Bala final

CHAPTER - I
ABOUT THE TOPIC
“Training is the act of increasing knowledge and skills of an employee for doing
a particular job”
According to Flippo, the main output of training is learning. Training offers and
inculcates new habits, refined skills and useful knowledge during the training that helps him
1
improve performance.
Training aids an employee to do his present job more efficiently and prepare him for a
higher level of job. Therefore, the training is planned programme designed to improve
performance and bring about measurable change in knowledge, skills, attitude and social
behavior of employees.
Training is learning experience that is planned and carried out by the organization to
enable more skilled task behavior by the trainee. Training provides the ability to detect and
correct error. Training provides skills and abilities that may be called on in three futures to
satisfy the organizations human resource needs. Training is given on the job or in the latter
case it may be on site or off site perhaps in a motel or a training centre or it may be in a
simulated environment that is thought to be similar to the work environment in important
respects. Finally, the trainees acquire abilities and knowledge that will enable them to
perform their jobs more effectively.
Organization and individual should develop and progress simultaneously for their
survival and attainment of mutual goals. So every modern management to develop the
organization through human resources development. Employee training is the important sub-

system of human resource development. Employee training is a specialized function and is
one of the fundamental operative functions for human resources management.
CONCEPTS OF TRAINING AND DEVELOPEMENT
After an employee is selected, placed and introduced he or she must be provided with
training facilities. Training is the act of increasing the knowledge and skill of an employee
for doing a particular job. Training is a short-term educational process and utilizing a
systematic and organized procedure by which employees learn technical knowledge and sills
for a definite purpose. Dales. Beach defines the training s the organized procedure by which
people learns knowledge and or skill for a definite purpose.
In other words training improves, changes, moulds the employee’s knowledge, skill,
behavior, aptitude, and attitude towards the requirements of the job and organization.
Training refers to the teaching and learning activities carried on for the primary purpose of
helping members of an organization, to acquire and apply the knowledge, skills, abilities and
attitudes needed by a particular job and organization.
Thus, training bridge the difference between job requirements and employee’s present
2
specifications.
DIFFERENCE BETEWEEN TRAINING AND DEVELOPMENT
TRAINING
 Technical skills and knowledge
 Specific job- related
 Short term
 Mostly technical and non managerial personnel

3
DEVELOPMENT
 Managerial and behavioral skills and knowledge
 Conceptual and general knowledge
 Long term
 Mostly for managerial personnel
IMPORTANCE OF TRAINING
The importance of human resource management to a large extent depends on human
resource development. Training is the most important technique of human resource
development. As stated earlier, no organization can get a candidate who exactly matches
with the job and the organizational requirements. Hence, training is important to develop the
employee and make him suitable to the job.
Job and organizational requirements are not static, they are changed from time to time
in view of technological advancement and change in the awareness of the Total Quality and
Productivity Management. The objective of the TQM can be achieved only through training
as training develops human skills and efficiency. Trained employees would be a valuable
asset to an organization. Organizational efficiency, productivity, progress and development
to a greater extent depend on training. Organizational objectives like viability, stability and
growth can also be achieved through training. Training is important as it constitutes
significant part of management control.
BENEFITS OF TRAINING
 Leads to improved profitability and positive attitudes toward profits
orientation.
 Improve the job knowledge and skills at all levels of the organization.

 Improves the morale of the workforce.
 Helps people identify with organizational goals.
 Helps create a better corporate image.
 Faster’s authenticity, openness and fast.
 Aids in organizational development.
4
 Learns from the trainee
 Helps prepare guidelines for work.
 Aids in understanding and carrying out organizational policies.
 Provides information for future needs in all areas of the organization.
 Organization gets more effective decision-making and problem solving.
 Improve Labour-management relation.
 Reduces outside consulting costs by utilizing competent internal consulting
 Stimulates preventive management as opposed to putting out fires.
NEED FOR TRAINING
Every organization big or small, productive or non-productive, economic or social,
old or newly established should provide training to all employees irrespective of their
qualification, skill, suitability for the job etc. Thus, no organization can choose whether or
not to train employees.
Training is not something that is done once to new employees; it is used continuously
in every well-run establishment. Further, technological changes, automation, require up-dating
the skills and knowledge. As such an organization has to retrain the old employees.

Specifically, the need for training arises due to the following reasons.
To match the Employee specifications with the job requirements and Organizational
Needs: An employee’s specification may not exactly suit to the requirements of the job and
the organization irrespective of his past experience, qualifications, skills, knowledge etc.
Thus, every management finds deviations between employee’s present specifications and the
job requirements and organizational needs. Training is needed to fill these gaps by
developing and molding the employee’s skill, knowledge, attitude, behavior etc. To the tune
of the job requirements and organizational needs
Organizational viability and the transformation process: The primary goal of most
organizations is their viability is continuously by environmental pressure. If the organization
does not adapt itself to the changing factors in the environment, it will lose its market share.
If the organization desires to adapt these changes, first it has to train the employees to impart
specific skills and knowledge in order to enable them to contribute to the organizational
efficiency and to cope with the changing environment.
Technological advance: Every organization in order to survive and to be effective
should adopt the latest technology, i.e., mechanization, computerization and automation.
Adoption of latest technological means and methods will not be complete until they are
manned by employees possessing skill to operate them, so organization should train the
employees to enrich them in the areas of changing technical skills and knowledge from time
5
to time.
Organizational complexity: With the emergence of increased mechanization and
automation, manufacturing of multiple products and by-products or dealing in services of
diversified lines, extension of operations to various regions of the country or in overseas
countries, organization hierarchy. This creates the complex problems of coordination and

