Training & development dhanu

A STUDY ON TRAINING AND DEVELOPMENT

“A STUDY ON TRAINING AND DEVELOPMENT”

WITH REFERENCE TO NEW MANGALORE PORT TRUST, MANGALORE.

DHANARAJ NAIK. P.G(Reg No: 092130508)

UNDER OF THE GUIDE

Mr.PRADEEP.M.D

DEPARTMENT OF SOCIAL WORK

SRINIVAS INSTITUTE OF MANAGEMENT STUDIES

Mangalore – 575 001

2010-2011

SRINIVAS INSTITUTE OF MANAGEMENT STUDIES MANGALORE Page 1


“A STUDY ON TRAINING AND DEVELOPMENT”

WITH REFERENCE TO NEW MANGALORE PORT TRUST, MANGALORE.

DISSERTATION SUBMITTED TO MANGALORE UNIVERSITY

IN PARTIAL FULFILLMENT OF THE REQIUREMENTS FOR

MASTERS DEGREE IN SOCIAL WORK (M.S.W)

SUBMITTED BY

DHANARAJ NAIK P.G.

(Reg.092130508)

DEPARTMENT OF SOCIAL WORKDEPARTMENT OF SOCIAL WORK

SRINIVAS INSTITUTE OF MANAGEMENT STUDIESSRINIVAS INSTITUTE OF MANAGEMENT STUDIES

MANGALORE – 575 001MANGALORE – 575 001



2010-20112010-2011

DECLARATIONDECLARATION

I hereby declare that the study was carried out by me in the year 2010-

2011 as a partial fulfillment of the requirements for the Masters’ degree in Social

Work (M.S.W) in Mangalore University, under the guidance of

Mr.Pradeep.M.D B.A.(Law), LL.B., M.S.W., (LL.M) Lecturer, Department of Social

Work, Srinivas Institute of Management Studies, Pandeshwar, Mangalore.

The research work, either fully or partially, has not previously formed the

basis for the award of any degree, diploma or other similar title in any

organization/institution/universities.

Place: Mangalore

Date: /04/2011 DHANARAJ NAIK.P.G.



DEDICATED TODEDICATED TO

My beloved Parents Gangyanaik, Pujar & Gouribai

My Well Wishers

And

All My Sweet Friends and College Staff



Acknowledgement

‘The value of special people cannot be measured but only treasured’

At the outset I would like to express my sincere appreciation thanks and gratitude

to my guide, Mr.Pradeep.M.D B.A. (Law), LL.B., M.S.W., (LL.M) Lecturer,

Department of Social Work, Srinivas Institute of Management Studies, for input

guidance, valuable suggestions, content, encouragement and appreciation

throughout the period of study.

I express my sincere gratitude to Mr. P. Tamilvanan, Chairman, New

Mangalore Port Trust and Mr. C. Harichandran, Secretary, New Mangalore

Port Trust, for giving me an opportunity to carry out the research project in their

esteemed organization.

I also extend my thanks to Mr. T. Khalid, Statistical and Research Officer,

Management Services Division, New Mangalore Port Trust, Mr. Osmond

Fernandez, Senior Research Assistant, Mr. Sadashiva B. R., Deputy Traffic

Manager, HRD cell of NMPT and employees and staff of New Mangalore Port

trust.

My heartfelt thanks to all my friends, field mates and class mates for helping and

sharing materials in success of my study.

Last but not the least, I would say that it is the love and prayer of my parents,

my sister, my friend and my family and also their moral support and a lot more

than words can express to complete this dissertation work.

Place: Mangalore



Date: /04/2011 DHANARAJ NAIK P.G.

CONTENTS

CHAPTER TITLE PAGE NO.

1. A. INTRODUCTION 01-19

B. COMPANY PROFILE 20-26

2. REVIEW OF LITREATURE 27-39

3. METHODOLOGY 40-45

4. ANALYSIS & INTERPRETATION 46-87

5. MAJOR FINDINGS, SUGGESTION AND CONCLUSION

88-92

ANNEXURE – 1 B IBLIOGRAPHY 93-94

ANNEXURE - 2 QUESTIONNAIRE 95-101



LIST OF TABLES

SI. NO Title Page. No

46-87

01 Sex of the Respondents. 46

02 Age of the Respondents. 47

03 Marital status of the Respondents. 48

04 Educational Qualification. 49

05 Work experience 50

06 Training programmes are conducted. 51

07 Necessary for the Training Programme 52

08 Opinion regarding duration of Training programme. 53

09 Opinion to get trained in the areas of their preference. 54

10 Kind of Training getting from the organization. 55

11 Adequate importance is given for the training 56

12 Senior line managers are eager in helping juniors to develop them through training.

57

13 Adequate free time is given to the employees to reflect and plan for improvement after the training.

58

14 Training programmes are organized well. 59

15 Evident change in the performance after getting training.

60

16 Training programmes will provide an opportunity to bring out the hidden skills.

61

17 Aware of the selection procedure for training. 62

18 Development of the personality after attending the training.

63

19 Procedure of training need to be changed. 64

20 Interest that will be considered while setting the objectives of the training programme.

65



21 Training will improve confidence in work. 66

22 Trained on safety measures. 67

23 Developments after getting the training. 68

24 Training centre is well equipped to organize the training programmes.

69

25 Resource person of the training progrmme are efficient. 70

26 The organization considers training as a part of organizational strategy.

71

27 Number of training programmes attended in a year. 72

28 Trainings are more for. 73

29 Important barriers to training and development progarammes.

74

30 Mode of training method used. 75

31 Enough practicals are conducted during the training sessions.

76

32 Employees are motivated to attend the training programmes.

77

33 Duration needed for the implementation of the training programmes.

78

34 The kind of training imparted for the newly recruited employees.

79

35 Training and development programmes needed to make their carrier aspirations to come true.

80

36 The conditions that have to be improved during the training session.

81

37 Skills that should be possessed by the trainer to make it effective.

82

38 Reason for the shortage of skilled man power at workplace.

83

39 Training needed to perform other jobs. 84

40 General complaints about the training sessions. 85

41 Degree to which the training objective is met. 86

42 Come across with any problems during the training sessions.

87



CHAPTER -1

a. INTRODUCTION



INTRODUCTION

Training and Development is the framework for helping employees to develop

their personal and organizational skills, knowledge, and abilities. The focus of all

aspects of Human Resource Development is on developing the most superior

workforce so that the organization and individual employees can accomplish their

work goals in service to customers. All employees want to be valuable and remain

competitive in the labour market at all times, because they make some demand for

employees in the labour market. This can only be achieved through employee

training and development. Hence employees have a chance to negotiate as well as

employer has a good opportunity to select most suitable person for his vacancy.

Employees will always want to develop career-enhancing skills, which will always

lead to employee motivation. There is no doubt that a well trained and developed

staff will be a valuable asset to the company and thereby increasing the chances of

his efficiency in discharging his or her duties. Trainings in an organization can be

mainly of two types; Internal and External training sessions. Internal training

involves when training is organized in-house by the human resources department

or training department using either a senior staff or any talented staff in the

particular department as a resource person.

The game of economic confutation as rules. This requires responding to customers’

needs for quality, variety, customization convince timeliness. Meeting these new

standards requires a workforce that is technically trained in all respects. It requires

people who are capable analyzing solving job related problem working

comparatively in teams and ‘changing hats’ and shifting from job as well. Training

has in increased in importance in today’s environment where jobs are complex and



change rapidly. Companies that pay lip-service to the need for training, by lazily

setting aside a few hours a year, will soon find themselves at the receiving end

when talented employees leave in frustration and other employees find it difficult

to beat rivals with new products, sophisticated designs and improving ways of

selling .to survive and flourish in the present day corporate jungle companies

should invest time and money in upgrading the knowledge and skills of their

employees constantly. For any company that stops injecting itself with intelligence

is going to die.

Every organization needs to have well – trained and experienced people to perform

the activities that have to be done. The effective functioning of any organization

requires that employees learn to perform their jobs at satisfactory level of

proficiency. An effective organization wishes to have amongst its ranks individuals

that are qualified to accept increasing responsibilities. So that organization needs in

their present jobs, but also to develop their capabilities of other jobs, for which

they might later be considered.

Training enables the employee to get acquainted with jobs and also increase their

aptitude, skills and knowledge. It makes newly recruited employees fully

productive in the minimum of time. Even for the old workers, it is necessary to

refresh them and to enable them to keep up with new methods and techniques as

well as new machine and equipments for doing the work. Thus, training is not a

‘One step process’ but it is a ‘continuous or never ending process’ because it

increase the knowledge and skills of new employees in performing their jobs and

serves as a refresher course for the old employees training job will never be

finished as long as organization remains operation.



Training can be introduced simply as a process of assisting a person for enhancing

his efficiency and effectiveness to a particular work area by getting more

knowledge and practices. Also training is important to establish specific skills,

abilities and knowledge to an employee. For an organization, training and

development are important as well as organizational growth, because the

organizational growth and profit are also dependent on the training. But the

training is not a core of organizational development. It is a function of the

organizational development.

Training is different form education; particularly formal education. The education

is concerned mainly with enhancement of knowledge, but the aims of training are

increasing knowledge while changing attitudes and Competences in good manner.

Basically the education is formulated with in the framework and to syllabus, but

the training is not formed in to the frame and as well as syllabus. It may differ from

one employee to another, one group to another, even the group in the same class.

The reason for that can be mentioned as difference of attitudes and skills from one

person to another.

Even the situation is that, after good training programme, all different type skilled

one group of employees can get in to similar capacity, similar skilled group. That

is an advantage of the trainings .In the field of Human Resources Management,

Training and Development is the field concern with organizational activities which

are aimed to bettering individual and group performances in organizational

settings. It has been known by many names in the field HRM, such as employee

development, human resources development, learning and development etc.

Training is really developing employees’ capacities through learning and

practicing.



On the other hand external training is normally arranged outside the firm and is

mostly organized by training institutes or consultants. Whichever training, it is

very important for all staff and helps in building career positioning and preparing

staff for greater challenges in developing world. However the training is costly.

Because of that, people who work at firms do not receive external trainings most of

times. The cost is a major issue for the lack of training programmes in Sri Lanka.

But nowadays, a new concept has come with these trainings which is “Trainers

through trainees”. While training their employees in large quantities, many

countries use that method in present days to reduce their training costs. The theory

of this is, sending a little group or an individual for a training programme under a

bonding agreement or without a bond. When they come back to work, the

externally trained employees train the employees who have not participated for

above training programme by internal training programmes.

Employers of labour should enable employees to pursue training and development

in a direction that they choose and are interested in, not just in company-assigned

directions. Companies should support learning, in general, and not just in support

of knowledge needed for the employee's current or next anticipated job. It should

be noted that the key factor is keeping the employee interested, attending, engaged,

motivated and retained.

For every employee to perform well, especially Supervisors and Managers, there is

a need for constant training and development. The right employee training,

development and education provides big payoffs for the employer in increased

productivity, knowledge, loyalty, and contribution to general growth of the firm. In

most cases external trainings for instance provide participants with the avenue to

meet new set of people in the same field and network. The meeting will give them



the chance to compare issues and find out what is obtainable in each others

environment. This for sure will introduce positive changes where necessary.

It is not mentioned in any where that the employers, managers and supervisors are

not suitable for training programmes. They also must be highly trained if they are

expected to do their best for the organization. Through that they will have best

abilities and competencies to manage the organization. Training employees not

only creates a more positive corporate culture, but also add a value to its key

resources.

Raw human resources can make only limited contribution to the organization to

achieve its goals and objectives. Hence the demands for the developed employees

are continuously increasing. Thus the training is a kind of investment.

CONCEPTUAL FRAMEWORK

Training often has been referred to as teaching specific skills and behavior. It is

usually reserved for people who have to be brought up to performing level in some

specific skills. The skills are almost always behavioral as distinct from conceptual

or intelligence.

