A RESEARCH REPORT ON

“TRAINING & DEVELOPMENT, EDUCATION

INCREASING EMPLOYEE SATISFACTION”
Submitted in partial fulfillment of the requirement for the award
of the degree of
Master of Business Administration
Submitted To:
Mr. Niraj Dubey
Head of Department
( MBA Dept.)

Under the Guidance of Submitted by:

Mr. Riraj Dubey Shalini Singh
MBA IV Semester
Roll No.1666670152

DEPARTMENT OF MANAGEMENT

(Session 2018-2019)

S.R.M. Business School, B.K.T LUCKNOW

 DECLARATION

I do hereby declare that the research report “TRAINING & DEVELOPMENT

EDUCATION INCREASING EMPLOYEE SATISFACTION ” submitted by me in

partial fulfillment of the requirement of Master of Business Administration, is exclusively

prepared and conceptualized by me and is not submitted to any other Institution or University

or published anywhere before for the reward of any Degree/Diploma/Certificate. It is the

Original work of mine and has not been obtained from any other part.

Shalini Singh

MBA- IV Sem.

Roll No.: 1666670152

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 PREFACE

Today, in every organization personnel planning as an activity is necessary. It is an

important part of an organization. Human Resource Planning is a vital ingredient for the

success of the organization in the long run. There are certain ways that are to be followed by

every organization, which ensures that it has right number and kind of people, at the right

place and right time, so that organization can achieve its planned objective.

The objectives of Human Resource Department are Human Resource Planning, Recruitment

and Selection, Training and Development, Career planning, Transfer and Promotion, Risk

Management, Performance Appraisal and so on. Each objective needs special attention and

proper planning and implementation.

Every organization needs to have well trained and experienced people to perform the

activities that have to be done. If current or potential job occupants can meet this

requirement, training is not important. When this not the case, it is necessary to raise the skill

levels and increase the versatility and adaptability of employees. It is being increasing

common for individual to change careers several times during their working lives. The

probability of any young person learning a job today and having those skills go basically

unchanged during the forty or so years if his career is extremely unlikely, may be even

impossible. In a rapid changing society employee training is not only an activity that is

desirable but also an activity that an organization must commit resources to if it is to maintain

a viable and knowledgeable work force.

The entire project talks about the training and development in theoretical as well as

new concepts, which are in trend now. Here we have discussed what would be the input of

training if we ever go for and how can it be good to any organization in reaping the benefits

from the money invested in terms like (ROI) i.e. return on investment. What are the ways we

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can identify the training need of any employee and how to know what kind of training he can

go for? Training being covered in different aspect likes integrating it with organizational

culture. The best and latest available trends in training method, the benefits which we can

derive out of it. How the evaluation should be done and how effective is the training all

together. Some of the companies practicing training in unique manner a lesson for other to

follow as to how to train and retain the best resource in the world to reap the best out of it.

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 ACKOWLEDGEMENT
Every work constitutes great deal of assistance and guidance from the people

concerned and this particular project is of no exception.

A project of the nature is surely a result of tremendous support, guidance, encouragement and

help.

Wish to place on record my sincere gratitude to my project guide Mr. Niraj

Dubey Sir S.R.M. Business School, Lucknow. I thank her for constructive help and

encouragement throughout the project. Without her support and guidance the assignment

would not have been possible.

Also, wish to acknowledge enthusiastic encouragement and support extended to me

by my family members.

I’m also thankful to my friends who provided me their constant support and assistance.

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 TABLE OF CONTENT

 Declaration 2

 Preface 3

 Acknowledgement 5

 Executive Summary 7

Chapters Page Nos.

Part I

1. Introduction 8

Part II

1. Research Methodology 43

2. Data Analysis & Interpretation 48

Part III

1. Findings 64

2. Conclusion 65

3. Suggestions/Recommendations 66

4. Limitations 67

5. Bibliography 68

6. Annexure 69

a. Questionnaire 72

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 EXECUTIVE SUMMARY

The global economy of the day has endangered the survival of every organization and in particular

those who want to have a competitive edge over the others. The competitive edge may be a distant

dream in the absence of Superior Quality Products which otherwise is the function of well-trained

employees. Today resources are scarce and have to be used carefully and trainers of all kinds are

required to justify their position and account for their activities. Training activities, which are ill,

directed and inadequately focused, do not serve the purpose of the trainers. The trainees or the

organization hence identification of training needs becomes the top priority of every progressive

organization. Identification of training needs, if done properly, provides the basis on which all

other training activities can be considered and will lead to multi skilling, fitting people to take

extra responsibilities increasing all round competence and preparing people to take on higher level

responsibility in future.

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 PART-I
INTRODUCTION

8
 INTRODUCTION

Employee training tries to improve skills, or add to the existing level of knowledge so that

employee is better equipped to do his present job, or to prepare him for a higher position with

increased responsibilities. However individual growth is not and ends in itself. Organizational

growth need to be measured along with individual growth.

Training refers to the teaching or learning activities done for the primary purpose of helping

members of an organization to acquire and apply the knowledge skills, abilities, and attitude

needed by that organization to acquire and apply the same. Broadly speaking training is the

act of increasing the knowledge and skill of an employee for doing a particular job.

In today’s scenario change is the order of the day and the only way to deal with it is to learn

and grow. Employees have become central to success or failure of an organization they are

the cornucopia of ideas. So it high time the organization realize that “train and retain is the

mantra of new millennium.”

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 AN OVERVIEW TO TRAINING AND DEVELOPMENT

It is a subsystem of an organization. It ensures that randomness is reduced and learning or

behavioral change takes place in structured format.

