Manju Final Effectiveness of Training 1

GVG PAPER MILLS PVT LTD
Chapter-I
INTRODUCTION
1.1 ABOUT THE STUDY

Improving training effectiveness is a single way of improving the
bottom line. In today’s highly competitive world, training has mushroomed
into a large scale activity which is indispensably necessary in India. Since
training reduces obsolescence, modern managements give adequate and all-
out importance to it. Multinational Industries and Giant Organizations spend
huge sums yearly on training programs and modules designed to increase
employee participation and maximum productivity.
These big Organizations have their own training departments which

organize their training programs sound the year as and when to suit their
own requirements. Small Organizations can send their personnel to
specialized training institutes, such as National Institute for Training and
Industrial Engineering (NITIE), Bombay.
The relationship between Organizational Effectiveness and

Training of human resources in an Organization is not necessarily a settled
question. There is even today a feeling that any systematic programmes for
developing human resources only leads to greater uncertainty and insecurity
on account of the possibility of human resource flight to greener pastures
after gaining the advantage of individual value addition from the parent
company. The Organization believes that workers can be developed to
realize their full potentialities by building upon their strengths and by
overcoming their weaknesses.
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SREE SARASWATHI THYAGARAJA COLLEGE
Towards the objective of developing a satisfied high potential

workforce it is essential to involve workers in activities which will provide
them opportunities to use and polish all their skills, knowledge, imagination
and intelligence in translating his/her ideas into reality.
In order to institutionalize the culture of overall excellence develop

managerial and personnel effectiveness of executives and enable every
individual to achieve growth of his own personality.
Training refers to the teaching/learning activities carried on for the

primary purpose of helping members of an Organization to acquire and
apply the knowledge, skills, abilities and attitudes needed by that
Organization. Broadly speaking, training is the act of increasing the
knowledge and skill of an employee for doing a particular job.
GLIMS OF TRAINING PROGRAMME
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Training is a process of learning a sequence of programmed

behavior, in a controlled atmosphere wherein there is little or no room for
human errors. It is the scientific application of accumulated knowledge. It
presents people with an awareness of the rules and procedures to guide their
behavior in a channelized way which improves efficiency & productivity. It
attempts to improve employee performance on the current job or prepare the
employees for an intended job. “According to Edwin D Flippo”, the
purpose of training is to achieve a change in the behavior of those trained
and to enable them to perform better.
In order to achieve this objective, any training programme should try to

bring about positive changes in the following:-
• Knowledge; it helps a trainee to know facts, policies, procedures and

rules pertaining to his job.
• Skills; it helps the employee to increase his technical and manual

efficiency necessary to do the job.
• Attitude; it moulds the employee behavior towards his co-workers

and supervisors and creates a sense of responsibility in the trainee.
DEFINITION OF TRAINING AND DEVELOPMENT

Training may be defined as “systematized tailor-made exercise to
suit the needs of a particular organization for developing certain attitudes,
skills, and abilities in employees irrespective of their functional levels”.
“Training is an activity of increasing knowledge and skill of an
employee for doing particular job” Training is the process whereby
individuals’ acquire knowledge, skills, and attitude through experience,
reflection, study or instruction”
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According to stein Metz Lawrence’s, “Training is the short term

process of utilizing a systematic and organized procedure by which non-
managerial personnel learn technical knowledge and skills for a definite
purpose”.
According to Richard P.Calhoon., “The process of aiding
employees to gain effectiveness in their present and future work”.
According to Michael Armstrong, Training is the systematic
development of the knowledge, skills, and attitudes required by an
individual to perform adequately a given task or job.
According to Dales S.Beach, “Training is the process and organized
procedure by which people learn knowledge and / or skills for a definite
purpose”.
OBJECTIVES OF TRAINING
 To impart a new recruits the basic knowledge and skills they need for
the performance of their jobs and also develop their capacities for
future jobs.
 To bridge the gap between expected level of performance and actual
level of performance.
 To provide scientific base of knowledge and skills to discharge roles
and responsibilities effectively.
 To improve efficiency and effectiveness of the individual for
achieving organizational goal.
NEED OR BASIC PURPOSE OF TRAINING
Well planned and well executed training programmes should result in:
 Reduction in waste and spoilage.
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 Improvement in methods of work.

 Reduction in learning time.
 Reduction in machine breakage and maintenance cost.
 Reduction in accident rates.
 Improvement in quality of products.
 Improvement in production rate.
 Improvement in efficiency and productivity.
IMPORTANCE OF TRAINING
It equips the management to face the pressure of changing

environment. It usually results in the increase of quantity and quality of
output. It leads to job satisfaction and higher morale of the employees.
Trained workers need lesser supervision. Trained workers enable the
enterprise to face competition from rival organizations. It enables
employees to develop and rise within the organization and increase their
earning capacity. It moulds the employees’ attitudes and helps them to
achieve better co-operation with the organization. Trained employees make
better economic use of materials and equipment resulting in reduction of
wastage and spoilage.
Training is the area of increasing the knowledge and skill of the
employee for doing a particular job.
Training is a planned process to modify attitude, knowledge, skill,
behavior etc., through learning, and to acquire an effective performance in a
particular activity or a range of activities. The performance of training is to
develop the ability of an individual to satisfy the current and future
manpower needs.
PURPOSE OF TRAINING
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 To increase quality and productivity

 To help company fulfill its future Personal needs
 To improve organizational climate
 To improve health and safety of personnel
 To address Personal growth and prevent obsolescence
 To develop innovativeness and creativity
 To improve interpersonal communication, leadership and team work
BENEFITS OF TRAINING
BENEFITS OF ORGANIZATIONS
A programme of training becomes essential for the purpose of

meeting specific problems of a particular organization arising out of the
introduction of new lines of production, changes in design, demands of
competition etc. The major benefits of training to an organization are:
Higher productivity:
Training can help employees to increase their level of performance on
their present assignment. It enhances skills. Increased performance and
productivity are most evident and effective ways of performing their jobs.
Enhanced skill usually helps to increase both quantity and quality of output.
Better organizational climate: An endless chain of positive reaction results

from a well planned training programme. Increased morale, less supervisory
pressures, improved product quality, increased financial incentives, internal
promotions etc, result in better organizational climate.
Less supervision: Training does not eliminate the need for supervision; it
reduces the need for constant supervision.
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Prevents manpower obsolescence: Manpower obsolescence is prevented

by training as it fosters the initiative and creativity of employees. An
employee is able to adapt himself to technological changes.
Prevents industrial accidents: Proper training can help to prevent

