ACKNOWLEDGEMENT

I have taken efforts in this project. However, it would not have been possible
without the kind support and help of many individuals and organizations. I would like
to extend my sincere thanks to all of them.
I would like to thank Mr. M..!abbani "eputy eneral Manager #H!$ for
providing this opportunity to having project in this department for having
arrangement of my training in this organization.
I am highly indebted to "r. !ajiv "ube H.%."., and "r. &tul 'andey 'rof. In
(harge, of "eptt. %f )usiness &dministration for their guidance and constant
supervision as well as for providing necessary information regarding the project *
also for their support in completing the project.
&t last my sincere thanks to (yberedge solutions, who help me make this
project materialize.

PARTH PANDEY
M)& #+inance$
"eptt. %f )usiness &dministration
&', -niversity !./&
DECLARATION
I, '&!0H '&1".2 student of M)&3+I1&1(. &',- !ewa #M.'.$,
solemnly declare that I have successfully completed project assigned to me as per the
part of 450raining * "evlopment at ).%6.55
I further declare that this report is outcome of my personal experience,
exploration observation and knowledge, which I have ac7uired through my research
period.
PARTH PANDEY
M)& #+inance$
"eptt. %f )usiness &dministration
&', -niversity !./&
PREFACE
I have been chosen for my vocational 0raining in 0raining "epartment of
8).%69, for a period of :; days from 0raining "epartment was carried out * a
project report on 80!&I1I1 &1" ".<.6%'M.109 at ).%6, !./& was
made.
0he company has the separate training and development department. Human
resources are the backbone of any industry. +or the development of any organization
people are the responsible for the work activities. +or this 0raining and "evelopment
created behavior related problem for employees.
0here are mainly two program3 ,upervisory "evelopment and Managerial
"evelopment programs.
0hese program mainly covers the following topics=3
;. !ole and !esponsibilities
>. Motivation
?. Interpersonal relation survey through 7uestionnaire
:. (ommunivation
@. 0ime management
A. 6eadership
B. 0eambuilding
+or checking the effectiveness of programs I conducted the survey through
7uestionnaire distributed in each department of the ).%6 industries limited, !./&.

INTRODUCTION OF THE TOPIC
INTRODUCTION OF TRAINING &
DEVELOPMENT
0raining is the act of increasing the knowledge and skills of an employee for
doing a particular job. 0raining involves the development of skills that are usually
necessary to perform a specific job. Its purpose is to achieve a change in the behavior
of those trained and to enable them to do their jobs )etter. 0raining makes newly
appointed workers fully productive in the minimum of time. It is e7ually necessary
for the old employees whenever, new machines *e7uipment5s are introduced and
there is a change in the techni7ues of doing the things. In fact, training is a
continuous process. 0he managers are continuously engaged in training their
subordinates.
0hey should ensure that any training program should attempt to bring about
positive changes in the=
#I$ Cnowledge,
#ii$ ,kills, and
#iii$ &ttitudes
%f the workers, improving business performance is a journey, not destination.
)usiness performance rises and falls with the ebb and flow of human performances.
H! professionals lead the search for ways to enhance the effectiveness of employees
in their jobs today and prepare them for tomorrow. %ver the years, training programs
have grown into corporate with these goats in mind. 0raining programs should
enhance performance and enrich the contributions of the workforce. 0he ultimate
goal of training is to develop appropriate talent in the workforce internally. In India,
training as an &ctivity has been going on as a distinct field with its own roles,
structures and budgets, but it is still young. 0his field is howeverD expanding fast but
controversy seems to envelop any attempts to find benefits commensurate with the
escalating costs of training. 0raining has made significant contributions, to
development of all kinds. 0rainings essentialD doubts arise over its contribution in
practice. (omplaints are growing over its ineffectiveness and waste. 0he training
apparatus and costs have multiplied but not its benefits. 0raining is an .mployee
training is a specialized function and is one of the fundamental operative functions
of Human !esource Management.
