A STUDY ON EMPLOYEE TRAINING EVALUATION

IN XENON AUTO SPARE PARTS PVT LTD

INTRODUCTION

1. INTRODUCTION ABOUT THE STUDY ON TRAINING

EVALUATION

Definition

“Training evaluation is the continuous, systematic development among all

levels of employees of that knowledge and those skills and attitudes which
contribute to their welfare and that of the company”.

-M. C Lord and Efferson

“Training evaluation may be defined as a process of developing an

understanding of some organized body of facts, rules and methods. This
information concerns largely the operative phases of an applied knowledge”.

-R. C Davis
INTRODUCTION

Training of personnel consists in providing them with the necessary facilities

and opportunities to acquire knowledge develop skills and cultivate attitudes and
behavior for the efficient and effective discharge of their duties and
responsibilities. Administrative skills can be grouped into technical skills, human
skills and conceptual skills. Training should enable people to perform their present
duties effectively and at the same time prepare them to shoulder higher
responsibilities in the future. The ultimate objective of training for personnel is the
improvement in the effectiveness of achievement of organizational objectives.

Each and every position in an organization calls for a certain amount of

expertise in terms of knowledge, skills and attitudes. The person occupying the
position may not have all the elements. Of expertise required for effectively
performing new technology or procedure or law. The need for training arises in
account of the requirement of filling the gap between the skills and competences
required for the performance of a job and the expertise actually possessed by the
job holder. This gap can be filled either by institutional training or on-the-job
training.

The common method is to mount a course on the basis of the experimental

wisdom. Hence, a training course conducted kin a training institution is generally
looked upon as some kind of an isolated event. This is one of the reasons why it
has not been possible to derive the maximum benefit from a training course.
Institutional training is regarded as a break from the monotony of the job. No
wonder ‘sabbatical’ was one of the objectives of some of the courses.

It is time that training is looked upon as a system. A system may be defined

as a group of inter-related and inter-development parts or processes operating in a
sequence, according to a predetermined plan in order to achieve a goal or series of
goals.

For understanding a system or for setting up a system, one should start by

determining the objectives of the system i.e. what the system seeks to accomplish.

The inputs are to be identified and the outputs specified. In the light of the
relationship between the inputs and outputs the different processes can be worked
out. Suitable feedback must be obtained at the various stages, to ensure appropriate
corrective steps at the necessary stages.

A training course is the training effort of organization. It may be said that the
trainees from the basic input, together with the other resource such as the physical
facilities, reading material, resource persons, etc. The design and conduct of the
course constitute the processes and the trained employee the output. The evaluation
of the training course, generally done at the end of the course, is the feedback of
the basis of which improvements are made in the subsequent courses organized by
the institution. But this is a simplistic and crude way of viewing the training effort
though it illustrates the systems concept of an institutional training effort with the
untrained employee, the training course, the trained employee and the evaluation of
the training course representing the input, the process, the output and feedback
control.

A significant and meaningful approach for a proper understanding of the

training effort as systems concept consist not in regarding the conduct of the
training programmers as the sole process involved, but in viewing the training
programmers as a link in the chain of professional development of an employee. If
this view is accepted a systems concept of training would include the environment
and organization in which the employee works. It will also include the
identification of his training needs, and the other salient aspects such as the
determination of training objectives, designing, and the training programmers its
implementation and evaluation. The evaluation should not only cover the training
imparted but the improvement in organizational effectiveness and achievement of
organizational goals resulting from the contribution of the trained employee. Thus,
the training effort becomes a total system of which the sub-systems are the
different aspects outlined above.
TRAINING

Training is concerned with imparting developing specific skills for a

particular purpose. Training is the act of increasing the skills of an employees for
doing a particular job. Training is the process of learning a sequence of
programmed behavior.

In earlier practice, training program me focused more on preparation for

improved performance in particular job. Most of the trainees used to be from
operative levels like mechanics, machines operators and other kinds of skilled
workers. When the problems of supervision increased, the step were taken to train
supervisors for better supervision.

