CHAPTER-I

INTRODUCTION

1.1 INTRODUCTION

The project work entitled “A STUDY ON EFFECTIVENESS OF TRAINING AND

DEVELOPMENT” with special reference to LEGGETT & PLATT PVT, LTD., CHENNAI
is mainly conducted to identify the factors which will motivate the employees and the
organizational function.
Employee Training is highly essential for the smooth running of the organization.
Despite the significance of organization providing the training and development program
sometime it may not be effective, hence the evaluation needs to be done to find the effectiveness.

Training and development refers to the imparting of specific skills, abilities and
knowledge to employees. Training is any attempt to improve current or future employee
performance by increasing an employee’s ability to perform through learning, usually by
changing the employee’s attitude or increasing his or her skills and knowledge.

Training and development program is an important aspect for developing the employees.
Any training program must contain inputs which enable the participants to gain skills, learn
theoretical concepts and help acquire vision to look into the distant future.

Training and development makes employees versatile in operations. Future needs of

employees will be me through training and development program. Ineffective training program is
a serious problem that affects both the employees and the organization, so that is the reason I
have chosen this topic “Training and Development Program” in Leggett & Platt Pvt. Ltd.,
Chennai.

1
1.2 OBJECTIVES

PRIMARY OBJECTIVE:

To study about the “Effectiveness of Training and development” in “LEGGETT & PLATT
Pvt. Ltd.,”.

SECONDARY OBJECTIVE:
 To analyze the effectiveness of training and development program in the organization

 To know about specific methods of training and development program conduct in the
organization

 To analyze the satisfaction level of the employee towards training program

 To find out the pitfalls in existing training program

1.3. NEED OF THE STUDY

Training and development is necessary for improving the quality of work of the human

resources in the organization.

The major needs of the study:

1. It is essential to increase productivity and reduce cost of production for meeting

competition in the market.

2. To satisfy the customers, quality of products must be continuously improved through

training of workers.

3. Systematic training through trained instructors is essential to reduce the training period.

4. Trained workers can handle the machines safely.

5. Training creates a feeling of confidence in the minds of the workers. It gives them a
security at the workplace.

6. Training should be treated as a continuous process to update the employees in the new
methods and procedures.

7. It helps in reducing the costs of supervision, wastages and industrial accidents.

1.4. SCOPE OF THE STUDY:

 This study can find the mode of reviewing the training and development policies of the
organization.

 It is helpful to achieve zero accidents and zero errors.

 It is designed to maximize the potentiality of employees.

 This study can identify the employees view for further improving the training program.

 The study can also reveal the fact about the training program of the organization which
could give them a clear idea about its features.
1.5. LIMITATIONS OF THE STUDY:

 The study is very subjective in nature and not objective i.e. the results are based on the
views, opinion and attitude of the respondents.

 Few employees were reluctant to give complete information.

 There are possibilities of ambiguous replies, omission of replies to certain questions.

 Analysis and interpretation of data was done on the assumption that the respondent’s
information was unbiased. Views and response of the employees may change over a
period of time
 CHAPTER-II

ORGANISATION PROFILE

2.1 COMPANY PROFILE

Leggett & Platt Pvt. Ltd. came into existence in 2005. The journey from manufacturing
aluminium extrusion to becoming one of the best makers of Quality Aluminium Extrusions have
been filled with accomplishments and accolades. Leggett & Platt aims to have a global presence
as a leading global manufacturer of high quality aluminium extruded products. The endeavors of
the organization are focused towards achieving all-round excellence. The organization seeks to
accomplish a fusion of traditional methods and innovative concepts to supply the best quality
extruded product. Leggett & Platt manufactures wide variety Aluminium extrusions like
extruded channel, extruded section or extruded profile that meet diversified usage.

Leggett & Platt has been maintaining its utmost standards of precision and quality and
founded on the philosophy of ensuring uncompromising satisfaction to our customers. We have
excellent time delivery of all the versatile extrusion products and these products are adding a
new dimension to the modern building construction technology and to our business. Leggett &
Platt Pvt. Ltd. as the acknowledged market leaders have set up benchmarks for quality, timely
delivery and client satisfaction. We have a unique combination of being flexible and an ability to
react very quickly to changes in designs and specifications. This has ensured that our products
and services to all our customers have been acclaimed internationally. From the beginning, we
have always had a strong foundation of adaptability and experience. Always working very
closely with customers, we have developed our products and services in tune with the market
developments and requirements.

Meeting with customer's need and satisfaction is the true achievement

Leggett & Platt believes and follows this only statement at the time of manufacturing the
products. This idea has helped Leggett & Platt to set a clear picture towards company's goal. Leggett &
Platt is all set to have a wide range of all kind extrusions in near future. Leggett & Platt have well known
in eastern part of the country.
 WHAT WE CAN OFFER YOU

Leggett & Platt currently has automatic hydraulic presses with a production capacity of
3,000 MT per annum. The company offers the standard aluminium extrusions profiling and also
is able to take care of specific designs and requirements.

OUR CAPABILITIES

 Automated Hydraulic Extrusion Presses

 Capacity: 3000 MT per annum
 Die Library: 1000
 profiles ranging from 10mm - 150 mm CCD
 Section weight up to 17 kg per piece
 Wall thicknesses minimum 0 .5mm - 20 mm
 Cut lengths up to 6-7m
 Standard alloy ranges
MISSION:

To become the most preferred aluminium extrusion company, focusing on manufacturing

the high quality extruded products with excellent service consistently.

VISION:

We shall be producing high quality aluminium extrusions with our organizational

expansion so that we shall always be able to meet the expectations of our all business associated
people and specially our consumers.

2.2 INDUSTRY PROFILE

Aluminium Industry in India is a highly concentrated industry with the top 5 companies
constituting the majority of the country's production. With the growing demand of aluminium in
India, the Indian aluminium industry is also growing at an enviable pace. In fact, the production
of aluminium in India is currently outpacing the demand.