&cc to +6I''%
Training is the act of increasing the knowlege an skill of an
e!"lo#ee for oing a "artic$lar %o&'(
It is a short3term educational process and utilizing a systematic and organized
procedure by which employees learn technical knowledge and skills for a definite
purpose. 0raining refers to the organization5s efforts to improve an individual5s
ability to perform a job or organizational role. It can be defined as a learning
experience in which it seeks a relative permanent change in an individual that would
improve his ability to perform the job.
DIFFERENCE BETWEEN TRAINING AND
DEVELOPMENT
0raining and development go hand in hand and are often used synonymously but
there is a difference between them. 0raining is the process of learning a se7uence of
programmed behavior. It is an application of knowledge. It gives people an
awareness of the rules and procedures to guide their behavior. It intends to improve
their performance on the current job and prepares them for an intended job.
"evelopment is a related process. It covers not only those activities, which
improve job performance, but also those, which bring about growth of the
personality. It helps individual in the progress towards maturity and actualization of
potential capabilities so that they can become not only good employees but better
human beings.
6earning experience in that it seeks a relatively permanent change inane
individual that will improve his or her ability to perform on the job. 0he primary
objective of training is to improve Individual and organization performance.
0raining is usedEor misusedEto do a variety of things from informing, motivating,
rewarding to changing behavior and improving performance. However the goal of the
training professional #as shown below$ is to have the training input impact the
performance output of the trainee.
Meaning of training !"at i# training$%&
0raining plays an important role in human resource development. It is necessary
and useful in the case of all categories of operative employees, supervisory staff and
managers. 0raining raises their skills and creates confidence and ability to perform
the job efficiently. It also facilitates self development and career development of
employees. 0he main purpose of training is to develop the human resources present
within the employees. In brief, training is the watchword of present dynamic business
world.
0raining is necessary due to technological changes rapidly taking place in the
industrial field. Industrial training is for a short period but has wide coverage. It
relates to Cnowledge, information, technical skills, social skills, administrative skills
and finally attitude building. 0raining is for developing overall personality of an
employee. 0raining is the responsibility of the management as it is basically for
raising the efficiency and productivity of employees. .xpenditure on training is an
investment for manpower development and gives rich dividend to employees and
organization in the long run.
Definition of training&
&ccording to .dwin +lippo, training is 8the act of increasing the knowledge and
skill of an employee for doing a particular job.9
0raining may be defined as 8a planned programme designed to improve
performance and to being about measurable changes in technical knowledge and
skills of employees for doing a particular job.9
& formal definition of training is, 8it is an attempt to improve current or future
employee performance by increasing an employee5s ability to perform through
learning, usually by changing the employee5s attitude or increasing his or her skills
and knowledge. 0he need for training is determined by the employee5s performance
deficiency, computed as follows=
0raining need F standard performance E actual performance.
PRINCIPLE' OF TRAINING
M%0I<&0I%1
6earning is enhanced when the learner is motivated. 6earning experience must be
designed solearners can see how it will help in achieving the goals of the
organization. .ffectiveness of training depends on motivation.
+..")&(C
0raining re7uires feedback. It is re7uired so the trainee can correct his mistakes.
%nly getting information about how he is doing to achieve goals, he can correct the
deviations.
!.I1+%!(.M.10
0he principle of reinforcement tells the behaviors that are positively
reinforced are encourage sustained. It increases the likelihood that a learned behavior
well be repeated.

'!&(0I(.
'ractice increases a trainee5s performance. /hen the trainees practice actually,
they gain confidence and are less likely to make errors or to forget what they have
learned.
I1"I<I"-&6 "I++.!.1(.,
Individual training is costly. roup training is advantageous to the organization.
Individuals vary in intelligence and aptitude from person to person. 0raining must be
geared to the intelligence and aptitude of individual trainee.

OB(ECTIVE' OF TRAINING
0% I1(!.&,. '!%"-(0I<I02
&n 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.
0% IM'!%<. G-&6I02
)etter3trained 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.
0% H.6' & (%M'&12 +-6+I 66 I 0, +-0-!.
'.!,%11.6 1..",
0he organizations having good internal training and development programs will
have to make less changes and adjustments. /hen the need arises, vacancies can be
easily staffed.
