L.G PROJECT REPORT

SUMMER TRAINING REPORT ON

TRAINING AND DEVELOPMENT IN

LG ELECTRONIC India Pvt. Ltd.

Submitted partial fulfillment of the training and development of the awards of degree in Bachelor of Business Administration

Of MAHARISHI DAYANAND UNIVERSITY, ROHTAK Session 2016-2017 Under the guidance of :

Submitted By: B.B.A 5TH SEM

(LECTURER BBA DEPARTMENT)

Reg.No.:-1411030349 Roll No:- 25844

D.A.V Centenary College NH-3, N.I.T .(Faridabad )Haryana

ACKNOWLEDGEMENT

A summer trainee’s life is never easy. Often viewed as an overtly inquisitive outside, he/she is believed to be more of a hindrance than an asset by many organizations. The industry guide who is often a middle level manager finds little time to spend with the trainee amidst his/her heavy schedule of tasks, deadlines to meet and “BOSSES” to lease. However I did not have any horrid time tanks to my institution and industry guide. Many people were instrumental in enabling me to complete and compile this project on time and as I reflect on the most fulfilling times of my life, it is a moment for me to extend my deed sense of gratitude, respect and sincere thanks to all those who extended their help and gave guidance to me at every stage of my project. I offer my special thanks to Mr. anish mongia(Human Resource),LG Electronic India Pvt.Ltd. Who gave me the guidance, motivation and leadership during my project and also for installing in me a sense of accomplishment and self-confidence

I would acknowledge and humbly thank the management of the Organization for providing me with resources like internet, books, journals, etc to facilitate my learning on this topic. Last but not the least, my appreciation goes to my family and my friends who believed in my capabilities and encouraged me during this project.

PREFACE In the global and competitive area, all business activity needs are more superior and enhanced technology The LG Industry has grown tremendously in past few year. In the present scenario the industry has become more consumers oriented. Cost Optimization becomes a necessity for business activity to accelerate the business in a greater pace. Study of different network cost helps the management in decision making, as well as to know the strength and weakness of an organization and the product, which helps in the formation of business plan.

So it was a great pleasure to contribute to the dynamic field of LG Industry. The study of Network cost gives management extra edged to stand in the cut throat competition. Network cost is something controllable where Management can do a lot and try to delight the ultimate customer. Also it has a great significance role for organization to evaluate its Policy and enhanced their position in the market. This report tries to look in the relationship between organization-vendor, organization-customer, which is as important system as nerve system in human body. The Network cost study was carried out at noidaoffic with the help of many senior mentors who are presently working in the organization.

TABLE OF CONTENTS Chapter no.

TOPIC

1

PAGE NO.

Introduction to the study

2

Company profile

3

Review of Literature

4

Research Methodology A- Objectives of the study B- Scope of the study C- Research Design

5

D- Limitations of the study Data Analysis and Interpretation

6

Conclusions & Suggestions

7

8

Bibliography

Annexure

CHAPTER NO.1 INTRODUCTION OF THE STUDY

INTRODUCTION OF THE STUDY

Introduction Training and development play an important role in the effectiveness organisations and to the experiences of people in work. Training has implications for productivity, health and safety at work and personal development. All organisations employing people need to train and develop their staff. Most organisations are cognisant of this requirement and invest effort and other resources in training and development. Such investment can take the form of employing specialist training and development staff and paying salaries to staff undergoing training and development. Investment in training and Development entails obtaining and maintaining space and equipment. It also means that operational personnel, employed in the organisation’s main business functions, such as production, maintenance, sales, marketing and management support, must also direct their attention and effort from time to time towards supporting training development and delivery. This means they are required to give less attention to activities that are obviously more productive in terms of the organisation’s main business. However, investment in training and development is generally regarded as good management practice to maintain appropriate expertise now and in the future.

MEANING Meaning of training According to Edwin B.Flippo, “Training is the act of increasing the knowledgeand skill of an employee for doing a particular job. Meaning of development According to Edwin B.Flippo, “Management development includes the process by which the managers and executives acquire not only skill and competency in their present jobs but also capabilities for future managerial tasks of increasing difficulty and scope’’.

Aims and objectives

• Relate concepts and principles from the psychology of training and development to real occupational issues in order to make a constructive contribution to organisations. • Recognize the psychological assumptions made in making training and development decisions and to manage these assumptions appropriately. • Appreciate the contextual factors of real organisations and work situations that affect decisions concerning the application of training and development concepts. • Provide a basis for making useful training interventions within organisations and evaluating such interventions. In doing these things, this learning material aims to enable students to develop appropriate understanding of using occupational psychology within organisations with respect to issues of training and development.

The benefits of training can be summed up as: 1. Improves morale of employees- Training helps the employee to get job security and job satisfaction. The more satisfied the employee is and the greater is his morale, the more he will contribute to organizational success and the lesser will be employee absenteeism and turnover. 2. Less supervision- A well trained employee will be well acquainted with the job and will need less of supervision. Thus, there will be less wastage of time and efforts. 3. Fewer accidents- Errors are likely to occur if the employees lack knowledge and skills required for doing a particular job. The more trained an employee is, the less are the chances of committing accidents in job and the more proficient the employee becomes. 4. Chances of promotion- Employees acquire skills and efficiency during training. They become more eligible for promotion. They become an asset for the organization. 5. Increased productivity- Training improves efficiency and productivity of employees. Well trained employees show both quantity and quality

performance. There is less wastage of time, money and resources if employees are properly trained.

