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PROJECT REPORT

“A STUDY ON TRAINING AND DEVELOPMENT AT UEI GLOBAL”

UNDER SUPERVISION OF:

…………………………..

SUBMITTED BY

NAME : ………………………..

ENROLLMENT NO. : ………………..

A dissertation submitted in partial fulfillment of the requirements of

Masters in Business Administration (HR)

at the

Amity Center for ASODL

Amity University, Noida

MAY, 2017

CERTIFICATE

I, …………………… certify that the Project Report entitled “A STUDY ON TRAINING AND DEVELOPMENT AT UEI GLOBAL” is an Original one and has not been submitted earlier either to AMITY SCHOOL OF DISTANCE LEARNING (ASODL), New Delhi or to any other institution for fulfillment of the requirement of a course of Management Programme (MBA).

Place:

Signature

Date:

NAME…………………………..

ENROLLMENT NO.:……………..

ACKNOWLEDGEMENT

With Candor and Pleasure I take opportunity to express my sincere thanks and obligation to my esteemed guide ………………….. It is because of his able and mature guidance and co-operation without which it would not have been possible for me to complete my project.

Finally, I gratefully acknowledge the support, encouragement & patience of my family, and as always, nothing in my life would be possible without God, Thank You!

NAME…………………………

ENROLLMENT NO.:………………

DECLARATION

I hereby declare that this project work titled “A STUDY ON TRAINING AND DEVELOPMENT AT UEI GLOBAL” is my original work and no part of it has been submitted for any other degree purpose or published in any other from till date.

NAME………………………

ENROLLMENT NO.:…………….

TABLE OF CONTENTS

*CHAPTER*	*CONTENTS*



1	Introduction
	Ø Company Profile
2	Objective and scope of the study
3	Theoretical Perspective
4	Research Methodology
5	Data Analysis
6	Findings of the study
7.	Recommendation
8.	Conclusion
9.	References Questionnaire

“A STUDY ON TRAINING AND DEVELOPMENT AT UEI GLOBAL”

CHAPTER -1

INTRODUCTION TO THE STUDY

Training and development encompasses three main activities: training, education, and development.

Training: This activity is both focused upon, and evaluated against, the job that an individual currently holds.
Education: This activity focuses upon the jobs that an individual may potentially hold in the future, and is evaluated against those jobs.
Development: This activity focuses upon the activities that the organization employing the individual, or that the individual is part of, may partake in the future, and is almost impossible to evaluate.

TRAINING OBJECTIVES:

The principal objective of training division is to make sure the availability of a skilled and willing workforce to an organization. In addition, there are four other objectives:

Individual Objectives – Help employees in achieving their personal goals, which in turn helps in enhancing the individual contribution towards his or her organization.
Organizational Objectives – Assist the organization with its primary objective of bringing individual effectiveness.

Functional Objectives – Maintain the department’s contribution at a level suitable to the organization’s needs.

Societal Objectives – Ensure that an organization is ethically and socially responsible to the needs and challenges of the society.

IMPORTANCE OF TRAINING:

Optimum Utilization of Human Resources –
Development of Human Resources –
Productivity –
Team spirit –
Organization Culture –
Organization Climate –
Quality –
Healthy work environment –
Health and Safety –
Morale –
Image –

To pinpoint if training will make a difference in productivity and the bottom line.
To decide what specific training each employee needs and what will improve his or her job performance.
To differentiate between the need for training and organizational issues and bring about a match between individual aspirations and organizational goals.

Methods of training

On the job– Methods that are applied in workplace, while the employee is actually working. Eg. Coaching, job rotation, understudy etc.

Off the job– Method used away from workplace. Eg. Case study, simulation exercise, management games, role playing etc.

TRAINING NEEDS ANALYSIS:

Why training need analysis?

Training need analysis is conducted to determine whether resources required are available or not. It helps to plan the budget of the company, areas where training is required, and also highlights the occasions where training might not be appropriate but requires alternate action.

Training Need arises at three levels:

An analysis of training need is an essential requirement to the design of effective training. The purpose of training need analysis is to determine whether there is a gap between what is required for effective performance and present level of performance. Training needs analysis process is a series of activities conducted to identify problems or other issues in the workplace, and to determine whether training is an appropriate response.

The needs analysis is usually the first step taken to cause a change. This is mainly because a needs analysis specifically defines the gap between the current and the desired individual and organizational performances.

A training need exists when there is a gap between what is required of a person to perform their job proficiently and what they actually know.

Organizational Level – Training need analysis at organizational level focuses on strategic planning, business need, and goals. It starts with the assessment of internal environment of the organization such as, procedures, structures, policies, strengths, and weaknesses and external environment such as opportunities and threats.

After doing the SWOT analysis, weaknesses can be dealt with the training interventions, while strengths can further be strengthened with continued training. Threats can be reduced by identifying the areas where training is required. And, opportunities can be exploited by balancing it against costs.

For this approach to be successful, the HR department of the company requires to be involved in strategic planning. In this planning, HR develops strategies to be sure that the employees in the organization have the required Knowledge, Skills, and Attributes (KSAs) based on the future KSAs requirements at each level.

Individual Level – Training need analysis at individual level focuses on each and every individual in the organization. At this level, the organization checks whether an employee is performing at desired level or the performance is below expectation. If the difference between the expected performance and actual performance comes out to be positive, then certainly there is a need of training.