0% I M'!%<. %!&1I H&0I %1&6 (6I M&0.
&n endless chain of positive reactions result from a well planned training
program.
0% IM'!%<. H.&60H &1" ,&+.02
'roper training can prevent industrial accidents. & safer atmosphere leads to more
stable attitudes on part of the employees.
'.!,%1&6 !%/0H
.mployees on a personal basis gain individually from their exposure to educational
expressions. 0raining program give them wider awareness and skills.
NEED OF TRAINING AND DEVELOPMENT
0raining and development is the vital part of the human resource development. 3=
It is assuming ever important role in wake of the advancement of technology
which has resulted in ever increasing competition, rise in customer5s expectation of
7uality and service and a subse7uent need to lower costs. It is also become more
important globally in order to prepare workers for new jobs. In the current write up,
we will focus more on the emerging need of training and development, its
implications upon individuals and the .mployers.
)efore we say that technology is responsible for increased need of training inputs
to employees, it is important to understand that there are other factors too that
contribute to the latter.
0raining is also necessary for the individual development and progress of the
employee, which motivates him to work for a certain organization apart from just
money. /e also re7uire training update employees of the market trends, the change
in the employment policies and other things.
IMPORTANCE OF TRAINING & DEVELOPMENT
I %'0IM-M -0I6IH&0I%1 %+ H-M&1 !.,%-!(., E
0raining and "evelopment helps in optimizing the utilization of human
resource that further helps the employee to achieve the organizational goals as well as
their individual goals.
I ".<.6%'M.10 %+ H-M&1 !.,%-!(., E
0raining and "evelopment helps to provide an opportunity and broad structure for
the development of human resources5 technical behavioral skills in an organization. It
also helps the employees in attaining personal growth.
I ".<.6%'M.10 %+ ,CI66, %+ .M'6%2.., E
0raining and "evelopment 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)
I '!%"-(0I<I02 E
0raining and "evelopment helps in increasing the productivity of the employees
that helps the organization further to achieve its long3term goal.
I 0.&M ,'I!I0 E
0raining and "evelopment helps in inculcating the sense of team work, team spirit,
and inter3team collaborations. It helps in inculcating the zeal to learn within the
employees.
I %!&1IH&0I%1 (-60-!. E
0raining and "evelopment helps to develop and improve the organizational health
culture and effectiveness. It helps in creating the learning culture within the
organization
I %!&1IH&0I%1 (6IM&0. E
0raining and "evelopment helps building the positive perception and feeling
about the organization. 0he employees get these feelings from leaders, ,ubordinates
and peers.
I G-&6I02 E
0raining and "evelopment helps in improving upon the 7uality of work and
/ork3life.
I H.&60H2 /%!C .1<I!%1M.10 E
0raining and "evelopment helps in creating the healthy working environment. It
helps to build good employee, relationship so that individual goals aligns with
organizational goal.
I H.&60H &1" ,&+.02 E
0raining and "evelopment helps in improving the health and safety of the
%rganization
0hus preventing obsolescence.
I M%!&6. E
0raining and "evelopment helps in improving the morale of the work of
employees.
MET*OD' OF TRAINING & DEVELOPMENT
0here are various methods of training, which can be divided in to cognitive and
behavioral methods. 0rainers need to understand the pros and cons of each method,
also its impact on trainees keeping their background and skills in mind before giving
training.
(%1I0I<. M.0H%",
(ognitive methods are more of giving theoretical training to the trainees. 0he
various methods under (ognitive approach provide the rules for how to do
something, written or verbal information, demonstrate relationships among concepts,
etc.+%(-,.,3 changes in knowledge and attitude by learning.
).H&<I%!&6 M.0H%",
)ehavioral methods are more of giving practical training to the trainees. 0he
various methods in this allow the trainee to behavior in a real fashion these methods
are best used for skill development. Methods of (ognitive 0raining
6.(0-!., M.0H%",
30his method is used to create understanding of a topic or to influence behavior,
attitudes through lecture.3& lecture can be in printed or oral form.36ecture is given to
enhance the knowledge of listener or to give him the theoretical aspect of a topic.3It is
difficult to imagine training without lecture format.30here are some variations in
6ecture method.30he variation here means 0hat some forms of lectures are
interactive while some are not.