industrial accidents.
Improves quality: Trained employees are less likely to make operational

mistakes thereby increasing the quality of the company’s products.
Greater loyalty: A common objective of training programme will mould

employees’ attitudes to achieve support for organizational activities and to
obtain better co-operation and greater loyalty. Thus, training helps in
building an efficient and loyal workforce.
Standardization of procedures: Trained employees will work intelligently

and make fewer mistakes when they possess the required know-how and
understand their jobs.
BENEFITS TO EMPLOYEES
Personal Growth: Employees on a personal basis gain individually from

training. They secure wider awareness, enlarged skill and enhanced personal
growth.
Development of New Skills: Training improves the performance of the

employees and makes them more useful and productive. The skill developed
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through training serves as a valuable personal asset to the employees. It

remains permanently with the employee.
Higher Earning Capacity: By imparting skills, training facilitates higher

remuneration and other monetary benefits to the employee. Thus, training
helps each employee to utilize and develops his full potential.
Helps adjust with Changing Technology: Old employees need refresher

training to enable them to keep abreast of the changing methods, techniques
and use of sophisticated tools and equipment.
Increased Safety: Proper training can help prevent industrial accidents.

Trained workers handle the machines safely. Thus, they are less prone to
industrial accidents. A safe work environment also leads to more stable
mental attitudes on the part of the employees.
Confidence: Training creates a feeling of confidence in the minds of

employees. It gives safety and security to them in the organization.
EFFECTIVENESS OF TRAINING
Effectiveness means producing an intended result. The effectiveness
of training is a very important factor. It depicts the effectiveness of the
Training Programme.
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Measuring the effectiveness of training programs consumes valuable
time and resources which are in short supply in organizations today.
Many training programmes fail to deliver the expected organizational
benefits. Having a well-structured measuring system in place can help to
determine where the problem lies. On a positive note, the individual is being
able to demonstrate a real and significant benefit to organization from the
training. So the company should follow effective training.
Consider also the fact that the business environment is not standing
still. The competitors, technology, legislation and regulations are constantly
changing. What was a successful program yesterday may not be a cost-
effective program tomorrow. Being able to measure results will help us
adapt to such changing circumstances.
1.2 INDUSTRY PROFILE

Background
Formed from wood pulp or plant fiber, paper is chiefly used for
written communication. The earliest paper was papyrus, made from reeds by
the ancient Egyptians. Paper was made by the Chinese in the second
century, probably by a Chinese court official named Cai Lun. His paper was
made from such things as tree bark and old fish netting. Recognized almost
immediately as a valuable secret, it was 500 years before the Japanese
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acquired knowledge of the method. Papermaking was known in the Islamic

world from the end of the eighth century A.D.
Knowledge of papermaking eventually moved westward, and the

first European paper mill was built at Jativa, in the province of Valencia,
Spain, in about 1150. By the end of the 15th century, paper mills existed in
Italy, France, Germany, and England, and by the end of the 16th century,
paper was being made throughout Europe.
Paper, whether produced in the modern factory or by the most

careful, delicate hand methods, is made up of connected fibers. The fibers
can come from a number of sources including cloth rags, cellulose fibers
from plants, and, most notably, trees.
The use of cloth in the process has always produced high-quality

paper. Today, a large proportion of cotton and linen fibers in the mix create
many excellent papers for special uses, from wedding invitation paper stock
to special paper for pen and ink drawings.
The method of making paper is essentially a simple one—mix up

vegetable fibers, and cooks them in hot water until the fibers are soft but not
dissolved. The hot water also contains a base chemical such as lye, which
softens the fibers as they are cooking. Then, pass a screen-like material
through the mixture, let the water drip off and/or evaporate, and then
squeeze or blot out additional water.
A layer of paper is left behind. Essential to the process are the fibers,
which are never totally destroyed, and, when mixed and softened, form an
interlaced pattern within the paper itself. Modern papermaking methods,
although significantly more complicated than the older ways, are
developmental improvements rather than entirely new methods of making
paper.
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Raw Materials
Probably half of the fiber used for paper today comes from wood that
has been purposely harvested. The remaining material comes from wood
fiber from sawmills, recycled newspaper, some vegetable matter, and
recycled cloth. Coniferous trees, such as spruce and fir, used to be preferred
for papermaking because the cellulose fibers in the pulp of these species are
longer, therefore making for stronger paper.
These trees are called "softwood" by the paper industry. Deciduous trees
(leafy trees such as poplar and elm) are called "hardwood." Because of
increasing demand for paper, and improvements in pulp processing
technology, almost any species of tree can now be harvested for paper.
Some plants other than trees are suitable for paper-making. In areas
without significant forests, bamboo has been used for paper pulp, as has
straw and sugarcane. Flax, some plants other than trees are suitable for
paper making. In areas without significant forests, bamboo has been used
for paper pulp, as has straw and sugarcane. Flax,
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Most paper is made by a mechanical or chemical process.

Hemp, and jute fibers are commonly used for textiles and rope
making, but they can also be used for paper. Some high-grade cigarette
paper is made from flax.
Cotton and linen rags are used in fine-grade papers such as

letterhead and resume paper, and for bank notes and security certificates.
The rags are usually cuttings and waste from textile and garment mills. The
rags must be cut and cleaned, boiled, and beaten before they can be used by
the paper mill.
Other materials used in paper manufacture include bleaches and dyes,

fillers such as chalk, clay, or titanium oxide, and sizing such as rosin, gum,
and starch.
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The Manufacturing Process

Making pulp
• 1.Several processes are commonly used to convert logs to wood pulp.

In the mechanical process, logs are first tumbled in drums to remove
the bark. The logs are then sent to grinders, which break the wood
down into pulp by pressing it between huge revolving slabs. The pulp
is filtered to remove foreign objects. In the chemical process, wood
chips from de-barked logs are cooked in a chemical solution. This is
done in huge vats called digesters.
• This is done in huge vats called digesters. The chips are fed into the
digester, and then boiled at high pressure in a solution of Sodium
hydroxide and sodium sulfide. The chips dissolve into pulp in the
solution. Next the pulp is sent through filters. Bleach may be added at
this stage, or colorings. The pulp is sent to the paper plant.
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Beating
• 2. The pulp is next put through a pounding and squeezing process

