Lotte-Project Report Draft -Training

CHAPTER

NO.

CONTENT PAGE

NO.

1 INTRODUCTION

OBJECTIVES

SCOPE

LIMITATIONS

2 ORGANIZATION PROFILE

COMPANY PRODUCTS

ORGANIZATION CHART

3 REVIEW OF LITERATURE

TRAINING AND DEVELOPMENT

CAREER DEVELOPMENT

RESEARCH METHODS

4 RESEARCH METHODOLOGY

5 ANALYSIS AND INTERPRETATION

PERCENTAGE ANALYSIS

CHI- SQUARE TEST

RANK CORRELATION ANALYSIS

6 FINDINGS AND SUGGESTIONS

7 CONCLUSION

8 BIBLIOGRAPHY

9 ANNEXURE

LIST OF TABLES AND CHARTS

S. No Particulars Page No.

1 working in Lotte India

2 Training in last 2 yrs

3 Training is given adequate importance

4Company has defined training Policy

5 Training linked to the development of the company

6 Employees go with clear idea about training

programme

7 Training is a good learning experience

8 Competent trainer for training programme

9 Satisfied with Facilities provided to training

10 Hand outs are provided after training programme

11 HOD will be discussing with employees regarding

training

12 Training is planned to preassessed need

13 After the training it find easy to apply

14 Opportunity to learn new skills

15 Superior is more interested on their career

development

16 Encouraged for their own career development

17 Employees know career development opportunity

in the company

18 Know about key needs in next 2 years

19 Company helps to improve my weakness

20 After training improvement in productivity

21 satisfied with the amount of time spent for training

2

22 Training is designed and developed

23 Training needs identification

24 Overall Satisfaction regarding training and career

development

25 Training needs in next 2 years

26 CHI- SQUARE Observed frequency

27 CHI- SQUARE Expected frequency

28 CHI- SQUARE Calculation

29

30

3

CHAPTERISATION SCHEME

This report consists of six chapters of which The first chapter includes the details of general introduction, need of the

study nature of the study, objectives of the study, and limitations of the study.

The second chapter includes company profile, products, and organization chart.

The third chapter deals with literature review of training and career development and research methodology.

The fourth chapter includes methodology that the researcher adopted

The fifth chapter consists of Analysis and interpretations of data collected from the respondents.

The sixth chapter consists of Findings and suggestions regarding training and career development. And finally includes conclusion, annexure and bibliography.

4

CHAPTER I

5

INTRODUCTION

HUMAN RESOURCE MANAGEMENT (HRM) is a management function

that helps managers’ recruit, select, train, and develops members for an

organization.

Specifically, the following constitute the core of HRM:

Organizations are not mere bricks, mortar, machineries or inventories. They

are people. It is the people who staff and manage organizations.

HRM involves the application of management function and principles are

applied to acquisitioning, developing, maintaining, and remunerating

employees in organizations.

Decision relating to employees must be integrated. Decisions on different

aspects of employees must be consistent with other human resource (HR)

decisions.

Decisions must influence the effectiveness of an organization.

OBJECTIVE:

To know about various training prevailing at LOTTE INDIA

CORPORATION LIMITED.

To determine how much employees are satisfied with the training they

received.

To identify the most important training areas for the employees in future.

To identify whether the employees are having career opportunities with in

the company

SCOPE OF THE PROJECT:

6

Promoting a training environment that is learner-focused, personalized and

face-to-face with goal of preparing its learners for expectations of the fast-

paced business industry and equipping them for their place in the real world

in which they work.

To remain committed to one’s career by continually updating their skill sets

and staying on par with industry standards

Career cycles vary, and pattern change from individual to individual. For

some it may have very few changes or some may go through a transition

repeatedly.

Career development not only helps to identify one’s current priorities and

chart out a career plan for the future, but also helps leaders and managers

chart an effective career path for their employees

Professional development goes beyond the scope of the current job,

although it may indirectly improve performance

RESEARCH METHODOLOGY

Research Design

The study is descriptive in nature.

The questionnaire method was adopted to collect the information from

employees.

The questionnaire highlighted data identification connected with training

and career development in a five point scale had been adapted uniformly to

the questions.

The schedule questionnaire use for the purpose was annexed to the study.

Sampling Method

7

The researcher adopted convenient sampling technique to select 100

samples in the universe.

Sampling Size

The sample size of the study is 100 employees of Lotte India corporation

limited, who are selected using convenient sampling method.

Statistical Tools

In this study the researcher adopted the statistical tools in Percentage method,

Chi-square and Rank correlation.

Sources of Data

Primary data

The researcher used the questionnaire method to collect the primary source of

data.

LIMITATIONS

Survey is limited to only head office and south zone.

The period of study within the company was only 60 days

North zone, west zone and east zone were excluded from the study

8

CHAPTER II

COMPANY PROFILE

9

HISTORY:

Parrys confectionary limited is a pioneer in branded confectionary industry

in India for almost a century and has become a subsidiary of Lotte confectionary

company, Korea during 2004.

It’s a story born in the age of British Raj When children in India found

confectionery hard to come by. It had to be imported from across the seas until the

year 1914, When Parry’s picked up the gauntlet and pioneered the manufacture of

sweets - the first to do so in the country. Parry’s sweets went on to become a

household name- a name that people recollect with warmth and a smile. Ever since,

the Parry’s factory was set up in Nellikuppam, in the Cuddalore District of

Tamilnadu in South India.

Parry’s has become synonymous with Sweets and Confectionery. With the

penchant we Indians have for sweets is not surprising that this smooth, milky and

irresistibly delicious confectionery is the best gift any child could get. And an

obsession with quality ensured that children had a choice of nothing but the very

best in confectionery.

In the nine decades since, the scenario has undergone a dramatic change.

There are a number of offerings in the market today, each wooing children with a

wide array of products. But Parry’s still finds a prominent place in the heart of

consumers.

Parry’s has always stayed at the top, having weathered the vicissitudes of

change, with our ear close to the ground - and to the hearts of children, changing,

adapting and growing with the times - But never losing sight of its values traditions

and ethics. At the turn of this century, Parry’s is poised on the threshold of greater

challenges in a global village, where dynamism and innovation is the very law of

survival.

With this vision in the mind, Murugappa Group, promoters of Parry’s

Confectionery Limited entered in to an agreement with Lotte Confectionery

10

Limited, South Korea, by which the, entire shares which Murugappa Group, the

founders of Parrys Confectionery Limited, held was divested to Lotte

Confectionery Limited -A South Korean Multinational giant.

Lotte Confectionery is the first Company of the Lotte family of Companies

founded by Mr. Shin Kyuk-ho. The three L’s in the Lotte Emblem stand for

Love, Liberty and Life. The Corporate philosophy and idealism of Lotte is driven

by dream of a world full of Love where people care for each other and respect each

other’s thoughts. The Lotte Group has presence in Food & Beverages, Distribution,

Tourism and Leisure business; Heavy Chemicals, Construction and Machinery;

Information, Communication and Electronics, Trading and Services apart from

Welfare Research and Support Services. The Lotte Confectionery Co. Ltd. is the

Lotte Group’s flagship Company in Foods and Beverages category.

Lotte Confectionery, Korea, was established with 500 employees in 1967

and today it has more than 6000 Employees. It has over 500 products produced at 5

large-scale plants in Korea. Lotte has been actively working towards establishment

of overseas branches, production facilities and has a presence in more than 70

countries. Lotte Confectionery’s annual Sales are over USD 900 millions, Apart

from Korea, Lotte has overseas investments in production facilities in China,

Philippines and Vietnam. Lotte Confectionery’s Main line products are Chewing

Gum (Lotte Xylitol, Lotte Juicy & Fresh, Lotte Spearmint, Lotte Fresh Mint,

Flavono, White & E, Spout Café Coffee) Candy, Biscuits, Chocolates, Snacks,

Ice cream, and health care product.