".M%1,0!&0I%1 M.0H%",
0his method is a visual display of how something works or how to do something.3
.xample= 0he trainer shows the trainees how to perform or how to do the tasks of the
job.3Helps the focusing their attention on critical aspects of the task
"I,(-,,I%1 M.0H%",
0his method uses a lecturer to provide the learners with context that is supported,
elaborated, explains, or expanded on through interactions both among the trainees
and between the trainer and the trainees.3"iscussion method is a two3way flow of
communication3Cnowledge in the form of lecture is
(ommunicated to trainees. 0hen understanding is conveyed back by trainees to
trainer.
T+,e# of training&
Induction (orientation) training :
Induction training is basically for introducing the organization to newly
appointed employees. 0he purpose is to give them the bird5s eye view of the
organization. It is a very short informative type of training given immediately
after joining the organization. +or induction training, information booklets are
issued and short informative films are shown.
Job training :
Job training relates to specific job which the worker has to handle. It gives
information about machines, process of production, instructions to be followed,
methods to be used and precautions to be taken while performing the job. 0his
training develops skills and confidence among the workers and enables them to
perform the job efficiently.
Training for promotion :
'romotion means giving higher position. 0raining must be given for
performing duties at a higher level efficiently. 0his facilitates easy and 7uick
adjustment with the new job and also develops new insight into the duties and
responsibilities assigned. +or this, training is given after promotion and before
actually joining the new assignment. 0his training is specific, precise and of short
duration.
Refresher training :
0he purpose of refresher training is to refresh the professional skills,
information and experience of persons occupying important executive positions. It
gives information about new developments and techni7ues to trainees. It is useful
for updating the knowledge and skills of executives.
Corrective training :
(orrective training is necessary when employees violate company rules and
procedures. +or example, absence without prior sanction or smoking in a 81o
,moking9 area or not using safety devices while operating dangerous machines.
Here the ;Bdevelop of employees cannot be changed simply by disciplinary
action. 0he manager should motivate, handle the problem and criticize the act and
not the individual
T"e Training Pro-e##&.
Training Process
Assessment of training needs
Establishment of Training goals
Designing Training Programmed
Implementation of Training Programmed
Following Up & evaluation of Programme
1. Assessment of Training Needs:-
Identifying the training needs of an organization is the first step in the systematic
training process. &ll training needs should be related to the specific needs of the
organization and also of the individual employees. +or the identification of
training needs, the gap between the existing level of knowledge, skills,
performance and aptitudes of employees and the re7uired levels of the knowledge,
skills performance and aptitude should be clearly specified. 0raining needs can be
identified clearly through the following types of analysis=
a) Organizational Analysis.
b) Operational Analysis.
c) Manpower Analysis.
a) Organizational Analysis!
it relates to the determination of the organization5s goals, its resources
and the allocation of the resources as they relate to the organizational goals
establishes the framework within which training needs can be defined more
clearly. 0he purpose of the organizational analysis is to determine where
training emphasis should be placed within the organization.
b) Operational Analysis -
it focuses on the task or job regardless of the employee doing the job.
0his type of analysis includes the determination with which the worker must
perform the job and the specific worker behavior re7uired in order to perform
the job effectively.
c) "anpo#er Analysis -
It reviews the knowledge, attitudes and skills of the workers in each
position and determines what knowledge, attitude he must ac7uire and what
adjustments in his behavior he must introduce if he is to contribute
substantially to the attainment of organizational objectives.
0raining can be effective if the three types of analysis are carried on
continuously. In addition the conclusions from this analysis should be
integrated in a properly designed and executed training programme.
2. stablis!ment of Training "oals:-
&fter deciding the training needs, the logical steps in the training process is
to set training and development objectives in concrete terms. In fact, without
clearly set objectivesKgoals, it is not possible to design a well planed training
programme which is to be executed and also evaluated for judging its
effectiveness.