TRADITIONAL AND MODERN APPROACH OF TRAINING AND DEVLOPMENT

Traditional Approach

Most of the organizations before never used to believe in training. They were holding the

traditional view that managers are born and not made. There were also some views that

training is a very costly affair and not worth. Organizations used to believe more in executive

pinching. But now the scenario seems to be changing.

The modern approach

of training and development is that Indian Organizations have realized the importance of

corporate training. Training is now considered as more of retention tool than a cost. The

training system in Indian Industry has been changed to create a smarter workforce and yield

the best results.

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IMPORTANCE OF TRAINING AND DEVELOPMENT

 Optimum Utilization of Human Resources

Training and Development helps in optimizing the utilization of human resource that further

helps the employee to achieve the organizational goals as well as their individual goals.

 Development of Human Resources

Training and Development helps to provide an opportunity and broad structure for the

development of human resources’ technical and behavioral skills in an organization. It also

helps the employees in attaining personal growth.

 Development of skills of employees

Training and Development helps in increasing the job knowledge and skills of employees at

each level. It helps to expand the horizons of human intellect and an overall personality of the

employees

 productivity

Training and Development helps in increasing the productivity of the employees that helps

the organization further to achieve its long-term goal

 Team spirit

Training and Development helps in inculcating the sense of team work, team spirit, and inter-

team collaborations. It helps in inculcating the zeal to learn within the employees

 Organization Culture

Training and Development helps to develop and improve the organizational health culture

and effectiveness. It helps in creating the learning culture within the organization.

 Organization Climate

Training and Development helps building the positive perception and feeling about the

organization. The employees get these feelings from leaders, subordinates, and peers.
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 Quality

Training and Development helps in improving upon the quality of work and work-life.

 Healthy work-environment

Training and Development helps in creating the healthy working environment. It helps to

build good employee, relationship so that individual goals aligns with organizational goal.

 Health and Safety

Training and Development helps in improving the health and safety of the organization thus

preventing obsolescence.

 Morale

Training and Development helps in improving the morale of the work force.

 Image

Training and Development helps in creating a better corporate image.

 Profitability

Training and Development leads to improved profitability and more positive attitudes

towards profit orientation.

 Training and Development aids in organizational development

i.e. Organization gets more effective decision making and problem solving. It helps in

understanding and carrying out organizational policies.

 Training and Development helps in developing leadership skills, motivation, loyalty,

better attitudes, and other aspects that successful workers and managers usually display.

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TRAINING AND DEVELOPMENT OBJECTIVES

The principal objective of training and development division is to make sure the availability

of a skilled and willing workforce to an organization. In addition to that, there are four other

objectives: Individual, Organizational, Functional, and Societal.

 Individual Objectives
help employees in achieving their personal goals, which in turn, enhances the

individual contribution to an organization.

 Organizational Objectives
assist the organization with its primary objective by bringing individual effectiveness.
 Functional Objectives
maintain the department’s contribution at a level suitable to the organization’s

needs.
 Societal Objectives
ensure that an organization is ethically and socially responsible to the needs and

challenges of the society.

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IMPORTANCE OF TRAINING OBJECTIVES

Training objective is one of the most important parts of training program. While some people

think of training objective as a waste of valuable time. The counterargument here is that

resources are always limited and the training objectives actually lead the design of training. It

provides the clear guidelines and develops the training program in less time because

objectives focus specifically on needs. It helps in adhering to a plan. Training objectives tell

the trainee that what is expected out of him at the end of the training program. Training

objectives are of great significance from a number of stakeholder perspectives.

1. Trainer

2. Trainee

3. Designer

4. Evaluator

 Trainer
The training objective is also beneficial to trainer because it helps the trainer to

measure the progress of trainees and make the required adjustments. Also, trainer

comes in a position to establish a relationship between objectives and particular

segments of training.
 Trainee
The training objective is beneficial to the trainee because it helps in reducing the

anxiety of the trainee up to some extent. Not knowing anything or going to a place

which is unknown creates anxiety that can negatively affect learning. Therefore, it is

important to keep the participants aware of the happenings, rather than keeping it

surprise.
Secondly, it helps in increase in concentration, which is the crucial factor to make the

training successful. The objectives create an image of the training program in trainee’s mind

that actually helps in gaining attention. Thirdly, if the goal is set to be challenging and

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 motivating, then the likelihood of achieving those goals is much higher than the situation in

which no goal is Set. Therefore, training objectives helps in increasing the probability that

the participants will be successful in training.

 Designer
The training objective is beneficial to the training designer because if the designer is aware

what is to be achieved in the end then he’ll buy the training package according to that only.

The training designer would then look for the training methods, training equipments, and

training content accordingly to achieve those objectives. Furthermore, planning always helps

in dealing effectively in an unexpected situation. Consider an example; the objective of one

training program is to deal effectively with customers to increase the sales. Since the

objective is known, the designer will design a training program that will include ways to

improve the interpersonal skills, such as verbal and non verbal language, dealing in

unexpected situation i.e. when there is a defect in a product or when a customer is angry.

Therefore, without any guidance, the training may not be designed appropriately.
 Evaluator
It becomes easy for the training evaluator to measure the progress of the trainees because

the objectives define the expected performance of trainees. Training objective is an

important to tool to judge the performance of participants.

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 TRAINING AND HUMAN RESOURCE MANAGEMENT

The HR functioning is changing with time and with this change, the relationship between the

training function and other management activity is also changing. The training and

development activities are now equally important with that of other HR functions. Gone are

the days, when training was considered to be futile, waste of time, resources, and money.