called, appropriately enough, beating. Inside a large tub, the pulp is
subjected to the effect of machine beaters. At this point, various filler
materials can be added such as chalks, clays, or chemicals such as
titanium oxide. These additives will influence the opacity and other
qualities of the final product. Sizings are also added at this point.
Sizing affects the way the paper will react with various inks. Without
any sizing at all, a paper will be too absorbent for most uses except as
a desk blotter. A sizing such as starch makes the paper resistant to
water-based ink (inks actually sit on top of a sheet of paper, rather
than sinking in). A variety of sizing’s, generally rosins and gums, is
available depending on the eventual use of the paper. Paper that will
receive a printed design, such as gift wrapping, requires a particular
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formula of sizing that will make the paper accept the printing
properly.
Pulp to paper
• 3. In order to finally turn the pulp into paper, the pulp is fed or
pumped into giant, automated machines. One common type is called
the Fourdrinier machine, which was invented in England in 1807.
Pulp is fed into the Fourdrinier machine on a moving belt of fine
mesh screening. The pulp is squeezed through a series of rollers,
while suction devices below the belt drain off water. If the paper is to
receive a water-mark, a device called a dandy moves across the sheet
of pulp and presses a design into it.
The paper then moves onto the press section of the machine,
where it is pressed between rollers of wool felt. The paper then passes
over a series of steam-heated cylinders to remove the remaining
water. A large machine may have from 40 to 70 drying cylinders.
Finishing
• 4. Finally, the dried paper is wound onto large reels, where it will be
further processed depending on its ultimate use. Paper is smoothed
and compacted further by passing through metal rollers called
calendars. A particular finish, whether soft and dull or hard and shiny,
can be imparted by the calendars.
The paper may be further finished by passing through a vat of

sizing material. It may also receive a coating, which is either brushed
on or rolled on. Coating adds chemicals or pigments to the paper's
surface, supplementing the sizings and fillers from earlier in the
process. Fine clay is often used as a coating. The paper may next be
super calendered, that is, run through extremely smooth calendar
rollers, for a final time. Then the paper is cut to the desired size.
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Environmental Concerns
The number of trees and other vegetation cut down in order to make
paper is enormous. Paper companies insist that they plant as many new trees
as they cut down. Environmentalists contend that the new growth trees, so
much younger and smaller than what was removed, cannot replace the value
of older trees. Efforts to recycle used paper (especially newspapers) have
been effective in at least partially mitigating the need for destruction of
woodlands, and recycled paper is now an important ingredient in many
types of paper production.
The chemicals used in paper manufacture, including dyes, inks, bleach,

and sizing, can also be harmful to the environment when they are released
into water supplies and nearby land after use. The industry has, sometimes
with government prompting, cleared up a large amount of pollution, and
federal requirements now demand pollution free paper production. The cost
of such clean-up efforts is passed on to the consumer.
1.3 COMPANY PROFILE
GVG Paper Mills Private Limited was incorporated in the year

1985 as a private limited company with an installed capacity of 3000 MT
per annum of printing and writing paper.
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The company commenced its production in the year 1986 with a

capacity of 10 MT per day and within a span of 5 years, the production was
increased to 20 MT per day with the installation of a few equipments and
increased drying capacity.
In the year 1991, the company went in for MG machine to produce
Kraft varieties of paper with a capacity of 15 MT per day. This has enabled
the company to have a wide range of products in its manufacturing range.
During the year 1995-96, the company put up the 3rd machine (MG)
to manufacture special varieties of paper.
The company has put up 5 wind mills supplied by various
manufacturers in Aathukinathupatti Village & Coimbatore with the financial
assistance of M/s.ICICI Ltd., and has own power generation from them.
The following constitute the Board of Directors of the Company.
➢ Managing Director: Shri.M.Amarnath;
➢ Directors : Shri.M.Veluswamy,
Smt.A.Padma.
The Company has working capital limits with M/s. The Lakshmi Vilas
Bank Ltd., Udumalpet with a fund based limit of 6 Crores and non- fund
limit of 2.5 Crores.
They are producing Newsprint, Printing & Stationery Papers and Kraft
varieties of paper in their 3 machines.
The company has a work force of 250 direct workers and nearly 500
indirect workers in the factory. The monthly wage bill works out to Rs.15
lakh per month.
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The company pays an amount of Rs.3.50 Crores per annum by way of

Excise duty, Rs.3.00 Crores by way of Sales Tax and Rs.50 Lakhs by way
of Income tax every year.
DEPARTMENT PROFILE
The various departments working in GVG Paper mills

➢ Human Resources Department
➢ Finance and Accounts Department
➢ Production Department
➢ Quality Control Department
➢ Purchase Department
➢ Marketing Department
HUMAN RESOURCES DEPARTMENT

In GVG Paper mills HR Department is considered as a back bone
department, because it is related to almost all the department. This or HR
department also deals with the welfare of employees, individuals
development, recruitment, safety and security, and maintaining effective
relationship in all the unit of the company.
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Functions of HR department
 General Administration
 Wages and Salary Administration
 Training and Development
 Performance Management
 Industrial Relation
 Labour Welfare
TRAINING PROGRAMMES IN GVG PAPER MILLS

GVG paper mills includes technical and non-technical training and
development activities to its employees
On The Job Training
➢ Nomination of employees as per the requirement of the respective

sections.
➢ Maintaining registers.
➢ Updating Records.
➢ Evaluation of training Programme.
A method consists of:

• Experience
• Coaching
• Under study
• Job rotation
• Special projects and task forces
• Committee assignments
Experience:
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This is the oldest methods of on the job training. It involves learning

by doing. It is the most practical and effective method. But it is wasteful and
inefficient.
Coaching:
It is learning by doing. In this, the superior guides his sub-ordinates &
gives him/her job instructions. The superior points out the mistakes & gives
suggestions.
Under study:
When a person is promoted to higher level he is given training in the
job to which he is to appointed. He is chosen as a successor to the current
incumbent who is going to retire or resign. The trainee is attached with the
senior and is called as under study, assistant to apprentice.
Job rotation:
In this method, the trainees move from one job to another, so that
he/she should be able to perform all types of jobs. E.g. In banking industry,
employees are trained for both back-end & front-end jobs. In case of
emergency, (absenteeism or resignation), any employee would be able to
perform any type of job.
Special projects and task forces:

Under this method, the trainee is assigned a project closely related to
his job. For example, management trainees in accounts may be asked to
develop a cost control system. The trainees learn by performing the special
assignment not only work procedures but organizational relationship too.
Sometimes the task force is created consisting of executives from different
functional areas.
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Committee assignments:
Under this method, the trainee managers are appointed as members of
a committee. The committee deliberates upon and discusses problems of the
enterprise. By participating in meetings and discussions, every member
learns
Analytical thinking and decision making skills. Managers keep abreast of
current developments in their respective areas of specialization. Committees
provide an opportunity to know what is happening in the rest of the
organization.
OFF THE JOB TRAINING

