28974124 Effectiveness of Training

7/29/2019 28974124 Effectiveness of Training

1/106

CHAPTER NO CONTENTS PAGE NO

CHAPTER- 1 INTRODUCTON

- MEANING

- NEED FOR THE STUDY

- SCOPE OF THE STUDY

- OBJECTIVES OF THE STUDY

- LIMITATIONS OF THE STUDY

1

4

5

6

7

CHAPTER- 2 COMPANY PROFILE 8CHAPTER- 3 RESEARCH METHODOLOGY 16

CHAPTER- 4 REVIEW OF LITERATURE 20

CHAPTER- 5 ANALYSIS And INTERPRETATION 29

CHAPTER- 6 FINDINGS 85

CHAPTER- 7 SUGGESTIONS &

RECOMMENDATIONS

86

CHAPTER- 8 CONCLUSION 87

ANNEXURE

BIBLIOGRAPHY

LIST OF TABLES

Serial

No

LIST OF TABLES Page

No1. Table showing Age group of Employees 30

2. Table showing Gender of Employees 32

3. Table showing Educational Qualification of employees 34

4. Table showing experience of employees 36

5. Table showing Income of employees 38

6. Table showing Group of employees 40

7. Table showing opportunity to learn 42

8. Table showing persons benefited of training 44

9. Table showing requirement of training 46


2/106

10. Table showing the level of participation 48

11. Table showing reasons for non participation 50

12. Table showing the level of importance for training 52

13. Table showing level of satisfaction of duration of training 5414. Table showing whether training content matches job profile 56

15. Table showing persons conducting training programme 58

16. Table showing the quality of external trainers 60

17. Table showing the competence of trainers 62

18. Table showing the availability of training materials 64

19. Table showing HR dept role 66

20. Table showing the level of involvement in training 68

21. Table showing satisfaction level of infrastructure facilities 70

22. Table showing Relationship of training & productivity 72

23. Table showing the participation level during training sessions 74

24. Table showing level of feedback received 7625. Table showing the overall satisfaction of training programme 78

26 &27

Table showing Chi Square 80 & 82

26. Table showing the Ranking 84

LIST OF CHARTS

Serial

No

LIST OF CHARTS Page

No

1. Chart showing Age group of Employees 31

2. Chart showing Gender of Employees 33

3. Chart showing Educational Qualification of employees 35

4. Chart showing experience of employees 37

5. Chart showing Income of employees 39

6. Chart showing Group of employees 41

7. Chart showing opportunity to learn 43

8. Chart showing persons benefited of training 45

9. Chart showing requirement of training 47


3/106

10.

Chart showing the level of participation 49

11.

Chart showing reasons for non participation 51

12.

Chart showing the level of importance for training 53

13.

Chart showing level of satisfaction of duration of training 55

14.

Chart showing whether training content matches job profile 57

15.

Chart showing persons conducting training programme 59

16.

Chart showing the quality of external trainers 61

17.

Chart showing the competence of trainers 63

18.

Chart showing the availability of training materials 65

19.

Chart showing HR dept role 67

20.

Chart showing the level of involvement in training 69

2

1.

Chart showing satisfaction level of infrastructure facilities 71

22.

Chart showing Relationship of training & productivity 73

23.

Chart showing the participation level during training sessions 75


4/106

24.

Chart showing level of feedback received 77

2

5.

Chart showing the overall satisfaction of training programme 79

INTRODUCTION


5/106

1.1. Introduction

Of all the factors of production, man is by far the most important. The importance

of human factor in any type of co- operative endeavors cannot be emphasized. It is a

matter of common knowledge that every business organization depends for its effective

functioning not so much on its material or financial resources as on its pool of able and

willing human resources. The human resource becomes even more important in the

service industry whose value is delivered through information, personal interaction or

group work. The overwhelming importance of this factor is due to its unique

characteristics.

This is the only resource, which can produce unlimited amounts through better

ideas. There is no apparent limit to what people can accomplish when they are motivated

to use their potential to create new and better ideas. No other resource can do this. This

resource is animate, active and living. It is men alone who with his ability to feel, think,

conceive and grow shows satisfaction or dissatisfaction, resentment or pleasure,

resistance or acceptance for all types of managerial actions.

Human resource is most complex and unpredictable in its behavior. Each

individual has his own unique background. This makes individual unique in hispsychological framework. No two individuals have exactly similar psychological

frameworks. Hence, they cannot be treated alike. It is only this resource, which

appreciates in value with the passage of time. As time passes people become experienced

and skilled. It is not so with other resources, which generally depreciate as time, goes on.


6/106

1

TRAINING:

Meaning:

No industrial organization can ignore the training and development needs of its

employees. Since people are not molded to specifications and rarely meet the demands of

their jobs adequately. Two trends have contributed, in recent years to more attention

being given to training. Fewer and fewer skills are now regarded inborn that cannot be

taught. It is hoped that one can learn almost all aspects of a job by reading. That is why

we find now a days almost all technical details of a job written out in the instruction

manuals. The accelerated rate of technological change in the plant, office and market

place is making many skills obsolete. Workers have to be retrained to do new tasks.

With regard to training, the basic policy issues to be decided are:

How are training needs to be decided?

How training curriculum should be designed?

How should follow up and evaluation be done?

How should post training support be given?

Objectives:

To impart new entrants the basic knowledge and skills required for efficient

performance of definite tasks

To assist the employees to function more effectively in their present positions by

exposing them to the latest concepts, information and techniques and developing

the skills they would require in their particular fields


7/106

To build up a second line of competent officers and prepare them to occupy more

responsible positions

To broaden the minds of the senior managers through interchange of experience

within and outside so as to correct the narrow outlook caused doe to over

specialization

2

Importance:

Training is the corner stone of sound management for it makes employees more

effective and productive. It is actively and intimately connected with all the personnel

and managerial activities. It is an integral part of the whole management programme,

with all its many activities functionally inter-related.

The importance of training has been expressed in these words Training is a

widely accepted problem solving device. Indeed our national superiority in manpower

productivity can be attributed in no small measure to the success of our educational and

industrial training programmes. This success has been achieved by a tendency in many

quarters to regard to training a panacea. It is almost traditional in America to believe that

if something is good, more of the thing is even better. Over and under emphasis ontraining stems largely from inadequate recognition and determination of training needs

and objectives. They stem also from back recognition of the professional techniques of

modern industrial training.


