting an individual's weakness
Attracting good men
Facilitating sound "promotion-from-within" policies and practices.
Ensuring that the qualifications of key personnel become better known
Creating reserves in management ranks
Marking an organization more flexible by an increased versatility of its
members
Improving organizational structure
Stimulating junior executives to do better work
Keeping the company abreast of technical and economic conditions
'Broadening' key men in the middle cadre
Objectives of management development
To develop managers to perform better on their present
assignments
To prepare them for higher assignments
To provide a steady source of competent persons at all levels to
meet future organizational needs
To help them grow fast
To prevent obsolescence of managers
To replace elderly executives, who have risen from the ranks, by
highly competent and academically qualified professionals
To create conditions and a climate which contribute to the growth
process
To create an understanding of the methods and problems of
management
To enable candidates to understand the problems of a business
organization

Causes or factors of management development
The rapid rate of technological and social change in society has
necessitated the training of managers so that they may cope with
these development
The introduction of automation, intense market competition from
foreign countries, the growth of new markets in the under developed
countries.
Increased recognition by business and industrial leaders of the social
and public responsibilities of management has necessitated the
development of managerial personnel
The increased size and complexity of most organizations-
governmental, industrial, commercial, on-profit public services-require
trained managers
The frequent labor-management strife have necessitated the services
of trained personnel
The changes in socio-economic forces, including changes in public
policy and the concepts of social justice, industrial democracy.

Need for executive development in Indian context
Personnel in sectors as engineering and steel, coal, fertilizer, oil and
cement industries need training not only in the functional areas of
management but also need to acquire a thorough knowledge of the
sector.
Management resource mobilization towards professionalizing such
public utilities as water supply, power distribution, transport and
communications. for agriculture and industry are dependent on the
efficient functioning of these utilities.
Government and civic offices organized to render public services have
been untouched by the management movement
Management principles and techniques need to be introduced in other
areas of national economy.
Public administration is a vast sector, which needs management
attention.
Management development programs for all those who are engaged in
positions above the supervisory level of operations.

Importance of management development
The development of the full potential of all those who are under their command
as a prime responsibility
Providing for the present an future needs of the firm of managerial talent by
establishing, operating and improving management training and development
scheme.
Taking account by regular appraisal of how successful managers are developing
their own subsidiaries
Providing opportunities for every manager to take an active part in his own
development
Developing all parts of the scheme together as a consistent an orderly whole, in
line with the company's objectives.

Management development concepts
Some of these important concepts are:
1. There is no time limit for learning. Management training is not a "one shot"
affair but continues throughout an executive's whole professional career.
2. There always exists some gap between actual performance and capacity,
which provides considerable opportunity for improvement. A large number of
employees do operate below a pre-determined standard, which their training
aptitude desires of them. If they get further training and acquire additional
technical knowledge in management, in communication and in organizational
affairs, they are bound to work faster and more efficiently, actively, and
productively.
3. There are certain forces, which may retard further growth, but these may be
offset or the direction of their movement changed.
4. Increased understanding of others, their behavioral attitude and of oneself
definitely aid in managing and contributing to personal development, which is
needed to increase and expand managerial effectiveness.
5. Development seldom takes place in a completely peaceful and relaxed
atmosphere. Growth involves stresses and strains. "Adversity is the mother of
invention." It is because of errors and some failures that one is impelled to try
and succeed in one's mission.
6. Development requires a clear-cut setting of the objectives and goals which
are to be achieved or attained, and the ways and methods of achieving these.
7. Participation is essential for growth. Active learning and effort are needed.
8. Feedback from a superior to a subordinate, and from a group to an individual
is necessary for the recognition of shortcomings and for keeping oneself in
touch with the progress that ahs been achieved.
9. An important responsibility in the management of personnel is that of
development.
Executive development process
The object of management development is to influence and modify the behavior
of the managers in operation, it is necessary that in framing a management
development program for specified managerial group, the following things are
involved:
1. Identify the pattern of behavior at which the program is aimed at which it
seeks to influence and modify.
2. Identify the causes the impulses, horizontally up and down the enterprise,
which blend to give rise to the pattern of behavior.
3. Identify the nature of the exposure- the impulses that must be introduced
into the system-through the development program
4. The program must take care to throw impulses into the system in a
manner that generates the urge to behavior changes from within the
trainee manager by the process of evolving rather than an imposition from
outside.

Model for developing Executives

Establishing
parameters to
development
Determining
development needs
including who needs
developing?
What needs developing?