Training needs identification once in 2 years based on the skill,
knowledge and attitude requirement. The training for different categories
involves; Executive Training Programs (ETP) for all officers from General
Managers to Assistant Plant Manager. Supervisory Training Programs
(STP) for Supervisors and Foreman. Workers Training Programmes (WTP)
for all workers of grade 12. GVG paper mills also sponsors employees for
external Training Programmes in specialized areas of functioning
• Lectures / Conferences
• Stimulation exercise
• Case study
• Experimental exercise
• Vestibule training
• In basket exercise
• Class room methods
• Computer based training
• Role playing
• T-group
Lectures / Conferences:
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This approach is well adapted to convey specific information, rules,

procedures or methods. This method is useful, where the information is to
be shared among a large number of trainees. The cost per trainee is low in
this method.
Stimulation exercise:
Any training activity that explicitly places the trainee in an artificial
environment that closely mirrors actual working conditions can be
considered a Simulation. Simulation activities include case experiences,
experiential exercises, vestibule training, management games & role-play.
Case Studies:
The case study is based upon the belief the best managerial
contemplation, and discussion of concrete cases. In this method the trainee
is expected to
○ Select the master the facts; become acquainted with the

content of the case.
○ Define the objectives sought in dealing with the issues
in the case.
○ Identity the problems in case and uncover the probable
causes.
○ Develop alternative courses of actions.
○ Screen the alternatives using the objectives as the
criteria
○ Select the alternative that is most in keeping with the
stated objectives.
Experimental exercise:
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Are usually short, structured learning experiences where individuals

learn by doing. For instance, rather than talking about inter-personal
conflicts & how to deal with them, an experiential exercise could be used
to create a conflict situation where employees have to experience a conflict
personally & work out its solutions.
Vestibule training:
Employees learn their jobs on the equipment they will be using, but
the training is conducted away from the actual work floor. While expensive,
Vestibule training allows employees to get a full feel for doing task without
real world pressures. Additionally, it minimizes the problem of transferring
learning to the job.
In basket exercise:
It is also known as In-tray method of training. The trainees is
presented with a pack of papers & files in a tray containing administrative
Problems & is asked to take decisions on these problems & are asked to take
decisions on these within a stipulated time. The decisions taken by the
trainees are compared with one another. The trainees are provided feedback
on their performance.
Class room methods
Off the job training simply means that the training is not a part of
every job activity. The actual location may be in the company classrooms or
in places which are owned by the company.
Computer based training
This training is provided to the employees in the computer software
programmes in order to have a basic knowledge in computers so that the
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employees improve their skills and knowledge and implement them at their
workplace.
T-Group Training
This usually comprises associations, audio-visuals aids, and planned
reading programmes.
Members of a professional association receive training by it in new
techniques and ideas pertaining to their own vocations through a regular
supply of professional journals and informal social contacts or gatherings,
members are kept informed of the latest development in their particular
field.
Audio-Visual aid – records, tapes and films are generally used in teaching
methods.
Planned and supervised reading programmes are conducted.
Technical publication and the latest journals are kept in the library for the
use of the trainees.
1.4 SCOPE OF THE STUDY
The study helps the organization to know more about the training
needs of the employees, which leads to improve the production. Its helps the
management to know the training needs of the employee. It studies the
satisfaction of employee at each section of the organization. Also this helps
to know existing training method.
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1.5 OBJECTIVES OF THE STUDY
Primary objectives
To study about the effectiveness of training in GVG Paper Mills (P)
Ltd., Udumalpet.
Secondary Objectives
 To explore the present training programme in GVG Paper Mills.
 To identify the role of training needs, this improves the performance
of workers.
 To identify the needs of training.
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1.6 LIMITATIONS OF THE STUDY
 Workers may reluctant to give correct information.

 Since the officials were busy with their routine work it was difficult
to spare their time for detailed discussion
 Employees are not ready to waste their time for interview.
 The respondent’s responses to the questions might be based due to the
fear towards Management.
 Due to the time constrain the sample size has been limited to 65.
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Chapter II
RESEARCH METHODOLOGY AND ANALYSIS
RESEARCH METHODOLOGY
According to Clifford Woody research comprises defining and
redefining problems, formulating hypothesis or suggested solutions;
collecting, organizing and evaluating data; making deductions and reaching
conclusions; and at least carefully testing the conclusion to determine
whether they fit the formulating hypothesis.
RESEARCH DESIGN
“A research design is the arrangement of conditions for collection and
analysis of data in a manner that aims to combine relevance to the research
purpose with economy in procedure.” In fact, the research design is the
conceptual structure within which research is conducted; it constitutes the
blueprint for the collection, measurement and analysis of data.
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DESCRIPTIVE RESEARCH DESIGN

The research design adopted in this study is descriptive research
design. Descriptive research studies are those studies which are concerned
with describing the characteristic of a particular individual, or of a group.
The studies concerned specific predictions, with narration of facts and
characteristics concerning individual, group or situation are examples of
descriptive research studies.
SAMPLING DESIGN
A sample design is a definite plan for obtaining a sample from a
given population. It refers to the technique or the procedure the researcher
would adopt in selecting items for sample. Sample design may as well lay
down the number of items to be included in the sample i.e., the size of
sample. Sample design is determined before data are collected. Researcher
must select a sample design which should be reliable appropriate for his
study.
The investigator here adopted convenience sampling, because
employees are selected according to the convenience to know effectiveness
of training.
SAMPLE SIZE
A sample of 65 people was taken for the survey. The required data
collected through questionnaire.
SAMPLING AREA
The study was conducted inside the company.
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DATA COLLECTION
The data collection begins after research problem has been defined
and research design plan chalk out. While deciding about the method of data
collection to be used for study, the researcher should keep in mind the two
types of data available primary and secondary.
DATA COLLECTION TOOLS
A Structured designed questionnaire is used for surveying the
respondents the interviewer has used close ended questions and 5 point
rating scale in the questionnaire.
TYPES OF DATACOLLECTION
The information required for this research was collected mainly
from the primary sources and from secondary sources. The primary source
consists of the data analyzed from questionnaire and interaction with the
user at that time only. Books magazine &various websites are used as
secondary source.
Here in this project the data used by the researcher for collecting
information are
➢ Primary Method
➢ Secondary Method
PRIMARY DATA
This study is based on the primary data. For this primary data
collection, questionnaire method is used.
The primary data are those which are collected afresh and for the first
time, and thus happen to be original in character. Open-ended, close-ended,
rating scale are incorporated in the questionnaire for the collection of data.
PILOT STUDY
Before collecting the primary data the researcher has conducted a
pilot study on 10 respondents to find out the relevance of the questions.
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Questions are then framed in a logical manner and irrelevant ones are
screened out. Thus, well structured questions are used for the collection of
the data from the employees.
And these questionnaires are structured questionnaires, with pre-
determined questions and all the questions used are closed questions.
Secondary Data
It is mainly obtained from various books related to Training and also
various records, reports, some earlier research work etc obtained from the
company.
Tools used
➢ Simple percentage.
➢ Column charts.
➢ Pie charts.
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Chapter III
REVIEW OF LITERATURE
➢ Shana.c.k did the project entitled “A study on employees”