Development, in contrast is considered to be more general than training and more

oriented to individual needs in addition to organizational needs and it is most often

aimed towards management people. There is more theory involved with such

education and hence less concern with specific behavior than is the case with

training. Usually the intent of development is to provide knowledge and

understanding will enable people to carry out non technical organizational

functions more effectively such as problem solving, decision making and relating

to people.



Meaning

The term ‘Training’ is concerned with impacting specific skills for a particular

purpose. Training refers to a planned effort by a company to facilitate employees’

learning of job-related competencies. These competencies include knowledge,

skills, or behaviours that are critical for successful job performance in the

immediate term or near future. This is in contrast with development, which is

training that provides employees with competencies for anticipated future jobs and

roles. The goal of training is for employees to master the knowledge, skill, and

behaviours emphasized in training programs and to apply them to their day-to-day

activities.

High-leverage training is linked to strategic business goals and objectives, uses

an instructional design process to ensure that training is effective, and compares or

benchmarks the company’s training programs against training programs in other

companies. High-leverage training practices also help to create working conditions

that encourage continuous learning. Continuous learning requires employees to

understand the entire work system, including the relationships among their jobs,

their work units, and the company. Employees are expected to acquire new skills

and knowledge, apply them on the job, and share this information with other

employees. Managers take an active role in identifying training needs and help to

ensure that employees use training in their work. To facilitate the sharing of

knowledge, managers may use informational maps that show where knowledge lies

within the company (for example, directories and/or skills inventories that list what

individuals do as well as the specialized knowledge they possess) and use



technology such as groupware or the internet that allows employees in various

business units to work simultaneously on problems and share Information.

Training is used to improve employee performance, which leads to improved

business results. Training is seen as one of several possible solutions to improve

performance. Other solutions can include such actions as changing the job or

increasing employee motivation through pay and incentives. Today there is a

greater emphasis on:

• Providing educational opportunities for all employees.

• An ongoing process of performance improvement that is directly measurable

rather than organizing one-time training events.

• The need to demonstrate to executives, managers, and trainees the benefits of

training.

• Learning as a lifelong event in which senior management, trainer managers, and

employees have ownership.

• Training being used to help attain strategic business objectives, which help

companies, gains a competitive advantage.

Measuring the return on investment in research and development, marketing, sales,

and human resources is key for demonstrating the value to the business. Each of

Medtronic’s businesses uses a scorecard to measure success and return on

investment. Medtronic is currently developing metrics to measure how training

contributes to the company’s success.

Definitions:

“Edwin. B.Ellppo” has defined “Training as the cut of increasing the knowledge

and skills of an employee for doing a particular job”.



“Michael Armstrong” defines “Training as the systematic development of the

knowledge skills and attitudes acquired by an individual to perform adequately a

given task or job”.

“Michael J.Jucious” “Training is any process by which the attitude, skills and

abilities of employees to perform specific jobs are improved”.

“Michael Armstrong” “Training is the systematic modification of behavior

through learning which occurs as a result of education, instruction, development.

The above definition suggests that training enhance the skill and capabilities of the

individuals in an organization. For training to be successful, the employees have to

be convinced of its utility and effectiveness.

A successful training program, which in turn enhance organizational performance.

THEORETICAL FRAME WORK

The Efficiency of an organization depends on the capacity and talents of its

personnel and how motivated they are capability of the depends on his ability to

work and type of training he receives. After the employees have been selected for

various positions in an organization, training them for the specific tasks to which

they been assigned assumes great importance. It is true in many originations that

before employees are fitted into a harmonious working relationship with the other

employees, he is given adequate training. Training is the act of increasing the

knowledge and skills of an employee for performing a particular job. The major

outcome of training is learning. Trainees learn new habits, refined skills and useful

knowledge during the training that helps him improve performance. Training



enables an employee to do his present job more efficiently and prepare himself for

a higher level job.

Training is needed to serve the following purposes.

Newly recruited employees require training so as to perform their

tasks effectively. Instruction, guidance, coaching help them to handle

jobs competently without any wastage.

Training is necessary to prepare existing employees for higher level

jobs (promotion).

Existing employees require refresher training so as to keep abreast of

the latest development operation. In face of rapid technological

changes, this is an absolute necessity.

Training is necessary when a person moves from one job to another

(transfer). After training the employee can change jobs quickly,

improve his performance levels and achieve career goals comfortable.

Training is necessary to make employees mobile and versatile. They

can be placed on various jobs depending on organizational needs.

Training is needed to bridge the gap between what the employees has

and what the job demands. Training is needed to make employees

more productive and useful in the long run.

Training is needed for employees to again acceptance from peers

(learning a job quickly and being able to pull their own weight is one

of the best ways for them to gain acceptance.

Thus, training is meant for operatives and development is meant for managers.

Training tries to improve a specific skill relating to a job whereas development



aims at improving the total personality of an individual. Training is one-shot deal;

whereas development is an ongoing continuous process. The scope of training is on

individual employee, whereas eth scope of development is on the entire work

group or the organization. Training is mostly the result of initiatives taken by

management. It is the result of some outside motivation. Training seeks to meet the

current recruitment of the jobs and the individual; whereas development aims at

meeting the future needs of the job and the individual. In other words, training is a

reactive process whereas development is a proactive process. Development is

future oriented training, focusing on the personal growth of the employee.

Learning

Dimension

Training Development

Meant for

Focus

Scope

Goal

Initiated by

Content

Time – Frame

Operatives

Current job

Individual employee

Fix current skill deficit

Management

Specific job related

information

Immediate

Executives

Current and future jobs

Work group or organization

Prepare for future work demands

The individual

General knowledge

Long term

AREAS OF TRAINING:

The areas of training in which training is offered may be classified into the

following categories.



Knowledge:

Here the trainee learns about a set of rules and regulations about the job, the staff

and the products or service offered by the company. The aim is to make the new

employee fully aware of what goes on inside and outside the company.

Technical skills:

The employee is taught a specific skill (e.g. operating a machine, handling

computer etc) so that he can acquire that shill and contribute meaningfully.

Social skills: The employee is made to learn about himself and others, and to

develop a right mental attitude towards the job, colleagues and the company. The

principal focus is on teaching the employees hoe to be a teach member and get

ahead.

TYPES OF TRAINING:

There many approaches to training. We focus here on the types of training that are

commonly employed in present day organizations.

Skills Training:

This type of training is most common in the organization. The process here is fairly

simple. The need for training in basic skills (such as reading, writing, computing,

speaking, listening, problem soloing, man gaining oneself, knowing how to learn,

working as part of a team, leading others) is identified through assessment.

Specific training objectives are set and training content is developed to meet those

objectives. Several methods are available for imparting these basic skills in modern

organization (such as lecture, apprenticeship, on- the job, coaching etc).



Refresher Training:

Rapid changes in technology may force companies to go in for this kind of

training. By organizing short term course which in corporate that latest

development in a particular field, the company may keep its employees up-to-date

and ready to take on emerging challenges. It is conducted at regular intervals by

taking the help of outside consultants who specialize in a particular descriptive.

Cross – functional Training:

Cross functional training involves training employees to perform operations in

areas other than their assigned job. There are many approaches to cross functional

training. Job rotation can be used to provide a manager in one functional area with

a broader perspective than he would otherwise have. Department can exchange

personnel for a certain period so that each employee understands how other

department functions.

Team Training:

Team training generally covers two areas: content task and group processes.

Content tasks specify the team’s goal such as cost control and problem solving.

Group processes reflect the way the member function as team – for example how

they interact with other, how they sort out difference, how they participate etc.

Diversity Training:

Diversity training considers all of the diverse dimensions in the work place – race,

gender, age lifestyles, culture, education, ideas, and background- while designing

training programmes. It aims to create better cross – cultural sensitivity with the

aims of fostering more harmonious and fruitful working relationship among firm’s

employees.



TRAINING METHODS:

Training methods are usually classified by the location of instruction. On the job

training is provided when the workers are taught relevant knowledge, skill and

abilities at the actual workplace. Off-the-job training on the other hand, requires

that trainees learn at a location other than the real work spot.

1. Job Instruction Training (JIT)

The JIT method is a four – step instructional preparation, presentation, and

performance try out and follow up. It is used primarily to teach workers how

to do their current jobs. A Trainer, supervisor or co- worker acts as the

coach. The four steps followed in the JIT methods are:

i. The trainee receives an overview of the job, its purpose and its desired

outcomes, with clear focus on the relevance of training.

ii. The trainer demonstrates the job in order to give the employee a

model to copy.

iii. Next, the employee is permitted to copy the trainer’s way.

Demonstrates by the trainer and practice by the trainee are repeated

until the trainee masters the right way to handle the job.

iv. Finally, the employee does job independently without supervision.

1. Coaching :

Coaching is a kind of daily training and feedback given to employee by

immediate supervision. It involves a continuous process of learning by doing. It

may defined as an informal, unplanned training and development activity

provided by supervisor and peers. In coaching, the supervisor explain things

and answer questions; he throws light on why things are done the way they are;



he offers a model for trainees to copy ; conducts lot of decision making meeting

with trainees; procedure are agreed upon and the trainees is given enough

authority to make divisions and even commit mistakes. Coaching can be taxing

job in that the coach may not possess requisite skills to guide the learner in a

systematic way. Sometimes, doing a full day’s work may be more important

than putting the learner on track.

2. Mentoring:

Mentoring is relationship in which a senior manager in organization assumes

the responsibility for grooming a junior person. Technical, interpersonal and

political skills are generally conveyed in such a relationship from the more

experienced person. A mentor is a teacher, suppose, counselor, developer of

skills and intellect, host, guide exemplar and most importantly, supporter and

facilitator in the realization of the vision the young person has about the kind of

life he wants as an adult. The main objective of mentoring is to help an

employee attain psychological maturity and effectiveness and get integrated

with the organization.

3. Job rotation:

This kind of training involves the movement of trainee one job to another. This

helps him to have a general understanding of how the organization functions.

The purpose of job rotation is to provide trainees with a larger organizational

perspective and a greater understanding of different functional areas as well as a

better sense if their own career objectives and interests. Apart from reliving

boredom, job rotation allows trainees to build rapport cooperation among

departments. The cross-trained personnel offer a great amount of flexibility for

organizations when transfers, promotions or replacement become inevitable.



4. Apprenticeship Training:

Most croft workers such as plumbers and carpenters are trained through formal

apprenticeship programmes. Apprentices are trainees who spend a prescribed

amount of time working with an experienced guide, coach or trainer.

Apprenticeships and internships are similar to apprenticeship because that also

demand high levels of participation from the trainee. An internship is a kind of

on the job training that usually combines job training with classroom instruction

in trade schools, colleges or universities. It is also likely that it in these of rapid

changes I technology, old skills may get outdated quickly. Trainees who spend

years learning specific skills may find, upon completion of their programmes,

that the job skills they acquired are no longer appropriate.

OFF-THE- JOB METHODS:

Under this method of training, the trainee is separated from the job situation

ad his attention is focused upon learning the materials related to his future

job performance. There is an opportunity for freedom of expression for the

trainees. Off-the-job methods are as follows:

a) Vestibule Training:

In this method, actual work conditions are simulated in a class room.

Material, files and equipment- those that are used in actual job performance

are also used in the training. This type of training is commonly used for

training personnel for clerical and semi-skilled jobs. The duration of this

training range from a few days to a few weeks. Theory can be related to

practice in this method.



b) Role playing:

It is defined as method of human interaction that involves realistic behavior in

imaginary situations. This method of training involves action, doing and

practice. The participants play the role of certain characters such as the

production manager, mechanical engineer, superintendents, maintenance

engineer, quality control inspector, foremen, workers and the like. This

method is mostly used for developing interpersonal interactions and relations.

c) Lecture method:

The lecture is a traditional and direct method of instruction. The instructor

organizes the material and gives it to a group of trainees in the form of a talk.