Though India's per capita consumption of aluminium stands too low (under 1 kg)
comparing to the per capita consumptions of other countries like US & Europe (range from 25 to
30 kgs), Japan (15 kgs), Taiwan (10 kgs) and China (3 kgs), the demand is growing gradually. In
India, the industries that require aluminium most include power (44%), consumer durables,
transportation (10 -12%), construction (17%) and packaging etc.

The Background

Though the existence of Aluminium was first established in the year 1808, it took almost
46 years to make its production commercially viable. The research work of several years resulted
in extracting the aluminium from the ore. Aluminium is third most available element in the earth
constituting almost 7.3% by mass. Currently it is also the second most used metal in the world
after steel. Due to the consistent growth of Indian economy at a rate of 8%, the demand for
metals, used for various sectors, is also on the higher side. As a result, the Indian aluminium
industry is also growing consistently.
 The production of aluminium started in India in 1938 when the Aluminum Corporation of
India's plant was commissioned. The plant which was set up with a financial and technical
collaboration with Alcan, Canada had a capacity of producing 2,500 ton per annum. Hindustan
Aluminum Corporation (Hindalco) was set up in UP in the year 1959; it had a capacity of
producing 20,000 ton per annum. In 1965, a public sector enterprise Malco which had a capacity
of 10,000 ton per annum was commissioned; by 1987, National Aluminium Company (NALCO)
was commissioned to produce aluminium. It had a capacity of producing 0.218 million ton.

During the 1970s, the government started regulating and controlling the Indian
aluminium industry. Restrictions in entry and price distribution controls were quite common in
the Indian aluminium sector. Aluminium Control Order was implemented where the aluminium
producers had to sell 50% of their products for electrical usages. However, in 1989, the order
was removed as the government decontrolling was revoked. With de-licensing of industry in
1991, the liberal import of technologies and capital goods was started. The liberalization resulted
in a growth rate of 12% of the industry, comparing to the growth rate of 6% during the 1980.

Aluminium Production in India

India is world's fifth largest aluminium producer with an aluminium production

competence of around 2.7 million tones, accounting almost 5% of the total aluminium
production in the world. India is also a huge reservoir of Bauxite with a Bauxite reserve of 3
billion tones.

The Production

India lies at the eighth position in the list of leading primary aluminium producers in the
world. India saw a significant growth in aluminium production in the past five years. In 2016-17,
the production target of aluminium in India laid by the Ministry of Mines, Government of India
was 1,153 KT, which was augmented to 1,237 KT in the next year (2017-18). Due to the
growing demand from the construction, electrical, automobiles and packaging industry, the
production of aluminium also hiked up. In FY 18, the total aluminium production in India was
around 1.35 tonnes.
 The Consumption

After a stagnant consumption of primary aluminium in India from the end of 1990s to
2002 (when the consumptions were between 500 – 600 KT), it started rising sharply since 2002.
The consumption reached at 1,080 KT in 2006. The consumption of aluminium in India is
dominated by the industries like power, infrastructure, and transportation etc.

The Major Players

The Indian aluminium industry is dominated by four or five companies that constitute the
majority of India's aluminium production. Following are the major players in the Indian
aluminium industry:

 Hindustan Aluminium Company Ltd. (HINDALCO)

 National Aluminium Company Ltd. (NALCO)
 Bharat Aluminium Company Ltd. (BALCO)
 Madras Aluminium Company Ltd. (MALCO)
 Indian Aluminium Company Ltd. (INDAL)

HINDALCO: Hindalco is the biggest player in the aluminium industry in India with around
39% of market share. An Aditya Birla Group flagship company, Hindalco has its aluminium
plant at Renukoot in Uttar Pradesh. It has various aluminium products with a market share of
42% in primary aluminium, 20% in extrusions 63% in rolled products, 31% in wheels and
44% in foils.

Sterlite Industries: The aluminium business of Sterlite Industries Limited comprises of two
Indian aluminium giants – BALCO and MALCO. While BALCO is a partially integrated,
MALCO is a fully integrated producer of aluminium. Sterlite has got a market share of
around 32%.

NALCO: It is also one of the leading aluminium producers in India. Government of India has
a stake of 87.15% in this company. Its aluminium refinery is located at Damanjodi. It also has
a smelter located at Angul, Orissa. Currently, NALCO is concentrating on a capex program to
increase its production from 345,000 tonnes to 460,000 tonnes.

The most commercially mined aluminium ore is bauxite, as it has the highest content
of the base metal. The primary aluminium production process consists of three stages. First is
mining of bauxite, followed by refining of bauxite to alumina and finally smelting of alumina
to aluminium. India has the fifth largest bauxite reserves with deposits of about 3 bn tonnes or
5% of world deposits. India's share in world aluminium capacity rests at about 3%.
Production of 1 tonne of aluminium requires 2 tonnes of alumina while production of 1 tonne
of alumina requires 2 to 3 tonnes of bauxite.

 The aluminium production process can be categorized into upstream and downstream
activities. The upstream process involves mining and refining while the downstream
process involves smelting and casting & fabricating. Downstream-fabricated products
consist of rods, sheets, extrusions and foils.
 Power is amongst the largest cost component in manufacturing of aluminium, as the
production involves electrolysis. Consequently, manufacturers are located near cheap and
abundant sources of electricity such as hydroelectric power plants. Alternatively, they
could set up captive power plants, which is the pattern in India. Indian manufacturers are
the lowest cost producers of the base metal due to access to captive power, cheap labour
and proximity to abundant supply of raw material, i.e., bauxite.
 The Indian aluminium sector is characterised by large integrated players
like Hindalco and National Aluminium Company (Nalco). The other producers of primary
aluminium include Bharat Aluminium (Balco), a subsidiary of Vedanta Resources.
 Aluminium offers a rare combination of valuable properties. It is three times lighter than
Iron but is almost as strong as steel, extremely flexible and corrosion resistant due to thin
surface layer of aluminum oxide. Aluminum has been continuously finding new
applications due to rising price competence, superior weight to strength ratio, corrosion
resistance, formability, dampness etc.
 On the industrial side, aluminium is heavily used in electrical power transmission,
machinery and equipment, and construction. Housing, in particular, makes heavy use of
the lightweight material as a substitute for steel and wood in doors, windows and siding.
 On the consumer side, aluminium is used in a variety of retail products, including cans,
packaging, air conditioners, furniture and vehicles.