8/106

3

1.2. Need for the study:

Many companies go beyond training employees for specific job skills by offering

programmes of general educational content. The companys rationale for such

programmes will benefit the company in intangible ways through a change in employees

attitudes.

The major need for the programme is to evaluate the effectiveness of the training

by studying the existing training process in the company and to determine the factor like:

Problem solving skills of the trainees

Improved interpersonal skills of the trainees

Ability of the trainees to acquire knowledge

Interest of the trainees during training period

To analyze the training outcome.


9/106

4

1.3. Scope of the study:

The study was ultimately aimed at determining the effectiveness of Training

System as a whole in the company to check whether training programmes given to the

employees are under good environment, proper infrastructure and other facilities.

The areas enclosed under the project are as follows:

Type of training programmes conducted

Duration of the programme

The way the programme being organized

Coverage of various topics

Methodology of training

Usage of training materials provided

Relevance & usefulness of programme

Time interval to conduct these types of programmes


10/106

5

1.4. Objectives of the study:

Primary Objective:

To analyze the effectiveness of training and to identify its impact

on the trainees

Secondary Objectives:

To study the training methods employed in the company

To study the sufficiency of the training period

To study the impact of training programme on employees

To analyze the employees opinion regarding training programmes

To study the type of training given to the employees

To study the time interval between consecutive training

programmes


11/106

6

1.5. Limitations of the study:

The time allocated for the study was for a period of 3 months

Majority of respondents are hesitant in giving their responses whole heartedly

The sample size was restricted to 200

The study was restricted to the lower and middle level of employees.


12/106

7

COMPANY

PROFILE


13/106

Over view:

HCL is a leading global Technology and IT Enterprise with annual revenues of

US$ 4.7 billion. The HCL Enterprise comprises two companies listed in India, HCL

Technologies (www.hcltech.com) and HCL Infosystems (www.hclinfosystems.in)

The 3 decade old enterprise, founded in 1976, is one of India's original IT garage start

ups. Its range of offerings span R&D and Technology Services, Enterprise and

Applications Consulting, Remote Infrastructure Management, BPO services, IT

Hardware, Systems Integration and Distribution of Technology and Telecom products in

India. The HCL team comprises 53,000 professionals of diverse nationalities, operating

across 18 countries including 360 points of presence in India. HCL has global

partnerships with several leading Fortune 1000 firms, including several IT and

Technology majors

History

Born in 1976, HCL has a 3 decade rich history of inventions and innovations. In

1978, HCL developed the first indigenous micro-computer at the same time as Apple and

3 years before IBM's PC. This micro-computer virtually gave birth to the Indian

computer industry. The 80's saw HCL developing know-how in many other technologies.

HCL's in-depth knowledge of Unix led to the development of a fine grained multi-

processor Unix in 1988, three years ahead of Sun and HP.
http://www.hcltech.com/http://www.hclinfosystems.in/http://www.hcltech.com/http://www.hclinfosystems.in/


14/106

HCL's R&D was spun off as HCL Technologies in 1997 to mark their advent into

the software services arena. During the last eight years, HCL has strengthened its

processes and applied its know-how, developed over 30 years into multiple practices -

semi-conductor, operating systems, automobile, avionics, bio-medical engineering,

wireless, telecom technologies, and many more.

Today, HCL sells more PCs in India than any other brand, runs Northern Ireland's

largest BPO operation, and manages the network for Asia's largest stock exchange

network apart from designing zero visibility landing systems to land the world's most

popular airplane

8

Business model


15/106

The HCL Enterprise comprises two companies listed in India, HCL Technologies

and HCL Infosystems. HCL Technologies is the IT and BPO services arm focused on

global markets, while HCL Infosystems is the IT, Communication, Office Automation

Products & System Integration arm focused on the Indian market. Together, these entities

have uniquely positioned HCL as an enterprise with service offerings spanning the IT

Services and Product spectrum.

9


16/106

The range of offerings span Product Engineering and Technology Development,

Application Services, BPO Services, Infrastructure Services, IT Hardware, Systems

Integration, and Distribution of Technology and Telecom products in India.

10

Leaders of HCL:

Shiv Nadar

Founder - HCL

Chairman & Chief Strategy Officer

HCL Technologies

Ajai Chowdhry

Co-Founder HCL, Chairman and CEO

HCL Infosystems

J V Ramamurthy

Chief Operating Officer

HCL Infosystems Ltd

Vineet Nayar

President: HCL Technologies


17/106

Ranjit Narasimhan

President & CEO,

HCL Technologies Ltd - BPO Services

Anil Chanana

Executive Vice President - Finance

HCL Technologies

11

HCL INFOSYSTEMS:

HCL Infosystems Ltd is one of the pioneers in the Indian IT market , with its

origins in 1976. For over quarter of a century, we have developed and implemented

solutions for multiple market segments, across a range of technologies in India. We have

been in the forefront in introducing new technologies and solutions.

HCL Infosystems ( HCLI) draws it's strength from 30 years of experience in

handling the ever changing IT scenario , strong customer relationships , ability to provide

the cutting edge technology at best-value-for-money and on top of it , an excellent service

&support infrastructure.

Today HCL is country's premier information enabling company. It offers one-

stop-shop convenience to its diverse customers having an equally diverse set ofrequirements. Be it a large multi-location enterprise, or a small/medium enterprise, or a

small office or a home, HCLI has a product range, sales & support capability to service

theneedsofcustomer.Last 30 years apart from knowledge & experience have also given us

continuity in relationship with the customers, thereby increasing the customer confidence

in us.


18/106

Our strengths can be summarized as:

- Ability to understand customer's business and offer right technology

- Long standing relationship with customers

- Pan India support & service infrastructure

- Best-vale-for-money offerings

12

Technology Leadership

HCL Infosystems is known to be the harbinger of technology in the country.

Right from our inception we have attempted to pioneer the technology introductions in

the country either through our R&D or through partnerships with the world technology

leaders. Using our own R&D we have

- Created our own UNIX & RDBMS capability (in 80s)

- developed firewalls for enterprise & personal system security

- launched our own range of enterprise storage products

- launched our own range of networking products

We strive to understand the technology from the view of supporting it post

installation as well. This is one of the key ingredients that go into our strategic advantage.