Now-a-days, training is an investment because the departments such as, marketing & sales,

HR, production, finance, etc depends on training for its survival. If training is not considered

as a priority or not seen as a vital part in the organization, then it is difficult to accept that

such a company has effectively carried out HRM. Training actually provides the opportunity

to raise the profile development activities in the organization. To increase the commitment

level of employees and growth in quality movement (concepts of HRM), senior management

team is now increasing the role of training. Such concepts of HRM require careful planning

as well as greater emphasis on employee development and long term education.

Training is now the important tool of Human Resource Management to control the attrition

rate because it helps in motivating employees, achieving their professional and personal

goals, increasing the level of job satisfaction, etc. As a result training is given on a variety of

skill development and covers a multitude of courses.

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Role of HRD Professionals in Training

This is the era of cut-throat competition and with this changing scenario of business; the role

of HR professionals in training has been widened. HR role now is:

1. Active involvement in employee education

2. Rewards for improvement in performance

3. Rewards to be associated with self esteem and self worth

4. Providing pre-employment market oriented skill development education and post

employment support for advanced education and training

5. Flexible access i.e. anytime, anywhere training.

Models of Training

Training is a sub-system of the organization because the departments such as, marketing &

sales, HR, production, finance, etc depends on training for its survival. Training is a

transforming process that requires some input and in turn it produces output in the form of

knowledge, skills, and attitudes (KSAs).

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THE TRAINING SYSTEM
A System is a combination of things or parts that must work together to perform a particular

function. An organization is a system and training is a sub system of the organization. The

System Approach views training as a sub system of an organization. System Approach can be

used to examine broad issues like objectives, functions, and aim. It establishes a logical

relationship between the sequential stages in the process of training need analysis (TNA),

formulating, delivering, and evaluating. There are 4 necessary inputs i.e. technology, man,

material, time required in every system to produce products or services. And every

system must have some output from these inputs in order to survive. The output can be

tangible or intangible depending upon the organization’s requirement. A system approach to

training is planned creation of training program. This approach uses step-by-step procedures

to solve the problems. Under systematic approach, training is undertaken on planned basis.

Out of this planned effort,

one such basic model of five steps is system model that is explained below. Organization are

working in open environment i.e. there are some internal and external forces, that poses

threats and opportunities, therefore, trainers need to be aware of these forces which may

impact on the content, form, and conduct of the training efforts. The internal forces are the

various demands of the organization for a better learning environment; need to be up to date

with the latest technologies.

The three model of training are:

1. System Model

2. Instructional System Development Model

3. Transitional model

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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.

Model of training are as follows:

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.

2. The next step is to develop a performance measure on the basis of which actual

performance would be evaluated.

3. Design and provide training to meet identified needs. This step requires developing

objectives of training, identifying the learning steps, sequencing and structuring the contents.

4. Develop- This phase requires listing the activities in the training program that will assist

the participants to learn, selecting delivery method, examining the training material,

validating information to be imparted to make sure it accomplishes all the goals & objectives.

5. Implementing is the hardest part of the system because one wrong step can lead to the

failure of whole training program.

6. Evaluating each phase so as to make sure it has achieved its aim in terms of subsequent

work performance. Making necessary amendments to any of the previous stage in order to

remedy or improve failure practices Instructional System Development Model(ISD)Model

Instructional System Development model was made to answer the training problems. This

model is widely used now-a-days in the organization because it is concerned with the training

need on the job performance. Training objectives are defined on the basis of job

responsibilities and job description and on the basis of the defined objectives individual

progress is measured. This model also helps in determining and developing the favorable

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strategies, sequencing the content, and delivering media for the types of training objectives to

be achieved.

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The Instructional System Development model comprises of five stages:

1. ANALYSIS
This phase consist of training need assessment, job analysis, and target audience

analysis.
2. PLANNING
This phase consist of setting goal of the learning outcome, instructional objectives

that measures behavior of a participant after the training, types of training material,

media selection, methods of evaluating the trainee, trainer and the training program,

strategies to impart knowledge i.e. selection of content, sequencing of content, etc.

3. DEVELOPMENT
This phase translates design decisions into training material. It consists of developing

course material for the trainer including handouts, workbooks, visual aids,

demonstration props, etc, course material for the trainee including handouts of

summary.
4. EXECUTION
This phase focuses on logistical arrangements, such as arranging speakers,

equipments, benches, podium, food facilities, cooling, lighting, parking, and other

training accessories.
5. EVALUATION
The purpose of this phase is to make sure that the training program has achieved its

aim in terms of subsequent work performance. This phase consists of identifying

strengths and weaknesses and making necessary amendments to any of the previous

stage in order to remedy or improve failure practices.

The ISD model is a continuous process that lasts throughout the training program. It also
highlights that feedback is an important phase throughout the entire training program. In this
model, the output of one phase is an input to the next phase. 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
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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 down the line. A vision may include setting a role mode, or bringing some internal
Transformation, or may be promising to meet some other deadlines
Mission
Explain the reason of organizational existence. It identifies the position in the community.
The reason of developing a mission statement is to motivate, inspire, and inform the
employees regarding the organization. The mission statement tells about the identity that how
the organization would like to be viewed by the customers, employees, and all other
stakeholders.

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

DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT:

Training and development go hand in hand and are often used synonymously but there is a

difference between them. Training is the process of learning a sequence of programmed

behavior. It is an application of knowledge. It gives people an awareness of the rules and

procedures to guide their behavior. It intends to improve their performance on the current job

and prepares 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. It helps individual

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in the progress towards maturity and actualization of potential capabilities so that they can

become not only good employees but better human beings.

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 LEARNING AND TRAINING

Irrespective of the type or method of training, a trainer has to keep in mind some of the

principles of learning or motivation, which would enhance internationalization of what is

taught.