Setting
development
objectives

Conducting
development
programs
Appraising
and
evaluating
effectiveness
of
development
activities

Factors inhibiting management development
Some of the factors, which hamper a management development program, are:
Job security of the employees, its stability, and pension; these slow down the
mobility of employees and check the recruitment of younger people.
Supervisors at different levels, especially in the middle management, often feel
trapped.
Home ownership, home-sickness, close ties with one's family, community and
social activities inhibit development to a large extent; and when these are
accompanied by the absence of job security and chances of promotion, the
employees tend to stress the non-job aspects of their lives.
Relations between superiors and subordinate are often not conducive to
management development.

Basic requisites for the success of management development
programs
1. The top management should accept responsibility for getting the policy of
development executed.
2. Management development is essentially a "line job", it takes place on the
job and involves both the man and his boss.
3. Every manager must accept direct responsibility for developing managers
under his control on the job, and a high priority should be given to his task.
4. Management development must be geared to the needs of the company
and the individual.
5. A policy of promotion from within is a necessary incentive for managers to
develop in an organization
6. Management development starts with the selection of the right materials
for managerial ranks. It is essential to ensure that really good material is
fed into the program at the entry levels.
7. There should be a realistic timetable in accordance with the needs for
managerial personnel over a sufficiently long period and the resources
which are available and which will be required.

Administering a management development program
While administering the program, due consideration should be given to the following
points:
1. It should support a systematic career planning for managerial personnel,
otherwise the frustrated trainees might seek opportunities elsewhere and the
whole investment made in training programs would go waste.
2. Management development does not comprise involvement in a series of
structured courses, but there should also be an active interaction between the
trainee and the management.
3. Training program should cover, as far as possible, every manager, capable of
showing potential for growth.
4. The entire program should be properly planned. The trainees should take part in
it. The company should not normally allow any manager to opt out of a training
program.
Techniques of management development
1. On-the-job techniques
This method of training & development has its own value. It is inexpensive and saves
productive hours. Most popular techniques under this type are:
The coaching or guided method
Job rotation method
Participation in deliberations of the Boards and committees
The coaching method
Coaching is a method, which is used in developing managerial thinking processes as
well as operative skills. In coaching, the superior plays the role of the guide and the
instructor. The coach sets some mutually agreed upon goals and tell the trainee what
he wants to be done, follows up suggestions, and corrects errors. It has certain
advantages:
It requires the least centralized staff co-ordination, for every executive can coach,
his men even if no management development program exists.
Periodic feedback and evaluation are also a part of coaching, which yield
immediate benefits to an organization, to the coach and to the subordinate.
Coaching will work well if the coach provides a good model with whom the trainee
can identify; if both can be open with each other; if the coach accepts his
responsibility fully; if he provides the trainee with recognition of his improvement and
suitable rewards.
Job rotation or channel method of development
It represents an excellent method of broadening the manager or potential manager, for
turning specialists into generalists. It is designed for beginning level managers while
planned progression is more likely to occur at higher managerial levels. The emphasis is on
diversified instead of specialized skills and knowledge. Its advantages are:
It breaks down departmental provincialism for everyone is moved from one to
another. It rather develops inter-departmental co-operation.
It injects new ideas into the older departmental personnel who may otherwise
fall in a rut. New concepts are infused into them and they are diffused
throughout an enterprise.
It ensures the avoidance of the problem, which arises when a newly promoted
manager is required to supervise his former peers.
It makes possible for managers to compare one man with another, and gives
everyone an equal chance for advancement.
Each managers abilities and talents are best tested in a variety of jobs, so the
enterprise can secure his best utilization in the ultimate assignment.
Understudy assignment or attachment method
An understudy is a person who is under training to assume, at a future time, the full duties
and responsibilities of the position currently held by his superior. A manager from amongst a
large number of subordinates, or several individuals may pick up an understudy. Such an
understudy learns the complexities of the problems and how to solve them, learns also the
process of decision making and investigation and making written recommendations to his
superior. The advantages of this method are:
It is practical and quick in training persons for greater responsibility for it lays
emphasis on learning by doing.
The learners interest and motivation are high and the superior is relieved of
his heavy workload.
It ensures continuity of management facilities even when the superior leaves
his position.

