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DESIGNING A TRAINING MODULE AND
ANALYSING ITS EFFECTIVENESS- A STUDY IN
HINDALCO PVT.LTD.
A Dissertation
Submitted in partial fulfilment
Of the requirement for
The award of degree
“MASTER OF BUSINESS ADMINISTRATION”
2017-2019
GUIDED BY : SUBMITTED BY :
Dr. Sumant kerketta Priyaranjan Shial
(Asst. Professor) Roll No- 1417MBA40
Dep’t. Of Business Administration Regd. No-10572/17
Sambalpur University
DEPARTMENT OF BUSINESS ADMINISTRATION
SAMPALPUR UNIVERSITY
JYOTI VIHAR, BURLA, PIN-768019

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DECLARATION
I hereby declare that this project work entitled “DESIGNING A TRAINING MODULE
AND ANALYSING ITS EFFECTIVENESS- A STUDY IN HINDALCO PVT.LTD
carried out under the guidance of internal guide ASST. Sumant kerketta . This report is
exclusively prepared and conceptualized by me in partial fulfilment of the requirement for the
award of degree “Masterof Business Administration” and is not submitted to this institution
or any other institution or published anywhere before.
Place:- PRIYARANJAN SHIAL
Date:- ROLL-NO:-1417MBA40
Dr. Sumant Kerketta
Assistant Professor

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P.G. Department of Business Administration
Sambalpur University, Odisha-768019
Email: sumantkerketta@gmail.com
CERTIFICATE
This is to certify that PRIYARANJAN SHIAL bearing roll number 1417MBA40 a student of
MBA 4th semester of the P.G Department of Business Administration, Sambalpur University
has undergone his dissertation Work entitled “DESIGNING A TRAINING MODULE AND
ANALYSING ITS EFFECTIVENESS- A STUDY IN HINDALCO PVT.LTD”, Hirakud
under my supervision and guidance. The dissertation is original to the best of my knowledge
and belief.
I recommend the Dissertation for Evaluation.
(Sumant Kerketta)
Associate Professor
Dept. of Business Administration
Sambalpur University
ACKNOWLEDGEMENTS

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“Words often fail to express one’s inner feelings of gratitude and indebtedness, but it is the
only readily available medium through which the undersigned can express their sincere thanks
to all those who are associated with the work in any ways or other.”
A project can never exist and thrive in solitude. Project work is never the work of an individual;
it is more a combination of views, suggestions, contributions and involving many individuals.
Apart from the efforts of me, the success of any project depends largely on the encouragement
and guidelines of many others. I take this opportunity to express my gratitude to the people
who have been instrumental in the successful completion of this project
I would like to thank Dr. D. K Mahalik, H.O.D of Business Administration, Sambalpur
University who kept faith on me and allowed me to go for this project.
I also take this opportunity to express a deep sense of gratitude to Mr. Sumant kerketta, for his
guidance and constant supervision as well as for providing necessary information regarding the
project and also for his support in completing the project. Lastly, I thank almighty, my parents,
Brother, Sisters and friends for their constant encouragement without which this assignment
would not be possible.
PRIYARANJAN SHIAL

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Executive Summary
Dissertation aims at imparting an in-depth knowledge on the specified topic. On completion
of the study, a project is prepared on the topic chosen depending upon one’s specialization
area. Thus, this study report is a part of the study of MBA curriculum. The importance of
study lies in the fact that, it facilitates the student to remain close to the practical situations and
enable them to study various functional areas related to the topic studied and worked.
The dissertation work enables the student to acquire an in-depth knowledge about various
aspects on the subject of their interest as it applies to practical situations in the current business
environment. The student, in course of their dissertation work, gets an avenue to learn more
practically, the intricacies of different situations, which helps him / her to groom as a successful
professional manager.
In this research work, an effort has been made know the food shopping behaviour of children
in retail store During the course of Study, care has been taken to compile relevant data relating
to this project from different sources, interaction with the concerned guide & interpret various
aspects of the topic closely and other related aspects.

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CONTENTS
CHAPTER CONTENT PAGE NO.
Chapter - 1 : Introduction 08
Training module 09
Training development 09
Training 10
Training and Developments Important 10
Training methods 11
On the job training methods 12
The Training procedure 13
The Need for Training also arises to 15
Salient features of a Training Module 16
Steps to develop a Training Module 16
Templates for detailed planning of training courses 17
Designing a Training module 18
Concept of a Training module 20
Effective tips 21
Review of literature 23
Objective of T&D module 31
Chapter – 2 Company profile 32
Introduction to Hindalco 35
Chapter – 3 Research methodologies 39
Research process 40
Defining the problem 40
Develop a research design 40
Data collection 41
Sampling 41

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Chapter - 4 Analysis and interpretation 43
Analysis and interpretation through questionnaire 44
Analysis using chi-square 50
Hypothesis
Effectiveness of training 57
Chapter – 5 Findings, Suggestion and Conclusion 61
Finding 62
Suggestion 64
Conclusion 65
Annexture 1 Bibliography 68
Annexture 2 Questionnaire 69
Annexture 03 Hindalco company Images 71
USING TABLE:-
Table no.1- Hypothesis ho.1 51
Table no.2- Hypothesis ho.2 52
Table no.3- Hypothesis ho.3 54
Table no.4- Hypothesis ho.4 55
Table no. 5- from the 1st week 57
Table no. 5- from the 2nd week 58
Table no. 7- from the 3rd week 59
Table no. 8- from the 4th week 60

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CHAPTER 1
INTRODUCTION

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Training module
Module approach to learning & teaching is a recent development in the field of curriculum
design. The educationists all over the world are using it. This is a very popular technique when
used by mode of learning. even the progressive academic & research institution such as IIM,
IIT etc using this approach to curriculum design . Most of the universities offering distance
education programme also make use of the approach that is IGNOU.
The content of training modules fundamentally comprises written content, model form, brief
printouts for workshops for trainers.
This module provides information and techniques for planning participatory training in the
context of natural resource management. The main target group of this module is people who
are familiar with participatory methods and tools but may have less practical experience with
providing participatory training.
Training and development
In this changing and globalization environment organization have to upgrade their work
methods, works norms, technical and managerial skills, and employees motivation to face the
challenges due to which an employee training is most important in the changing environment
because a need for highly specialized workmen is felt in the global way. Organization and
individual should develop and progress simultaneously for their survival and attainment of
mutual goals. So every modern management has to develop the organization through human
resource development. Employee training is the important sub-system of human resource
development.
Training is an important activity in many organizations. we generally see that a new machines
is installed in a factory, it is operated on the trial basis before going into actual production.
After an employee is selected, placed and introduced he or she must be provided with training
facilities. Training is the act of increasing the knowledge and skill of an employee for doing a
particular job. Training is a short-term educational process and utilizing a systematic and
organized procedure by which employees learn technical knowledge and skills for a definite
purpose.