integration of activities adaptable for and adaptable to the expanding and diversifying
6
situations. This situation calls for training
 Human relations
 Change in the job assignment
THE NEED FOR TRAINING ALSO ARISES TO
 Increase productivity
 Improve quality of the product
 Help a company to fulfill its future personnel needs.
 Improve organizational climate.
 Improve health and safety.
 Prevent obsolescence
 Effect personal growth
 Minimize the resistance to change.
TRAINING OBJECTIVES
Generally line managers ask the personnel manager to formulate the training policies.
The personnel Manager formulate the following raining objectives in keeping with the
Company’s goals and objectives.
 To prepare the employee both new and old to meet the present as well as the
changing requirements of the job and the organizations.
 To prevent obsolescence
 To impart the new entrants the basic knowledge and skill they need for an
intelligent performance of definite job

 To prepare employees for higher- level tasks.
 To assist employees to function more effectively in their present position by
exposing them to the latest concepts, information and techniques and
developing the skills they will need in their particular fields.
 To develop the potentialities of people for the next level job.
 To ensure smooth and efficient working of a department
 To ensure economical output of required quality
 To promote individual and collective morale, a sense of responsibility, co-operative
attitudes and good relationships.
7
ASSESSMENT OF TRAINING NEEDS
Training needs are identified on the basis of organizational analysis, job analysis and
man analysis. Training programme, training methods and course content are to be planned on
the basis of training needs. Training needs are those aspects necessary to perform the job in
an organization in which employee is lacking attitude/aptitude, knowledge, and skill.
Training needs= Job and organizational requirement-Employee specification
Organizational Analysis: This includes analysis of objectives, resource utilization,
environment scanning and organizational climate Organizational strength and weaknesses in
different areas like accidents, excessive scrap, frequent breakage of machinery, excessive
Labour turnover, market share, and other marketing areas etc.
Department Analysis: Departmental strength and weakness including special
problems of the department or a common problem of a group of employees like acquiring
skills and knowledge in operating computer by accounting personnel.

Job role Analysis: This includes study of jobs/roles, design of jobs due to change, job
8
enlargement, and job enrichment etc.
Man power Analysis: Individual strengths and weaknesses in the areas of job
knowledge, skills etc.
ASSESSMENT METHOD
The following methods are used to assess the training needs:
 Organizational requirement/weakness
 Departmental requirements/weakness
 Job specifications and employee specifications
 Identifying specific problems
 Anticipating future problems
 Management’s requests
 Observation
 Interviews
 Group Conferences
 Questionnaire surveys.
PRINCIPLE OF TRAINING
Providing training in the knowledge of different skills is a complex process. A
number of principles have been evolved which can be followed as guideless by the trainees.
Some of them are as follows:
 Motivation
 Progress information
 Reinforcement
 Practice
 Full Vs part
 Individual differences

9
TRAINING METHOD
As a result of research in the field of training, a number of programmes are available.
Some of these are new methods. While other are improvements over the traditional methods.
The training programmes commonly used to train operative and supervisory personnel.
 ON-THE JOB METHODS
 OFF-THE JOB METHODS
ON-THE JOB METHODS
This type of training, also known as job instruction training, is the most commonly
used method. Under this method, the individual is placed on a regular job and taught the
skills necessary to perform that job. The trainee learns under the supervision and guidance of
a qualified worker or instructor. On-the-job training has the advantage of giving first hand
knowledge and experience under the actual working conditions. While the trainee learns how
to perform a job, he is also a regular worker rendering the services for which he is paid. The
problem of transfer of trainee is also minimized as the person learns on-the-job. The
emphasis is placed on rendering services in the most effective manner rather than learning
how to perform the job. On-the-job training methods include job rotation, coaching, job
instruction or training through step-by-step and committee assignment. The types of on the
job methods are given below
JOB ROTATIONS
This type of training involves the movement of the trainee from one job to another.
The trainee receives job knowledge and gain experience from his supervisor or trainer in each
of the different job assignments.

10
COACHING
The trainee is placed under a particular supervisor functions as a coach in training the
individual. The supervisor provides who feedback to the trainee on his performance and
offers him some suggestions for improvement. A limitation of this method of training is that
the trainee may not have the freedom or opportunity to express hi own ideas.
JOB INSTRUCTION
This method is also known as training through step by step. Under this method,
trainer explains the trainee the way of doing the jobs, job knowledge and skills and allows
him to do the job.
COMMITTEE ASSIGNMENTS
Under the committee assignment, group of trainees are given and asked to solve an
actual organizational problem. The trainees solve the problem jointly. Its develops
teamwork.
OFF-THE JOB METHODS
Under this method of training, trainee is separated from the job situation and his
attention is focused upon learning the material related to his future job performance. Since
the trainee is not distracted by job requirements, he can place his entire concentration on
learning the job rather than spending his time in performing it. There is an opportunity for
freedom of expression for the trainees.