0he overall training objective is to fill in the gap between the existing and
the desired pool of knowledge, skills and aptitudes. "efining training
objectives in 7uantitative and 7ualitative terms is useful for designing,
executing and also for evaluation of the training programme.
#. $esigning Training %rogramme:-
&fter finalizing the objectives of training, the next step in the training
programme is designing a training programme which acts as a base of actual
training to employees. +or achieving training objectives, an appropriate
training policy is absolutely essential. 0his policy represents the commitment
of top management to employee training and development. 0raining policy
involves rules and procedures relating to training activity.
FEEDBAC/ OF TRAINING
ANAL0'I'
0his phase consist of training need assessment, job analysis, and target
audience analysis.
PLANNING
0his 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, se7uencing of content, etc.

DEVELOPMENT
0his 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.
E1ECUTION
0his phase focuses on logistical arrangements, such as arranging speakers,
e7uipments, benches, podium, food facilities, cooling, lighting, parking, and other
training accessories.
EVALUATION
0he purpose of this phase is to make sure that the training program has achieved
its aim in terms of subse7uent work performance. 0his phase consists of identifying
strengths and weaknesses and making necessary amendments to any of the previous
stage in order to improve failure practices.
TRAINING & DEVLOPMENT IN BEOL
Intro23-tion
).%6 seeks to create an environment where each employee can give his best,
through the >>evelopment of the needed competencies and skills
0he training * >>development centre of ).%6 has taken up a comprehensive,
innovative. !eal world approach to the employee education, training *
>>development that mirror the multi >>development>> nature of today5s business and
opportunity. 0his approach expands the scope * reach of training program to clarify
challenges identify opportunities >>development relevant competencies * deliver
effective trading solution.
0he training programs are design to support >>development at various
levels from high potential, young achiever to middle level to supervisor including
workers.
0he training is being offered broadly in following categories....
A' )eha*ioral + ,anagerial Training
(a)COMPETENCIES DEVLOPMENT
0he various modules addressing >?development of competencies have been planned
* customize on the basis of 01I.
(b) TALENT MANAGEMENT
0hese programs are focused to address the competencies identified under talent
management initiatives across the &"I02& )I!6& !%-'.
!.(.I<." general management
0hrough those programs the focus would be to provide general management skills
re7uired to take up the higher challenges for the managers aspiring to go higher up in
the >?development>?.
L&M supervisory skills
L)M change management
L(M . learning
L"M workers >?development

TRAINING POLIC0
&t ).%6 we are committed to develop * maintain the training culture through
the grass root level to the apex level the training shall e7uip the employees with
modern technological innovation for manufacturing facilities along with the
>:development on social * behavioral >:envelop.
0raining shall also be to maintain a positive work culture with a skilled *
motivated work force with a sense of pride.
TRAININ- ,ETHEDO.O-Y
,election of >:development has been done very carefully keeping the
>:development * objectives of programmes in mind. +ine blend of theoretical *
practical approach is used to make programs more learning oriented.
Most of our programs have been designed based on experimental learning
techni7ues. 0he experience learns techni7ues facilitate learning by reflecting *
then drawing conclusions from own experiences of participants in order to apply
them to similar situation5s in the future. 0he experimental learning cycle is a
power full * effective way to promote learning because it enables learners to
move through various phases where they can >:development>: and apply their
learning the four phases of experimental learning are=
INTRAPER'ONAL MET*OD
,elf learning modules
. learning modules
uided video
Individual projects
INTERPER'ONAL MET*OD
A. on the job training
). mentor system of learning
c. project under supervision
GROUP MET*OD'
(lass room training
.xperimental learning
%ut brand learning
roup 'roject * 'resentation

CO,PANY PROFI.E

RE/EARCH ,ETHODO.O-Y
RESEARCH METHODOLOGY
!esearch methodology is a way to systematically solve the research problem it
may be understood as an adopted by researcher in studying his research problem
along with the logic behind them. It is necessary for the researcher to know not
only the research methodK0echni7ues but also the method along.
How to calculate the mean, the mode, the median or the standard deviation or
chi3s7uare, how to apply particular research techni7ues but they also need to know
which of these methods or techni7ues, are relevant and which are not, and what
would, they mean and indicate and why.