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Training improves, changes, moulds the employee’s knowledge, skill, behavior, aptitude, and
attitude towards the requirements of the job and organization. Training refers to the teaching
and learning activities carried on for the primary purpose of helping members of an
organization, to acquire and apply the knowledge, skills, abilities and attitudes needed by a
particular job and organization.
Training
Training is a short term process utilizing a systematic and organized procedure by which non
managerial person acquires technical knowledge and skill for a definite purpose. It refers to
instruction in technical and mechanical operation like operation of some machines. It is
designed primarily for non managers, short duration and specific job related purposes.
TRAINING & DEVELOPMENTS IMPORTANTS:
Generally line managers ask the personnel manager to formulate the training policies. The
Personnel Manager formulates the following training objectives in seeping with the Company’s
goals and objectives:
 To prepare the employee both new and old to meet the present as well as the changing
requirements of the job and the organization.
 To prevent obsolescence.
 To impart the new entrants the basic knowledge and skill they need for an intelligent
performance of definite job.
 To prepare employees for higher level tasks.
 To assist employees to function more effectively in their present positions by exposing them
to the latest concepts, information and techniques and developing the skills they will need in
their particular fields.
 To build up a second line of competent officers and prepare them to occupy more responsible
positions.
 To broaden the minds of senior managers by providing them with opportunities for an
interchange of experiences within and outside with a view to correcting the narrowness of
outlook that may arise from over specialization.

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 To develop the potentialities of people for the next level job.
 To ensure smooth and efficient working of a department.
 To ensure economical output of required quality.
 To promote individual and collective morale, a sense of responsibility, co-operative attitudes
and good relationships.
TRAINING METHODS:
As a result of research in the field of training, a number of programmers’ are available. Some
of these are new methods, while others are improvements over the traditional methods. The
training programmers’ commonly used to train operative and supervisory personnel are
discussed below. These programmers’ are classified into on the job and off the job training
programmers’.
On-the-job Methods Off-the-job Methods
* Job rotation * Vestibule training
* Coaching * Role playing
* Job instruction or * Lecture Methods
* Training through * Conference or
Step-by-step Discussion
* Committee Assignments *Programmed Instruction
* Case Studies
* Brainstorming

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On-The – Job Training Methods:
This type of training, also known as job instruction training, is the most commonly used
method. Under this method, the individual is placed on a regular job and taught the skills
necessary to perform that job. The trainee learns under the supervision and guidance of a
qualified worker or instructor. On the job training has the advantage of giving first hand
knowledge and experience under the actual working conditions. On-the-job training methods
include job rotation, coaching, job instruction or training through step-by-step and committee
assignments.
(a) JOB ROTATION: This type of training involves the movement of the trainee from
one job to another. The trainee receives job knowledge and gains experience from
his supervisor or trainer in each of the different job assignments. Though this
method of training is common in training managers for general management
positions, trainees can also be rotated from job to job in workshop jobs. This method
gives an opportunity to the trainee to understand the problems of employees on
other jobs and respect them.
(b) COACHING: The trainee is placed under a particular supervisor functions as a
coach in training the individual. The supervisor provides who feedback to the
trainee on this performance and offers him some suggestions for improvement.
Often the trainee shares some of the duties and responsibilities of the coach and
relieves him of his burden. A limitation of this method of training is that the trainee
may not have the freedom or opportunity to express his own ideas.

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THE TRAINING PROCEDURE:
One of the parts of this programme was the job instruction-training course, which was
concerned with how to teach? The training procedure discussed below is essentially an
adoption of the job instruction training course, which has been proved to have a great value.
(a) Preparing the Instructor: The instructor must know both the job to be taught and
how to teach it. The job must be divided into logical parts so that each can be taught
at a proper time without the trainee-losing plan.
 Know the job or subject he is attempting to teach,
 Have the aptitude and abilities to teach,
 Have willingness towards the profession,
 Have a pleasing personality and capacity for leadership,
 Have the knowledge of teaching principles and methods,
 Be a permanent student, in the sense that he should equip himself with the latest
concepts and knowledge.
(b) Preparing the Trainee: As in interviewing, the first step in training is to attempt to
place the trainee at ease. Most people are somewhat nervous when approaching an
unfamiliar task.
(c) Getting Ready to Teach: This stage of the programme is class hour
 Planning the programme.
 Preparing the instructor’s outline.
 Do not try to cover too much material.
 Keep the session moving along logically.
 Discuss each item in depth.
 Repeat, but in different words.
 Take the material from standardized texts when it is available.
(d) Presenting the Operation: There are various alternative ways of presenting the
operation, viz., explanation, demonstration etc. An instructor mostly uses these
methods of explanation.
 Explain the sequence of the entire job.

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 Do the job step-by-step according to the procedure.
 Explain the step that he is performing.
 Have the trainee explain the entire job.
(e) Try out the Trainee’s Performance: As a Continuation of the presentation
sequence given above, the trainee should be asked to start the job or operative
procedure.
(f) Follow-up: The final step in most training procedures is that of follow-up. When
people are involved in any problem or procedure.
● Specializes in thin gauge tight tolerance products. Spread over around 50 acres land,
this Plant was conceived on Joint Evaluation of Hindalco Team & Novelis team in April
2009, followed by extensive discussions held from April to Sept 2009 to finalize all
technical issues. Project got Management Approval on Sept’ 2009. Civil Works for the
Plant started since Sept’ 2010. Hot commissioning of the Plant Started in Oct’2012
thereby commercial production since Apr’2013 Hirakud FRP is low cost world class
Rolling Mill Complex with a capacity of 135 KT per annum.
● Hindalco has a domestic market share of 40%. Currently, Hirakud FRP produces about
12% of the total rolled products of HINDALCO.
● The Product mix includes Foil Stock (for making Foils), Closure Stock (for making
Bottle Caps), Fanblade Stock, Electronic panel Stocks (for making panel’s body), and
other Sheet and Coils required by the Electrical, Air Conditioning, Consumer Durables
and Household Sectors. This Plant was conceived to cater the Canstock demand in
Asian Market. This product is under development.
● Hirakud FRP has been set-up primarily by relocating and modernizing Novelis
Rogerstone Plant assets and also include new cold mill and other new balancing
equipments to enhance the product capability.
● The Hirakud FRP project is the first of its kind in India. This project, which involved
relocation of some equipments from a closed facility of Novelis, will be the first and
the only facility that will have the capability to produce can body stock in India. This
facility will take Hindalco’s FRP play on a higher plateau in terms of capability and
profitability in the coming years. It is expected to create a formidable combination of
Novelis’ technology and Indian cost advantages sourcing metal from Hirakud Smelter

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The need for training also arises to:
o Increase productivity.
o Improve quality of the product/service.
o Help a company to fulfils it future personnel needs.
o Improve organizational climate.
o Improve health and safety.
o Prevent obsolescence.
o Effect the personal growth.
o Minimize the resistance to change.
The factors discussed above are mostly external factors and they are beyond the personnel
manager’s control. These factors often determine the success of training objectives as shown.
Factors Purposes
Technological Advance Improved Productivity
Organizational Complexity Prevention of Obsolescence
Job Requirements Preparation for Higher Level Jobs
Human Relations Top Management Support
Learning Principles Improved Morale
Personnel Functions
Training module Content:
Session 1 - Exploring training needs
Session 2 - Development of training objectives, outputs, topics, contents and inputs of a
training workshop
Session 3 - Training Schedules and Agendas
Session 4 - Organizing the framework of a workshop
Session 5 - Designing a training session