EVALUATION

Management development is all those activities and programme when

recognized and controlled have substantial influence in changing the capacity of
the individual to perform his assignment better and in going so all likely to
increase his potential for future assignments.

Thus, management development is a combination of various training

program me, though some kind of training is necessary, it is the overall
development of the competency of managerial personal in the light of the present
requirement as well as the future requirement.

Development an activity designed to improve the performance of existing

managers and to provide for a planned growth of managers to meet future
organizational requirements is management development.
Management development is based on following on assumptions.

1. Management development is a continuous process. It is not one shot

programmed but continues though out the career of a manager.

2. Management development is any kind of learning, is based on the assumption

that there, always existing a gap between an individual’s performance and his
potential for the performance.

3. Management development seldom takes place in completely peaceful and

relaxed atmosphere.

4. Management development requires clear setting of goals.

5. Management development required conducive environment.

TRAINING AND EVALUATION DEFINED

It is concerned with the structure and delivery of acquisition of knowledge to

improve the efficiency and effectiveness of organization.

It is concerned with improving the existing skills and exploring the potential
skills of the individual i.e. upgrading the employees’ skills and extending their
knowledge. Therefore, training is a key to optimizing utilization human intellectual
technological and entrepreneurial skills.
Training and Evaluation referred to as:

• Acquisition and sharpening of employees capabilities that is required to perform

various obligations, tasks and functions.

 Developing the employees capabilities so that they may be able to discover

their potential and exploit them to full their own and organizational
development purpose
 Developing an organizational culture where superior subordinate
relationship, team work, and collaboration among different sub units are
strong and contribute to organizational wealth, dynamism and pride to the
employees.

DEVELOPMENT DEFINED

It helps the individual handle future responsibilities, with less emphasis on

present job duties.

INTRODUCTION OF TRAINING

TRAINING-DEFINED

 It is a learning process that involves the acquisition of knowledge,

sharpening of skills, concepts, rules, or changing of attitudes and behaviors
to enhance the performance of employees.

Training is activity leading to skilled behavior.

 It’s not what you want in life, but it’s knowing how to reach it
 It’s not where you want to go, but it’s knowing how to get there
 It’s not how high you want to rise, but it’s knowing how to take off
 It may not be quite the outcome you were aiming for, but it will be an
outcome
  It’s not what you dream of doing, but it’s having the knowledge to do it
 It's not a set of goals, but it’s more like a vision
 It’s not the goal you set, but it’s what you need to achieve it

Training is about knowing where you stand (no matter how good or bad the current
situation looks) at present, and where you will be after some point of time.

Training is about the acquisition of knowledge, skills, and abilities (KSA) through
professional development.

ROLE OF TRAINING

IMPORTANCE OF TRAINING AND EVALUATION

 Optimum Utilization of Human Resources – Training and Development

helps in optimizing the utilization of human resource that further helps the
employee to achieve the organizational goals as well as their individual
goals.
 Development of Human Resources – Training and Development helps to
provide an opportunity and broad structure for the development of human
resources’ technical and behavioural skills in an organization. It also helps
the employees in attaining personal growth.
 Development of skills of employees – Training and Development helps in
increasing the job knowledge and skills of employees at each level. It helps
to expand the horizons of.
 Productivity – Training and Development helps in increasing the
productivity of the employees that helps the organization further to achieve
its long-term goal.
 Team spirit – Training and Development helps in inculcating the sense of
team work, team spirit, and inter-team collaborations. It helps in inculcating
the zeal to learn within the employees.
 Organization Culture – Training and Development helps to develop and
improve the organizational health culture and effectiveness. It helps in
creating the learning culture within the organization.
 Organization Climate – Training and Development helps building the
positive perception and feeling about the organization. The employees get
these feelings from leaders, subordinates, and peers.
 Quality – Training and Development helps in improving upon the quality of
work and work-life.
 Healthy work environment – Training and Development helps in creating
the healthy working environment. It helps to build good employee,
relationship so that individual goals aligns with organizational goal.
 Health and Safety – Training and Development helps in improving the
health and safety of the organization thus preventing obsolescence.
 Morale – Training and Development helps in improving the morale of the
work force.
 Image – Training and Development helps in creating a better corporate
image.
 Profitability – Training and Development leads to improved profitability and
more positive attitudes towards profit orientation.
 Training and Development aids in organizational development i.e.
Organization gets more effective decision making and problem solving. It
helps in understanding and carrying out organizational policies
  Training and Development helps in developing leadership skills, motivation,
loyalty, better attitudes, and other aspects that successful workers and
managers usually display.