HOW TO RESEARCH THE ALUMINIUM SECTOR (KEY POINTS)

 Supply

Supply of aluminum is in excess and any deficit can be imported at low rates of duty.
Currently, the demand is stable while supply is in excess.

 Demand

Demand for aluminium is estimated to grow at 6% - 8% per annum in view of the low per
capita consumption in India. Also, demand for the metal is expected to pick up as the
scenario improves for user industries, like power, infrastructure and transportation.

 Barriers to entry

Large economies of scale. Consequently, high capital costs.

 Bargaining power of suppliers

Most domestic players operate integrated plants. Bargaining power is limited in case of
power purchase, as Government is the only supplier. However, increasing usage of captive
power plants (CPP) will help to rationalize power costs to a certain extent in the long-term.
2.2. Industry profile

Manufacturing industry

When people talk about the electric power industry, the focus of the conversation is
usually on the power generation side of the business or on the utilities. The power generation
side examines the extraction of fossil fuels, alternative energy generation, oil spills, carbon
emissions, and nuclear power. The utilities side focuses on the customer-oriented delivery side of
the business, from electricity bill surcharges to outages in our electricity supply.

A third and often overlooked portion of the power and energy industry is the transmission
and distribution space (T&D), an important cluster of industries that include the production of
machinery, electric lines and transformers as well as line management systems (such as "smart-
grid" technology) that improve efficiency. These are responsible for the actual “delivery” of the
electric power—no matter the generation source, be it solar, gas, oil, wind or otherwise—to
commercial private and industrial users in a usable format

It shows the T&D space relative to other power and energy sub-sectors by 2008 capital
expenditure.

Share of Infrastructure Spending for U.S. Electric Utilities by Power and

Energy Sub-Sector, 2008

Power and Energy Sub-Sector Share of Infrastructure Spending

Generation 35.9%

Distribution 24.5%

Environment 14.4%

Transmission 11.7%

Other (Including Gas) 13.5%

This article describes the T&D space within the energy economy and then summarizes
the challenges yet tremendous growth potential for this cluster of industries given the aging U.S.
infrastructure and rapid technological advancement of the developing world.
Transmission and Distribution Grid Structure within the Power Industry

 Products: Manufacture of high and medium voltage power and distribution

transformers. The drivers for this market are the aging T&D infrastructure, load growth
from sprawl, deregulation and general industrial growth.

 Services: Support for the products and systems sold throughout its lifecycle, usually
contracts for repair and maintenance. The drivers for this segment are aging
infrastructure, preventative maintenance and general outsourcing.

 Systems: Research and development of turnkey substations, electronics for direct

current substations and systems to increase grid capacity and quality. This fast growing
market is primarily driven by an increased need for power electronics, network
efficiency, reliability, and new sources for renewable energy.
• Automation: Products to detect failures, ruptures and general protection arenas. This
may also include systems for substation and energy management or for remote
management for the power grid.
 CHAPTER-III

REVIEW OF LITERATURE

3.1. REVIEW OF LITERATURE

Terry L.Leap & Michale D.Crino (1990) “Training is the most important fundamental
activity in any organization to build or improve the Human Resources. It enriches the skills,
expand the knowledge and give meaning to the work. The individual workers and the staff
progress in their career only if they are able to integrate the component “Training and
development” in their work life”.

John Humbe (1998) says “The human resources are as important as money, market and
physical products”. For all these components are interrelated and the effectiveness of any of
these is closely associated with the other a survey conducted by Tysonetal, 1995 came to the
conclusion that

 Employee’s skills and abilities are seen to be the sources of competitive advantage.
 It is important for the personnel function to contribute to the development of these
competencies through training practices.

PRINCIPLES OF EFFECTIVE TRAINING:

Gagne, 1998 states that the basic principles of effective training program as follows:

 Identifying the component task to final desired performance:

The basic idea is to drive the needs of the organization keeping in the view the needs go the
individual participants. The component should be such that they enhance the performance of the
individual in the organization.

 Assuring that each component is fully achieved:

The individual component must be such that they easily identifiable and achievable. This only
then they could be achieved and the effectiveness could be ascertained.
 Arranging the total learning situation in a sequence that will bring about optimal
interconnecting effects from one component to the next:
The organization’s environment should be such that they encouraged the learners to know
more and implement what they have learnt.

Thus the task analysis, inter task transfer of activity or information, level of achievement
in component task and sequencing are views as important variable in training.

TRAINING AND DEVELOPMENT SKILLS:

A guide for supervisors by Robert W. Lucas 2005

A model for effective training

1. Develop a systematic approach to training using a formal eight phase model for finding
out the effectiveness.
2. Set effective goals and objective with your employee development.
3. Identify resources for employee development
4. Construct with your employees an action plan for employee training.

THE TRAINING PROCESS MODEL TO ACCESS THE EFFECTIVENESS

(TPM):
As with any other successful initiative the author gives this model for effective training,
supervisors need to use a systematic process when training. This is necessary to accurately assess
whether the training has reached the particular employee to the maximum and develop strategies
for continued improvement. The TPM is designed to provide the organization and the employees
a vehicle of success.

 Phase 1: Establish training goals

 Phase 2: Collect performance data
 Phase 3: Analyze performance
 Phase 4: Review and modify training goals as needed
 Phase 5: Identify developmental training resources
  Phase 6: Develop an action plan for the training program
 Phase 7: Implement strategies
 Phase 8: Evaluate

Chris Bell (1996) illustrated that training is about helping people to learn; assimilating new
knowledge or modifying existing knowledge well chosen-training aids, or instructional materials,
can enhance the effectiveness of the training/ learning process. The survey conducted identified
five training aids to enhance training and development effectiveness.

