A

RESEARCH REPORT
ON

“TRAINING AND DEVELOPMENT OF LAKSHMI

SUGAR MILL,”

Submitted by:
Ilma Qureshi
Roll No.

IN THE PARTIAL FULFILLMENT OF THE REQUIREMENT FOR

THE AWARD OF DEGREE OF

MASTER OF BUSINESS ADMINISTRATION

SESSION: 2018-2019

SHRI RAM COLLEGE OF MANAGEMENT,

MUZAFFARNAGAR
 STUDENT DECLARATION

I am ILMA QURESHI M.B.A. III Sem student of here by declared that the
research report entitled ‘TRAINING AND DEVELOPMENT is completed and
submitted under the guidance of MISS SHRUTI MITTAL SHRI RAM
COLLEGE , MUZAFFARNAGAR. is my original work. The imperial finding in
this report is based on the data collected by me. I have not submitted this project
report for the purpose of compliance of any requirement of any examination or
degree.

ILMA QURESHI

M.B.A. III Sem.

ROLL NO.
 ACKNOWLEDGEMENT

This project in itself is an acknowledgement to the inspiration, drive and

valuable guidance contributed to it by many individuals. This project would never
have been the light of day without the help and guidance that have been received.

I would like to express my sincere appreciation and thanks to Miss Shruti

Mittal who guided me all throughout the summer training. It is under her valuable
guidance, constant interest and encouragement I have completed this project. He
devoted his ever-precious time from his busy schedule and helped in complete
understanding of the TRAINING AND DEVELOPMENT industry in India.
 CONTENTS
Preface………………………………………………………………………6

Introduction………………………………………………………..7-9
Company profile……………………………………………………………10-16

Human resource -management in Lakshmi Sugar Mill ……………………17-22

Training and development programmes…………………………………….23-40

Impact of training programmes on employees .. ……………...……………41-48

Objectives of study……………………………………………………………49

Scope of the study……………………………………………………………...50

Importance of the study…………………………………………………………51

Research methodology ………………………………………………………51-55

Data analysis …………………………………………………………………55-56

Limitations……………………………………………………………………61-62

Conclusion…………………………………………………………………..63-65

Suggestions…………………………………………………………………66-68

Recommendations………………………………………………………….69-72

Questionnaire…………………………………………………………………73-76

Bibliography …………………………………………………………………77-78
 PREFACE

The project report on “An inquiry into Training & Development

programme in LAKSHMI SUGAR MILL,” has been successfully
done in Lakshmi Sugar Mill,. It helped me to gain lots of experience to
motivate, to bring out the maximum efficiency of the various
Department of Human Resources.
This report enlightens the management skills used for the advancement
of the employees. It brings out the lowest input and maximum output to
give maximum efficiency.
Further motivations and ideas come from the various reference books.
Specially, I would be thankful to the books, “Evaluation of Control of
Research ”, Mc Grawhill, “Training Methodology and Development”. I
would also like to remember the names of the persons who efficiently
affected me in my training period to gain new experiences.
My efforts in presenting this project report will by ably rewarded if the
invigilator and my senior members satisfy with my project report. I
would gratefully acknowledge the contribution of the faculty members
by way of bringing to my attention the errors and printing mistakes that
might have inadvertently crept into the report.

[Ilma Qureshi]

M.B.A. III Sem

ROLL NO.
 INTRODUCTION
Human resource development has in recent years become the focus
of attention of planner’s policy makers and administrators: Human
resource development is the process of increasing the knowledge, skills
and capacities of people. It is important riot only tar an enterprise but for
a nation to develop its human resources.
Human resource development encompasses two main components,
which are significant in every organization.

(1) TRAINING AND EDUCATION:

The training in any organization is a process employees are increased to
perform specific, jobs. On the other hand education has wider scope and
it is the process of increasing the basic knowledge and under training of
employees.

(2) TRAINING AND DEVELOPMENT:

Training and development of the employees go hand in hand. The
development of any organization depends on better training of the
employees. Development is a long term educational process utilizes a
systematic and organized procedure by which the managerial personnel
learn conceptual and theoretical knowledge for general purpose.
Training is present for non-manager whereas development is provided to
the managerial professionals.
In every organization appropriate training program is very necessary to
achieve the training objective training policy represents the commitment
of top management to employee training. It consists to rules and
procedure concerning training.
The efficiency of, any program depends on best training policy in the
company. Hence we can say that an ideal training program Indicate the
intention of., the Company to develop its employee; provide appropriate
opportunities ‘to employees for their own betterment, and identify
critical areas where training is to be given on a priority basis.
A good training policy therefore should he conducted to accelerate the
growth of employees in the organization.
LAKSHMI SUGAR MILL, Limited is the largest thermal power
generating company of India. A pravit sector company, it was
incorporated in the year 1975 to accelerate power development in the
country as a wholly owned company of the Government of India. At
present, Government of India holds 89.5% of the total equity shares of
the company and the balance 10.5% is held by FIIs, Domestic Banks,
Pravit and others. Within a span of 31 years, LAKSHMI SUGAR MILL,
has emerged as a truly national power company, with power generating
facilities in all the major regions of the country.
National Thermal Power Corporation is the largest power generation
company in India. The Forbes Global 2000 ranking for 2005 ranks it as
the 5th leading company in India and the 486th leading company in the
world. It is a pravit listed (B.B.A. III yeary Stock Exchange) Indian
pravit sector company, with majority shares owned by the Government
of India. At present, Government of India holds 89.5% of the total equity
shares of the company and the balance 10.5% is held by FIIs, Domestic
Banks, Pravit and others. LAKSHMI SUGAR MILL, ranks amongst the
top five companies, in terms of market capitalization.

LAKSHMI SUGAR MILL,'s core business is engineering, construction

and operation of power generating plants and also providing consultancy
to power utilities in India and abroad. As on date the installed capacity
of LAKSHMI SUGAR MILL, is 26, 404 MW through its 14 coal based
(21,395 MW), 7 gas based (3,955 MW) and 4 Joint Venture Projects
(1,054 MW).
From the above graph it’s been clear that LAKSHMI SUGAR MILL, is creating
that leading benchmark in all over the mill, like above graph is dictating that the
intensive and remarkable growth covered by LAKSHMI SUGAR MILL, was
started in year 1986-87 from 3000MW with 20000BU and goes to inconsistent
growth in year 2006-07 by 30000MW with 200000BU. This shows the effective
installed capacity is leading a terrific generation of power.
LAKSHMI SUGAR MILL,’s core business is engineering, construction and
operation of power generating plants. It also provides consultancy in the area of
power plant constructions and power generation to companies in India and abroad.
As on date the installed capacity of LAKSHMI SUGAR MILL, is 27,904 MW
through its 15 coal based (22,895 MW), 7 gas based (3,955 MW) and 4 Joint
Venture Projects (1,054 MW). LAKSHMI SUGAR MILL, acquired 50% equity of
the SAIL Power Supply Corporation Ltd. (SPSCL). This JV company operates the
captive power plants of Durgapur (120 MW), Rourkela (120 MW) and Bhilai (74
MW). LAKSHMI SUGAR MILL, also has 28.33% stake in Ratnagiri Gas &
Power Private Limited (RGPPL) a joint venture company between LAKSHMI
SUGAR MILL,, GAIL, Indian Financial Institutions and Maharashtra SEB
Holding Co. Ltd. The present capacity of RGPPL is 740 MW.