To be effective, the lecture must motivate and create interest among the

trainees. An advantage of lecture method is direct and can be used for a large

group of trainees. Thus, costs and time involved are reduced. The major

limitation of the lecture method is that it does not provide for transfer of

training effectively.

d) Conference / discussion approach:

In this method, the trainers deliver a lecture and involve the trainee in a

discussion so that his doubts about the job get clarified. When big organization

use this method, the trainer uses audio-visual aids such as black board, mock

ups and slides; in some cases the lecture are videotapes or audio taped. Even

the trainee’s presentation can be taped for self confrontation and self-

assessment. The conference is, thus a group-centered where there is a

clarification of ideas, communication of procedures and standards to the

trainees. Those individuals who have a general educational background and

whatever specific skills are required- such as typing, shorthand, office

equipment operation, filling, indexing, recording etc- may be provided with

specific instructions to handle their respective jobs.



e) Programmed Instruction:

This method has becomes popular in recent years. The subject matter to be

learned is presented in a series of carefully planned sequential units. These

units are arranged from simple to more complex levels of instructions. The

trainee goes through these units by answering questions or filling the blanks.

This method is, thus, expensive and time-consuming.

NEED FOR TRAINING:

Training is the act of improving one’s knowledge and skill to improve his/her

job performance. Training is job – oriented. It bridges the gap between what

the employee has and what the job demands. For that matter, imparting to

employees working in all organized sectors of human activity is longer a

matter of debate. The need for training has been recognized as essential

activity not only in the business organizations, but also in academic

institution, professional bodies and the government department.

IMPARTANCE OF TRAINING:

The importance of training can best be appreciated with the help of various

advantages it offers to both employees and employer.

1. Better performance:

Training improves employee’s ability and skills, in turn improves employee’s

performance both in quality and quantity. Better or increased employee

performance directly leads to increased operational productivity and increased



organizational profits. Improvements in employee performance / productivity

in development countries lend support to this statement.

2. Improved Quality:

In formal training programmes, the best methods of performing jobs are

standardized and then taught to employees. This offers two – fold benefits.

Firstly uniformity in work performance helps improve the quality of work or

service. Secondly better informed or say trained workers are less likely to

make operational mistakes.

3. Less supervision:

A trained worker is self reliant. He knows his work and way to perform it well.

Therefore, his work requires less supervision. The supervision can devote his

time on more urgent works.

4. Less learning period:

A well planned and systematically organized training programmes reduces the

time and cost involved in learning. Training enables to avoid waste of time and

efforts in learning through trial and error method.

5. High morale:

Training not only improves the ability and skills of the employees, but also

changes employees’ attitude towards positive. Higher performance, job

satisfaction, job security and avenues for internal promotion lead to high

morale among the employees. High morale, in turn, makes employees more

loyal to the organization.

6. Personal Growth:

Training improves employee’s ability knowledge and skills and thus, prevents

employee’s obsolesce. This makes employees growth- oriented.

7. Favorable Organizational Climate:



The aforesaid advantage combined lead to improves and favorable organizational

climate characterized by better industrial relation and disciplines, reduced

resistance to change, reduced absenteeism and turnover of employees and

improves stability of organization.

STEP IN TRAINING PROGRAMMES

The various step activities involved in developing training programmes can be

broadly classified into five steps as follows;

1. Identification of training needs

2. Setting training objectives

3. Designing training methods

4. Administration of training programmes

5. Evaluation of training

Training could be traced far back at the Stone Age when people used to transfer

knowledge in particular activity through signs and deeds to others. It was only

during industrial revolution the formal and vocational training was started to

instruct the apprentices about the about the operation of machines. Since then

there is no looking back in this regard. Today training has become the most

important organizational activity not only in the business organizations but in the

educational institution also. It is fact that many organizations have realized the

need of the training created infrastructure and provided financial support. The

result of many training programmes have been far less than the desired ones

because of non-alignment of training programmes with the overall human

resources development (HRD) strategies of the organization.



CHAPTER - 1CHAPTER - 1

B.COMPANY PROFILE B.COMPANY PROFILE





Port is a junction of land and ocean transports and provides a connecting link

between land and sea. It acts as a gateway to the land from the as well as a gateway

to the sea from the land. It is through the port that a country’s foreign trade is

carried on. The exportable surplus or brought to the port for being loaded into the

ships and sent to other countries. The imports from foreign countries arrive at the

port where they are unloaded for distribution inside the country. In fact the main

function of a port is to develop country’s foreign trade, Export and Import.

New Mangalore Port Trust



Mission: To become a leading liquid and multi-cargo port by adopting state

of the art technology, infrastructure and cargo handling systems, complying with

environmental, social, safety and security standards.

The New Mangalore harbor project started in 1962 was complete in May

1974. The New Mangalore Port was declared as the 9 th Major port on 4th May 1974

and was formally inaugurated by the former Prime Minister of India, Smt.Indira

Gandhi on 11th January 1975.

Till 31st March 1980, Government of India centrally administered both the

project and the port. On 1st April 1980, the port trust board was set up under the

major port trust Act 1963 and was inaugurated by the minister for shipping and

transport, Mr. A.P.Sharma on 31st March 1980. Since then, the port has been

functioning as the 10th major port trust and is fallen in line with other major port

trusts functioning in the country.



New Mangalore Port is well connected by Rail, Road and Air and is

strategically placed. The New Mangalore Port is popularly known as “THE

GATEWAY OF KARNATAKA.

Historical background:

Even though the Minor Port of Mangalore was one among the 19 such ports

in the state of Karnataka with a sea-coast of 285 k/ms, the Mangalore Port had a

long maritime history of its own as is evident from the fact that the geographer

Ptolemy of second century AD has made a mention of Mangalore in his

travelogue. The old port of Mangalore had played a vital role in the golden ore of

Karnataka when it served as an important gateway to the illustrious Hindu Empire

of Vijayanagar for brisk trade in silk and spices.

Being a natural outlet of strategic importance, Hyder Ali and Tippu Sultan

the former rulers of Mysore maintained a dockyard and arsenal at Mangalore in

18th century. The defeat of Tippu Sultan by the British brought this region of south

Karnataka under presidency of Madras Province and this position was retained till

the re-organization of the state in 1956, when the South Kanara and other were

merged with Karnataka state.

Objectives

To provide port users a high level of customer satisfaction, i.e., quick,

economical, safe, reliable and efficient service.

To achieve a good long term user friendly relationship.

To make a realistic long term traffic and commensurate perspective plan.



To create modern/latest infrastructure facilities to handle projected traffic

more efficiently.

To attract continuous general cargo traffic.

To generate and to manage adequate internal resources to attain self

sufficiency for understanding various development works and to ensure a

fair return on capital employed.

Organizational structure:

Mi

nister of surface transport is the supreme head representing central government

for NMPT. He overall responsibility for efficient management and operation of

major ports vests in central government followed by board of trustees with

strength of 17 members. Major ports are autonomous bodies run by the Board

of trustees, constituted under the major ports act 1963. The trustees, appointed



on these boards by the central government, representatives, interests and

workers employed in port.

Organization structure and responsibilities

(i) Civil engineering department:

The department maintains and operates all civil maintenance works related

to port operation and execute revenue and capital works related to infrastructural

development works as well as management of estate. The department is also in

charge of capital and maintenance dredging.

(ii) Financial department:

The important functions of the financial department are general accounting,

revenue collection, establishment costs analysis, budgeting, auditing and advice the

Chief Executive regarding financial matters. The electronic data processing unit

also functions under this department.

(iii) Traffic department:

The department administers all cargo handling operation. The department

takes care of the marketing functions. The management service division, registered

cargo handling workers, administrative wing and dock safety units are working

under this department.

(iv) Management services division:

Management service division of the part is administered by traffic

department. Its functions include preparing presentations as a part of the business

development to highlight the achievements of the port to various port users, trade



and shippers. Besides, this division prepares review reports on various operational

parameters and monitors the port operation to reduce non working time and

improve the turnaround time of the vessels called at the port. Deputy Director is

the head of the port. Deputy Director is the head of the M.S.D. preceded by other

staff.

(v) Marine department:

The following are the function of marine department:-

-General conservancy of this port.

Ensure safety by providing fire fighting arrangements.

Providing pilots for pilot age of vessels.

Providing tugs and launches to vessels at distress or availing port facility.

Maintain tugs and all floating crafts in a good condition for service. The Deputy

Conservator exercises the overall control over the Marine Department. He is held

responsible for crisis management, vessel related charges such as port dues, pilot

age etc.

(vi) Administration department:

The personal management and administration co-ordination which includes

arrangements of legal, welfare, labour, public, industrial relations are under the

control of this department. The onsite training programs through the National

Institute of Port Management (NIPM) and India Institute of Port Management

(IIPM) to officers and employees are arranged by port and managed by

administration. The secretary exercises the overall control over the administration

department.

(vii) Mechanical engineering department:



The maintenance and operation of all mechanical equipments, installation of

cargo handling equipments, staff cars, electrical installation, port workshop and

central stores are some of the functions of this department. The Chief Mechanical

Engineer is the head of the department.

(viii) Medical department:

This department is headed by a Chief Medical Officer, who is a professional

doctor. Services provided by the Medical Department are:-

Port health care service.

Round the clock services including ambulance van facilities available in the

port trust hospital.

Providing first aid facilities in wharf, workshops etc.

CHAPTER - 2

REVIEW



OF

LITERATURE

REVIEW OF LITERATURE

A review of literature on evaluation of training was conducted to identify

methods of effectiveness evaluation for training programs. Five definitions of

evaluation were identified in the literature.



Kirkpatrick (1971)

Kirkpatrick’s first level of measurement, reaction, is defined as how well the

trainees liked the training program. The second measurement level, learning, is

designated as the determination of what knowledge, attitudes, and skills were

learned in the training. The third measurement level is defined as behavior.

Behavior outlines a relationship of learning (the previous measurement le vel) to

the actualization of doing. Kirkpatrick recognized a big difference between

knowing principles and techniques and using those principles and techniques on

the job. The fourth measurement level, results, is the expected outcomes of most

educational training programs such as reduced costs, reduced turnover and

absenteeism, reduced grievances, improved profits or morale, and increased

quality and quantity of production.

Paquet,Kasl, Weinstein, & Waite, (1987).

One study was found by a major corporation that measured change in productivity

and ROI of a training program. CIGNA Corporation’s corporate management

development and training department, which provides training for employees of

CIGNA Corporation’s operating subsidiaries, initiated an evaluation program to

prove management training made a business contribution. The research question

posed was, “Does management training result in improved productivity in the

manager’s workplace?” The team conducting the research identified that data

collection needed to be built into the training program for optimal data gathering.

If managers could use the evaluation data for their own benefit as part of their

training, they would be more likely to cooperate.

Paulet & Moult, 1987



British Airways assessed the effectiveness of the Managing People First (MPF)

training by measuring the value shift, commitment, and empowerment of the

trainees. An in-depth interview was used to measure the action potential (energy

generated in the participants by the course) and level of action as a result of the

course. A want level was used to measure the action potential and a do level for the

action. Each measurement was assigned a value of high, medium, or low.

However, high, medium, and low were not defined.

Robert (1988) in his study “The Pygmalion Effect” personal journal describes

the “Pygmalion Effect” or the “Behavior Science Principle” which states that an

employees’ success is directly related to the company’s expectation. Good

management training practice is discussed. Such as recognizing employees

potential for improved performance showing confidence in the staff marinating an

in-going dialogue setting, high performance standards complimenting, criticizing

constructively and with empathy, helping people advance and overcome self-

defects.

Alliger and Horowitz (1989)

Numerous studies reported use of components of the Kirkpatrick Model;

however, no study was found that applied all four levels of the model. Although

level one is the least complex of the measures of evaluation developed by

Kirkpatrick, no studies were found that reported use of level one as a sole measure

of training. One application of the second level of evaluation, knowledge, was

reported by. In this study the IBM Corporation incorporated knowledge tests into

internally developed training. To ensure the best design, IBM conducted a study to

identify the optimal test for internally developed courses. Four separate tests

composed of 25 questions each were developed based on ten key learning



components. Four scoring methods were evaluated including one that used a

unique measure of confidence. The confidence measurement assessed how

confident the trainee was with answers given.