Off-the-job training methods are as follows:
11
VESTIBULE TRAINING
In this method, actual work conditions are simulated I a classroom. Material, files
and equipment those are used in actual job performance are also used in training.
ROLE PLAYING
It is defined as a method of human interaction that involves realistic behavior in
imaginary situations. This method of training involves action. Doing and practice. The
participants play the role of certain characters.
LECTURE METHODS
The lecture is a traditional and direct method of instruction. The instructor organizes
the material and gives it to a group of trainees in the form of a talk. To be effective, the
lecture must motivate and create interest among the trainees.
CONFERENCE
It is a method in training the clerical, professional and supervisory personnel. This
method involves a group of people who pose ideas, examine and share facts, ideas and data,
test assumptions, and draw conclusions, all of which contribute to the improvement of job
performance.
PROGRAMMED INSTRUCTION
In recent year this method has become popular. The subject matter to be learned is
presented in a series of carefully planned sequential units. These units are arranged from
simple to more complex levels of instructions.

ABOUT THE COMPANY
12
Profile:
 Established in 1964
 Technical collaboration with Nisshinbo Brakes Inc, Japan
 Application in every segment of automobile industry
 Group turnover of 494 million USD for the year 2013 - 14
 Serves a variety of industry segments: Passenger Cars, Multi Utility Vehicles, Light
Commercial Vehicles, Medium & Heavy Commercial Vehicles, Farm Tractors, Three-wheelers,
Two-wheelers and Stationary Engines
 ISO-9001:2008, ISO/TS-16949:2009, ISO-14001:2004 & OHSAS-18001:2007 certified
 Domestic Market Leadership:
o Leader in Commercial Vehicle / Passenger Car / Utility Vehicle & Two Wheeler
applications
o Leading supplier of composite brake blocks to Indian Railways
o Most preferred brand in independent replacement markets
o Significant supplier to State Transport Undertakings
 Exports:
o Products supplied to 15 countries
o Supply experience to Sri Lankan Railways for composite brake blocks
o Range & technology for Indian / European Commercial Vehicle references
o CV disc brake pads to Europe
Design:
 Research and development is prime thrust area
 Library of widely tested & approved formulations to suit diverse market / customer
requirements
 Benchmark capability to develop friction materials as per customer choice

 R&D centre approved by Department of Science & Technology, Government of India
 Dedicated facility for new product development for critical applications including aerospace
13
& sintered friction materials
 Products are consistently updated in tune with evolving customer demands
 Green material policy is being continuously evolved to ensure products meet stringent eco
norms
 Design centre has Computer Aided Design (CAD) and sophisticated test equipments like full
scale inertia dynamometers attached with Environment Chamber, Static Mu measurement and
Noise Study rig
Technology:
 NAO and Low Steel products to meet futuristic vehicle requirements.
 Access to Nisshinbo global formulation library.
 More than 400 formulations in RBL library.
 Access to Nisshinbo test facilities for special test purpose including NVH evaluation.
R & D Capabilities:
 Comprehensive test laboratory for performance characteristics validation.
 Interpretation of results to international standards.
 To stimulate field conditions on dynamometer for product development.
 Sintered friction material.
Manufacturing Units:
Chennai Plant:
Automotive Products : Brake linings, disc pads and clutch facings
Railway products : Composite brake blocks
Aerospace : Organic pads for trainer aircraft

14
Hyderabad Plant:
Automotive Products : Brake linings, clutch facings & sintered clutch buttons
Railway Products : Compositive brake blocks
Puducherry Plant:
Automotive Products : Disc pads, clutch facings & CV Brake Pads
Railway Products : Composite Brake Blocks
Trichy Plant:
Automotive Products : Disc Pads & Brake linings
Quality:
 Products are routed through stringent quality norms to match customer expectations
 Accredited with ISO 9000:2008, TS16949:2009, OHSAS 18001:2007 and ISO 14001:2004
certifications
 Deming Prize winner in the year 2003
 Deming Grand Prize winner (formerly JQM) in the year 2013
 Quality Focus through:
o Total Employee Involvement
o Poka Yoke implementation
o SPC Practices
Products:
Brake Linings
Low Steel & NAO formulation range
Disc Pads
NAO, Low Steel & Semi metallic formulation range
Railways Brake Blocks
L type low friction, K type high friction, Metro Rail

15
Clutch Facings
 Moulded
 Chord Woven
Commercial Vehicle Brake Pads
 Low steel formulation range
 Mechanical lock in pads
Sintered Brake Pad
Copper & Iron Based formulations
ORGANISATION CHART
Zone-1
HR &Add
Zone-2
Disc Pad
Zone-3
Clutch
Zone-4
CBB
Zone-5
Store
Zone-6
OAD
Zone-7
PED
Sub
Zone-4
Sub
Zone-5
Sub
Zone-3
Sub
Zone-4
Sub
Zone-3
Sub
Zone-3
Sub
Zone-2
PRESIDENT
APEX COMMITTEE
(CHARMAN PLANT HED)
CHENNAI, HYDRABAD, PONDICHERRY.
PLANT STEERING COMMITTEE
Corporate head, +plant. Head+
Dept. head,