LOTTE India’s manufacturing facility is located at Nellikuppam, South

Arcot District, Tamil Nadu, which is in the southern part of India. The factory is

housed in Buildings constructed in the British era; but refurnished inside to

accommodate the state of the art equipments. .

Apart from having their own factory at Nelllikuppam, Lotte India also has

dedicated Sub-Contracting units at Kollenchery in Kerala and Sangli and Nasik in

Maharashtra.

11

All the products are manufactured under the most hygienic conditions. Great

care is exercised in the selection and quality control of Raw Materials and packing

materials. Rigid quality controls are implemented at every stage of the production

process. Every batch of production is checked thoroughly using modern

equipments.

The factory at Nellikuppam has been awarded with ISO 14001:1996 and

HACCP awards by BVQI.

Lotte India is in the process of implementing its expansion plan in India. It has

launched slew of world class product like Chocopie, Xylitol, Spout etc from its parent

company Lotte india.

PRODUCTS

12

13

14

CHAPTER – III

REVIEW OF LITERATURE

Nature of Training and Development

In simple words, training and development refers to the imparting of

specific skills, abilities, knowledge to an employee. A formal definition of training

and development is determined as follows:

“It is any attempt to improve current or future employee performance by increasing an employee’s ability to perform through learning, usually by changing the employee’s attitude or increasing his or her skills and knowledge.”

The need for training and development is determined by the employee’s

performance deficiency, computed as follows:

Training and development needs = Standard performance – Actual performance

There are distinctions among training, education and development. Such

distinctions enable to acquire a better perspective about the meaning if the term

training. Which refers to the process of imparting specific skills, Education, on the

other hand is confined theoretically learning in classroom

Inputs in Training and Development

Any training and development programme must contain inputs which enable

the participants to gain skills, learn theoretical concepts and help acquire vision to

look into the distant future. The inputs of training and development are as follows:

1) Skills

Training is imparting skills to the employees. A worker needs skills to

operate machines, and use other equipments with least damage and scrap. This is

basic skills without which the operator will not function.

There is also a need of motor skills or psychomotor skills as they are refer to

performance of specific physical activities .These skills involve learning to move

15

various parts of their body in response to certain external and internal stimuli.

Employees particularly like supervisors and executives, need interpersonal skills

mostly know as people skills. These skills helps a person understand oneself and

others better and act accordingly. Examples of interpersonal skills include listening.

Persuading and showing an understanding of others feelings

2) Education

The purpose of education is to teach theoretical concepts and develop a

sense of reasoning and judgment. That any training and development programme

must contain an element of education is well understood by the HR specialist.In

fact, sometimes, organizations depute or encourage employees to do courses on a

part time basis.

3) Development

Development programme is development which is less skill – oriented but

stress on knowledge. Knowledge about business environment, management

principles and techniques, human relations, specific industry analysis and the like is

useful for better management of a company.

Development programme should help an employee to be a self-starter, build

sense of commitment, motivation, which should again helps him being self

generating. It should make their performance result oriented and help them in being

more efficient and effective. It should also help in making the employee sensitive

towards the environment that is his work place and outside. This programme should

keep the employee aware of him i.e. his potentials and his limitations. Also helps

them understand the powers in their hands and thereby develop leadership styles

which inspire and motivate others.

4) Ethics

There is a need for imparting greater ethical orientation to a training and

development programme. There is no denial of the fact that ethics are largely

ignored in businesses. They are less seen and talked about in the personnel function

this does not mean that the HR manager is absolved if the responsibility. If the

production, finance or marketing personnel indulge in unethical practices the fault

rest on the HR manager.

16

5) Attitudinal Changes

Attitudinal represents feelings and beliefs an individual towards others.

Attitudes affect motivation, satisfaction and job commitment. Negative attitudes

needs to be converted into positive attitudes. Changing negative attitudes is difficult

because of

(1) Employees refuse to change

(2) They have prior commitments and

(3) Information needed to change attitudes may not be sufficient.

Attitude must be changed so that the employee feels committed to the organization

and give better performance.

6) Decision making and problem solving skills

Decision making and problem solving skill focus on methods and

techniques for making organizational decision and solve work related problems.

Learning related to decision making and problem solving skills seeks to improve

trainee’s abilities to define and structure problems, collect and analysis information,

generate alternatives. Training of this type is typically provided to potential

managers, supervisors and professionals.

Importance of Training and development for the organization

There are many benefits of Training and Development to the organization as

well as employee. They have categorized as under

1) Benefits for the organization

a) Improves communication between group and individuals.

b) Aid in orientation of new employee and those taking new job through transfer or promotion.

c) Provides information on equal opportunities and affirmative action.

d) Provides information on other government laws and administration policies.

e) Improve interpersonal skills.

f) Makes organizational policies, rules and regulations viable.

g) Builds cohesiveness in group.

17

h) Provides a good climate for learning, growth and co ordination.

2) Benefits for the individual

a) Helps and individual in making better decision and effective problem solving.

b) Through training and development, motivational variables of recognition achievement, growth, responsibility and advancement are internalized.

c) Aid in encouraging and achieving self–development and self confidence.

d) Helps a person handle stress, tension, frustration and conflict.

e) Provides information for improving leadership, knowledge, communication skills and attitudes.

f) Increases job satisfaction and recognition.

g) Moves a person towards personal goals while improving interactive skills. Satisfies personal needs of a trainee.

h) Provides the trainee an avenue for growth in his or her future.

i) Develops a sense of learning.

j) Helps eliminate fear in attempting new task.

k) Helps a person improve his listening skill, speaking skills also with his writing skills.

3) Benefits for personnel and human relation, intra group and internal group

relation and policy implementation

a) Improves communication between group and individuals.

b) Aid in orientation of new employee and those taking new job through transfer or promotion.

c) Provides information on equal opportunities and affirmative action.

d) Improve interpersonal skills.

e) Makes organizational policies, rules and regulations viable.

f)Builds cohesiveness in group.

g) Provides a good climate for learning, growth and co ordination.

h) Makes the organization a better place to work and live.

18

Training Process

The steps of Training Process are as under:

a) Organizational objectives and strategies

The first step in the training process is an organization in the assessment of

its objectives and strategies. What business are we in? At what level of quality do

we wish to provide this product or service? Where do we what to be in the future?

Its only after answering these and other related questions that the organization must

assess the strength and weakness of its human resources.

b) Needs assessment

Needs assessment diagnoses present problems and future challenge to be

met through training and development. Needs assessment occurs at two levels i.e.

19

Organizational Objectives

and Strategies

Assessment of Training

Needs

Establishment of Training

Goals

Devising Training

Programme

Implementation of

Training programme

Evaluation of Results

group level and individual level, an individual obviously needs training when his or

her performance falls short or standards that is when there is performance

deficiency. Inadequate in performance may be due to lack of skills or knowledge or

any other problem.

The following diagram explains performance deficiency

PerformanceDeficiency

Lack of skills other causes

Or knowledge

Training Non training measures

c) Training and development objectives

Once training needs are assessed, training and development goals must be

established. Without clearly-set goals, it is not possible to design a training and

development programme and after it has been implemented, there will be no way of

measuring its effectiveness. Goals must be tangible, verifying and measurable. This

is easy where skilled training is involved

d) Designing training and development program

Who are the trainees? Who are the trainers? What methods And techniques?

What is the what are the where to

conduct level of training principles of learning the program

e) Conducting training activities

Where is the training going to be conducted and how?

At the job itself.

20

On site but not the job for example in a training room in the

company.

Off site such as a university, college classroom hotel, etc.

f) Implementation of the training programme

Program implementation involves actions on the following lines:

Deciding the location and organizing training and other facilities.

Scheduling the training programme.

Conducting the programme.

Monitoring the progress of the trainees.

g) Evaluation of the results

The last stage in the training and development process is the evaluation of

the results. Since huge sums of money are spent on training and development, how

far the programme has been useful must be judge/determined. Evaluation helps

determine the results of the training and development programme. In the practice,

however organizations either overlook or lack facilities for evaluation.