IMPORTANCE OF TRAINING OBJECTIVES

• Training objectives are one of the most important parts of training program.
While some people think of training objective as a waste of valuable time. The
counterargument here is that resources are always limited and the training
objectives actually lead the design of training. It provides the clear guidelines and
develops the training program in less time because objectives focus specifically on
needs. It helps in adhering to a plan.

• Training objective tell the trainee that what is expected out of him at the end of
the training program. Training objectives are of great significance from a number
of stakeholder perspectives,

1. Trainer

2. Trainee

3. Designer

4. Evaluator

• Trainer – The training objective is also beneficial to trainer because it helps the
trainer to measure the progress of trainees and make the required adjustments.
Also, trainer comes in a position to establish a relationship between objectives and
particular segments of training.
• Trainee – The training objective is beneficial to the trainee because it helps in
reducing the anxiety of the trainee up to some extent. Not knowing anything or
going to a place which is unknown creates anxiety that can negatively affect
learning. Therefore, it is important to keep the participants aware of the
happenings, rather than keeping it surprise.

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

the training successful. The objectives create an image of the training program in
trainee’s mind that actually helps in gaining attention.

Thirdly, if the goal is set to be challenging and motivating, then the likelihood of
achieving those goals is much higher than the situation in which no goal is set.
Therefore, training objectives helps in increasing the probability that the
participants will be successful in training.

• Designer – The training objective is beneficial to the training designer because if

the designer is aware what is to be achieved in the end then he’ll buy the training
package according to that only. The training designer would then look for the
training methods, training equipments, and training content accordingly to achieve
those objectives. Furthermore, planning always helps in dealing effectively in an
unexpected situation. Consider an example; the objective of one training program
is to deal effectively with customers to increase the sales. Since the objective is
known, the designer will design a training program that will include ways to
improve the interpersonal skills, such as verbal and non verbal language, dealing in
unexpected situation i.e. when there is a defect in a product or when a customer is
angry. Therefore, without any guidance, the training may not be designed
appropriately.
• Evaluator – It becomes easy for the training evaluator to measure the progress of
the trainees because the objectives define the expected performance of trainees.
Training objective is an important to tool to judge the performance of participants.

• Training As Consultancy

Training consultancy provides industry professional to work with an

organization in achieving its training and development objectives.

• Estimation of Training Outsourcing

It has been estimated that 58% of the emerging market in training

outsourcing is in customer education, while only 42 percent of the market is in
employee education.

THE TRAINING CONSULTANCIES OFFER VARIOUS BENEFITS SUCH

AS:

Training Courses that Consultancies Offer

The various courses that consultancies offer are:

• Business Training Courses

 Management Development
Conflict Management
Managing Diversity
Project Management
Stress Management
Time Management
Senior Management Workshops
  Sales
Negotiation Skills
Sales Technique
 Customer Care
Customer Care Training
Managing Customers

 Human Resource
HR Administration
Induction Training
Recruitment & Selection
Successful Appraising

• Personal Development Courses

 Workshops on:
Assertive Skills
Building Confidence
Coping with Change
Interview Techniques
Maximize Potential
 One to One Coaching
Focused entirely on personal objectives
Move forward at individual pace
Material used in tailor made to specific development Need
A strict code of confidentiality
Importance of Training Consultancies

• It helps in enhancing company’s image

• It helps in strengthening the team spirit

• It helps in applying knowledge, developing core competencies, and reducing

work load

• It helps in improving the work relations

• It helps in developing focused and inspired staff

• It leads to greater chances of success

OBJECTIVE OF THE STUDY:

The specific objectives of the study are:

➢To examine the effectiveness of training in overall development of skills of

workforce.