CHAPTER – II
REVIEW OF LITERATURE
Human resources are considered by many to be the most important asset of an
organization, yet very few employers are able to harness the full potential from their
employees (Radcliffe, 2005). Human resource is a productive resource consisting of the
talents and skills of human beings that contribute to the production of goods and services
(Kelly, 2001). Lado and Wilson (1994) define human resource system as a set of distinct but
interrelated activities, functions, and processes that are directed at attracting, developing, and
maintaining a firm’s human resources. According to Gomez-Mejia, Luis R., David B. Balkin
and Robert L. Cardy, (2008), it is the process of ensuring that the organization has the right
kind of people in the right places at the right time. The objective of Human Resources is to
maximize the return on investment from the organization’s human capital and minimize
financial risk. It is the responsibility of human resource managers to conduct these activities
in an effective, legal, fair, and consistent manner (Huselid, 1995).
16
Employee Training and Development
Training and development is a subsystem of an organization that emanate from two
independent yet interdependent words training and development. Training is often interpreted
as the activity when an expert and learner work together to effectively transfer information
from the expert to the learner (to enhance a learner’s knowledge, attitudes or skills) so the
learner can better perform a current task or job. Training activity is both focused upon, and
evaluated against, the job that an individual currently holds (Learner R., 1986). On the other
hand development is often viewed as a broad, ongoing multi-faceted set of activities (training
activities among them) to bring someone or an organization up to another threshold of

performance. This development often includes a wide variety of methods, e.g., orienting
about a role, training in a wide variety of areas, ongoing training on the job, coaching,
mentoring and forms of self-development. Some view development as a life-long goal and
experience. Development focuses upon the activities that the organization employing the
individual, or that the individual is part of, may partake in the future, and is almost
impossible to evaluate (Nadler Leonard, 1984).
Training and development ensures that randomness is reduced and learning or
behavioral change takes place in structured format. In the field of human resource
management, training and development is the field concerned with organizational activity
aimed at bettering the performance of individuals and groups in organizational settings. It has
been known by several names, including employee development, human resource
development, and learning and development (Harrison Rosemary, 2005).
As the generator of new knowledge, employee training and development is placed
within a broader strategic context of human resources management, i.e. global organizational
management, as a planned staff education and development, both individual and group, with
the goal to benefit both the organization and employees. To preserve its obtained positions
and increase competitive advantage, the organization needs to be able to create new
knowledge, and not only to rely solely on utilization of the existing (Vemic, 2007). Thus, the
continuous employee training and development has a significant role in the development of
individual and organizational performance. The strategic procedure of employee training and
development needs to encourage creativity, ensure inventiveness and shape the entire
organizational knowledge that provides the organization with uniqueness and differentiates it
17
from the others.

18
The Value of Training and Development
According to Beardwell& Holden (1997) human resource management has emerged
as a set of prescriptions for managing people at work. Its central claim is that by matching the
size and skills of the workforce to the productive requirements of the organization, and by
raising the quality of individual employee contributions to production, organizations can
make significant improvements on their performance.
The environment of an organization refers to the sum total of the factors or variables
that may influence the present and future survival of an organization (Armstrong, 1998). The
factors may be internal or external to the organization. Cascio W. F, (1995), uses the terms
societal environment to define the varying trends and general forces that do not relate directly
to the company but could impact indirectly on the company at some point in time. Four of
these forces are identified as economic, technological, legal and political and socio-cultural
and demographic forces. The second type of environment is the task environment that
comprises elements directly influencing the operations and strategy of the organization.
These may include the labour market, trade unions, competition and product markets
comprising customers, suppliers and creditors. The task environment elements are directly
linked to the company and are influenced by the societal environment.
However, variables in the task, competitive or operative environment as they are
variously referred to, affect organizations in a specific industry and it is possible to control
them to some extent. As such, environmental change, whether remote or task, disrupts the
equilibrium that exists between the organization’s strategy and structure, necessitating
adjustment to change. Pfeffer (1998) proposes that there is evidence demonstrating that
effectively managed people can produce substantially enhanced economic performance.
Pfeffer extracted from various studies, related literature, and personal observation and

experience a set of seven dimensions that seem to characterize most if not all of the systems
producing profits through people. He named them the seven practices of successful
organizations and they are: employment security, selective hiring of new personnel, self-managed
teams and decentralization of decision making as the basic principles of
organizational design, comparatively high compensation contingent on organizational
performance, extensive training, reduced status distinctions and barriers, including dress,
language, office arrangements, and wage differences across levels, and extensive sharing of
financial and performance information throughout the organization.
Effect of Training and Development on Employee Productivity
McGhee (1997) stated that an organization should commit its resources to a training
activity only if, in the best judgment of managers, the training can be expected to achieve
some results other than modifying employee behaviour. It must support some organizational
goals, such as more efficient production or distribution of goods and services, product
operating costs, improved quality or more efficient personal relations is the modification of
employees behaviour affected through training should be aimed at supporting organization
19
objectives.
Effect of Training and Development on Employee Motivation
Motivation is concerned with the factors that influence people to behave in certain
ways. Arnold etal (1991), have listed the components as being, direction-what a person is
trying to do, effort- how hard a person is trying to and persistence- how long a person keeps
on trying. Motivating other people is about getting them to move in the direction you want
them to go in order to achieve a result, well motivated people are those with clearly defined
goals who take action that they expect will achieve those goals. Motivation at work can take