However, individual competence can also be linked to individual need. The methods that are used to analyze the individual need are:

Appraisal and performance review
Peer appraisal
Competency assessments
Subordinate appraisal
Client feedback
Customer feedback
Self-assessment or self-appraisal

Operational Level – Training Need analysis at operational level focuses on the work that is being assigned to the employees. The job analyst gathers the information on whether the job is clearly understood by an employee or not. He gathers this information through technical interview, observation, psychological test; questionnaires asking the closed ended as well as open ended questions, etc. Today, jobs are dynamic and keep changing over the time. Employees need to prepare for these changes. The job analyst also gathers information on the tasks needs to be done plus the tasks that will be required in the future.
Based on the information collected, training Need analysis (TNA) is done.

Training Needs Analysis Process

Step One – Identify Problem Needs

Step Two – Determine Design of Needs Analysis

Step Three – Collect Data

Step Four – Analyze Data

Step Five – Provide Feedback

Step Six – Develop Action Plan

Need for Assessment of Training

Corporate, today, expend large amount of money on imparting training and development practices. But prior to spending such vast amount, they should analyze the need for conducting training to the workforce. There are chances in which firms can make mistakes if they are not assessing the training needs. An employee, for sure, requires training when he is found to be not capable enough to meet the goals of the organization and when there is a gap between the current performance and expected performance. Meagerness in recital occurs due to the lack of sufficient knowledge and expertise, monotonous management or any other personal and official issues. All these problems spotted can be tackled by providing an effective training programme to the right employee and at the right point of time.

Effective Training Programme- Underlying Principles

Any training programme in order to be effective must have some precise goals and objectives:

To enlighten the partakers more about their organization, its aspirations, challenges and the business background in which it operates.

To make the human resources cognizant of the functions of different sections.

To train them to be aware of the significance of communication and enthusiasm in their day to day work as a tool for better organizational climate and morale.

To see that once they go back after attending training, they feel that they belong to the organization.

To ensure that the participants would share their information gained from training with their co-workers.

To develop friendship, fellowship, support and trusteeship among trainees.
To ensure that technical, managerial, supervisory and human competencies are built up in the employees on a continuous basis to enable them to perform their current assignments effectively and also to set up them to execute their future tasks.

To put forward the attitude based training to ensure that a value based and self sustained culture is built in the organization.
To offer the required training inputs to all employees in a need based, organized and lucrative manner.

The training programmes imparted to the workforce should be of superior standards with a view to develop good working environment, provide work culture inspiration, support attitudinal change, improve interpersonal relationships, reduce accidents, perk up efficiency, update knowledge and technology, educate saving and investment habits among employees, create consciousness of work-related health hazards etc. Also, the training institute should comprise of all type of audio visual aids, which forms the venue for the in-house training and development programmes in the organization.

Training can and will produce positive results if it is based on clearly defined needs specific to the workplace and it is delivered with a view to those needs and the ways in which adults learn.

The company approached for training to their employees on some of the issues felt by the Management as essential for the cognitive development of the workers. The Education Officers of the Board visited the company a number of times and discussed training related issues with cross-section of employees like Managers, Supervisors etc. before deciding the Subjects, course contents and other modalities. It was noticed during Education officers’ visit that the problems encountered by the company were broadly related to behavioral, attitudinal and motivational, culmination to operational issues. The overall syllabus of the pertaining to organized sector workers was discussed with the management of the company. The Management of the company equivocally felt that the overall syllabus of covers the important subjects like productivity, waste control, quality, absenteeism and accidents which they wanted to be imparted. It was also decided that to prepare the mindset of the trainees a general subject like ‘know your industry’ with special reference to cement industry would be discussed in the beginning of training class for each batch and in the last session before conclusion, a subject pertaining to good work practices to be followed by the participants would be discussed.

TRAINING AND DEVELOPMENT:

Training means the planned and organized activity to impart skills, techniques and methodologies to employers and their employees to assist them in establishing and maintaining employment and a place of employment that is safe and healthful.

The term ‘Training’ refers to the acquisition of specific skills or knowledge. Training programs attempt to teach trainees to perform a specific job and a particular activity.

Training and development are important activities in all organizations, large and small. Every organization, regardless of size, needs to have well-trained employees in its workforce who are prepared to perform their jobs.

The term ‘Development’ usually refers to improving the intellectual or emotional abilities needed to do a better job. Well trained, knowledgeable employees are a valuable resource for any business. When recruiting new employees, part of the recruitment process should be matching the prospective employee’s skills and experience to the job description and person specification. Training is one element many corporation consider when looking to advance people and offer promotions. Although many employees recognize the high value those in management place on training and development, some employees are still reluctant to be trained. Training and development offers more than just increased knowledge. Training is valuable to both the employee and the employer. Increased knowledge and skill makes the employee more productive in the workplace and thus more valuable.

Principles and Evaluation of training:

Training is the process of assisting a person for enhancing his efficiency and effectiveness at work by improving and updating his professional knowledge, by developing skills relevant to his work and cultivating appropriate behavior and attitude towards work and people. Training could be designed either for improving present capabilities at work or for preparing a person for assuming higher responsibilities in future, which would call for additional knowledge and superior skills.

Training is different from education particularly formal education. While education is concerned mainly with enhancement of knowledge, training aims essentially at increasing knowledge, stimulating aptitude and imparting skills related to a specific job.

In India, considerable importance has been accorded to training in social development and this is evident from the fact that the community spends roughly six million dollars annually on training every year. But there are complains about the ineffectiveness of training and possible wastage of resources because of the use of stereotyped and conventional methods in training, which are often not set completely in tune with job requirements.

It is a continuous process

Training is a continuous and life long process. Right form the time a child is born he starts receiving training from his mother for a variety of needs, so that he becomes a social being. His training continues in the school and the college situations. However training as an organized effort is designed with certain objectives, for example to help the trainees to be informed of the subject matter which they have to use in their work situation. 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 and synthesizing with the help of the trainers, the information already available on the subject. Training is a time-bound programme. Thus there is a separate specialized discipline of trainers specializing in the field of human activity.