LAKSHMI SUGAR MILL,’s share on 31 Mar 2007 in the total installed capacity
of the country was 20.18% and it contributed 28.50% of the total power generation
of the country during 2006-07.

LAKSHMI SUGAR MILL, has set new benchmarks for the power industry both in
the area of power plant construction and operations. It is providing power at the
cheapest average tariff in the country. With its experience and expertise in the
power sector, LAKSHMI SUGAR MILL, is extending consultancy services to
various organisations in the power business.

LAKSHMI SUGAR MILL, is committed to the environment, generating power at

minimal environmental cost and preserving the ecology in the vicinity of the
plants. LAKSHMI SUGAR MILL, has undertaken massive afforestation in the
vicinity of its plants. Plantations have increased forest area and reduced barren
land. The massive afforestation by LAKSHMI SUGAR MILL, in and around its
Ramagundam Power station (2600 MW) have contributed reducing the
temperature in the areas by about 3°c. LAKSHMI SUGAR MILL, has also taken
proactive steps for ash utilisation. In 1991, it set up Ash Utilisation Division to
manage efficient use of the ash produced at its coal stations. This quality of ash
produced is ideal for use in cement, concrete, cellular concrete, building material.

A "Center for Power Efficiency and Environment Protection (CENPEEP)" has

been established in LAKSHMI SUGAR MILL, with the assistance of United
States Agency for International Development. (USAID). Cenpeep is efficiency
oriented, eco-friendly and eco-nurturing initiative - a symbol of LAKSHMI
SUGAR MILL,'s concern towards environmental protection and continued
commitment to sustainable power development in India.

As a responsible corporate citizen, LAKSHMI SUGAR MILL, is making constant

efforts to improve the socio-economic status of the people affected by the projects.
Through its Rehabilitation and Resettlement programs, the company endeavors to
improve the overall socio-economic status of Project Affected Persons.

LAKSHMI SUGAR MILL, was among the first Pravit Sector Enterprises to enter
into a Memorandum of Understanding (MOU) with the Government in 1987-88.
LAKSHMI SUGAR MILL, has been Placed under the 'Excellent category' (the
best category) every year since the MOU system became operative.

Recognising its excellent performance and vast potential, Government of the India
has identified LAKSHMI SUGAR MILL, as one of the jewels of Pravit Sector
‘Navratnas’- a potential global giant. Inspired by its glorious past and vibrant
present, LAKSHMI SUGAR MILL, is well on its way to realise its vision of being
“A world class integrated power major, powering India’s growth, with increasing
global presence”.
ORGANISATIONAL VISION

“To be one of the world’s largest and best power utilities,

powering India’s growth”.

MISSION
Make Available Reliable, Quality Power In Increasingly Large Qualities
At Appropriate Tariffs, And Ensure Timely
Realisation Of Revenues.

Speedily Plan And Implement Power Projects, With Contemporary

Technologies.
Implement Strategic Diversifications In The Areas Of R&M,
Hydro, Longhand Non Conventional And Ecofriendly Fuels An Explore
New Areas Like Transmission, Information Technology Etc.,
Promote Consultancy And Make Prudent Acquisitions
Continuously Develop Competent Human Resources To Match World
Standards.
Be A Responsible Corporate Citizen With Trust On
Environment Protection, Rehabilitation And Ash Utilization.

CORE VALUES

 Customer Focus
 Organizational Pride
 Mutual Respect And Trust
 Initiative And Speed
 Total Quality
Corporate objectives

 To add generating capacity within prescribed time and cost.

 To operate and maintain power stations at high availability
ensuring minimum cost Of generation.
 To maintain the financial soundness of the company by
managing the financial
Operations in accordance with good commercial utility
practices.
 To develop appropriate commercial policy leading to
remunerative tariffs and
Minimum receivables.
 To function as a responsible corporate citizen and discharge
social responsibility, In respect of environment protection and
rehabilitation.
 The corporation will strive to utilize the ash produced at its
stations to the
Maximum extent possible through production of ash bricks
building materials etc.
 To adopt appropriate human resources development policy
leading to creation of Team of motivated and competent power
professional.
 To introduce, assimilate and attain self sufficiency in
technology, acquire expertise in utility management practices
and to disseminate knowledge essentially as a Contribution to
other constituents of the power sector in the country.
 To develop research & development (R&D) for achieving
improved plant Reliability.
 To expand the consultancy operations and to participate in
ventures abroad.
 HUMAN RESOURCE -MANAGEMENT IN
LAKSHMI SUGAR MILL,
1. INDUSTRIAL RELATION DURING 2002-2003

The Industrial Relations at various manufacturing units and service

division of the company were harmonious and cordial throughout the
year. The thrust on participative culture continued during the year. A
unique meeting of the apex level bipartite forum (Joint Committee) was
held in a Workshop format for two days in August 2002. The leaders of
the Central Trade Unions and the Union representatives from various
plants of LAKSHMI SUGAR MILL, participated very enthusiastically
in this Workshop. Various issues of concern to the Company were
discussed and fruitful suggestions / presentations were made.
Similar Workshop for the representative of Supervisors and Executives
was also held for two days in October 2002. The theme of the Workshop
was “Enhancing organizational effectiveness.”
There were two meetings of the Joint Committee during the year.
Similarly 65 meeting of the Plant Councils and 308 meetings of the
Shop Councils were held during the year in various Units of the
Company.