place in two ways. First, people can motivate themselves by seeking, finding and carrying out
that which satisfies their needs or at least leads them to expect that their goals will be
achieved. Secondly, management can motivate people through such methods as pay,
promotion, praise and training (Synderman 1957). The organization as a whole can provide
the context within which high levels of motivation can be achieved training the employees in
20
areas of their job performance.
Effect of Training and Development on Competitive Advantage
Competitive advantage is the essence of competitive strategy. It encompasses those
capabilities, resources, relationships, and decisions, which permits an organization to
capitalize on opportunities in the marketplace and to avoid threats to its desired position,
(Lengnick-Hall 1990). Boxall and Purcell (1992) suggest that ‘human resource advantage can
be traced to better people employed in organizations with better processes.’ This echoes the
resource based view of the firm, which states that ‘distinctive human resource practices help
to create the unique competences that determine how firms compete’ (Capelli and Crocker-
Hefter, 1996). Intellectual capital is the source of competitive advantage for organizations.
The challenge is to ensure that firms have the ability to find, assimilate, compensate, and
retain human capital in shape of talented individual who can drive a global organization that
both responsive to its customer and ‘the burgeoning opportunities of technology’ (Armstrong,
2005)
Effect of Training and Development on Customer Relations
William Edward Deming, one of the quality Gurus defines quality as a predictable
degree of uniformity and dependability at low costs and suitable to the market, he advises that
an organization should focus on the improvement of the process as the system rather than the

work is the cause of production variation (Gale 1994). Many service organizations have
embraced this approach of quality assurance by checking on the systems and processes used
to deliver the end product to the consumer. Essentially this checks on; pre-sale activities
which encompass the advice and guidance given to a prospective client, customer
communications ( how well the customers are informed of the products and services, whether
there are any consultancy services provided to help the customers assess their needs and any
help line available for ease of access to information on products), the speed of handling a
client’s transactions and processing of claims, the speed of handling customers calls and the
number of calls abandoned or not answered, on the selling point of Products/Services a
customer would be interested to know about the opening hours of the organization, the
convenience of the location and such issues (Gale 1994). This is only possible when
employees are well trained and developed to ensure sustainability of the same.
21

LIMITATIONS OF THE STUDY
 The survey is subjected to the bias and prejudices of the respondents
22
 Hence 100% accuracy can’t be assured
 The researcher was carried out in a short span of time, where in the researcher could not
widen the study.
 The study could not be generalized due to the fact that researcher adapted personal
interview method.

SCOPE OF THE STUDY
 To identify the stress level of the job of employee.
 This study is helpful to that organisation for conducting further research
 It is helpful to identify the employer’s level of satisfaction of the job.
 This study is helpful to the organization for identifying the area of dissatisfaction of job of the
23
employees.
 This study helps to make a managerial decision to the company.

CHAPTER - III
OBJECTIVES OF THE STUDY
24
Primary objective
 To study the present training of Development programme of employees in
Rane Brake Lining Limited, Pondicherry.
Secondary objective
 To study analysis and interpret the opinion of the employees about the
Training & Development procedure.
 To study the effectiveness of the Training & Development programme in Rane
Brake Lining Limited, Pondicherry.
 To measure the degree of the extent to which the (Training & Development)
programme (benefited the employees)
 To analyze the Training system for further development.
 To suggest measures for the improvement of the Training program.

CHAPTER - IV
RESEARCH METHODOLOGY
25
RESEARCH – MEANING
Research is an art of scientific investigation. According to Redmen and Mary defines research
as a “systematic effort to gain knowledge”.
Research methodology is way to systematically solve the research problem. It is a plan of
action for a research project and explains in detail how data are collected and analyzed. This research
study is a descriptive research study.
RESEARCH DESIGN
A research design is a plan that specifies the objectives of the study, method to be adopted in
the data collection, tools in data analysis and hypothesis to be framed.
“A research design is an arrangement of condition for collection and analysis of data in a
manner that aims to combine relevance to research purpose with economy in procedure”.
NATURE OF DATA
Primary data
The primary data are collected from the employees of Rane Brake Lining Ltd., through a
direct structured questionnaire.
Secondary data
Company profiles, Company registers, websites, magazines, articles were used widely as a
support to primary data.

26
SAMPLING SIZE AND TECHNIQUE
Size of the sample
It refers to the number of items to be selected from the universe to constitute as a sample. In
these study 100 employees of Rane Brake Lining Ltd., was selected as size of sample.
Sample design
The sampling technique used in this study is simple random sampling method. This method
is also called as the method of chance selection. Each and every item of population has equal chance
to be included in the sample.
Questionnaire
The questions are arranged logical sequence. The questionnaire consists of a variety of
questions presented to the employees for the response. Dichotomous questions, multiple choice
questions, rating scale questions were used in constructing questionnaire.
STATISTICAL TOOLS USED
To analyze and interpret collected data the following statistical tools were used.
 Percentage method
 Chi-square analysis
 Percentage method:
The percentage is used for making comparison between two or more series of data. It
can be generally calculated as
No. of respondents favorable
Percentage of respondent = x 100
Total no of respondents

27
 Chi-square analysis:
Chi-square analysis in statistics is to test the goodness of fit to verify the distribution of
observed data with assumed theoretical distribution. Therefore it is a measure to study the divergence
of actual and expected frequencies.
The formula for computing chi-square is as follows.
The calculated value of chi-square is compared with the table of chi-square for the
given degrees of freedom at the specified level of significance. If the calculated value is greater than
the tabulated value then the difference between the observed frequency and the expected frequency
are significant. the degrees of freedom is (n-2) where ‘n’ is number of observed frequencies and in
case of contingency table the degrees of freedom is (C-1) (R-1) where C is number of columns and R
is number of rows.
Chi-square = Σ {(O-E)2/ E}

CHAPTER V
DATA ANALYSIS AND INTERPRETATIONS
TABLE – 1
AGE OF THE RESPONDENTS
Re s ponde nt’s opinion Frequency Percent
Below 25 0 0%
26 - 35 Years 16 16%
36 - 45 Years 66 66%
46 - 50 Years 18 18%
Above 51 0 0
Total 100 100%
28
Inference:
Regarding age of the Employees, 66% of the respondents are having 36 – 45 years of
age.16% of respondents are having 26 – 35 years of age and 18% of respondents are having 46 - 50
years of age. There are no respondents in below 25 years and above 51 of age category.