Comparison of Prevailing and New Concept:-

Prevailing concept	New concept
1. The acquisition of subject matter knowledge by a participant leads to action.	1. Motivation and skills lead to action. Skills are acquired through practice.
2. The participant learns what the trainer teaches. Learning is a simple function of the capacity of the participant to learn and the ability of the trainer to teach.	2. Learning is a complex function of the motivation and capacity of the individual participant, the norms of the training groups the training methods and the behavior of the trainers and the general climate of the institution. The participant’s motivation is influenced by the climate of his work organization.
3. Individual action leads to improvement on the job.	Improvement on the job is complex function of individual learning the norms of the working group and the general climate of the organization. Individual learning used leads to frustration.
4. Training is the responsibility of the training institution. It begins and ends with the course.	3. Training is the responsibility of three partners: the participant organization the participant, and the training institution. It has a preparatory pertaining and a subsequent, post-training phase. All are equally important to the success of training.

There has been in some quarter’s criticism of training and it is often argued that personnel can acquire administrative capabilities and work skills through apprenticeship capabilities and work skills through apprenticeship rather than through formal training. While the training cannot by itself guarantee the success of a development programme, its untrained personnel are unlikely to prove effective. It is in this context that expert administrators and planners greatly appreciate the relevance of training in development process.

The Training Cycle

A training cycle consists of a series of steps, which lead to a training event being undertaken. Evaluation provides feedback which links back to the initial stages of training design. Indeed, it is the evaluation/ feedback process, which makes this a cyclical event, without it training would be a linear process leading from initiating training through to its implementation. The steps in the cycle are:-

Stage1: Identification of training needs. Examining what skills and attributes are necessary for the job to be undertaken, the skills and attributes of the jobholder and the extent of the gap.

Stage2: Design, preparation and delivery of training.

Stage 3: Discovering the trainee’s attitude to training (reaction) and whether the training has been useful from the point of view of training. Reaction involves the participant’s feelings towards the training process, including the training content, the trainer and the training methods used. Learning is the extent to which the trainee has actually absorbed the content of the learning event.

Stage 4: Discovering whether the lessons learnt during training have been transferred to the job and are being used effectively in doing the job.

Stage5: Evaluating the effects of the training on the organization. Thus is the area on which there is perhaps most confusion, subsequently little real action to clear it.

Stage 6: Reinforcement of positive behavior. It is optimal that positive outcomes are maintained for as long as possible. It is not rare event for changes in behavior to be temporary, with a gentle slide back to previous ways of working. It is important to note the feedback loops. Feedback on the process of actually delivering the training can come from the reaction and learning stage, the transfer of the training to the work place and the evaluation of the impact of the training. The main, feedback for the identification of training needs comes from an assessment of the transfer of work to the training and the evaluation of the impact on the organization.

It is important to note that these feedback loops may consist of two very different types of information.

To determine the worth of training to the organization- a process best done by quantitative methods and with hard, numerical data.
Allowing insights into the method of learning, where the experience of those involved is the main focus, thus using mainly softer, qualitative information.

DEVELOPMENTAL PROGRAMMES:

Mentoring:

Career Counseling:

3.Career Pathing:

4. Career Development Programs:

Internal Mobility:

There is a possibility in organizations that over a period of time an employee will change his role or position, from one job to another – laterally or vertically in the organization structure. This kind of employees’ movement within an organization is known as internal mobility. Internal mobility includes a cluster comprising, may take place between jobs in section, sections, departments, division or even between plants in multi – plant operations.

Promotion

Promotion is the upward reassignment of an individual in an organization’s hierarchy, accompanied by increased responsibilities, enhanced status, and usually with increased income, though not always so. On being promoted, the promoter’s duties and responsibilities increases, and the higher one goes in an organization the greater the implications of the individual’s decisions on the viability of the enterprise. After promotion, an individual’s duties and responsibilities usually become qualitatively different from those of this earlier job.

The following are the objectives of promotion:

It is recognition of a job well done by an employee.
It is a device to retain and reward and employee for his years of service to the company.
It is to increase individual and organizational effectiveness.
It is to promote a sense of job satisfaction in the employee.
It is to build loyalty, morale and a sense of belongingness in the employee.
It is to impress upon others that opportunities are open to them also in the organization, if they perform well.

An internal mobility system also needs as supportive information system to make it viable. It is desirable to have a central, maintain a detailed inventory of the skills of all employees and coordinate all information – promo -table posts available, posts vacant, number of employees on transfer, permanent and temporary posts. When making internal mobility decisions, organizations tend to place emphasis on their objectives, filling job vacancies, eliminating employee surpluses, correcting behavioral problems, etc. Promotion maintains organizational effectiveness through maintenance of employee moral and favorable attitudes towards the organization. Demotions frequently used as from of disciplinary action since it represents loss of status and earning. Transfers are required in the process of organization job requirements, job rotations and filling in absenteeism, separations and termination, such as discharge and dismissal, from a part of the outward mobility of an organization.

COMPANY PROFILE:

UEI Global strives for Academic Excellence which is achieved through:

Current, up-to-date course curriculum

– Designed & developed through alliances with the best Indian and International educational institutions

Latest delivery methodology

– Conducted by internationally trained, industry experienced, operationally savvy faculty members

International specialization (Certification) along with formal education (Degrees)

– Through tie-ups with the leading educational institutions

UEI Global is the flagship brand of Berggruen Education Private Limited, which is a venture of Berggruen Holdings. Berggruen Holdings is the direct investment vehicle of the Nicolas Berggruen Charitable Trust, estimated to exceed $3 billion. It has made more than 100 direct investments over the last 20 years across various assets, classes including Private Equity, Hedge Funds, Real Estate and Public Markets. Berggruen has regional offices in the US, Germany, Israel, Turkey and India.