!esearchers also need to understand the assumptions underlying various
techni7ues and they need to know the criteria by which they can decide that
certain techni7ues and procedures will be applicable to certain problem and other
will not.
!esearch methodology has many dimensions and research methods do
constitute a part of the research methodology.
Methodology is the systematic procedure to reach to the conclusion part of the
study.
In the present study the steps involved are=3
&teps in 'esearc! %rocess
'esearc! $esign:-
"escriptive !esearch "esign is used
).%6 industries was selected on the basis of each department of the +actory
&ample $esign:-
,ample ,ize= ,ample size is ;NN
Method of ,ampling= ,imple !andom sampling was used
(ollection of data:-
%rimary $ata:
0he primary data are these which are collected a fresh and for the first time. %r
primary data are to be original in character. /e are used primary data collection
tools for the may project. &re also use primary data tools just as Guestionnaire,
%bservation or ,urveyO
0he primary data was collected by employees of the company. 0he ?Nenvelop
of primary data collection are given below=
&)r*ey met!od
+)estionnaire met!od
,nter*iew met!od
&econdary $ata:
Secondary data is being coected t!ro"g! #oo$ing %et!ods&
'. (EOL training )anner * ind"ction g"ide
+. Training re)ort,s * %an"as a-aiabe in t!e training centre
.. In#or%ation #ro% /0 "ser s1$ "sed by (EOL
2. Co%)any ann"a re)ort * ot!er )"bication
3. Ot!er training doc"%ents a-aiabe at t!e training centre
4. Co%)any $ebsite
$ata analysis
Data is anay5ed on t!e basis o# a-aiabe in#or%ation.
DATA ANA.Y/I/ AND INTERPRETETION
6.' training * .+de-eo)%ent )rogra% !e),s to i%)ro-e s7is * 8ob
)er#or%ance9
Categor# No' of Partici"ants Percentage
,trongly &gree ;A ;A P
&gree :Q :Q P
"isagree >; >; P
,trongly "isagree ;@ ;@ P
Total 011 0112
4#t 5tr
6n2 5tr
7r2 5tr
8t" 5tr
Inter"retation3
In this way several participants are give a positive response so the training and
development programs are satisfactory in the organization.
G.> Manager5s having part of your training section3

(ategory No. of %articipants %ercentage
Strongly Agree 22 22 %
Agree 40 40 %
Disagree 30 30 %
Strongly Disagree 8 8 %
Total 011 0112
4#t 5tr
6n2 5tr
7r2 5tr
8t" 5tr
,nterpretation:
Manager plays important role in employee Training w!ic! is indicated in
grap! as respondents seems agree -./0) followed by disagree -#/)1
strongly agree -220) and strongly disagree -20)
+#. Satisfactory factors are available for training program -
(ategory No. of %articipants %ercentage
Strongly Agree 37 37 %
Agree 51 51 %
Disagree 7 7 %
Strongly Disagree 5 5 %
Total 011 0112
4#t 5tr
6n2 5tr
7r2 5tr
8t" 5tr
,nterpretation:
&atisfaction factors also a important factor for training program d)ring
employee Training w!ic! is indicated in grap! as respondents seems
agree -310) followed by disagree-#4)1strongly agree-40) and strongly
disagree-30)
5 My s)perior is interested in my o*erall de*elopment.6
(ategory No. of %articipants %ercentage
Strongly Agree 44 44 %
Agree 50 50 %
Disagree %
Strongly Disagree 0 0 %
4#t 5tr
6n2 5tr
7r2 5tr
8t" 5tr
,nterpretation:
&)perior officer are 7een *iew on de*elopment of employees w!ic! is
reflected in grap! as respondents seems agree -3/0) followed by
strongly agree -./0) grap! s!ows clear *iew of respondents in t!is
manner.