The training aids can:

1. Add variety to the learning process thereby helping maintain involvement and
motivation.
2. Benefit those learners, whose learning style responds better to one type of approach than
another.
3. Provide certain stimuli not available without their use.
4. Encourage interaction
5. Act as a valuable “lesson plan” to the trainer, facilitating planning and preparation before
the training session.

Carroll Etal.,(1972) expressed that in a effort to valuable the effectiveness of training

directors were asked to evaluate nine training techniques on their effectiveness in achieving
knowledge acquisition, changing attitudes, providing problem achieving knowledge retention.
For this purpose, a questionnaire was issued to 200 training directors with a request to rank the
above methods from highly “effective (5) to non effective (1). The directors judged the
“programed function” as the most useful technique, where knowledge acquisition and knowledge
retention were important “sensitivity training” ranked highest on changing attitudes and
developing inter-personal skills. The case study method led in the problem solving skill category
and the “conference” method was said to be most effective in gaining participant acceptance.

Endres and Kleiner (1990) use Kir K Patrick’s model in suggesting an approach to evaluating
the effectiveness of management training. They cause against relying on in house performance-
appraisal systems as the primary measure of transfer of learning as it is difficult to separate the
effects of training efforts from those of other factors. Instead, they suggest setting initial
performance objectives and monitoring accomplishment of those objectives after training. They
offer an example in which participants write personal and professional objectives at the end of
the training experience. These objectives are then sent to the participants approximately a week
after training. Two months later they are sent again, and the participants are as ked to comment
on their performance against these objectives. A certificate of completion for the training is
issued only after each participant’s feedback is secure.

Bennis Warren and Robert chin(1969) in this study “trainees will change their behavior if
they become aware of better ways of performing (more productive or otherwise more
satisfactory ways) and gain experience in the pattern of behavior so that it becomes their normal
manner of operation.”

Paul Quinn (2006) state that in most organizations the benefits of investing in ongoing staff
training are clear.

They include:

 Process improvements : Reduced duplication of effort, less time spent correcting

mistakes, faster access to information, etc.
 Cost savings : Lower staff turnover , lower recruitment costs, reductions in bad
debts, reduce customer support falls, reduced help desk calls; reduced need for
supervising; reduced downtime; increased staff productivity; fewer machine
breakdown; lower maintenance cost etc.
 Improved profitability : increased sales; more referrals due to better customer
service; new product ideas; improved custo0mer satisfaction and retention etc.
 Performance improvements : in attitude, ethics, motivation, leadership,
communication, reduced staff conflict, etc.
 Increased staff satisfaction: Well trained staffs tend to be happier, stay longer and
are more loyal.

Furthermore, research undertaken to uncover the financial impact to an organization

investing in staff training shows a clear and quantifiable link between an above average
investment in staff training and superior bottom line performance
 CHAPTER-IV

RESEARCH METHODOLOGY

DEFINITION OF RESEARCH:

“According to Clifford Woody research comprises defining and redefining the Problem
formulating hypothesis or suggested solutions; collecting, organizing and evaluating data;
making deduction and reaching conclusions; and at last carefully testing the conclusions to
determine whether they fit the formulating hypothesis.”

RESEARCH METHODOLOGY:

Research methodology is a way to systematically solve the research problem it guides us

to how research is done scientifically. It consists of different steps that are generally adopted by a
researcher to study his research problems along with logic behind them. The research
methodology by itself is a process. It has a many stages of activities, grouped together yield the
solution to the problem.

4.1. RESEARCH DESIGN:

 A research design is purely and simply the frame work or plan for a study that guides the
collection and analysis of data.

 A research design is the arrangement of condition for collection and analysis of data in a
manner that aims to combine relevance to research purpose with economy in procedure.

 The research design is the conceptual structure within research is conducted it constitutes
the blueprint for the collection measurement and analysis of data.

In the research survey conducted, the research design adopted is

“DESCRIPTIVE RESEARCH DESIGN”
DESCRIPTIVE RESEARCH:

In social sciences and business research we quite use the term Ex Post Facto research for
descriptive research studies. The main characteristic of this method is that researcher has no
control over the variable; he can only report what has happened and what is happening.

Descriptive research is the one the simply describes something such as demographic
characteristics of consumers who used the product/services. The study is something occurs or
how two variables vary together. This study is typically hypothesis.

IMPORTANCE OF DESCRIPTIVE:

 To describe the characteristics of certain group, e.g. users of product with different age,
gender, education etc.
 To estimate the proportion of a people in a specified population who behave in ascertain
way, e.g. shopping behavior of the person who buy from a particular shop.
 To determine whether certain variables are associated e.g. Income and Usage of the
product.

4.2. DATA COLLECTION METHOD:

PRIMARY DATA :

Primary data is collected from the employees through questionnaire.

SECONDARY DATA:

Secondary data is collected from the various sources such as books, magazines and
websites.

SAMPLING TECHNIQUE:

The technique used is Probability sampling technique and Simple random sampling
method is used.
SAMPLE SIZE:

The sample size of 110 respondents has been arrived for the study among the population
of 160 employees.

STATISTICAL TOOLS

The statistical tools analysis:

 Simple percentage analysis

 Chi square test

PERCENTAGE ANALYSIS
In percentage analysis, charts like bar chart and pie charts are used to graphically
represent the results from percentage analysis of the questionnaire.

Percentage refers to a special kind of ratio in making comparison between two or more
data and to describe relationships. Percentage can also be used to compare the relation terms the
distribution of two or more sources of data.

Number of Respondents
Percentage of Respondents = --------------------------------- X 100
Total Respondents

CHI-SQUARE TEST:

Chi-square test is one of most popular statically inference procedure today. It is

applicable to a very large no of problems on practical. It is one of the important non parametric
in test and as such no rigid assumptions are necessary in respect of the type of population. This is
the tool to find out the two variance.
The following formula is used for chi-square test

(O-E) 2

X2 = --------------

Row Total * Column Total

Where E = -------------------------------------

Grand Total

O = Observed frequency,

E = Expected frequency,

DF = Degrees of freedom i.e.