PRINCIPLES OF TRAINING

 MOTIVATION

Learning is enhanced when the learner is motivated. Learning experience must be designed

so learners can see how it will help in achieving the goals of the organization. Effectiveness

of training depends on motivation.

 FEEDBACK

Training requires feedback. It is required so the trainee can correct his mistakes. Only getting

information about how he is doing to achieve goals, he can correct the deviations.

 REINFORCEMENT

The principle of reinforcement tells the behaviors that are positively reinforced are

encouraged and sustained. It increases the likelihood that a learned behavior well be repeated.

 PRACTICE

Practice increases a trainee’s performance. When the trainees practice actually, they gain

confidence and are less likely to make errors or to forget what they have learned.

 INDIVIDUAL DIFFERENCES

Individual training is costly. Group training is advantageous to the organization. Individuals

vary in intelligence and aptitude from person to person. Training must be geared to the

intelligence and aptitude of individual trainee.

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OBJECTIVES OF TRAINING
 TO INCREASE PRODUCTIVITY

An instructor can help employees increase their level of performance on their assignment.

Increase in human performance leads to increase in the operational productivity and also the

increase in the profit of the company.

 TO IMPROVE QUALITY

Better-trained workers are less likely to make operational mistakes. It can be in relationship

to the company or in reference to the intangible organizational employment atmosphere.

 TO HELP A COMPANY FULFILL ITS FUTURE PERSONNEL NEEDS

The organizations having good internal training and development programmes will have to

make less changes and adjustments. When the need arises, vacancies can be easily staffed.

 TO IMPROVE ORGANIZATIONAL CLIMATE

An endless chain of positive reactions result from a well planned training programme.

 TO IMPROVE HEALTH AND SAFETY

Proper training can prevent industrial accidents. A safer atmosphere leads to

more stable attitudes on part of the employees.

 PERSONAL GROWTH

Employees on a personal basis gain individually from their exposure to educational

expressions. Training programmes give them wider awareness and skills

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NEED FOR TRAINING

 To impart to the new entrants the basic knowledge and skills they need for definite tasks.

 To assist employees to function more effectively in their present positions by exposing

them to new concepts.

 To build a line of competent people and prepare them to occupy more responsible

positions.

 To reduce the supervision time, wastage and spoilage of new material.

 To reduce the defects and minimize the industrial accidents.

 To ensure the economical output of the required quality.

 To prevent obsolescence.

 To promote individual and collective morale, responsibility and cooperative attitudes etc.

TRAINING INPUTS

There are three basic types of inputs;

(i)Skills

(ii)Attitude

(iii)Knowledge.

The primary purpose of training is to establishing a sound relationship is at its best when the

workers attitude to the job is right, when the workers knowledge of the job is adequate, and

he has developed the necessary skills. Training activities in an industrial organization are

aimed at making desired modifications in skills, attitudes and knowledge of employee so that

they perform their jobs most efficiently and effectively

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BEST TIME TO IMPART TRAINING TO EMPLOYEE
1. NEW RECRUITS TO THE COMPANY

These have a requirement for induction into the company as a whole in terms of its business

activities and personnel policies and provisions, the terms, conditions and benefits

appropriate to the particular employee, and the career and advancement opportunities

available.

2. TRANSFEREES WITHIN THE COMPANY

These are people who are moved from one job to another, either within the same work area,

i.e. the same department or function, or to dissimilar work under a different management.

Under this heading we are excluding promotions, which take people into entirely new levels

of responsibility.

3. PROMOTIONS

Although similar to the transferee in that there is a new job to be learned in new

surroundings, he is dissimilar in that the promotion has brought him to a new level of

supervisory or management responsibility. The change is usually too important and difficult

to make successfully to permit one to assume that the promotes will pick it up as he goes

along and attention has to be paid to training in the tasks and the responsibilities and personal

skills necessary for effective performance.

4. NEW PLANT OR EQUIPMENT

Even the most experienced operator has everything to learn when a computer and electronic

controls replace the previous manual and electro-mechanical system on the process plant on

which he works. There is no less a training requirement for the supervisors and process

management, as well as for technical service production control and others.

5. NEW PROCEDURES

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Mainly for those who work in offices in commercial and administrative functions but also for

those who we workplace is on the shop floor or on process plant on any occasion on which

there

is a modification to existing paperwork or procedure for, say the withdrawal of materials

from stores, the control of customer credit the approval of expense claims, there needs to be

instruction on the change in the way of working in many instances, a note bringing the

attention of all concerned the change is assume to be sufficient, but there are cases, such as

when total new systems in corporating IT up dates are installed, when more thorough training

is needed.

6. NEW STANDARDS, RULES AND PRACTICES

Changes in any one these are likely to be conveyed by printed note or by word of mouth by

the manager to his subordinates, and this can be the most satisfaction way of dealing with the

change from the point of view of getting those affected to understand their new responsibility.

However not all changes under this heading can be left to this sort of handling. Even the

simplest looking instruction may be regarded as undesirable or impracticable by whoever has

to perform it he may not understand the purpose behind the change and lose confidence in a

management which he now believes to be ‘messing about’, or he may understand the purpose

and have a better alternative to offer if it is not too late.

7. NEW RELATIONSHIP AND AUTHORITIES

These can arise, as a result of management decisions, in a number of ways. In examples, the

recognition of the accounts department can result in a realization of responsibilities between

the section leaders of credit control, invoicing and customer records, although there is no

movement of staff between the sections (i.e. no transfers). Although the change in work

content for each clerk and supervisor is defined clearly for each person in the new

procedures, there is nevertheless a need for each person to know where he stands in the new

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set up, which is responsible for what, and where to direct problems and enquiries as they arise

in the future.