INPUTS IN TRAINING AND DEVELOPMENT Any training and development programme must contain inputs which enable the participants to gain skills, learn theoretical concepts and help acquire vision to look into the distant future. Skills Training, as was stated earlier, is imparting skills to employees. A worker needs skills to operate machines, and use other equipments with least damage or scrap. This is a basic skill without which the operator will not be able to function. There is also the need for motor skills. Motor skills refer to performance of specific physical activities. Education The purpose of education is to teach theoretical concepts and develop a sense of reasoning and judgment. Development Another component of a training and development is development which is less skill oriented but stressed on knowledge. Knowledge about business environment, management principles and techniques, human relations, specific industry analysis and the like is useful for better management of the company. Ethics There is need for imparting greater ethical orientation to a training and development programme. There is no denial of the fact that ethics are largely ignored in businesses. Unethical practices abound in marketing, finance and production function in an organization. Attitudinal Changes Attitudes represent feeling and beliefs of individuals towards others. Attitude affects motivation, satisfaction and job commitment. Negative attitudes need to be converted into positive attitudes. Changing negative attitudes is difficult because;

1.

Employees refuse to changes

2.

They have prior commitments

3.

And information needed to change attitudes may not be sufficient

Nevertheless, attitude must be changed so that employees feel committed to the organization, are motivated for better performance, and derive satisfaction from there jobs and the work environment Decisions Making and Problem Solving Skills Decision making skill and problem solving skills focus on method and techniques for making organizational decisions and solving work-related problems.

The main characteristics of a training programme are: (i) Its objectives and scope are clearly defined. (ii) The training techniques are related directly to the needs and objectives of the organization. (iii)It employs accepted principles of learning. (iv) As far as possible, it is conducted in the actual job environment.

Need of Training Individual level 

Diagnosis of present problems and future challenges



Improve individual performance or fix up performance deficiency



Improve skills or knowledge or any other problem



To anticipate future skill-needs and prepare employee to handle more challenging tasks



To prepare for possible job transfers

Group level 

To face any change in organization strategy at group levels



When new products and services are launched



To avoid scraps and accident rates

STEPS INVOLVED IN TRAINING PROCESS 

1. Identifying Training Needs Training need is a difference between standard performance and actual performance .Hence, it tries to bridge the gap between standard performance and actual performance. The gap clearly underlines the need for training of employees. Hence, under this phase, the gap is identified in order to assess the training needs.



2. Establish Specific Objectives After the identification of training needs, the must crucial task is to determine the objectives of training. Hence, the primary purpose of training should focus to bridge the gap between standard performance and actual performance. This can be done through setting training objectives. Thus, basic objective of training is to bring proper match between man and the job.



3. Select Appropriate Methods Training methods are desired means of attaining training objectives. After the determination of training needs and specification of objectives, an appropriate training method is to be identified and selected to achieve the stated objectives. There are number of training methods available but their suitability is judged as per the need of organizational training needs.



4. Implement Programs After the selection of an appropriate method, the actual functioning takes place. Under this step, the prepared plans and programs are implemented to get the desired output. Under it, employees are trained to develop for better performance of organizational activities.



5. Evaluate Program

It consists of an evaluation of various aspects of training in order to know whether the training program was effective. In other words, it refers to the training utility in terms of effect of training onemployes' performance. 

6. Feedback Finally, a feedback mechanism is created in order to identify the weak areas in the training program and improve the same in future. For this purpose, information relating to class room, food, lodging etc. are obtained from participants. The obtained information, then, tabulated, evaluated, and analyzed in order to mark weak areas of training programs and for future improvements.

DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT Training

Development

1. Training means learning skills and knowledge for

1. Development refers to the growth

doing a particular job and increases skills required for

of an employee in all respects. It is

a job.

more concerned with shaping the

2. Training generally imparts specific skills to the

attitudes.

employees. 2. Development is more general in nature 3. Training is concerned with maintaining and

and aims at overall growth of the

improving current job performance. Thus, it has a

executives.

short-term perspective.

3. Development builds up competences for future performance

4. Training is job centered in nature.

and has a long-term perspective

5. The role of trainer or supervisor is very important in training.

. 4. Development is career-centered in nature. 5. All development is ‘self-

development’ and the executive has to be internally motivated for the same.

CHAPTER 2 COMPANY PROFILE

INTRODUCTION

The Profile of Electronics Industry in India: India is the fifth largest economy in the world and has the second largest gross domestic product among the emerging economies. Owing to its large population, the potential consumer demand is ever increasing and consequently under appropriate conditions, strong growth performance can be expected. The liberalization of the Indian economy that began in 1991 has started changing regulatory, financial, and

monetary policies leading to a higher pace of growth. The software industry in India is already a world leader. The electronics industry is likely to follow. In India, the demand of video products, such as color televisions (CTVs), VCD/DVD players, and set-top boxes account for 90% of the consumer electronic market. Easy availability of finance is an important factor driving growth for consumer electronics market. Some companies are also taking advantage of this factor by teaming up with banks to offer attractive loan schemes to consumers. According to suppli projects (India market intelligent service), consumer electronics industry in India is growing at a compounded annual growth rate (CAGR) of 11%.The electronic industry in India constitutes just 0.7 % of the global electronic industry. Hence it is miniscule by international comparison. However the demand in the Indian market is growing rapidly and investments are flowing in to augment manufacturing capacity. India however remains a major importer of electronic materials, components and finished equipment amounting to over US$12 Billion in 2005. This is not a desirable situation and local manufacturing has to keep pace with growing local demand. The output of the Electronic Hardware Industry in India is worth $11.6 Billion at present. The breakup of production in various segments the industry is as shown below:

India is also an exporter of a vast range of electronic components and products for the following segments -