The holding company has various business interest in India and have invested in:

Berggruen Education
Berggruen Hotels
Berggruen Car Rentals
Gemini Equipment And Rentals
Real Estate Investments

BOARD OF DIRECTORS

Manish Khanna
Chief Executive Officer

Ashish Kesharwani
Chief Learning Officer

Sanjay Rodrick Jha
Director Academics

Dr. Vikas Joshi
HOD Business Management

CHAPTER – 2

OBJECTIVES AND SCOPE OF THE STUDY

Objectives:

To identify training and development needs of the employees to make them compatible with new technologies.
To find the importance of training for the existing employees at UEI Global.
To determine implementation of development plans like job rotations and others in line with approved career plans.
To study continuous monitoring of training and development activities in the division/region and ensure that divisions/regions are self sufficient.
To study the various methods of training and development programme.

Scope:

The study was confined to the Delhi only.
To study was confined to only Training and Development at UEI Global.

CHAPTER – 3

THEORETICAL PERSPECTIVE

According to Andreas Gegenfurtner in 2000:

Motivation to transfer is essential for the transfer of training. Without motivation, newly acquired knowledge and skills will not be applied at work. The purpose of this integrative literature review is to summarize, critique, and synthesize past transfer motivation research and to offer directions for future investigations. First, seven contributions of past research are presented in an attempt to understand antecedents, correlates, and consequences of motivation to transfer. Second, an alternative view that complements and extends current approaches is discussed, and its implications for future studies investigating employees’ motivation for training application on the job are outlined.

According to Daniel J. Kealey, David R. Protheroe in 1999:

Numerous studies have addressed the question of whether cross-cultural training makes a difference to the overseas adaptation and work performance of expatriate personnel. While this literature contains many insights, most studies have methodological weaknesses which make it impossible to take as definitive the general consensus of the literature that such training is effective. This article attempts four tasks. First, it aims to dissaggregate the concept of intercultural training such that statements made about the effectiveness of training relate as precisely as possible to specific kinds of training, a desideratum which is often absent in the literature. Second, several criteria for reliable empirical research on the effectiveness of cross-cultural training are itemized. Third, the strength and weaknesses of the major studies to date on the issue are reviewed. And finally, an outline of the requisites for a more definitive empirical study, which would attempt to measure the impact of inter cultural training on overseas performance, is presented.

Dwivedi, P. and Pooja Purang (2007), examined the training needs identification and evaluation process by developing a case studies on the training needs identifications and evaluation system in 6 different Indian Organizations and them comparing it with the available models proposed by the various researchers in Western and Indian Context. The study also proposed to critically evaluate the various studies done and models developed in both Western and Indian context to arrive and proposed a comprehensive model of training needs identification and evaluation.

According to Willis D. Copeland in 2000:

The present study explored possible relationships between the intervention behaviors of cooperating EMPLOYEES and the organization exhibition by employees of skills’ acquired in microteaching training. Sixty-one teaching credential candidates engaged in student teaching were randomly assigned to positive and negative levels of three variables including microteaching training, training in supervision received by subjects’ cooperating faculty, and tendency of subjects’ cooperating faculty to exhibit the target teaching skill. The data, composed of frequency counts of subjects’ exhibition of the target skill in the classroom as recorded eight to twelve weeks following training, were analyzed using three-way ANOVA. Significant interaction effects were observed. Results are discussed in terms of implications for modification of faculty training programs.

According to Ian Menter in 1st December 2010:

This literature review provides an overview of how employees have been trained since the late 19th century up to the present day. It considers connections between creativity and faculty identity. The author concludes that employee’s professional identities have changed significantly over the last century and are now more complex and multi-faceted than previously, because of the growing range of expectations and relationships those employees now experience. He suggests a reinvention of the role may be timely, to create a flexible, confident sense of autonomous practice, open to collaboration and partnership, yet fuelled by a clear understanding of the unique and valuable contribution to society that employees make through the education of children.

The review identifies five areas that could be developed to contribute to a reconstructed professional identity: faculty collaboration and enquiry, pupil voice, community engagement, exploiting new technologies and creative partnerships. It recommends that these strands are taken into account in initial faculty education, early professional development as well as in CPD for experienced employees and organsaiton leaders.

Bhatia (1981), concluded that a shift from knowledge to attitude as the main objective of training. He identified three areas of training- technical skills and knowledge, knowledge of organization and external systems, and conceptual and interpersonal skills. He suggested that the emphasis on these three must vary according to the level of the employee. The workers training should focus on technical skills and knowledge followed by conceptual and interpersonal skills, and knowledge of organization and external systems. In the case of supervisors, conceptual and interpersonal skills should be emphasized followed by technical skills and knowledge, and knowledge of organization and external environment. As far as managers were concerned, the sequence was the same as that for supervisors except that the order of knowledge of organization and external environment, technical skills and knowledge were interchanged.

For training activity to be meaningful, Dayal (1970a), suggested that a detailed study of jobs and skill analysis was absolutely necessary. The training, thus, imparted would help the employee to adjust to their job requirements. As far as the supervisory category is concerned. Ghosh (1984), stressed the need for behavioral inputs in any training programme organized for managers. Srinivasan (1977), recommended that their training programmes should focus on corporate planning, organizational development, and personnel management.