Bushnell (1990) also created a modification to the Kirkpatrick Model by

identifying a four-step process of evaluation. Bushnell’s model included evaluation

of training from the development through the delivery and impact. Step one

involved the analysis of the System Performance Indicators that included the

trainee’s qualifications, instructor abilities, instructional materials, facilities, and

training dollars. Step two involved the evaluation of the development process that

included the plan, design, development, and delivery. Step three was defined as

output which equated to the first three levels of the Kirkpatrick Model. Step three

involves trainees’ reactions, knowledge and skills gained, and improved job

performance. Bushnell separated outcomes or results of the training into the fourth

step. Outcomes were defined as profits, customer satisfaction, and productivity.

This model was applied by IBM’s global education network, although specific

results were not found in the literature.

Phillips (1991) stated the Kirkpatrick Model was probably the most well known

framework for classifying areas of evaluation. This was confirmed in 1997 when

the America Society for Training and Development (ASTD) assessed the

nationwide prevalence of the importance of measurement and evaluation to human

resources department (HRD) executives by surveying a panel of 300 HRD

executives from a variety of types of U.S. organizations. Survey results indicated

the majority (81%) of HRD executives attached some level of importance to

evaluation and over half (67%) used the Kirkpatrick Model. The most frequently

reported challenge was determining them impact of the training (ASTD, 1997).



Lookatch (1991) and ASTD (2002) reported that only one in ten organizations

attempted to gather any results-based evaluation. In 1952, Donald Kirkpatrick

(1996) conducted doctoral research to evaluate a supervisory training program.

Kirkpatrick’s goal was to measure the participants’ reaction to the program, the

amount of learning that took place, the extent of behavior change after participants

returned to their jobs, and any final results from a change in behavior achieved by

participants after they returned to work.

Wagner & Roland, (1992). Over 20 organizations and 5,000 participants were

studied. Three measures were used to determine behavioral changes. Measure one

was a questionnaire completed by participant s both before and after training. The

second measure was supervisory reports completed on the functioning of work

groups before and after training. The third measure was interviews with managers,

other than the immediate supervisor, to obtain reactions to individual and work-

group performance after an OBERT program. Results reported showed no

significant changes in behavior.

Hopkins (1995)

There are several ways managers can use professional development to increase the

competence, skills, and leadership capacity of their employees. One way to do this

involves managers encouraging employees to pursue continuing education

opportunities and/or empowering employees through various leadership

opportunities within the organization.

Singh has conducted a study on “Attitude Change through Training” in 1998.

The study was conducted with the thirty five officers from different central/state

government/ public sector units/ nationalized banks. And the study was conducted



to explore the impact of importing behavioral skill through training programme

resulting impersonalized attitude and co-operative attitude. Results reveal that

training led to change in attitudes. Experimental training and belief in the source of

communication, facilitated attitude change.

Kirkpatrick, (1998)

From Kirkpatrick’s doctoral research, the concept of the four Kirkpatrick

measurement levels of evaluation emerged. While writing an article about training

in 1959, Kirkpatrick (1996) referred to these four measurement levels as the four

steps of a training evaluation. It is unclear even to Kirkpatrick how these four steps

became known as the Kirkpatrick Model, but this description persists today). As

reported in the literature, this model is most frequently applied to either

educational or technical training.

Holli and Calabrese (1998) defined evaluation as comparisons of an observed

value or quality to a standard or criteria of comparison. Evaluation is the process of

forming value judgments about the quality of programs, products, and goals.

Kirkpatrick (1998) recommended that as many as possible of the four levels of

evaluation be conducted. In order to make the best use of organizational resources

of time, money, materials, space, equipment, and manpower, continued efforts are

needed to assess all levels of effectiveness of training programs. Trainers from all

disciplines should develop evaluation plans for training and share the results of

these initiatives.



Jan (1999) in his study “Training and Development” reveals that a majority of

training programme relay that a majority of training programme relay on western

technique. Traditional Vedic approaches to knowledge focusing on the relation of

the athma, pure consciousness serves as the creativity and intelligence should be

viewed as an alternative approach to conduct training.

Warr, Allan and Birdie (1999) evaluated a two-day technical training course

involving 123 mo tor-vehicle technicians over a seven- month period in a

longitudinal study using a variation of the Kirkpatrick Model. The main objective

of this study was to demonstrate that training improved performance, thereby

justifying the investment in the training as appropriate. Warr et al.(1999) suggested

that the levels in the Kirkpatrick Model may be interrelated. They investigated six

trainee features and one organizational characteristic that might predict outcomes

at each measurement level. The six trainee features studied were learning

motivation, confidence about the learning task, learning strategies, technical

qualifications, tenure, and age. The one organizational feature evaluated was

transfer climate which was defined as the extent to which the learning from the

training was actually applied on the job.

Boulmetis and Dutwin (2000) defined evaluation as the systematic process of

collecting and analyzing data in order to determine whether and to what degree

objectives were or are being achieved.

Phillips and Pulliam (2000) reported an additional measure of training

effectiveness,return on investment (ROI), was used by companies because of the

pressures placed on Human Resource Departments to produce measures of output

for total quality management (TQM) and continuous quality improvements (CQI)

and the threat of outsourcing due to downsizing. Great debate was found in the

training and development literature about the use of ROI measures of training



programs. Many training and development professionals believed that ROI was

too difficult and unreliable a measure to use for training evaluation (Barron,

1997).

A study was conducted by HUMAN CAPITAL (2001); a leading pesticides

company provided excellent training for sales executives on selling techniques.

The trainees felt that they could make use of the selling techniques with great

advantage in the market place. Regional managers made no efforts to follow up

new ideas and suggestions. Consequently, sales executives were unable to adapt

techniques learned during the training program.

Schalock (2001) defined effectiveness evaluation as the determination of the

extent to which a program has met its stated performance goals and objectives.

Stufflebeam (2001) defined evaluation as a study designed and conducted to assist

some audience to assess an object's merit and worth. Stufflebeam's (2001)

definition of evaluation was used to assess the methods of evaluation found in this

literature review. The reason for selecting Stufflebeam’s definition was based on

the applicability of the definition across multiple disciplines. Based on this

definition of evaluation, the Kirkpatrick Model was the most frequently reported

model of evaluation.

Radhakrishna, Plank, and Mitchell (2001) used a learning style instrument

(LSI) and a demographic profile in addition to reaction measures and learning

measures. The three training objectives were to assess knowledge gained

through a Web-based training, to determine participant reaction to Web-based

material and Listserv discussions, and to describe both the demographic profile

and the learning style of the participants. The evaluation of the training began



with an on- line pretest and an on- line LSI. The pretest included seven

demographic questions. The LSI, pretest and posttest, and LSI questionnaire

were paired by the agent's social security numbers. Fifty- five agents of the

available (106) agents completed all four instruments and were included in this

study.

According to Heathfield (2001) there six tips to which helps training and

development that will transfer skills back to the job.

Provide information for the employee about exactly what training session

will involve, prior to the training. Explain what is expected of the employees

at the training session.

Make clear to the employee that the training is OMS responsibility and she

needs to take the training seriously.

Make sure that internal or external training providers supply pre-training

assignments. Reading or thought- provoking exercises in advance of the

session promote thoughtful consideration of training content. Exercises or

self assessment, provided and scored in advance of the session, save

precious training time for interaction and new information.

Train supervisors and managers either first or simultaneously so they know

and understand the skills and information provided in the training session.

Ask supervisors to meet with employees prior to the training session.

Determine if key learning points are important for the organization in return

for the investment of his time in the training. Identify any obstacles the

employee may expect to experience as he transfers the training to the

workplace.



Fancsali (2002) Recommends that staff development occur on an ongoing basis.

More specifically, the National Staff Development Council suggests that

“educators” spend at least a quarter of their work time on staff development

activities (Richardson 1997).

Bozionelos (2002)

Placing employees in staff mentorship positions as mentors is another method that

has been identified as increasing employees’ skills and efficiency, while also

enhancing their reputation among managers, which can lead to greater career

success.

Astroth (2004)

Recommend that training should address what the position entails and the skills

necessary for competency.

Jackson (2006)

With regard to scheduling staff development, suggests that the timing of staff

development can affect the success of the development program, itself.

Consequently, she recommends that the timing of the training schedule be

developed with consideration of staff needs and wants. In terms of strategies for

effective implementation. As for the ideal format of staff development,

recommends that trainings focus on the “main points” and take into account

diverse learning modalities, by including “hands on” activities as well as time for

discussion and questions.

Current Training Needs for Staff

Given the importance of a strong staff in shaping successful youth development

programs, Astroth and Taylor (2004) report on the National Collaboration for

Youth’s (NCY) efforts to define what successful youth workers are doing.

Essentially, NCY reviewed existing competencies circulating in the field, sought



feedback from many youth-serving organizations 8 and their staff, and ultimately

decided on a set of ten core competencies that “entry-level workers, including part-

time and full-time staff and volunteers, should possess when they begin a job or

should acquire during the first few years to be effective when working with youth,”

According to a report published by the Community Network for Youth

Development, the fast growing need for skilled youth workers highlights the fact

that there is little professional development support for these workers. Little to no

new skill development, low compensation and unclear career ladders may force

youth workers to move from job to job in order to obtain higher wages and/or new

skills and creating barriers for recruitment. Furthermore, this high turnover

detrimentally affects the youth they serve. California is among several states

creating professional support groups, youth development worker mentorship

programs, standards, core competencies for training, opportunities for higher

education, and clearer career pathways for youth workers. In fact, the CNYD

report, “Moving from Knowledge to Action in San Francisco: Creating a

Comprehensive Youth Work Professional Workforce System” lists a number of Bay

P.C. TRIPATHI AND P.N.REDDY (2007)

After the selection of people for various jobs, the next function of management is

to arrange for their training and development. This is because a person, however

carefully selected is not moulded to specifications and rarely meets the demands of

his job adequately. Formerly, it was thought that the training of personnel was

unnecessary on the ground that the new employees would gradually pick up all the

particulars of the job. But as the processes and techniques of production are

becoming more and more complicated, it is being increasingly released that the

formal training is very important not only for new recruit’s bus also for existing



employees. Training function, in fact, has become the corner stone of sound

management.(Principles of Management page no 176 3rd edition Tata McGraw-

Hill publishing company limited New Delhi.)

K ASWATHAPPA (2008)

In simple terms, training and development refer to the imparting of specific

skills, abilities and knowledge to an employee. “More clearly, training and

development may be understood as 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. The need for training and development is determined by the

employee’s performance deficiency, computed as follows: Training and

development need = standard performance – Actual performance.” (Human

resource management page no 206, 5th edition Tata McGraw-Hill publishing

company limited New Delhi.)

According to Dr. N. Venkateshwara Rao Acharya Nagarjuna University, A

need for HRD, HRD times oct.(2006) Pp.23: training is another sub system. It

refers to the organizations efforts to improve the individual’s ability to perform a

job or organizational role. Training in often conducted in order to improve

productivity, quality of performance reduce in efficiency and minimize the

accidents it is advisable for ever organization to arrange for its systematic training

for its employees.

According to Arun Monappa and Mirz saiyadain, personal management,

(1990) volume 2 Himalaya publishing house, Pp 179-180: the primary concern of

on organization in its viability, and hence its efficiency and if the organization does



not respond to this pressure it man find itself rapidly losing whatever share of the

market it has, employee training, therefore imports specific skills and knowledge to

employees in order that they contribute to the organization efficiency, and be able

to cope with the pressures of changing environment .

Based on study conducted by Dr.K.N.Ramanuram, Annamalai Nagar, Management

role in productivity HRD times may- (2006) Pp 31 denotes that training In a short-

term process utilizing a systematic and organizing procedure by which non-

managerial personal learn technical knowledge’s and skills for a definite purpose

of course, all the employees entering the enterprise could not at once learn a new

technology. There in a need for adequate training to employees, it is sure and

certain that will increase per head productivity in the long run.