1) Display technologies 2) Entertainment electronics 3) Optical Storage devices 4) Passive components 5) Electromechanical components 6) Telecom equipment 7) Transmission & Signaling equipment 8) Semiconductor designing 9) Electronic Manufacturing Services (EMS) The Indian Electronics Industry is slated to grow at an amazing pace for years to come. According to a study by Ernst and Young titled “India: The Hardware Opportunity" the Indian hardware industry has the potential to achieve revenues of $62 billion by 2010, wherein the domestic market will account for $37 billion and exports for another $25 billion. India is the fourth largest economy in the world, its consumption of electronics goods recorded at $12 billion in 2003 is anticipated to grow at a startling pace. The population of India exceeds a billion, and according to iSuppli, the nation is projected to have a gross domestic product (GDP) growth rate of 6 percent in 2005. With the growth of the Indian middle class and the income levels, electronics industry (the hardware industry) is slated to grow at record levels. In accordance with the study, the main challenge for the industry lies in the orientation and path it takes in the years to come. The domestic Indian industry is growing at rapid pace and to grow six-seven fold in six years is an ideal situation but very challenging. The exports are targeting mostly the new areas of hardware manufacturing. The contract manufacturing industry all over the world is slated to grow to $ 500 billion by 2010 and the report suggests that India might corner $11 billion of the market, a mere 2.2%. The rest of the revenue will come from other activities such as designing and related exports plus components exports. Depending on the outlook, analysts have been pessimistic and optimistic on this report, whereby the optimists are looking beyond the sales figures quoted here. Though China is slated to pick up chunk of the share for contract manufacturing, India is also fast emerging favorite amongst the FDIs as a target destination. Though China is the favorite India is closing in on number three for 2004 plus India is favored for its high tech prowess and it has already cornered a major chunk of the software contracting work. But before we get too optimistic on India’s potential, there are some bottlenecks that have to be taken care by EnterpriseIndia if it wants to succeed.SaysVinayDeshpande, president

of MAIT, “There are four key steps which we need to take to make India a manufacturing-friendly country. Firstly, market India as a hardware destination and build a brand akin to software. Making India manufacturing friendly through improvements in infrastructure and logistics should follow this. We should also emphasize on design and innovation through the development of Indian solutions for Indian needs. All these initiatives need to be backed up by the government with adequate funds.” But the investment requirements to realize potential opportunities are expected to be about $9 billion and India’s track record in attracting Foreign Direct Investments (FDI) is not something India can boast of. But to see whether India becomes a major exporter of electronic components, in a league that will be headed by none other than most attractive FDI destination, China, all depends on their ability to improve infrastructure and attract the required capital investments through FDIs.Major challenges facing the Indian electronic manufacturing market are an infrastructure that needs to be improved at the earliest possibility, easing of foreign investment procedures, which is underway, and a restructured government tariff that now makes domestically manufactured goods more expensive than imported goods with zero tariff,” says Bryan Wang, In-Stat analyst.

OVERVIEW OF LG AS AN ORGANISATION LG Electronics India Pvt. Ltd., a wholly owned subsidiary of LG Electronics, South Korea was established in January, 1997 after clearance from the Foreign Investment Promotion Board (FIPB). The trend of beating industry norms started with the fastest ever-nationwide launch by LG in a period of 4 and 1/2 months with the commencement of operations in May 1997. LG set up a state-of-the art manufacturing facility at Greater Noida, near Delhi, in 1998, with an investment of Rs 500 Crores. This facility manufactured Colour Televisions, Washing Machines, Air-Conditioners and Microwave Ovens. During the year 2001, LG also commenced the home production for its eco-friendly Refrigerators and established its assembly line for its PC Monitors at its Greater Noida manufacturing unit. The beginning of 2003 saw the roll out of the first locally manufactured Direct Cool Refrigerator from the plant at Greater Noida .In 2006, LGEIL also up its second Greenfield manufacturing units in Pune, Maharashtra that commences operations in October this year. Covering over 50 acres, the facility manufactures Color Televisions, Air Conditioners, Refrigerators,

Washing Machines Microwave Ovens Color Monitors and GSM phones.The Greater Noida manufacturing unit line has been designed with the latest technologies at par with international standards at Korea and is one of the most Eco-friendly units amongst all LG manufacturing plants in the world .LG has been able to craft out in eight years, a premium brand positioning in the Indian market and is today the most preferred brand in the segment. Various studies have shown that the consumer is well informed on the health awareness front. LG was one of the first companies who recognized the emerging change in consumer needs and decided to differentiate their products on the basis of technology which appealed to the consumer on the basis of health benefits. Its vision was to become a 'Health Partner' for its consumers worldwide and therefore formulated its corporate philosophy to make peoples' lives better, convenient and healthier. The CTV range offered by LG has 'Golden Eye' technology, which senses the light levels in the room and adjusts the picture to make it more comfortable for the eyes. The entire range of LG air-conditioners have 'Health Air System', which not just cools, but keeps pollution out. Similarly, microwave ovens have the 'Health Wave System', refrigerators have the 'PN System', which preserve the nutrition in food and washing machines have 'Fabricare System', which takes the health factor down to ones clothes. All the products offered by the company have unique technologies, developed by its R&D departments that give customers a healthier environment to live-in.The year 2012 witnessed LG becoming the fastest growing company in the consumer electronics, home appliances and computer peripherals industry. The company had till the month of October 2012 achieved a cumulative turnover of Rs 5000 Crores in India since its inception in 1997, making it the fastest ever Rs 5000 Crores clocked by any company in the Indian consumer electronics and home appliances industry. Having achieved this milestone, LG achieved another benchmark with the first ever sales of One Lakh ACs (Windows and Splits) in a calendar year.InColour Televisions having set the sales target of one million units of Colour Televisions for 2006, LG has already achieved the one million mark in the month ahead of its target. In 2012, LG has emerged as the leader in Colour Televisions, Semi Automatic Washing Machines, Air Conditioners, Frost-Free Refrigerators and Microwaves Ovens. In the year 2012, LGEIL achieved unprecedented sales efficiency both in Direct Cool and Frost Free segment and sold more than 1 million units of refrigeratorsoutperformingindustexpectation.LG India has also been taking on a slew of initiatives as a part of Corporate Social Responsibility. LGEIL is proud to have

adopted about 24 villages around our Greater Noida facility. LG extends Free Medical Care, which comprises of free check ups and a free distribution of medicines on a daily basis. LGEIL is also generating self-employment opportunities for the people in the form of tailoring, knitting etc. in addition to all this, LG also sends veterinary doctors regularly to these villages. Besides all this, LG India is one of the very few companies in the country that has an internal Energy, Environment, Safety and Health Department. This function caters to activities like Energy Conservation, Environmental Issues, Work Place Fire and Safety as well as Occupational Health for the benefit of the employees.