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Session 6 - Basic approaches, techniques and skills
Session 7 - Facilitating and debriefing of training activities
Session 8 - Monitoring and evaluation of training workshops
Session 9 - Creating awareness of attitudes and behavior
Session10- Processes of changing attitudes and behavior
Session11- Facilitation in the field
SALIENT FEATURES OF A TRAINING MODULE:-
BREAKING OF THE COURSE
The entire syllabus is broken down into different units, called modules. Each module is a
complete piece of information, with a definite objective and methodology.
ALLOW CHOICE OF MODULE
The trainees are free to choose the modules depending upon their interests. For instances, for
MBA students have to study the compulsory subjects in the first year , when they take
admission in the 2nd year they have to decide upon their major or minor specialization.
SELF LEARNING
Modular approach to teaching is particular when the trainees have to do self learning to gain
their knowledge and skills.
TRAINING NEED ANALYSIS AND DESIGNING OF TRAINING MODULES
STEPS TO DEVELOPE A TRAINING MODULE
Step1. Sketch a dual- column layout on a flipchart /white board, which everybody able to see.
Step2. Pick a teaching / job task. It should be easy for team to readily select a task that requires
training.
Step3. A module no, & title should be written
Step4. Write the first action step in column 1
Step5. Write the subsequent action sub step in column 2

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Step6. Write the next action step
Step7. Place graphics at suitable places
Step8. Re organise the steps and transform whatever required
Templates for detailed planning of training courses
Content To train the new employees about policies, work culture of the company
and about their job responsibilities.
Objective 1. To create a best training module format which brings best
training session?
2. To prepare a best training timing using method training.
3. To using best method which provide good training and
development.
Trainer(s): Mr.Amit , Head HR, Hindalco Pvt, Ltd.
Participants New employees
Method of
Training :
On the job Training
Training
material
Hr policy book, projector lab, white board flipcharts,
Location: Hindalco, FRP Deparment
Duration: 15 days
Evaluation PIs, Structured Feedback Form

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OBJECTIVE:
• To prepare a Basic Training Module.
AGENDA:
• Questions to consider while designing the Training Module
Using the “ADD” Concept
Effective Tips to ensure that created module is effective
Designing a Training Module
NEED ASSESSMENT
What existingknowledge to
theyhave?
What isthe gap between
whattheyknow and what
theyneedtoknow?
What isthe learner’sjob
relatedneeds?
Training Implementation
Are the selectedtrainersreadytodo
trainings?
All are trainingresourcespreparedand
detailsregardingthe training
addressed?

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TrainingDevelopment
What appropriate activitiesneedtobe
developed?
What contentsneedtocreate.
What favourite andevaluation
instrumentsneedtobe created?
The learners
What do theyneed?
What do theyexpect?
How can trainingmeettheirlearning
need?
How can i as a helpthemmeet
learningneed?
Trainingdesign
What learningoutcomeswill meetthe
learner’sneed
What kindof trainingplanneedstobe
created?
What resourcesare available?
What are some potential challenges
to thistraining?

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Concept
• Assessment: What do you learners need to know to accomplish job related tasks?
• Design: What will your training module look like?
• Development: What content learning methods and resources will you need?
Assessment (Characteristics of Learners)
•Need to know: The learners want training delivered when “THEY” need it, when they are
ready and wanting to progress to a new task or a new stage
•Self Concept: The learners have a desire to be recognized by instructor as independent and
self directed.
•Self Concept: The learners have a desire to be recognized by instructor as independent and
self directed.
•Task cantered and Practical: The learners feel that the training should help them meet job
related needs.
•Internally Motivated: The Learners want to be largely (but not exclusively) driven by internal
rewards and not, for e.g., grades or marks.
DESIGN
•Trainer Notes: Detailed explanation with questions from students and trainer
•Class Discussion: Conversation with questions posed to elicit thoughtful responses from
learners
•Games: Competitive activities that allows learners to test their knowledge and skill in the
subject.
•Small Group Exercises: 4-6 people answering questions or solving problems together

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•Role Plays: Smaller groups designed for more intense discussion and problem solving
•Instructional Plan: An instructional plan is a map that outlines the design of your training
module and includes the following.
Development
Consider the following while developing content for the module:
•Have you taken into consideration primary content, i.e. one-to-one conversations/personal
experiences/feedback?
•Have you provided enough information and learning experiences for trainees to accomplish
the stated learning outcomes?
•Is there a balance of interactive, independent, and instructor led training experiences?
•Is there enough detail to allow a trainer to use the content outline to teach the training program?
A training module is built on a series of carefully designed learning experiences.
When developing learning experiences, consider the following:
•Develop learning experiences based on a specific learning outcome
The learning experience should be appropriate to the learning domain as well as for
accomplishing the learning outcome
Use a variety of learning experiences
•Allow for questions and student-to-student interaction in each learning experience
•Consider the constraints in facilitating each learning experience
Effective Tips
Preparing the information:
The first task is to determine what you have to teach and how you’re going to teach it.
•Figure out the skills you need to teach

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Write an outline of the specific skills you intend to teach and prioritize those skills in the order
they should be taught.
•Divide these skills into specific groups.
From your outline, organize the skills you need to teach into sets of steps. These groups
should provide enough material for two-hour training increments, including an assessment at
the end.
•Check for continuity and completeness.
Make sure that the steps you have chosen for each group include everything needed to learn a
particular skill.
• Creating the class: Now that you know what you need to deliver, you have to decide
how to convey the information
Design your presentation.
Ideally, use PowerPoint to design your presentation, take the time to write it down or type it
up, making sure to double-space your lines for easy reading.
• Read through the presentation as though you had never learned these skills before.
Make notes for additions, changes, screen shots, etc.
• Run through the information again.
Ask another trainer to look over your design and give you feedback. If anything is unclear or
left out, this is the time to fix it.
• Write the training guideline.
Training Notes should be written with instructions for the trainer in bold letters.

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Review of literature
STUDY ON TRAINING AND DEVELOPMENT MODEL 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 behaviour. Behaviour outlines a relationship of learning
(the previous measurement level) 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.

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Robert (1988) in his study “The Pygmalion Effect” personal journal describes the
“Pygmalion Effect” or the “Behaviour Science Principle” which states that an employee’s‟
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 anin-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 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 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

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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
behaviour change after participants returned to their jobs, and any final results from a change
in behaviour 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 behavioural 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 workgroups 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 behaviour.
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
behavioural 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

26. 26
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 resource 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 programmed relay on western technique.
Traditional Vedic approaches to knowledge focusing on the relation of the asthma, 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 out
comes 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

27. 27
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 objects merit
and worth.
Stufflebeams (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 agents 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.