CHAPTER – 4

RESEARCH METHODOLOGY

Research methodology in a way is a written game plan for conducting research. Research methodology has many dimensions. It includes not only the research methods but also considers the logic behind the methods used in the context of the study and complains why only a particular method of technique has been used. The basic task of research is to generate accurate information for use in decision making. Research can be defined as the systematic and objective process of gathering, recording and analyzing data for aid in making business decisions.

METHODOLOGY ADOPTED:- This research is aimed at studying the Training and development at UEI Global.

RESEARCH DESIGN:-The research design was used in this study was both ‘Descriptive’ and ‘exploratory’.

DATA COLLECTION METHODS:

The data was collected using both by primary data collection methods as well as secondary sources.

PRIMARY DATA: Most of the information was gathered through primary sources’. The methods that were used to collect primary data are:

Questionnaire
Interview

SECONDARY DATA:

The secondary data was collected through:

Text Book
Magazines
Journals
Internet

SAMPLE SIZE: A survey of approximately 50 employees at UEI Global working in different position.

SAMPLING TECHNIQUE:–

The selection of respondents was done on the basis of convenience sampling (Non- Probability).

STASTICAL TOOLS:

MS-EXCEL was used to prepare pie- charts and graphs and MS-WORD was used to prepare or write the whole project report.

METHOD USE TO PRESENT DATA:

Data Analysis & Interpretation – Classification & tabulation transforms the raw data will be collected through questionnaire in to useful information by organizing and compiling the bits of data contained in each questionnaire i.e., observation and responses are converted in to understandable and orderly statistics are used to organize and analyze the data:

Simple tabulation of data using tally marks.
Calculating the percentage of the responses.
Formula used = (no. of responses / total responses) * 100

REPORT WRITING AND PRESENTATION

Report Encompasses – Charts, diagrams

LIMITATION OF THE STUDY

The size of the research may not be substantial and it is limited to the particular area.
There may be lack of time on the part of respondents.
There may be some bias information provide by company professionals..
It is very much possible that some of the respondents may have given the incorrect information.

CHAPTER – 5

DATA ANALYSIS AND INTERPRETATION:

Q1. How long have you been working for UEI Global?

*Criteria*	*Frequency*	*Percentage*
Less than 1 year	15	30%
1-3 years	8	16%
3-5 years	10	20%
5 years	12	24%
Above 5 years	5	10%

Analysis: As per shown in graph 30% people said working for UEI global less than 1 year, 16% people said working for UEI global 1-3 years, 20% people said working for UEI global 3-5 years, 24% people said working for UEI global 5 years and other 10% people said above 5 years.

Q2. Do you think new subject training is beneficial in the UEI global Staff?

Criteria	Frequency	Percentage
Yes	25	50%
No	20	40%
Can’t say	5	10%

Analysis: 50% respondents said yes new subject training is beneficial in the UEI global Staff, 40% respondents said new subject training is not beneficial in the UEI global Staff and other left 10% respondents can’t say about this.

Q3. Which method of training is used?

Criteria	Frequency	Percentage
Induction training	20	40%
On the job training	11	22%
Off the job training	5	10%
Apprenticeship training	4	8%
Refresher	8	16%
Vestibule	2	4%

Analysis: 40% people said method is used induction training, 22% people said On the job training method is used, 10% people said Off the job training,8% people said apprenticeship training is used, 16% people said refresher method of training is used and 4% people said vestibule method of training is used.

Q4. How frequently the quality full training programme is organized by the UEI global?

Criteria	Frequency	Percentage
After 1 month	15	30%
After 3 month	12	24%
After 6 months	8	16%
After 1 year	10	20%
Sometimes	5	10%

Analysis: In above graph 30% people said after 1 month frequently the quality full training programme is organized by the UEI global, 24% people said after 3 month frequently the quality full training programme is organized by the UEI global, 16% people said after 6 months, 20% people said after 1 years frequently the quality full training programme is organized by the UEI global and left 10% people said sometime.

Q5. For what purpose training is essential?

Criteria	Frequency	Percentage
As a method	20	40%
When junior staff ask	10	20%
Proposal from head office	12	24%
Regular interval	8	16%

Analysis: 40% respondents said training is essential for as a method, 20% respondents said training is essential for junior staff, 24% respondents said training is essential for proposal from head office and 16% respondents said training is essential for regular interval.

Q6. What is the training period generally is taken by your organization?

Criteria	Frequency	Percentage
Under 1 month	17	34%
1-3 months	16	32%
3-6 months	12	24%
Below 12 months	5	10%

Analysis: As per shown in pie graph 34% people said under 1 month the training period generally is taken by your organization, 32% people said 1-3 months the training period generally is taken by your organization, 24% people said 3-6 months the training period generally is taken by your organization while left 10% people said below 12 months the training period generally is taken by your organization.

Q7. Where the training is given by your organization?

Criteria	Frequency	Percentage
In the organization itself	18	36%
Outside the organization	20	40%
Under specialized or place	12	24%

Analysis: As per shown in graph 36% respondents said the organization training is given by your organization, 40% respondents said outside training is given by your organization, left 24% respondents said under specialized or place training is given by your organization.

Q8. With whom the responsibility of training may be shared in your organization?

Criteria	Frequency	Percentage
Top management	24	48%
Personnel department	12	24%
Supervisor	10	20%
Clerk	4	8%

Analysis: 48% people said top management responsibility of training may be shared in your organization, 24% people said personnel department responsibility of training may be shared in your organization, 2% people said supervisor responsibility of training may be shared in your organization and 8% people said clerk responsibility of training may be shared in your organization.

