A STUDY ON EFFECTIVENESS OF TRAINING AND DEVELOPMENT IN AMPHENOL OMNI CONNECT INDIA PVT LTD, CHENGALPATTU

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CHAPTER - I

INTRODUCTION OF THE STUDY

1.1 INTRODUCTION

Training is the process of assisting a person for enchanting his efficiency and

effectiveness at work by improving and updating his professional knowledge by developing

skills relevant to his work and cultivating appropriate behavior and attitude towards work and

people.

Training could be designed either for improving present at work or for preparing a person

for assuming higher responsibilities in further which would call for additional knowledge and

superior skills.

Training is different education particularly formal education. While education is

concerned mainly with enhancement of knowledge, training aims essentially at increasing

knowledge, stimulating attitude and imparting skills related to a specific job.

Meaning

A business' most important asset is often its people. Training and developing them can be

one of the most important investments a business can make. The right training can ensure that

your business has the right skills to tackle the future. It can also help attract and retain good

quality staff, as well as increasing the job satisfaction of those presently with you - increasing the

chances that they will satisfy your customers.

Thus Training is the act of increasing the knowledge and skills of employee. It is a

universal truth that the human resources available in an organization have to be managed more

efficiently than the material resources comprising of machines and money.

Eloquently putting “Training is a systematic development of the knowledge, skills and

attitudes required by employees to perform adequately on a given task or job”.

Definition

“Training is the continuous, systematic development among all levels of employees of that

knowledge and those skills and attitudes which contribute to their welfare and that of the

company”. - M.C Lord and Efferson

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“Training may be defined as a process of developing an understanding of some organized body

of facts, rules and methods. This information concerns largely the operative phases of an applied

knowledge”. - R.C Davis

1.2 TRAINING AND DEVELOPMENT

Human resources, are the most valuable assets of any organization, with the

machines, materials and even the money, nothing gets done without man-power. The effective

functioning of any organization requires that employees learn to perform their jobs at a

satisfactory level of proficiency. Here is the role of training. Employee training tries to improve

skills or add to the existing level of the knowledge so that the employee is better equipped to do

his present job or to prepare him for higher position with increased responsibilities. However

individual growth is not an end itself. Organization growth needs to be meshed with the

individual‟s growth. The concern is for the organization viability, that it should adapt itself to a

changing environment. Employee growth and development has to be seen in the context of this

change. So training can be defined as:

Training is a systematic development of the knowledge, skills and attitudes required by

employees to perform adequately on a given task or job. The need for improved productivity in

organization has become universally accepted and that it depends on efficient and effective

training. However, the need for organizations to embark on staff development programme for

employees has become obvious. Absence of these programme often manifest tripartite problems

of incompetence, inefficiency and ineffectiveness. So training and development aim at

developing competences such as technical, human, conceptual and managerial for the

furtherance of individual and organization growth which makes it a continuous process.

1.3 THEORIES OF TRAINING AND DEVELOPMENT

Kirkpatrick evaluation model

The Kirkpatrick evaluation model or theory was developed in 1959 by University of

Wisconsin professor emeritus Donald Kirkpatrick. It consists of four levels of evaluation:

reaction of participants; learning, or the knowledge and skills gained; behavior, or the ability to

apply the new skills; and results, or the organizational impact. Each level of evaluation builds

upon and adds precision to the previous level.

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The reaction

The reaction level measures how training participants react, including their level of

participation; ease and comfort of experience; and the level of effort required to make the most

of the learning. A reaction evaluation is inexpensive and simple to administer using interaction

with the participants, post-training surveys and online questionnaires. The evaluation can be

done immediately after the training ends. It is important that participants have a positive reaction

to the training sessions because a negative reaction leads to poor learning.

The learning

Learning evaluations are usually conducted before and after a training program to assess

the impact the program has had on the learning process. Evaluations assess whether participants

have advanced in knowledge, skills and intellectual capacity as a result of the training. Learning

evaluation tools include self-assessment using online questionnaires and tests, and formal

assessment through interviews and observations. Learning evaluation is especially relevant for

technical training because technical skill level changes are usually more quantifiable.

Behavior

Behavior evaluation assesses the extent to which training participants apply the learning

in their jobs. The evaluation is usually done over a period of time to determine if the participants

use the new skills and knowledge on the job, improve their performance and transfer the

knowledge to their peers. Tools include observations, questionnaires, tests and interviews.

Behavior evaluations take more time and effort than reaction and learning evaluations. It is

important to involve the line managers and immediate supervisors in the process because they

are in the best position to observe and assess participant behavior changes.