DF = (r-1) (c-1)

R = Row

C = Column Degrees of freedom=(r-1) (c-1)

4.3 DATA ANALYSIS AND INTERPRETATION

TABLE NO. 1

TABLE SHOWING RESPONDENTS BASED ON GENDER

Gender No. of respondents Percentage

Male 88 80%

Female 22 20%

Total 110 100%

Source: Primary data

Inference:

From the above analysis it is evident that 80% of the respondents are male and 20% of
them are female
 CHART NO. 1

CHART SHOWING RESPONDENTS BASED ON GENDER

RESPONDENTS BASED ON GENDER

20%

Male
Female

80%
 TABLE NO. 2

TABLE SHOWING RESPONDENTS BASED ON AGE

Age Number of Respondents Percentage

< 25 8 7%

25-35 yrs 36 33%

36-40 yrs 20 18%

41-45 yrs 21 19%

> 45 yrs 25 23%

Total 110 100%

Source: Primary data

Inference:

From the above analysis it is clear that 7% of respondents are below 25 yrs of age, 23%
of respondents are below 25-35 yrs of age, 37% of respondents are below 36%-45yrs of age, and
the remaining 23% of the respondents are above 45yrs.
 CHART NO. 2

CHART SHOWING RESPONDENTS BASED ON AGE

RESPONDENTS BASED ON AGE

7%
23%
< 25 yrs
25-35 yrs
36-40 yrs
41-45 yrs
19% > 45 yrs
 TABLE NO. 3

TABLE SHOWING RESPONDENTS BASED ON EXPERIENCE

Experience NO. of Respondents Percentage

< 1 yr 13 11%

2-4 yrs 23 21%

5-7 yrs 49 45%

> 7 yrs 25 23%

Total 110 100%

Source: Primary data

Inference:

From above analysis it is clear that 21% of respondents have 2-4 yrs, 45% of respondents
have 5-7yrs experienced, 23% of respondents are experienced above 7yrs and only 11% of
respondents are less than 1 year experience.
 CHART NO. 3

CHART SHOWING RESPONDENTS BASED ON EXPERIENCE

RESPONDENTS BASED ON EXPERIENCE

50

45
No. of respondents

40

35

30 < 1 yr
25 2-4 yrs
5-7 yrs
20 > 7 yrs

15

10

0
 TABLE NO. 4

TABLE SHOWING THE TYPE OF FACULTIES USED FOR

CONDUCTING TRAINING PROGRAMS

Type of Faculties N0. of Respondents Percentage

Internal 27 25%

External 28 25%

Both 55 50%

Total 110 100%

Source: Primary data

Inference:
From the above analysis it is clear that 50% of the respondents say that internal and
external faculties are used for conducting training programs, 25% of the respondents say that
internal faculties are used and 25% of them say that external faculties are used.
 CHART NO. 4

CHART SHOWING THE TYPE OF FACULTIES USED FOR

CONDUCTING TRAINING PROGRAMS

50
45
45
No. of percentage

40

35

30
less than 1 yr
25 2-4yrs
21 5-7yrs
20

15
11
10

Faculties used for training program

 TABLE NO. 5

TABLE SHOWING THE SUFFICIENCY OF THE DURATION FOR

TRAINING PROGRAMS

Time duration No. of Respondents Percentage

Yes 80 73%

No 30 27%

Total 110 100%

Source: Primary data

Inference:

From the above analysis it is clear that 73% of respondents are satisfied with the
time duration, 27% respondents are not satisfied with the time duration.
 CHART NO. 5

CHART SHOWING THE SUFFICIENCY OF THE DURATION FOR

TRAINING PROGRAMS

20

10

Duration for training programs

 TABLE NO. 6

TABLE OF THE RELEVANCE OF TRAINING PROGRAM TO THE

RESPONDENTS

Relevance of training No. of Respondents Percentage

Relevant 58 53%

Certain extend 42 38%

Not at all 10 9%

Total 110 100%

Source: Primary data

Inference:

The above analysis shows that 53% of respondents say that training program is relevant
to their job, 38% of respondents say that training program content covers to certain extent only,
only 9% respondents say that it is not at all.
 CHART NO. 6

CHART SHOWING THE RELEVANCE OF TRAINING PROGRAM TO

THE RESPONDENTS
Percentage of relevance

60
53
50

40 38

relevant
30 certain extend
not at all

20

10 9

Relevance of training program

 TABLE NO. 7

TABLE SHOWING THE CATEGORY OF TRAINING THAT THE

EMPLOYEES WERE INVOLVED

Category of training Number of Respondents Percentage

Soft skill 16 15%

Technical 35 32%

Behavioral 32 29%

All 13 11%

None 14 13%

Total 110 100%

Source: Primary data

Inference:
The above analysis signifies that 15% of the respondents attended soft skill development
training, 32% attended technical training, 29% attended behavioral training, 11% attended all the
above mentioned training and 13% not attended any of the mentioned programs.
 CHART NO. 7

CHART SHOWING THE CATEGORY OF TRAINING THAT THE

EMPLOYEES WERE INVOLVED

35%
32%
No. of percentage

30% 29%

25%

20%

15%
15%
13%
11%
10%

5%

0%
Soft skill Technical Behavioural All None

Categories of training
 TABLE NO 8

TABLE SHOWING THE EQUIPMENT OF FACULTIES FOR

CONDUCTING TRAINING PROGRAMS

Equipment of faculties Number of Respondents Percentage

Technical knowledge 37 33%

Practical knowledge 46 42%

Both 27 25%

Total 110 100%

Source: Primary data

Inference:

From the above analysis it is clear that 42% of the respondents say that practical exposure
is highly important for faculties to conduct training programs, 33% of the respondents say that
technical knowledge is important and the remaining 25% say that both is important to conduct
training programs
 CHART NO. 8