LG’s vision is to bring the ‘smiling face’ to every home cross the globe. The smiling face logo symbolizes five key concepts world, future, youth Human and Technology. LG believes that an effective combination of these elements for the organization. LGE has been exploring ways to develop, combine, apply technologies that would customize products and services to meet customer needs and exceed their expectations LGE is performing this task by identifying its focus on R&D centers.LG Electronics vision for the 21st century is to become a true global digital leader through fast growth and fast innovation and to be known as a company who can make its worldwide customers happy through its innovative digital products and services. LG Electronics has set its mid-term and long-term goal to rank among the top 3 electronics, information, and telecommunication firms in the world by 2010. We aim to utilize our core capabilities of product leadership, market leadership and people leadership and enhance our corporate culture of team work and fun workplace to achieve our mission of becoming "2 by 10", that is, double our sales volume and profit by year 2010.

PROBLEMS OF THE ORGANISATION IN RESPECT OF TRAINING NEEDS The training department of the Company is confronted with the following problems: 1. There is no regular training schedule for the officers and staff. 2. The training given to the employees is not standardized. 3. No work-study has been done on the requirement of training. 4. No in-house training programmes have been conducted.

SWOT ANALYSIS The SWOT analysis of the company refers to the strengths & weaknesses inherent in the organization & the opportunities & threats faced by them from the environment, internal as well as external. This analysis is the foundation stone of the strategic planning process as well as short-term plans needed to attain the strategic objective of the organization. The analysis has been done in order to have a better understanding of the organization. The information given by the organization has been used to carry out the analysis. The strengths, weaknesses, opportunities & threats identified are enumerated as follows:

STRENGTHS: 1. The business structure is divisionalised to achieve a focus at the market. 2. Highly advanced production facilities. 3. High quality product with competitively low prices with proven results. 4. In terms of training needs, the Company deputes its officers and staff regularly on various training programmes.

WEAKNESSES: 1. Limited product exports.

2. Limited product portfolio. 3. In terms of training needs, the Company does not have systematic training policies.

OPPURTUNITIES: 1. Vast market for the exports. 2. Ample scope for the product diversification. 3. Vast potential in tapping new sales territories. 4. Scope for entering in the strong rural market. 5. In terms of training needs, the Company can formulate in-house training programmes for its officers and staff.

THREATS: 1. Severe competition from the existing competitors. 2. Competition from small scale regional players. 3. The Company may loose highly trained staff to its competitors.

CHAPTER 3 REVIEW OF LITERATURE

INTRODUCTION Training is one of the processes required to turn new members of an organization into “productive insiders”. “Training is a process of transmitting and receiving information related to problem solving.” Halloram “Training is the international act of providing means for learning to take place.” Proctor and Thornton “Training is a means to educate somewhat narrowly mainly by instruction, drill and Discipline. It is referred as applying principally to the improvement of skills and hence to learning how to perform specific tasks.” Yoder “Training is being defined as an act of increasing the knowledge and skill of an employee for doing a particular job. It is concerned with imparting specific skills for particular purposes. Training is aimed at learning a skill by a prescribed method of application of a technique.” Tripth “Training is the formal procedure which a company utilizes to facilitate learning so that the resultant behaviour contributes to the attainment of the company’s goals and objectives.” Mc Ghee and Thayer

Thus, training refers to the efforts made on the part of the trainer who facilitates learning on the part of the training to increasing skills knowledge and perfection in a specific task for efficiency economy and satisfaction. Upon reviewing the variety of definition of training available the following characteristics can be listed as key elements for effective training.

1. Effective training is the learning experience 2. Effective training is a planned organizational activity 3. Effective training is a response to identified needs. Training enables employees to demonstrate new concepts, build skills, solve difficult interpersonal relationship and technical problems or gain insight into behavior accepted as “the way things are”. A key assumption of training is that by giving employees skill and insight for identifying and defining organizational problems, individual will have greater capacity to change unproductive and unsatisfying organizational structures and processes. It is a catalytic process that depends largely on the abilities of informed and skilled members to develop their tools for charge. However, the individual abilities must be simultaneously supported by organizational accountability so that, participants use their abilities to the hilt to learn from the training programmes and transfer those learning to the workplace and is technically termed as the transfer of training effects. It is basically the process of increasing the knowledge and skills for doing a particular job; an organized procedure by which people gain knowledge and skill for a definite purpose.

TRAINING Employee training is a specialized function and is one of the fundamental operative functions of Human Resource Management. Acc to FLIPPO, “Training is the act of increasing the knowledge and skill of an employee for doing a particular job.”It is a short-term educational process and utilizing a systematic and organized procedure by which employees learn technical knowledge and skills for a definite purpose.Training refers to the organization’s

efforts to improve an individual’s ability to perform a job or organizational role. It can be defined as a learning experience in which it seeks a relative permanent change in an individual that would improve his ability to perform the job.

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 in the progress towards maturity and actualization of potential capabilities so that they canbecome not only good employees but better human beings.

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.

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 programmers’ 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.  Obsolescence prevention Training and development programmers’ foster the initiative and creativity of employees and can help prevent manpower obsolescence.  Personal growth Employees on a personal basis gain individually from their exposure to educational expressions. Training programmers’ give them wider awareness and skills.

NEED FOR TRAINING 1. To impart to the new entrants the basic knowledge and skills they need for definite tasks. 2. To assist employees to function more effectively in their present positions by exposing them to new concepts. 3. To build a line of competent people and prepare them to occupy more responsible positions. 4. To reduce the supervision time, wastage and spoilage of new material. 5. To reduce the defects and minimize the industrial accidents. 6. To ensure the economical output of the required quality. 7. To prevent obsolescence. 8. To promote individual and collective morale, responsibility and cooperative attitudes etc.