28. 28
 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 Youths (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

29. 29
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)
Review of literature is an important step in the planning of any research study. In general terms,
review of literature is a critical summary and assessment of the range of existing materials
dealing with knowledge and understanding in a given field. Pt will help a researcher to get a
thorough understanding of the topic, what has already been done on it, how it has been
researched, and what the key issues are. It is a valuable guide to define the problem, recognizing
its significant, suggesting promising data gathering devices, appropriate study design and
source of data.
Review of literature is defined as “the selection of available document (both published and
unpublished) on the topic, which contain information, ideas and evidence written from a
particular standpoint. Effective evaluation of those documents in relation to the being
proposed”. A literature review will help to focus the search more directly and sharpen and
refine the research questions. The major purpose of the review of literature is to demonstrate
the relationship between completed research and topic under investigation. Review provides a
better understanding of the problems that helps the investigator in evolving new insight and to
build new approaches to the problem that has been selected. Review of related studies avoids
duplication of the work that has already been done. It also helps investigator to study the
different sides of the Review of Literature problem. The review materials collected is presented
here with various categories, which are given below (or as follows)

30. 30
Need of Training
Training Need Analysis
Methodology and Technology Used in Training
Knowledge, Skills and Attitude in Training
In-Service Training
Need of training
Every organization or established should provide training to all employees irrespective of their
qualification, skill, suitability for the job etc. Thus, no organization can choose whether or not
to train employees.
Training is not something that is done once to new employees; it is used continuously in every
well run establishment. Further, technological changes, automation, require up-dating the skills
and knowledge. As such an organization has to retrain the old employees.
An employee’s specification may not exactly suit to the requirements of the job and the
organization irrespective of his past experience, qualification, skills, knowledge etc. Thus every
management finds deviations between employee’s present specifications and the job
requirements and organizational needs.
The primary goal or most of the organizations is their viability is continuously influenced by
environmental pressure. If the organization desires to adapt these changes, first it has to train
the employees to impart specific skills and knowledge in order to enable them to contribute to
the organizational efficiency and to cope with the changing environment.
Every organization in order to survive and to be effective should adopt the latest technology,
i.e. mechanization, computerization and automation. Adoption of latest technological means
and methods will not be complete until they are manned by employees possessing skill to
operate them. So, organization should train the employees to enrich them in the areas of
changing technical skills and knowledge from time to time.

31. 31
This creates the complex problems of co-ordination and integration and integration of activities
adaptable for and adaptable to the expanding and diversifying situations. This situation calls
for training in the skills of co-ordination, integration and adaptability to the requirements of
growth, diversification and expansion. Companies constantly search for opportunities to
improve organizational effectiveness.
Trends in approach towards personnel management has changed from the commodity approach
to partnership approach, crossing the human relations approach. So training in human relations
is necessary to deal with human problems and to maintain human relations.
Training is also necessary when the existing employee is promoted to the higher level in the
organization and when there is some new job or occupation due to transfer, techniques or
technology.
OBJECTIVE OF THE TRAINING AND DEVELOPMENT MODULE
4. To create a best training module format which brings best training session?
5. To prepare a best training timing using method training.
6. To using best method which provide good training and development.

32. 32
CHAPTER 2
Company Profile
COMPANY PROFILE: Hindalco Ltd.
The Aditya Birla Group: A Premium Global Corporation
A US $44.3 billion corporation, the Aditya Birla Group is in the League of Fortune 500.
Anchored by an extraordinary force of over 120,000 employees belonging to 42 nationalities,
the Group is built on a strong foundation of stakeholder value creation. With over seven
decades of responsible business practices, our businesses have grown into global powerhouses
in a wide range of sectors – metals, textiles, carbon black, telecom and cement. Today, over
50% of Group revenues flow from overseas operations that span 34 countries in North and

33. 33
South America, Africa and Asia.Over 53 percent of its revenue flows its overseas operation;
the group operates in 36 countries.
Aditya Birla Capital Limited (ABCL) is the holding company of all the financial services
businesses of the Aditya Birla Group. Through its subsidiaries and joint ventures, it manages
aggregate assets worth more than Rs3000 billion and has a lending book of Rs 600 billion
(including housing) as of December 31, 2018. ABCL is among the top five private diversified
NBFCs in India. It is also one of the largest private life insurance companies, asset management
companies and general insurance brokers in the country. The company has undertaken various
internal and external sustainability efforts to be a sustainability leader in its sector. The family
established a new company, Hindalco in 1958 and began construction of their first smelter.
By 1967,the company had set up its own power plant,in Renusagar,described by the company
as”a significant strategic move”.The company branched out into copper production as well.The
In India, the Group leads in several sectors like:
● No. 1 fashion (branded apparel) and lifestyle player
● No. 1 mobile telephony company
● The 2nd largest player in viscose filament yarn
● The largest producer in the chlor-alkali sector
● No. 1 player in grey cement, white cement and concrete
● A leading player in life insurance and asset management
Globally, the Aditya Birla Group is :
● 1st in aluminium rolling
● 1st in viscose staple fibre
● 1st in carbon black
● 2nd in telecom
● 3rd in cement (excluding China)
● 4th largest producer of insulator
Aditya Birla Beyond business:

34. 34
● Reaches out annually to 7.5 million people through the Aditya Birla Centre for
Community Initiatives and Rural Development
● Works in 5,000 villages globally.
● Runs 56 schools which provide quality education to 46,500 children. Of these 18,000
students belong to the underprivileged segment
● Merit scholarships are given to 24,000 children from the interiors Its 20 hospitals tend
to more than a million villagers
● Ongoing education, healthcare and sustainable livelihood projects in Philippines,
Thailand, Indonesia, Egypt, Korea and Brazil lift thousands of people out of poverty
Providing mid-day meals to 74,000 children through Akshaya Patra.
Introduction to Hindalco
An industry leader in aluminium and copper, Hindalco Industries Limited is the flagship
company of the Aditya Birla Group, world's largest aluminium rolling company and one of the
largest integrated primary producers of aluminium in Asia.
With a pan-Indian presence that encompasses the entire gamut of operations, from bauxite
mining, alumina refining, aluminium smelting to downstream rolling, extrusions and recycling,
Hindalco enjoys a leadership position in aluminium and downstream value-added products in
India.

35. 35
Our Indian aluminium operations are integrated and consist of bauxite mining, alumina
refining, smelting and converting primary metal into value-added products. Our finished
products include alumina, primary aluminium in the form of ingots, billets and wire rods, value-
added products such as rolled products, extrusions and foils. Metallurgical alumina is used for
our own captive needs.
Our facilities are in regions close to raw material sources, low cost and available labour and
demand markets. This helps in reducing costs and improving profit margins. The technology
upgrade has resulted in higher utilisation rates at our plants and improved efficiency. Hindalco's
new age smelters at Aditya (Odisha) and Mahan (Madhya Pradesh), operating on state-of-the-
art AP36 technology. These smelters have their own captive power plants and source alumina
from Utkal, our 100% subsidiary.
Utkal Alumina (Odisha) is a world class refinery with one of the lowest cost structure in the
world. The bauxite for Utkal is sourced from Baphlimali mines by a 18 kilometer long
conveyor, one of its kind in the world.
All our units are ISO 9001, 14001 and OHSAS 18001 certified. Furthermore, many of our units
have adopted the Integrated Management System (IMS) certification. Apart from being a
dominant player in the domestic market, Hindalco's products are well-accepted in the
international markets.
Some of our popular brands like Eternia Windows, Maxloader and Hindalco Extrusions under
the extrusions segment, Everlast Roofings under the flat rolled products segment, Freshwrapp
and Superwrap under the aluminium foil products segment, as well as Birla Copper and Birla
Balwan under the copper mainstream products and co-products segment have garnered strong
customer acceptance.
Products
○ Aluminium extrusions
○ Flat rolled products
○ Foil & packaging
○ Copper cathodes and continuous cast copper rods