2. VOLUNTARY RETIREMENT SCHEME

Focused Voluntary Retirement Scheme was in operation in the Company
during the year. In all 3340 employees (483 Executives 680 Supervisors
and 2249 Workmen) opted for retirement order this scheme.
3. HUMAN RESOURCE DEVELOPMENT
The overall manpower strength at the end of the year was 47516
showing a decrease of 8 28% over the previous year. This decline in
manpower is mainly due to introduction of Voluntary Retirement
Scheme for the third consecutive year and also restricting fresh
induction to only critical areas.
LAKSHMI SUGAR MILL, nominates the employee for training
programmes conducted in-house by HRDI & HRDC’s and by other
external agencies. During the year 2001-2002, a total of 40172
participants nominated by LAKSHMI SUGAR MILL, attended various
training programmes. Besides 3333 Trade Apprentices were provided
training facilities under the Apprentices Act.
 FUNCTIONING OF VARIOUS CELLS OF
PERSONNEL MANAGEMENT

OFFICES ESTABLISHMENT & POLICY CELL

Offices establishment maintain personnel records of officers & general
foreman including bio-data, medical report, leave, promotions & transfer
both Internal & external in the plant, retirement, allowances, savings etc.
Policy cell works on the policies formed in personnel manual taking into
consideration the statutory requirements. In personnel manual
LAKSHMI SUGAR MILL, policies and various personnel function are
defined. It keeps interpretation of policies to various implementing
authorities.

INDUSTRIAL RELATION CELL

IR Department maintain record of income & handles the union dispute
through conciliation, negotiation & arbitration through bodies later joint
committee, plant council & shop council.

WELFARE DEPARTMENT
It allows statutory obligation under Factory Act 1948. There is also
representative of welfare department in shop council. It is a coordinator
between welfare departments in shop council. It is co-ordination
between welfare of employees, various Acts regarding it & management.
OPERATION CELL:
In this cell personal records & files are maintained of the non –
executives working in the plant.

CANTEEN SECTION:
As per the provision of factory Act 1948, canteens have been provided
inside & outside the plants providing food on subsidized rates. Canteens
are beings run on tender basis.

TERMINAL BENEFIT PLANT:

This cell has commenced from Nov. 1997. It provides single window
services in clearance of due left in case of resigned, retained or death
deceived.

GENERAL ADMINISTRATION:
It keeps records to various function of personal department to keep a
check & track of things happening related to absents. Over all it takes
care of general administration personal department as a whole.
INDUSTRIAL DISPUTE CASES & CONTRACT LABOUR
CELL:
This cell looks after the industrial dispute & tries to solve them. If this
cell is unable to settle the disputes then conciliation takes place. This cell
also maintains domestic inquiry reports. It also checks the enforcement
of awards of industrial dispute Act. & labour courts.
Contract labour cell maintain record registration no. of agreement of
contractors. Contracts are on tender basis. This department ensures that
their salaries are given in time & are properly compensated for holidays.

LAW DEPARTMENT
This Department deals with matter related to dispute. In some cases it
hires advocates, so as to solve the cases in high courts & supreme courts.
HEALTH SERVICES
LAKSHMI SUGAR MILL, is providing comprehensive health care
services to its employees; it provides preventive & promotion health
services to ail the employees of both the plants. It has contributed in
saving precious lives of protecting the health of due employees through
early diagnosis & systematic treatments.
 DESIGN AND IMPLEMENTATION OF DESIGN
AND IMPLEMENTATION OF TRAINING AND
DEVELOPMENT PROGRAMMES

Most organizations undergo five different phases in their struggle for

existence and growth. These five phases form the organizational cycle.
Each phase of an organization exhibits special characteristics, which
differ from the characteristics of other phases of the organizational
cycle. What makes an organization Successful or uII1SuICcessful
depends upon the efforts put in to mobiles human resources most
appropriately to meet its dire need. In this context, training functions as
one of the integrating forces for building up an organization and guiding
its activities for its continuous growth. When an organization is in its
first phase, that of concept and development of business, greater
emphasis is given to manpower planning and role clarity. Training plays
a vital role at this stage. During the next phase, one of rapid growth and
expansion of the organization, training explores more avenues for its
growth and takes care of human resources development. When it reaches
the third phase, of it and stability there is a tendency to reach a state of
plateau. This stage is a very critical stage for the organization. If the
plateauing continues for a longer time, it may lead the organization to its
fourth phase one of decline. Efforts are needed to turn the organization
around either through diversification or by enlarging expanding the
product range. Training is the highest resource builder at the time of
crisis of this nature.
DEFINITION
Training is defined as the process of enhancing efficiency and
effectiveness- of persons at work by improving and developing sills
relevant to work. It is clone by cultivating appropriate attitude and
behavior towards work and people. It helps people to improve their
present capabilities at work and prepares them to assume greater
responsibilities in future training aims essentially at increasing
knowledge, stimulating aptitude and imparting skills related to a
specific, job or people. In this endeavor, training is a continuous and life
long process. As an organized effort, it is designed with certain
objectives to help participants be informed of the subject mater which
they have to apply in their day-to-day work situations. Apart from
change of attitudes, their skills have to be improved and knowledge or
information has to be imparted through effective methods. In other
words, training provides an atmosphere of sharing and synthesizing with
the help or trainers.

Employees who take training learn faster than those who take not
training. Average participants reach the Experienced Worker Standard
(EWS) in less time as compared to others who learn through trial and
error.

According to learning theory people who attain the plateau state

continue to dwell there, without I11LIch improvement in their
performance. Training helps them to reach a higher plateau through
acquisition of new skills, knowledge and attitude.
APPROACHES TO TRAINING
Very often, training faces a great dilemma between theory and practice.
Some trainers insist on theory, giving very little importance to practice
and some avoid theory clue to their strop. Faith only in practice theory
and practice has to be balanced. For the accomplishment of training,
theory contributes more towards total perspective and practice towards
acquisition of task-oriented sills. Use of both have to be encouraged for
effective training and transfer of learning.

Another difficult option with training is whether to focus on the trainee

himself or the task lie has to perform in the field. Here again, a balance
has to be struck between the task and the trainee. Tasks have to be
focused so that trainees can comprehend the actual situation and develop
themselves to perform a task successfully.