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: 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.  Remedial training: Such training is arranged to overcome the shortcoming in the behaviour and performance of old employees. Some of the experienced employees might have picked up appropriate methods and styles of working. Such employees are identified and correct work methods and procedures are taught to them. Psychological experts should conduct remedial training.

PROCESS OF TRAINING

Data Gathering

Data Gathering/ Evaluation



Solicit Feedback

Establish objective

Facilities transfer of Perform Training learning

Identify resources Develop curriculum

Plan objectives Fig3.1- Sequential Model of an effective Training Process

This model reveals some of the biases, beliefs and philosophies concerning how training should be conducted in an organization.

METHODS OF TRAINING

METHODS OF TRAINING

ON- THE- JOB METHODS

OFF- THE- JOB METHODS

Fig 3.2- 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 move to different work environment so that manager may develop competence in general management decision-making skills. 

Enlarged and enriched job responsibilities: 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.



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: 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 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.



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.

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 vicepresident, 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.

Executive Development Process

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.  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.

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 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 contextual factors Training effectiveness depends not only on what happens during training, but also on what happens before the actual training and what happens after the training has formally ended. Evaluation should, therefore, be done of both the pre-training and post-training work. Pre- training work includes proper identification of training needs, developing criteria of who should be sent for training, how many at a time and in what sequence, helping people to volunteer for training, building expectations of prospective participants from training etc. Post- training work includes helping the concerned managers to plan to utilize the participant’s training, and provide the needed support to them, building linkages between the training section and the line departments and so on.  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 behavior. 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 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.

THE EVALUATION MODELS The process of evaluating the training effectiveness involves the consideration of various constraints. Many researchers have developed various methods and models in order to facilitate this process. Some of the models are described as below: -

CIRO MODEL OF EVALUATION Developed originally by WARR (1978), this theoretical model is based on evaluation being carried out at four different levels: Context Evaluation: Obtaining and using information about the current operational context i.e. about individual difficulties, organizational deficiencies etc. in practice, this mainly implies the assessment of training needs as a basis for decision. This involves:  Examining the expectations and perceptions of the people.  Examining whether the training needs were accurately identified.  Putting the specific training event in the wider context of other training activities.  Establishing whether the trainers enjoyed the confidence of the trainees and whether the latter are comfortable with the level and focus of the training. Input Evaluation: Determine using factor and opinion about the available human and material training resources in order to choose between alternative training methods. This involves:  Establishing the adequacy of the resource base and its cost.  Considering the choice and effectiveness of the training methods and techniques.  Identifying the numbers who successfully completed the program compared with those who started and draw appropriate inferences.

 Establishing whether the trainers were perceived to be credible as far as the trainees are concerned.  Establishing whether the psychological and emotional climate of learning was appropriate. Reaction Evaluation: Monitoring the training as it is in progress. This involves continuous examination of administrative arrangements and feedback from trainees. This involves:  Looking at the reactions of trainees to the content and method of training.  Establishing the reaction of other people, particularly line managers to the early results of the training program.  Discussing the views and observations of the trainers.

Outcomes: It implies the measuring of the consequences of training. This involves:  Establishing whether expectations of results were met.  Identifying whether all or some of the learning objectives were met.  Finding out what were the end course views about the training. The three levels of outcome evaluation may be distinguished: 

Immediate Outcomes: The changes in the trainee’s knowledge, skills and attitude that can be identified immediately after the completion of training. The aim here is to find out the extent to which positive transfer of learning has taken place from the training to the workplace. This type of evaluation may be done in several ways such as behaviourally anchored rating scales or self repots supplemented by reports of subordinates, peers and supervisors or critical incidents etc.



Intermediate Outcomes: These are the changes in trainee’s actual work behaviour, which result from training. The assumption here is that effective training should be reflected in the trainee’s increased job-proficiency.



Ultimate Outcomes: These are the changes in the functioning of part or the entire organization, which have resulted from changes in work behaviour. For this purpose, indexes of productivity, labour turnover etc, studies of organizationalclimate and human resource accounting are taken as the ultimate results achieved by the trainee.

HAMBLIN’S MODEL Hamblin (1974) said, “The purpose of evaluation is control”. A well controlled training program is one in which the weakness and failures are identified and corrected by means of the negative feedback and strengths and successes and corrected by means of the positive feedback.The processes, which occur as a result of a successful training programme, can be divided into 4 levels. The evaluation can be carried out at any of the following levels:  Reaction Level: It measures the reactions of the trainees to the content and methods of the training, not the trainer, and to any other factors perceived as relevant. It determines what the trainee thought about the training.

 Learning Level: It measures the learning attitude of the trainees during the learning period. It collects information that did the trainees learn what was intended.  Job Behaviour Level: The job behaviour of the trainees in the work environment at the end of the training period i.e. did the training got transferred to the job?  Effect on the Department: Has the training helped the trainees in improving the department’s performance?  The Ultimate Level: It measures that has the training affected the ultimate well being of the organization in terms of the business objectives.

EXISTING TRAINING ACTIVITIES IN LG TRAINING PROGRAMMES IN LG

LG follows the philosophy to establish and build a strong performance driven culture with greater accountability and responsibility at all levels. To that extent the Company views capability as a combination of the right people in the right jobs, supported by the right processes, systems, structure and metrics. The Company organizes various training and development programmes, both in-house and at other places in order to enhance the skills and efficiency of its employees. These training and development programmes are conducted at various levels i.e. for workers and for officers etc. THE VARIOUS TRAINING PROGRAMMES ATTENDED BY THE OFFICERS OF LG: S.no