Beyond Training: Training and Development

Carter (2003) reported that training is generally defines as “ change in behavior” –

Yet, how many trainers and managers forget that, using the term training only as

applicable to “ skills training”? What about the human element? What about those

very same people we want to “train”? What about their individual beliefs,

backgrounds, ideas, needs, and aspiration? In order to achieve long – term results

through training, they broaden their vision to include people development as part

of our strategic planning. Although training covers a broad range of subjects under

the term “training” without linking it to development narrows our concept of the

training function and leads us to failure.

Cambell (1971), “Training courses are typically designed for a short – term,

started set purpose, such as the operation of some piece of machinery, while

development involves a broader education for long – term purpose.”



Scott (1970) He told about “Instruction can help employees increase their level of

performance on their present assignment. Increased human performance often

directly leads to increased operational productivity and increased company profit.

CHAPTER - 3CHAPTER - 3



METHODOLOGYMETHODOLOGY

METHODOLOGY

The research methods refer to the different methods which are used in research

studies. So, before starting any research a preliminary plan has to be drawn out.

The aim of the study and available resources should be understand at the outset.



Research is common parlance refer to research for knowledge. It is an original

contribution to the existing stock of knowledge. Making of its advancement it is

the help of study observation comparison and experiment. In this chapter the

research present a clear idea about research methodology which is followed to

conduct this study.

The validity of any research lines to a great extent in the methodology is “The

systematic and scientific description of how a particular study has been carried

out.” An enquiry would be neither if is done along certain methodological lines

methodology includes the generis of the study the objectives the universe. The

sampling technique adopted the tools of data collection the research design the

limitation of the study undertaken.

The level of systematic research depend upon proper sampling, collection of

data, keen observation of existing condition, classification and interpretation of

data. At the end of formulation of relation suggestion and conclusion.

Title of Study:

The study which researcher has undertaken is “A study on Training and

Development”, with special reference to the NMPT, Mangalore.

PROBLEM FORMULATION:

Training is act of increasing the knowledge and skills of an employee for doing a

particular job. Training is employed as techniques of control and also gives

information for developing new skills of a job. The primary concern of any



organization is to respond to this pressure, it may find itself rapidly losing

whatever share of the market it has.

The employee training imparts specific skills and knowledge to the employees,

so that they contribute to the organization efficiency and be able to cope with the

pressure of a changing environment. Research methodology is a way to

systematically solve the problem. In order to find out the truth involved in or

problems, certain steps must be taken. In a certain order and the ordered steps are

called a method. This research methodology is very essential.

AIM OF THE STUDY:

Aim of the researcher is to find out the level of satisfaction of employee and to

know about the different methods of training in the organization.

Objective of Study:

To study the socio- demographic status of the respondents.

To study the various Training programmers provided to employees.

To understand the satisfaction levels of the employees towards Training

programme.

To study the importance of Training in maintaining good human relation.

To understand the importance of Training in acquiring the skills and

efficiency of employees.

To draw suggestion though interpretation of employees feedback for

improvement of Training programme.

HYPOTHESIS:

“Training is necessary for the overall development of any organization”.



Universe of the study:

The universe of this study includes 1557 employees of New Mangalore Port

Trust. Employees presently working, among them research selected only 50

respondents for the study. The researcher believes that this is the good

representation of the universe.

The purpose of the study:

The purpose of the study is to gain more knowledge about Training and

Development to motivate the employees and to study about the training

programmes provided to the employees of the organization.

Sampling Technique:

The researcher used the simple random sampling method to collecting data.

Under simple random sampling every item of the universe has equal chance of

inclusion in the sample. Researcher selected this type of sampling because it

gives each event in the population an equal probability of being a sample.

INCLUSION CRITERIA:

All the operational employees were taken for the study.

All the employees from various departments such as cargo handling

Employees, Training department, Traffic department, Statistical and

Research department.

EXCLUSION CRITERIA:

Executive Employers and Employees are excluded from the study.

Dock workers are excluded from the study.

RESEARCH DESIGN:



The researcher adopted the descriptive research design for the study. Description

studies aim at pertaining accurately the characteristics of particular group or

situation researcher wants to study the practice of training at NMPT. The

descriptive research design helps to researcher to get a detailed study of practice of

training facilities at NMPT, Mangalore.

DATA COLLECTION:

The data and information has been collected through two sources namely

primary and secondary sources.

Primary Data:

The researcher collected data through questionnaire method the researcher

collected responses from 50 employees belonging to various department of NMPT.

Secondary Data:

The secondary data collected with the help of research guide at NMPT by

asking different details about the organization. Details were from annul reports,

Company profile, Articles and reference books of NMPT and also from website of

NMPT.

INSTRUMENT:

Questionnaire method was used to collect the data from the respondents.

DATA PROCESSING AND ANALYSIS:

The information collected from the respondents through above mentioned method

has been processed using relevant tools as mentioned bellow:

Editing-



Editing is done in two ways. Field editing is done to check the correction of

entries. This is done on the spot each day after the interview schedule, which are

field to check the correction of entries. Central editing is done for discarding any

complete schedule or clarifying ambiguities in entries if the respondents are able to

be locating before moving off.

Coding:

The collected data through interview schedule has been arranged in the

processing system in the numerical from. The numerical symbols have been

assigned to the variable which courses the proper evaluation. This method in

analysis by reducing the quantity of the data.

Tabulation:

Arrangement of data into concise and logical order is the next step. Percentage

are worked out after grouping the data into seta and categories, charts and diagram

will be prepared where ever necessary.

Limitations of the study:

Every study has its own limitation due to unavailable circumstance.

The duration of the study is not sufficient for an in depth study.

The study is limited only to the employees of NMPT, Mangalore.

Collected the data within the work schedule.

All departments have not covered on the base of time and limitation and

work procedure.

Study conducted only for academic purpose and self interest.

Within the time limitation the study has been conducted.

CHAPTER - 4



ANALYSISAND

INTERPRETATION

ANALYSIS AND INTERPRETATION



Analysis and interpretation are central steps in the research process involves

breaking down existing complex factor into simple parts and putting the part

together in new arrangement for the purpose interpretation. Thus the goal of

analysis is to summaries the date in such a way that they provide answer to the

questions that the research interprets.

Interpretation is the research for brooder means of research findings through

interpretation the meaning and implementation becomes clear.

Analysis it’s not complete method interpretation and interpretation cannot

proceed without analysis systematically so as to arrive and findings through

interpretation these are two methods to analyze collected data one method through

graphical figure representation and the other through table.

Table No. 1



Sex of the Respondents.

Male Female0%

10%

20%

30%

40%

50%

60%

60%

40%

From the above Table out of total 50 respondents more than half 30 respondents

(60.00 per cent) are male and remaining less than quarter 20 respondents (40.00

per cent) are female.

It is inferred from the above interpretation that majority 60 per cent

respondents are male.

Table No. 02


Sl. No

Sex of the Respondents

No of Respondents

Per cent

01 Male 30 60.00

02 Female 20 40.00

Total 50 100.00


Age of the Respondents.

Sl. No

Age of the Respondents No of the Respondents

Per cent

01 Below 20 years 00 00.00

02 21-25 years 00 00.00

03 26-30 years 04 08.00

04 31-40 years 13 26.00

05 Above 40years 33 66.00

Total 50 100.00

Belove 20 years 21-25 years 26-30 years 31-40 years Above 40 years0%

10%

20%

30%

40%

50%

60%

70%

% %8%

26%

66%

From the above Table out of total 50 respondents, less than quarter 33 respondents

(66.00 per cent) are belonging to the age group of above 40 years, 13 respondents

(26.00 per cent) of them are between the age group of 31-40years, 04 respondents

(08.00 per cent) of them are between 26-30 years

It is inferred from the above interpretation that Majority of the respondents are

belonging to the age group of 40 years and above.

Table No. 03



Marital status of the Respondents.

Sl. No

Marital status No of the Respondents

Per cent

01 Yes 21 42.00

02 No 29 58.00

Total 50 100.00

Yes42%

No58%

Yes No

From the above table show that among 50 respondents, more than half i.e. 29

respondents (58.00 per cent) are Unmarried, and remaining 21 respondents (42.00

per cent) are married.

It clearly indicates from the above interpretation that, Majority of the employees

are Unmarried.

Table No. 04



Educational Qualification.

Sl. No

Educational Qualification

No of the Respondents

Per cent

01 Undergraduate 26 52.00

02 Graduate 23 46.00

03 Master degree 01 02.00

04 ITI/Diploma 00 00.00

Total 50 100.00

Undergraduate Graduate

Master degree ITI/Diploma

52%

46%

2%0%

Chart Title

Above table shows that out of 50 respondents, just above the quarter i.e. 26(52.00

per cent) of the respondents are Undergraduate are Graduate Holders, less than half

i.e. 23(46.00 per cent) of them are Master degree Holders, and remaining 1(2.00

per cent) respondents are master degree holders.

It is inferred from the above analysis that majority 26(52.00 per cent) of the

respondents are Undergraduates.

Table No. 05

Work experience



Sl. No

Work experience No of the Respondents

Per cent

01 Below 1 years 01 02.00

02 1-5years 00 00.0003 6-10 years 01 02.0004 11-15 years 13 26.00

05 16-20 years 35 70.00Total 50 100.00

Below 1years 1-5 years 6-10 years 11-15 years 16-20 years0%

10%

20%

30%

40%

50%

60%

70%

80%

2% 0% 2%

26%

70%

From above table out of total 50 respondents just more than half 35 respondents

(70.00 per cent) have work experience of above 16-20 years, just above the quarter

13 (26.00 per cent) respondents possess work experience of 11-15 years, 1 (2.00

per cent) 0f them possess 6-10 years of work experience, and remaining 1 (2.00 per

cent) of the respondents have the work experience of 1 years.

It is inferred the above analysis that majority 35 (70.00 per cent) have the work

experience of above 16-20 years.

Table No. 06

Training programmes are conducted.



Sl. No

Response of the Respondents


Per cent

01 Monthly 07 14.00

02 Quarterly 09 18.00

03 Annually 34 68.00

Total 50 100.00

MonthlyQuarterly

Annually

0%

10%

20%

30%

40%

50%

60%

70%

14% 18%

68%

From the above table out of 50 respondents, more than half i.e. 34 respondents

(68.00 per cent) of the respondents are trained annually, 09 (18.00per cent) of them

are trained quarterly, and remaining 07 (14.00 per cent) of the respondents are

trained monthly.

It is inferred from the above analysis that majority 34 respondents (68.00 per

cent) often trained annually.

Table No. 07

Necessary for the Training Programme.



Sl. No

Response of Respondents No of the Respondents

Per cent

01 Fully necessary 16 32.00

02 Necessary to some extent 23 46.00

03 Not necessary 09 18.00

04 Not at all 02 04.00

Total 50 100.00

From the above table out of total 50 respondents, just below half 23 (46.00 per

cent) respondents opinioned that training programme is necessary to some extent,

16 (32.00 per cent) respondents need training programmes, 09 (18.00 per cent)

respondents feel training programmes are not necessary and remaining 02 (04.00

per cent) respondents feel training programme are not at all necessary.

It is inferred from the above analysis that majority 23 (46.00 per cent) respondents

opinioned that training programme is necessary to some extent.

Table.No.08

Opinion regarding duration of Training programme.



Sl. No

Response of Respondents


Per cent

01 Adequate 09 18.0002 Inadequate 13 26.0003 Can be improved 28 56.00

Total 50 100.00

AdequateInadequate

Can be improved

0%

10%

20%

30%

40%

50%

60%

18%26%

56%

From the above table we can see that 28 (56.00 per cent) of the respondents say

that duration of training programme can be improved, where 13 (26.00 per cent) of

the respondents feel that training duration is inadequate and the rest of the

respondents 09 (18.00 per cent) reported that duration of the programme is

adequate.


say that duration of training programme can be improved.