!"5 organi#ation provi$e training % $evelopment program is goal
oriente$
&ategory No. of %articipants %ercentage
Strongly Agree 24 24 %
Agree 5 5 %
Disagree 12 12 %
Strongly Disagree 8 8 %

4#t 5tr
6n2 5tr
7r2 5tr
8t" 5tr
,nterpretation:
'raining program s(o)l$ be contin)o)sly improve$ so as to get ma8im)m
benefits o)t of it. Almost all t!e participants agreed t!at *D+s are
contin)o)sly improving"
!" '(e organi#ation enco)rages an$ s)pports by e-learning an$ e$)cation
by manager-
(ategory No. of %articipants %ercentage
Strongly Agree 8 8 %
Agree 38 38%
Disagree 42 42%
Strongly Disagree 12 12%
4#t 5tr
6n2 5tr
7r2 5tr
8t" 5tr
,nterpretation:
&)perior does not s)pport inno*ati*e met!ods of learning li7e e learning
as some s)perior are old and t!ey are not well *ersed wit! )se of
tec!nology w!ic! is indicated in grap! as respondents seems
disagree-.2) agree -#20) followed by1 strongly agree-20) and strongly
disagree-120)
Q.7 The organization provides appropriate according to the requirements-
(ategory No. of %articipants %ercentage
Strongly Agree 8 8 %
Agree 38 38%
Disagree 42 42%
Strongly Disagree 12 12%
STRONGLY
AGREE
AGREE
DSAGREE
STRONGLY
DSAGREE
STRONGLY AGREE
AGREE
DSAGREE
STRONGLY DSAGREE
,nterpretation:
%eople feels mi8ed in t!is statement. 9!ic! clearly indicated in grap!:
Q.8 The training methodology are very effective-
(ategory No. of %articipants %ercentage
Strongly Agree 1 1 %
Agree 38 38%
Disagree 42 42%
Strongly Disagree 4 4%
Strong!" Agree
Agree
Disagree
Strong!" Disagree
Strong!" Agree
Agree
Disagree
Strong!" Disagree
,nterpretation:
Training met!odologies seems effecti*e as strongly agree and agree
ma7es 3.0 w!ic! is satisfactory followed by .20 disagree and only .0
strongly disagree.
Q.9 The supervisor takes feedback of participants performance after
the training programs
(ategory No. of %articipants %ercentage
Strongly Agree 8 8 %
Agree 38 38%
Disagree 42 42%
Strongly Disagree 12 12%
STRONGLY
AGREE
AGREE
DSAGREE
STRONGLY
DSAGREE
STRONGLY AGREE
AGREE
DSAGREE
STRONGLY DSAGREE
,nterpretation:
;eedbac7 policy by s)periors is not as good as followed parameters as
people were mi8ed in t!eir opinion.
Q.! "rgani#ation provides different training programs for different
level employees
(ategory No. of %articipants %ercentage
Strongly Agree 14 14 %
Agree 40 40%
Disagree 32 32%
Strongly Disagree 14 14%
Strong!" Agree
Agree
Disagree
Strong!" Disagree
Strong!" Agree
Agree
Disagree
Strong!" Disagree
$nterpretation
%ost of the participant are agreed &ith the training techni'ues because
they al&ays something ne& in all the different types of training methods
and these techni'ues are designed as per the managerial level of the
organi#ation.
FINDIN-/
FINDINGS
In ).%6 industry limited I have surveyed and fill the 7uestionnaire on training
* development in which they had given response in most of the 7uestions in the form
of very good * excellent in which all the 7uestions are close ended 7uestion5s3 in this
I found that the management of the trading * development policy in the organization
is well managed * each * every rules * procedure is followed by the management.
0he organization provides many facilities to their employee5s related training
* development for improvement of their skills
In addition to this organizational so providing many welfare facilities for
employees.
In the organization i found that the conflict * disputes between the employees
and employer is neglisble if there is any disputes it is properly handled by the
organization and their resolution obis beneficial for both employee * employer.

RECO,,ENDATION/
RECOMMEDATIONS
0he training program should be conducted in such a way that it gives trainees
practical view or on the job training should be conducted.
0he duration of training program should be increased from current
period, so that the trainees get a clear understanding of the subject matter
taught.
0he participant of the training program should be divided in to different
groups according to their level of knowledge and grasping power.
0he group to be made in the training program should be made pre3
training evaluation test.