Methods of training

A multitude of techniques are used to train employees. Training techniques

represent the medium of imparting skills and knowledge to employees. Training

techniques are means employed in the training methods. They are basically of two

types.

1) Lectures

It is the verbal presentation of information by an instructor to a large

audience. The lecturer is presumed to possess knowledge about the subject. A virtue

in this method is that it can be used for large groups and hence the cost of training

per employee is very low. However, this method violates the principle of learning

by practice. Also this type of communication is a one-way communication and

there is no feedback from the audience because in case of very large groups it is

difficult to have interactive sessions. Long lectures can also cause Boredom.

2) Audio Visuals

21

This is an extension of the lecture method. This method includes slides,

OHPs, video tapes and films. They can be used to provide a range of realistic

examples of job conditions and situations in the condensed period of time. It also

improves the quality of presentation to a great extent.

3) On- the – Job- Training

It is used primarily to teach workers how to do their present jobs. Majority

of the industrial training is on the job training. It is conducted at the work site and in

the context of the job. Often, it is informal, as when experienced worker shows a

trainee how to perform tasks. In this method, the focus of trainer’s focus is on

making a good product and not on good training technique. It has several steps; the

trainee first receives an overview of the job, its purpose and the desired outcomes.

The trainer then demonstrates how the job is to be performed and to give trainee a

model to copy. And since a model is given to the trainee, the transferability to the

job is very high. Then the employee is allowed to mimic the trainer’s example. The

trainee repeats these jobs until the job is mastered.

4) Programmed Instruction (PI)

In this method, training is offered without the intervention of the trainer.

Information is provided to the employee in blocks, in form of books or through

teaching machine. After going through each block of material, the trainee goes

through a test/ answers a question. Feedback in the form of correct answers is

provided after each response. Thus PI involves:

Presenting questions, facts, and problems to the learner.

Allowing the person to respond

Providing feedback on the accuracy of the answers

If the answers are correct, he proceeds to the next block or else,

repeats the same.

However it is an impersonal method and the scope of learning is less as

compared to other methods of training. Also the cost of preparing books, manuals

and machinery is very high.

5) Computer Assisted Instruction (CAI)

22

This is an extension of the PI method. In this method, the learner’s response

determines the frequency and difficulty level of the next frame. This is possible

thanks to the speed, memory and the data manipulation capabilities of the computer.

6) Simulation

It is any equipment or technique that duplicates as nearly as the possible the

actual conditions encountered at the job. It is an attempt to create a realistic for

decision-making. This method is most widely used in Aeronautical Industry.

7) Vestibule Training

This method utilizes equipment which closely resembles the actual ones

used in the job. It is performed in a special area set aside for the purpose and not at

the workplace. The emphasis is placed on learning skills than on production. It is

however difficult to duplicate pressures and realities of actual situations. Even

though the kind of tension or pressure may be the same but the employee knows it

is just a technique and not a real situation. Also the employees behave differently in

real situations than in simulations. Also additional investment is required for the

equipment.

8) Case study

It is a written description of an actual situation in the business, which

provokes the reader to think and make decisions/ suggestions. The trainees read the

case, analyze it and develop alternative solutions, select the best one and implement

it. It is an ideal method to promote decision making skills. They also provide

transference to an extent. They allow participation through discussion. This is the

most effective method of developing problem solving skills.

The method /approach to analysis may not be given importance. Many a

times only the result at the end of the case may be considered and not the line of

thinking to approach it. This is a major disadvantage since case studies must

primarily be used to influence or mend the attitude or thinking of an individual.

9) Role Playing and Behavior Modeling

23

This method mainly focuses on emotional (human relation) issues than

other ones. The essences are on creating a real life situation and have trainees

assumed parts of specific personalities (mostly interchanged roles of boss and

subordinate to create empathy for one another). The consequence is better

understanding of issues from the other’s point of view. Concept of Behavior

Modeling:

Fundamental psychological process by which new patterns of

behavior can be acquired and existing ones can be altered.

“Vicarious process” learning takes place not by own experience

but by observation or imagination of others’ action.

It is referred to as “copying”, “observational learning” or

“imitation” implying that it a behavior is learned or modified

through observation of other’s experiences.

This change may be videotaped and showed to the trainee and he

can review and critique it.

It also helps him see the negative consequences that result from

not using the behavior as recommended.

10) Sensitivity Training

It uses small number of trainees usually less than 12 in a group. They meet

with a passive trainer and get an insight into their own behavior and that of others.

These meetings have no agenda and take place away from the workplace. The

discussions focus on why participants behave the way they do and how others

perceive them. The objective is to provide the participants with increased awareness

of their own behavior, the perception of others about them and increased

understanding of group process. Examples: Laboratory training, encounter groups.

Laboratory training is a form of group training primarily used to enhance

interpersonal skills. It can be used to develop desired behaviors for future job

responsibilities. A trained professional serves as a facilitator.

11) Apprenticeships and Coaching

24

It is involved learning from more experienced employee/s. This method

may be supplemented with other off-the-job methods for effectiveness. It is applied

in cases of most craft workers, carpenters, plumbers and mechanics. This approach

uses high levels of participation and facilitates transferability. Coaching is similar to

apprenticeships. But it is always handled by a supervisor and not by the HR

department. The person being trained is called understudy. It is very similar to on

the job training method. But in that case, more stress is laid on productivity,

whereas here, the focus is on learning.

What is career development?

In simple terms it means 'Providing employees an opportunity to grow', especially

to those employees who deliver performance.

Growth means, to an employee, one or more of the following:

1. Climbing up the ladder in the organizational hierarchy.

2. On-going increase in remuneration.

3. Acquiring higher level skills & competencies.

4. Occupying higher level Job positions.

5. Having an opportunity to avail of some exclusive benefits (perks &

privileges).

Career development is not a mere management responsibility. It is a composite

organizational process which involves people, addresses their ambitions, assigns

them roles & responsibilities commensurate with their potential, evaluates their

performance, and creates Job positions to accommodate growth ambitions of

employees. In the career development cycle, a number of actions have to take place

at different levels as outlined below:

Employees

25

Managers/ Supervisors

Identify the job-related knowledge, skills, competencies and experience needed for an employee to be effective in that position.

Help subordinates to define their short and long term development needs which support organizational objectives and employee's career goals.

Support Employee Development Plans by indicating specific steps that need to be initiated to accomplish the learning goals.

Help the employee in understanding the type of Jobs which will be best suited for his/ her career growth.

Organization/ Management

Provide a job and compensation structure that support the organization's

as well as individual's growth & development perspectives.

Enrich job-positions to create more challenges in the work-environment.

Provide time and funds for employee development activities.

Create processes to utilize the knowledge, skills and abilities of each

employee, aligned fully to the organizational goals.

Undertake pro-active man-power planning to meet future staffing needs.

Evaluate employees & create succession pipe-lines for vital job

positions in the organization.

Identify & nurture talent and reward performance in a transparent

Decide what they want from their careers now and in the future.

Examine individually, or along with their Supervisors, their interests & ambitions.

Create 'Development Plans' by obtaining inputs from the Supervisor, to meet the requirements of the current Job and to cater for the long term perspectives.

Work with the Supervisor to identify on the job learning and training opportunities and other avenues for professional development.

26

manner.

SYSTEM APPROACH

Career development requires a systems approach.

This implies Institutionalization of processes to automatically capture essential

data about each employee at the time of recruitment or induction.

It also includes maintenance, over the service span history of employment, of

the following details:

training details,

performance statistics,

awards & recognitions,

special skills & competencies,

promotions,

pay increments and

Many other fields which depict the capability profile of an individual.

RESEARCH METHODOLOGY

Research methodology is a way to systematically solve the research

problem. It has many dimensions and methods to constitute a part of the research

methodology.