BASIC CONSIDERATIONS
In order to be effective, the following basic consideration has to be taken
care of, while conducting training programmes.
 Training has to be viewed as all organic process Of growth,
corresponding to dynamics of the held and the body of experiences
constantly being generated.
 Training programme has to be flexible multidimensional in its
formal as well as substantive aspects in order to fully utilize the
feedback from the resource.
 Training is no longer considered HIS an auxiliary or subsidiary
component of development as the role 01’ human factor in
development has been well recognized.
TRAINING CYCLE
Training is the most important component of Human Resources
Development (HRD) philosophy of modern organizations, which rely oil
training. It helps them to find solutions to their day-to-day problems by
identifying their problems and guiding them in the right direction. It
functions as a cycle from identification of the needs to evaluation and
feedback. Training as a constructive cycle mobilizes all available
resources in organizations and moves them towards attainment of human
goals.
The training cycle has seven steps, which, in a sequence, form a
constructive cycle.
The seven steps are:
1. Identification of training needs and analysis.
2. Setting up of terminal objectives
3. Selection and designing of programmes.
4. Selection and developing of audio-visual aids
5. Organizing training programmes
6. Evaluation of training
7. Feedback leading to further identification of training needs. These
steps provide a holistic approach to training. They are interlinked
with on another, providing a wider scope for the improvement of
the training process. Each step is analyzed to evaluate how it can
be improved for the total effectiveness of the programme.
STEP 1: IDENTIFICATION OF TRAINING NEEDS AND
ANALYSIS
Training needs are classified under two major heads. They are individual
needs and group needs. The following process identifies individual
needs:
 Dialogue With the Individual
 Dialogue With the superior
 Dialogue with peers
 Dialogue with subordinates
THE FOLLOWING PROCESSES IDENTIFY GROUP NEEDS:
 Buzzing session
 Structured survey
 Unstructured survey
Identification of training needs of individuals and groups is the first and
most Important Step In the training process for achieving the goals of
individuals, groups and organizations. It helps to bring to the surface the
prevalent attitude of individuals and the climate of organizations.
Group needs emerge from the way the group is formed and functioning.
In the process of identifying their needs, the expectations of individuals
and the group will be brought into limelight.

Training need analysis depends upon the phase and context of -n

organization. In the wake of modern technological inventions and
innovations, individual training needs are very many. It impels an
organization to be-dynamic. Training need analysis is not a one-tulle
Activity but it has to be periodically sensed. It is like the changing needs
of a mountaineering team. When the team members reach greater
heights their needs arc different and cater effort has to be made to cater
to them. Group needs. It not esummation of Individual needs. It prepares
the ‘group for ascertaining the training objectives.

STEP2: SETTING UP OF TERMINAL OBJECTIVES

A training, programme must clearly lay down its objectives. Training
normally intends to fulfill the following objectives:
 Helps trainees in acquiring knowledge of the subject
matter.
 Helps to bring about a change III the attitude and behavior
of trainees.
 Helps in developing knowledge about sell to an extent that
enables trainees to develop their potentials.
 Helps in interaction among trainees themselves, who learn
from each other’s experience.
 Aims at enhancing the capacity of trainees so as the enable
them to increase their problem-solving capability.
 Aims at helping the process of learning and developing.
 Aims at bridging the gap between expected level of
performance and the actual level of performance.
 Aims at providing a scientific base for acquisition of
knowledge and skills.

Objectives spell out the real mission of an organization. These also help
individuals to be aware of their own objectives in relation to the
organizational objectives. A sense off direction is achieved by setting up
terminal objectives.
Objectives have to be expressed in behavioral terms. They have to be
expressed In terms of measurable quantity and quality, which can be
seen in action. A behavioral objective defines the standards of
acceptable performance.

Trainers have to give specific objectives, stated in terms of what

employees will be able to do when they leave the training programme
and return to their jobs. Behavioral objective, when they are properly
written, are powerful tool for the trainer to use in bringing about
management’s commitment to training programmes. Properly designed
and accepted objectives form a road map for designing training
programmes.
It is relatively easy to write a good training objective if the trainer
follows a few simple steps. The trainer keeps in mind that descriptions
relate to what participants will be able to do at end of a training
programme, conditions under which they will have to perform and
criteria for success.
Following are the steps a trainer should use in writing behavioral
objectives.
Description Example
1. Write out the task or job Conduct a disciplinary hearing
that is to be clone using a
verb and a noun
2 Add the quantity standards Conduct one disciplinary hearing
or criteria that will be
applied to the behavioral
objective
3. Add the quality criteria Conduct one disciplinary hearing
 that will be included in the without violating any clauses of
behavioral objective the labour agreement.
4. Add the circumstances i.e., Give a case study involving an
the tools and equipment employee who has been absent
with which trainees will be on the job repeatedly, conduct
performing the objective. Disciplinary hearing without
Violating any of the labour
agreement rules
Behavioral objective provide the necessary input for evaluation training
programmes

STEP3: SELECTION AND DESIGNING OF A TRAINING

AND
Development programme
Preparative efforts for analyzing the needs and deriving objectives
from the need analysis have to be integrated with the resources and
rich experiences available in an organization while designing a
programme. Research on a experience with training of adults have
also demonstrated the validity of the following relevant guidelines
 Adults learn when they feel a need to learn
 Adults learn best by doing
 Adults learn best through problem solving
 Adults want o know how they are doing
 Adults prefer and informal learning environment
Training will be more effective and successful if the above
characteristics are considered while designing the programme.
BASIC FACTORS IN DESIGNING TRAINING PROGRAMME
Each programme has its own special demands or needs to be fulfilled.
Often we become the victims of generalization and retard the effective
process of learning.
The feasibility of transforming objectives into outcomes depends mainly
on the following factors:
1. Level of participants
2. Content of the programme
3. Effective training methodology
4. Faculty resources
5. Evaluation System
6. Budget provisions

The trainer is the designer of a training programme. He takes great care

of all factors that would increase and improve the effectiveness of a
programme.
The level of participants is assessed through some pretest. It helps the
trainer to frame a syllabus most suitable for the group.
The appropriate training methodology is decided on various factors like
the nature of the topic, time, receptivity level of participants and
availability a faculty resources. We are all living in the days of
specialization. An integrated programme has to be prepared with the
cooperation of all the specialists.
Designing an evaluation system well in advance perhaps helps trainers
to consolidate their efforts in the right direction for its effectiveness.
Budget provisions play a very important role in designing training
programmes. The programmes, faculty resources, methodology etc. are
all decided according to funds available in the budget.
STEP 4: SELECTION AND DEVELOPING OF
TRAINING METHODS AND AIDS
Training aids are supportive to learning and should he carefully selected
and sued in appropriate context so that they are helpful in the learning
process. It is a trainer’s job to make all possible efforts to make learning
more effective and interesting. It is necessary to use training aids and
equipments to enhance the intensity and pace of learning:
According to recent research, retention of learning takes place with 81%
stemming from sight, 11% from hearing and 8% from other senses.
Audio-Visual aids, when properly used in teaching situation, can
accomplish the following:
 Prepare a concrete basis of conceptual thinking
 Create a high degree of interest for trainees
 Make learning more permanent
 Offer real experience which stimulates sell-activity on the
part of trainees
 Develop a continuity of thought
 Provide rich experiences not easily obtained through other
materials
 Contribute to the efficiency, depth and variety of learning.
The following guidelines will be helpful while preparing and using AV
aids for training programmes.
 Prepared AV aids should be woven into lessons and
teaching modules. They should become integral parts of the
learning situation.
 AV aids are not allowed to become a kind of entertainment.
  Selecting the appropriate type of AV aids with reference to
group, subject, times etc.
 Great care is taken to preview all AV aids prepared.
 Updating of AV aids keeping in view the time and
treatment of topics.