.ither the training program should be conducted after working hours or
on leave days, so that the trainees are free from carrying the work
pressure to the training centre.
0here should be clear cut written instruction that the trainees are free
from any sort of work accountability or responsibility at the time of
training.
0he training program should be organized such a way that every
employee gets training once in a year.
More stress should be laid on role3plays at the end session of the training
program.
,ome film so should be arranged on the teaching topic as learning by
observing the things is better than marl listening.
,ome employees should be sent to some leading industries of India for
more exposure and sessions should be held for them to shear their
experiences with other employees.
CONC.U/ION
CONCLUSION
,n t(e analysis of $ata collection t(ro)g( my observation -e reac(e$
to concl)sion .
" /0,1 in$)stries lt$ (ave a goo$ training an$ $evelopment policy"
234A4&0 is -or5ing -it( its f)ll potential for effective mgt"
+rogramme$ it (as also a$opte$ t(e mo$ern tec(ni6)es of
$evelopment -it( in its speciali#e$ in partic)lar fiel$"
'(e organi#ation provi$es proper training programme$ for
improvement of s5ills of employees"
3n a$$ition to t(is organi#ation provi$ing $ifferent training programs
for $ifferent level of employees"
3n t(is7 organi#ation (as a better training policy for en(ance t(e
morale % s5ills of employees % it -ill boost )p t(e mental % p(ysical
of eac( % every one in t(e relate$ organi#ation"
/0,1 is f)lfilling its social responsibility very -ell beca)se t(e /0,1
provi$es some greenery % plantation to t(e environment"
)I).IO-RAPHY
BIBLIOGRAPHY
1" /elo8s training planner an$ in$)ction 9)i$e
2" 'raining report an$ man)als available in t(e training centre"
3" A:o$(ya Defen$er. 0very trainer8s (an$boo5"
4" ;ae <S+. =)man ;eso)rce *anagement"
5" +rior >o(n. 0ncyclope$ia of *anagement ?'%D@"
" 3nformation from =;AS0; soft-are )se$ by /0,1"
7" &ompany ann)al report an$ ot(er p)blication"
8" ,t(er training $oc)ments available in t(e training centre"
B" &ompany -ebsite. ---"beol"com
ANNE4URE
QUESTIONNAIRE
NA,E3
DEPART,ENT5P.ANT3
06 De7&riefing sessions are con$cte for "artici"ants s"onsore for training'
#&$,trongly &gree #)$ &gree #($ "isagree #"$ ,trongly "isagree
86 I ha*e training o""ort$nities to $"grae !# skills + knowlege'
#&$,trongly &gree #)$ &gree #($ "isagree #"$ ,trongly "isagree
96 ,# s$"erior is intereste in !# o*erall e*elo"!ent'
#&$,trongly &gree #)$ &gree #($ "isagree #"$ ,trongly "isagree
:6 The Co!"an#;s training "rogra!s are e*al$ate an i!"ro*e $"on<
e*er# #ear'
#&$,trongly &gree #)$ &gree #($ "isagree #"$ ,trongly "isagree
=6 E!"lo#ees are s"onsore for training "rogra!s on the &asis of caref$ll#
ientifie nees'
#&$,trongly &gree #)$ &gree #($ "isagree #"$ ,trongly "isagree
>6 The organi?ation enco$rages an s$""orts self7 learning an e$cation &#
its officers'
#&$,trongly &gree #)$ &gree #($ "isagree #"$ ,trongly "isagree
@6 Do #o$ ha*e a state!ent of $t# for #o$r %o&A
#&$ 2es #)$ 1o
B6 Yo$r %o& acc$ratel# escri&e in the $t# state!entA
#&$ 2es #)$ 1o
C6 Do #o$ reD$ire high egree of technical knowlege for #o$r workA
#&$ 2es #)$ 1o
016 How o #o$ workA
#&$ &lone #)$ 0eam /ork
(%10.10,
Introduction to the 0opic
(ompany profile
%bjectives
!esearch Methodology
"ata analysis and interpretation
+indings
!ecommendations
(onclusion
&nnexure
o )ibliography
o Guestionnaire