Table No. 09

Opinion to get trained in the areas of their preference.



Sl. No



Per cent

01 Yes 37 74.00

02 No 13 26.00

Total 50 100.00

74%

26%

YesNO

From above table out of 50 respondents, more than half 37 (74.00 per cent) of the

respondents opinioned that they are trained in their preference areas and remaining

13 (26.00 per cent) of the respondents do not agree to the above mentioned

statement.

It is inferred from the above analysis that majority 37 (74.00 per cent) of the

respondents opinioned that they are trained in their preference areas.

Table No.10

Kind of Training getting from the organization.



Sl. No



Per cent

01 Technical 06 12.00

02 Manual 04 08.00

03 Official 34 68.00

04 Safety 06 12.00

05 Any other 00 00.00

Total 50 100.00

Technical Manual Official Safety Any other0%

10%

20%

30%

40%

50%

60%

70%

12%8%

68%

12%

0%

From above table out of 50 respondents 34 (68.00 per cent) respondents are getting

official training, 6 (12.00 per cent) respondents are getting technical training,

6(12.00 per cent) respondents are getting safety training and the remaining 4(8.00

per cent) respondents are getting manual training.

It is inferred from the above analysis that majority 34(68.00 per cent) respondents

are getting official training.

Table No.11

Adequate importance is given for the training.

Sl. Response of No of the Per



No Respondents Respondents cent01 Not at all true 10 20.00

02 To some extent 25 50.00

03 Very true 15 30.00

Total 50 100.00

From above table out of 50 respondents 25 (50.00 per cent) respondents opinioned

that adequate importance is given for training to some extent, 15 (30.00 per cent)

respondents opinioned that ‘Training is given adequate importance’ and the

remaining 10(20.00 per cent) respondents opinioned that training is not at all

given adequate importance.


opinioned that adequate importance is given for training to some extent.

Table No.12

Senior line managers are eager in helping juniors to develop them through training.



Sl. No



Per cent

01 Disagree 13 26.00

02 Agree to some extent 26 52.00

03 Agree 11 22.00

Total 50 100.00

From above table out of 50 respondents 26 (52.00 per cent) respondents agree to

some extent that senior line managers are eager to help juniors in developing them

through training, 13(26.00 per cent) respondents disagree that ‘Senior line

managers are eager to help juniors to develop them through training’ and the

remaining 11(22.00 per cent) respondents agree to the above statement.

It is inferred from the above analysis that majority 26 (52.00per cent) respondents

agree to some extent that senior line managers are eager to help juniors in

developing them through training.

Table No.13

Adequate free time is given to the employees to reflect and plan for improvement after the training.



Sl. No



Per cent

01 Not Agree 11 22.00

02 Agree to some extent

28 56.00

03 Agree 11 22.00

Total 50 100.00

From above table out of 50 respondents 28 (56.00 per cent) respondents Agree to some extent that adequate free time is given to the employees to reflect and plan for improvement after the training.11(22.00 per cent) respondents agree and disagree that adequate free time is given to the employees to reflect and plan for improvement after the training’ respectively.

It is inferred from the above analysis that majority 28 (56.00per cent) respondents Agree to some extent that adequate free time is given to the employees to reflect and plan for improvement after the training.

Table No.14

Training programmes are organized well.

Sl. Response of No of the Per



No respondents Respondents cent01 Very well 06 12.00

02 Well 15 30.00

03 Average 23 46.00

04 Not well 06 12.00

05 Very poor 00 00.00

Total 50 100.00

Very well Well Average Not well Very poor0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

12%

30%

46%

12%

0%

From the above table out of 50 respondents, more than half i.e. 23 respondents

(46.00 per cent) of the respondents opinioned that training programmes are

organized to an average extent, 15 (30.00 per cent) say that training programmes

are well organized and remaining 06 (12.00 per cent)respondents opinioned that

training programmed is organized very well and poor respectively

It is inferred from the above analysis that majority 23 respondents (46.00 per

cent) of the respondents opinioned that training programmes are organized to an

average extent

Table No.15

Evident change in the performance after getting training.



Sl. No

Response of the respondents


Per cent

01 Yes 39 78.00

02 No 11 22.00

Total 50 100.00

Yes No0%

10%

20%

30%

40%

50%

60%

70%

80%

78%

22%


respondents say that there is an Evident change in their performance after getting

training, and remaining 11(22.00 per cent) of the respondents say no to it.

It is inferred from the above analysis that majority 39 respondents (78.00 per cent)

say that there is an Evident change in their performance after getting training

Table No. 16

Training programmes will provide an opportunity to bring out the hidden skills.



Sl. No

Response of the Respondents


Per cent

01 Yes 40 80.00

02 No 10 20.00

Total 50 100.00

Yes

No

0%

10%

20%

30%

40%

50%

60%

70%

80%80%

20%


respondents say that Training programmes will provide an opportunity to bring out

the hidden skills, and remaining 10 (20.00 per cent) of the respondents say no to it.


Training programmes will provide an opportunity to bring out the hidden skills.

Table No. 17

Aware of the selection procedure for training.



Sl. No



Per cent

01 Random 02 04.00

02 Need based 15 30.00

03 Seniority 11 22.00

04 Appraisal 08 16.00

05 Departments 12 24.00

06 Any other 02 04.00

Total 50 100.00


that selection procedure for training is need based, 12 (24.00 per cent) are of the

opinioned that it is based on Departments, 11(22.00 per cent) respondents

opinioned that is based on seniority, 08 (16.00 per cent) respondents say it is on the

appraisal and remaining 02 (04.00 per cent) respondents opined selection

procedure for training is based on random and any other criteria respectively.


opinioned that selection procedure for training is need based.

Table No.18Development of the personality after attending the training.

Sl. No



Per cent

01 Yes 43 86.00



02 No 07 14.00Total 50 100.00

Yes No0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

86%

14%


respondents say that their personality developed after attending the training and

remaining 07 (14.00 per cent) of the respondents opinioned negative to it.


say that their personality developed after attending the training.

Table no. 19

Procedure of training need to be changed.

Sl. No



Per cent

01 Yes 31 62.00



02 No 19 38.00

Total 50 100.00

YesNo

0%

10%

20%

30%

40%

50%

60%

70%

62%

38%

Axis Title


respondents say that Procedure of training need to be changed, and remaining 19

(38.00 per cent) of the respondents opinioned that procedure of training need not

be changed.


say that Procedure of training need to be changed.

Table.No.20

Interest that will be considered while setting the objectives of the training programme.

Sl. No



Per cent



01 Employees 15 30.00

02 Employer 11 22.00

03 Both 24 48.00

Total 50 100.00


that both employees and employers Interest will be considered while setting the

objectives of the training programme, 15(30.00 per cent) are of the opinioned that

employees ‘Interest will be considered while setting the objectives of the training

programme’, and the remaining 11(22.00 per cent) respondents opinioned that it is

employers, interest will be considered while setting the objectives of the training

programme .


opinioned that both employees and employers Interest will be considered while

setting the objectives of the training programme.

Table.No.21

Training will improve confidence in work.

Sl. No



Per cent



01 Yes 44 88.00

02 No 06 12.00

Total 50 100.00

Yes

No

0%

10%

20%

30%

40%

50%

60%

70%

80%

90% 88%

12%

Series 1

From the above table shows out of 50 respondents more than half 44 (88.00 per

cent) opinioned that their confidence level in work increased and remaining 06

(12.00 per cent) respondents opinioned that their confidence level did not increased

the confidence level of work.


opinioned that their confidence level in work increased.

Table No. 22

Trained on safety measures.



Sl. No



Per cent

01 Yes 14 28.00

0s2 No 36 72.00

Total 50 100.00

Yes

No

0%

10%

20%

30%

40%

50%

60%

70%

80%

28%

72%


cent) respondents opinioned that they are not trained on safety measures, and

remaining 14 (28.00 per cent) respondents are trained in the safety measures.


opinioned that they are not trained on safety measures.

Table No. 23

Developments after getting the training.

Sl. No

Response of the respondents No of the Respondents

Per cent



01 Skills development 10 2002 Aptitude development 04 0803 Updating the existing knowledge 08 1604 Acquiring new knowledge 28 56

Total 50 100


cent) respondents opinioned that new knowledge is acquired after getting the

training, 10 (20.00 per cent) respondents it is skills development, 08 (16.00 per

cent) respondents say it is updating the existing knowledge, and remaining 04

(08.00 per cent) respondents feel their aptitude develops after getting the training.


opinioned that new knowledge is acquired after getting the training.

Table No. 24

Training centre is well equipped to organize the training programmes.

Sl. No



Per cent



01 Yes 42 84.00

02 No 08 16.00

Total 50 100.00

YesNo

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

84%

16%


cent) answered that training centre is well equipped for organizing the training

programme and remaining 08 (16.00 per cent) of the respondents opinioned

negatively to the above.


are of the opinion that training centre is well equipped for organizing the training

programme.

Table No. 25

Resource person of the training progrmme are efficient.

Sl. No



Per cent



01 Yes 31 62.00

02 No 19 38.00

Total 50 100.00

62%

38%

YesNo


respondents say that ‘Resource person of the training progrmme are efficient’ and

remaining 19 (38.00 per cent) of the respondents opinioned that resource person

for the training programme is not efficient.

It is inferred from the above analysis that majority 31(62.00 per cent) respondents

say that ‘Resource person of the training progrmme are efficient.

Table. No. 26

The organization considers training as a part of organizational strategy.



Sl. No



Per cent

01 Strongly agree 14 28.0002 Agree 22 44.0003 Somewhat agree 06 12.0004 Disagree 08 16.00

Total 50 100.00

From the above table out of 50 respondents more than half 22 (44.00 per cent) of the respondents agreed that the organization considers training as a part of organizational strategy, 14 (28.00 per cent) respondents strongly agree that the organization considers training as a part of organizational strategy 08 (16.00 per cent) of the respondents disagree for the same and remaining 06 (12.00 per cent) of the respondents somewhat agree for the above mentioned view.

It is inferred from the above analysis that majority 22(44.00per cent) respondents agreed that the organization considers training as a part of organizational strategy.

Table.No.27

Number of training programmes attended in a year.

Sl. No



Per cent



01 Less than 10 20 40.00

02 11-20 11 22.00

03 21-40 08 16.00

04 More than 41 11 11.00

Total 50 100.00


cent) respondents opinioned that less than 10 training programmes are attended by

them in a year, 11 (22.00 per cent) respondents attended 11-20 training

programmes, 11 (22.00 per cent) respondents attended more than 41 training

programmes, and remaining 08 (16.00 per cent) respondents attended 21-40

training programmes in a year.


opinioned that that less than 10 training programmes are attended by them in a

year.

Table No. 28

Trainings are more for.



Sl. No



Per cent

01 Senior staffs 09 18.00

02 Junior staffs 09 18.00

03 New staffs 06 12.00

04 Based on requirement

26 52.00

Total 50 100.00


cent) respondents opinioned that trainings are organized more based on

requirement, 09 (18.00 per cent) respondents opinioned that trainings are more to

the senior staffs, 09 (18.00 per cent) respondents say it is for junior staffs, and

remaining 06 (12.00 per cent) respondents opinioned that trainings are more for the

new staff.


opinioned that trainings are organized more based on requirement.

Table No. 29

Important barriers to training and development progarammes.

Sl. Response of the respondents No of the Per



No Respondents cent01 Time 04 08.00

02 Money 19 38.00

03 Lack of interest by the staff 14 28.00

04 Non-availability of skilled trainer

13 26.00

Total 50 100.00

From the above table out of total 50 respondents, more than half 19 (38.00 per

cent) respondents answered that Money is Important barriers to training and

development progarammes, 14 (28.00 per cent) respondents opinion that it is lack

of interest by the staff, 13 (26.00 per cent) respondents say it is non-availability of

skilled trainer, and remaining 04 (08.00 per cent) respondents say it is the time the

important barrier to training and development programmes in the organization.


opinioned that Money is Important barriers to training and development

progarammes.