Creating the Research Design

Defining a research problem provides a format for further investigation. A

well-defined problem points to a method of investigation. There is no one best

method of research for all situations. Rather, there are a wide variety of techniques

for the researcher to choose from. Many authors have categorized research design

as either descriptive or causal. Descriptive studies are meant to answer the

questions of who, what, where, when and how. Causal studies are undertaken to

determine how one variable affects another.

There are three basic methods of research: 1) survey, 2) observation, and 3)

experiment (McDaniel and Gates, 1991). Each method has its advantages and

disadvantages.

27

The survey is the most common method of gathering information in the

social sciences. It can be a face-to-face interview, telephone, or mail survey. A

personal interview is one of the best methods obtaining personal, detailed, or in-

depth information. It usually involves a lengthy questionnaire that the interviewer

fills out while asking questions. It allows for extensive probing by the interviewer

and gives respondents the ability to elaborate their answers.

Observation research monitors respondents' actions without directly

interacting with them. It has been used for many years by A.C. Nielsen to monitor

television viewing habits. Psychologists often use one-way mirrors to study

behavior

In an experiment, the investigator changes one or more variables over the

course of the research. When all other variables are held constant (except the one

being manipulated), changes in the dependent variable can be explained by the

change in the independent variable .

Sampling

It is incumbent on the researcher to clearly define the target population.

There are no strict rules to follow, and the researcher must rely on logic and

judgment. The population is defined in keeping with the objectives of the study.

Sometimes, the entire population will be sufficiently small, and the

researcher can include the entire population in the study. This type of research is

called a census study because data is gathered on every member of the population.

Sampling methods are classified as either probability or non-probability. In

probability samples, each member of the population has a known probability of

being selected. Probability methods include random sampling, systematic sampling,

and stratified sampling. In non-probability sampling, members are selected from the

population in some nonrandom manner. These include convenience sampling,

judgment sampling, quota sampling, and snowball sampling. The advantage of

probability sampling is that sampling error can be calculated. Sampling error is the

degree to which a sample might differ from the population.

28

Random sampling is the purest form of probability sampling. Each member

of the population has an equal chance of being selected. When there are very large

populations, it is often difficult or impossible to identify every member of the

population, so the pool of available subjects becomes biased. Random sampling is

frequently used to select a specified number of records from a computer file.

Systematic sampling is often used instead of random sampling. It is also

called an Nth name selection technique. After the required sample size has been

calculated, every Nth record is selected from a list of population members.

Stratified sampling is commonly used probability method that is superior to

random sampling because it reduces sampling error. A stratum is a subset of the

population that share at least one common characteristic. The researcher first

identifies the relevant stratums and their actual representation in the population.

Convenience sampling is used in exploratory research where the researcher

is interested in getting an inexpensive approximation of the truth. As the name

implies, the sample is selected because they are convenient. This nonprobability

method is often used during preliminary research efforts to get a gross estimate of

the results, without incurring the cost or time required to select a random sample.

Judgment sampling is a common nonprobability method. The researcher

selects the sample based on judgment. This is usually and extension of convenience

sampling. For example, a researcher may decide to draw the entire sample from one

"representative" city, even though the population includes all cities. When using

this method, the researcher must be confident that the chosen sample is truly

representative of the entire population.

Quota sampling is the nonprobability equivalent of stratified sampling. Like

stratified sampling, the researcher first identifies the stratums and their proportions

as they are represented in the population. Then convenience or judgment sampling

is used to select the required number of subjects from each stratum. This differs

from stratified sampling, where the stratums are filled by random sampling.

29

Snowball sampling is a special nonprobability method used when the

desired sample characteristic is rare. It may be extremely difficult or cost

prohibitive to locate respondents in these situations. Snowball sampling relies on

referrals from initial subjects to generate additional subjects.

Data Collection

There are very few hard and fast rules to define the task of data collection.

Each research project uses a data collection technique appropriate to the particular

research methodology. The two primary goals for both quantitative and qualitative

studies are to maximize response and maximize accuracy.

Data editing and cleaning involves the process of checking for inadvertent

errors in the data. This usually entails using a computer to check for out-of-bounds

data.

Data Analysis

Modern computer software has made the analysis of quantitative data a very

easy task. It is no longer incumbent on the researcher to know the formulas needed

to calculate the desired statistics. However, this does not obviate the need for the

researcher to understand the theoretical and conceptual foundations of the statistical

techniques. Each statistical technique has its own assumptions and limitations.

Considering the ease in which computers can calculate complex statistical

problems, the danger is that the researcher might be unaware of the assumptions

and limitations in the use and interpretation of a statistic.

Validity and Reliability

Validity refers to the accuracy or truthfulness of a measurement. Are we

measuring what we think we are? "Validity itself is a simple concept, but the

determination of the validity of a measure is elusive" (Spector, 1981, p. 14).

Reliability is synonymous with repeatability. A measurement that yields

consistent results over time is said to be reliable. When a measurement is prone to

random error, it lacks reliability. The reliability of an instrument places an upper

30

limit on its validity (Spector, 1981). A measurement that lacks reliability will

necessarily be invalid. There are three basic methods to test reliability : test-retest,

equivalent form, and internal consistency.

CHI-SQUARE TEST:

The chi-square is one of the most popular statistics because it is easy to

calculate and interpret. There are two kinds of chi-square tests. The first is called a

one-way analysis, and the second is called a two-way analysis. The purpose of both

is to determine whether the observed frequencies (counts) markedly differ from the

frequencies that we would expect by chance.

The observed cell frequencies are organized in rows and columns like a

spreadsheet. This table of observed cell frequencies is called a contingency table,

and the chi-square test if part of a contingency table analysis.

The chi-square statistic is the sum of the contributions from each of the individual

cells. Every cell in a table contributes something to the overall chi-square statistic.

If there is only one column or one row (a one-way chi-square test), the degrees of

freedom is the number of cells minus one. For a two way chi-square, the degrees of

freedom is the number or rows minus one times the number of columns minus one.

Using the chi-square statistic and its associated degrees of freedom, the software

reports the probability that the differences between the observed and expected

frequencies occurred by chance. Generally, a probability of .05 or less is considered

to be a significant difference.

Chi-Square Test Requirements1. Quantitative data.2. One or more categories.3. Independent observations.4. Adequate sample size (at least 10).5. Simple random sample.6. Data in frequency form.7. All observations must be used

31

CORRELATION

Correlation is a statistical technique that can show whether and how strongly pairs

of variables are related. For example, height and weight are related; taller people

tend to be heavier than shorter people. The relationship isn't perfect. People of the

same height vary in weight, and you can easily think of two people you know where

the shorter one is heavier than the taller one. Nonetheless, the average weight of

people 5'5'' is less than the average weight of people 5'6'', and their average weight

is less than that of people 5'7'', etc. Correlation can tell you just how much of the

variation in peoples' weights is related to their heights.

Although this correlation is fairly obvious your data may contain unsuspected

correlations. You may also suspect there are correlations, but don't know which are

the strongest. An intelligent correlation analysis can lead to a greater understanding

of your data.

Techniques in Determining Correlation

There are several different correlation techniques. The Survey System's optional

Statistics Module includes the most common type, called the Pearson or product-

moment correlation. The module also includes a variation on this type called partial

correlation. The latter is useful when you want to look at the relationship between

two variables while removing the effect of one or two other variables.

Like all statistical techniques, correlation is only appropriate for certain kinds of

data. Correlation works for quantifiable data in which numbers are meaningful,

usually quantities of some sort. It cannot be used for purely categorical data, such as

gender, brands purchased, or favorite color.

32

Rating Scales

Rating scales are a controversial middle case. The numbers in rating scales have

meaning, but that meaning isn't very precise. They are not like quantities. With a

quantity (such as dollars), the difference between 1 and 2 is exactly the same as

between 2 and 3. With a rating scale, that isn't really the case. You can be sure that

your respondents think a rating of 2 is between a rating of 1 and a rating of 3, but

you cannot be sure they think it is exactly halfway between. This is especially true

if you labeled the mid-points of your scale (you cannot assume "good" is exactly

half way between "excellent" and "fair").