HCL Infosystems has to its claim several technology pioneering initiatives. Some of them

are:

- Country's first DeskTop PC - BusyBee in 1985


19/106

- Country's first branded home PC - Beanstalk in 1995

- Country's first Pentium 4 based PC at sub 40k price point

- Country's first Media Center PC

VISION STATEMENT

"Together we create the enterprises of tomorrow"

MISSION STATEMENT

"To provide world-class information technology solutions and services to enable our

customers to serve their customers better"

13

Chennai Corporate Address:

299,ArcotRoad,Vadapalani,

Chennai,India.Pincode:600026

Tel(044)52006500(30lines)

Fax:(044)24834563

Email : [email protected]

HCL products:

DISPLAY PRODUCTS

HCM 580M

HCM 985RFM

HCM 510LSA

NETWORKING PRODUCTS

HCL Passive Products

HCL Active Products

HCL Wireless Products
mailto:[email protected]://www.hclinfosystems.in/580%20MFeatures%20&%20Specs%20doc.dochttp://www.hclinfosystems.in/HCM%20985RFM.BROCHURE.dochttp://www.hclinfosystems.in/HCM510LSA%20BROUCHURE%20rev%2001.Dochttp://www.hclinfosystems.in/passpro.htmhttp://www.hclinfosystems.in/hclactive.htmhttp://www.hclinfosystems.in/wlpro.htmmailto:[email protected]://www.hclinfosystems.in/580%20MFeatures%20&%20Specs%20doc.dochttp://www.hclinfosystems.in/HCM%20985RFM.BROCHURE.dochttp://www.hclinfosystems.in/HCM510LSA%20BROUCHURE%20rev%2001.Dochttp://www.hclinfosystems.in/passpro.htmhttp://www.hclinfosystems.in/hclactive.htmhttp://www.hclinfosystems.in/wlpro.htm


20/106

HCL Gateway Products

HCL DSL Products

HCL Media Converters

SECURITY PRODUCTS

HCL Info Wall

HCL InfoSecuAccess

HCL Info Surveillance

HCL InfoSecuDesk - Biometric Logon

HCL InfoSecuDesk - Smartcards Logon

HCL InfoLoadBalancer

14

Solutions:

Info structure Services

Networking Services

Security Services

Facilities Management ServicesDomestic Hardware Services
http://www.hclinfosystems.in/gwpro.htmhttp://www.hclinfosystems.in/dslpro.htmhttp://www.hclinfosystems.in/mediacon.htmhttp://www.hclinfosystems.in/hcl-infowall.pdfhttp://www.hclinfosystems.in/hcl-infosecuaccess.pdfhttp://www.hclinfosystems.in/hcl-infosurveillance.pdfhttp://www.hclinfosystems.in/hcl-infosecudesk-biometric-logon.pdfhttp://www.hclinfosystems.in/hcl-infosecudesk-smartcard-logon.pdfhttp://www.hclinfosystems.in/hcl-infoloadbalancer.pdfhttp://www.hclinfosystems.in/pse_infra.htmhttp://www.hclinfosystems.in/pse_net.htmhttp://www.hclinfosystems.in/pse_sec.htmhttp://www.hclinfosystems.in/pse_fac.htmhttp://www.hclinfosystems.in/pse_dom.htmhttp://www.hclinfosystems.in/gwpro.htmhttp://www.hclinfosystems.in/dslpro.htmhttp://www.hclinfosystems.in/mediacon.htmhttp://www.hclinfosystems.in/hcl-infowall.pdfhttp://www.hclinfosystems.in/hcl-infosecuaccess.pdfhttp://www.hclinfosystems.in/hcl-infosurveillance.pdfhttp://www.hclinfosystems.in/hcl-infosecudesk-biometric-logon.pdfhttp://www.hclinfosystems.in/hcl-infosecudesk-smartcard-logon.pdfhttp://www.hclinfosystems.in/hcl-infoloadbalancer.pdfhttp://www.hclinfosystems.in/pse_infra.htmhttp://www.hclinfosystems.in/pse_net.htmhttp://www.hclinfosystems.in/pse_sec.htmhttp://www.hclinfosystems.in/pse_fac.htmhttp://www.hclinfosystems.in/pse_dom.htm


21/106

15

RESEARCH

METHODOLOGY


22/106

MEANING:

A research cannot be conducted abruptly. Researcher has to proceed

systematically in the already planned direction with the help of a number of steps in

sequence. To make the research systemized the researcher has to adopt certain methods.

The methods adopted by the researcher for completing the study are called research

methodology. In other words Research Methodology is simply the plan of action for a

research which explains in detail how data is to be collected, analyzed and interpreted.

Data becomes information only when a proper methodology is adopted. Thus we

can say Methodology is a tool which processes the data in to reliable information. The

present chapter attempt to highlight the research adopted in this project.

COMPONENTS OF RESEARCH METHODOLOGY:

Research Design

Type of Data

Data Collection


23/106

Sampling Plan

Statistical Tools used

RESEARCH DESIGN:

According to Gohada, Deutish and Cook, 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. The research design

adopted in the study is descriptive.

16

TYPE OF DATA:

Primary Data:

The primary data is collected from the employees of the company. For this

purpose direct personal interview and a questionnaire was prepared.

Secondary Data:

The secondary data and the extensive literature on selection procedure were

collected from journals, articles, magazines and various websites. Information

was also collected from company records, company data base, brochures and

catalogues.

DATA COLLECTION:


24/106

Keeping in mind the aims, objectives and the fact that all the respondents for the

study were educated, mostly questionnaire is used for data collection. Direct personal

interview is also used to some extent for the study. The questionnaire was given to the

employees for responses. The questionnaire consisted various aspects like open ended,

close ended, multiple choice etc.,

SAMPLING PLAN:

Sampling may be defined as the selection of some part of an aggregate or totality.

On the basis of which a judgement of inference about the aggregate or totality is made.

Research conducted by considering only a few units of population is called sampling.

Sampling is an important and persuasive activity. Sampling techniques has got its own

advantages:

17

Reduce cost owing to a study of selected units from the population

Greater speed is there due to smaller units to be studied

Greater accuracy in results

Greater depth of information

Reservation of units for reuse in destructive nature of experiments is possible.

SAMPLE SIZE:

The sample consists of 200 employees of the company who had undergone the

training programme.

SAMPLING TECHNIQUE:

Non probability convenience sampling was used in the study and sampling units

are chosen primarily in accordance to the convenience.


25/106

STATISTICAL TOOLS USED:

Percentage Analysis & Graphs: Percentage refers for every hundred. It is

used to make easy comparisons of fractions. In the study, fractions of respondents

choosing different answers are converted into percentages and interpretations are

made.