Results

Results evaluation determines the success of a training program in operational and

strategic terms, such as increased sales, reduced expenses, improved quality and reduced cases of

workplace injuries. However, it may not always be possible to correlate improved operational

performance with training. For example, improvements in product quality may be due to better

design tools and more qualified staff, not just a new quality training program. External factors,

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such as changes in the economy and the competitive environment, may also influence

operational results.

1.4 NEED FOR THE STUDY

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

particular job. It utilizes a systematic and organized procedure by which employee learns

technical knowledge and skills. Training refers to the teaching and learning activities carried on

for the primary purpose of helping members of an organization.

Training is closely related with education and development but needs to be differentiated

from these terms. It is aimed at improving the behavior and performance of a person.

Training is a continuous and life long process. Training provides an atmosphere of

sharing synthesizing with the help of the trainers, the information already available on the

subject.

1.5 SIGNIFICANCE OF THE STUDY

The development of any organization depends on its employees. For organizational

productivity training and development assumes great significance. Training aims at increasing

the knowledge and skills of the employee whereas organizational development on the other hand

refers to overall improvement of the organization such as its structure, objectives, policies and

procedures including managers and employees. Organizational development can be achieved by

hiring the services of the professional‟s consultants. Training and development programs are

often viewed as part of organizational development.

A better knowledge about these things can facilitate the trainer as well as the trainee in

conducting and benefiting from the training. But training being a very complex process makes it

a bit difficult. So the best way to achieve it is by studying and analyzing the feedback of

employees as well as managers.

Advantages of study

Our project is conducted to know the level of knowledge and skills imparted into

employees.

This will help the management to know the efficiency of their training programs as well

as the satisfaction level of employees and thus take necessary managerial decisions.

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The inferences made out of the project can help the employer and employee to contribute

for the better training facilities.

Any training and development program should meet both primary and secondary

objectives of the organization. The study will give light in the designing of better training

programs aiming solely at the desired results.

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1.6 OBJECTIVES OF STUDY

To study the methods used in training the employees

To analyze whether the quality of training and satisfaction of Respondents related.

To analyze whether the employees are satisfied with their current training methods.

To collect and analyze the views of the participants and superior on the training.

To study the training program on the basis of relevance, implementation and

outcomes.

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1.7 METHODOLOGY

Research methodology is a way to systematically solve the research problem. It may be

understood as a science of studying how research is done scientifically. In it we study the various

steps that are generally adopted by a researcher in studying his research problem along with the

logic behind them.

Methodology gives us the blueprint of activities to be carried out systematically in order

to complete the study successfully. The methodology of our study has several steps[listed below]

each of them are explained in chapter IV.

Formulating the Research Problem

Extensive Literature Review

Developing the objectives

Preparing the Research Design including Sample Design

Collecting the Data

Analysis of Data

Generalization and Interpretation

Preparation of the Report or Presentation of Results-Formal write ups of

conclusions reached.

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1.8 SCOPE OF STUDY

In this project I have tried to present details about the training and development programs

being presently followed in the feedback, I collected from different employees during my

interaction with them.

The scope of training and development can be explained with the help of following points –

Exact position of performance of employees through their feedback

Development of the employees through various training and development programs.

Developing altered of unbiased treatment to all employees

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1.9 REVIEW OF LITERATURE

(Michael S. Lane, Gerald L. Blakely, 1990):

Management development programmes are increasingly being studied and evaluated,

regarding their efficiency and effectiveness. Presents the results of a survey of 155 directors and

vice-presidents of personnel and human resource management departments regarding the current

status of their management development programmes. The results indicate that management

development programmes do not seem to differentiate between levels of management.

Oladele Akin (1991)

Evaluation is increasingly being regarded as a powerful tool to enhance the effectiveness

of training. Three major approaches to training evaluation: quality ascription, quality assessment

and quality control are highlighted. In order to enhance the effectiveness of training, evaluation

should be integrated with organizational life.

Phillip C. Wright (1992)

Reports on a study of current and past training literature which suggests that, to be

effective and to isolate both training needs and those problems having other, non-trainable

solutions, training must be preceded by a needs analysis. Proposes a needs assessment model to

illustrate an optimum needs assessment process, and compares this model with the Ontario

Government's.

Farhad Analoui (1995)

Traditionally, the effectiveness of the senior officials within the public sector has been

disproportionately associated with task instead of people-related skills. A study of 74 senior

managers within Indian Railways, over three years, has revealed that managers, in order to

become effective, not only require task and people skills but also self-development knowledge

and skills. Moreover, the above broad categories of managerial skills form a hierarchy which

suggests that the more senior positions which managers occupy, the greater the need for people

and self-development. Explores the implications of the above for senior management training

and development in public sector.