STEP 5: ORGANIZING TRAINING PROGRAMMES

Training is done according to the programme designed within a
stipulated period. In the process of training, participants have to be
motivated to develop a keen interest for learning. The trainers’
responsibility lies in leading participants towards a goal designed at
different stages with the full cooperation of the participants. In the
process of skill and knowledge training, participants are facilitated to
test their skill and knowledge through questions and some practical
exercises.’ Attitudinal changes are attempted mostly through
experiential leaning.
Training has to be oriented to the level of participants’ age, qualification,
knowledge and experience. Training provides full scope for learning and
the effectiveness of training would depend upon the learning that has
taken place. Charles E. Watson suggests four levels of learning to cause
a voluntary and rational behavioral change. They are:
 Reaching the knowing -about level
 Reaching the understanding level
 Reaching the acceptance level
 Reaching the ability -to-apply level
These four levels of learning should not necessarily be construed as four
successive levels. As a practical matter, however, learning typically does
proceed in successive stages, beginning with knowing -about and ending
with ability-to-apply. In general, people usually need to know about
something before they can begin to accept it, and to accept something
before they are willing to apply it.

REACHING THE KNOWING-ABOUT LEVEL

In a training situation, awareness creates a thirst for knowing certain
concepts and prompts the learner to acquire as much knowledge that is
needed for performing a task. Effective training brings people to the
knowing-about level with an attitude of knowing more about the concept
so that they can apply it successfully and achieve the results they desire.
Inclination to know more will not take place with those who feel they
have attained the “know-all” level.
Training methods such as case studies, role-playing, management
games, in-basket exercises and simulations can cause the knowing-about
level to occur. These methods can both introduce trainees to new
concepts sand demonstrate their usefulness to new concepts and the
degree to which trainees understand, accept and possess the ability to
apply them.
REACHING THE UNDERSTANDING LEVEL
The understanding level is reached when the following two conditions
exist.
Firstly, trainees know why there is a cause-effect relationship between
correct or appropriate application of a concept or principle given in a
situation and the probable outcome, and they also know how this ‘cause
and effect’ relationship operates.
Secondly, trainees know the theory underlying a concept or principle
sufficiently will to be able to modify or adapt it, thus malting it
appropriate for most given situations.
Creation of a situation that permits trainees to discover truths and make
‘generalization for themselves becomes a successful strategy for a
number of reasons;
 People understand new ideas only from their own frame of
reference.
 People understand things more fully and deeply when they
discover them for themselves than when they just hear about them.
 People remember things they discover for themselves for a longer
period, compared to those things, which they have merely been
told about.
To reach a level of deep understanding, learning should be trainee
centered, not instructor-centered. The instructor establishes learning
conditions and trainees are responsible for teaching themselves through
a process of self-discovery.
Knowing about and understanding a concept does not guarantee that it
will be accepted. Acceptance is reached when people’s values, attitudes
and beliefs are not so strongly contrary to a concept or principle.
REACHING THE ABILITY-TO-APPLY LEVEL
Ability-to-apply level requires that trainees have knowledge, self-
confidence and willingness to try. Participants returning to jobs from
training programmes face several formidable challenges. They need
encouragement from their superiors and subordinates to try out the new
concepts and principles they learnt in the training programme.

STEP 6: EVALUATION OF TRAINING

Evaluation of training and development programmes should be a
continuous process for improving what we teach and how we teach.
Evaluation helps to design and organize successful training programmes,
based on the feedback received front participants.
Gail Trapnell has suggested live dimensions to the evaluation of
training. They are:

 Context evaluation
 Input evaluation
 Process evaluation
 Product evaluation
 Impact evaluation
CONTEXT EVALUATION
Context evaluation attempts to assess the environment prevalent among
Manager, supervisors and workers. It aims to know their attitudes
towards training programmes, which have been organized. It also
focuses on the appropriateness of training objectives when new
programmes are organized and when new group of participants are
expose to training.
INPUT EVALUATION
Input evaluation assesses the appropriateness and adequacy of all
resources that go into a training programme. It focuses on the elements
of design, performance, objective, instructional method and other
physical resources. The physical and human resources identified must be
capable of reaching the standard already visualized and set.

PROCESS EVALUATION
Process evaluation deals with implementation of a programme design. It
calls for how trainers utilize the physical and human resources for
realizing behavioral objectives. It indicates the level at which the
programme is being conducted during normal and existing situations.
The success and failure of a programme is decided by the efforts taken
during process evaluation.

PRODUCT EVALUATION
Product evaluation assesses the competence of participants. It also
evaluates how they are performing in their on-the-lob Situation. Results
Of pre-tests and post-tests can be compared to determine trainees’ gain
in knowledge, skills and attitudes in their job situation. Superiors are
also involved to assess participants.

IMPACT EVALUATION
It assesses the cumulative diffidence that training efforts have made in
an organization’s productivity, efficiency and profitability. It can be
measured from the resulting changes brought about in downtime,
accidents, absenteeism, customer complaints etc- positive improvements
made in these factors enhance the role of training and development.
IMPLICATION OF EVALUATION
If a satisfactory method of evaluating training performance can be
found, the benefits can be reaped by everyone.
 Firstly, the organization is better equipped to meet its obligations
and the management’s decision to invest money in this activity is
vindicated, encouraging it to continue to provide resources.
 Second, the employee is more fulfilled and is stimulated to put
more effort into work. Third, the boss of the employee has
everything to gain from having an effective work unit and is likely
to release employees for training in future.
 Finally, the training staff enjoys job satisfaction of a high order
when they see that their efforts are producing the desired results.
They can row from strength to strength in applying the experience
and knowledge they have obtained front successful activities.
There is no doubt the evaluation of training is a profitable
investment from everyone’s point of view.