36. 36
○ DAP fertilisers
○ Precious metals
Hindalco Industries Ltd., an aluminium and copper manufacturing company, is a subsidiary
of the Aditya Birla Group. Its headquarters are at Mumbai, Maharashtra, India. It is the
Flagship company of the company in the metals business.
● Type Public
● Traded as BSE: 500440NSE: HINDALCOBSE SENSEX Constituent
● Industry Metals
● Founded 1958; 61 years ago
● Headquarters Mumbai, Maharashtra India
● Area serve Worldwide
● Key people Kumar Mangalam Birla (Chairman)
● Products Aluminum and copper products
● Revenue ₹1,158.09 billion (US$17 billion) (FY 2017-18)[2]
● Net income ₹30.27 billion (US$440 million) (FY 2012-13)[2]
● Total asset ₹1,014.02 billion (US$15 billion) (Mar 2013)[3]
● Number of employee 39712 (Jul 2018)[4]
● Parent Aditya Birla Group
● Website www.hindalco.com
The company has annual sales of US$ 15 billion and employs around 20,000 people. It is
listed in the Forbes Global 2000 at 895th rank.[6] Its market capitalisation by the end of
May 2013 was US$ 3.4 billion. Hindalco is one of the world's largest aluminium rolling
companies and one of the biggest producers of primary aluminium in Asia.
History The Hindustan Aluminum Corporation Limited
It was established in 1958 by the Aditya Birla Group. In 1962 the company began production
in Renukoot in Uttar Pradesh making 20 thousand metric tons per year of aluminium metal and
40 thousand metric tons per year of alumina. In 1989 the company was restructured and
renamed Hindalco.

37. 37
● Renusagar Power Plant. An 801.57 MW (10 generating units of various capacities)
captive power plant which is about 40 km from Renukoot, Sonebhadra district, Uttar
Pradesh.
● Hirakud Captive Power Plant. A 467.5 MW captive power plant located at Hirakud,
Sambalpur District Odisha. This plant supplies power to Hirakud smelter of Hindalco
Industries.
● Utkal Alumina Captive Power Plant. A 90 MW captive power plant located at
Doraguda, Rayagada District Odisha. This plant supplies power to Utkal Refinery of
Hindalco Industries.
● Aditya Captive Power Plant. A 900 MW captive power plant located at Lapanga,
Sambalpur District Odisha. This plant supplies power to Aditya smelter of Hindalco
Industries.
● Mahan Hindalco Industries Ltd. a 900 MW captive power plant and alumina smelter
located in Bargawa 20 km from Singrauli.
On 11 February 2007, the company entered into an agreement to acquire the Canadian company
Novelis for US$6 billion, making the combined entity the world's largest rolled-aluminium
producer.At 2007 Novelis was the world's largest producer of rolled aluminium and a major
recycler of aluminium cans.On 15 May 2007, the acquisition was completed with Novelis
shareholders receiving $44.93 per outstanding share of common stock.Hindalco, through its
wholly owned subsidiary AV Metals Inc., acquired 75,415,536 common shares of Novelis,
representing 100 percent of the issued and outstanding common shares. Immediately after
closing, AV Metals Inc. transferred the common shares of Novelis to its wholly owned
subsidiary AV Aluminum Inc. When Hindalco made this bid in 2007 this became the largest
Indian investment in North America and the second-largest overseas investment by an Indian
company (behind Tata Steel Europe's purchase of Corus two weeks earlier) to this time.The
day after Hindalco announced the acquisition its stock fell by 13% resulting in a US$600
million drop in market capitalisation. Shareholders criticised the deal but K.M. Birla responded
that he had offered a fair price for the company and stated, "When you are acquiring a world
leader you will have to pay a premium."
Other acquisitions

38. 38
In June 2000, acquisition of controlling stake in Indian Aluminium Company Limited (Indal)
with 74.6 per cent equity holding.In July 2007, Hindalco announced it is acquiring the stake of
Alcan Inc.'s in the Utkal Alumina Project located in Orissa In 26 July 2018, Hindalco
announced it is acquiring Aleris Corporation in a 2.58 billion USD deal.
● Listings and shareholding
The equity shares of Hindalco are listed on the Bombay Stock Exchange,[14] where it is a
constituent of the BSE SENSEX index,[15] and the National Stock Exchange of India,[16]
where it is a constituent of the S&P CNX Nifty.[17] Its Global depository receipts are listed on
the Luxembourg Stock Exchange. As on 30 June 2013, the promoters Aditya Birla Group held
around 32% equity shares in Hindalco. Over 408,000 individual shareholders hold approx. 9%
of its shares.
Hindalco focuses on aluminium downstream with presence across rolled products, extrusions,
foil and packaging segments. Our rolled products plants are located at Hirakud in Odisha, Belur
near Kolkata, Mouda near Nagpur in Maharashtra, Renukoot in Uttar Pradesh, and Taloja near
Mumbai in Maharashtra. Our extrusion plants are located at Renukoot, Uttar Pradesh and
Alupuram, Kerala.
Hirakud-FRP Plant, located at about 311 kms from Bhubaneswar and in Sambalpur district of
Orissa, has one of the sophisticated rolling mills in the Country and

39. 39
CHAPTER 3
Research Methodology
RESEARCH METHODOLOGY
It’s a way to systematically solving the research problem. It may be understood as a science of
studying how research is done. and it to study the various steps that are generally adopted by a
researcher in studying his research problem it is necessary for the researcher to design the
methodology form the problem as a method differ from problem.
RESEARCH PROCESS

40. 40
Before embarking on the detail of research methodology and the techniques it seems
appropriate to present the brief overview of the research process. Research process consists of
series of action or steps necessary to effectively carried out the research and the desired
sequencing of these steps one should remember that the desired sequencing of these steps. One
should remember that various steps involve in a research process are not mutually exclusive
nor they are separate and distinct they do not necessarily follow each other. any specific order
and researcher have to be constantly anticipating at each steps in the research process however
the following order concerning various steps provide a useful procedural guideline regarding
the research process.
DEFINING THE PROBLEM:
The objective of the project was to undertake a study on the training and development of the
employee working in the HINDALCO with a view to know the improvement in the
performance after the training programme was imparted to them.
DEVELOP A RESEARCH DESIGN
Research design is a conceptual structure within which research is conducted; it is basically
the blue print for a collection of data, measurement and analysis of data. “A research design
is the arrangement of conditions for collection and analysis of data in manner that aims to
combine relevance to research purpose with economy in procedure”.
My research design is of descriptive type. A descriptive research includes survey fact finding
and enquiries of different kinds with a major purpose of description of affairs as it exist in
present.
Data collection.
I have used primary and secondary data for which a comprehensive questionnaire was
prepared and was got filled up by the employee of the organization
Primary data
Questionnaires: A formal list of the questions answered by the employee of HINDALCO and
later analysis the responses.