expectations towards the training and development at rub co sales
international ltd”, kannur.he suggested to the company that the
employees can be classified into skilled workers and unskilled
workers and semiskilled workers accordingly the training program
can be designed and implemented.
➢ J.G. magdalen nishanthini undergone the project titled “A study in

worker satisfaction on the training programs in vishnuvardhan
paper mills pvt ltd.
She suggests the company that the employee can be divided into
different categories based on their experience and training may be given as
per requirements of each category of their fullest benefit.
➢ D.Santhana Krishnan had entitled the project “A study on employee

training and development with special reference to kumar cottan
31
pulps ltd” through the year of 2003-2004. He found that the company
lacks duration of the training program and motivate the employees for
implement their skills and knowledge.
➢ J.prema has done the project entitled that “A study on the effectiveness
of employee training and development at Roots industries limited”,
Coimbatore during the period of 2003-2004.
She suggested the company to do the following things.
✔ Training program may be conducted outside the work

spot and during working hours. So that the employee feel
a change in atmosphere, which will help to learn new
things.
✔ Job rotation can be implemented to create job interest
among the employee.
32
Chapter-IV
DATA ANALYSIS AND INTERPRETATION
TABLE: 1
AGE GROUP OF THE RESPONDENTS
Age group No. of respondents In %
20-24 years 16 25
25-29 years 21 32
30-34 years 14 22
35-39 years 8 12
40 above 6 9
Total 65 100
INFERENCE:
From the above table it is inferred that 32% of the
respondents are in the age group between 25-29 years, 25% of the
respondents are in the age group between 35-39 years and 9% of the
respondents are in the age group of 40 years and above.
33
PLATE: 1
AGE GROUP OF THE RESPONDENTS
TABLE: 2
GENDER DETAILS
Gender details No. of Respondents In %

Male 46 71
Female 19 29
Total 65 100
INFERENCE:
34
From the above table it is clear that about 71% of the

respondents are male and 29% of the respondents are female .
PLATE: 2
GENDER DETAILS
35
TABLE: 3
MARITAL STATUS OF THE RESPONDENTS
Marital Status No. of Respondents In %

Married 30 46
Unmarried 35 54
Total 65 100
INFERENCE:
respondents are unmarried and 46% of respondents are married.
PLATE: 3
MARITAL STATUS OF THE RESPONDENTS
36
37
TABLE: 4
EXPERIENCE OF THE RESPONDENTS
Experience No. of Respondents In %

3 Yrs 14 22
5 Yrs 29 45
7 Yrs 16 24
Above 10 Yrs 6 9
Total 65 100
INFERENCE:
respondents are 5 years are experienced, 24% of the respondents
are 7 years are experienced, 22% of the respondents are 3 years
experienced and 9% of the respondents are above 10 years
experienced.
38
PLATE: 4
EXPERIENCE OF THE RESPONDENTS
39
TABLE: 5
MONTHLY INCOME DETIALS
Monthly Income No. of Respondents In %

Below 1500 - 0
1500 – 3000 - 0
3000-5000 18 28
Above 5000 47 72
Total 65 100
INFERENCE:
respondents monthly income are above 5000, 28% of the respondents
monthly income are between 3000-5000, no respondents are in the
monthly income between 1500-3000 and below 1500.
40
PLATE: 5
MONTHLY INCOME DETIALS
TABLE: 6
EDUCATIONAL QUALIFICATION
Educational Qualification No. of Respondents In %

Grade 12th Certificate
34 52
Diploma 15 23
Graduate 13 20
Post Graduate 3 5
Total 65 100
41
INFERENCE:
From the above table it is inferred that about 52% of the
respondents are grade 12th certificate, 23% of the respondents are
diploma holders, 20% of the respondents are graduate and 5% of the
respondents are post graduate.
PLATE: 6
EDUCATIONAL QUALIFICATION
42
TABLE: 7
LEVEL OF EMPLOYMENT
Level of Employment No. of Respondents In %
Seniors 32 49
Middle 18 28
Junior 15 23
Total 65 100
INFERENCE:
From the above table it is inferred that about 49% of
the respondents are senior level employees, 28% of the respondents
are middle level employees and 23% of the respondents are junior
level employees.
43
PLATE: 7
LEVEL OF EMPLOYMENT
44
TABLE: 8
ATTENDED TRAINING PROGRAMME AFTER JOINING THIS

COMPANY
Opinion No. of Respondents In %
Yes 56 86
N0 9 14
Total 65 100
INFERENCE:
the respondents attended the training programme after joining the
company and 14% of the respondents didn’t attended the training
programme after joining the company .
45
PLATE: 8
ATTENDED TRAINING PROGRAMME AFTER JOINING THIS

COMPANY
TABLE: 9
PREFERRED LANGUAGE OF INSTRUCTION
Languages No. of Respondents In %

English - -
Tamil 65 100
46
Total 65 100
INFERENCE:
the respondents preferred language of instruction is Tamil and no
respondents preferred the language of instruction in English.
PLATE: 9
PREFERRED LANGUAGE OF INSTRUCTION
47
TABLE: 10
LEVEL OF SATISFACTION
Factors No. of Respondents In %
Highly satisfied 38 58
Satisfied 10 16
Neutral 8 12
Dissatisfied 6 9
Highly Dissatisfied 3 5
Total 65 100
INFERENCE:
respondents are highly satisfied towards the level of training, 16% of
48
the respondents are satisfied towards the level of training, 12% of the
respondents are neutral towards the level of training , 9% respondents
are dissatisfied towards the level of training and 5% respondents are
highly dissatisfied towards the level of training.
PLATE: 10
LEVEL OF SATISFACTION
TABLE: 11
DURATION OF TRAINING
49
Duration No. of Respondents In %
1-3 days 2 3
4-6 days 25 39
More than 6 days 38 58
Total 65 100
INFERENCE:
respondents training duration is more than 6 days, 39% of the
respondents training duration is 4- 6 days and 3% of respondents are in
the training duration of 1-3 days.
PLATE: 11
DURATION OF TRAINING
50
TABLE: 12
FREQUENCY OF TRAINING PROGRAMME ORGANIZSD
opinion No. of Respondents In %