CHART SHOWING THE EQUIPMENT OF FACULTIES FOR

CONDUCTING TRAINING PROGRAMS

45
42
40
No. of percentage

35
33

30

25
25 technical knowledge
practical exposure
20 both

15

10

Equipment of faculties
 TABLE NO. 9

TABLE SHOWING THE TYPE OF TRAINING MORE EFFECTIVE FOR

TRAINING PROGRAMS

Type of training Number of Respondents Percentage

On the job training 89 81%

Off the job training 21 19%

Total 110 100%

Source: Primary data

Inference:

From the above analysis it is evident that majority of the respondents 81% say that on the
job training is highly effective and the remaining 19% say that off the job training is effective for
training.
 CHART NO. 9

CHART SHOWING THE TYPE OF TRAINING MORE EFFECTIVE FOR

TRAINING PROGRAMS

90
81
80
No. of percentage

70

60

50
on the job training
off the job training
40

30

20 19

10

Type of training more effective

 TABLE NO. 10

TABLE SHOWING THE SKILLS TO BE ACQUIRED BY RESPONDENTS

Skills acquired No. of respondents Percentage

Gain knowledge 54 49%

Learn new skills 23 21%

Better performance 33 30%

TOTAL 110 100%

Source: Primary data

Inference:
The above analysis shows that 49% of the respondents have said that they gained
knowledge after attending training 21% of the respondents said that they have learnt new skills
and 30% of the respondents said that it had improved their performance.
 CHART NO. 10

CHART SHOWING THE SKILLS TO BE ACQUIRED BY RESPONDENTS

60
No. of percentage

50 49

40

gain knowledge
30
30 learn new skills
better performance
21
20

10

Skills acquired by the respondents

 TABLE NO. 11

TABLE SHOWING PERSONAL BENEFITS ON TRAINING PROGRAM

Personal benefit No of respondents percentage

Better performance 60 53%

Job satisfaction 32 29%

Behavioral change 18 18%

Total 110 100%

Source: Primary data

Inference:

The above analysis shows that 53% of the respondents say that they obtain better
performance as their personal benefit, 29% of the respondents say that their personal benefit is
their job satisfaction and 18% say that behavioral change is their personal benefit.
 CHART NO. 11

CHART SHOWING PERSONAL BENEFITS ON TRAINING PROGRAM

60%
No. of percentage

50%

40%

30%

20%

10%

0%
Better performance Job satisfaction Behavioral change

Personal benefits on training program

 TABLE NO. 12

TABLE SHOWING SOLVING PROBLEM WITH TRAINING

Solving problem with No. of respondents Percentage

training

Large extent 23 21%

Certain extent 76 69%

No of all 11 10%

Total 110 100%

Source: Primary data

Inference:

The above analysis shows that 21% of the respondents say that training helps them to
solve many problem in their work, 69% of the respondents say that training helps them to solve
problem to a certain extent and only 10% respondents say that it is not at all.
 CHART NO. 12

CHART SHOWING SOLVING PROBLEM WITH TRAINING

80

70 69
No. of percentage

60

50

40
large extent
certain extent
30 not at all

21
20

11
10

Solving of problems with training

 TABLE NO. 13

TABLE SHOWING THE CHANCES OF IMPLEMENTING LEARNING

Chances of implementing No. of respondents Percentage

learning

Large extent 23 21%

Certain extent 75 68%

No. of all 12 11%

Total 110 100%

Source: Primary data

Inference:

The above analysis shows 68% of the respondents say that to some extent they can
implement their learning, 21% of the respondents say that to large extent they have chances to
implement their learning and 11% say that they never had a chance to implement.
 CHART NO. 13

CHART DEPICTING CHANCES OF IMPLEMENTING LEARNING

80

70 68

60
No. of percentage

50

large extent
40 certain extent
no of all

30

21
20

11
10

Chances of implementing Learning

 TABLE NO. 14

TABLE SHOWING HOW TO IMPROVE KNOWLEDGE AND SKILLS

Improving knowledge and No. of respondents Percentage

skills

Agree 88 80%

Neutral 10 9%

Disagree 12 11%

Total 110 100%

Source: Primary data

Inference:

From the above analysis it is clear that 80% of the respondents say that training program
help in improving knowledge and skills, 9% of the respondents remain neutral and 11% of the
respondents disagree with it.
 CHART NO. 14

CHART SHOWING HOW TO IMPROVE KNOWLEDGE AND SKILLS

90

80
80
No. of percentage

70

60

50 agree
neutral
40 disagree

30

20

9 11
10

Training improves Knowledge and Skills

 TABLE NO. 15

TABLE SHOWING BETTER PERFORMANCE AT JOB

Better performance at job No. of respondents Percentage

Agree 82 75%

Neutral 17 15%

Disagree 11 10%

Total 110 100%

Source: Primary data

Inference:

From the above analysis it is clear that 75% of the respondents say that training program
help better performance at job, 15% of them remain neutral and 10% disagrees with it.
 CHART NO. 15

CHART SHOWING BETTER PERFORMANCE AT JOB

80
75

70

60
No. of percentage

50

agree
40 neutral
disagree

30

20
17

10
10

Better performance of Job

 TABLE NO. 16

TABLE SHOWING CHANCES OF PROMOTION

Chances of promotion No. of respondents Percentage

Agree 33 30%

Neutral 46 42%

Disagree 31 28%

Total 110 100%

Source: Primary data

Inference:

From the above analysis it is clear that 30% of the respondents say that training program
improve chance of promotion, 42% of them remain neutral and 28% disagrees with it.
 CHART NO. 16

CHART SHOWING CHANCES OF PROMOTION

45%
42%
No. of percentage

40%

35%
30%
30% 28%
25%

20%

15%

10%

5%

0%
Agree Neutral Disagree

Chances of Promotion
 TABLE NO. 17

TABLE SHOWING SETTING THE GOALS

Setting goals No of respondents Percentage

Agree 45 41%

Neutral 41 37%

Disagree 24 22%

Total 110 100%

Source: Primary data

Inference:

From the above analysis it is clear that 41% of the respondents say that attending training
program help setting goals,37% of them remain neutral and 22% disagrees with it.
 CHART NO. 17