Most statisticians say you cannot use correlations with rating scales, because the

mathematics of the technique assume the differences between numbers are exactly

equal. Nevertheless, many survey researchers do use correlations with rating scales,

because the results usually reflect the real world. Our own position is that you can

use correlations with rating scales, but you should do so with care. When working

with quantities, correlations provide precise measurements. When working with

rating scales, correlations provide general indications.

Correlation Coefficient

The main result of a correlation is called the correlation coefficient (or "r"). It

ranges from -1.0 to +1.0. The closer r is to +1 or -1, the more closely the two

variables are related.

If r is close to 0, it means there is no relationship between the variables. If r is

positive, it means that as one variable gets larger the other gets larger. If r is

negative it means that as one gets larger, the other gets smaller (often called an

"inverse" correlation).

While correlation coefficients are normally reported as r = (a value between -1 and

+1), squaring them makes then easier to understand. The square of the coefficient

(or r square) is equal to the percent of the variation in one variable that is related to

the variation in the other. After squaring r, ignore the decimal point. An r of .5

33

means 25% of the variation is related (.5 squared =.25). An r value of .7 means 49%

of the variance is related (.7 squared = .49).

A correlation report can also show a second result of each test - statistical

significance. In this case, the significance level will tell you how likely it is that the

correlations reported may be due to chance in the form of random sampling error. If

you are working with small sample sizes, choose a report format that includes the

significance level. This format also reports the sample size.

A key thing to remember when working with correlations is never to assume a

correlation means that a change in one variable causes a change in another. Sales of

personal computers and athletic shoes have both risen strongly in the last several

years and there is a high correlation between them, but you cannot assume that

buying computers causes people to buy athletic shoes (or vice versa).

The second caveat is that the Pearson correlation technique works best with linear

relationships: as one variable gets larger, the other gets larger (or smaller) in direct

proportion. It does not work well with curvilinear relationships (in which the

relationship does not follow a straight line). An example of a curvilinear

relationship is age and health care. They are related, but the relationship doesn't

follow a straight line. Young children and older people both tend to use much more

health care than teenagers or young adults. Multiple regression (also included in the

Statistics Module) can be used to examine curvilinear relationships, but it is beyond

the scope of this article.

ANOVA

Definition and Applications

Whereas one-way analysis of variance (ANOVA) tests measure significant

effects of one factor only, two-way analysis of variance (ANOVA) tests (also called

two-factor analysis of variance) measure the effects of two factors simultaneously.

For example, an experiment might be defined by two parameters, such as treatment

and time point. One-way ANOVA tests would be able to assess only the treatment

effect or the time effect. Two-way ANOVA on the other hand would not only be

able to assess both time and treatment in the same test, but also whether there is an

34

interaction between the parameters. A two-way test generates three p-values, one

for each parameter independently, and one measuring the interaction between the

two parameters.

A Two-Way ANOVA is useful when we desire to compare the effect of multiple levels of two factors and we have multiple observations at each level.

One-Way ANOVA compares three or more levels of one factor. But some experiments involve two factors each with multiple levels in which case it is appropriate to use Two-Way ANOVA.

35

CHAPTER IVRESEARCH METHODOLOGY

TOTAL POPULATION: 140

SAMPLING METHOD: convenient sampling technique

SAMPLING SIZE : 100

STATISTICAL TOOLS USED:

Percentage analysis

CHI-SQUARE test

Correlation

Two way ANOVA

PERCENTAGE ANALYSIS:

Formula used:

Number of Respondents Percentage = X 100 Total Number of respondents

CHI- SQUARE

36

CORRELATION

Correlation(r) =[ NΣXY - (ΣX)(ΣY) / Sqrt([NΣX2 - (ΣX)2][NΣY2 - (ΣY)2])]

37

CHAPTER – V

DATA ANALYSIS AND INTERPRETATION

PERCENTAGE METHOD

1) How long you have been working in Lotte India Corporation limited?

TABLE: 1

working in Lotte IndiaS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 < 1 Year 30 302 1-2 Years 14 143 3-5 Years 11 114 > 5 Years 45 45

TOTAL 100 100

CHART: 1

30

14 11

45

0

10

20

30

40

50

No.of respondents

< 1 Year 1-2 Years 3-5 Years > 5 Years

Options

work experience in LICL

No.of respondents

38

INTERPRETATION:

From this above table and chart came to know that 11% of respondents were between 3-5 years, 14% are between 1-2 years, 30% are less than one year and only 45% are more than 5 years.

2) Most important training areas for your development over last 2 years

TABLE: 2

Training in last 2 yrsS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 sales 20 202 computer/IT 24 243 Accounting 3 34 presentation skills 10 105 Technical & professional Skill 2 26 leadership 34 347 teamwork 5 58 others 2 2

TOTAL 100 100

CHART: 2

2024

3

10

2

34

52

0

5

10

15

20

25

30

35

No. of Respondents

Options

Training attended in last 2 years

sales

computer/IT

Accounting

presentation skills

Technical &professional Skill

leadership

teamwork

others

39

INTERPRETATION:

From this table, came to know that 34% of respondents attended training on leadership, 24% on computer/ IT, and only 20% on sales

3) Training is being given adequate important in your organization

TABLE: 3

Training is given adequate importanceS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 strongly agree 10 102 agree 36 363 neutral 15 154 disagree 21 215 strongly disagree 18 18

TOTAL 100 100

CHART: 3

10

36

15

2118

0

5

10

15

20

25

30

35

40

No.of respondents

stronglyagree

neutral stronglydisagree

Options

Training is given adequate importance

No. OF RESPONDENTS

40

INTERPRETATION: From this above chart, clearly came to know that 36% of respondent agreed

to the the statement of company having adequate training policy

4) The company has well defined training policy and adequate planning is done before designing the training program

TABLE: 4Company has defined training PolicyS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE

1 strongly agree 45 452 agree 18 183 neutral 12 124 disagree 15 155 strongly disagree 10 10

TOTAL 100 100

CHART: 4

41

INTERPRETATION:From this table, came to know that 45% of respondents strongly agreed to

the statement of company having defined training policy.

5) T&D opportunities are explicitly linked to the development of the company

TABLE: 5

Training linked to the development of the companyS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 strongly agree 37 372 agree 20 203 neutral 12 124 disagree 23 235 strongly disagree 8 8

TOTAL 100 100

CHART: 5

45

1812 15

10

0

1020

30

40

50

No. of

responde

nts

strongly

agree

neutral strongly

disagree

Options

Company has defined training

Policy

No. of

respondents

42

37

20

12

23

8

0

5

10

15

20

25

30

35

40

No. of respondents

stronglyagree

agree neutral disagree stronglydisagree

Options

training is linked to the development of the company

No. of respondents

INTERPRETATION: 37% of respondents strongly agreed to the statement of training linked to the

development of the company, 23% disagree to the statement.

6) Employees going for training go with clear understanding of knowledge and skills they are expected to acquire

TABLE: 6

Employees go with clear idea about training programmeS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 strongly agree 48 482 agree 17 173 neutral 19 194 disagree 11 115 strongly disagree 5 5 TOTAL 100

CHART: 6

43

48

17 19

11

5

05

101520253035404550

No. of respondents

stronglyagree

agree neutral disagree stronglydisagree

Options

Employees go with clear idea about training programme

respondents

INTERPRETATION: From the chart, came to know that 48% strongly agreed to the statement and

only 5% strongly disagreed the statement of employees go with clear idea for training.