STEH7: FEEDBACK LEADING TO FURTHER

IDENTIFICATION OF TRAINING NEEDS
From the evaluation of training programmes a feedback report is
prepared and cor11n1unicated to participants, faculty member,
trainer/coordinators and sponsors, so that they may benefit from the
results of the evaluation.
Each one is looking for different kind of information and interpretation
form the evaluation. While some will be looking for the content, some
others for process analysis.
With the help of feedback participants come to know, their level of
achievements through the training programme. Immediate feedback
given to participants based on the evaluation of training programmes
will help them to know the performance they will be able to achieve and
the kinds of efforts needed to improve their effectiveness. Trainers are
very anxious to know whether their efforts have yielded the desired
results. A detailed analysis of the feedback would help them to modify
their approaches. It would enable them to design future training
programmes taking into consideration all the successes and failures of
the programmes taking into consideration all the success and failures of
the programme. Sponsors or manager’s who have nominated the
participants, are very curious to know how well they have performed
during the training programme. The feedback report received from
trainers will help them to look for specific changes in the behaviour of
the participants. To be precise, it helps them to sharpen their point of
view of took for anticipated changes in their day-to-day situation.

CONCLUSION
Training plays a very vital role in human Resources Development
(HRD), based on the feedback, training system are revitalized and HRD
efforts are improved. It is very clear that training, in the process of
developing people, improves related sub-systems for overall
effectiveness of an organisation. Training helps to improve performance
appraisal system, potential appraisal system, career planning system etc.
It is a challenge to modern managers to be conversant with the training
cycle and process of operating them for getting better results. Training
can create high credibility in an organisation v its continued
commitment and devotion to the Organisation.
 IMPACT OF TRAINING PROGRAMMES ON
EMPLOYEES IN LAKSHMI SUGAR MILL,
The beginning of training could be traced out to the stone, age when
people started transferring knowledge through signs & deeds to others.
Training & Development is increasingly recognized now, as a most
important organizational activity. Rapid technological changes require
newer skills & efficiency to perform the job in many areas. Training has
to be continuously offered to keep employees updated & effective.

OBJECTIVES OF TRAINING
The objectives of training differ according to the employees belonging
to different level of organizations. The basic objective of training is to
establish a match between individual & his job.
This training is designed to improve knowledge skills & attitude and
thus equip the individual to be more effective in his present job or
prepare hint for future assignment.

The main objective of training can be summarized as follows

1. INDUCTION
Training constitutes a significant step in the induction of the individual
into the company’s way of life. What IS the Company’s culture? How
does structure function? What are the policies and rules or
organizations? These have to be inculcated in a new employee so as to
help him to adjust to the organisation. Thus induction training helps the
Individual to blend his personality with the organisation.
2. UPDATING
A significant objective of training is to prevent the obsolesce of the
employees by updating their skills & knowledge. Training becomes
necessary to update employees, so that their efficiency does not suffer
because of lack of understanding of new technology.

3. PREPARING FOR FUTURE ASSIGNMENT

People are not satisfied, if they continue to work in the same position for
long. One of the objects of training is to provide the employee an
opportunity to climb up the promotional ladder.
Thus the training has become quite important for any organisation, to
keep in peace with the external changing environment and with
increasing competition.

IDENTIFYING TRAINING NEEDS

It is the process that involves establishing areas where individual lack
Skill, knowledge, and ability in effectively performing the jobs and also
identifying organizational constraints that are creating road hicks in the
performance.
TRAINING METHODS
A variety of training methods are available and used by training agencies
and organization. Some of the most prevalent methods of training are
follows

LECTURE
As the name indicates, it refers to a presentation by the trainer or ideas,
concepts, theories & issues. The method focuses on transmission of
knowledge. It entails the maximum active role by trainer & little overt
activity by the participants. It is economical, as a large number of people
can be trained at one time saving cost in terms of man, hours & money.

ON-THE-JOB TRAINING METHOD

The training that takes place is centered around the job. The trainee used
machines and tools that he will use once the training is completed. The
training takes place in surroundings were lie will, in future be working at
this regular tasks.

SIMULATION METHOD
In this method, real work instances are takes for training to take place. In
this method the total duplication of the work environments done in order
to train the employees.

EXPERIENTIAL METHOD
The experiential methods of training are designed to provide an
atmosphere of self learning through group interaction and dynamics. The
purpose is to increase the sensitivity of the participants to their own
Functions as well as the functions if other in the group. The prime
objective of’ this method is to integrated knowledge and theory with
experience and practice...
CASE STUDY METHOD
This is the common methodology used for training. In this method
certain situation is specified in front of the workers and they are asked to
comment or react on that particular situation. Discussion is made among
the different employees on the specified situation. This method helps to
improve the analytical and judgment capability of the employees.

INCIDENT METHOD
This method is also generally used by the organization in order to
provide training to their employees. According to this method a question
regarding a particular incident, which has taken place in the organization
itself, is asked to the different employees. Personal who was mainly
responsible for the incident is also inquired along with others and the
conclusion is drawn on the basis of the discussion made on that incident.
Summer job and project report is also incident.
These are some of the methods generally used by different organization
to provide training to their employees.
 TRAINING PROCESS
The training. Programme is a step by step method. It involves following
steps:

Organizational objectives Assessment of Training goals

Establishment of training needs
& Strategies

Evaluation of Implementation. Revising

Training Programme of your training
Programme programme
STEPS INVOLVED IN TRAINING PROGRAMME
Hence training is given to improve the skills and ability of lower level
employees in order to update them with adequate information about the
changes taking place in the external world.
After the training sessions are over, the feed back of training is observed
whether the objective of training is fulfilled or not.
 OBJECTIVES OF STUDY
 To understand & observe the practical work in LAKSHMI
SUGAR MILL,.
 To gain more practical knowledge about the “Training and
development programmers to workers in LAKSHMI
SUGAR MILL,”
 To seeks out the difference between the theoretical &
practical work.
 To observe the functions of various departments of
LAKSHMI SUGAR MILL,, .
 To have a direct contact with the employees of Lakshmi
Sugar Mill, & to know about their working condition and
attitude towards LAKSHMI SUGAR MILL,.
SCOPE OF THE STUDY
LAKSHMI SUGAR MILL,, as a massive organisation is a pravit
company with a huge manpower strength. This organisation deems to
have the aggregate of about 48000 employees in which LAKSHMI
SUGAR MILL, Iqbalpur handles the overall manpower capacity of
about 9360 approximately. In the total, schedule caste and schedule tribe
constitute to 18.05% and 3.66% respectively of the total strength. This it
self proves the significance of training and development and its
necessity in the organisation.
The training, and development programme at LAKSHMI SUGAR
MILL,, is conducted mainly by HRDC and HRDI. Both these agencies
nominate the employees of LAKSHMI SUGAR MILL, for the training
programmes conducted for the development of the skills of the
employees. Besides this, more than 4000 trade apprentices are provided
Ill trade facilities and l’ the Apprentices Act.
IMPORTANCE OF THE STUDY
The project encompasses the entire training and development of the
LAKSHMI SUGAR MILL, employees and acknowledges with proper
information pertaining to the socio-economic development that the
employees avail by obtaining suitable training assistance from the
organization.
 RESEARCH METHODOLOGY ADOPTED FOR
THE STUDY
The findings, conclusion, suggestion, analysis of the report is based on
the primary data collected through survey method and the secondary
data collected by me.
For the survey of “Training and development programmes to employees
in LAKSHMI SUGAR MILL,, ”, the methodology adopted is of
“Personal Interview & Scheduling”.
For the purpose of survey, interviews were taken personally of the
employees both on the basis of structures & unstructured from. Then
further analysis & interpretation of collected data were made & finally
report is being prepared.
The secondary data is collected through various magazines, books,
company’s personnel manual, annual reports and the calendar of event
published by the various training agencies
CHAPTERIZATION
The project work has been categorized into six chapters.
First chapter delineates Introduction to human resource management and
the importance and objectives of the study, scope, importance,
methodology, limitations and chapterization.
Second chapter discuss an overview of LAKSHMI SUGAR MILL,
Human resource management in LAKSHMI SUGAR MILL,,
Functioning of various cells in LAKSHMI SUGAR MILL,.
Third chapter discuss information regarding design and Implementation
of training and development programmes.
Fourth chapter contains about impact of training programmes on
employees in LAKSHMI SUGAR MILL, Iqbalpur and suggestion for
their improvement.
Fifth chapter contains suggestion for the improvement of training and
development programmes for employees and conclusion.
ANALYSIS AND GRAPHICAL REPRESENTATION
OF THE COLLECTED DATA
The total strength of this organisation is 7200 approx. including all rides.
Samples of 50 respondents were asked written questions. It contains 12
questions .50 persons were selected on random sampling method out of
the total strength of 7200 employees of Lakshmi Sugar Mill, consisting
of workers and administrative staff.
Here I have adopted the methodology of personal interview, and on the
basis of some questions analysis is being made & is graphically
represented further.
 DATA ANALYSIS
Q-1 Are there any trouble markers in your training?
No. of respondent - 50

Yes 35

No 15

30%

70%

Influences:
In the survey I find more 70% trainers says Yes. And second more 30%
employee says No.
Q-2 Does the promotion policy is fair in your company?
No. of respondent - 50

Yes 20

No 30

40%

60%

Influences:
In the survey I find more 70% employee says Yes. And second more
30% employee says No.
Q-3 Is there any attendance reward?
No. of respondent - 50

Yes 50

No 0

0%

100%

Influences:
In the survey I find more 100% employee says Yes. And second more
0% employee says No.
Q-4 Does the tools and equipments provided to you are of better quality?
No. of respondent - 50

Yes 15

No 35

30%

70%

Influences:
In the survey I find more 70% employee says Yes. And second more
30% employee says No.
Q-5 Does your supervisor encourage you to give new ideas and
suggestions?
No. of respondent - 50