Formula:

% of Respondents= No of respondents * 100

No of Total Respondents

18

Chi- Square Method: It is a non parametric test used most frequentlyto test the

hypothesis. This aims at determining whether significant difference exists among

groups of data or whether differences are due to sampling. It describes the

discrepancy theory and observation. This test is done to find the dependence of

one factor over the other.

Formula:

X2 = (O-E)2/ E.

Where E is the expected frequency

O is the observed frequency

Degree of Freedom = (r-1) (c-1)

Properties of Chi- Square:

X2 cannot be negative in value, it is Zero or Positive

X2 are not symmetrical, it is skewed to the right

There is a different X2 distribution for every number of degree of freedom


26/106

For degree of freedom exceeding 30, the X2 distribution is approximated by

normal distribution.

RANKING METHOD [ USING WEIGHTAGES]:

Weights or points are allotted for each of the ranks and here the individual

responses for various ranks of a single factor are multiplied by their weightages. For

example rank 1 is given 4 points; rank 2 is given 3 points. The summation is obtained.

The procedure is similarly done for the other attributes and finally the attributes are

ranked accordingly.

19

REVIEW OF

LITERATURE


27/106

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

a particular job. It is concerned with imparting specific job related skill to the employee.

The aim of training is to develop some specific skill in an individual. It is mostly a

preparation to meet individuals present needs. It can thus be seen as a reactive process.

Need for Training:

To train the employees in the company culture pattern

To train the employee to increase his quantity and quality of output. This may

involve improvement in work methods or skills

To train employee for promotion to higher jobs

To train the bright but dronish employee in the formation of his goals. This may

involve instructions in initiative and drive

To train employee towards better job adjustment and high morale

To reduce supervision, wastage and accidents. Development of effective work

habits and methods of work should contribute towards a reduction in the accident

rate, less supervision and wastage of material

Principles of training:


28/106

The most important objective of HRD is to create learning environment in

organization so that the member of organization continuously learns and acquires

competencies. In order to make the learning environment effective certain principles need

to be followed.

20

KNOWLEDGE OF RESULTS:

Every employee in a learning situation wants to know what is expected of him and

how well he is doing. He seeks information, appraisal and guidance about his progress

and is made uneasy by the possibility that he may be making some serious error in his

behavior and not knowing that he is doing so. Knowledge of results affects learning in 2

ways:

It provides the trainees basis for correcting his error

It produces motivational effect on the trainee

MOTIVATION:

A motivated worker learns better than an unmotivated one. Until the worker has

become convinced of the need of training and of the worthwhileness of the returns the

level of motivation will be low and learning will be slow.

REINFORCEMENT:


29/106

In order for behavior to be acquired, modified and sustained it must be rewarded.

But reward should be distributed cautiously or discretely. Praising an inefficient and poor

learner may disappoint good trainees.

Principle of reinforcement also states that punishment is les effective than reward.

Punishment tends to fix the undesirable behavior rather than to eliminate it. It may also

develop in the trainee a dislike for the punishment giver. However mild punishment is

quite effective if administered immediately following the incorrect response. Similarly

fairy immediate reinforcement should be provided for desirable behavior.

21

SUPPORTING CLIMATE AND PRACTICE:

Practice makes a man perfect. In order that the trainee may not revert back to the

old behavior, it is essential that he practice the new learning daily. The internal

environments of many organizations are hostile to this. Too often the trainee is not able to

implement in his work place what he has learned during the training session.

PART vs. WHOLE LEARNING:

This controversial issue is concerned with whether it is more efficient to practice

a whole task all at once or whether sub tasks or component tasks should be mastered first

before integrating them into the whole task performance. In a comprehensive literature

review Naylor found that the answer to this question seemed to depend on the

characteristics of the tasks which the trainees were attempting to master. Tasks were seen

to differ in complexity (the difficulty of each of the separate task component viewed

individually) and organization (the extent to which such tasks are interrelated). Naylor

then suggested the following training principles:

Given a task of relatively high organization, as task complexity increases whole

learning becomes more efficient than part learning.

Given a task if relatively low organization, as task complexity increases part

learning becoming more efficient than whole.


30/106

TRANSFER OF LEARNING:

Transfer of learning from the training to the job would depend upon the extent to

which there are identical elements in two. Thus if the devices used in training were

similar to those on the job and there would be positive transfer of learning. This means

that the trained employee would be superior in performance on the job to an untrained

individual. But if the physical and psychological fidelities are wanting there would be

negative transfer of learning. This means that the trained would display inferior

performance on the job. If incorrect work methods are learned once, there may be

considerable difficulty encountered in rejecting these methods.

22

PEDAGOGY vs. ANDRAGOGY:

Pedagogy is based on the mechanistic model of man. In this model man is

regarded as a passive robot, reactive organism, which is inherently at rest. Activity in him

is viewed as the result of external forces. The purpose of education according to this

model is to transmit knowledge and skill and shape the individual to a predetermined

mould. As a consequence pedagogy emphasizes designing the content of learning in

advance. It says that the trainer should decide in advance what knowledge or skills need

to be transmitted.

Andragogy is based on the organic model man. This model regards man as an

inherently active organism- the source of acts rather than the collection of acts initiated

by the external forces. The purpose of education according to this model is the

continuous development of individuals towards their full potentials a consequence,

andragogys emphasis is on the significance of the processes over products and on

qualitative change over quantitative change. Its stress is on the role of training as the

source of development.


31/106

HRD is mostly based on andragogy. The andragogical teacher prepares in

advance a set of procedures for involving the learners in a process involving the

following elements:

Establishing a climate conducive to learning

Creating a mechanism for mutual planning

Formulating the needs for learning

Diagnosing the needs for learning

Formulating programme objectives that will satisfy these needs

Designing a pattern of learning experiences in which the learner can examine the

implications of his behavior and finally reflect on his experience

Developing human resources development personnel

Evaluating the learning outcomes and rediagnosing learning needs

23

CRITERIA FOR SETTING TRAINING OBJECTIVE

Nature and size of the group to be trained

Roles and tasks to be coined out by the target group

Relevance, applicability and compatibility of training to the work situation

Existing and desired behavior defined in terms of ratio, frequency, quality of

interaction, repetitiveness, innovations, supervision etc.,

Operational results to be achieved through training e.g, productivity cost, down

time, creativity, turnover etc.,

Identification of the behavior where change is required

Indicators to be used in determining changes from existing to the desired level in

terms of ratio and frequency.