7) The training that you attended so far is a good learning experience

TABLE: 7

Training is a good learning experienceS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 strongly agree 8 82 agree 40 403 neutral 16 164 disagree 30 305 strongly disagree 6 6 TOTAL 100 100

CHART: 7

44

8

40

16

30

6

0

5

10

15

20

25

30

35

40

No. of respondents

stronglyagree

agree neutral disagree stronglydisagree

Options

training is a good learning experience

respondents

INTERPRETATION: 40% agreed to the statement, 8% strongly agreed, 16% felt as neutral, 30%

disagreed to the statement and only 6% strongly disagree to the statement of training attended so far is a good learning experience.

8) Whether the organization provide the competent trainer for training programme

TABLE: 8

Competent trainer for training programmeS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 strongly agree 10 102 agree 40 403 neutral 15 154 disagree 12 125 strongly disagree 23 23 TOTAL 100 100

45

CHART: 8

10

40

1512

23

0

5

10

15

20

25

30

35

40

No. of respondents

stronglyagree

agree neutral disagree stronglydisagree

Options

competent trainer for training programme

respondents

ITERPRETATION: Chart shows that 40% agreed to the statement of organization provides

competent trainer for training programme, 10% strongly agreed to the statement and 23% strongly disagree to the statement.

9) You are satisfied with the facilities in the training centre

TABLE: 9

Satisfied with Facilities provided to training S.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 strongly agree 4 42 agree 36 363 neutral 10 104 disagree 10 105 strongly disagree 40 40 TOTAL 100 100

46

CHART: 9

INTERPRETATION:Chart shows that 40% strongly disagreed to the statement, 36% agreed to

the statement, 10% disagree to the statement of satisfied with facilities provided to training.

10) Training materials are given in the form of handouts on the topic of training

TABLE: 10

Hand outs are provided after training programmeS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 strongly agree 2 22 agree 34 343 neutral 16 164 disagree 42 425 strongly disagree 6 6 TOTAL 100 100

4

36

10 10

40

0

5

10

15

20

25

30

35

40

No. of

Respondents

StronglyAgree

Agree Neutral Disagree StronglyDisagree

Options

Satisfied with facilities provided to training

Respondents

47

CHART: 10

INTERPRETATION: 42% disagree to the statement of hand outs are provided for training

programme, 34% agreed to the statement and only 2% strongly agreed to the statement.

11) HOD will be discussing with the employee about the training requirement

TABLE: 11

HOD will be discussing with employees regarding trainingS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 strongly agree 4 42 agree 48 483 neutral 12 124 disagree 21 215 strongly disagree 15 15 TOTAL 100 100

2

34

16

42

6

0

5

10

15

20

25

30

35

40

45

No.of

respondents

strongly

agree

agree neutral disagree strongly

disagree

Options

Hand outs are provided after training programme

No. OF RESPONDENTS

48

CHART: 11

4

48

12

21

15

05

1015

202530

354045

50

No. of respondents

stronglyagree

neutral stronglydisagree

Options

HOD will be discussing with employees regarding training

No. OF RESPONDENTS

INTERPRETATION: Chart shows that 48% of respondents agreed to the statement of HOD will

be discussing with employees regarding training, 21% disagreed to the statement, 15% strongly disagreed to the statement.

12) Training was planned according to your pre-assessed training need

TABLE: 12

Training is planned to pre-assessed needS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 strongly agree 6 62 agree 38 383 neutral 28 284 disagree 18 185 strongly disagree 10 10

CHART: 12

49

6

38

28

18

10

0

5

10

15

20

25

30

35

40

No. of respondents

stronglyagree

agree neutral disagree stronglydisagree

Options

Training is planned to preassessed need

No. OF RESPONDENTS

INTERPRETATION: 38% agreed to the statement, 10% strongly disagree to the statement of

training is planned according to pre-assessed need.

13) After the training programme there is improvement in productivity

TABLE: 13

After training improvement in productivityS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 strongly agree 31 312 agree 25 253 neutral 15 154 disagree 19 195 strongly disagree 10 10 TOTAL 100 100

50

CHART: 13

31

25

1519

10

0

5

10

15

20

25

30

35

No. of respondents

stronglyagree

agree neutral disagree stronglydisagree

Options

After training improvement in productivity

respondents

INTERPRETATION: 31% of respondents felt that there is improvement in productivity after

training programme, 29% felt that there is no improvement in productivity.

14) In my work I find it easy to apply the training I have received and able to work more efficiently

TABLE: 14

After the training it find easy to applyS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 strongly agree 14 142 agree 56 563 neutral 20 204 disagree 8 85 strongly disagree 2 2 TOTAL 100 100

51

CHART: 14

14

56

20

8

20

10

20

30

40

50

60

No. of respondents

stronglyagree

neutral stronglydisagree

Options

After the training it find easy to apply

No. OF RESPONDENTS

INTERPRETATION: 70% find easy to apply training programme, only 10% find not easy to

apply training programme.

15) There are opportunities for me to learn new skills and for career development within the company

TABLE: 15

Opportunity to learn new skillsS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 strongly agree 6 62 agree 50 503 neutral 27 274 disagree 7 75 strongly disagree 10 10 TOTAL 100 100

CHART: 15

52

6

50

27

7 10

05

101520253035404550

No. of respondents

stronglyagree

neutral stronglydisagree

Options

Opportunity to learn new skills

No. ofrespondents

INTERPRETATION: 50% of respondents agreed to the statement of they are having

opportunities to learn new skills and only 10% strongly disagree to the statement.

16) My superior is always having interest on my career growth

TABLE: 16

Superior is more interested on their career developmentS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 strongly agree 25 252 agree 54 543 neutral 13 134 disagree 5 55 strongly disagree 3 3 TOTAL 100 100

CHART: 16

53

25

54

13

5 30

10

20

30

40

50

60

No. of respondents

stronglyagree

neutral stronglydisagree

Options

Superior is more interested on their career development

No. OF RESPONDENTS

INTERPRETATION: Table shows that 54% of respondents agreed to the above statement, 25%

strongly agree to the statement, totally 8% disagree to the statement.

17) I am encouraged to determine my own career development

TABLE: 17

Encouraged for their own career developmentS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 strongly agree 10 102 agree 50 503 neutral 18 184 disagree 12 125 strongly disagree 10 10 TOTAL 100 100

CHART: 17

54

10

50

18

12 10

0

5

10

15

20

25

30

35

40

45

50

No. of respondents

stronglyagree

agree neutral disagree stronglydisagree

Options

Encouraged for their own career development

respondents

INTERPRETATION:Chart shows that 50% of respondents agreed to the statement of

employees were encouraged for their own career development, 10% strongly disagree to the statement

18) Employees know what the career development in the company is

TABLE: 18

Employees know career development opportunity in the company

S.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 strongly agree 12 122 agree 52 523 neutral 17 174 disagree 13 135 strongly disagree 6 6 TOTAL 100 100

55

CHART: 18

INTERPRETATION: From this above chart came to know that 52% of respondents agreed to

the above statement, 12% strongly agree to the statement and 13% disagree to the above statement.

19) Employees know what the key needs of the company in next 2 years

TABLE: 19

Know about key needs in next 2 yearsS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 strongly agree 23 232 agree 38 383 neutral 14 144 disagree 20 205 strongly disagree 5 5 TOTAL 100 100

CHART: 19

12

52

1713

6

0

10

20

30

40

50

60

No. of Respondents

StronglyAgree

Agree Neutral Disagree StronglyDisagree

Options

Employees know career development opportunity in the Company

Respondents

56

23

38

14

20

5

0

5

10

15

20

25

30

35

40

No. of respondents

stronglyagree

agree neutral disagree stronglydisagree

Options

Know about key needs in next 2 years

respondents

INTERPRETATION: From the above table, came to know that 38% of respondents agree to the

above statement, 20% of respondents strongly disagree to the statement, and 23% strongly disagree to the statement.

20) Management support for my efforts to improve my weaknesses

TABLE: 20

Company helps to improve my weaknessS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 strongly agree 8 82 agree 38 383 neutral 24 244 disagree 12 125 strongly disagree 18 18 TOTAL 100 100

57

CHART: 20

INTERPRETATION:38% of respondents agreed to the statement of company helps to improve

my weakness, 24% responded as neutral, and 18% of respondents strongly disagree to the statement.