Training programmes

Duration

No. of

Designation

participants 1

Baking with Soy

2 days

1

Officer

2

Land Mark Seminar

1 day

5

Manager, Officers

3

Contract Labour

1 day

2

Managers

4

Lean Manufacturing

2 days

2

Managers

Implementation 5

Risk assessment in work place 1 day

1

Officer

6

Productivity and

2 days

4

Officers

2 days

1

Officer

1 day

1

Officer

Accomplishment 7

Adv. Technology mgmt for prevention and control of

8

Pollution Bearing Maintenance technology

9

Good Auditing Practices

1 day

1

Manager

10

HACCP/GMP/GHP

2 day

4

Officers

11

Occupational health and

2 day

1

Officer

safety

12

Sales training programme

3 days

3

Sales territory Incharge

13

Assessment centre

2 days

16

Officers

14

Landmark Forum Programme

3 days

7

Managers,

2 days

3

officers Officers

15

Excellence in Manufacturing by eliminating stock-outs

16

XIV training programme

4 days

4

Officers

17

Occupation and health

2 days

1

Officer

18

Training for INKJET printer

4 days

7

Managers, officers

VARIOUS TRAINING PROGRAMMES ORGANISED FOR THE WORKERS IN LG:-

S.no

Training Programmes

Duration

Conducted by

1

ISO 9000 and ISO 14000

1 day

Worker teachers

refresher programme 2

Personality development

2 days

Worker teachers

3

Worker teacher’s day

1 day

Worker teachers

4

ISO 14000 awareness

½ day

Worker teachers

5

National safety day

1 day

Worker teachers

6

Fire fighting

½ day

Security officer

7

Worker’s participation in

3 days

Central board of worker’s

management 8

Educational trip to Haridwar,

association 7 days

Worker teachers

Rishikesh, Dehradun 9

Gemba- Kaizen workshop

5 days

Kaizen institute

10

Security and fire fighting

1 day

Worker teachers

11

Positive approach

1 day

Worker teachers

12

Vipassana meditation

2 days

VipassanaSadhnaSansthan

13

Worker’s children- Workshop

1 day

ShakuntalaAnand

for young people, personality development

TRAINING IN LG. LG provides training to all its employees as per the policy of the organization. PURPOSE OF TRAINING: To ensure availability of trained manpower. SCOPE: All categories of employees

FLOW CHART OF TRAINING PROCEDURE

Identification of Needs

Preparation of Training Plan

Imparting Training

Feedback

Induction Training

Training Effectiveness

Fig: The training procedure

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 Executive’s Office.

Managers may also be nominated to certain

training programmes from the branch if the subject’s 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: -

Company’s 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-à-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 Trainee’s 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 Trainee’s training at Bangalore.

TRAINING EFFECTIVENESS For each training programme conducted in-house for LG Delhi branch 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 programmes

1. Functional: The outcome of the training is measured by comparing the data pretraining 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 measurementcriterion 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.Trainingprogramme for testing out thetrainingAlso 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.

TRAINING OF AN OFFICER

Identification of Training needs

Consolidation of Training needs

Annual Training Calendar

Approval from the Personnel Department

Annual Training Budget

Imparting Training

Collecting Feedback for Further Improvement

Monitoring of Actual Training vis-a-vis the Identified needs

Fig Flowchart for Training of an Officer

TRAINING OF A WORKER

Approval from the Personnel Department

Company Strategy and Policy

Organizational Thrust Areas

New Emerging Areas

Identification Of Training needs

Annual Training Budget

Consolidation Of Training needs

Imparting Training

Collecting Feedback for Further Training Annual Training Calendar Monitoring of Actual vs the Identified Training needs.

Fig3 Flowchart for Training of a Worker

CHAPTER 4 RESEARCH METHODOLOGY

RESEARCH METHODOLOGY

“Research Methodology comprises defining and redefining problems, formulating, hypotheses or suggesting solution, collecting organization and evaluating data, making deducation and researching conclusion and at last carefully testing confusion to determent weather they fit formulated hypotheses. 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 and redefining problem  Formulating hypotheses – suggesting solution.  Collecting organizing and evaluating data.  Making reduction and reaching conclusion.

OBJECTIVE OF THE STUDY

 To analyze the existing training practices, its effectiveness and recommend measures to improve the training practices in the organization.  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.

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 employee

RESEARCH DESIGN Exploratory Research-It is type of study where the researcher just explores for the knowledge. He want to be familer with the subject. The reason may be that he want to define or redefiner his research problem. He want formulate a hypothesis to be tested or he want to creat a good research design for his research etc. Descriptive Research Design- It goes a step further than the exploratory research. It help research in describing accuratory phenomena, process, people, event, object etc. It help in describe in the characterstic of its subject and through this one can go to further step of classifying the thing. Experimental Research Design-Its refer to research design where the research manipulates distribute or interferes with the independent variable. Deliberately planned and control with an observed it effect on the dependent variable . I have used “Descriptive Research Design” in my training report.

SAMPLE DESIGN

SAMPLING TECHNIQUE USED

The technique of Random Sampling will be 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.

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

 Questionnaire  Pie Charts  Tables

METHODOS OF DATA COLLECTION

DATA COLLECTION To determine the appropriate data for research mainly two kinds of data will be 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 will not be used for the purpose of this project. The ones that will be 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 will be collected through:

 Text Books  Articles  Journals  Websites

LIMITATIONS OF THE STUDY The training department of the company is confronted with the following problems :

1. IRREGULAR TRAINING There is no regular training schedules for officers and staffs.

2. NON STANDARDIZED The training given to employees are not standardized.

3. LACK OF WORK STUDY No work study has been done on the requirement of training.

4. INSUFFICIENT TRAINING PROGRAMMES No in house training programmes have been controlled.

CHAPTER 5 DATA ANALYSIS AND INTERPRETATION

DATA ANALYSIS AND INTERPRETATION

DATA ANALYSIS-INTERVIEW SCHEDULE OF MANAGERS Q1. How many training programmes have you attended in last 5 years? No. of

No. of Respondents

% of

Programmes 0-5 6-10

8 5

Responses 40% 25%

10-15 More than 15 Total

4 3 20

20% 15% 100%

More than 15; 15% 0_5; 40% 10_15; 20%

6_10; 25%

INTERPRETATION 45% of the officers have attended 6-15 training programmes in the last 5 years, which is an indication of an effective training policy of the organization. However, 40% of the officers have attended only 0-5 training programmes, which needs to be evenly monitored by the organization. 2) The programme objectives were known to you before attending it.

Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

5 7 3 1

Responses 25% 35% 15% 5%

Disagree Strongly Disagree Total

4 20

20% 100%

strongly disagree; 20% strongly agree; 25% moderately disagree; 5% can't say; 15%

INTERPRETATION 35% of the respondents moderately agree to the fact of knowing the training objectives beforehand, in addition to 25% who strongly agree. But a small population disagrees as20% strongly disagree to this notion. Training objectives should therefore be made known compulsorily before imparting training in the organization

3) The training programme was relevant to your developmental needs.

Options

No. of Respondents

% of

)

Strongly agree Moderately agree Can’t Say Moderately

6 8 3 2

Responses 30% 40% 15% 10%

Disagree Strongly Disagree Total

1 20

5% 100%

strongly disagree; 5% moderately disagree; 10% strongly agree; 30% can't say; 15%

moderately agree; 40%

INTERPRETATION 70% of the respondents feel that the training programmes were in accordance to their developmental needs. 15% respondents could not comment on the question and 15% think that the programmes are irrelevant to their developmental needs and the organization must ensure programmes that satisfy the developmental needs of the officers.

The period of training session was sufficient for the learning. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

6 4 4 3

Responses 31% 21% 21% 16%

Disagree Strongly Disagree Total

2 20

11% 100%

strongly disagree; 11% strongly agree; 32% moderately disagree; 16%

can't say; 21%

moderately agree; 21%

INTERPRETATION 52% respondents feel that the time limit of the training programme was adequate but 25% feel that it was insufficient. Also, 21% could not comment on the question. All the respondents though felt that increase in time limit of the programmes would certainly be beneficial and the organization should plan for this to be implemented in the near future.

5) The training methods used during the training were effective for understanding the subject. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

4 8 3 3

Responses 20% 40% 15% 15%

Disagree Strongly Disagree Total INTERPRETATION

2 20

10% 100%

40% of the respondents believe that the training methods used during the programmes were helpful in understanding the subject, yet 25% disagree to this notion. The organization should use better, hi-tech methods to enhance the effectiveness of the methods being used during the training programmes.

6) The training sessions were exciting and a good learning experience. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

5 8 2 3

Responses 25% 40% 10% 15%

Disagree Strongly Disagree Total

2 20

10% 100%

strongly disagree; 10% strongly agree; 25% moderately disagree; 15% moderately agree; 40%

can't say; 10%

INTERPRETATION 65% respondents believe that the training sessions were exciting and a good learning experience. 10% respondents could not comment on this while 25% differ in opinion. 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.

7) The training aids used were helpful in improving the overall effectiveness of the programme. Options

No. of Respondents

% of

Strongly agree

4

Responses 20%

Moderately agree Can’t Say Moderately

5 7 3

25% 35% 15%

Disagree Strongly Disagree Total

1 20

5% 100%

strongly disagree; 5% moderately disagree; 15%strongly agree; 20% moderately agree; 25%

can't say; 35%

INTERPRETATION 40% of the respondents believe that the training aids used were helpful in improving the overall effectiveness, yet 20% disagree to this notion. 35% respondents did not comment on the issue. 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. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

3 6 4 4

Responses 15% 30% 20% 20%

Disagree Strongly Disagree Total

3 20

15% 100%

strongly disagree; 15% strongly agree; 15% moderately disagree; 20%

moderately agree; 30%

can't say; 20%

INTERPRETATION 45% respondents believe that the training programmes increase their job efficiency but 35% disagree to this. 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) In your opinion, the numbers of training programmes organized during the year were sufficient for officers of LG. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

2 3 5 2

Responses 10% 15% 25% 10%

Disagree Strongly Disagree Total

8 20

40% 100%

strongly agree; 10% moderately agree; 15%

strongly disagree; 40%

can't say; 25% moderately disagree; 10%

INTERPRETATION 25% respondents have the opinion that the frequency of the training programmes is sufficient but 50% of the respondents differ to this. They believe that the number of training programmes organized in a year should be increased and some in house training programmes should also be organized by the organisation regularly.

DATA ANALYSIS-INTERVIEW SCHEDULE OF WORKERS (LOWER LEVEL) 1) How many training programmes have you attended during the last year?

No. of Programmes Upto 2 3-5 6-8 More than 8 Total

No. of Respondents

% of

25 10 4 1 40

Responses 62% 25% 10% 3% 100%

More than 8; 3% 6_8; 10% 3_5; 25% Upto 2; 63%

INTERPRETATION 35% of the workers have attended 3-8 training programmes in the last year, which is the clue of a useful training policy of the organization. However, 62% of the workers have attended only 0-2 training programmes, which should be effectively seen by the organization. Also, every worker should be given chances to attend as many training programmes as possible.

2) The training given is useful to you. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

19 10 5 5

Responses 47% 24% 13% 13%

Disagree Strongly Disagree Total

1 20

3% 100%

strongly disagree; 3% moderately disagree; 13% can't say; 13% strongly agree; 48% moderately agree; 25%

INTERPRETATION 71% of the respondents feel that the training programmes were useful. 13% respondents could not comment on the question and 16% think that the programmes were irrelevant to their objective of being useful. The organization must ensure programmes that are useful and prove to cater to the developmental needs of the workers.

3) The time limit of the training programme was sufficient. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

7 14 5 6

Responses 18% 34% 13% 15%

Disagree Strongly Disagree Total

8 40

20% 100%

strongly disagree; 20% strongly agree; 18% moderately disagree; 15% can't say; 13%

moderately agree; 35%

INTERPRETATION 42% respondents feel that the time limit of the training programme was adequate but 35% feel that it was insufficient. Also, 13% could not comment on the question. 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. 4) The time limit of the training programme, if increased would make it more effective. Options Strongly agree Moderately agree Can’t Say Moderately Disagree

No. of Respondents

% of

18 8 4 8

Responses 45% 20% 10% 20%

Strongly Disagree Total

2 40

5% 100%

strongly disagree; 5% moderately disagree; 20% strongly agree; 45% can't say; 10% moderately agree; 20%

INTERPRETATION 65% respondents feel that the increase in the duration of the training programmes would be beneficial but 25% differ to this opinion. Going by the majority, 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.