Table.No.30

Mode of training method used.



Sl. No



Per cent

01 Job rotation 10 20.00

02 External training 20 40.00

03 Conference/discussion 04 08.00

04 Programmed instruction 16 32.00

Total 50 100.00


cent) respondents answered that External training Mode of training method used,

16 (32.00 per cent) respondents say it is Programmed instruction, 10 (20.00 per

cent) respondents say it is Job rotation, and remaining 04 (08.00 per cent)

respondents say it is Conference/discussion mode is used for the training in the

organsation.


opinioned that External training Mode of training method used.

Table.No.31

Enough practical’s are conducted during the training sessions.



Sl. No



Per cent

01 Strongly agree 03 06.0002 Agree 21 42.00

03 Somewhat agree 13 26.00

04 Disagree 13 26.00

Total 50 100.00

Strongly agree Agree Somewhat agree Disagree0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

6%

42%

26% 26%

From above table shows that out of 50 respondents, just above the quarter i.e.

21(42.00 per cent) of the respondents are agree that enough practical’s are

provided during the training session, 13(26 per cent) of the respondents somewhat

agree to the above statement, 13(26.00 per cent) of the respondents do not agree to

the above statement and remaining 3(06.00 per cent) of the respondents strongly

agree that enough practices are provided during the training session in the

organization.


respondents that enough practical’s are provided during the training session.

Table.No.32

Employees are motivated to attend the training programmes.



Sl. No



Per cent

01 Strongly agree 08 16.0002 Agree 20 40.0003 Somewhat agree 12 24.0004 Disagree 10 20.00

Total 50 100.00


20(40.00 per cent) of the respondents agree that employees are motivated to attend

the training, 12(24.00 per cent) of the respondents somewhat agree to the above

statement, 10(20.00 per cent) of the respondents disagree that employees are

motivated to attend the training and remaining 08(16.00 per cent) of the

respondents strongly agree that employees are motivated to attend the training.


respondents are agree that employees are motivated to attend the training.

Table.No.33

Duration needed for the implementation of the training programmes.



Sl. No



Per cent

01 Less than 1 month 17 34.00

02 1-2 months 13 26.00

03 2-4 months 09 18.00

04 More than 4 months 11 22.00

Total 50 100.00


17(34.00 per cent) of the respondents opinioned that less than 1 month Duration is

needed for the implementation of the training programmes, 13(26.00 per cent) of

the respondents say the duration should be between 1-2 months, 11(22.00 per cent)

of the respondents opinion the duration to be more than 4 months, and remaining

09(18.00 per cent) of the respondents opinion that the training duration is 2-4

months.


respondents opinioned that less than 1 month Duration is needed for the

implementation of the training programmes.

Table.No.34

The kind of training imparted for the newly recruited employees.



Sl. No



Per cent

01 Technical training 11 22.00

02 Management training

18 36.00

03 Presentation skill 13 26.00

04 Other 08 16.00

Total 50 100.00


18(36.00 per cent) of the respondents opinioned that management training is

imparted for the newly recruited employees, 13(26.00 per cent) of the respondents

opinioned that presentation skills are imparted to the newly recruited employees,

11(22.00 per cent) of the respondents opinioned that technical skill are imparted,

and remaining 08(16.00 per cent) of the respondents opinioned that any other

trainings are imparted to the newly recruited employees.


respondents opinioned that management training is imparted for the newly

recruited employees.

Table No. 35



Training and development programmes needed to make their carrier aspirations to come true.

Sl. No



Per cent

01 Leadership training 12 24.00

02 External degree study 18 36.00

03 Formal meeting procedures

15 30.00

04 other 05 10.00

Total 50 100.00


cent) respondents answered that External degree study is needed to make their

career aspirations to come true, 15 (30.00 per cent) of the respondents opinioned it

is formal meeting procedures, 12 (24.00 per cent) of the respondents say it is

leadership training, and remaining 05 (10.00 per cent) of the respondents say it is

other study is needed to make their career aspirations to come true.


respondents answered that External degree study is needed to make their career

aspirations to come true.

Table.No.36



The conditions that have to be improved during the training session.

Sl. No


Per cent

01 Re-design the job 08 16.00

02 Remove interference 10 20.00

03 Re- organize the work place 15 30.00

04 Upgrade the information of the material given during training

17 34.00

Total 50 100.00


cent) respondents answered that Upgrade the information of the material given

during training should be improved during the training session, 15 (30.00 per cent)

of the respondents opinioned to reorganize the work place, 10 (20.00 per cent) of

the respondents opinion that interference should be removed, and remaining 08

(16.00 per cent) of the respondents opinioned that job should be redesigned during

the training sessions.


respondents Upgrade the information of the material given during training should

be improved during the training session.

Table.No.37



Skills that should be possessed by the trainer to make it effective.

Sl. No


Per cent

01 Should possess only technical skills 10 20.00

02 People skills or soft skills are more important than technical skills

21 42.00

03 Generalist makes better personnel managers that specialist

10 20.00

04 Found of talking to people 09 18.00

Total 50 100.00


cent) of the respondents opinioned that the trainer should possess People skills or

soft skills are more important than technical skills, 10 (20.00 per cent) respondents

opinioned that trainer should possess technical skills and Generalist is better than

the specialist, and remaining 09 (18.00 per cent) of the respondents opinioned that

trainer should be Found of talking to people .


respondents that the trainer should possess People skills or soft skills are more

important than technical skills

Table.No.38



Reason for the shortage of skilled man power at workplace.

Sl. No


Per cent

01 Lack of planning 12 24.00

02 Lack of support from senior staff 15 30.00

03 Lack of proper guidance and training at workplace

16 32.00

04 Lack of quality education at primary and secondary level

07 14.00

Total 50 100.00


that due to the Lack of proper guidance and training at workplace there is a

shortage of skilled man power at work place, 15(30.00 per cent) are of the opinion

that Reason for the shortage of skilled man power at workplace’ is Lack of support

from senior staff , 12(24.00 per cent) respondents opinioned that it is Lack of

planning, and remaining 07 (14.00 per cent)of the respondents opinioned that it is

Lack of quality education at primary and secondary level.


due to the Lack of proper guidance and training at workplace there is a shortage of

skilled man power at work place.

Table.No.39



Training needed to perform other jobs.

Sl. No Response of the respondents No of the Respondents

Per cent

01 Safety awareness 16 32.0002 Negotiation skills 10 20.0003 Machine operations 14 28.0004 Occupational health 10 20.00

Total 50 100.00

Safety awareness Negotiation skills Machine operations Occupational health 0%

5%

10%

15%

20%

25%

30%

35% 32%

20%

28%

20%

From the above table that out of 50 respondents just more than half 16 (32.00 per

cent) of the respondents opinioned that safety awareness is needed to perform other

jobs, 14 (28.00 per cent) of the respondents opinioned that they need training on

machine operations, 10 (20.00 per cent) of the respondents say they need

negotiation skills, and remaining 10 (20.00 per cent) of the respondents need

training on the occupational health to perform the other job.


opinioned that safety awareness is needed to perform other jobs.

Table.No.40



General complaints about the training sessions.

Sl. No


Per cent

01 Take away precious time of employees 10 20.0002 Too many gaps between the sessions 16 32.00

03 Training sessions are unplanned 15 30.00

04 Boring and not useful 09 18.00Total 50 100.00

Take

aw

ay p

recio

us tim

e of e

mplo

yees

Too m

any

gaps b

etw

een th

e se

ssio

ns

Trai

ning

sess

ions a

re u

nplanned

Boring

and n

ot use

ful

0%

5%

10%

15%

20%

25%

30%

35%

20%

32% 30%

18%


cent) of the respondents complained that training programme has Too many gaps

between the sessions, 15 (30.00 per cent) of the respondents complain that training

sessions are unplanned, 10 (20.00 per cent) of the respondents complained that

training sessions Takes away precious time of employees, and remaining 09 (18.00

per cent) of the respondents complained that training sessions are Boring and not

useful.


complained that training programme has too many gaps between the sessions.

Table. No. 41



Degree to which the training objective is met.

Sl. No


Per cent

01 All the objective are met 11 22.00

02 Some objective are met 22 44.00

03 Met according to the need 14 28.00

04 None of the objectives are met 03 06.00

Total 50 100.00


cent) of the respondents opinioned that Some training objective is met after the

training programme, 14 (28.00 per cent) of the respondents opinioned that training

objective is met according to the need, 11 (22.00 per cent) of the respondents

opinioned that all the training objectives are met in the training, and remaining 03

(06.00 per cent) of the respondents say that none of the training objectives are met

after the training programme.


opinioned that some training objective is met after the training programme.

Table.No.42



Come across with any problems during the training sessions.

Sl. No



Per cent

01 Yes 12 24.00

02 No 38 76.00

Total 50 100.00

Yes No

0%

10%

20%

30%

40%

50%

60%

70%

80%

24%

76% Sales


respondents opinioned that they dint come across any problems during the training

session, and remaining 12 (24.00 per cent) of the respondents opinioned that they

came across some problems during the training sessions.


opinioned that they dint come across any problems during the training session.



CHAPTER - 5

MAJOR. FINDINGS. SUGGESTIONS.CONCLUSION



Now it is time for reaping. This study on “TRAINING AND DEVELOPMENT” in

NMPT, Mangalore has opened up many dark areas. The dynamic respondents have

spelt out their perception and views.

Hereby the researcher makes a few observations from the answers derives a few

suggestion for improving the Training and development of the company. Since,

this study is taken up purely for academic interest of the student the suggestions

may not be controversial.

FINDINGS:

The final chapter attempts to recapture the major findings of this study, it aims

at highlighting the implications of these findings.

Majority 60 per cent respondents are male.

Majority of the respondents are belonging to the age group of 40 years and

above.

Majority of the employees are Unmarried.

Majority 26(52.00 per cent) of the respondents are Undergraduates.

Majority 35 (70.00 per cent) have the work experience of above 16-20 years.

Majority 34 respondents (68.00 per cent) often trained annually.

Majority 23 (46.00 per cent) respondents opinioned that training programme

is necessary to some extent.

Majority 28 (56.00 per cent) respondents say that duration of training

programme can be improved

Majority 37 (74.00 per cent) of the respondents opinioned that they are

trained in their preference areas.

Majority 34(68.00 per cent) respondents are getting official training.



Majority 25 (50.00 per cent) respondents opinioned that adequate

importance is given for training to some extent.

majority 26 (52.00per cent) respondents agree to some extent that senior line

managers are eager to help juniors in developing them through training

Majority 28 (56.00per cent) respondents Agree to some extent that adequate

free time is given to the employees to reflect and plan for improvement after

the training.

Majority 23 respondents (46.00 per cent) of the respondents opinioned that

training programmes are organized to an average extent

Majority 39 respondents (78.00 per cent) say that there is an Evident change

in their performance after getting training

Majority 39 respondents (78.00 per cent) Training programmes will provide

an opportunity to bring out the hidden skills.

Majority 15 (30.00 per cent) respondents opinioned that selection procedure

for training is need based.

Majority 39 respondents (78.00 per cent) say that their personality developed

after attending the training

Majority 31 respondents (62.00 per cent) say that Procedure of training need

to be changed.

Majority 24 (48.00per cent) respondents opinioned that both employees and

employers Interest will be considered while setting the objectives of the

training programme.

Majority 44 (88.00per cent) respondents opinioned that their confidence

level in work increased.

Majority 36 (72.00per cent) respondents opinioned that they are not trained

on safety measures.



Majority 28 (56.00 per cent) respondents opinioned that new knowledge is

acquired after getting the training.

Majority 42 (84.00per cent) respondents are of the opinion that training

centre is well equipped for organizing the training programme.

Majority 31(62.00 per cent) respondents say that ‘Resource person of the

training progrmme are efficient.

Majority 22(44.00per cent) respondents agreed that the organization

considers training as a part of organizational strategy.