CHART – 1
AGE OF THE RESPONDENTS
29
0%
16%
66%
18%
Percentage
Below 25
25 - 35 Years
35 - 45 Years
Above 45 Years

TABLE – 2
EDUCATION LEVEL OF THE RESPONDENTS
Up to H.Sc 0 0%
Diploma 26 26%
Graduate 46 46%
Post Graduate 28 28%
Others 0 0%
Total 100 100%
30
Inference:
It is clear from the table that the educational level of the employees is high. It is found from
the response that employees who have completed. Up to H.Sc 0%, Diploma 26%, graduate 46%, Post
graduate 28% and others 0%.

CHART – 2
EDUCATION LEVEL OF THE RESPONDENTS
31
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
0%
26%
46%
28%
Up to H.Sc Diploma Graduate Post Graduate
Column2

TABLE – 3
RESPONDENTS SALARY
Below 10000 0 0%
10000 – 15000 72 72%
15000 – 20000 28 28%
21000 - 25000 0 0%
Above 250000 0 0%
Total 100 100%
32
Inference:
Regarding salary of the Employees, 72% of the respondents get 10000 – 15000 years of
salary, which is the highest, 28% of respondents get 15000 – 20000. There are no respondents in
below 10000 and above 25000 categories.

CHART – 3
RESPONDENTS SALARY
0%
33
72%
28%
0%
Below 5000 5000 – 10000 10000 – 15000 Above 15000

TABLE – 4
YEARS OF EXPERIENCE
1 - 10 Years 26 26%
10 - 20 Years 74 74%
20 - 30 Years 0 0%
31 – 40 Years 0 0%
Above 41 0 0%
Total 100 100%
34
Inference:
Regarding experience of the Employees, 26% of the respondents are having 1 – 10 years of
experience. Among the respondents person who have worked for above 10 - 20 years constitute 74%
of the total percentage, which is the highest. There are no respondents in 20 – 30, 31 - 40 and above
41 year of job experience category.

CHART – 4
YEARS OF EXPERIENCE
0% 0% 0%
35
80%
70%
60%
50%
40%
30%
20%
10%
0%
26%
74%
1 - 10 Years 10 - 20 Years 20 - 30 Years 31 – 40 Years Above 41
Column2

TABLE – 5
RESPONDENTS OPINION ABOUT TRAINING PROGRAM IMPROVES WORK
EFFICIENCY
Respondent Frequency Percent
Strongly agree 10 10%
Agree 37 37%
Neutral 14 14%
Disagree 23 23%
Strongly disagree 16 16%
Total 100 100%
36
Inference:
From the above table shows that 10% of the respondents strongly agree about training
program improves work efficiency, 37% of the respondents agree, 14% of the respondents
are in neutral, 23% of the respondents disagree and 16% of the respondents strongly disagree.

CHART – 5
RESPONDENTS OPINION ABOUT TRAINING PROGRAM IMPROVES WORK
EFFICIENCY
37

TABLE – 6
RESPONDENTS OPINION ABOUT TRAINING PROGRAM IMPROVES OFFICIAL
COMMUNICATION
Agree 29 29%
Neutral 34 34%
Disagree 9 9%
Total 100 100%
38
Inference:
The above table shows that 22% of the respondent’s strongly agree that training
program improves official communication, 29% of the respondents agree, 34% of the
respondents fall under neutral category 9% of the respondents disagree and 6% of the
respondents strongly disagree.

CHART – 6
RESPONDENTS OPINION ABOUT TRAINING PROGRAM IMPROVES OFFICIAL
COMMUNICATION
39

TABLE – 7
RESPONDENTS OPINION ABOUT TRAINING PROGRAM IMPROVES
PROMOTION ASPECTS
Agree 22 22%
Neutral 15 15%
Disagree 16 16%
Total 100 100%
40
Inference:
The above table revels that 18% of the respondents strongly agree training program
improves promotion aspects 22% of the respondents agree, 15% of the respondents are in
neutral, 16% of respondent disagree and 5% respondents strongly disagree.

CHART – 7
RESPONDENTS OPINION ABOUT TRAINING PROGRAM IMPROVES
PROMOTION ASPECTS
41

TABLE – 8
RESPONDENTS’ OPINION ABOUT TRAINING PROGRAM IMPROVES
BEHAVIOR OF THE EMPLOYEES
Agree 39 39%
Neutral 23 23%
Disagree 5 5%
Total 100 100%
42
Inference:
The above table shows that 30% of the respondents are strongly agree over training
program improves behavior of the employees, 39% of the respondents agree, 23% of the
respondents are neutral, 5% of respondents come under disagree and only 2.5% of the
respondents come under category of strongly disagree.

CHART – 8
BEHAVIOR OF THE EMPLOYEES
43

TABLE – 9
ATTITUDE OF THE EMPLOYEES
Agree 23 23%
Neutral 18 18%
Disagree 29 29%
Total 100 100%
44
Inference:
The above table shows that 18% of the respondents agreed that overtime training
program improves attitude of the employees, 23% of the respondents agree, 18% respondents
are in neutral, 29% of the respondents disagree and 12% of respondents strongly disagree.