According to the Michel Armstrong, “Training is systematic development of the

knowledge, skills and at

Attitudes required by an individual to perform adequately a given task or job”. (Source:

A Handbook of Human Resource Management Practice, Kogan.8th

Ed., 2001)

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According to the Edwin B Flippo, “Training is the act of increasing knowledge and skills

of an employee for doing a particular job.”(Source: Personnel Management, McGraw Hill;

6thEdition, 1984).

The term „training‟ indicates the process involved in improving the aptitudes, skills and

abilities of The employees to perform specific jobs. Training helps sin updating old talents and

developing new ones. „Successful candidates placed on the jobs need training to perform their

duties effectively‟.

(Source: Aswathappa, K. Human resource and Personnel Management, New Delhi: Tata

McGraw-Hill Publishing CompanyLimited,2000, p.189).

According to Casse and Banahan (2007), the different approaches to training and

development need to be explored. It has come to their attention by their own preferred model and

through experience with large Organisations. The current traditional training continuously facing

the challenges in the selection of the employees, in maintaining the uncertainty related to the

purpose and in introducing new tactics for the environment of work and by recognizing this, they

advising on all the problems, which reiterates the requirement for flexible approach.

Usually the managers have the choice to select the best training and development

programme for their staff but they always have to bear in mind that to increase their chances of

achieve the target they must follow the five points highlighted by Miller and Desmarais (2007).

According to Davenport (2006), mentioned in his recent studies that it‟s easy to implement

strategy with the internet supported software.

Some of the Training theories can be effective immediately on the future of the skill and

developments. The “content” and the “access” are the actual factors for the process. It is a

representation itself by the Access on main aspect what is effective to the adopted practice in

training development. As per the recent theories to access the knowledge is changing from

substantial in the traditional to deliver the knowledge for the virtual forms to use the new

meaning of information with electronic learning use. There is a survey confirmation for using

classroom to deliver the training would drop dramatically, (Meister, 2001).

A manager is that what the other members of the organization wants them to be because

it is a very popular trend of development training for the managers in the training for the

management (Andersson, 2008, Luo, 2002). Most of the managers seems to reject a managerial

personality in support of the other truth for themselves (Costas and Fleming, 2009). It has been...

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CHAPTER II

COMPANY PROFILE

2.1 COMPANY PROFILE

Incorporated in April 2008 is the youngest addition to Amphenol facilities in India.

Amphenol started in India in the year 1972 in Pune and had its second unit in Bangalore both

under the Amphenol Interconnect name.

In view of the increasing demand in the Indian Telecom sector and in a bid to keep

ourselves ready and prepared for increasing customer demand, corporate of Amphenol has set up

a new facility in Chennai India by the name of Amphenol Omniconnect India Pvt Limited.

Leveraging on the years of expertise Amphenol R.F Danbury U.S.A (R.F Components

and cable assembly), Amphenol ConneXus Sweden (Power, Data & signal cable assembly),

Amphenol Antenna Solutions Rockford USA, Amboise France (Mobile tower Antennas) &

Amphenol Tuchel (Mobile Phone Components & Industrial Connectors) and inline with the

corporate vision have setup their assembly lines in this new facility at Maraimalai Nagar

Chennai.

Amphenol Industrial

Amphenol Industrial‟s use of state-of-the-art CNC machining, die-casting, molding,

impact and extruding, plating, screw machining and process controls gives its interconnect

systems a high degree of engineering sophistication and precision manufacturing that has made

Amphenol Industrial the undisputed leader in harsh environment applications and a world leader

in cylindrical connectors.

Amphenol Aerospace

Amphenol Aerospace, a Division of Amphenol Corporation, is one of the largest

manufacturers of interconnect products in the world for the Military, Commercial Aerospace and

Industrial markets. The Company designs, manufactures and markets cylindrical and rectangular,

electronic, fiber optic, EMI/EMP filter, and a variety of special applications connectors and

interconnect systems.

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Amphenol RF India

Amphenol RF India is the world's largest manufacturer of coaxial connectors for use in

radio frequency, microwave, and data transmission system applications. Headquartered in

Danbury, Connecticut, USA, Amphenol RF has global sales, marketing and manufacturing in

North America, Asia and Europe and Chennai is a newly added manufacturing location in

Amphenol RF's global foot print.

Product

• RF connectors

• Mobile phone connectors

• LF cable assembly

• Antenna

• Fiber cable

RF connectors

A coaxial RF connector (radio frequency connector) is an electrical connector designed to

work at radio frequencies in the multi-megahertz range. RF connectors are typically used with

coaxial cables and are designed to maintain the shielding that the coaxial design offers. Better

models also minimize the change in transmission line impedance at the connection.