Majority 20 (40.00 per cent) respondents opinioned that that less than 10

training programmes are attended by them in a year.

Majority 26 (56.00 per cent) respondents opinioned that trainings are

organized more based on requirement.

Majority 19 (38.00 per cent) respondents opinioned that Money is Important

barriers to training and development progarammes.

Majority 20 (40.00 per cent) respondents opinioned that External training

Mode of training method used.

Majority 21(42.00 per cent) of the respondents that enough practical’s are

provided during the training session.

Majority 20(40.00 per cent) of the respondents are agree that employees are

motivated to attend the training.

Majority 17(34.00 per cent) of the respondents opinioned that less than 1

month Duration is needed for the implementation of the training

programmes.

Majority 18(36.00 per cent) of the respondents opinioned that management

training is imparted for the newly recruited employees.

Majority 18 (36.00 per cent) of the respondents answered that External

degree study is needed to make their career aspirations to come true.



Majority 17 (34.00 per cent) of the respondents Upgrade the information of

the material given during training should be improved during the training

session.

Majority 21 (42.00 per cent) of the respondents that the trainer should

possess People skills or soft skills are more important than technical skills

Majority 16 (32.00 per cent) respondents due to the Lack of proper guidance

and training at workplace there is a shortage of skilled man power at work

place.

Majority 16 (32.00 per cent) respondents opinioned that safety awareness is

needed to perform other jobs.

Majority 16 (32.00 per cent) respondents complained that training

programme has Too many gaps between the sessions.

Majority 22 (44.00 per cent) respondents opinioned that some training

objective is met after the training programme.

Majority 38 (76.00 per cent) respondents opinioned that they dint come

across any problems during the training session.

SUGGESTIONS

Following are some of the suggestions that may be recommended for the

improvement of the training programme.

As Majority 28 (56.00 per cent) respondents say that duration of training

programme can be improved management should take proper measures to

take some initiation in improving the training and development

programmers.



As Majority 36 (72.00per cent) respondents opinioned that they are not

trained on safety Measures Company need to take some measures to train

the employees relating to safety and health aspects so that employees can

protect their health during the emergency situations.

As Majority 17 (34.00 per cent) of the respondents Upgrade the information

of the material given during training should be improved company can take

certain measures to provide updated information’s to the employees so that

the trainees will get the new information’s.

Conclusion

The New Mangalore Port is the fastest growing port in India; as a result it

has all modern techniques of cargo-handling which makes work faster and

easier. The success of every organization depends on its resource, if the

organization is able to manage its resources well then it can excel.

Training make a very important contribution to the development of the

organization’s human resources and hence to the achievement of its aims

and objectives. To achieve its purpose, training needs to be effectively

managed so the right training is given to the right people, in the right form,

at the right time and it the right costs. Training has gained importance in

present day environment where jobs are complex and change rapidly.

Training is a learning experience designed to achieve a relatively permanent

change in an individual that will improve the ability to perform on the job.

Training is planned programme designed to improve performance and bring

about measurable changes in knowledge, skills, attitude and social behavior

of employees.



ANNEXTURE – 1

BIBLIOGRAPHY



BIBLIOGRAPHY

Arun Monappa and Mirz Saiyadain, Personal Management, Himalaya

publishing house, New Delhi, volume 2 (1990) pp. 179-180.

Chhabra T.N, Human Resource Management, Dhanpat Rai and Co (P) Ltd.

New Delhi. Fourth revised edition, (2008) pp.225.

Dr.N. Venkateshwara Rao Acharya Nagarjuna University,

A need for HRD, HRD times Andhra Pradesh oct. (2006) p.23.

Dr.K.N.Ramanuram, , Management Role in productivity HRD times

Annamalai Nagar May- (2006) pp. 31.

K .ASWATHAPPA Human Resource Management 5th edition Tata

McGraw-Hill publishing company limited New Delhi. (2008) pp 206.

Mamoria C.B, Personnel Management, 12th Edition, Himalaya Publishing

House Mumbai. (1994) pp.320.

P.C. TRIPATHI AND P.N.REDDY, Principles of Management Tata

McGraw-Hill publishing company limited New Delhi. 3rd edition (2007)

pp. 176.

P. Subba Rao Personnel and Human Resource Management Third revised

and enlarged edition, Himalaya Publishing House, New Delhi (2003), pp.

152-153, 156, 159-161, 166.



Tripati P.C. Personnel Management and Industrial Relations, Sultan Chand

and Sons, New Delhi. 17th revised edition, (2004) pp.210.

V.S.P. Rao, Human Resources Management (Text and Cases)”, Anuraga

Jain for Excel books, New Delhi Second Edition, (2006-2007) pp. 189-207.

JOURNALS.

The Lagoon (House journal of New Mangalore Port Trust),

October 2008, vol- III No 7.

Administrative Reports Of new Mangalore Port Trust (2007-

2008) Broachers of NMPT.

Internet resources

www.NMPT.com

www.hrguru.com

www.kfli.com

www.indianportassociation.com


http://www.indianportassociation.com/

http://www.kfli.com/

http://www.hrguru.com/

http://www.NMPT.com/


ANNEXURE - 2

QUESTIONNAIRE



QUESTIONNAIRE

Dear sir/madam,

Myself Mr. DHANARAJ NAIK.P.G.4th semester M.S.W. student specializing in HRD. Studying in srinivas institute of management studies Mangalore, affiliated to Mangalore University. I have under taken Research project as part of the study curriculum. The title of the research project is “TRAINING AND DEVELOPMENT”WITH REFERENCE TO NEW MANGALORE PORT TRUST. PANAMBUR MANGALORE.

I kindly request you read each statement carefully and give appropriate answers. This study is conducted for academic purpose only. I also assure you that information given by you will be kept confidential.

Hence I solicit your kind co-operative in this respect and kindly to spare few minutes for filling questionnaire.

Thanking you, yours faithfully

(Dhanarajnaik.P.G,)

To study the socio- demographic states of the respondents. PART-A

1) Respondent No :

2) Sex of the respondent : Male ( ) female ( )

3) Age of the respondent : a) Below 20 years ( )

b) 21- 25 years ( )

c) 26-30 years ( )

d) 31-40 years ( )

e) Above 40years ( )

4) Department :

5) Designation :



6) Marital status : Married ( ) Unmarried ( )

7) Educational qualification : a) Under graduate ( )

b) Graduate ( )

c) Master degree ( )

d) ITI/Diploma ( )

8) Experience in years : a) Below 1 years ( )

b) 1- 5 years ( )

c) 6- 10 years ( )

d) 11- 15 years ( )

e) 16-20 years ( )

To study the various Training programmers provided to employees. PART-B

9) How often are you trained?

Monthly ( ) Quarterly ( ) Annually ( )

10) Is Training Programme Necessary?

a) Fully Necessary ( ) b) Necessary to some extent ( ) c) Not necessary ( ) d) Not at all ( )

11) What is your opinion regarding duration of Training Programme?

Adequate ( ) Inadequate ( ) can be improved ( )

12) Whether you have the opinion to get trained in the areas you prefer?

Yes ( ) No ( )

13) What kind of training you’re getting from organization?

f) Technical ( ) g) Manual ( ) h) Official ( ) i) Safety ( ) j) Any other ( )



To understand the satisfaction levels of the employees towards Training programme.

14) Training of employees is given adequate importance in your organization?

Not at all true ( ) to some extent ( ) very true ( )

15) Senior line managers are eager to help their juniors In providing training to them for Development?

Disagree ( ) agree to some extent ( ) Agree ( )

16) Employees returning from training are given adequate free time to reflect and plan improvement in organization?

Not agree ( ) Agree to some extent ( ) Agree ( )

17) How well the Training Programs are organized?

a) Well ( ) b) Well ( ) c) Average ( )

d) Not at all ( ) e) Very poor ( )

18) Do you feel some evident change in your performance after getting training?

Yes ( ) No ( )

19) Do you think that the training programmes will provide an opportunity to bring out the hidden skills?

Yes ( ) No ( )

20) Selection procedure for training is done through?

a) Random ( ) b) Need based ( )

c) Seniority ( ) d) Appraisal ( )

e) Department ( ) f) Any other ( )

21) Do you observed any development in your personality after attending the training?

Yes ( ) No ( )

22) Do you feel the procedure of training needs to be changed?

Yes ( ) No ( )



23) Whose interest will be considered while setting objectives for the Training Programme?

a) Employees ( ) b) Employer ( ) c) Both ( )

To study the importance of training in maintaining good human relation.

24) Do you feel training will increase your confidence in work?

Yes ( ) No ( )

25) Are you trained on safety Measures?

Yes ( ) No ( )

26) What below are the developments after getting the training?

a) Skills development ( ) b) Aptitude development ( )

c) Updating the existing knowledge ( ) d) Acquiring new knowledge ( )

27) Whether training center is well equipped for organizing training programme?

Yes ( ) No ( )

28) Do you feel that resources person of training program is efficient?

Yes ( ) No ( )

29) Your Organization considers training as a part of organizational strategy. Do you agree with this statement?

a) Strongly agree ( ) b) Agree ( )

c) Somewhat agree( ) d)Disagree ( )

30) How many training programmes will you attend in a year?

a) Less than 10 ( ) b) 11-20( )

c) 21-40 ( ) d) More than 41( )

31) To whom the training is given more in your organization?



a) Senior staff ( ) b) Junior staff ( )

b New staff ( ) d) Based on requirement( )

32) What are all the important barriers to training and development in your organization?

a) Time ( ) b) Money ( )

c) Lack of interest by the staff ( )

d) Non-availability of skilled trainer ( )

To understand the importance of Training in acquiring the skills and efficiency of employees.

33) What mode of training method is normally used in your organization?

a) Job rotation ( ) b) External training ( )

c) Conference/discussion( ) d) Programmed instruction( )

34) “Enough practical’s is given for us during training session”? Do you agree with this statement?

a) Strongly agree ( ) b) Agree( )

c) Somewhat agree( ) d) Disagree ( )

35) Employees are motivated to attend the training. Do you agree with this statement?

a) Strongly agree ( ) b) Agree ( )

c) Somewhat agree ( ) d) Disagree ( )

36) How long will it take to implement the trained process?

a) Less than 1 month( ) b) 1-2 months( )c) 2-4 months ( ) d) More than 4 months ( )



<

37) What type of training is being imparted for new recruitments in your organization?

a)Technical training ( ) b)Management training( ) c)Presentation skill ( )d)Other ( )38) What Training and Development do you need to make your career aspirations

to come true?

a) Leadership training( ) b) External Degree Study( )c)Formal meeting procedures ( ) d)Other ( )

To understand the nature of the organization.39) What are the conditions that have to be improved during the training sessions?

a) Re-design the job ( ) b)Remove interference ( )c)Re-organize the work place ( )d)Upgrade the information of the material given during training( )

40) What are the skills that the trainer should possess to make the training effective?

a) Should possess only Technical skills ( ) b) People skills or Soft skills are more important than Technical skills ( ) c) Generalist makes better Personnel managers that Specialist ( )d) Fond of talking to people ( )

41) Reason for shortage of skilled man power at workplace are:

a) Lack of planning ( )b) Lack of support from senior staff ( ) c) Lack of proper guidance and training at workplace ( )



d) Lack of quality education at primary and secondary level ( )

42) To perform other jobs in your organisation, what training or experience would you required?

a) Safety awareness ( ) b) Negotiation skills ( )b)Machine operations ( ) d)Occupational health( )

To draw suggestion through interpretation of employees feedback for improvement of Training programme.

43) What are the general complaints about the training session?

a) Take away precious time of employees ( ) b) Too many gaps between the sessions ( )c) Training sessions are unplanned ( )d) Boring and not useful ( )

44) Comment on the degree to which the training objective are met during the training sessions:

a) All the objectives are met( ) b) Some objectives are met ( ) c)Met according to the need ( ) d) None of the objectives are met ( )

45) Have you ever come across any problem during the training session conducted in your organization?

a) Yes ( ) b) No ( )


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Category:	Education
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