21) Are you satisfied with the amount of time spent for training programme?

TABLE: 21

Satisfied with the amount of time spent for trainingS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 yes 62 622 no 38 383 TOTAL 100 100

CHART: 21

8

38

24

12

18

0

5

10

15

20

25

30

35

40

No. of respondents

stronglyagree

agree neutral disagree stronglydisagree

Options

Company helps to improve my weakness

respondents

58

62

38

0

10

20

30

40

50

60

70

No. of respondents

yes no

Options

satisfied with the amount of time spent for training

No. OF RESPONDENTS

INTERPRETATION: 62% of respondents were satisfied with the amount of time spent for

training, and 30% of them were not satisfied with the time spent.

22) Who has designed and developed systematic procedure for identifying the

training needs in your organization?

TABLE: 22

Training is designed and developmentS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 HRD 31 312 Department HOD 24 243 Both 45 45 TOTAL 100 100

59

CHART: 22

31

24

45

0

5

10

15

20

25

30

35

40

45

No. of respondents

HRD DepartmentHOD

Both

Options

Training is designed and developed

No. OF RESPONDENTS

INTERPRETATION:45% of respondents felt that training is designed and developed by both

HRD and department HOD, and 31% felt the training is designed and developed by HRD.

23) How the training needs are identified?

TABLE: 23

needs identificationS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE

1 performance appraisals 66 662 production 9 93 target achievement 10 104 daily observation 9 95 All the above 6 6

total 100 100

60

CHART: 23

66

9 10 9 60

10

20

30

40

50

60

70

No. of responde

nts

performanceappraisals

dailyobservation

Options

Training need identification

No. ofrespondents

INTERPRETATION: From the chart, came to know that 66% felt training need identification

are mainly done through performance appraisals and 20% felt based on the target achievement it is identified.

24) Specify your level of satisfaction towards training and career development at

LOTTE INDIA CORPORATION LIMITED

TABLE: 24

Overall satisfaction regarding training and developmentS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 highly satisfied 17 172 satisfied 30 303 neutral 3 3

61

4 dissatisfied 28 285 highly dissatisfied 22 22

CHART: 24

17

30

3

28

22

05

1015202530

No. of respondent

s

highlysatisfied

dissatisfied

Options

Overall satisfaction regarding training and development

No. of respondents

INTERPRETATION: From the chart, came to know that 33% of felt satisfied with the training

and career development, 32% felt highly dissatisfied with the training, and 17% highly satisfied with the training.

25) The three training areas most important to your development over the next two years would be:

TABLE: 25

training needs in next 2 yearsS.NO OPTIONS No. OF RESPONDENTS PERCENTAGE1 coaching skills 1 0.52 computer software 7 3.53 foreign language 25 12.54 leadership 39 19.5

62

5 management development 20 106 marketing skills 5 2.57 negotiating skill 2 18 others 4 29 presentation skills 30 1510 sales 31 15.511 team process 16 812 Time management 20 10 TOTAL 200 100

CHART: 25

Training needs in next 2 years0.5

3.5

12.5

19.5

10

12

15

15.5

8

10

2.5

coaching skills

computer software

foreign language

leadership

management development

marketing skills

negotiating skill

others

presentation skills

sales

team process

time management

INTERPRETATION:19.5% of respondents felt they need training on leadership, 15.5% need

training on sales, 15% need on presentation skills and 12.5% of respondents felt that training is need on foreign language.

CHI SQUARE TEST

HYPOTHESIS:

Ho – there is no significant difference between satisfaction regarding training and

development among employees worked less than 1 year and greater than 5 year.

H1 – there is significant difference between satisfaction regarding training and

development among employees worked less than 1 year and greater than 5 year.

Observed frequency

63

TABLE: 26

HS S DS HDS total

< 1 yr 8 9 7 6 30

> 5 yr 9 11 15 10 45

total 17 20 22 16 75

Expected frequency

TABLE: 27

HS S DS HDS total

< 1 yr 6.8 8 8.8 6.4 30

> 5 yr 10.2 12 13.2 9.6 45

Total 17 20 22 16 75

Expected frequency = (17*30)/ 75 = 6.8

TABLE: 28O E O-E [(O-E)^2] / E8 6.8 1.2 0.21189 8 1 0.12507 8.8 1.8 0.36826 6.4 -0.4 0.02509 10.2 1.2 0.141211 12 -1 0.083315 13.2 1.8 0.245510 9.6 0.4 0.0167

Calculation

64

FORMULA:

X2 = 1.2167

Calculated value = 1.2167

Degree of freedom = (c-1) (r-1) = (4-1) (2-1)

= 3

Table value for degree of freedom 3 at 5% level of significance is 7.815

RESULT:The calculated value is less than the table value at 5% level of significance, then

accept null hypothesis (i.e) there is no significant difference between satisfaction

regarding training and development among employees worked less than 1 year and

greater than 5 year and reject alternate hypothesis.

CORRELATION

To find out correlation between facilities provided for training and training satisfaction

FACILITIES PROVIDED(X) 4 36 10 10 40TRAINING SATISFACTION(Y) 17 30 3 28 22

X Y X-X1 Y-Y1 (X-X1 ) (Y-Y1 ) (X-X1 )^2 (Y-Y1 )^24 17 -16 -3 48 256 936 30 16 10 160 256 10010 3 10 -17 170 100 28910 28 10 8 -80 100 6440 22 20 2 40 400 4

338 1112 466

65

X1 = (4+36+10+10+40)/5 = 100/5 = 20

∑(X-X1 ) (Y-Y1 )R= --------------------------------------------

√{∑(X-X1 )^2 * ∑(Y-Y1 )^2}

338

= -------------------------

√(1112*466)

R = 0.47

RESULT:

Therefore the degree of relationship (i. e) correlation between facilities provided

and training satisfaction are very low.

TWO WAY ANOVA

FOR COLUMN (designed and developed)

Ho - there is no significant difference between training offered by HRD, HOD & BOTH

H1 – there is significant difference between training offered by HRD, HOD & BOTH

FOR ROW (satisfaction level)

Ho - there is no significant difference between satisfaction level

66

H1 - there is significant difference between satisfaction level

STEP: 1

DESIGNED AND DEVELOPED BY

HRD X1

Department HOD X2

BOTH X3 total

HS Y1 6 4 7 17S Y2 10 7 13 30N Y3 1 2 0 3DS Y4 12 8 8 28HDS Y5 2 3 17 22total 31 24 45 100

STEP: 2

N= 15

STEP: 3T= [∑X1+∑X2+∑X3] = 31+24+45 = 100

STEP: 4C.F = T^2/ N = (100^2)/ 15 = 666.67

STEP: 5

SST= [∑X1^2+∑X2^2+∑X3^2] – C.F

X1^2 X2^2 X3^236 16 49

100 49 1691 4 0

144 64 644 9 289

total 285 142 571

SST= 285+142+571- 666.67 = 331.33

STEP: 6

67

SSC = {[(∑X1)^2/n1] + [(∑X2)^2/n2 +[(∑X3)^2/n3]}-C.F

= [31^2/5+24^2/5+45^2/5] – 666.67 = 192.2+ 115.2+405-666.67 = 45.73

STEP: 7 SSR={[(∑Y1)^2/n1] + [(∑Y2)^2/n2 +[(∑Y3)^2/n3]+[(∑Y4)^2/n4] +[(∑Y5)^2/n5]}- C.F = [17^2/3+ 30^2/3+ 3^2/3+ 28^2/3+ 22^2/3]- 666.67 = 155.32

STEP: 8

SSE = SST – (SSC+SSR) = 331.33-155.3-45.73 = 130.28

CALCULATE VARIENCE TABLE

SOURCE OF VARIENCE

Sum of squares

DEGREES OF FREEDOM mean sum of squares Variances Fc &Fr

BETWEEN COLUMN SSC = 45.73 C-1 = 2MSC= (SSC/C-1) = 22.87

(MSC/MSE) = 1.403

WITHIN COLUMN SSR= 155.32 R-1= 4MSR= ( SSR/R-1) = 38.83

(MSR/MSE) = 2.384

RESIDUAL ERROR SSE= 130.24 (C-1)(R-1) = 8 MSE= (SSE/8) = 16.29TOTAL SST= 331.33 N-1= 14

At 5 % level of significance, Table value at(2,8) = 4.46 Table value at ( 4,8) = 3.84

Therefore, For column C.V < TV For row C.V < T.V

RESULT:

Thus calculated value is less than the table value so, accept Ho. i.e there is no

significant difference between the training designed and developed by HRD, HOD

and BOTH. And also there is no significant difference between the satisfaction level

regarding training programme.