Participation in deliberations of the junior board and committees or the multiple-
management technique: It is a technique whereby juniors are assigned to board or
committees, by the chief executive. The juniors get an opportunity to share in a
managerial decision-making, to learn by watching others and to delve into specific
organizational problems. It has several advantages:
It gives Board members an opportunity to gain knowledge on various issues.
It helps identify those who have executive talent. Multiple judgements are obtained
on each individual through the Board rating system.
It is relatively inexpensive method of development.
It permits a considerable number of managers to participate in certain activities
within a reasonable period of time.
2. Off-the-job techniques : A number of on-the-job management development
programs are in vogue, they are considered inadequate for a number of reasons.
Hence, off-the-job techniques are needed. There is wealth of executive development
techniques that managers can partake in off the job. Of these the more popular ones
are:
The case study method
Incident method
Role-playing
In-basket method
Business or management game
Sensitivity Training
Simulation
Grading training
Conferences
Lectures
The case study
It is an excellent method of developing analytical skill. A case is a written description of
an actual situation in business which provokes in the reader the need to decide which is
going on, what the situation really is or what the problems are and what can and should
be done. It can provide stimulating discussions among participants as well as excellent
opportunities for individuals to defend their analytical and judgemental abilities. It is
rather an effective method of improving decision-making abilities within the constraints
of limited information.
Incident method
The central aim of this method is to stimulate self-development in a blend of
understanding that is essential for productive interaction. Under this method, group
members address questions to the discussion leader. The general trend of questioning
is to find out about the what, when, where and how of the situation in which an incident
developed, and who was present at that time. After the collection of data , it is
necessary to isolate the most important items for decision-making.
Role playing
It is the concept of creating a more realistic situation, usually one of human problems
and conflicts, and then acting out the various parts. The value of role-playing is:
It requires the person to carry out a thought or decision he may have reached.
It permits the practice of carrying out an action and makes it clear that good
human relations require skill.
It makes a person aware of the feeling of others.
It helps in developing a fuller appreciation of the important part played by
feelings.

In-basket method
Each team of the trainees is given a file of correspondence bearing on a functional area of
management. Each individual studies the file and makes his own recommendations on the
situation. If further information is required by him, it is supplied by the members of the team.
Later, the observations of each individual are compared and conclusion on different
functional areas reached; and these are put down in the form of a report. The merits are:
Decisions are rapid, feedback is objective, and further decisions are based on
the feedback o f earlier decisions.
Decision-making is by a group that consists of managers and specialists from
different departments.
An abstract and complex situation is given the semblance of a real world
situation, and this illusion facilitates the learning process.
Tem co-operation can be fostered and departmental conflicts softened down
and/or eliminated.
Business or management game
Business games are classroom simulation exercises in which teams of individuals
compete against one another or against an environment in order to achieve a given
objective. These games are designed to be representatives of real life conditions. Under
these, an atmosphere is created in which the participants play a dynamic role, and
enrich their skills through involvement and simulated experience. The advantages are:
There is usually a great sense of enjoyment in playing the game, and helps in
developing the problem solving skills.
Helps in developing leadership skills and for fosterning co-operation and
teamwork.
It helps in changing attitudes. The participant becomes more tolerant.

Sensitivity, laboratory or T-Group training
It is a group experience designed to provide maximum possible opportunity for the individuals to
expose there behavior, give and receive feedback, experiment with new behavior and develop
awareness of self and of others.
It tries to provide:
Managers with increased awareness of their own behavior and of how others perceive
them.
Greater sensitivity to be behavior of others, and increased understanding of group
process.
A clarification and development of personal values and goals consonant with a
democratic and scientific approach to problem of social and personal decision and
action.
Simulation
It is a training technique, which indicates the duplication of organizational situations in a
learning environment. It is a makeup of a real thing. This technique has been used for
developing technical and interpersonal skills. The advantages of simulation are the
opportunities to attempt to 'create an environment' similar to real situations the
managers incur, without high costs involved should the action prove undesirable.
Grid training
The managerial grid is an organizational development technique. The grid represents
several possible leadership 'styles'. Each style represents a different combination of two
basic orientations-concerns for people and concern for production. The management-
training program is built around this managerial grid. It aims at developing open
confrontation of organizational problems and high-people-high-production leaders.
IDENTIFICATION OF NEEDS
MANAGEMENT STAFF
The Performance Appraisal form of the organization has a section in which
the training and development needs are filed up. The person whom the concerned
employee is reporting fills the Performance Appraisal form annually. Such person
may be a branch head or department head.Identification of training need is done
at the Executive Office (EO) level for the managers through the Performance
Appraisal forms annually and the records are maintained at the Executive
Office. Managers are nominated for the various training courses by the
Executives Office. Managers may also be nominated to certain training
programmes from the branch if the subjects covered are found to be of interest
or if they offer a learning opportunity in some emerging areas of
knowledge.Training needs for the department through their Performance
Appraisal forms identifies the officers, which are filled in by the department head.
The Performance Appraisal forms thus give the emerging training needs. This
exercise is carried out annually.
STAFF AND WORKERS
Training needs for staff and workers are identified based on:- Companys strategy
and policy.- Organizational Thrust Areas.- New Emerging Areas. This together gives
the consolidated system of needs that is prepared by the Personnel Officer and
approved by the Department Head.
PREPARATION OF TRAINING PLAN
On the basis of identified training needs, the annual training calendar is
prepared by the Personnel officer and approved by the Personnel Head. Annual
Training Budget is prepared by Branch Personnel Head and is approved by
Executive Office. This gives the final list of training

activities in a particular year. It is attempted to carry out all the programmes
to fulfill the identified needs. The Head of the Personnel Department monitors the
actual training conducted vis--vis the identified training needs on a monthly basis.