CHART SHOWING SETTING THE GOALS

45%
No. of percentage

40%

35%

30%

25%

20% Setting of Goals

15%

10%

5%

0%
Agree Neutral Disagree

Setting of GOALS
 TABLE NO. 18

TABLE SHOWING EFFECTIVENESS OF TRAINING PROGRAM

Effectiveness of training No. of respondents Percentage

program

Large extent 34 31%

Some extent 66 60%

Not at all 10 9%

Total 110 100%

Source: Primary data

Inference:

From the above analysis it is clear that 60% of the respondents say that training program
are effective to some extent, 31% of the respondents accepted that the training program are
effective to large extent, and 9% of the respondents are not satisfied with the training programs.
 CHART NO. 18

CHART SHOWING EFFECTIVENESS OF TRAINING PROGRAM

Effectiveness of training program

70%
No. of percentage

60%
60%

50%

40%

31%
30%

20%

10% 9%

0%
Large extent Some extent Not at all

Effectiveness of training
 TABLE NO. 19

TABLE SHOWING TRAINING SHOULD BE MORE EFFECTIVE

Is training is effective No. of respondents Percentage

Yes 75 69%

No 35 31%

Total 110 100%

Source: Primary data

Inference:

From the above analysis it is clear that 69% of the respondents say that training
program are should be more effective and, 31% of the respondents accepted that the training
program are effective.
 CHART NO. 19

CHART SHOWING TRAINING SHOULD BE MORE EFFECTIVE

Training should be more effective

31%

Yes
No

69%
 TABLE NO. 20

TABLE SHOWING IS IT COMPULSORY TO FILL UP THE FEEDBACK

FORM AFTER TRAINING

Compulsory to fill up the No. of respondents Percentage

feedback

Yes 25 23%

No 85 77%

Total 110 100%

Source: Primary data

Interpretation:

From the above analysis it is clear that 77% of the respondents is not compulsory to fill
feedback form and, 23% of the respondents are not acquired technical knowledge through
training.
 CHART NO. 20

CHART SHOWING IS IT COMPULSORY TO FILL UP THE FEEDBACK

FORM AFTER TRAINING

Fill up the feedback form

23%

yes
no

77%
 TABLE NO. 21

TABLE SHOWING TRAINING PROGRAM HAD IMPACT ON

Impact of Training Respondents Percentage

program

Increase in 10 9%
participants rate

Reduction of 35 32%
wastages

Promotion 20 19%

Achieving targets 30 29%

No change 13 11

Total 110 100

Source: Primary data

INFERENCE:

The above analysis signifies that 32% of the respondents said there is reduction of
wastages through training, 29% response it helps in achieving targets ,19% said it help for
promotion, 11% response there is no change in any performance through training and 9%
response it helps for increased in participation rate.
 CHART NO. 21

CHART SHOWING TRAINING PROGRAM HAD IMPACT ON

Training program Impact

11% 9%

Increase in participants
Reduction of wastages
29% 32% Promotion
Achieving targets
No change

19%

INFERENCE:

From above the charts are it is therefore interfered that most of the respondents are
reduction of wages.
4.4. CHI-SQUARE TESTSTATISTICAL ANALYSIS

CHI-SQUARE TEST

AIM:

To identify the difference between the Age and categories of training program.

NULL HYPOTHESIS Ho:

There is no significant relationship between Age and category of training program.

ALTERNATIVE HYPOTHESIS H1:

There is significant relationship between the Age and category of training program.

CHI-SQUARE FORMULA:

(O-E) 2

X2 = --------------

Row Total * Column Total

Where, E = -----------------------------------

Grand Total
O = Observed frequency

E = Expected frequency,

DF = Degrees of freedom i.e.

DF = (r-1) (c-1)

R = Row

C = Column

To identify the difference between the age and the category of training

Age/category Soft skill Technical Behavioral All the None Row

of training /Functional training other Total
program

< 25 2 1 1 2 2 8

25-35 2 14 16 2 2 36

36-45 6 10 7 6 6 35

41-55 4 7 3 2 4 20

>45 2 3 5 1 0 11

Column 16 35 32 13 14 110
Total
Observed Expected (O-E) (O-E)2 (O-E)2 /E

O E
2 1.16 .84 .705 0.006
1 2.54 -1.54 2.37 0.93
1 2.33 -1.33 1.77 0.75
2 0.94 1.05 1.10 1.17
2 1.02 0.98 0.96 0.94
2 5.23 -3.23 10.43 1.99
14 11.45 2.55 6.50 0.56
16 10.47 5.53 30.58 2.92
2 4.25 -2.25 5.06 1.19
2 4.58 -2.58 6.65 1.45
6 5.09 -0.91 0.83 0.16
10 11.13 -1.13 1.28 0.11
7 10.18 -3.18 10.11 0.99
6 4.13 1.87 3.5 0.8
6 4.45 1.55 2.40 0.54
4 2.90 1.10 1.21 0.41
7 6.36 0.64 0.40 0.06
3 5.81 -2.81 7.89 1.35
2 2.36 -0.36 0.13 0.05
4 2.54 1.46 2.13 0.83
2 1.6 0.4 0.16 0.1
3 3.5 -0.5 0.25 0.07
5 3.2 1.8 3.24 1.01
1 1.3 -0.3 0.09 0.06
0 1.4 -1.4 1.96 1.4
Calculated
Value
19.84
Of Chi-square
The Formulae:

(O-E) 2

X2 = --------------

= 19.84 (Calculated Value)

Degrees of Freedom = (r-1) * (c-1)

= (5-1) * (5-1)

= 4 * 4 = 16

Tabulated value of chi-square for 16 degrees of freedom at 5% of significant is 26.197

Calculated value = 19.66

Table value = 26.197

Table Value is greater than Calculated Value, the Null Hypothesis

Ho is accepted.