➢To examine the impact of training on workers.

➢To study the changes in behavioral pattern due to training.

➢To find out new methods of training and development in XENON AUTO
SPARE PARTS COIMBATORE, . I have tried to take a view on the topic in a
practical manner, so that the feedback can be provided to the organization.
Research design: Exploratory as well as descriptive

Sampling design: Stratified random sampling design

Research method: Survey method

Research tool: Questionnaire and informal personal interview

Sources of data collection: Primary data and secondary data

Sample size: 110

Research area: XENON AUTO SPARE PARTS, COIMBATORE.

SCOPE OF THE STUDY

In this project I have tried to present details about the training and
development programs being presently followed in XENON AUTO SPARE
PARTS , COIMBATORE, and the feedback, I collected from different employees
during my interaction with them.

The scope of training and development can be explained with the help of following
points -

1. Exact position of performance of employees through their feedback

2. Development of the employees through various training and development

programs.

3. Developing altered of unbiased treatment to all employees

LIMITATION:
 During my training period although the management and plant personnel
were very co-operative & extended their full support, yet there were following
limitations associates with my study which I would like to mention:

Due to the busy schedule of an organization I was unable to grasp the

precious words of the HRD Manager.

STATEMENT OF THE PROBLEM:

The training used in producing the supporting documentation and in the demonstration Prior to
conducting training it is useful to identify the current levels of knowledge, skills and attitude, and
the required level of knowledge, skills and attitude.

Then it is possible to determine the required learning and training needs by conducting
a training needs analysis.

1. A failure to identify the specific needs of learners and for learners to own their own
development needs
2. Objectives set by trainers, rather than the learners
3. Little acceptance by learners of the need to take responsibility for their own development
4. Constraints of time for preparation and participation in learning events
5. A failure to follow through learning beyond an event or course
6. Failing to achieve high value via transfer of the learning
 CHAPTER-II

REVIEW OF LITERATURE

1) Though public sector undertakings are the biggest employers in the

country, very few studies dealing with either employee welfare or social security
measures have been carried out. In fact, in-depth studies on the provision of
employee welfare and social security measures in public sector undertakings
especially in coal mining organisations are negligible. However, some useful
literature is available in textbooks and published theses. Further, a good number of
articles published in various academic magazines and journals are also available.
In this regard, the available literature has been outlined hereunder.
2) The plight of the coal miners was brought to light by the reports of several
surveys, committees and commissions. The first report on coal miners was made
by Luby1 in 1917 who investigated into the housing conditions of colliery labour
in Bihar and Orissa. In his report, Luby stated that the housing conditions of
colliery labour in Bihar and Orissa were so poor and needs immediate
improvement. Later, the report submitted by the Royal Commission on Labour2
represented the first systematic and comprehensive attempt in this field. But in
view of its wide coverage, it could not deal with the problems of coal miners
properly. Hughes3 investigated into the level of wages and the changes in the cost
of living of labourers in the Jharia coal field in the wake of second world war.
ILO4 in its publication, “Approaches to Social Security” stated that social security
relates to those services which provide the citizen with benefits designed to prevent
or cure disease to support him, when unable to earn and to restore him 36 to
gainful activity.

3) The Labour Investigation Committee5 while appointing 38 different Industrial

sub-committees entrusted the work on coal sector to Deshpande who made an
exhaustive investigation into the work life of coal miners and brought out their
miserable conditions in 1945.