IMPARTING OF TRAINING
Actual training is imparted with the help of in-house and outside agencies. The
selection of these agencies is done on the basis of reputation; programmes offered
by them, past experience and feedback received from the earlier
participants.Training is also imparted by nominating the concerned employee
for an external training programme. All records of the training are maintained at
branch as per Record of Training in the Personnel folder and the same is
intimated to the Executive Office Personnel through the Monthly Personnel
Report.
FEEDBACK
A feedback is taken from the participants through a questionnaire on the
programme and their impressions in order to further improve upon the same.
There are three such questionnaires available and one of these is used
depending upon the nature of the training programme and the level of participants.
Also, a person from the personnel department sits through the final session of the
programme and takes the verbal feedback about the programme.
INDUCTION TRAINING
STAFF/ OFFICERS/ MANAGERS
This is carried out as the very first step for any new entrant into the branch at the
Staff/ Officer/ Manager level. The department prepares a schedule for the employee
as per which he is required to spend specific time in each department. During such
period, he is reporting to the respective department head. The objective of the
induction programme is to familiarize the participant to the function of different
department. The copies of the same are sent to the General Manager and all
concerned. At the end of the induction, the trainee has to submit a report to
the Personnel Department.
WORKERS
In the case of a new entrant, he is called in General shift for 2 days for training under
a senior worker to familiarize him with the welfare facilities like card punching,
canteen, public conveniences, rules and regulations, standing orders, shift timings,
spell outs, medical facilities, leave procedures etc. After two days of training, he is
deployed in the concerned department. The Personnel Officer organizes this.
MANAGEMENT TRAINEES TRAINING
Management trainees are given a fortnight of induction programme. Corporate HR
advises it as per Management Trainee Training programme designed by them.
Thereafter, a detailed training programme is carried out whereby the incumbent is to
understand in depth of working of each department at various locations as per the
programme given by the Corporate HR. Corporate HR maintains all relevant records
pertaining to Management Trainees training at Bangalore.
TRAINING EFFECTIVENESS
For each training programme conducted in-house for Romsons Scientific and
Surgical Industries personnel, a training brochure is developed. The brochure
developed consists of the following information: Programme objectives: Need of the
training and what are the objectives that this training aims to achieve, what likely
outcomes are expected to come out of impact of this training. Programme content:
Topics being covered during the training.-Methodology adopted.-Programme
faculty.-Personnel to be covered.-Training methodology.-Training effectiveness
criteria and scale. The training effectiveness is measured by measurement of
the achievement of the objectives. This lists down the measurement indicators,
achievement of which will ensure that programme objectives are achieved. A
person gets nominated for the training programme in the following two ways:a)
Training programme flowing from the training needs
b) Training programme for testing out the training/ increased awareness/ general
information/ omnibus training types etc.
TRAINING PROGRAMMES FLOWING FROM TRAINING NEEDS:
The programmes are divided into three broad categories:- Functional- Behavioral-
General/ Omnibus programmes1.
Functional:
The outcome of the training is measured by comparing the data pre-training and
post-training. A scale is developed for measuring the effectiveness of training based
on the % achievement of the objectives. 2.
Behavioral:
The effectiveness of the training of this nature is measured annually. This is seen
through the training need identification for the coming year for the employee.
If the training need is repeated there, then the training provided is taken as
ineffective. If the training need is repeated but with focus on a part of the need,
then the training is partially effective. If not repeated, then the training is effective.3.
General:
These are the training needs flowing directly from the organizational needs.
Examples of these can be ISO 9000 training, ISO 14000 training and any awareness
training. These are omnibus training programmes, which are run for a large number
of employees. The effectiveness of the training is measured by: -
Achievement of those organizational objectives within the time lines. - Number of
audit issues raised on the areas covered in the training. - Any other such thing as
defined in the training brochure. The effectiveness of the outside training
programme is measured on the same line as above. However, no detailed brochure
is prepared for the same. The measurement criterion for the programme is
defined in the beginning of the programme and effectiveness measured against the
same.
A consolidated effectiveness report of the training programme is prepared at the
end of the year. The programmes that are found to be ineffective are reworked.
Training programme for testing out the training Also there are training
programmes, which are not flowing directly from the training needs
measurement of effectiveness of the training is not needed to be measured.