Q9. A good quality of Training helps to Increase the efficiency the various department employees. (Please rate it)

Criteria	Frequency	Percentage
Highly agree	10	20%
Agree	18	36%
Neutral	10	20%
Highly disagree	5	10%
Disagree	7	14%

Analysis: 20% people highly agree that good quality of Training helps to Increase the efficiency the various department employees, 36% people agree with that, 20% people neutral that good quality of Training helps to Increase the efficiency the various department employees, 10% people highly disagree that good quality of Training helps to Increase the efficiency the various department employees and 14% people disagree with above statement.

Q10. Training helps to increase basic knowledge and skill and Awareness of responsibility of all department employees at UEI global.

Criteria	Frequency	Percentage
Highly agree	14	28%
Agree	16	32%
Neutral	8	16%
Highly disagree	5	10%
Disagree	7	14%

Analysis: 28% people highly agree that Training helps to increase basic knowledge and skill and Awareness of responsibility of all department employees at UEI global, 32% people agree that Training helps to increase basic knowledge and skill and Awareness of responsibility of all department employees at UEI global, 16% people neutral with that, 10% people highly disagree that Training helps to increase basic knowledge and skill and Awareness of responsibility of all department employees at UEI global while left % people disagree that Training helps to increase basic knowledge and skill and Awareness of responsibility of all department employees at UEI global.

Q11. Do you agree quality of training increased productivity & less wastage?

Criteria	Frequency	Percentage
Highly agree	12	24%
Agree	15	30%
Neutral	10	20%
Highly disagree	6	12%
Disagree	7	14%

Analysis: In above graph 24% respondents highly agree that quality of training increased productivity & less wastage, 30% respondents agree that quality of training increased productivity & less wastage, 20% respondents neutral with above statement, 12% respondents highly disagree that agree quality of training increased productivity & less wastage, 14% respondents disagree agree quality of training increased productivity & less wastage.

Q12. What benefit do you derive from training techniques?

Criteria	Frequency	Percentage
Greater responsibility	15	30%
Improves workmanship	14	28%
Level of motivation	10	20%
Sense of belongingness	7	14%
Growth and development	4	8%

Analysis: 30% people said greater responsibility derive from training techniques, 28% people said improves workmanship from training techniques, 20% people said level of motivation derive from training techniques, 14% people said sense of belonginess derive from training techniques left 8% people said growth and development derive from training techniques.

Q13. What are the factors that generally matter in the selection for good training?

Criteria	Frequency	Percentage
Depth of knowledge in particular jobs to be field	20	40%
Background of training for assessing their capability	15	30%
No. of persons to be trained and development	10	20%
Consideration of facilities by the way of cost, time and equipment	5	10%

Analysis: As per shown in graph 40% respondents said depth of knowledge in particular jobs to be field factors that generally matter in the selection for good training, 30% respondents said Background of training for assessing their capability factors that generally matter in the selection for good training, 20% respondents said No. of persons to be trained and development factors that generally matter in the selection for good training while left 10% respondents said Consideration of facilities by the way of cost, time and equipment that generally matter in the selection for good training.

Q14. How do you rate training program overall in last one year?

Criteria	Frequency	Percentage
Good	28	46%
Fair	13	36%
Poor	9	18%

Analysis: In above graph 46% respondents said good training program overall in last one year, 36% respondents said fair training program overall in last one year and other left 18% respondents said poor.

Q15.Do you feel that the training helps to identify the strength and weakness of the all department employees?

Criteria	Frequency	Percentage
Highly agree	15	30%
Agree	20	40%
Neutral	6	12%
Highly disagree	5	10%
Disagree	4	8%

Analysis: 30% people highly agree that the training helps to identify the strength and weakness of the all department employees, 40% people agree that the training helps to identify the strength and weakness of the all department employees, 12% people neutral with that, 10% people highly disagree that the training helps to identify the strength and weakness of the all department employees and 8% people disagree that the training helps to identify the strength and weakness of the all department employees.

Q16 “The quality of training program is helpful in reducing grievance among the all department employees” Do you agree above statement?

Criteria	Frequency	Percentage
Highly agree	12	24%
Agree	15	30%
neutral	12	24%
highly disagree	7	14%
Disagree	4	8%

Analysis: As per shown in above pie graph 24% people highly agree that quality of training program is helpful in reducing grievance among the all department employees, 3% people agree with above statement, 24% people neutral that quality of training program is helpful in reducing grievance among the all department employees, 14% people highly disagree that quality of training program is helpful in reducing grievance among the all department employees and other 8% people disagree with that.

Q17. Your organisation has a training and development policy applicable to all employees.

Criteria	Frequency	Percentage
most of the time	17	34%
Often	14	28%
Sometimes	12	24%
rarely	5	10%
Almost never	2	4%

Analysis: 34% people think most of the time that organisation has a training and development policy applicable to all employees, 28% people think often that organisation has a training and development policy applicable to all employees, 24% people think sometimes, 10% people think rarely that organisation has a training and development policy applicable to all employees left 4% people think almost never that organisation has a training and development policy applicable to all employees.

Q18. Supervisors tells employees whether they are doing their job as per the training imparted or not.

Criteria	frequency	Percentage
Most of the time	18	36%
Often	12	24%
Sometimes	10	20%
Rarely	6	12%
Almost never	4	8%

Analysis: 36% respondents said most of the time Supervisors tells employees whether they are doing their job as per the training imparted or not, 24% respondents said often that Supervisors tells employees whether they are doing their job as per the training imparted or not, 20% respondents said sometimes that Supervisors tells employees whether they are doing their job as per the training imparted or not, 12% respondents said rarely, 8% respondents said almost never that Supervisors tells employees whether they are doing their job as per the training imparted or not.

Q19.The equipment used in training is similar to the equipment found on the job.