METHODS OF TRAINING;

ON THE JOB TRAINING:


32/106

In this method the trainee is placed on a regular job and taught the skills necessary

to perform it. The trainee learns under the guidance and supervision the superior or an

instructor. The trainee learns by observing and handling the job. Therefore it is called

learning by doing.

Several methods are used to provide on the job training e.g. Coaching, job

rotation, commitment assignments etc., A popular form of the on the job training is Job

Instruction Training (JIT) or step by step learning. It is widely used in the US to prepare

supervisors. It appropriate for acquisition or improvement of motor skills and routine and

repetitive operations

JIT method provides immediate feedback, permits quick correction of errors and

provides extra practice when required. But it needs skilled trainers and preparation in

advance.

24

VESTIBULE TRAINING:

In this method a training centre called vestibule is set up and actual job conditions

are duplicated or stimulated in it. Expert trainers are employed to provide training with

the help of equipment and machines which are identical with those is used at the work

place.

APPRENTICESHIP TRAINING:

In this method, theoretical instruction and practical learning are provided to

trainees in training institutes. In India the Government has established Industrial Training

Institute for this purpose. Under the apprenticeship act 1962 employers in specified

industries are required to train the prescribed number of persons in designated trades.

The aim is to develop all round craftsmen. Generally a stipend is paid during the training

period. Thus it is an earn when you learn scheme.

CLASS ROOM TRAINING:


33/106

Under this method training is provided in company class rooms or in educational

institutions. Lectures, case studies, group discussions and audio visual aids are used to

explain knowledge and skills to the trainees. Classroom training is suitable for teaching

concepts and problem solving.

INTERNSHIP TRAINING:

It is a joint of training in which educational institutions and business firms

cooperate. Selected candidates carry on regular studies for the prescribed period. They

also work in some factory or office to acquire practical knowledge and skills. This

method helps to provide a good balance between theory and practice.

25

ORIENTATION TRAINING:

Induction or orientation training seeks to adjust newly appointed employees to the

work environment. Every new employee needs to be made fully familiar with his job, his

supervisors and sub ordinates and with the rules and regulations of the organization.

Induction training creates self confidence in the employees. It is also known as pre job

training. It is brief and informative.

JOB TRAINING:

It refers to the training provided with a view to increase the knowledge and skills

of an employee for improving performance on the job. Employees may be taught the

correct methods of handling equipment and machines used in a job. Such training helps

to reduce accidents, waste and inefficiency in the performance of the job.

SAFETY TRAINING:


34/106

Training provided to minimize accidents and damage to machinery is known as

safety training, it involves instruction in the use of safety devices and in safety

consciousness.

PROMOTIONAL TRAINING:

It involves training of existing employees to enable them to perform higher level

jobs. Employees with potential are selected and they are given training before their

promotion so that they do not find it difficult to shoulder the higher responsibilities of the

new positions to which they are promoted.

26

REFRESHER TRAINING:

When existing techniques become obsolete due to the development of better

techniques, employees have to be trained in the use of new methods and techniques. With

the passage of time employees may forgot some of the methods of doing work. Refresher

training is designed to revive and refresh the knowledge and to update the skills of the

existing employees. Short term refresher courses have become popular on account of

rapid changes in technology and work methods. Refresher or re training are conducted to

avoid obsolescence of knowledge and skills.

REMEDIAL TRAINING:

Such training is arranged to overcome the short comings in the behavior and

performance of old employees. Some of the experienced employees might have picked

up appropriate methods and styles of working. Such employees are identified and correct

work methods and procedures are taught to them. Remedial training should be conducted

by psychological experts.


35/106

Training Methods with regard to HCL Infosystems:

Purpose:

To define systems for identifying the training/ competence needs providing them

and evaluating the effectiveness of training provided

Scope:

Applicable to all employees whose work affects the quality of products.

Training Process at HCL Infosystems:

Training needs are identified by respective departments every year in June

through the training need identification matrix

27

The copy of the training needs identified are sent to the HR department for

scrutinisation and importance with top management and respective department

need.

Based on the approval on training need by the top management an annual training

plan is prepared

The training plan details the topics to be covered and tentative month of training

Based on the training plan, HR Manager prepares the training schedule for the

month well in advance detailing the participant date, venue, topic and faculty and

duration

All the training arrangements, training materials will be co coordinated by HR

department

Training will be conducted as per plan and training attendance will be recordedthrough training attendance report

A training feed back effectiveness form is circulated to the participants and their

feed back is obtained


36/106

The training effectiveness is evaluated by means of post testing by trainer or

implementation effectiveness review by the respective HOD on the training feed

back effectiveness record

The record is sent to the HR department by the respective department as evidence

of effectiveness verification

In case of the report is satisfactory, the stock report is recorded and updated in the

HR department

If it is not satisfactory, retraining schedule is prepared and executed till the

expected results are achieved.

Process Measure:

Number of training conducted against the number of trainings targeted and also

the training effectiveness.

28

STEPS IN TRAINING PROGRAMME:

Identify the training needs

Preparing training programmers

Preparing the learners

Implementing training programme


37/106

Performances try out

Follow up actions

29


38/106

DATA ANALYSIS

ANDINTERPRETATION

Table No: 1

Age Group of Employees

Options No. of. Respondents % of Respondents

21 to 30 years 18 9

31 to 40 years 56 28

41 to 50 years 98 49

Above 50 years 28 14

Total 200 100


39/106

Inference:

Out of 200 employees,

9% fall under the age group of 2- to 30 years

28% fall under the age group of 31 to 40 years

49% fall under the age group of 41 to 50 years

14% fall under the age group of above 50 years

30

Chart No: 1


40/106

Age Group of Employees

9

28

49

14

0

10

20

30

40

50

60

21 to 30 years 31 to 40 years 41 to 50 years Above 50 years

%o

frespo

ndents

31

Table No: 2


41/106

Gender of Employees


Male 137 68.5

Female 63 31.5

Total 200 100

Inferences:

Out of 200 employees

68.5% of the employees are male

31.5% of the employees are female

32

Chart No:2


42/106

Gender of Employees

Male, 68.5

Female, 31.5

33

Table No: 3

Educational Qualification of the employees


43/106


Graduate 85 42.5

Post Graduate 31 15.5

Technical 31 15.5

Others 53 26.5

Total 200 100

Inferences:


42.5% of employees are graduates

15.5% of employees are post graduate

15.5% of employees are technicians

26.5% of the employees are others qualifiers.