8. MAINTENANCE OF STANDARDS

We are here concerned with maintenance of standards through training, for it must be

remembered that supervision and inspection and qualify control are continuously responsible

for standards and exercise their own authorities to this end. Although it is generally agreed

that some retraining from time to time, taking varied forms even for the on group of

employees, does act as both a reminder and a stimulus, there is not much agreement on the

next frequency and form that such retraining should take, of there is as yet little scientific

knowledge on this subject which is of much use in industrial situations.

9. THE MAINTENANCE OF ADAPTABILITY

Again, whilst there is little scientific study of the loss of ability to learn new skills in those

cases where people spend a long time without change, and without the need to learn, there is

increasing evidence in current experience to suggest that this is the case in industrial

employment. Add, of course, there is the inference arising from the laboratory experiments of

psychologists.

10. THE MAINTENANCE OF MANAGEMENT SKILLS &

STANDARDS

Skills in supervising, employee appraisal, communications, leadership etc are important in all

companies. Some of these skills are seen to be critical to major developments in company

organisation, culture, employee empowerment and so on. Initial training in these skills is not

uncommon in the largest companies on appointment into management and supervision. But

continuous training and performance monitoring is rare, despite the common knowledge that

standards are as varied as human nature.

11. RETIREMENT AND REDUNDANCY

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Employees of any position in the company who are heading towards retirement will benefit

from learning about health, social life, work opportunities money management etc. Internal or

external courses are best attended a year or two before retirement date, in a few companies a

member of Personnel will act as a counselor as required.

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 TYPES OF TRAINING

Training is required for several purposes. Accordingly training programmes may be of the

following types:

 Orientation training:

Induction or orientation training seeks to adjust newly appointed employees to the work

environment. Every new employee needs to be made fully familiar with his job, his superiors

and subordinates and with the rules and regulations of the organization. Induction training

creates self-confidence in the employees. It is also knows as pre-job training.

It is brief and informative.

 Job training:

It refers to the training provided with a view to increase the knowledge and skills of an

employee for performance on the job. Employees may be taught the correct methods of

handling equipment and machines used in a job. Such training helps to reduce accidents,

waste and inefficiency in the performance of the job.

 Safety training:

Training provided to minimize accidents and damage to machinery is known as safety

training. It involves instruction in the use of safety devices and in safety consciousness.

 Promotional training:

It involves training of existing employees to enable them to perform higher-level jobs.

Employees with potential are selected and they are given training before their promotion, so

that they do not find it difficult to shoulder the higher responsibilities of the new positions to

which they are promoted.

 Refresher training:

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 When existing techniques become obsolete due to the development of better techniques,

employees have to be trained in the use of new methods and techniques. With the passage of

time employee may forget some of the methods of doing work. Refresher training is designed

to revive and refresh the knowledge and to update the skills of the existing employees. Short-

term refresher courses have become popular on account of rapid changes in technology and

work methods. Refresher or re-training programmes are conducted to avoid obsolescence of

knowledge and skills.

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METHODS OF TRAINING

 ON-THE-JOB TECHNIQUES

On the job techniques enables managers to practice management skills, make mistakes and

learn from their mistakes under the guidance of an experienced, competent manager. Some of

the methods are as:

· Job Rotation: It is also referred to as cross straining. It involves placing an employee on

different jobs for periods of time ranging from a few hours to several weeks. At lower job

levels, it normally consumes a short period, such as few hours or one or two days. At higher

job levels, it may consume much larger periods because staff trainees may be learning

complex functions and responsibilities. Job rotation for managers usually involves temporary

assignments that may range from several months to one or more years in various

departments, plants and offices. Job rotation for trainees involves several short-term

assignments, that touch a variety of skills and gives the trainees a greater understanding of

how various work areas function.For middle and upper level management, it serves a slightly

different function. At this stage, it involves lateral promotions, which last for one or more

years. It involves a move to different work environment so that manager may develop

competence in general management decision-making skills.

33
METHODS OF TRAINING

1. ON- THE- JOB METHODS

2. OFF- THE- JOB METHODS

By giving an employee added job duties, and increasing the autonomy and responsibilities

associated with the job, the firm allows an employee to learn a lot about the job, department

and organization.

 Job instruction training:

It is also known as step-by-step training. Here, the trainer explains the trainee

the way of doing the jobs, job knowledge and skills and allows him to do the

job. The trainer appraises the performance of the trainee, provides feedback

information and corrects the trainee. In simple words, it involves preparation,

presentation, performance, and tryout and follow up.

 Coaching:
The trainee is placed under a particular supervisor who functions as a coach

in training the individual. The supervisor provides the feedback to the trainee

on his performance and offers him some suggestions for improvement. Often

the trainee shares some duties and responsibilities of the coach and relives

him of his burden. A drawback is that the trainee may not have the freedom

or opportunity to express his own ideas.

34
  Committee assignments:

Here in, a group of trainees are given and asked to solve an actual

organizational problem. The trainees solve the problem jointly. This develops

team work and group cohesiveness feelings amongst the trainees.

 OFF-THE-JOB TRAINING

It includes anything performed away from the employee’s job area or immediate work area.

Two broad categories of it are

 IN HOUSE PROGRAMMES
These are conducted within the organizations own training facility; either by training

specialists from HR department or by external consultant or a combination of both.

 OFF-SITE PROGRAMMES
It is held elsewhere and sponsored by an educational institution, a professional

association, a government agency or an independent training and development firm.