Criteria	frequency	Percentage
Most of the time	14	28%
Often	12	24%
Sometimes	16	32%
Rarely	3	6%
Almost never	5	10%

Analysis: As per shown in pie graph 28% people think most of the time that equipment used in training is similar to the equipment found on the job, 24% people think often that equipment used in training is similar to the equipment found on the job, 32% people think sometime that equipment used in training is similar to the equipment found on the job, 6% people think rarely, 10% people think almost never that equipment used in training is similar to the equipment found on the job.

Q20.Employees who uses their training is given preference for new assignments.

Criteria	frequency	Percentage
Most of the time	16	32%
Often	14	28%
Sometimes	11	22%
Rarely	3	6%
Almost never	6	12%

Analysis: In above graph 32% respondents said most of the time that training is given preference for new assignments, 28% respondents said often that training is given preference for new assignments, 22% respondents said sometimes, 6% respondents said rarely, 12% respondents said almost never that rarely.

Q21. The effectiveness of training in overall development of skills of workforce.

Criteria	frequency	Percentage
Most of the time	16	32%
Often	15	30%
Sometimes	11	22%
Rarely	5	10%
Almost never	3	6%

Analysis: In above pie graph 32% people said most of the time that effectiveness of training in overall development of skills of workforce, 30% people said often that effectiveness of training in overall development of skills of workforce, 22% people said sometimes, 10% people said rarely that effectiveness of training in overall development of skills of workforce and left 6% people said almost never that effectiveness of training in overall development of skills of workforce.

Q22. Do you satisfied with the T&D policies currently being used in the UEI global.

Criteria	Frequency	Percentage
Very Satisfied	15	30%
Satisfied	14	28%
Neutral	13	26%
Not Satisfied	5	10%
Strongly Not Satisfied	3	6%

Analysis: In above graph 30%people very satisfied with the T&D policies currently being used in the UEI global, 28% people satisfied with the T&D policies currently being used in the UEI global, 26% people neutral with that, 10% people not satisfied with the T&D policies currently being used in the UEI global left 6% people strongly not satisfied with the T&D policies currently being used in the UEI global.

Q23. Do you aware employees T&D process being used in the organization?

Criteria	Frequency	Percentage
Yes	25	50%
No	10	20%
Can’t say	15	30%

Analysis: As per graph 50% people said yes aware employees T&D process being used in the organization, 20% people said no aware employees T&D process being used in the organization left 30% people can’t say about this.

Q24. What are the factors that generally matter in the selection for training and development?

Criteria	Frequency	Percentage
Depth of knowledge in particular jobs to be filled	20	40%
background of training for assessing their capability	15	30%
No. of persons to be trained and development	10	20%
Consideration of facilities by the way od cost, time and equipment	5	10%

Analysis: 40% respondents said Depth of knowledge in particular jobs to be filled the factors that generally matter in the selection for training and development, 30% respondents said background of training for assessing their capability the factors that generally matter in the selection for training and development, 20% respondents said No. of persons to be trained and development the factors that generally matter in the selection for training and development and other 10% respondents said Consideration of facilities by the way od cost, time and equipment the factors that generally matter in the selection for training and development.

Q25. Finally do you think that training is very important factor for any organization?

Criteria	Frequency	Percentage
Most of the time	14	28%
Often	15	30%
Sometimes	10	20%
Rarely	7	14%
Almost never	4	8%

Analysis: In above graph 28% people think most of the time that training is very important factor for any organization, 30% people think often that that training is very important factor for any organization, 20% people think sometimes that training is very important factor for any organization, 14% people think rarely left 8% people think almost never that training is very important factor for any organization.