41. 41
I have used structured questionnaire of 80 samples as a formal list of question produces more
reliable results.
Direct personal: personal interview is versatile and flexible.
Interview: Direct face to face conversation help in getting accurate data.
Secondary data
Internet
Books
Journal
Manuals
Annual reports
SAMPLING
Sampling procedure includes finite types of universe with random sampling which comes
under probability method of sampling because under this method every item of the universe
has a equal chance of being selected and no place for biases ness.
SAMPLING DESIGN
A sampling design is a definite plan for obtaining a sample for a given population. It refers to
the techniques and procedure the researcher would adopt in selecting items for sample design
is determined before data is collected. The sample size should also be ascertained before
starting the research programme.
I have chosen a sample size of the 80 employee.
DATA COLLECTION
The task of data collection begins after research problem has been defined and research design/
plan chalked out while deciding about the data collection to be used for studying two types of
data is used.
Primary data: Are those which are collected fresh and for first time and thus happen to be
original in character

42. 42
Secondary data: On the other hand are those which have already been collected by some one
else and which have been already passed on.
The method of collecting primary and secondary data differs since primary data are to
be originally collected while in case in secondary data the nature of data collections works is
merely that of compilation.

43. 43
Chapter-4
Analysis and Interpretation
Analysis and Interpretation through Questionnaire
Questionnaires were prepared in a view to study the changes in the performance skills and
abilities of the employees of HINDALCO after the training programme was imparted to them.
For this I have taken a sample size of 80 employees and made an analysis. Few questions are
of general types consisting of employee name and their designation, age sex etc.
(1) Awareness about training:

44. 44
Yes-90%
No-10%
Interpretation : 90% of the employees aware about the training in their organization.
2) No.of time training is conducted:
weekly
monthly
yearly
yes
no
y earlyweekly
monthly
prior perf ormance of employ ee
company growth
both

45. 45
Interpretation .weekly training is better for company training.
3) Methods of training:
a. On the job b. off the job
Interpretation: yes70% of the respondents are employee needs on the job training and 30%
are comfortable from off the job.
4)Training increases morale and motivation:
morale-70%
motivation -15%
Both -15%
Interpretation: The main objective increases of training is to improving morale 70%
On the
job
Off the
job
Yes
No
increases of
training
70%
15%
15%
Morale
Motivation
Both

46. 46
,motivation15%,and both are 15% by the Improving prospecting because the training program
me was designed for growth of the company.
5) Satisfaction regarding training programme:
a. Yes-70%
b. No -30%
Interpretation: 70% says it is best for growth or satisfied or 30% are not satisfied from
the training it says waste of time.
6) Employees selected for the training:
All employee-10%
New recruits -70%
Existing salesperson-20%
Satisfaction or dissatisfaction
yes
no

47. 47
Interpretation: Basically new recruits need training as they are new in their job thus they are
selected for the training.
7)Normal duration for imparting the training:
a. 2-3 days -33%
b. 1 week -65%
c. 1 month -2%
Interpretation: The normal duration for imparting the training was considered to be the 1
week and 65% of the employee agree with this time period and considered that 2-3 days is too
short and 1 month is too long.
10
70
20
0
10
20
30
40
50
60
70
80
All employees New recruits Existing salesperson
Duration for imparting the training
33%
2%
65%
2-3 days
1 week
1 month

48. 48
8)The basic method of training and development:
a. Lecture based-40% b. Group discussion-30%
c. Demonstration-20% d. Other-10%
Interpretation: As training programme was designed for the sales persons the lecture was
considered to be the best basic method of training followed by the group discussion.
9)Trainer comes from outside or company’s personnel:
a. Trainer from outside-60%
b. Company’s trainer -30%
c. Both-10%
Interpretation: Company’s trainer are basically responsible for giving training to the sales
persons and for some specific purpose the trainer comes from outside.
Basic method of training and
Development
40
30
20
10
0
5
10
15
20
25
30
35
40
45
Lecture based Group
discussion
Demonstration Other
Trainer comes from outside or company’s personnel is
trainer
30%
60%
10% Trainer from outside
Company’s trainer
both

49. 49
10)The content of the training:
a. Attitude towards training -30%
b. Knowledge of company, competitors, and customers- 60%
c. Time management-10%
Interpretation: 30% of respondents thinks that the content of the training is attitude towards
training and 60% of respondents thinks that the content of the training is knowledge of
company, competitors, and customers and 10% of respondents thinks that the content of
training is time management.
11)After completion of training were you asked to fill a feedback form:
a. Yes -90%
b. No-10%
Content of training
30%
60%
10% Attitude towards
training
Knowledge of
co.comp.cust
Time management
c
Filling of feedbackform
90
10
yes
no
c

50. 50
Interpretation: 90% of the employees are asked to fill the feedback form as to know the
effectiveness of the training programme. It also help in improving the training programme
design for future.
12)Suitable method for the evaluating the training programme:
a. Questionnaire-35%
b. Observational-35%
c. Performance appraisal report-30%
Interpretation: Questionnaire and observation was considered to be the suitable method for
the evaluating the training programme.
Analysis using Chi-square:
Hypothesis:
Ho1: There is no significant difference relationship between age and training needs.
Ho 2: There is no significant difference between educational qualifications and necessary to
get trained each employee.
Ho 3: There is no significant difference between work experiences and training feedback.
Ho 4: There is no significant difference between gender and duration of time period.
Suitable method for the evaluating the training
programme
35%
35%
30%
a. Questionnaire
a. Observ ational
a. Perf ormance appraisal
report

51. 51
HYPOTHESIS
Ho1. There is no significant relationship between age and training needs.
Table:-01
Chi-square Table:
Sl. No O E (O-E) (O-E)2 (O-E2)/E
1 10 14.625 4.625 21.39 1.463
2 15 10.2375 4.7625 22.335 2.1822
3 9 9.75 -0.25 -0.0625 0.00641
4 5 4.3875 0.6125 0.375 0.0854
5 8 8.25 -0.25 -0.0625 0.007575
6 5 5.775 -0.775 -0.600625 0.1052
7 5 5.5 -0.5 -0.25 0.045
8 4 2.475 1.575 2.480 1.00080
9 6 3.375 2.625 6.890 2.041
10 0 2.3625 -2.3625 -5.58140 2.3625
11 3 2.25 0.75 0.5625 0.25
12 0 1.0125 -1.0125 1.02515 1.014
13 4 3.375 0.625 0.390 1.04
14 1 2.365 -1.365 -1.863 0.7877
T and D
Model for
personal
need/ age
Strongly
agree
Agree Uncertain Disagree Strongly
disagree
Total
20-30 10 8 6 4 2 30
31-40 15 5 0 1 0 21
41-50 9 5 3 2 1 20
Above 50 5 4 0 0 0 9
Total = 39 22 9 7 3 80

52. 52
15 2 2.25 -0.25 -0.0625 0.0277
16 0 1.0125 -1.0125 -1.025 1.012
17 2 2.625 -0.625 -0.390 0.1485
18 0 0.7875 -0.7875 -0.620 0.7873
19 1 0.75 0.25 0.0625 0.0833
20 0 0.3375 -0.3375 -0.1139 0.3374
14.78699
Critical value = 5%
Degree of freedom =12
Tabulated value = 21.026
Here, the tabulated value of the hypothesis at 5% is found to be 21.026, where the calculated
value is 14.786 which is less than the tabulated value. So H01: There is no significant
relationship between age and training needs is accepted.
Ho2. There is no significant difference between educational qualifications and necessary to
get trained each employee.
Table:- 02
Chi-square Table:
T and D
Model for
qualifications/
employee
Strongly
agree
agree uncertain disagree Strongly
disagree
Total
Matriculation 15 8 6 4 2 35
Graduate 11 9 5 0 0 25
Post graduate 5 5 0 0 0 10
Technical/
Professional
5 8 0 0 1 10
Total = 36 30 6 4 3 80