The various off- the- job-training programmes are as follows:

 Vestibule training:
Herein, actual work conditions are simulated in a classroom. Material, files and

equipment those are used in actual job performance are also used in training. This

type of training is commonly used for training personnel for clerical and semiskilled

jobs. The duration of this training ranges from few days to a few weeks. Theory can

be related to practice in this method.

 Role-playing:

35
 It is defined as a method of human interaction that involves realistic behaviour in

imaginary situations. This method involves action doing and practice. The

participants play the

o role of certain characters, such as production manager, HR manager, foreman,

workers etc. This method is mostly used for developing interpersonal

interactions and relations.

 Lecture method:
The lecture is a traditional and direct method of instruction. The instruction

organizes the material and gives it to the group of trainees in the form of a talk. To be

effective, the lecture must motivate and create interest among the trainees. An

advantage of this method is that it is direct and can be used for a large group of

trainees.
 Conference or discussion:
It is a method in training the clerical, professional and supervisory personnel. It

involves a group of people who pose ideas, examine and share facts and data, test

assumptions and draw conclusions, all of which contribute to the improvement of job

performance. It has an advantage that it involves two way communication and hence

feedback is provided. The participants feel free to speak in small groups. Success

depends upon the leadership qualities of the person who leads the group.

36
 o Programmed instruction:
This method has become popular in recent years. The subject matter to be learned is

presented in a series of carefully planned sequential units. These units are arranged

from simple to mere complex levels of instructions. The trainee goes through these

units by answering questions or filling the blanks. This method is expensive and time

consuming.

37
 EXECUTIVE DEVELOPMENT PROCESS
Executives are the people who shape the policies, make the decisions and see their

implementation in any business organization. They are the president, the vice-president, the

managing director, works manager, plant superintendent, controller, treasurer, office

managers, engineers, directors of functions such as purchasing, research, personnel, legal,

marketing etc.

Executive development may be stated as the application of planned efforts for raising the

performance standards of high level managers, and for improving the attitudes and activities

that enter into or influence their work and their work relations.

Following are the steps, which are involved in the development process of executives:

 OBJECTIVES

The first and foremost step is to define the long- term objectives of training and development

of executives.

 STRENGTH AND WEAKNESS

An inventory of managers is taken with special focus on their strength in terms of managerial

skills and other attributes. Their unique capabilities, specialist knowledge and achievements

are listed down against each. A comparison with the requirement of the organization will

bring the gap in knowledge and skills of existing executive. This is the weakness.

 LONG- RANGE PLANS

Here the management prepares long-term training and development plans for their

executives, which include the annual training targets, the annual budgets and the specific area

of training.

38
 SHORT- TERM PROGRAMME

This programme specify the duration, starting time, ending time, number of executives being

trained, identify the resources etc.

 IMPLEMENTATION

The training programme envisaged before is put into operation. The actual training is initiated

by proper timetable and other arrangements.

 EVALUATION

In this step, the effectiveness of the executive training programme is evaluated by measuring

the improved performance of executives who underwent the programme, on their job. There

are various criteria of measuring effectiveness such as validity, reliability etc.

39
EVALUATING THE EFFECTIVENESS OF TRAINING

An Investor in People evaluates the investment in training and development to assess

achievement and improve future effectiveness. Kearns (1994) suggests that there are four

groups of ‘measures’ of training effectiveness, which are used by organization.

The groups are as follows:

- No Measurement

- Subjective Measures

- Qualitative Measures

- Objective Measures

The first group, in which no real measurement occurs, includes activities undertaken as an

“Act of Faith”, where no form of measurement is attempted, such as initiatives to improve

communications in organization, which seem to make people feel good and appear to have

worked in some intangible manner.

The second group includes subjective responses from trainees/course delegates, as

exemplified by the “Happy Sheet”. The main question asked is about how individuals feel

after the training. Organizations often make the assumption that positive responses indicate

training success and therefore value to the organization. However, course delegates may well

give strong positive response scores for a number of reasons, including the presentational

skills of the trainer, the quality of the venue, and the “feel good” factor of indulging in a

creative work group, and so on. Quality measures appear to be more objective than the

previous group, but are often flawed by subjectivity as well. They are typified by

questionnaires asking delegates to “put a value on” the likely benefits of a training

programme. Objective measures are the only really meaningful ones. However, they

challenge the provider of training to demonstrate how their training activities feed through to

the “bottom line”: in terms of return on investment and return on the capital employed. There

40
has often been an assumption, in times past,that training somehow “justifies itself”, because it

is all about developing people. However, it is incumbent on organizations to look critically at

the ways in which they evaluate their training activities, lest they fall prey to the subject

approach and are badly caught out when a rigorous analysis of all the functions of the

organization’s business is called for. A desirable, if not essential, characteristic of all training

programmes is a built-in provision for evaluation.

The four main dimensions of evaluation are:

 EVALUATION OF TRAINING INPUTS

This involves the evaluation of the training curriculum and its sequencing.

 EVALUATION OF THE TRAINING PROCESS

The climate of the training organization, the relationship between participants and trainers,

the general attitude, and approaches of the trainers, training methods, etc are some of the

important elements of the training process which also needs to be evaluated.

 EVALUATION OF TRAINING OUTCOMES

Measuring the carry-home value of a training programme in terms of what has been achieved

and how much is the main task of evaluation. This, however, is a complex technical and

professional task. Benefits of a training programme are not obvious and they are not readily

measurable. Payoffs from training are intangible and rather slow to become apparent. A

central problem is the absence of objective criteria and specific definitions of relevant

variables by which to measure the effectiveness either of specific programmes or changes in

employee behaviour. Nevertheless, the good personnel managers do make an effort to

systematically appraise the benefits and results of their programmes.

