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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
SRINIVAS INSTITUTE OF MANAGEMENT STUDIES MANGALORE

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Mangalore – 575 001
2010-2011
“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 WORK


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SRINIVAS INSTITUTE OF MANAGEMENT STUDIES
MANGALORE – 575 001
2010-2011

DECLARATION
I hereby declare that the study was carried out by me in the year 20102011 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.


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DEDICATED TO
My beloved Parents Gangyanaik, Pujar & Gouribai
My Well Wishers
And
All My Sweet Friends and College Staff


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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,

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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


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CHAPTER
1.

TITLE

PAGE NO.

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

95-101

QUESTIONNAIRE

LIST OF TABLES
SI. NO
01
02

Title
Sex of the Respondents.
Age of the Respondents.

Page. No
46-87
46
47
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03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31

Marital status of the Respondents.
Educational Qualification.
Work experience
Training programmes are conducted.
Necessary for the Training Programme
Opinion regarding duration of Training programme.
Opinion to get trained in the areas of their preference.
Kind of Training getting from the organization.
Adequate importance is given for the training
Senior line managers are eager in helping juniors to
develop them through training.
Adequate free time is given to the employees to reflect
and plan for improvement after the training.
Training programmes are organized well.
Evident change in the performance after getting
training.
Training programmes will provide an opportunity to
bring out the hidden skills.
Aware of the selection procedure for training.
Development of the personality after attending the
training.
Procedure of training need to be changed.
Interest that will be considered while setting the
objectives of the training programme.
Training will improve confidence in work.
Trained on safety measures.
Developments after getting the training.
Training centre is well equipped to organize the training
programmes.
Resource person of the training progrmme are efficient.
The organization considers training as a part of
organizational strategy.
Number of training programmes attended in a year.
Trainings are more for.
Important barriers to training and development
progarammes.
Mode of training method used.
Enough practicals are conducted during the training
sessions.

48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
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32
33
34
35
36
37
38
39
40
41
42

Employees are motivated to attend the training
programmes.
Duration needed for the implementation of the training
programmes.
The kind of training imparted for the newly recruited
employees.
Training and development programmes needed to make
their carrier aspirations to come true.
The conditions that have to be improved during the
training session.
Skills that should be possessed by the trainer to make it
effective.
Reason for the shortage of skilled man power at
workplace.
Training needed to perform other jobs.
General complaints about the training sessions.
Degree to which the training objective is met.
Come across with any problems during the training
sessions.

77
78
79
80
81
82
83
84
85
86
87

CHAPTER -1

A. INTRODUCTION


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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

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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.


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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.


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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

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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.


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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

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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.


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• 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”.


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“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.

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 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

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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

Training

Development

Dimension
 Meant for

Operatives

Executives

 Focus

Current job

Current and future jobs

 Scope

Individual employee

Work group or organization

Fix current skill deficit

Prepare for future work demands

Management

The individual

 Goal
 Initiated by
 Content
 Time – Frame

Specific

job

related General knowledge

information
Immediate

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.

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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

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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

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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

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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

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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

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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

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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 selfassessment. 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.


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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:

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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

Page 29


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 - 1


Page 30


B.COMPANY PROFILE


Page 31



Page 32


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.

Page 33


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.


Page 34


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.


Page 35


 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

Page 36


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

Page 37


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:

Page 38


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

Page 39


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.


Page 40


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

Page 41


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 selfdefects.
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

Page 42


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).


Page 43


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 workgroup 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

Page 44


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.


Page 45


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

Page 46


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

Page 47


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.


Page 48


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

Page 49


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 parttime 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

Page 50


employees. Training function, in fact, has become the corner stone of sound
management.(Principles of Management page no 176 3 rd 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

Page 51


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 shortterm process utilizing a systematic and organizing procedure by which nonmanagerial 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.”


Page 52


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 - 3


Page 53


METHODOLOGY

METHODOLOGY


Page 54


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:

Page 55


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.

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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:

Page 57


 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:

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The information collected from the respondents through above mentioned method
has been processed using relevant tools as mentioned bellow:
EditingEditing 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.

Page 59


CHAPTER - 4
 ANALYSIS
 AND

INTERPRETATION


Page 60


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.


Page 61


Sl.
Sex of the
No Respondents
01 Male

No of
Respondents
30

Per
cent
60.00

02 Female

20

40.00

Total

50

100.00

Table No. 1
Sex of the Respondents.