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Sl. No O E (O-E) (O-E)2 (O-E)2/E
1 15 15.75 -0.75 -0.562 0.0356
2 11 11.25 -0.25 -0.0625 0.0055
3 5 4.5 0.5 0.25 0.055
4 5 4.5 0.5 0.25 0.055
5 8 15.75 -7.75 -60.06 0.038
6 9 9.37 -0.37 0.136 0.039
7 5 5.5 -0.5 0.25 0.045
8 8 5.5 3.5 12.25 2.2272
9 6 2.625 4.625 21.34 8.14
10 5 1.875 3.125 9.73 5.189
11 0 0.75 -0.75 -0.5625 0.749
12 0 0.75 -0.75 -0.5625 0.749
13 4 1.45 3.55 12.60 1.04
14 0 1.25 -1.25 1.562 0.7877
15 0 0.5 -0.5 0.25 0.0277
16 0 0.5 -0.5 -0.25 1.012
17 2 1.3125 -0.625 -0.390 0.1485
18 0 0.95 -0.95 -0.925 0.973
19 0 0.37 -0.37 -0.1365 0.368
20 1 0.37 0.63 0.3969 1.0727
22.7569
Critical value = 5%
Degree of freedom=12
Tabulated value = 21.026
Here, the tabulated value of the hypothesis at 5% is found to be 21.026, where the calculated
value is 22.756 which is greater than the tabulated value. So, Ho2- There is no significant
difference between educational qualifications and necessary to get trained each employee is
rejected.
Ho3. There is no significant difference between work experiences and training feedback.

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Table:- 03
Chi-square Table:
Sl. No O E (O-E) (O-E)2 (O-E)2/E
1 8 9.775 -1.775 3.150 0.322
2 15 11.475 3.525 12.4256 1.0828
3 6 7.225 -1.225 1.50 0.2077
4 5 5.525 -0.252 0.365 0.0660
5 5 6.6125 -1.6125 2.600 0.393
6 9 7.7625 1.2375 1.5314 0.1972
7 5 4.8875 0.125 0.0156 0.00319
8 4 3.7375 0.2625 0.06380 0.01707
9 4 2.875 1.125 1.2656 0.04402
10 2 3.375 -1.375 1.890 0.56
11 3 2.125 0.875 0.7656 0.360
12 1 1.625 -0.625 0.390 0.24
13 4 2.5875 1.42 2.0164 0.7830
14 1 3.0375 -2.0375 4.15099 1.36
15 2 1.9125 0.0875 0.007656 0.00399
16 2 1.4625 0.5375 0.288 0.56
17 2 1.15 0.85 0.722 0.89
18 0 1.35 -1.35 1.822 0.3256
19 1 0.85 0.25 0.0625 0.23
20 1 0.65 0.35 0.1225 0.53
T and D Model for
work
experiences/feedback
Strongly
agree
agree uncertain Disagree Strongly
disagree
Total
Less than 1 year 8 5 4 4 2 23
1-5 years 15 9 2 1 0 27
6-10 years 6 5 3 2 1 17
Above 10 years 5 4 1 2 1 13
Total = 34 23 10 9 4 80

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8.17557
Critical value = 5%
Degree of freedom =12
Tabulated value =21.026
Here, the tabulated value of the hypothesis at 5% is found to be 21.026, where the calculated
value is 8.1755 which is less than the tabulated value. So, Ho3- There is no significant
difference between work experiences and training feedback is accepted
Ho4. There is no significant difference between gender and duration of time period.
Table:- 04
Chi-square Table:
SL.NO O E (O-E) (O-E)2 (O-E)2/E
1 30 28.8 1.02 1.0404 0.036
2 6 7.2 -1.2 1.44 0.2
3 20 21.6 -1.6 2.56 0.1185
4 7 5.4 1.6 2.6 0.4814
T and D
Model for
personal
gender/
time
period
Strongly
agree
agree uncertain Disagree Strongly
disagree
Total
Male 30 20 8 4 2 64
Female 6 7 2 1 0 16
Total = 36 27 10 5 2 80

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5 8 8 0 0 0
6 2 2 0 0 0
7 4 4 0 0 0
8 1 1 0 0 0
9 2 1.6 0.4 0.16 0.1
10 0 0.4 -0.4 0.16 0.4
=1.335
Critical value = 5%
Degree of freedom=4
Tabulated value =9.488
Here, the tabulated value of the hypothesis at 5% is found to be 9.488, where the calculated
value is 1.335 which is less than the tabulated value. So, Ho4- There is no significant difference
between gender and duration of time period is accepted.
Effectiveness of training.
Analysis regarding training effectiveness data has been collected by head from Forman
employees of the Hindalco from consecutive 4 weeks through survey.
 By looking at the job improvements with respect to the job responsibility, kind of job,
attitude and behaviour of the employees.
Table no. 5 From the 1st week

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Forman
SL. NO
Highly
Satisfied satisfied
Up to
Mark
Dissatisfied Highly
Dissatisfied
Total
Forman 01 0 1 0 0 0 1
Forman 02 1 0 0 0 0 1
Forman 03 0 0 0 1 0 1
Forman 04 0 0 1 0 0 1
Forman 05 0 1 0 0 0 1
Forman 06 0 1 0 0 0 1
Forman 07 1 0 0 0 0 1
Forman 08 0 0 0 0 1 1
2 3 1 1 1 08
No of Highly satisfied 2 which = 2/8*100=25%
No of Satisfied 3 which = 3/8*100=37.5%
No of Up to mark 1 which = 1/8*100=12.5%
No of Dissatisfied 1 which =1/8*100=12.5%
No of Highly dissatisfied 1 which =1/8*100=12.5%
From the above table the total number of employees shows the highest percentage of 37.5%
satisfied level of training effectiveness.
Table no. 6 From the 2nd week
Forman
SL.NO
Highly
Satisfied
satisfied Up to
Mark
Dissatisfied Highly
Dissatisfied
Total
Forman 01 0 1 0 0 0 1
Forman 02 1 0 0 0 0 1
Forman 03 0 0 0 1 0 1
Forman 04 0 0 1 0 0 1

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Forman 05 1 1 0 0 0 2
Forman 06 0 0 0 0 0 1
Forman 07 1 0 0 0 0 1
Forman 08 0 0 0 0 1 1
3 2 1 1 1 08
No of Highly satisfied 3 = 3/8*100=37.5%
No of Satisfied 2 = 2/8*100=25%
No of Up to mark 1 = 1/8*100=12.5%
No of Dissatisfied 1 =1/8*100=12.5%
No of Highly dissatisfied 1 =1/8*100=12.5%
From the above table the total number of employees shows the highest percentage of 37.5%
highly satisfied training effectiveness.
Table no .7 From the 3rd week
Forman
SL.NO
Highly
Satisfied
satisfied Up to
Mark
Dissatisfied Highly
Dissatisfied
Total
Forman 01 0 1 1 0 0 2
Forman 02 1 0 0 0 0 1
Forman 03 0 0 0 0 0 0
Forman 04 0 0 1 0 0 1
Forman 05 0 1 0 0 0 1
Forman 06 0 1 1 0 0 2
Forman 07 0 0 0 0 0 0
Forman 08 0 0 0 0 1 1
1 3 3 0 1 08
No of Highly satisfied 1 = 1/8*100=12.5%
No of Satisfied 3 = 3/8*100=37.5%