In job-related training, the objective is to train people for specific job skills so that their

productivity may increase. Evaluation can be done either to the direct criterion of increase in

output or to the indirect criteria of decrease in cost, breakage or rejects. Even more indirect

41
are measures that point out changes in absenteeism or turnover. The most difficult problems

of evaluation lie in the area of human relations skill training, which is given to the

supervisors and middle- level managers. Supervisory and managerial training programmes

are, for this reason, less amenable to objective review procedures. Much subjectivity enters

into evaluations of these programmes, since exact standards and criteria are hard to devise.

42
 RESEARCH

METHODLOGY

43
 RESEARCH METHODOLOGY

I have used Descriptive research methodology for my report “Effect of Training &

Development on Employees Satisfaction”.

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.

RESEARCH DESIGN

To undertake the study, Questionnaire method was used to collect the data. The questions

were asked exclusively to the employees.

44
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, 100 employees 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.

45
TOOLS AND METHODS OF 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

46
STATISTICAL TOOLS USED

The main statistical tools used for the collection and analyses of data in this project are:

 Pie Charts

 Tables

SCOPE OF THE STUDY

Training & Development 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.

47
 PART-II
DATA ANALYSIS

48
 DATA ANALYSIS
1. Is there any training program conducted by the organization?

Yes 100%
No 0%

Findings:

 In this organization, 100% employees said that there is training program conducted by

the organization.

 In this organization, 0% employees said that there is no training program conducted

by the organization.

49
2. If Yes, Training is provided by Internal Trainer or External Trainer agency is hired to

provide any type of training?

Both 15%
External Trainer 59%
Internal Trainer 26%

Findings:

 59% employees said that training is provided by Internal Trainer.

 26% employees said that training is provided by External Trainer.

 15% employees said that training is provided by both Trainers.

50
3. Which method of training is more accepted and successful?

In House 0%
Off the Job 11%
On the Job 89%

Findings:

 89% employees said that on the job training is more accepted and successful.

 11% employees said that off the job training is more accepted and successful.

51
4. Are there any standard parameters for giving nomination for training?

Yes 96%
No 4%

Findings:

 96% staff said that standard parameters for giving nomination for training.

 4% staff said that no standard parameters for giving nomination for training.

5. How frequently training program are

Monthly 47%

52
 Quarterly 30%
Half yearly 4%
Yearly 19%

Findings:

 47% employees said that frequently training programmes are monthly.

 30% employees said that frequently training programmes are quarterly.

 19% employees said that frequently training programmes are yearly.

 4% employees said that frequently training programmes are half yearly.

6. How much training are compulsory in a year?

More than Four 55%

Four 26%
Three 15%

53
 Two 4%

Findings:

 55% employees said that more than four trainings are compulsory in a year.

 26% employees said that four trainings are compulsory in a year.

 15% employees said that three trainings are compulsory in a year.

 4% employees said that two trainings are compulsory in a year.

7. Trainings are provided at Lucknow or anywhere else?

Lucknow 70%
Out of Lucknow 4%

54
Findings:

 70% employees said that Trainings are provided at Lucknow.

 30% employees said that Trainings are provided at any other place.

55
8. If Training is provided outside, then who bears the cost of Training?

Pantaloons 19%
Organization 81%
Self 0%

Findings:

 81% employees agree that If Training is provided outside, then Organization

bears the cost of Training.

 19% employees said that If Training is provided outside, then Pantaloons bears
the cost of Training.

 No employees said that If Training is provided outside, then they have to bear
any cost.

56
 9. Which level of training do you prefer mostly?

Level 1 29%
Level 2 15%
Level 3 22%
Level 4 19%
Level 5 4%
No Answer 11%

Findings:

 29% employees prefer mostly level 1 of training.

 22% employees prefer mostly level 3 of training.

 19% employees prefer mostly level 4 of training.

 15% employees prefer mostly level 2 of training.

 11% employees give no ans.

57
 10. Any extra effort do you need to take the beyond the training programs to perform

your job effectively?

Yes 81%
No 15%
No Answer 4%

Findings:

 81% employees said that they want to need to take the training programme to

perform your job effectively.

 15% employees said that they don’t want to need to take the training program to

perform your job effectively.

11. In your view training helps to develop-

58
 Skills 4%
Knowledge 11%
Etiquettes 0%
All of these 85%
None of these 0%

Findings:

 Most of the employees (85%) said that Training helps to develop the skill, knowledge

and etiquettes.

 Some employees (11%) said that Training helps to develop the knowledge

 Few employees (4%) said that Training helps to develop the skill.

 No employees (0%) said that Training helps to develop the etiquettes.

12. Are you satisfied with training provided by Pantaloons?

Yes 96%
No 4%

59
Findings:

 96% employees satisfied with training provided by PANTALOONS.

 4% employees not satisfied with training provided by PANTALOONS.

13. What attracts the candidates to apply for the job?

Salary 7%
Growth Opportunity 30%
Incentives 0%
Facility Provided 0%
Company Brand 4%

60
 Proper Training 0%
All of These 59%

Findings:

 59% employees said that Proper Training, Company’s Brand, Facility Provided,

Incentives, Growth opportunity, Salary all of these are attract the candidates to apply

for the job.

 30% employees said that Growth opportunity attracts the candidates to apply for the

job.

 7% employees said that Salary attracts the candidates to apply for the job.

 4% employees said that Company’s brand attracts the candidates to apply for the job.

14. Does your organization provided vestibule training?

Yes 74%
No 26%

61
Findings:

 74% employees said that there is organization provided vestibule training.