4) Mahindra Committee6 dealt with the problems of coal industry rather than those
of the problems of coal miners. But the report of the Coal Mines Labour Enquiry
Committee7 concentrated its efforts only on the collieries of the Hyderabad state.
Anyhow, the Labour Bureau8 conducted a sample survey during 1962-63 to study
the living conditions of labour employed in the coal industry. The findings were
published in two separate reports out of which one dealt with the public sector coal
mines and the other covered all the Indian coal mines. Fortunately, the National
Commission on Labour9 appointed separate study groups for knowing the
problems of coal workers in different coal mines. The study groups on coal made
certain important suggestions to improve the conditions in collieries. The
Committee on Labour Welfare10 made various recommendations to the
Government about the need for the provision of a minimum standard of welfare to
coal miners.

4) Joshi (1927) in his book, “Trade Union Movement in India” felt that welfare
work covers all the efforts which employers make for the benefits of their
employees over and above the minimum standard of working conditions fixed by
37 the Factories Act and over and above the provisions of the social legislations
providing against accident, old age, unemployment, sickness etc.

5) Seth (1940) in his book “Labour in Indian Coal Industry” discussed the agonies
of Indian Coal miners under colonial rule.

6) Radha Kamal Mukerjee (1945) in the book, “The Indian Working Class” dealt
with the problems of low earnings and the sad state of housing then prevalent in
the Indian Collieries.

7) Srivastava (1970) in his book, “A Socio-Economic Survey of the Workers” in

the Coal Mines of India (with special reference to Bihar) studied the socio-
economic conditions of coal workers in Bihar. The study found that the socio-
economic conditions of miners in Bihar are so poor due to high indebtedness, low
wages and poor welfare facilities.

8) Hasan (1972) in his book, “The Social Security System of India” felt that social
security schemes have characteristics such as provision of cash and medical relief
and also the active involvement of the State in the provision of social security. He
further stated that social security benefits are provided to employees as of right.

9) Kudchelkar (1979) in his book, “Aspects of Personnel Management and

Industrial Relations” felt that the need for labour welfare arises from the very
nature of the industrial system. He felt that employers need to provide welfare 38
facilities to employees as the latter are exposed to various risks and at the same
time they have to work in an entirely strange atmosphere.

10) Tyagi (1982) in his book, “Labour Economics and Social Welfare” discussed
the labour welfare practices in India such as the provision of intramural and extra-
mural welfare facilities. He also discussed the various agencies involved in labour
welfare. However, the study is totally theoretical in nature.

11) Pramod Varma (1987) in his book, “Labour Economics and Industrial
Relations” stated that organisations provide three types of welfare facilities.
According to him, the first type of welfare facilities is related to the provision of
subsidised canteens, crèches and medical facilities while the second type of
welfare facilities is related to consumer cooperative stores, cooperative credit
societies and educational assistance. The third type of welfare facilities is provided
by community centres, welfare centres etc.

12) Ahuja (1988) in his book, “Personnel Management” emphasised the need for
labour welfare and social security in India. He felt that provision of welfare and
social security measures makes the employees satisfied with their jobs leading to
their improved performance.

13) ArunMonappa (1990) in his book, “Industrial Relations” discussed labour

welfare and social security measures in detail. He also explained the various
problems faced by the enforcement machinery in the implementation of these
welfare and social security measures.

14) Tripathi (1998) in his book, “Personnel Management & Industrial Relations”
explained the principles of labour welfare services, types of labour welfare
services, different legislations and Acts. He also discussed the social security
measures in terms of medical care, sickness benefit, unemployment benefit,
maternity benefit etc., besides explaining the social security system in India.

15) David, A Decenzo (2001) and Stephen P. Robbins in their book, “Personnel /
Human Resource Management explained the various benefits and services
provided by the companies to their employees. According to them, the legally
required benefits and services include social security premiums, unemployment
compensation, workers compensation and state disability programs. They felt that
the cost of the voluntary benefits offered appears to be increasing.