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No of Up to mark 3 = 3/8*100=37.5%
No of dissatisfied 0 =0
No of Highly dissatisfied 1 =1/8*100=12.5%
From the above table the total number of employee’s shows the highest percentage of 37.5%
satisfied or up to mark level of training effectiveness.
Table no.8 From the 4TH week
Forman
SL.NO
Highly
Satisfied
satisfied Up to
Mark
Dissatisfied Highly
Dissatisfied
Total
Forman 01 0 1 1 0 0 2
Forman 02 1 0 0 0 0 1
Forman 03 0 0 0 0 0 0
Forman 04 1 0 0 0 0 1
Forman 05 1 0 0 0 0 1
Forman 06 0 1 0 0 0 1
Forman 07 1 0 0 0 0 1
Forman 08 1 0 0 0 0 1
5 2 1 0 0 08
No of highly satisfied which = 5/8*100=62.5%
No of Satisfied 1, = 2/8*100=25%
No of Up to mark 1, = 1/8*100=50%
No of dissatisfied 0
No of Highly dissatisfied 0
From the above table the total number of employees shows the highest percentage of 62.5%
highly satisfied level of training effectiveness.
In overall from the above table it concludes that the satisfaction level of training is increased.

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CHAPTER 5
Findings, Suggestion, Conclusion
FINDINGS
This was the open ended question and was asked every employee to give their views. As
training programme was based on the need of the employee needed. The method are basically
designed which fulfil the need and achieve the objective of training.
 80% of the employees get the training in their organization.

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 The main factor which determines the need of training is prior performance of the
employee.
 yes70% of the respondents are comfortable in discussing training needs superior
whereas 30% are not comfortable
 The main objective of training is to improving salesmanship followed by the Improving
prospecting because the training programme was designed for sales persons of the
company.
 60% says it is necessary to get trained each employee whereas 40% are not necessary
to get trained each employee.
 Basically new recruits need training as they are new in their job thus they are selected
for the training.
 The normal duration for imparting the training was considered to be the 1 week and
65% of the employee agree with this time period and considered that 2-3 days is too
short and 1 month is too long.
 As training programme was designed for the sales persons the lecture was considered
to be the best basic method of training followed by the group discussion.
 Company’s trainer are basically responsible for giving training to the sales persons and
for some specific purpose the trainer comes from outside.
 30% of respondents think that the content of the training is attitude towards training
and 60% of respondents thinks that the content of the training is knowledge of company,
competitors, and customers and 10% of respondents thinks that the content of training
is time management.
 90% of the employees are asked to fill the feedback form as to know the effectiveness
of the training programme. It also help in improving the training programme design for
future.
 Questionnaire and observation was considered to be the suitable method for the
evaluating the training programme

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SUGGESTIONS
In the era of the globalization the organization has to face new challenges in the present context
and achieve its objectives. It must be dynamic, desalinated efficient especially in the training,
development placement and promotion of its personnel. The huge investment in the industrial
sectors demand better operational efficiency, better management of capital and above all, better
management & development of human resources.

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For enhancing the effectiveness of training & development programme there are few useful
suggestion which is implemented earnestly & sincerely may hopefully add to the lustre &
improve the planning execution and follow-up of the training and development programme in
particular.
 Training and development programme should be based on specific needs of the
organization and its employees.
 Selection of participants should be made on the basis of the needs of the
employees & objectives of the programme.
 New technology and methods of training should be used to make it interesting
for the employees.
 The programme should be frequently revised so as to be in tune with the ever
changing business and economic environment.
 Both in company & external agencies programmes should be evaluated properly
for measuring their effectiveness.
CONCLUSION
Private sector occupies a pivotal position in the Indian economy. It is considered as a pacesetter
for the rest of the economy. It has expanded enormously and contributed a lot towards the
economic growth of country by adding a major share in the net national product generating
gainful employment & growth of every organization depends on the quality of the
manpower,& its people improvement & utilization in suitable challenging jobs. Training and
development is an important aspect of professionalization of our executive cadre. There is no

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doubt that training and development can do lot for development of its personnel. Training and
Development can do lot for its personnel. Training and Development is an integral part of the
Human Resource Development HRD. It is an important tool for the organization. To sharpen
executive knowledge with the object of strengthening & profit maximization of the
organization.
In HINDALCO also training is very helpful towards organization and employees. The
employee attended training programme of the company they were also benefited by it in terms
that their performance increased, also almost 70% of the employees also found changes in
terms of productivity i.e. they gained more professional knowledge also almost all of them can
discuss their needs with their superiors. We can therefore say , that training programs discuss
their needs with their superiors. We can therefore say, that training programs are not only
beneficial for the company but also beneficial for the employees working and personal life.
Therefore training programs should be implemented in every organization for the survival in
the world and achievement of the objectives.

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ANNEXTURE -1
BIBLIOGRAPHY
Books:
 Kothari. C. R - Research Methodology
 Beri – Marketing Research (Tata McGraw Hill) , 1993 , 2nd Edition
 Aswathappa A. , Human Resource and management, (Tata McGraw - Hill)

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HR and PM, 2003, 3rd Edition
 Dessler - Human Resource management ( Prentice - Hall) 9th Edition
 Robbins S.P. – Organizational Behaviour (Pearson Education , 2003 , 10th
Edition)
 Pareek U. – Training Instruments for HRD and OD (Tata McGraw Hill) , 2nd
Edition
Websites:
 www.ril.com
 www.google.com
 www.astd.org/astd
ANNEXTURE 2
QUESTIONNAIRE
SCTION A
a) Name of the employee_______________
b) Age: 20-30 ( ), 31-40 ( ), 41-50 ( ), Above 50 ( ).

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c) Gender: Male ( ), Female ( )
d) Educational qualification …………………………….
e) Work experiences ……………………………………
SECTION B
1).Do you get training in the organization.
a. Yes b. No
2).How do you identify the training need.
a. prior performance of employee
b. company growth
c. both
3).Were you comfortable in discussing your training needs with your superiors
b. Yes b. No
4).The objective of training is
a. Improving salesmanship
b. Improving prospecting
c. Both
5).Is it necessary to get trained each employee
c. Yes b. No
6).What are the person selected for the training
a. All employee
b. New recruits

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c. Existing salesperson
7).What should be the normal duration for imparting the training
a. 2-3 days
b. 1 week
c. 1 month
8).The basic method of training and development are
A .Lecture based
B .Group discussion
C. Demonstration
D. Other
9).Whether trainer comes from outside or company’s personnel is trainer
A. Trainer from outside
B. Company’s trainer
C. Both
10).What are the content of the training
a. Attitude towards training
b. Knowledge of company, competitors, and customers
c. Time management
11) .After completion of training were you asked to fill a feedback form
a. Yes
b. No

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12).What may be the suitable method for the evaluating the training programme
a. Observational
b. Performance appraisal report
13).Would you like any change in methodology of training.
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ANNEXTURE 3
Hindalco Company images….

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