34

Chart No:3


44/106

Educational Qualification of the employees

42.5

15.5

15.5

26.5

0 10 20 30 40 50

Graduate

Post Graduate

Technical

Others

% of Respondents

35

Table No: 4

Experience of employees


45/106

Options No. of. Respondents %5 of Respondents

Less than 5 years 94 47

6 to 8 years 47 23.5

8 to 10 years 43 21.5

Above 10 years 16 8

Total 200 100

Inferences:


47% are less than 5 years experienced

23.5% are 6 to 8 years experienced

21.5% are 8 to 10 years experienced

8% are above 10 years of experienced

36

Chart No: 4


46/106

47

23.5 21.5

8

0

5

10

15

20

25

30

35

40

45

50

% of

Respondents

Less than 5

years

6 to 8 years 8 to 10 years Above 10

years

Experience of employees

37

Table No: 5


47/106

Income of Employees


Below 8000 9 4.5

8001 to 16000 66 33

16001 to 24000 78 39Above 24000 47 23.5

Total 200 100

Inferences:


4.5% earn below 8000

33% earn 8001 to 16000

39% earn 16001 to 24000

23.5% earn above 24000

38

Chart No: 5


48/106

Income of Employees

4.5

33

39

23.5

0 10 20 30 40 50

Below 8000

8001 to 16000

16001 to 24000

Above 24000

% of Respondents

39

Table No: 6

Group of employees


49/106


A 19 9.5

B 48 24

C 89 44.5

D 41 22

Total 200 100

Inferences:


9.5% belong to group A

24% belong to group B

44.5% belong to group C

22% belong to group D

40

Chart No: 6


50/106

Group of employees

A, 9.5

B, 24

C, 44.5

D, 22

41

Table No: 7


51/106

Is training an excellent opportunity to learn?


Strongly agree 48 24Agree 101 50.5

Neither Agree nordisagree

46 23

Disagree 5 2.5

Total 200 100

Inferences:


24% strongly agree that training is an excellent opportunity to learn

50.5% agree that training is an excellent opportunity to learn

23% neither agree nor disagree that training is an excellent opportunity to learn

2.5% disagree that training is an excellent opportunity to learn

42

Chart No: 7


52/106

Is training an excellent opportunity to learn

24

50.5

23

2.5

0

10

20

30

40

50

60

Strongly agree Agree Neither Agree

nor disagree

Disagree

%o

fRespondent

43

Table No: 8

In your opinion training is conducted for the benefit of:


53/106


Organization 44 22

Employee 62 31

Both 94 47Total 200 100

Inferences:


44% say that training is for the benefit of organization

31% say that training is for the benefit of employee

47% say that training is for the benefit of both

44

Chart No: 8


54/106

22

31

47

0 10 20 30 40 50

% of respondents

Organization

Employee

Both

In your opinion training is conducted for the

benefit of:

45

Table No: 9

Do you think that the training is given according to the need of



55/106

Employee 152 76

Organization 48 24

Total 200 100

Inferences:


76% feel that training is given according to employees need

24% feel that training is given according to organizations need

46

Chart No: 9


56/106

Do you think that the training is given according to the

need of

Employee, 76

Organization,

24

47

Table No: 10

Do you participate in determining the training needs?


57/106


Yes 120 60

No 80 40

Total 200 100

Inference:


60% participate in determining the training needs

40% do not participate determining the training needs

48

Chart No: 10


58/106

Do you participate in determining the training needs

Yes, 60

No, 40

49

Table No: 11

Why you are not participating in determining training needs?


59/106


Not Permitted 132 66

Not Interested 45 22.5

Not Accepted 73 36.5Total 200 100

Inferences:


66% says they are not permitted to participate in determining training needs

45% says they are not interested to participate in determining training needs

73% says their views are not accepted in determining the training needs

50

Chart No: 11


60/106

66

22.5

36.5

0

10

20

30

40

50

60

70

% of

Respondents

Not Permitted Not Interested Not Accepted

Why you are not participating in determining

training needs

51

Table No: 12

Rate the importance given to training in your organization


61/106


Very High 49 24.5

High 97 48.5

Moderate 50 25

Low 4 2

Very low - 0Total 200 100

Inferences:


24.5% says organization gives very high importance for training

48.5% says organization gives high importance for training

25% says organization gives moderate importance for training

2% says organization gives low importance for training

52

Chart No: 12


62/106

Rate the importance given to training in your

organization

24.5

48.5

25

20

0

10

20

30

40

50

60

Very High High Moderate Low Very low

%ofRespondent

53

Table No: 13

Are you satisfied with the duration of the training programme?


63/106


Highly satisfied 32 16

Satisfied 117 58.5Neither satisfied nor

dissatisfied43 21.5

Dissatisfied 5 2.5

Highly dissatisfied 3 1.5

Total 200 100

Inferences:


16% of the employees are highly satisfied with the duration of the training programme

58.5%f the employees are satisfied with the duration of the training programme

21.5 %the employees are neither satisfied nor dissatisfied with the duration of training

2.5%of the employees are highly dissatisfied with the duration of the training programme

1.5%of the employees are dissatisfied with the duration of the training programme

54

Chart No: 13


64/106

Are you satisfied with the duration of the training

programme

16

58.5

21.5

2.5

1.5

0 10 20 30 40 50 60 70

Highly satisfied

Satisfied

Neither satisfied nor

dissatisfied

Dissatisfied

Highly dissatisfied

55

Table No: 14


65/106

Do you think the training content matches the job requirements?


Yes 165 82.5

No 35 17.5Total 200 100

Inferences:


82.5% feels training contents match job requirements

17.5% feels training contents dont match job requirements

56

Chart No: 14


66/106

Do you think the training content matches the job

requirements

Yes, 82.5

No, 17.5

57

Table No: 15

In your organization training is conducted by:


67/106


Internal resource person 35 17.5

External resource person 69 34.5

Both 96 48Total 200 100

Inferences:


17.5% says that training is conducted by internal resource persons

34.5% says that training is conducted by external resource persons

48% says that training is conducted by both internal and external persons

58

Chart No: 15


68/106

17.5

34.5

48

0

5

10

15

20

25

30

35

40

45

50

% of

Respondents

Internal resource

person

External

resource person

Both


59

Table No: 16

Rate the quality of external resource persons:


69/106


Excellent 60 30

Good 112 56

Average 23 11.5

Poor 5 2.5

Total 200 100

Inferences:


30% says external faculty is excellent

56% says external faculty is good

11.5% says external faculty is average

2.5% says external faculty is poor

60

Chart No: 16


70/106


30

56

11.5

2.5

0 10 20 30 40 50 60

Excellent

Good

Average

Poor

% of Respondents

61


71/106

Table No: 17

Does competent faculty handle the training programme?