RESEARCH OBJECTIVES
OBJECTIVES OF THE STUDY
The first & foremost step in any research work is to identify the problems or
objectives on which the researcher has to work on. There are two types of objectives
met in this study, as explained.
MAJOR OBJECTIVE
To analyze the existing training practices, its effectiveness and recommend
measures to improve the training practices in ICICI BANK.
MINOR OBJECTIVES
To study the frequency of training, training methods and their effects on the trainees
and recommend certain measures for improvement.
To understand the present practices enforced in respect of training at the
personnel department and recommend any changes if necessary.
To take feedback and analyze the level of satisfaction amongst the employees in
respect of training activities and suggest alternatives.

RESEARCH METHODOLOGY
Every project work is based on certain methodology, which is a way to
systematically solve the problem or attain its objectives. It is a very important
guideline and lead to completion of any project work through observation, data
collection and data analysis. According to Clifford Woody, Research
Methodology comprises of defining & redefining problems, collecting, organizing
&evaluating data, making deductions &researching to conclusions. Accordingly,
the methodology used in the project is as follows: -
Defining the objectives of the study
Framing of questionnaire keeping objectives in mind (considering the objectives)
Feedback from the employees
Analysis of feedback

Conclusion, findings and suggestions.
SELECTION OF SAMPLE SIZE
In order to take a reasonable sample size and not to disturb the functioning of the
organization, a sample size of reasonable strength of the Company has been
taken in order to arrive at the present practices of training in the Company.
Accordingly, 20 officers and 40 workers have been selected at random from all the
departments of the organization and feedback forms (questionnaire) have been
obtained. The data has been analyzed in order to arrive at present training practices
in the organization.
SAMPLING TECHNIQUE USED
The technique of Random Sampling has been used in the analysis of the data.
Random sampling from a finite population refers to that method of sample
selection, which gives each possible sample combination an equal probability
of being picked up and each item in the entire population to have an equal
chance of being included in the sample. This sampling is without replacement,
i.e. once an item is selected for the sample, it cannot appear in the sample again.
DATA COLLECTION
To determine the appropriate data for research mainly two kinds of data was
collected namely primary & secondary data as explained below:
PRIMARY DATA
Primary data are those, which were collected afresh & for the first time and thus
happen to be original in character. However, there are many methods of collecting
the primary data; all have not been used for the purpose of this project. The ones
that have been used are:
Questionnaire

Informal Interviews

Observation

SECONDARY DATA
Secondary data is collected from previous researches and literature to fill in
the respective project. The secondary data was collected through:
Text Books

Articles

Journals

Websites

STATISTICAL TOOLS USED
The main statistical tools used for the collection and analyses of data in this project
are:
Bar chart

Tables

LIMITATIONS OF THE STUDY
The following are the limitations of the study:

The sample size was small and hence the results can have a degree of variation.

The response of the employees in giving information was lukewarm.

Organizations resistance to share the internal information.

Questionnaire is subjected to errors.

SCOPE OF THE STUDY
Training Effectiveness is the process wherein the management finds out how
effective it has been at training and developing the employees in an organization.

This study gives some suggestions for making the present training and
development system more effective.

It gives organization the direction, how to deal differently with different employees.

It identifies the training & development needs present among the employees.

MANAGERIAL USEFULNESS OF THE STUDY

The effectiveness of the training programmes can be established through this study.

This study helps to understand, analyze & apply the core concepts of training
in an organization.

Managers would be able to identify the need of training for its employees.

Managers would know what employees think of the training and development
programmes and make changes if necessary.

DATA ANALYSIS AND INTERPRETATION
1) How many training programmes have you attended in last 5 years?
NO. of programmes No. of respondents % of responses
Below 10 17 17%
Between 10-20 23 23%
Between 21-30 32 32%
More than 30 28 28%
total 100 100%

INTERPRETATI ON
From this chart it is clear that 17% respondents have attended below 10 training
programmes and 23% have attended between 10-20 training programmes and 32%
respondents have attented between 21-30 programmes while 28% respondents have
attended more than 30 training programme in last 5 years.

2) The programme objectives were known to you before attending it?
Options No. of respondents % of responses
Strongly agree 27 27%
Moderately agree 21 21%
Cant say 30 30%
Moderately disagree 13 13%
Strongly disagree 9 9%
Total 100 100%
17
23
32
28
0
5
10
15
20
25
30
35
Below 10 Between 10-20 Between 21-30 More than 30
no.of programme
n
o
.

o
f

r
e
s
p
o
n
d
e
n
t
s

INTERPRETATION
21% of the respondents moderately agree to the fact of knowing the training
objectives beforehand, in addition to 27% who strongly agree. But a small
population disagrees as 9% strongly disagree to this notionand 13%
respondents are moderately disagree and 30% respondents cant say about this
concept. Training objectives should therefore be made known compulsorily
before imparting training in the organization.
3)The training programme was relevant to your developmental needs?
Cant say 5 5%
Total 100 100%
27
21
30
13
9
0
5
10
15
20
25
30
35
Strongly agree Moderately agree Cant say Moderately
disagree
Strongly disagree
optons
n
o
.

o
f

r
e
s
p
o
n
d
e
n
t
s

INTERPRETATION
From above bar chart it is clear that 52 % respondents are strongly agree while
23% respondents are moderetly agree and 5% respondents can not say about this
concept , 13% respondents are moderately disagree and 7% are strongly disagree.