Once in a month - -
Once in 3 month - -
Once in 6 months 47 72
Once in a year 18 28
Total 65 100
INFERENCE:
51

the respondents are of opinion that the frequency of the training
programmes organized by the company is once in 6 months, 28%
of the respondents are of opinion that the frequency of the training
programmes organized by the company is once in a year, no
respondents are of opinion that the frequency of the training
programmes organized by the company is once in 3 months and
no respondents are of opinion that the frequency of the training
programmes organized by the company is once in a month.
PLATE: 12
FREQUENCY OF TRAINING PROGRAMME ORGANISED
52
TABLE: 13
MODE OF TRAINING
Mode No. of Respondent In %

External 12 18
Internal 51 79
Both 2 3
Total 65 100
INFERENCE:
the respondents attended internal type of training, 18% of the
respondents attended external type of training and 3% of the
respondents attended both types of training.
53
PLATE: 13
SHOWING THE TYPES OF TRAINING
54
TABLE: 14
ADEQUACY OF TRAINING TO DO THE JOB

Yes 61 94
No 4 6
Total 65 100
INFERENCE:
respondents received adequate training to do the job, 6% of
respondents not received the adequate training to do the job.
55
PLATE: 14
ADEQUACY OF TRAINING TO DO THE JOB
56
TABLE: 15
TRAINING ON NEW TECHNOLOGY
Preferred factors No. of Respondents In %

Strongly Agree 37 57
Agree 12 18
Neutral 14 22
Disagree 2 03
Strongly Disagree 0 0
Total 65 100
INFERENCE:
the respondents are of the opinion that they strongly agree on the
above statement, 22% of the respondents are of the opinion that
they are neutral on the above statement, 18% of the respondents are
of the opinion that they agree on the above statement, 3% of the
respondents are of the opinion that they disagree on the above
statement and no respondents are of the opinion that they strongly
disagree on the above statement.
57
PLATE: 15
TRAINING ON NEW TECHNOLOGY
58
TABLE: 16
IMPROVEMENT OF EMPLOYEES ABILITY THROUGH

TRAINING
Factors No. of Respondents In %

Agree 8 12
Neutral 7 11
Disagree 5 8
Strongly disagree 2 3
Total 65 100
INFERENCE:
From the above table it is inferred that the
improvement of their ability through training is strongly agreed by
65% of the respondents, agreed by 12% of the respondents, Neutral
by 11% of the respondents ,disagreed by 8% of the respondents and
strongly disagreed by 3% of the respondents.
59
PLATE: 16
IMPROVEMENT OF EMPLOYEES ABILITY THROUGH

TRAINING
60
TABLE: 17
SAFETY MEASURES
Agree 32 49
Neutral 3 5
Disagree 1 1
Strongly disagree - -
Total 65 100
INFERENCE:
The above table shows that the safety measures taken
during the training is agreed by 49% of respondents, strongly
agreed by 45% of respondents, neutral by 5% of respondents,
disagreed by 1% of respondents and no respondents are strongly
disagreed.
61
PLATE: 17
SAFETY MEASURES
TABLE: 18
TRAINING CREATES AN AWARENESS FOR STRENGTH AND

WEAKNESS

Strongly
23 35
Agree
Agree 19 29
Neutral 12 19
Disagree 8 12
62
Strongly Agree 3 5
Total 65 100
INFERENCE:
From the above table it is inferred that the training
Creates interest for individual learning is Strongly agreed by 35%
of the respondents, agreed by 29% of the respondents, neutral by
19% of the respondents, disagreed by 12% of the respondents and
strongly disagreed by 5% of the respondents.
PLATE: 18
TRAINING CREATES AN AWARENESS FOR STRENGTH AND

WEAKNESS
63
TABLE: 19
OPINION REGARDING THE TRAINING OPPORTUNITIES
Opinion No. of Respondent In %

Agree 30 46
Neutral 11 17
Disagree 3 5
Total 65 100
INFERENCE:
opportunity to employees is fair, is Agreed by 46% of respondents ,
Strongly Agreed by 29% of respondents , neutral by 17% of
respondents , disagreed by 5% respondents and strongly disagreed by
3% respondents.
PLATE: 19
64
OPINION REGARDING THE TRAINING OPPORTUNITIES
65
TABLE: 20
SHOWING THE SUPERVISORS SUPPORT TO EMPLOYEES TO

LEARN OUTSIDE THE JOB
Supervisors support No. of Respondents In %
Agree 11 17
Neutral 8 12
Disagree 4 6
Total 65 100
INFERENCE:
From the above table it is inferred that the Supervisors
support employee to learn outside the Job is Strongly agreed by 62%
of respondents , agreed by 17% of respondents , neutral by 12% of
respondents, disagreed by 6% of respondent and Strongly disagreed by
3% of respondent.
66
PLATE: 20
SHOWING THE SUPERVISORS SUPPORT TO EMPLOYEES TO

LEARN OUTSIDE THE JOB
TABLE: 21
HIGH PRIORITY TO PROVIDE APPROPRIATE TRAINING

Agree 37 57
Neutral 5 8
67
Disagree 2 3
Strongly disagree - -
Total 65 100
INFERENCE:
From the above table it is evident that the Highly
priority to provide appropriate training is , agreed by 57% of
respondents,Strongly agreed by 32% of respondents, Neutral by 8%
of respondents, disagree by 3% of respondents and no respondents
are Strongly disagreed.
PLATE: 21
HIGH PRIORITY TO PROVIDE APPROPRIATE TRAINING
68
TABLE: 22
TRAINING MOTIVATES TO LEARN NEW IDEAS AND

CONCEPTS
Opinion No .of Respondents In %
Agree 12 19
Neutral 4 6
Disagree - -
Strongly Agree - -
Total 65 100
INFERENCE:
From the above table it is evident that the training
motivates to learn new ideas and concepts is Strongly agreed by
75% of respondents, agreed by 19% of respondents, neutral by 6%
of respondents, disagreed by no of respondents and Strongly
disagreed by no of respondents
69
PLATE: 22
TRAINING MOTIVATES TO LEARN NEW IDEAS AND