68

69

CHAPTER VI

FINDINGS AND SUGGESTIONS

FINDINGS: Out of 100 respondents only 12 were female were female respondents and

others are male respondents

45% of respondents were working more than 5 years and those respondents

with the age of 42- 52

34% of employees attended training on leadership and 24 % of employees

upgraded their skills on computer and IT.

The company is giving adequate importance to training programme.

70

The company is having defined training policy and 73% of employees

strongly agree to the statement

Nearly more than 50% of respondents felt that training attended so far is a

good learning experience.

48% strongly agreed to the statement and only 5% strongly disagreed the

statement of employees go with clear idea for training.

40% of employees said that company is providing competent trainer.

40% of respondents were dissatisfied with the facilities provided

42% disagree to the statement of hand outs are provided for training

programme,

48% of respondents agreed to the statement of HOD will be discussing with

employees regarding training, 21% disagreed to the statement, 15% strongly

disagreed to the statement.

The training is planned according to pre-assessed need and 38% agreed to

the statement.

56% of respondents found easy to apply training in their job

54% says that their superior is more interested on their career development.

50% of respondents agreed to the statement of they are having opportunities

to learn new skills and only 10% strongly disagree to the statement.

38% of respondents agreed to the statement of company helps to improve

my weakness.

62% of respondents were satisfied with the amount of time spent for

training, and 30% of them were not satisfied with the time spent.

Most of the respondents felt that training is designed and developed by both

HRD and department HOD

Majority of respondents felt that their training needs identification are

mainly done through performance appraisals.

Only less than 50% of respondents were highly satisfied with training and

career development programme

The most training needs are leadership, sales, presentation skills,

management development and foreign language.

There is no significant difference between respondents working less than 1

year and greater than 5 years regarding training satisfaction.

71

SUGGESSTIONS

Management can made weekly review about how far the trainees could able

to implement the learning

Discussions regarding developmental programmes must be open and this

can bring out a high degree of trust among the employees

Management can create awareness to the employees about the key needs of

the company in the next few years

They can conduct more internal training courses related to current needs

The company can improve the amount of time spent for training to

accomplish the training objectives more effectively

Most of respondents said that training needs are identified through

performance appraisal, target achievement, etc., so the company can also

collect individual training need from employees so that the training can be

effectively planned and efficiently obtain knowledge.

Management can concentrate still more on improving career developmental

programmes

CHAPTER VII

Conclusion

Gone are the days when training was a 2 hour process on the first day of the job.

Training & Career Development has transformed from an add-on function to a core

function of companies. It has become more of a science with systematic rules and

formats guiding the companies on how to go about training and career development.

And that is the way it should be.

Training and development is a necessity for both the trainer and the trainee.

The trainer (the company) would want to make its staff more efficient in this highly

competitive world. It would want its employees to know the latest trends and

72

technologies and use them according to the company’s principles and objectives.

The trainees (staff) on the other hand, view training and development as a stepping

stone for enriching their career and fulfilling their personal needs. Training and

development is another round of education for them, the knowledge from which is

to be applied later. So, it’s more of a mutual necessity and agreement between the

companies and their respective employees when it comes to training and

development.

The future would demand more from the employees as well as the

companies in terms of productivity. New technology, multi-tasking, group culture,

etc. will be more emphasized upon. This means training and development is going

to be even more important, complex and rigorous. Companies already foresee this

and are already in preparations to make their staff better equipped. On this we

conclude our report with the following words “Education ends with school but

learning ends with life.”

BIBLIOGRAPHY

BOOK REFERRED

Human resource management by Dr. C. B. Gupta, Sixth edition, Sultan chand &Sons, Educational publishers, New Delhi

Human resource management by Aswathappa

Research Methodology, Methods and techniques, Second Revised Edition, by C.R.Kothari

COMPANY SOURCE

www.lotteindia.com

WEBSITES with date

73

www.enviroliteracy.org/pdf/materials/1210.pdf www.statpac.com/statistics-calculator/counts.htm www.socialresearchmethods.net › ... › Descriptive Statistics

Dear respondent,

I am doing my project for my MBA curriculum on topic A STUDY ON

TRAINING AND CAREER DEVELOPMENT AT LOTTE INDIA

CORPORATION LIMITED, CHENNAI. I request you to allocate your valuable

time and it will take 5 minutes to complete the questionnaire. There is no

foreseeable risk associated with this project. Your survey responses will be kept

confidential and will be used for my study purpose only.

QUESTIONNAIRE

NAME: AGE:

GENDER: Male / female DESIGNATION:

1) How long you have been working in Lotte India Corporation limited?

74

(a) < 1year (b) 1-3 year (c) 3-5 year (d) >5yr

2) Most important training areas for your development over last 2 years is

(a) Sales (b) Computer/IT (c) Accounting

(d) Presentation skills (e) Technical and professional skills

(f) Leadership (g) Teamwork (h) others

_____________ [Mention more than 1 if applicable]

Please indicate your level of agreement [put tick mark]

STRONGLY AGREE – SA AGREE – A DISAGREE – D

STRONGLY DISAGREE– SD NEUTRAL – N

S. No STATEMENT SA A D SD N

3 Training is being given adequate important in your

organization

4 The company has well defined training policy and

adequate planning is done before designing the

training program

5 T&D opportunities are explicitly linked to the

development of the company

S. No STATEMENT SA A D SD N

6 Employees going for training go with clear

understanding of knowledge and skills they are

expected to acquire

7 The training that you attended so far is a good

learning experience

8 Whether the organization provide the competent

trainer for training programme

9 You are satisfied with the facilities in the training

centre

10 Training materials are given in the form of handouts

on the topic of training

11 HOD will be discussing with the employee about

the training requirement

75

12 Training was planned according to your pre-

assessed training need

13 After the training programme there are

improvement in productivity

14 In my work I find it easy to apply the training I

have received and able to work more efficiently

15 There are opportunities for me to learn new skills

and for career development within the company

16 My superior is always having interest on my career

growth

17 I am encouraged to determine my own career

development

18 Employees know what are the career development

in the company

19 Employees know what the key needs of the

company in next 2 years

20 Management support for my efforts to improve my

weaknesses

21) Are you satisfied with the amount of time spent for training programme?

(a) Yes (b) no

22) Who has designed and developed systematic procedure for identifying the

training needs in your organization?

(a)HRD (b) Department HOD (c) Both

23) How the training needs are identified?

(a) Performance appraisal (b) Production record (c) Measuring of target

(d) Daily observation (e) All the above achievement

24) Specify your level of satisfaction towards training and development at LOTTE

INDIA CORPORATION LIMITED

(a) Highly satisfied (b) Satisfied (c) Dissatisfied

(d) Highly dissatisfied (e) Neutral

76

25) The three training areas most important to your development over the next two

years would be:

(a)Sales (b) Marketing skills Technical/professional

(c) Time management (d) Negotiating skills

(e)Management development (f) Leadership

(g)Team process (h) Coaching skills

(i)Computer software (j) Presentation skills

(k)Foreign language (l) others ____________________

Thank you for your kind response

Yours truly,

77