4- The period of training session was sufficient for the learning?
Cant say 7 7%
Total 100 100%
52
23
5
13
7
0
10
20
30
40
50
60
Strongly
agree
Moderately
agree
Cant say Moderately
disagree
Strongly
disagree
options
n
o
.

o
f

r
e
s
p
o
n
d
e
n
t
s

INTERPRETATION
From this chart it is clear that 48% respondents are strongly agree while 26% are
moderately agree and 7% are can not say about this questionnaire while 11%
respondents are moderately disagree and 8% are strongly disagree.

5) The training methods used during the training were effective for understanding
the subject?
Cant say 5 5%
Total 100 100%
0
10
20
30
40
50
60
Strongly agree Moderately
agree
Cant say Moderately
disagree
Strongly
disagree
optons
n
o
.

o
f

r
e
s
p
o
n
d
e
n
t
s

INTERPRETATION
From this chart it is clear that 42% respondents are strongly agree while 38% are
moderately agree and 5% cant say about this questionnaire ,9% respondents are
moderately disagree and 6% are strongly disagree so this is important that training
method should make more effective for more satisfaction of respondents.

6) The training sessions were exciting and a good learning experience?
Cant say 11 11%
Total 100 100%
42
38
5
9
6
0
5
10
15
20
25
30
35
40
45
Strongly
agree
Moderately
agree
Cant say Moderately
disagree
Strongly
disagree
options
n
o
.

o
f

r
e
s
p
o
n
d
e
n
t
s

INTERPRETATION
From this chart it is clear that 49% respondents are strongly agree and 32% are
moderately agree. They feel that the training sessions could have been more exciting
if the sessions had been more interactive and in line with the current practices in the
market.11% respondents cant say about this questionnaire and 5% are moderately
disagree and 3% are strongly disagree.

49
32
11
5
3
0
10
20
30
40
50
60
disagree
Strongly disagree
options
n
o
.

o
f

r
e
s
p
o
n
d
e
n
t
s
7) The training aids used were helpful in improving the overall effectiveness of
the programme?
Cant say 14 14%
Total 100 100%

INTERPRETATION
39%of the respondents believe that the training aids used were helpful in improving
the overall effectiveness, yet 9% are moderately disagree to this notion.
14%respondents did not comment on the issue.and 31% are moderately agree and
7% are strongly disagree about this questionnaire Yet the total mindset of the
respondents was that the organization should use better scientific aids to enhance
the presentation and acceptance value of the training programme.
8) The training was effective in improving on- the- job efficiency?
39
31
14
9
7
0
5
10
15
20
25
30
35
40
45
Strongly agree Moderately
agree
Cant say Moderately
disagree
Strongly
disagree
options
n
o
.

o
f

r
e
s
p
o
n
d
e
n
t
s
Cant say 7 7%
Total 100 100%

INTERPRETATION
35% respondents believe that the training programmes increase their job
efficiency but 19% are strongly disagree to this.18% are moderately agree and
7% are cant say about this questionnaire and 21 % are moderately disagree. The
view of the respondents were towards having more technological and current
topics for the training programmes which could help them satisfy their creative urge
and simultaneously increase their on-the-job efficiency.
9) The training given is useful to you?
35
18
7
21
19
0
5
10
15
20
25
30
35
40
disagree
Strongly disagree
options
n
o
.

o
f

r
e
s
p
o
n
d
e
n
t
s
Cant say 4 4%
Total 100 100%

INTERPRETATION
53% of the respondents feel that the training programmes were useful.
4%respondents could not comment on the question and 12% think that the
programmes were irrelevant to their objective of being useful. 9% respondents are
strongly disagree and 22% are moderately agree .The organization must ensure
programmes that are useful and prove to cater to the developmental needs of the
workers.
10) The time limit of the training programme was sufficient?
53
22
4
12
9
0
10
20
30
40
50
60
Strongly
agree
Moderately
agree
Cant say Moderately
disagree
Strongly
disagree
options
n
o
.