CHAPTER – 6

FINDINGS OF THE STUDY

As per findings 30% people said working for UEI global less than 1 year, 16% people said working for UEI global 1-3 years, 20% people said working for UEI global 3-5 years, 24% people said working for UEI global 5 years and other 10% people said above 5 years.
50% respondents said yes new subject training is beneficial in the UEI global Staff, 40% respondents said new subject training is not beneficial in the UEI global Staff and other left 10% respondents can’t say about this.
40% people said method is used induction training, 22% people said On the job training method is used, 10% people said Off the job training,8% people said apprenticeship training is used, 16% people said refresher method of training is used and 4% people said vestibule method of training is used.
As per findings 30% people said after 1 month frequently the quality full training programme is organized by the UEI global, 24% people said after 3 month frequently the quality full training programme is organized by the UEI global.
40% respondents said training is essential for as a method, 20% respondents said training is essential for junior staff, 24% respondents said training is essential for proposal from head office and 16% respondents said training is essential for regular interval.
As per findings 34% people said under 1 month the training period generally is taken by your organization, 32% people said 1-3 months the training period generally is taken by your organization.
36% respondents said the organization training is given by your organization, 40% respondents said outside training is given by your organization, left 24% respondents said under specialized or place training is given by your organization.
As per findings 48% people said top management responsibility of training may be shared in your organization, 24% people said personnel department responsibility of training may be shared in your organization.
20% people highly agree that good quality of Training helps to Increase the efficiency the various department employees, 36% people agree with that, 20% people neutral that good quality of Training helps to Increase the efficiency the various department employees.
As per findings 28% people highly agree that Training helps to increase basic knowledge and skill and Awareness of responsibility of all department employees at UEI global, 32% people agree that Training helps to increase basic knowledge and skill and Awareness of responsibility of all department employees at UEI global, 16% people neutral with that, 10% people highly disagree that Training helps to increase basic knowledge and skill and Awareness of responsibility of all department employees at UEI global while left % people disagree that Training helps to increase basic knowledge and skill and Awareness of responsibility of all department employees at UEI global.
24% respondents highly agree that quality of training increased productivity & less wastage.
As per findings 30% people said greater responsibility derive from training techniques.
40% respondents said depth of knowledge in particular jobs to be field factors that generally matter in the selection for good training, 30% respondents said Background of training for assessing their capability factors that generally matter in the selection for good training..
As per findings 46% respondents said good training program overall in last one year, 36% respondents said fair training program overall in last one year and other left 18% respondents said poor.
30% people highly agree that the training helps to identify the strength and weakness of the all department employees.
As per findings 24% people highly agree that quality of training program is helpful in reducing grievance among the all department employees, 3% people agree with above statement, 24% people neutral that quality of training program is helpful in reducing grievance among the all department employees, 14% people highly disagree that quality of training program is helpful in reducing grievance among the all department employees and other 8% people disagree with that.
34% people think most of the time that organisation has a training and development policy applicable to all employees, 28% people think often that organisation has a training and development policy applicable to all employees, 24% people think sometimes.
As per findings 36% respondents said most of the time Supervisors tells employees whether they are doing their job as per the training imparted or not, 24% respondents said often that Supervisors tells employees whether they are doing their job as per the training imparted or not, 20% respondents said sometimes that Supervisors tells employees whether they are doing their job as per the training imparted or not, 12% respondents said rarely, 8% respondents said almost never that Supervisors tells employees whether they are doing their job as per the training imparted or not.
28% people think most of the time that equipment used in training is similar to the equipment found on the job, 24% people think often that equipment used in training is similar to the equipment found on the job, 32% people think sometime that equipment used in training is similar to the equipment found on the job, 6% people think rarely, 10% people think almost never that equipment used in training is similar to the equipment found on the job.
As per findings 32% respondents said most of the time that training is given preference for new assignments, 28% respondents said often that training is given preference for new assignments, 22% respondents said sometimes, 6% respondents said rarely, 12% respondents said almost never that rarely.
32% people said most of the time that effectiveness of training in overall development of skills of workforce, 30% people said often that effectiveness of training in overall development of skills of workforce, 22% people said sometimes, 10% people said rarely that effectiveness of training in overall development of skills of workforce and left 6% people said almost never that effectiveness of training in overall development of skills of workforce.
30%people very satisfied with the T&D policies currently being used in the UEI global, 28% people satisfied with the T&D policies currently being used in the UEI global, 26% people neutral.

CHAPTER – 7

RECOMMENDAITON

To the Training Department:

There should be more focus by the training department on TNA.
Effective way of organizing a training programme largely depends on the effectiveness of the training department. Hence, the training department must take adequate care on training.
The training department must facilitate 360 degree approach by planning a role of mentor among trainees-trainer-top-management.
Return on investment (ROI) i.e. expenditure on training must be encased by the organization through visible benefits.

To the Employees:

Employees should take training more seriously for the individual development as well as organizational development.
Employees should feel that training is the only way in which they can sharpen their knowledge and acquire more knowledge by means of learning.
Every employee should feel that training is expensive on the part of management. Simultaneously they spend their time, energy. Hence they must add value to their functional capabilities.
Employees need to be consulted to their superiors before attending the training programme to classify their doubts.

To the Management:

Training need assessment is the selection process for sponsoring training programmes. Hence, the process should be unbiased and made transparent based an actual need.
The organization should develop training of trainers (TOT) after critical analysis of various inputs of the trainers for conducting the training programme in an efficient way.
Inadequate or lack of infrastructure facilities sometimes creates problems for conducting training programme through in house. Hence adequate support must be given to develop right kind of infrastructure to conduct training programme.

CHAPTER – 8

CONCLUSION

REFERENCES

Lippert, R et. al (2001): “Using different evaluation looks to assess a regional internet in service training”, International Journal of Instructional Media”, 28(3), 237-249.
Lynton, Rolf P. and Pareek Udai (2000) : “Training for Organizational Transformation, Part 1, Sage Publications, New Delhi.
Mirza, S. Saiyadain (1987) : “Training Functions in India”, I.J.T.D., Vol. XVII, issue 2, March-April 1987, PP. 3-12.
Padhi, Nayantara and Ratikana Dash (2007) : “Evaluating Training Effectiveness : An Empirical Study”, I.J.T.D., Vol. XXXVII, issue 1, Jan.-March (2007), PP. 23-26.
Sodhi, J.S. and Kohli, K.D. (1987) : “Training of Workers in Public Sector Enterprises”, I.J.T.D., Vol. XVII, issue 2, March-April 1987, PP. 24-28.
Srimannarayana, M. (2006) : “Training Trends in India”, I.J.T.D., Vol. XXXII, issue 2, April-June 2006, PP. 41-56.
MILLER, Janice A. and Diana M. OSINSKI, “Training Needs Assessment”, JulY2002, http://www.ispi.org/pdf/suggestedReading/Miller_Osinski.pdf
Evidence-Based Training Methods, By Ruth Colvin Clark
Strategic Human Resource Management: An Indian Perspective:By Sharm, Anuradha & Khandekar, Aradhana
Approaches to Training and Development: Dugan Laird, Sharon S. Naquin
http://www.uei-global.com/

APPENDIX

QUESTIONNAIRE

Dear respondent,

I am conducting a survey on “A STUDY ON TRAINING AND DEVELOPMENT AT UEI GLOBAL”. Kindly help me in my survey by filling this questionnaire.

NAME :

AGE                                                            :
MARTIAL STATUS                                  :
EDUCATIONAL QUALIFICATION       :

DESIGNATION :

CONTACT NO :
Q1. How long have you been working for UEI global?

Less than 1 year
1-3 years
3-5 year’s
5 years
Above 5 years