16) Michael (2001) in his book, “Human Resource Management and Human
Relations” said that the provision of intra-mural and extra-mural welfare facilities
help in improving the quality of work life of employees thereby good human
relations will develop among different cadres of employees.

17) Kannan (2001) stated that the ever increasing demand for welfare funds for
each and every sub-sector of the informal sector may be viewed as a desperate
reaction of the workers for a measure of social security in an unprotected labour
market.

18) Pylee and Simon Georg in their book, “Industrial Relations and Personnel
Management” stated that companies should provide retirement benefits such as
provident fund, gratuity and pension to employees. They felt that the provision of
these benefits assists employees to be free from fear of want and fear of starvation
besides instilling in them a feeling of security.

19) Punekar, Deodhar and Sankaran (2004) in their book, “Labour Welfare, Trade
Unionism and Industrial Relations” stated that labour welfare is anything done for
the comfort and improvement, intellectual and social-well being of the employees
over and above the wages paid which is not a necessity of the industry.

20) Shashi, K. Gupta and Rosy Joshi (2005) in their book, “Human Resource
Management” discussed “labour welfare” in detail. The book covers all the aspects
of labour welfare such as types of labour welfare, statutory provisions concerning
welfare, approaches to welfare and also the significance of labour welfare.

21) Mamoria et al.,(2005) in their book “Dynamics of Industrial Relations”

discussed the welfare facilities provided by various organisations such as cotton
mills in Mumbai, Jute mills, steel plants, mines, plantations, railways, postal &
telegraphs, ports and dockyards. They also discussed the employee welfare
measures undertaken by the Government from the First Five Year Plan to Eighth
Five Year Plan period.

22) Singh (2005) in his book, “Industrial Relations: Emerging Paradigms“ stated
that social security is an attack on five giants such as wants, disease, ignorance,
squalor and idleness. According to him, social security is not a burden but a kind of
wise investment that offers good social dividends in the long run.

23) VenkataRatnam (2006) in his book, “Industrial Relations” discussed the

provisions made for social security in the constitution of India, labour legislations,
collective agreements and voluntary arrangements for the organised sector. He also
discussed the key issues in social security in the context of the emerging socio-
economic environment.
24) Micheal Armstrong (2006) in his book, “A Hand Book of Human Resource
Management” discussed the various welfare services provided to employees in
detail. He stated that the provision of welfare services in terms of individual
services, group services and employment assistance programs help in improving
the identification of employees with the companies in which they are employed.

25) Aquinas (2007) in the book, “Human Resource Management” explained the
intra-mural and extra-mural welfare benefits provided to employees. He stated that
some welfare benefits are provided as per legislation while some 42 other welfare
benefits are provided voluntarily by management or as a result of bi-partite
settlements between the Management and Trade Unions.

26) Scott Snell and George Bohlander (2007) in their book, “Human Resource
Management” throw light on the various benefits especially social security benefits
such as provident fund, gratuity, pension and insurance cover provided to
employees.

27) Gary Dessler and Biju Varkkey (2009) in their book, “Human Resource
Management” discussed the benefits and services provided to employees in India.
They also discussed the benefits to be provided as per Central or State Law besides
the discretionary benefits provided by employers.

28) John M. Ivancevich (2010) in his book, “Human Resource Management”

stated that an employer has no choice about offering mandated benefits programs
and can not change them in any way without getting involved in the political
process to change the existing laws. According to him, the three mandated
programmes are unemployment insurance, social security and workers
compensation.
29) Aswathappa (2010) in his book, “Human Resource Management” discussed
the various types of benefits and services provided to employees in terms of
payment for time not worked, insurance benefits, compensation benefits, pension
plans etc. He also discussed the ways to administer the benefits and services in a
better way.