CHART – 9
ATTITUDE OF THE EMPLOYEES
45

TABLE – 10
RESPONDENT OPINION ABOUT TRAINING PROGRAM IMPROVES JOB
KNOWLEDGE
Agree 39 39%
Neutral 26 26%
Disagree 9 9%
Total 100 100%
46
Inference:
The above table shows that 18% of the respondents strongly agree about training
program improves job knowledge, 39% of the respondents agree, 26% of the respondents are
in neutral, 9% of the respondents disagree, and 8% of the respondents strongly disagree.

CHART – 10
RESPONDENT OPINION ABOUT TRAINING PROGRAM IMPROVES JOB
KNOWLEDGE
47

TABLE – 11
RESPONDENT OPINION ABOUT TRAINING PROGRAM IMPROVES
PROFESSIONAL SKILLS
Agree 36 36%
Neutral 33 33%
Disagree 13 13%
Total 100 100%
48
Inference:
The above table shows that 14% of the respondents strongly agree that training
program improves professional skills, 36% of the respondents agree, 33% of the respondents
are in neutral 13% of the respondents disagree and only 6% of the respondents strongly
disagree.

CHART – 11
RESPONDENT OPINION ABOUT TRAINING PROGRAM IMPROVES
PROFESSIONAL SKILLS
49

TABLE – 12
RESPONDENT OPINION ABOUT THE INTERNAL TRAINERS ARE VERY
EFFECTIVE IN DELIVERING THEIR CONTENT
Agree 24 24%
Neutral 27 27%
Disagree 15 15%
Total 100 100%
50
Inference:
The above table shows that 16% of the respondents strongly agree about the internal
trainers are very effective in delivering their content, disagree 24% of the respondents agree,
27% of the respondents are in neutral, 15% of respondents disagree and 18% of the
respondents strongly disagree.

CHART – 12
RESPONDENT OPINION ABOUT THE INTERNAL TRAINERS ARE VERY
51

TABLE – 13
RESPONDENT OPINION ABOUT THE EXTERNAL TRAINERS ARE VERY
Agree 17 17%
Neutral 25 25%
Disagree 26 26%
Total 100 100%
52
Inference:
The above table revels that 13% of the respondents strongly agree about
external trainers are very effective, 17% of the respondents agree, 25% of the respondents are
in neutral, 26% of the respondents disagree and 19% of the respondents strongly disagree.

CHART - 13
RESPONDENT OPINION ABOUT THE EXTERNAL TRAINERS ARE VERY
53

TABLE – 14
RESPONDENTS’ OPINION ABOUT THE PHYSICAL REQUIREMENTS AND
FACILITIES PROVIDED DURING TRAINING ARE EXCELLENT
Agree 34 34%
Neutral 28 28%
Disagree 17 17%
Total 100 100%
54
Inference:
The above table shows that 19% of the respondents feel strongly agree that the
physical requirements and facilities provided during training are excellent, 34% of the
respondents agree, 28% of the respondent are in neutral, 17% of the respondents disagree
and 2% of the respondents strongly disagree.

CHART – 14
RESPONDENTS’ OPINION ABOUT THE PHYSICAL REQUIREMENTS AND
FACILITIES PROVIDED DURING TRAINING ARE EXCELLENT
55

TABLE – 15
RESPONDENTS’ OPINION ABOUT DIFFICULTY IN APPLYING
Agree 17 17%
Neutral 26 26%
Disagree 22 22%
Total 80 100%
56
Inference:
From the above table we inferred that 16% of the respondents strongly agree about
difficulty in applying, 17% of the respondents agree, 26% of the respondents are in neutral,
22% of the respondents disagree, and 19% of the respondents strongly disagree.

CHART – 15
RESPONDENTS’ OPINION ABOUT DIFFICULTY IN APPLYING
57

TABLE – 16
RESPONDENTS’ OPINION ABOUT SAFE WORK ENVIRONMENT
Agree 36 36%
Neutral 33 33%
Disagree 9 9%
Total 100 100%
58
Inference:
From the above table inferred that 17% of the respondents strongly agree that safe
work environment, 36% of the respondents agree, 33% of the respondents are in neutral, 9%
of the respondents disagree and 5% respondents strongly disagree.

CHART – 16
RESPONDENTS’ OPINION ABOUT SAFE WORK ENVIRONMENT
59

TABLE - 17
RESPONDENTS’ OPINION ABOUT ACCIDENTS/MISTAKES ARE REDUCED
Agree 39 39%
Neutral 32 32%
Disagree 11 11%
Total 100 100%
60
Inference:
From the above table inferred that 12% of the respondents strongly agree that
accidents/mistakes are reduced, 39% of the respondents agree,32% of the despondences are
in neutral, 11% of the respondents disagree and 6% respondents strongly disagree.

CHART - 17
RESPONDENTS’ OPINION ABOUT ACCIDENTS/MISTAKES ARE REDUCED
61

TABLE – 18
RESPONDENTS’ OPINION ABOUT SATISFACTION ABOUT TRAINING
PROGRAMME
Highly satisfied 19 19%
Satisfied 24 24%
Neutral 33 33%
Working Hours 24 24%
Company policies 6 6%
Total 100 100%
62
Inference:
From the above table shows that 19% of the respondents are highly satisfied with
training program, 24% of the respondents are satisfied, 33% of respondent are in neutral,
24% of respondents feel dissatisfied and 6% of respondents are highly dissatisfied.