5) The training was effective in improving your on-the-job efficiency. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

15 10 5 6

Responses 37% 25% 13% 15%

Disagree Strongly Disagree Total

4 40

10% 100%

strongly disagree; 10% moderately disagree; 15%

strongly agree; 38%

can't say; 13% moderately agree; 25%

INTERPRETATION 62% respondents believe that the training programmers’ increase their job efficiency but 25% disagree to this. The respondents were of the opinion that having current topics for the training programmers’ and also some sessions by an external faculty would help them increase their on the job efficiency. 6)The training aids used were effective in improving the overall effectiveness of the programme. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

10 4 12 8

Responses 25% 10% 30% 20%

Disagree Strongly Disagree Total

6 40

15% 100%

strongly disagree; 15%

strongly agree; 25%

moderately disagree; 20%

can't say; 30%

INTERPRETATION 35% respondents believe that the training aids were effective in improving the overall efficiency of the programme. Contrary to this, 35% disagree and 30% could not comment on the issue. The organization should ensure positive awareness about the training aids used. Also, the use of better presentation aids should be facilitated.

7) The number of training programmes organized for workers in a year are sufficient. Options

No. of Respondents

% of

Strongly agree Moderately agree Can’t Say Moderately

7 6 4 15

Responses 18% 15% 10% 37%

Disagree Strongly Disagree Total

8 40

20% 100%

strongly disagree; 20% strongly agree; 18% moderately agree; 15% moderately disagree; 38%

can't say; 10%

INTERPRETATION 33% respondents believe that the number of training programmes organized in a year are sufficient, but a majority of 57% disagrees to this. The organization should ensure multiple programmes for the workers and hence enable them in improving their skills and knowledge.

8) The participation of workers in training programme would help increase its effectiveness. Options

No. of Respondents

% of Responses

Strongly agree Moderately agree Can’t Say Moderately

20 9 5 4

49% 23% 13% 10%

Disagree Strongly Disagree Total

2 40

5% 100%

strongly disagree; 5% moderately disagree; 10% can't say; 13%

strongly agree; 50%

moderately agree; 23%

INTERPRETATION 72% 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. 13% respondents could not comment on this and 15% disagree to it.

CHAPTER 6 CONCLUSION AND SUGGESTIONS

CONCLUSION AND SUGGESTIONS

In current market scenario ,the competition in the electronic sector is highest ,so as to remain in competition all companies have develop in terms of customer satisfaction and others features.

Based on the data collected through the questionnaire and interactions with the Officers and Workers of LG 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.

CHAPTER NO.7

BIBLOGRAPHY BIBLIOGRAPHY Book and Author Name GUPTA, SHASHI K., Human Resource Management, KalyaniPublicers MEMORIA,C.B Personal Management, Himalaya Publishing House SAHV,R.K, Training For Development, Excel Book KOTHARI, C.R. Research Methodology, Himalaya Publishing House

Websites : 

www.lg india.com



www.wikepedia.org



www.yahoo.com



www.google.com

CHAPTER NO. 8 ANNEXTURE

)

QUESTIONNAIRE Questionnaire for the Managers in LG 1)How many training programmes have you attended in last 5 years?  Strongly agree  Moderately agree  Can’t Say  Moderately Disagree  Strongly Disagree 2) The programme objectives were known to you before attending it.  Strongly agree  Moderately agree  Can’t Say  Moderately Disagree  Strongly Disagree 3) The training programme was relevant to your developmental needs.  Strongly agree  Moderately agree  Can’t Say  Moderately Disagree  Strongly Disagree The period of training session was sufficient for the learning.  Strongly agree  Moderately agree  Can’t Say  Moderately Disagree  Strongly Disagree 5) The training methods used during the training were effective for understanding the subject.  Strongly agree  Moderately agree  Can’t Say

 Moderately Disagree  Strongly Disagree 6) The training sessions were exciting and a good learning experience.  Strongly agree  Moderately agree  Can’t Say  Moderately Disagree  Strongly Disagree 7) The training aids used were helpful in improving the overall effectiveness of the programme.  Strongly agree  Moderately agree  Can’t Say  Moderately Disagree  Strongly Disagree 8) The training was effective in improving on- the- job efficiency.  Strongly agree  Moderately agree  Can’t Say  Moderately Disagree  Strongly Disagree 9) In your opinion, the numbers of training programmes organized during the year were sufficient for officers of LG.  Strongly agree  Moderately agree  Can’t Say  Moderately Disagree  Strongly Disagree

Questionnaire for the Officers 1) How many training programmes have you attended during the last year?  Strongly agree  Moderately agree  Can’t Say

 Moderately Disagree  Strongly Disagree 2) The training given is useful to you.  Strongly agree  Moderately agree  Can’t Say  Moderately Disagree  Strongly Disagree 3) The time limit of the training programme was sufficient  Strongly agree  Moderately agree  Can’t Say  Moderately Disagree  Strongly Disagree 4) The time limit of the training programme, if increased would make it more effective.  Strongly agree  Moderately agree  Can’t Say  Moderately Disagree  Strongly Disagree 5) The training was effective in improving your on-the-job efficiency.  Strongly agree  Moderately agree  Can’t Say  Moderately Disagree  Strongly Disagree 6) The training aids used were effective in improving the overall effectiveness of the programme.  Strongly agree

 Moderately agree  Can’t Say  Moderately Disagree  Strongly Disagree 7) The number of training programmes organized for officers in a year are sufficient.  Strongly agree  Moderately agree  Can’t Say  Moderately Disagree  Strongly Disagree 8) The participation of officers in training programme would help increase its effectiveness.  Strongly agree  Moderately agree  Can’t Say  Moderately Disagree  Strongly Disagree