Yes 40

No 10

20%

80%

Influences:
In the survey I find more 70% trainers says Yes. And second more 30%
trainers says No.
 LIMITATIONS
While making this project following limitation, \were encountered:
 A period one of one semester is a very short period to know
completely about training and development programmes of
a big organization like LAKSHMI SUGAR MILL,.
 Data is collected from the secondary sources.
 While some data is collected through interviews, it may be
possible that the employees may have reacted over
enthusiasistically.
 The project work contains details only of Lakshmi Sugar
Mill, while what other LAKSHMI SUGAR MILL, in the
country are conducting for training and development is not
known.
 CONCLUSION
INTRODUCTION
Every organization needs to have well trained and experienced people
to perform the activities that have to be done. If the current or
potential job occupant can meet this requirement, training is not
important. But when this is not the case, it is necessary to raise the
skill levels and increase the versatility and adaptability of employees.
Inadequate job performance or a decline in productivity or changes
resulting out of job redesingning or a technological break-through
require some type of training and development efforts. As the jobs
become more complex, the importance of employee development also
increases. In a rapidly changing society, employee training and
development is not only an activiy that is desirable but also an
activity that and organization must commit resources to if it is to
maintain a viable and knowledgeable work force.
The purpose of the training and development is to help meet company
objectives by providing opportunities for employees at all
organizational levels to acquire the requisite knowledge, skills and
attitudes:
(i) The first step in training is to determine needs and objectives.
(ii) The techniques and processes of training programme should
be related directly to the needs and objectives of and
organization.
(iii) Training is properly the responsibility of any one in the
management who wants to attain a particular objective.
(iv) The purpose behind the training of personnel is to assist line
management in the determination of training needs and in the
 development, administration, conduct and follow-up of
trainig plans.
(v) To be effective, training must use the tested principles of
leaning.
(vi) Training should be conducted in the actual job environment to
the maximum possible extent.
It is easy to analyse the short-comings of and organization and an
accordance to that training and development programmes can be
designed. Moreover these programmes must be designed as per the
requirement of the company. A review of training and development
programmes timely surveys checks and records must be maintained
learning environment provided to the workers and managers must
be appropriate and adequately supplied with the necessicities of the
programmes for eg. Chart, classrooms and study materials.
The trainee should be interview an their response and suggestion
should be noted. Feedback is an effective method by which
efficiencies and deficiencies of the training and development
programmes can be viewed. Personnel Department must implement
the good suggestions.
Appropriate works standard can be achieved through proper
training and development programmes either they are on the hob or
off the job. As training & Development programmes are expensive
so the organization must reframe them in accordance to the policies
and procedures.
Therefore, training and deelopment are effective part and parcel of
any organization.
 SUGGESTIONS FOR EFFECTIVE TRAINING
AND DEVELOPMENT
To have effective training and development programmed must
accomplish the goals of modifying skills attitudes and behaviour so I
suggest the following activities and policies.
1. To trainee director must be asked to evaluate training
and development techniques and particular performa for
the feedback from the workers and managers must be
provided so that the difficulties in T&D programme can
be soughtout.
2. Objective of T&D is to determine ability of participants
and perform jobs for which they are well trained. The
specific nature of training deficiencies whether the
trainess require any additional on the job training and
the extent of training is not require for the participants
to meet job requirement.
3. The personnel Manager should accurately assess
trainees jobs performance within two to four months
after the completion of training.
4. Some writers have suggested that four basic categories
of outcomes can be measured.
a. Reaction Evaluate the trainee’s reaction to the programme.
Did the like the programme? Did he think it worthwhile?
a. Learning did the trainee learn the principles, skills and
fact that the supervisor or the trainer wanted them to learn?
b. Behaviour Whether the trainee’s behaviour on the job
changed because of the training programme.
c. Results what final results have been achieved? Did he
learn how to work on machine? Did scrap page costs
decrease? Was turnover reduced? Are production quotas
now being met? Etc.
5. Questionnaires or structured interviews with the
trainees are acceptable methods for obtaining feedback
on training. The supervisor is asked to rate the former
trainee on job proficiency directly related to the training
objectives.
6. Another approach is to involve the use of experimental
and control groups. Each group is randomlu selected,
one of receive training (experimental) and the other not
to receive training (control).
7. Another method involves longitudinal or time series
analysis. A series of measurements are taken before the
programme begins and continues during and after the
programme is completed.
8. Besides, pre-and-post tests be administered to the
training and development groups Prior to the training, a
test related to the training material is applied, and the
results of this pre-test are compared with training
material is applied, and the results of this pre-test are
compared with results on the same or similar test
administered after the programme has been completed.
9. The management development programme must be
launched by the chief executive officer of an
organization or by a committee consisting of the chief
executive because this progrmme involves fundamental
 policy issues, decision of far-reaching importance, and
an expenditure of considerable sum of money.
10. Incentive must be there. A powerful motivator is the
realization that the top management is interested in the
courses, considers them valuable and follows their
progress closely. To indicate the boss’s interest, a
memorandum from him may be circulated in advance of
a course’s inauguration, the top management may have a
preview of the course.
11. Further, matters such as temperature, ventilation,
backboards, seating arrangements (square, V or U for
conferences), provision of lavatories, name plates
(where the members do not know each other or the
leader ) and freedom from noise and interruptions need
to be given a careful consideration.
 RECOMMENDATIONS
IMPROVING EFFECTIVENESS OF TRAINING &
DEVELOPMENT
The training and development programmes can be made effective if
the following hints are considered:
1. Specific training objectives should be outlined on the bases
of the type of performance required to achieve
organizational goals and objectives. And audit of personal
needs compared with operational requirements will help to
determine the specific training needs of individual
employees. This evaluation should form a well- defined set
of performance standards towards which each trainee
should be directed.
2. Attempt should be made to determine if the trainee has the
intelligence, maturity, and motivation to successfully
complete the training may be postponed or cancelled till
improvements are visible.
3. The trainee should be helped to see the need for training by
making him aware of the personal benefits he can achieve
through better performance. He should be helped to
discover the rewards and satisfactions that might be
available to him through changes in behaviour.
4. The training & Development programme should be
planned so that it is related to the trainee’s previous
experiences and background. This background should be
used as a foundation for new development and new
behaviour.
5. Attempts should be made to create organizational
conditions that are conducive to a good learning
environment. It should be made clearly why changes are
needed. Any distractions, in the way of rraining
environment, should be removed.
The support of the upper levels of management should be
obtained before applying training at lower levels.
6. If necessary, a combination of training methods should be
selected so that variety is permitted and as many of the
senses as possible are utilized.
7. It should be recognition that all the trainess do not progress
at the same rate. Therefore, flexibility should be allowed in
judging the rates of progress in the training programme.
8. If possible, the personal involvement or active
participation of the trainee should be got in the training
programme. He should be provided with opportunity to
practice the newly needed behaviour norms/
9. As the trainee acquires new knowledge, skills or attitudes
and applies them in job situations, he should be
significantly rewarded for his efforts.
10. The trainee should be provided with regular, constructive
feedback concerning his progress in training and
implementation of the newly acquired abilities.
11. The trainee should be provided with personal assistance
when he encounters obstacles.
 QUESTIONNAIRE
1. Are you satisfied that HR Dept. plays an excellent role, treat
people fairly?
(a) Strongly satisfied ‫ٱ‬ (b) Satisfied ‫ٱ‬
(c) Dissatisfied ‫ٱ‬ (d) Strongly dissatisfied ‫ٱ‬
2. Are you satisfied with the relations with co-workers?
(a) Strongly satisfied ‫ٱ‬ (b) Satisfied ‫ٱ‬
(C) Dissatisfied ‫ٱ‬ (d) Strongly dissatisfied ‫ٱ‬
3. Does Top-level management have sincere interest in the training
concern?
(a) Always ‫ٱ‬ (b) Most of time ‫ٱ‬
(C) Rarely ‫ٱ‬ (d) Never

4. Does communication process between high level & lower level

management?
(a) Very Easy ‫ٱ‬ (b) Easy ‫ٱ‬
(C) Complicated ‫ٱ‬ (d) Very Complicated ‫ٱ‬
5. Are you satisfied with your training conditions?
(a) Strongly satisfied ‫ٱ‬ (b) Satisfied ‫ٱ‬
(C) Dissatisfied ‫ٱ‬ (d) Strongly dissatisfied ‫ٱ‬
6. Does you boss give your reward for your good performance?
(a) Always ‫ٱ‬ (b) Most of time ‫ٱ‬
(C) Rarely ‫ٱ‬ (d) Never ‫ٱ‬
7. Does your supervisor lay down instructions to you very clearly?
 (a) Always ‫ٱ‬ (b) Most of time ‫ٱ‬
(C) Rarely ‫ٱ‬ (d) Never ‫ٱ‬

8. Does your supervisor interfere in your work unnecessarily?

(a) Always ‫ٱ‬ (b) Most of time ‫ٱ‬
(C) Rarely ‫ٱ‬ (d) Never ‫ٱ‬
9. Does your complaints concerned by the training supervisor?
(a) Always ‫ٱ‬ (b) Most of time ‫ٱ‬
(C) Rarely ‫ٱ‬ (d) Never ‫ٱ‬
10. Does the company is having a strong “Wages & commission”?
(a) Always ‫ٱ‬ (b) Most of time ‫ٱ‬
(C) Rarely ‫ٱ‬ (d) Never ‫ٱ‬
11. Are there any trouble makers in your group?
(a) Yes ‫ٱ‬ (b) No ‫ٱ‬
12. Does the appointment is fair in your company?
(a) Yes ‫ٱ‬ (b) No ‫ٱ‬

13. Is there any attendance reward?

(a) Yes ‫ٱ‬ (b) No ‫ٱ‬
14. Does the tools & equipment’s provided to you are better quality?
(a) Yes ‫ٱ‬ (b) No ‫ٱ‬
15. Does your supervisor encourage you to give new ideas &
suggestions?
(a) Yes ‫ٱ‬ (b) No ‫ٱ‬
 BIBLIOGRAPHY

C. R. Kothari “Research Methodology” Second Edition,

Wishwa Prakashan.
Donald S. Tull , Dell I. Hawkins “ Marketing Research” Sixth
Edition, Published by Ashok k. Ghosh , Prentice-Hall Of
India Pvt. Ltd.
www.Rasandikengineeringindustriesindialtd,.com
www.google.com