CHART – 18
RESPONDENTS’ OPINION ABOUT SATISFACTION ABOUT TRAINING
PROGRAMME
63

CHAPTER - VI
FINDINGS
 Most of the respondents (66%) come under the age group of 36-46 years
 From the study it is inferred that most of respondents are graduated (46%).
 39% of the respondents agree that training programme improves behavior of
64
employee.
 Most of the respondents (39%) agreed that training program improves job knowledge.
 36% of the employees agree that training program improves professional skills
 Most of the respondents (24%) say that the internal trainers are very effective in
delivering their content.
 34% of respondents agree that agree that the physical requirements and facilities
provided during training are excellent.
 Most of the respondents agree that attending training programme is helped them to
achieve the organization goals.
 Most of respondents (26%) feel neutral that is difficult to apply thing which learned
by training.
 According to the study majority of the employees who are aware of the Training
Programme conducted in their organization have shown their willingness to attend the
Training Programme in future.
 39% of respondents agreed that mistakes and accidents are reduced by proving
training.

RECOMMENDATION
 Duration of the practical session can be increased.
 Training may be split up to several days instead of stuffing the whole lot in a single day.
 Professional trainers can be invited for soft skill trainings.
 The feedback forms for the training session can be sent through mails after the training
65
program gets completed.
 Individual attention may be provided to the trainees in order to encourage their
participation and make them perform better at their job.
 26% of the respondents disagreed with the performance of external trainers. So
management may do favor for that.
 Feedback can be obtained from the employees so that training can be improved further to
their expectations and thus their productivity could be increased and accomplishment of
objectives could be made easier.

CONCLUSION
Training programme’s main objective is to improve the productivity of the company’s
employees which in turn will improve the company’s profitability. Through training
programmes, the employees’ skill levels are upgraded which will make the employees more
66
productive.
Training programme is also set up to help employees get used with new roles and
responsibilities usually after promotion. When an employee gets promoted from one level to
next level, the skills required to do his/her job changes and training programmes are essential
in equipping the employee with the new skills.
Training programme is also a way for the company to showcase to its employees that it
cares for employees’ self development. This plays a vital role in increasing the loyalty that an
employee feels towards its organization
Employees’ feedback on the training programme is essential to understand the
effectiveness of training programme. Most times, employees better understand the kind of
training programme that would help them. It is important to get employees’ opinion before
the creation of new training programmes.
It has been discovered from the research in Rane Brake Lining Ltd most of the
employees are satisfied with training programme which is being conducted by the company.

BIBLIOGRAPHY
67
REFERENCE BOOKS
 GARY DESSLER (2003), Human Resource Management, 10th Edition, Pearson education,
New Delhi, Page Number: 283
 BHASKARCHATTARGEE (1996), Human Resource Management Contemporary Text,
Sterling publishers, New Delhi, Page Number:135
 BISWAJEET PATTANAYAK (2001), Human Resource Management, Prentice-Hall Of
India Pvt Ltd, New Delhi, Page Number:150
 K.ASWATHAPPA (2002), Human Resource Management, Tata McGraw-Hill Publishing
Company Ltd, Page Number:193
WEBSITES:
1. http://www.rane.in
2. www.managementhelp.org
3. http://www.hbg.psu.edu
4. http://www.mactec.com
5. http://www.hrcouncil.com

APPENDIX
A STUDY ON TRAINING AND DEVELOPMENT PROGRAMME IN RANE
BRAKE LINING LIMITED, PONDICHERRY.
68
PERSONAL DETAILS
1. Name :
2. Gender : Male Female
3. Age : 21 - 30 31 - 40
41 - 50 Above 50
4. Marital Status : Single Married
5. Educational
Qualification : Diploma UG
PG Others
6. Department : Planning Dept Production & Material Dept
Quality Dept Accounting Dept
Storage Dept
7. Experience : 1-5 Yrs 6-10 Yrs
11-15 Yrs above 15 Yrs
8. Salary per month : Below 8000 8001-15000
15001-25000 above 25000
9. Have you attend training offered by the company: a) Yes b) No

SA - Strongly agree A - Agree N - Neutral
DA - Disagree SDA - Strongly disagree
70
Sl.No
Functions
SA
A
N
DA
SDA
10
Training program improves work efficiency
11
Training program improves official
communication
12
Training program improves promotion aspects
13
Training program improves behavior of the
employees
14
Training program improves attitude of the
employees
15
Training program improves job knowledge
16
Training program improves professional skills
17
The internal trainers are very effective in
delivering their content

71
Sl.No
Functions
SA
A
N
DA
SDA
18
The external trainers are very effective in
delivering their content
19
The physical requirements and facilities
provided during training are excellent
20
The training program has helped you to
identify your strengths and to overcome the
weaknesses
21
Training has a demonstrable effect on the
performance of the task or the achievement of
organization goals
22
There is much difficulty in applying the
training program concepts in day to day work
23
There is a value addition after attending the
training program
24
The company provides you a safe
work environment by accident
prevention & safety programme

72
Sl.No
Functions
SA
A
N
DA
SDA
25
Accidents/mistakes are reduced after
the training program. Do you agree
26
According to you when do you need
training
27
What changes you have noted in your
work place after training
28
What is your opinion regarding
duration of the training program
29
Have you got opportunity to practice
the training methods after the training
programme
30
Overall rating of the training and
development program

Bala final

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (20)

Similar to Bala final

Similar to Bala final (20)

Recently uploaded

Recently uploaded (20)

Bala final