 26% employees said that organization provided not any vestibule training.

62
PART-III

63
 FINDINGS

 No proper feedback given by trainees to the departments.

 Organization has to bear losses if the nominated employee doesn’t attend the

external training.

 The organization has criteria for giving induction in-house training only for the

fresher.

 No proper time management during conduction of training.

 During training, some trainee’s have faced problems like- product knowledge and

communication problem.

 Mostly employees are interested for the Level- 1 training.

 Maximum employees are not aware about vestibule training.

 Mostly employees need to take extra effort beyond the training program.

 Before the development of Training Path there was no proper rule for attending, step

by step external training?

 Employees are not much aware of skill enhancement.

64
 CONCLUSION

The present project entitled “Training & Development, Education Increasing Employee

Satisfaction” was carried out in the Human Resource Department of Lucknow unit.

By knowing the training and development programme, I conclude that any employee who is

getting training from this company can work in a very appropriate manner and can go for

promotion in very less time. Because the training programme provided by this company is

very fruitful in order to develop the skill, Product Knowledge & Etiquettes.

In this research project report I have discussed the “Training & Development, Education

Increasing Employee Satisfaction”. So the role of training and development is to increase

efficiency as well as morale of employees, better human relations, reduce supervision, and

to increase organizational viability and flexibility.

To obtain individual and organizational goals there is urgent need for the effective utilization

of human resource. Human resource is the backbone of any industries. For the development

of any organization people are responsible for the work activities.

So the Training & Development, Education Increasing Employee Satisfaction programme is

very effective and always tries to develop, and to train its employees in some other

technological and scientific manner. While training it also takes care of employees, so that

they can work for the organization in a true way.

65
 SUGGESTION & RECOMMENDATION

 The training program should be conducted in such a way that it gives trainees

practical view or on the job training should be conducted.

 The duration of training program should be increased, so that the trainees get a clear

understanding of the subject matter taught.

 The participants of the training programs should be divided in to different groups

according to their level of knowledge and grasping power.

 The groups to be made in the training programs should be made on the basis of a pre-

training evolution test.

 Either the training should be conducted after working hours or it should be conducted

on leave days, so that the trainees are free from carrying the work pressure to the

training centre.

 There should be clear cut written instructions that the trainees are free from any sort

of work accountability or responsibility at the time of training.

 The training program should be organized in such a way that every employee gets

training once in a year.

 More stress should be laid on role-plays at the end session of training program.

 Some film show should be arranged on the teaching topics, as learning by observing

the things is better than by merely listening.

 Some employees should be sent to some leading industries of India for more

exposure and sessions should be held for them to share their experiences with other

employees.

 Recognition and reward should be provided to the employees who perform very well.

Making them an example would motivate others to put in more efforts.

66
 LIMITATIONS

There are certain limitations, which cannot be ruled out after taking all possible

precaution regarding the basic rules of personnel departments.

 First of all, the scope of study is limited as “Training & Development, Education

Increasing Employee Satisfaction” program for the organization.

 The sample size was small here, the conclusion might not be right for the remaining

employees.

 No consolidate date available; means students depend upon the secondary data.

67
 BIBLIOGRAPHY

 K Ashwathappa, (1997) Human Resource and Personnel Management, Tata McGraw-

Hill 131-176

 Chris Dukes, (2001) Recruiting the Right Staff

 John M. Ivancevich, Human Resource Management, Tata McGraw- Hill, 2004

 Steve Kneeland, (1999) Hiring People, discover an effective interviewing system;

avoid hiring the wrong person, recruit outstanding performers

 Stone, Harold C and Kendell, W.E Effective Personnel Selection Procedures, 1956

 Tata Motor Training Manual

 H. R. Manager Manual

The Industrial Society

 Training Evaluation Hand Book

Jack. J. Phillips

 Training Evaluation in India

Primila & Virmani

68
ANNEXURE

69
 QUESTIONNAIRE

NAME: …………………………….

DESIGNATION: …………………..

DEPARTMENT: ……………………..

Q1. Is there any training programme conducted by the organization?

a. Yes b. No

Q.2 If Yes, Training is provided by Internal Trainer or External agency is hired to

provide any type of training?

a. Internal Trainer b. External Trainer

Q.3 Which method of training is more accepted and successful?

a. On-the-job b. Off-the-job c. In-house

Q.4 Are there any standard parameters for giving nomination for training.

a. Yes b. No

Q.5 How frequently training programmes are conducted?

a. Monthly b. Quarterly c. Half-Yearly d. Yearly

Q.6 Overall, how applicable to your job are the ideas/concepts/skills covered in these

programmes?

a. Not applicable b. Some what applicable c. Mostly d. Very applicable

70
Q.7 Any extra effort do you need to take beyond the training programme to perform your

job effectively?

a. Yes b. Yes

Q.8 In your view training helps to develop-

a. Skills b. Knowledge c. Etiquettes d. All of these e. None of these

Q.9 Are you satisfied with training provided by Pantaloons?

a. Yes b. No

Q.10 Is there a proper match between targets achieved and incentives rewarded?

a. Yes b. No

Q.11 What attracts the candidates to apply for the job?

a. Salary b. Growth opportunity c. Facilities provided d Incentives

e. Company’s brand f. Proper training g. All of these

Q.12 Does your organization provide vestibule training?

a. Yes b. No

Q.13 What are the problems faced by you during training?

_____________________________________________________________________

71
Q.14 Would you like to give any recommendation & suggestion for the training?

___________________________________________________________________________

_______________________________________________________________

“The information collected is only for the academic purpose and will be kept confidential.”

72
THANK YOU

73