CONCEPTS
TABLE: 23
TRAINING REDUCES COST, WASTE AND INCREASES

PRODUCTIVITY

strongly Agree 44 68
Agree 14 21
Neutral 7 11
70
Disagree - -
strongly disagree - -
Total 65 100
INFERENCE:
From the above table it is clear that the training
reduces cost ,waste & increases Productivity is Strongly agreed by
68% of respondents, agreed by 21 % of respondents, neutral by
11% of respondents, disagreed by no respondents and strongly
disagreed by no respondents.
PLATE: 23
TRAINING REDUCES COST, WASTE AND PRODUCTIVITY
71
TABLE: 24
TRAINING IMPROVES QUALITY OF GOODS AND SERVICES
Opinion No. of respondents In %
Strongly agree 22 34
Agree 31 48
Neutral 2 3
Disagree 6 9
Strongly agree 4 6
Total 65 100
INFERENCE:
From the above table it is clear that the training
improves Quality of goods and services is agreed by 48% of
respondents, Strongly agreed by 34% of respondents, neutral by 3%
72
of respondents, disagreed by 9% of respondents, Strongly disagreed

by 6% of respondents
PLATE: 24
TRAINING IMPROVES QUALITY OF GOODS AND SERVICES
TABLE: 25
TRAINING - COMMITMENT AND INVOLVEMENT.
73
Agree 18 28
Neutral 11 7
Disagree - -
Strongly agree - -
Total 65 100
INFERENCE:
From the above table it is inferred that the
improvement of training towards the commitment and involvement
is Strongly agreed by 55% of respondents, agreed by 28% of
respondents, neutral by 7% respondents, disagreed by no respondents,
Strongly disagreed by no of respondents.
PLATE: 25
TRAINING - COMMITMENT AND INVOLVEMENT
74
75
TABLE: 26
TRAINING PROGRAMME IS MOST VALUABLE
No. of
Opinion In %
Respondents
Agree 14 22
Neutral 5 8
Disagree 6 9
Total 65 100
INFERENCE:
programme given is most valuable , Strongly agreed by 35% of
respondents, agreed by 22% of respondents, neutral by 8%
respondents, disagreed by 9% respondents, Strongly disagreed by 6%
of respondents.
76
PLATE: 26
TRAINING PROGRAMME IS MOST VALUABLE
77
TABLE: 27
ADVANCEMENT IN CAREER
No. of
Opinion In %
Respondents
Agree 12 19
Neutral 8 12
Disagree 6 9
Total 65 100
INFERENCE:
From the above table it is inferred that the training is
useful for advancement in career is Strongly Agreed by 54% of
respondents, agreed by 19% of respondents, neutral by 12% of
respondents, disagreed by 9% respondents, Strongly disagreed by 6%
of respondents.
78
PLATE: 27
ADVANCEMENT IN CAREER
79
TABLE: 28
TRAINING PROGRAMME CONDUCTED IS EFFECTIVE
No. of
Opinion In %
Respondents
Agree 7 11
Neutral 6 9
Disagree 3 5
Total 65 100
INFERENCE:
programmers conducted are effective is Strongly Agreed by 72% of
respondents, agreed by 11% of respondents, neutral by 9%
respondents, disagreed by 5% of respondents and Strongly disagreed
by 3% of respondents.
80
PLATE: 28
TRAINING PROGRAMME CONDUCTED IS EFFECTIVE
Chapter V
FINDINGS
➢ 32% of the respondents are in the age group between 25-29 years.
➢ 71% of the respondents are male.
➢ 54% of the respondents are unmarried.
➢ 45% of the respondents are 5 years are experienced.
➢ 72% of the respondents monthly income are above 5000.
➢ 52% of the respondents are grade 12th certificate.
➢ 49% of the respondents are senior level employees.
81
➢ 86% of the respondents attended the training programme after

joining the company.
➢ 100% of the respondents preferred language of instruction is Tamil.
➢ 58% of the respondents are highly satisfied towards the level of
training.
➢ 58% of the respondents training duration are more than 6 days.
➢ 72% of the respondents are of opinion that the frequency of the
training programmes organized by the company is once in 6
months.
➢ 79% of the respondents attended internal type of training.
➢ 94% of the respondents received adequacy of training to do the
job.
➢ 57% of the respondents are of the opinion that they strongly
agree on the above statement.
➢ 65% of the respondents strongly agreed that the ability is improved
through training.
➢ 49% of respondents agreed that the safety measures are taken during
the training.
➢ 35% of the respondents Strongly agreed that the training Creates
interest for individual learning .
➢ 46% of respondents agreed the training opportunity to employees is
fair.
➢ 62%of respondents Strongly agreed that the Supervisors support
employee to learn outside the Job.
➢ 57% of respondents agreed that the Highly priority is provided
during appropriate training .
➢ 75% of respondents Strongly agreed that the training motivates
to learn new ideas and concepts .
➢ 68% of respondents Strongly agreed that the training reduces
cost,waste & increases Productivity.
82
➢ 48% of respondents agreed that the training improves Quality of

goods and services.
➢ 55% of respondents Strongly agreed that there is an improvement
of training towards the commitment and involments.
➢ 35% of respondents Strongly agreed the training programme
given is most valuable.
➢ 54% of respondents Strongly Agreed that the training is useful
for advancement in career.
➢ 72% of respondents Strongly Agreed that the training programmers
conducted are effective.
SUGGESTIONS FOR THE COMPANY
➢ For better understanding and adaptability of the training imported, the

company should give more attention towards training programmes.
➢ The employees can be classified into skilled workers and unskilled
workers accordingly the training programme can be designed and
implemented.
➢ Though the company agrees that the training plays a vital role in the
organization development, the company should give more importance
to the training needs.
➢ External trainers can be increased rather than internal trainers,
because of their closeness with the employees.
➢ The company can adopt on the job and class room training methods
for improving the effectiveness of training.
83
➢ The main purpose of the training is to make the employees to

understand training in its own way, so the method of the training can
be made easy and adaptable.
➢ Frequency of training can be given as once in a month.
CONCLUSION
In GVG Paper Mills Pvt Ltd., the researcher identified specific
training design and evaluation features to the effectiveness of training and
organizations. Our results suggest that the training method used, the skill or
task characteristic trained, and the choice of training evaluation criteria are
related to the observed effectiveness of training programs. Hope that the
researchers and practitioners will find the information presented here to be
of some value in making informed choices and decisions in the design,
implementation, and evaluation of organizational training programs.
The researcher concluded the study that effective training makes an

employee a commitment & involvement and also providing promotion
career development. Some suggestions should be taken into account by the
company to make their employees at highly committed for its better
84
performance in future. If not taken care then many dedicated employees

may leave the organization as soon as possible.
BIBLIOGRAPHY
➢ Prasad. L.M., Human Resource Management, Second Edition,