Options No. of. Respondents % of RespondentsYes 183 91.5

No 17 8.5

Total 200 100

Inferences:


91.5% says that competent persons handle training sessions

8.5% says that competent persons doesnt handle training sessions

62

Chart No: 17


72/106

Does competent faculty handle the training

programme

Yes, 91.5

No, 8.5

63

Table No: 18

Are you provided with sufficient training materials?


73/106


Yes 175 87.5

No 25 12.5

Total 200 100

Inferences:


87.5% says they are provided with sufficient training materials

12.5% says they are not provided with sufficient training materials

64

Chart No: 18


74/106

Are you provided with sufficient training materials

Yes, 87.5

No, 12.5

65


75/106

Table No: 19

Does the HR department conduct briefing and debriefing sessions before and after

training programmes?


Yes 154 77

No 46 23

Total 200 100

Inferences:


77% says that HR dept brief and debrief before and after training sessions

23% says that HR dept do not brief and debrief before and after training sessions

66

Chart No: 19


76/106

Does the HR department conduct briefing and debriefing

sessions before and after training programmes

77

23

0

10

20

30

40

50

60

70

80

90

Yes No

%of

Respondent

67

Table No: 20


77/106

What is your involvement in training?


Very high 56 28

High 79 39.5Moderate 31 15.5

Low 18 9

Very low 16 8

Total 200 100

Inferences:


28% had very high involvement in training

39.5% had high involvement in training

15.5% had moderate involvement in training

9% had low involvement in training

8% had very low involvement in training

68

Chart No : 20


78/106


28

39.5

15.5

9

8

0 10 20 30 40 50

Very high

High

Moderate

Low

Very low

% of Respondents

69

Table No: 21


79/106

Are you satisfied with the infrastructure in the training programme?


Highly satisfied 39 19.5

Satisfied 126 63Neither satisfied nor

dissatisfied35 17.5

Dissatisfied - -

Total 200 100

Inferences:


19.5% are highly satisfied with infrastructure of training programme

63% are satisfied with the infrastructure of training programme

17.5% are neither satisfied nor dissatisfied with the infrastructure of the training

programme

70

Chart No: 21


80/106

Are you satisfied with the infrastructure in the training

programme

19.5

63

17.5

0

0 10 20 30 40 50 60 70

Highly satisfied

Satisfied

Neither satisfied

nor dissatisfied

Dissatisfied

% of Respondents

71

Table No: 22


81/106

After training did you observe that productivity is increasing?


Yes 154 77

No 46 23Total 200 100

Inferences:


77% says that productivity increases after training sessions

23% says that productivity doesnt increases after training session

72

Chart No: 22


82/106

After training did you observe that productivity is

increasing

Yes, 77

No, 23

73

Table No: 23


83/106

Are you allowed to participate and implement your ideas during training sessions?


Yes 129 64.5

No 71 35.5Total 200 100

Inferences:


64.5% says that they are allowed to participate and implement their ideas during training

session

35.5% says they are not allowed to participate and implement their ideas during training

session

74

Chart No: 23


84/106

Are you allowed to participate and implement your ideas during

training sessions

Yes, 64.5

No, 35.5

75

Table No: 24

Does your organization get feedback after training sessions?



85/106

Always 142 71

Sometimes 52 26

Rarely 4 2

Never 2 1

Total 200 100

Inferences:


71% says that feedback is always received

26% says that feedback is sometimes received

2% says that feedback is rarely received

1% say that feedback is never received

76

Chart No: 24


86/106

Does your organization get feedback after training sessions

71

26

2

1

0 20 40 60 80

Always

Sometimes

Rarely

Never

% of Respondents

77

Table No: 25

Rate the overall satisfaction of the training programme in your organization:


87/106


Excellent 47 23.5

Good 110 55

Average 30 15Bad 13 6.5

Total 200 100

Inferences:


23.5% says excellent about the overall satisfaction of training prograame

55% says well about the overall satisfaction of training prograame

15 says average about the overall satisfaction of training prograame

6.5% says badly about the overall satisfaction of training prograame

78

Chart No: 25


88/106

Rate the overall satisfaction of the training programme in your

organization:

23.5

55

15

6.5

0

10

20

30

40

50

60

Excellent Good Average Bad

%o

fRespondent

79

Table No: 26


89/106

Group & Participation in determining training needs

Using Chi-Square

Group Yes No Total

A 11 8 19B 26 22 48

C 54 35 89

D 29 15 44

Total 120 80 200

Null Hypothesis:

There is no significant relationship between the group and participation in

determining training needs

Alternate Hypothesis:

There is significant relationship between group and participation in determining

training needs

Level of significance: 5%

Degrees of freedom: 3

Calculated Value: 1.373

Tabulated Value: 7.815

Conclusion:

Since CV < TV, we accept null hypothesis and hence there is no significant

relationship between the group and participation in determining training needs

80

Calculation of Chi Square:

Observed Expected O-E [O-E]2 [O-E]2 / E]

11 11.4 -0.4 0.16 0.0140

26 28.8 -2.8 7.84 0.2722

54 53.4 0.6 0.36 0.0067

29 26.4 2.6 6.76 0.2560

8 7.6 0.4 0.16 0.0210


90/106

22 19.2 2.8 7.84 0.4083

35 35.6 -0.6 0.36 0.0101

15 17.6 -2.6 6.76 0.3841

TOTAL 1.3724

81

Table No: 27

Gender and involvement level in training programmes

Using Chi-Square Method

Involvement Level Male Female Total

Very high 46 10 56

High 51 28 79

Moderate 23 8 31

Low 10 8 18Very low 7 9 16

Total 137 63 200

Null Hypothesis:

There is no significant relationship between the gender and involvement level in

training


91/106

Alternate Hypothesis:

There is significant relationship between gender and involvement level in training

Level of significance: 5%

Degrees of freedom: 4

Calculated Value: 11.8

Tabulated Value: 9.49

Conclusion:

Since CV < TV, we reject null hypothesis and there is significant relationship

between the gender and involvement level in the training programme

82

Calculation of Chi Square:

Observed Expected O-E [O-E]2 / E]

46 38.36 7.64 1.52

51 54.11 -3.11 0.18

23 21.24 1.76 0.15

10 12.33 -2.33 0.44

7 10.96 -3.96 1.4310 17.64 -7.64 3.31

28 24.89 3.11 0.38

8 9.76 -1.76 0.32

8 5.67 2.33 0.96

9 5.04 3.96 3.11

Total 11.8


92/106

83

Chart No: 28

Rank the following factors with regard to the training programme:

Using Ranking Method:

Weightages: 5 4 3 2 1

Factors No. of Respondents Value Rank

Facultys competence 25 31 62 19 63 536 IV

Training aids 63 58 31 38 10 726 I

Training methods 51 45 40 37 27 656 II

Training environment 19 34 28 75 44 509 V

Duration of thetraining programme

42 32 39 31 56 573 III

Inference:

From the above table it is clear that employees ranked training aids as first,

training methods as second, duration as third, facultys competence as fourth and training

environment as fifth.

Rank: I Training aids

Rank: II Training methods

Rank: III duration of programme

Rank IV Facultys Competence

Rank V Training environment


93/106

84

FINDINGS


94/106

50.5% of the employees agree that training is necessary and it is an opportunity to

learn followed by 24% who strongly agree

The employees have very well understood that training is for the benefit of both

company as well as the candidates

The training is given according to the need of the employees it is accepted by 76%

Majority of the employees participate in determining the training needs but 40% has

disagreed

Reason for not participating is that they are not permitted

Majority of the employees have stated that organization gives high importance for

training

Majority of the employees have stated that the duration of the training programme is

satisfactory and the training content matches the job requirements

It is found that most of them have stated that external faculties are good and they are

more competent

HR dept is doing to its best of ability on the training sessions

Majority of the employees have told that they have high involvement in training

Almost all the employees have stated that training leads to increase in productivity

Few of the employees feel that they are not allowed to participate and implement their

ideas during training sessions

All the employees have told that feedback is always received after training sessions


95/106

Majority of the employees have stated that the infrastructure of the training is too

good and also the overall training performance is good

85

SUGESSTIONS AND

RECOMMENDATIONS


96/106

The employees should be made to realize that training is for their benefit and also its

importance

Training should be given according to the needs of the employees and they must be

permitted to participate in determining the training needs

The duration of the training shall be extended so that all the necessary topics are

covered

The number of training programmes will be effective if it is handled by external

faculty members

A particular group feels that they are neglected. Measures should be taken to avoid

this sort of opinion arising

All employees should be given a chance to let their opinions open and the best of it

shall be implemented

Training programmes should be still motivational to achieve 100% effectiveness


97/106

86

CONCLUSION


98/106

To Study the Effectiveness of Training Programme at HCL Infosystems has

been designed mainly to evaluate the system of training which includes training

programmes, the infrastructure of the training hall, the faculty handling and other

amenities provided

The research was conducted in HCL Infosystems by taking sample size of 200.

The research tool was questionnaire and survey method respectively.

Advanced statistical tools were used to analyze the data and the analyzed data

helped in interpretation of the information relating to the objective. Suggestions and

conclusions are based on the analysis.

The study reveals that the training programmes are really effective and directed

towards the objectives. Emphasis is given to needs assessment at all levels. The training

should be given to the non executive and the number of programmes and their duration

will be more effective if it is increased.

The employees are highly satisfied with the training system of HCL Infosystems.

The study also reveals that the training programmes are evaluated and the employees


99/106

participate in programmes with high enthusiasm and readiness to implement it in their

work.

87

BIBLIOGRAPHY


100/106

Aswathappa. K, HUMAN RESOURCES AND PERSONNEL MANAGEMENT-

text and cases, Tat McGraw Hill, New Delhi, 3rd edition, 2002

Garry dessler, HUMAN RESOURCE MANAGEMENT, person Education Asia

Ravilochanan. P, RESEARCH METHODOLOGY with business

correspondence and report writing, Margham Publications, Chennai, 2002

Sanchetti.D.C & Kapoor VK, BUSINESS STATISTICS, Sultan Chand & Sons ,

Delhi, 1st Edition, 1979

www.hclinfosystems.in

www.google.com
http://www.hclinfosystems.in/http://www.google.com/http://www.hclinfosystems.in/http://www.google.com/


101/106

ANNEXURE


102/106

Questionnaire:

Name:

Gender:

Male

Female

Educational Qualification:

Graduate

Post Graduate

Technical

Others

Experience:

Less than 5 years

5-8 years

8-10 years

Above 10 years

Income:

Below 8000

8001 16000

16001 24000


103/106

Above 24000

Group

A

B

C

D

Is training an excellent opportunity to learn?

Strongly agree

Agree

Neither Agree nor disagree Disagree

In your opinion training is conducted for the benefit of:

Organization

Employee

Both

Do you think that the training is given according to the need of?

Employee

Organization

Do you participate in determining the training needs?

Yes

No

If no, why?

Not permitted

Not interested

Not accepted


104/106

Rate the importance given to training in your organization:

Very high

High

Moderate

Low

Very low

Are you satisfied with the duration of the training programme?

Highly satisfied

Satisfied

Neither satisfied nor dissatisfied

Dissatisfied

Highly dissatisfied

Do you think the training content matches the job requirements?

Yes

No


Internal resource person

External resource person

both


Excellent

Good

Average

Poor


105/106

Does competent faculty handle the training programme?

Yes

No

Are you provided with sufficient training materials?

Yes

No

Does the HR department conduct briefing and debriefing sessions before and after

training programmes?

Yes

No


Very high

High

Moderate

Low

Very low

Are you satisfied with the infrastructure in the training programme?

Highly satisfied

Satisfied

Neither satisfied nor dissatisfied

Dissatisfied

After training did you observe that productivity is increasing?

Yes

No


106/106

Are you allowed to participate and implement your ideas during training sessions?

Yes

No

Does your organization get feedback after training sessions?

Always

Sometimes

Rarely

Never

Rank the following factors with regard to the training programme:

Facultys competence

Training aids

Training methods

Training environment

Duration of the training programme

Rate the overall satisfaction of the training programme in your organization:

Excellent

Good

Average

Documents

28974124 Effectiveness of Training