Page 62


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
Age of the Respondents.
Sl. Age of the Respondents
No
01 Below 20 years

No of the
Respondents
00

Per
cent
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

50

100.00

Total


Page 63


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. Marital status
No
01 Yes
Total

Per
cent
42.00

29

02 No

No of the
Respondents
21

58.00

50

100.00


Page 64


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
01

Educational
Qualification
Undergraduate

No of the
Respondents
26

Per
cent
52.00

02

Graduate

23

46.00

03

Master degree

01

02.00

04

ITI/Diploma

00

00.00

Total

50

100.00


Page 65


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
01
02
03
04
05

Work experience
Below 1 years
1-5years
6-10 years
11-15 years
16-20 years
Total

No of the
Respondents
01
00
01
13
35
50

Per
cent
02.00
00.00
02.00
26.00
70.00
100.00


Page 66


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. Response of the
No
Respondents
01 Monthly

No of the
Respondents
07

Per
cent
14.00

02 Quarterly

09

18.00

03 Annually

34

68.00

Total

50

100.00


Page 67


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. Response of Respondents
No
01 Fully necessary
02 Necessary to some extent

No of the
Respondents
16
23

Per
cent
32.00
46.00

03 Not necessary

09

18.00

04 Not at all

02

04.00

50

100.00

Total


Page 68


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.
Response of
No
Respondents
01 Adequate
02 Inadequate
03 Can be improved
Total

No of the
Respondents
09
13
28
50

Per
cent
18.00
26.00
56.00
100.00


Page 69


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.
Response of
No
Respondents
01 Yes
Total

Per
cent
74.00

13

02 No

No of the
Respondents
37

26.00

50

100.00


Page 70


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.
Response of
No
Respondents
01 Technical

No of the
Respondents
06

Per
cent
12.00

02 Manual
03 Official

04
34

08.00
68.00

04 Safety

06

12.00


Page 71


05 Any other
Total

00
50

00.00
100.00

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
Respondents
01 Not at all true

No of the
Respondents
10

Per
cent
20.00

02 To some extent

25

50.00

03 Very true

15

30.00

50

100.00

Total


Page 72


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.
Response of
No
Respondents
01 Disagree

No of the
Respondents
13

Per
cent
26.00

02 Agree to some extent

26

52.00

03 Agree

11

22.00


Page 73


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.
Response of
No
Respondents
01 Not Agree

No of the
Respondents
11

Per
cent
22.00


Page 74


02 Agree to some
extent
03 Agree

28
11

22.00

50

Total

56.00

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.
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.
No
01
02
03

Response of
respondents
Very well
Well
Average

No of the
Respondents
06
15
23

Per
cent
12.00
30.00
46.00


Page 75


04 Not well
05 Very poor

06
00

12.00
00.00

Total

50

100.00

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. Response of the
No
respondents
01 Yes

No of the
Respondents
39

Per
cent
78.00


Page 76


02 No

11
50

Total

22.00
100.00

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

No of the
Respondents

Per
cent


Page 77


01 Yes

40

80.00

02 No

10

20.00

50

100.00

Total

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

Response of the
respondents

No of the
Respondents

Per
cent


Page 78


01
02
03
04
05
06

Random
Need based
Seniority
Appraisal
Departments
Any other
Total

02
15
11
08
12
02
50

04.00
30.00
22.00
16.00
24.00
04.00
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.18
Development of the personality after attending the training.

Sl.
No
01
02

Response of the
respondents
Yes
No
Total

No of the
Respondents
43
07
50

Per
cent
86.00
14.00
100.00


Page 79


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
01

Response of the
respondents
Yes

No of the
Respondents
31

Per
cent
62.00

02

No

19

38.00


Page 80


Total

50

100.00

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. Response of the
No
respondents
01 Employees

No of the
Respondents
15

Per
cent
30.00


Page 81


02 Employer
03 Both
Total

11
24
50

22.00
48.00
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. Response of the
No respondents
01 Yes

No of the
Respondents
44

Per
cent
88.00


Page 82


02 No

06
50

Total

12.00
100.00

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.


Page 83


Sl.
Response of the
No
respondents
01 Yes

No of the
Respondents
14

Per
cent
28.00

36

72.00

50

100.00

0s2 No
Total

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
Page 84


01
02
03
04

Skills development
Aptitude development
Updating the existing knowledge
Acquiring new knowledge
Total

10
04
08
28
50

20
08
16
56
100

From the above table out of total 50 respondents, just below half 28 (56.00 per
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

Response of the
respondents

No of the
Respondents

Per
cent


Page 85


01

Yes

42

84.00

02

No

08
50

16.00
100.00

Total

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

Response of the
respondents

No of the
Respondents

Per
cent


Page 86


01

Yes

31

62.00

02

No

19

38.00

50

100.00

Total

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.


Page 87


Sl.
No
01
02
03
04

Response of the
respondents
Strongly agree
Agree
Somewhat agree
Disagree
Total

No of the
Respondents
14
22
06
08
50

Per
cent
28.00
44.00
12.00
16.00
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

Response of the
respondents

No of the
Respondents

Per
cent


Page 88

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