Reprint 2006, Sultan Chand and Sons, New Delhi. (1990).
➢ Udai pareek., T.V.Rao., Designing and managing human resource
systems, Third Edition, Reprint 2008, Vijay Primlani for oxford &
IBH publishing co.pvt.ltd. New Delhi.
➢ P.C .Tripathi, personnel management and industrial relations, Twelfth
Edition, Reprint (1998).
➢ C.R.kothari., Research methodology., second edition., New Age
International Publisher.(2004)
WEBSITES
➢ www.gvgmudt.com
85
➢ www.citehr.com
➢ www.yahoo .com
➢ www.google .com
Chapter VII
ANNEXURE
QUESTIONNAIRE
A STUDY ON EMPLOYEES EFFECTIVENESS ON TRAINING

PROGRMMES AT GVG PAPER MILLS LTD., UDUMALPET
1. What is your age group?

a. 20-24 [] b.25-29 []
c. 30-34 [] d.40-45 []
2. Gender
a. Male [] b. Female []
3. Department ___________________
4. Marital status.
a. Married [] b. Unmarried []
86
5. Experience
a. Below 3 yrs [] b.3-5 yrs []
c.5-10 yrs [] d. Above 10 yrs [ ]
6. Monthly income
a. Below 1500 [] b.1500-3000 []
c.3000-5000 [] d. Above 5000 []
7. Qualification
a. 12 certificate [] b. Diploma []
c. Graduate [] d. Post Graduate[ ]
8. What is your level of employment?
a. Senior [] b. Middle [] c. Junior []
9. Have you attended any training programme after joining this company?
a. Yes [] b. No []
10. What is your preferred language of instruction?

a. Tamil [] b. English []
11. How satisfied are you with the training that you received from the
company.
a. Strongly Agree [] b. Agree [ ] c. Neutral []
d. Disagree [] e.Strongly Disagree []
12. How many days you were given training.
a. 1-3 [] b.4-6 [ ] c. More Than 6 []
13. How frequently training programmes are organized.
a. Once in a month [ ] b. Once in 3 month []
c. Once in 6 month [ ] d. Once in a year []
14. What type of training you prefer.
a. External [] b. Internal [ ] c. Both []
15. Do you receive the necessary training to do your job?
a. Yes [] b. No []
16. Employees receive needed training about new technologies.
87

d. Disagree [] e. Strongly Disagree []
17. I can improve my ability through training.
d. Disagree [] e. Strongly Disagree
[]
18. Training includes safety measures.
[]
19. Training creates an interest for individual learning by making you aware
of your strengths and weakness.
[]
20. Training opportunities are unfairly provided to all employees.

[]
21. Supervisors / team leaders support employee effort to learn outside the
job.
[]
22.High priority is given to providing appropriate training.
[]
88
23. Training motivates me to learn new ideas and concepts related to my

field.
[]
24. Training reduces cost & waste and increases productivity?
[]
25. Training improves quality of goods and services.
[]
26. Training increases the commitment and involvement of employees in
their work.
[]
27. Did you feel the training programme is most valuable?
a. Strongly Agree [ ] b. Agree [] c. Neutral
[] d. Disagree [] e.
Strongly Disagree []
28. Training provides opportunity for learning and advancement in career.

29. Training programmes conducted are effective.
89

30. Give your suggestion to improve the training process in your company.
Thank You.
90

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GVG PAPER MILLS PVT LTD

1.1 ABOUT THE STUDY

These big Organizations have their own training departments which

The relationship between Organizational Effectiveness and

Towards the objective of developing a satisfied high potential

In order to institutionalize the culture of overall excellence develop

Training refers to the teaching/learning activities carried on for the

GLIMS OF TRAINING PROGRAMME

Training is a process of learning a sequence of programmed

In order to achieve this objective, any training programme should try to

• Knowledge; it helps a trainee to know facts, policies, procedures and

• Skills; it helps the employee to increase his technical and manual

• Attitude; it moulds the employee behavior towards his co-workers

DEFINITION OF TRAINING AND DEVELOPMENT

According to stein Metz Lawrence’s, “Training is the short term

NEED OR BASIC PURPOSE OF TRAINING

 Improvement in methods of work.

It equips the management to face the pressure of changing

 To increase quality and productivity

A programme of training becomes essential for the purpose of

Better organizational climate: An endless chain of positive reaction results

Prevents manpower obsolescence: Manpower obsolescence is prevented

Prevents industrial accidents: Proper training can help to prevent

Improves quality: Trained employees are less likely to make operational

Greater loyalty: A common objective of training programme will mould

Standardization of procedures: Trained employees will work intelligently

Personal Growth: Employees on a personal basis gain individually from

Development of New Skills: Training improves the performance of the

through training serves as a valuable personal asset to the employees. It

Higher Earning Capacity: By imparting skills, training facilitates higher

Helps adjust with Changing Technology: Old employees need refresher

Increased Safety: Proper training can help prevent industrial accidents.

Confidence: Training creates a feeling of confidence in the minds of

Effectiveness means producing an intended result. The effectiveness

of training is a very important factor. It depicts the effectiveness of the

Measuring the effectiveness of training programs consumes valuable

time and resources which are in short supply in organizations today.

Many training programmes fail to deliver the expected organizational

benefits. Having a well-structured measuring system in place can help to

able to demonstrate a real and significant benefit to organization from the

training. So the company should follow effective training.

still. The competitors, technology, legislation and regulations are constantly

changing. What was a successful program yesterday may not be a cost-

effective program tomorrow. Being able to measure results will help us

adapt to such changing circumstances.

1.2 INDUSTRY PROFILE

acquired knowledge of the method. Papermaking was known in the Islamic

Knowledge of papermaking eventually moved westward, and the

Paper, whether produced in the modern factory or by the most

The use of cloth in the process has always produced high-quality

The method of making paper is essentially a simple one—mix up

Most paper is made by a mechanical or chemical process.

Cotton and linen rags are used in fine-grade papers such as

Other materials used in paper manufacture include bleaches and dyes,

The Manufacturing Process

• 1.Several processes are commonly used to convert logs to wood pulp.

• 2. The pulp is next put through a pounding and squeezing process

The paper may be further finished by passing through a vat of

The chemicals used in paper manufacture, including dyes, inks, bleach,

1.3 COMPANY PROFILE

GVG Paper Mills Private Limited was incorporated in the year

The company commenced its production in the year 1986 with a

The following constitute the Board of Directors of the Company.