o
f

r
e
s
p
o
n
d
e
n
t
s
Cant say 3 3%
Total 100 100%

INTERPRETATION
48% respondents feel that the time limit of the training programme was adequate but
11% feel that it was insufficient. Also, 3% could not comment on the
question.32% respondents are moderately agree while 6% are moderately disagree
from this questionnaire. All the respondents though felt that increase in time limit of
the programmes would certainly be advantageous and the organization should take
some steps in this direction.
11) The time limit of the training programme, if increased would make it
more effective?
48
32
3
6
11
0
10
20
30
40
50
60
disagree
Strongly disagree
options
n
o
.
o
f

r
e
p
o
n
d
e
n
t
s
Cant say 5 5%
Total 100 100%

INTERPRETATION
41% respondents feel that the increase in the duration of the training
programmes would be beneficial but 10%differ to this opinion. Going by the
majority,and 5% cant say about this questionnaire while 37% are moderately agree
and 7% are moderately disagree from this questionnaire. The organisation should
make required changes to increase the duration of the programmes and also
take the opinion of the workers to have an effective training session.
12) The training was effective in improving your on-the-job efficiency?
Cant say 13 13%
41
37
5
7
10
0
5
10
15
20
25
30
35
40
45
disagree
Strongly disagree
options
n
o
.

o
f

r
e
s
p
o
n
d
e
n
t
s
Total 100 100%

INTERPRETATION
33% respondents believe that the training programmes increase their job
efficiency but 14%are strongly disagree to this.24% are moderately agree and 16%
are moderately disagree while 13% cant say about this questionnaire. The
respondents were of the opinion that having current topics for the training
programmes and also some sessions by an external faculty would help them
increase their on the job efficiency.
13) The training aids used were effective in improving the overall effectiveness of
the programme?
Cant say 5 5%
33
24
13
16
14
0
5
10
15
20
25
30
35
disagree
Strongly disagree
options
n
o
.

o
f

r
e
s
p
o
n
d
e
n
t
s
Total 100 100%

INTERPRETATION
59% respondents believe that the training aids were effective in improving the
overall efficiency of the programme. Contrary to this, 17 % are strongly disagree and
5% could not comment on the issue. 11% are moderately agree while 8% are
moderately disagree from this questionnaire.The organization should ensure
positive awareness about the training aids used. Also, the use of better
presentation aids should be facilitated.
14) The participation of workers in training programme would help
increase its effectiveness?
Cant say 3 3%
59
11
5
8
17
0
10
20
30
40
50
60
70
disagree
Strongly disagree
options
n
o
.

o
f

r
e
s
p
o
n
d
e
n
t
s
Total 100 100%

INTERPRETATION
61% respondents feel that participative and interactive training session could
provide more awareness and knowledge in a small span of time as compared
to classroom teaching. 3% respondents could not comment on this and 9% are
strongly disagree to it.15% respondents are moderately agree while 12% are
moderately disagree from this questionnaire.

CONCLUSIONS & IMPLICATIONS
The major findings of the project are enumerated as follows:

Training is considered as a positive step towards augmentation of the
knowledge base by the respondents.
The objectives of the training programmes were broa dly known to the
respondents prior to attending them.
61
15
3
12
9
0
10
20
30
40
50
60
70
disagree
Strongly disagree
options
n
o
.

o
f

r
e
s
p
o
n
d
e
n
t
s
The training programmes were adequately designed to cater to the
developmental needs of the respondents.
Some of the respondents suggested that the time period of the training
programmes were less and thus need to be increased.
Some of the respondents also suggested that use of latest training methods
will enhance the effectiveness of the training programmes.
Some respondents believe that the training sessions could be made
more exciting if the sessions had been more interactive and in line with the
current practices in the market.
The training aids used were helpful in improving the overall
effectiveness of the training programmes.
The training programmes were able to improve on-the-job efficiency.
Some respondents also recommended that the number of training
programmes be increased.
RECOMMENDATIONS

Based on the data collected through the questionnaire and interactions
with the Officers and Workers of ICICI BANK the following
recommendations are made for consideration:

The organization may utilize both subjective and objective approach for
the training programmes.

The organization may consider deputing each employee to attend at
least one training programmes each year.

The In-house training programmes will be beneficial to the organization as
well as employees since it will help employees to attend their official work
while undergoing the training.

The organization can also arrange part time training programmes in the office
premises for short durations, spanning over a few days, in order to avoid any
interruption in the routine work.