30) Scott Snell and George Bohlander (2007) in their book, “Human Resource
Management” throw light on the various benefits especially social security benefits
such as provident fund, gratuity, pension and insurance cover provided to
employees.

31) Gary Dessler and Biju Varkkey (2009) in their book, “Human Resource
Management” discussed the benefits and services provided to employees in India.
They also discussed the benefits to be provided as per Central or State Law besides
the discretionary benefits provided by employers.

CHAPTER-III

RESEARCH METHODOLOGY

Aim of the Research

To ascertain the effectiveness of Performance Management system methodology

used by the Organization. Objectives of the study

The following are the objectives of the study - To develop my understanding of the
subject.
Performance Management system System implemented in various Organizations
varies according to the need and suitability. Through my research, I have tried to
study the kind of Management system used in the Organization and the various
pros and cons of this type of system.

To conduct a study on social behavior.

Social behavior is a very unpredictable aspect of human life but social

research is an attempt to acquire knowledge and to use the same for social
development.

To enhance the welfare of employees.

The Management system system is conceived by the Management but

mostly does not take into consideration the opinion of the employees. This can lead
to adverse problems in the Organization. Therefore by this study I have attempted
to put forth the opinion of the employee with respect to the acceptability of the
Performance Management system System.

To exercise social control and predict changes in behavior.

The ultimate object of my research is to make it possible to predict

thebehavior of individuals by studying the factors that govern and guide them.

Research Design

A research design is a type of blueprint prepared on various types of

blueprints availablefor the collection, measurement and analysis of data. A
research design calls for developing the most efficient plan of gathering the needed
information. The design of a research study is based on the purpose of the study.

A research design is the specification of methods and procedures for

acquiring the information needed. It is the overall pattern or framework of the
project that stipulates what information is to be collected from which source and by
what procedures.

Sampling

An integral component of a research design is the sampling plan.

Specifically, itaddresses three questions

Whom to survey (The Sample Unit)

How many to Survey (The Sample Size) &

How to select them (The Sampling Procedure)

Making a census study of the whole universe will be impossible on the account of
limitations of time. Hence sampling becomes inevitable. A sample is only a portion
of the total employee strength. According to Yule, a famous statistician, the object
of sampling is to get maximum information about the parent population with
minimum effort.

Methods of Sampling

Probability Sampling is also known as random sampling or chance sampling.

Under this sampling design every individual in the organization has an
equalchance, or probability, of being chosen as a sample. This implies that the
section of sample items is independent of he persons making the study that is, the
sampling operation is controlled objectively so that the items will be chosen
strictly at random.
 Non Probability Sampling is also known as deliberate sampling, purposeful
and judgmental sampling. Non-Probability Sampling is that which does not
provide every individual in the Organization with a known chance of being
included in the sample.

Data collection method

Collection of data is the first step in statistics. The data collection process
follows theformulation for research design including the sample plan. The data can
be secondary or primary.

Collection of Primary Data during the course of the study or research can be
through observations or through direct communication with respondents on one
form or another or through personal interviews. I have collected primary data by
the means of a Questionnaire. The Questionnaire was formulated keeping in mind
the objectives of the research study.

Secondary data means data that is already available i.e., they refer to data,
which has already been collected and analyzed by someone else. When a
secondary data is used, the researcher has to look into various sources from where
he can obtain data. This includes information from various books, periodicals,
magazines etc.

Research Methodology Adopted

Research Design : Descriptive research

Research Instrument : Structured Questionnaire

Sampling Plan
i) Sample Method : Non-Probability Sampling

(Convenience Sampling)

ii) Sample Size : 100

iii) Sample Unit : Employees who do not hold a supervisory position

Sampling Design

Convenience Sampling, as the name implies, is based on the convenience of the

researcher who is to select a sample. Respondents in the sample are included in it
merely on account of their being available on the spot where the survey was in
progress.

Source of Data

a) Primary Data : Structured Questionnaire

b) Secondary Data : Journals, Booklets, Company Data, etc.