The Significance relationship between the age of respondents and category of

training program to take up a job in Leggett & Platt Pvt. Ltd.
 CHAPTER V

FINDINGS & SUGGESTION

5.1 FINDINGS OF THE STUDY:

 80% of the respondents are male and 20% of the respondents are female

 77% of the respondents are in age group below 45 years

 45% of the respondents are with experience of 5-7 years

 32% of the respondents indicate that have they mostly attended technical training
programs

 53% of the respondents say that training program conducted in the organization are
relevant to their jobs

 50% of the respondents say that external and internal faculties are used in conducting
training programs

 42% of the respondents that the faculties should possess practical exposure for
conducting training programs

 81% of the respondents say that on the job training are more effective for delivering
training programs

 49% of the respondents feel that they gain knowledge by attending training various
training programs

 53% of the respondents better performance is the personal benefit that they get from
attending training programs

 69% of the respondents say that training helps them to solve problems to a certain extent
in their work

 68% of the respondents say that only to certain extent they are given chances to
implement their learning.

 80% of the respondents agree that attending training programs helps them to improve
knowledge and skills

 75% of the respondents agree that attending training program improves better
performance at job
 41% of the respondents agree that attending programs helps them in setting goals

 60% of the respondents say that their training programs are effective only to a certain
extent
 5.2 SUGGESSTIONS:

 The management should take effective steps to bring well talented trainers with sufficient
experiences in their relevant field to deliver the training and development program
effectively.
 Employees should take training and development more seriously for the individual
development as well as organization development.
 Employees while participating in the training program should forget their routine business
and concentrate more and more to acquire right kind of knowledge through training.
 Training and development material should be provided to the employees to give them an
overview which in turn make training effectives.
 The company can include group discussion in their training programs to make training
effective.
 The training and development program can be devised with new technology to impart the
knowledge of advanced technology to the employees.
 The management has to conduct training & development programs in frequent
intervals.
 Systematic evaluation process should be conducted by the HR department by framing relevant
questions for the employees. This will help the training manager to prepare suitable measures
to make some changes and organize a better training program.
 Organization should act as a motivation factor in making the employees attend and take up
training seriously and explain the worth of each training program.
5.3 CONCLUSION:
Training and development is the most important fundamental activity in any organization to
build or improve the human resources. It enriches the skills, expand the knowledge and give
meaning to work.

The individual worker and the staff progress in their career only if they are able to integrate
the component “Training and development” in their work life.

Training and development effectiveness will not reveal itself until workers performance their
jobs, but there is another way to tell-provide a post-training survey. This is a priority to ensure
your budget was effectively spent to training. So training and development should be taken
seriously with the rapid change in the technology, training has to conducted with new emerging
trends to make it effective and to make it return on investment for the organization.
 BIBILIOGRAPHY
REFERENCES
 Human Resource Management – K. Aswathappa

 C. B. Mamoria & S. V. Gankar, Personnel management , Himalaya publications

 C. R. Kothari, research methodology, Printice hall, 1999

 Uma Sekaran. (2003). Research Methods for business, John Wiley & Sons, Inc.

 Levin R.I. and Rubin D.S. (2001) statistics for management, 7th edition, prentice hall of
India Pvt. Ltd. New Delhi.

WEBSITE:

 www.ecciltd.com

 www.google.com
 QUESTIONNAIRE

General profile of respondents:

a. Name (Optional): …………..

b. Gender: a) Male ( ) b)Female ( )

c. Age group: a) less than 25 ( ) b) 25-35( ) c) 36-45 ( ) d) above 45 ( )

d. Designation…

e. Year of Experience:

a) 0 - 2 yrs b) 3 -5 yrs c) 5 – 10 yrs d) 10- 20 yrs

1. What type of trainers is used for conducting the training programs?

a) Internal ( ) b) External ( ) c) Both ( )

2 Is the time duration allotted for the training program sufficient to cover the topic?

a) Yes ( ) b) No ( )

3. Are the training programs relevant to the job?

a) Relevant ( ) b) To some extent ( ) c) Not at all ( )

4. Which category of the training programs you have attended?

a) Soft Skill development ( ) b) Technical/Functional ( ) c) Behavioral ( )

d) All ( ) e) None ( )

5. How the training program the faculties are well equipped with?

a) Technical knowledge ( ) b) Practical Knowledge ( ) c) Both ( )

 6. Which type of training is more effective?

a) On the job training ( ) b) Off the job training ( )

7. How does the Training program help you to improve ?

a) Gain knowledge ( ) b) Learn new skill ( ) c) Better performance ( )

8. What are the personal benefits that you achieve through the training program?

a) Better performance ( ) b) Job satisfaction ( ) c) Behavioral change ( )

d) Others specify……………………………………………..

9. How far the training program helps you in solving problems at work?

a) Large extent ( ) b) Certain extent ( ) c) Not at all ( )

10. How far you have a given chance of learning?

a) Large extent ( ) b) Certain extent ( ) c) Not at all ( )

11. The training program has helped you in improving your knowledge and skills?

a) Agree ( ) b) Neither agree nor disagree ( ) c) Disagree ( )

12. Attending the training program, you can perform better at job?

a) Agree ( ) b) Neither agree nor disagree ( ) c) Disagree ( )

13. Attending the training program has improved your chances of getting promoted?

a) Agree ( ) b) Neither agree nor disagree ( ) c) Disagree ( )

14. Have you started setting goals after attending the training program?

a) Agree ( ) b) Neither agree nor disagree ( ) c) Disagree ( )

15. How far the training program effective?

a) Large extent ( ) b) Some extent ( ) c) Not at all ( )

16. Training should be more effective to make you to do your job better?

a) Yes b) No ( )

17. Training is important to reduce the accidents, wastages and increase the Standard of the

Organization?

a) Agree b) Neutral c) Disagree

18. Training gives both Practical and theoretical knowledge about the Work?

a) Agree b) Neutral c) Disagree

19. Training program had impact on

a) Increase in participants rate ( ) b) Reduction of wastage ( ) c) Promotion ( )

d)Achieving targets ( ) e) No change ( )

20. Is it compulsory for you to fill up the feedback forms after the training program?

a) Yes ( ) b) No ( )

21. Suggestions for improving the training programs (if any)

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