The organization can arrange the training programmes department wise
in order to give focused attention towards the departmental requirements
APPENDIX
QUESTIONNAIRE
Name..
Age.
Sex..
Designation

1) How many training programmes have you attended in last 5 years?
a) below 10
b) between 10-20
c) between 21-30
d) More than 30

2) The programme objectives were known to you before attending it?
a) Strongly agree
b) Moderately agree
c) Cant Say
d) Moderately Disagree
e) Strongly Disagree

3) The training programme was relevant to your developmental needs?
a) Strongly agree
b) Moderately agree
c) Cant Say

4) The period of training session was sufficient for the learning?
a) Strongly agree
b) Moderately agree
c) Cant Say

5) The training methods used during the training were effective for understanding
the subject?
a) Strongly agree
b) Moderately agree
c) Cant Say

6) The training sessions were exciting and a good learning experience?
a) Strongly agree
b) Moderately agree
c) Cant Say

7) The training aids used were helpful in improving the overall effectiveness of
the programme?
a) Strongly agree
b) Moderately agree
c) Cant Say

8) The training was effective in improving on- the- job efficiency?
a) Strongly agree
b) Moderately agree
c) Cant Say
e)Strongly Disagree

9) In your opinion, the numbers of training programmes organized during
the year were sufficient for officers of ICICI BANK?
a) Strongly agree
b) Moderately agree
c) Cant Say
10) The time limit of the training programme was sufficient?
a) Strongly agree
b) Moderately agree
c) Cant Say

11) The time limit of the training programme, if increased would make it more
effective?
a) Strongly agree
b) Moderately agree
c) Cant Say
e)Strongly Disagree

12) The training aids used were effective in improving the overall
effectiveness of the programme?
a) Strongly agree
b) Moderately agree
c) Cant Say
e)Strongly Disagree

13) The number of training programmes organized for workers in a year are
sufficient?
a) Strongly agree
b) Moderately agree
c) Cant Say

14) The participation of workers in training programme would help increase its
effectiveness?
a) Strongly agree
b) Moderately agree
c) Cant Say

1. Awareness should be brought about in the employees to select those training
needs which matches their job profile. Accordingly, the HOD might not be aware
with some of the training needs required by his subordinates. Training needs
must be decided in a joint consultation between the superiors and subordinates
during their monthly meetings.
2. Learning peaks shortly after the end of the training program when the brain has
an opportunity to absorb the new material. Thereafter, without reinforcement
learning decays rapidly as much as 80% of the training is lost. Hence, regular
meeting of the team, which underwent training together, should be conducted so
that they can revise what they had learnt during the training and how they have
utilized in their day-to-day work.
3. The manager before hand should brief the trainer about the students that he
would be handling and what kind of training the department requires.
4. The manager also briefs the employees as to what they can expect from the
training program and what would be taught to them. Thus, he acts as a link
between the external faculty and his subordinates.
5. There should be a discussion of the trainer and the managers as to what
changes has been seen in his subordinates and how it has improved their
productivity. such kind of exercise would enable the organization to decide
whether to continue with the trainer or hire a new trainer.
6. The system of communication should be improved. In order to improve the
communication among the employees of the organization and to bring about the
cohesiveness among the employees a series of interactive meetings can be
organized.
7. Management should arrange for the trainings with latest technology whenever
required.

QUESTIONNAIRE

I am conducting a survey of training & development at your organization as part of my project. I
will require your responses on the questions below to compile the project.

I request you to tick on the responses & write in the space provided.

Name- Designation-
Experience- Organization-

1. Are training & development programs necessary?
(a) Yes (b) No

2. Have you ever attended any self-development/ growth or effectiveness program?
(a) Yes (b) No

3. Are you satisfied with the training & development program conducted at your
organization?
(a) Yes (b) No (c) Cant say

4. Have you attended any training & development program? If so please list
courses you have attended in the past 2 yrs.
Name of the
course
Course
provider
How did you
find about the
course
Did the course
meet your
learning needs
If not, why?

5. In the past few years do you feel you have attended a sufficient no. of courses to
meet your professional & personal development needs?
(a) Yes (b) No

6. According to your professional needs, which policy areas should a training
program be focused on?
(a) Development
(b) Enterprise
(c) Enlargement
(d) Research & innovation
(e) Institutional affairs
(f) Others

7. How are your training & learning needs generally identified?
(a) As part of a formal appraisal system
(b) As part of induction program of new staff
(c) As the need is perceived by yourself
(d) As the need is perceived by management.
(e) As part of an organizational training plan
(f) Others.
8. How well is your need for ongoing training & skill development being met?
(a) Very well
(b) Adequately
(c) Less than adequately

9. If you are not satisfied with the training & development program currently
available to you, please indicate why not?
(a) Topics which would help me were not offered
(b) Times offered are not convenient
(c) Too expensive
(d) Quality of instruction is poor
(e) Others

10. Is there anything else you would like to comment on in regards to current
learning & training opportunities or suggestions for future areas of training &
development?

Thanks

Organizational Behaviour- Stephen P. Robbins
Personnel Management- C.B Mamoria &S.V. Gankar
Journals like Human Capital, Business Today & Indian Journal of Training &
Development.
Internet sites- google.com and other corporate sites
Studies
Notes
Questionnaire

Employee Training and Development at Romsons Scientific & Surgical Industries

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