Mechanically, they provide a fastening mechanism (thread, bayonet, braces, push pull) and

springs for a low ohmic electric contact while sparing the gold surface, thus allowing above 1000

reconnects and reducing the insertion force. Research activity in the area of radio-frequency (RF)

circuit design has surged in the 2000s in direct response to the enormous market demand for

inexpensive, high-data-rate wireless transceivers

Standard types

• BMA connector, also known as OSP (Omni Spectra push-on)

• BNC connector (Bayonet Neill-Concelman)

• C connector (Concelman)

• GR

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Miniature types

• DIN 47223 connector

• FME connector

• IPX connector

• MCX connector

• Miniature BNC connector

Micro-miniature types

• IMP connector

• MMCX connector

• MMS connector

• MMT connector

• UMP connector

Sub-miniature types

• SMC connector

• SMP connector

High voltage types

• HN connector, a high voltage version of the N connector

• MHV connector, a coaxial connector designed for high voltages

• SHV connector, a safer coaxial connector designed for high voltages

Industry standard cable assemblies

Volex offers a full range of custom and industry standard cable assemblies for telecoms,

data coms, healthcare and industrial sectors, including USB,Round-to-Flat,SCSI,ultra SCSI and

MII 802.3.All our cable assemblies are manufactured by these factories that certified by ISO

9000 and through the final quality test.

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Industry Standard Product Roadmap

Injection Molding/Machinery Manufacturing Series

- Universal Serial Bus (USB)

- IEEE 1394.2

- Serial Storage Architecture (SAA)

Special/Custom

- Circular

- Flat Grey

- Round-to-Flat (RTF)

Other Injection Molding/Machinery Manufacturing Series

- IEEE 802.3 MII

- Low Force Helix (LFH)

- Gigabit Ethernet

- IBM Bus & Tag

- V.35

Contact

Should you want to know more about our high speed cable assemblies, please contact

your local Volex Sales Engineer. He/she will be able to advice on custom product specifications

and samples.

Antenna

An antenna is a specialized transducer that converts radio-frequency (RF) fields into

alternating current (AC) or vice-versa. There are two basic types: the receiving antenna, which

intercepts RF energy and delivers AC to electronic equipment, and the transmitting antenna,

which is fed with AC from electronic equipment and generates an RF field.

In computer and Internet wireless applications, the most common type of antenna is the

dish antenna, used for satellite communications. Dish antennas are generally practical only at

microwave frequencies (above approximately 3 GHz). The dish consists of a paraboloidal or

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spherical reflector with an active element at its focus. When used for receiving, the dish collects

RF from a distant source and focuses it at the active element. When used for transmitting, the

active element radiates RF that is collimated by the reflector for delivery in a specific direction.

Fiber cable assemblies

This is a cable made up of super-thin filaments of glass or other transparent materials

that can carry beams of light. Because a fiber-optic cable is light-based, data can be sent through

it at the speed of light. Using a laser transmitter that encodes frequency signals into pulses of

light, ones and zeros are sent through the cable. The receiving end of the transmission translates

the light signals back into data which can be read by a computer.

Because fiber-optics are based entirely on beams of light, they are less susceptible to

noise and interference than other data-transfer mediums such as copper wires or telephone lines.

However, the cables are fragile and are usually placed underground, which makes them difficult

and expensive to install. Some fiber-optic cables are installed above ground, but if they break,

they often need to be completely replaced, which is not cheap. While copper wires can be spliced

and mended as many times as needed, it is much harder to fix glass fiber-optic cables.

Careers

Amphenol Omni connect, a division of Amphenol Corporation, is proud of our reputation

as an excellent employer. Our main focus is to provide the highest level of support and

responsiveness to our customers, the world's largest telecommunications and instrumentation

companies.

Amphenol Omni connect offers the opportunity for career growth within a global

organization. We are always looking for talented and motivated individuals to join our team. We

believe that Amphenol RF is unique in that every employee, regardless of their position, has the

ability to positively impact the business

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CHAPTER III

RESEARCH METHODOLOGY

3.1 RESEARCH METHODOLOGY

Research methodology is a way to systematically solve the research problem. It may be

understood as a science of studying how research is done scientifically. In it we study the various

steps that are generally adopted by a researcher in studying his research problem along with the

logic behind them.

Research methodology has many dimensions and research methods do constitute a part of

the research methodology. The scope of research methodology is wider than that of research

methods. Thus, when we talk of research methodology we not only talk of the research methods

but also consider the logic behind the methods we use in the context of our research study and

explain why we are using a particular method or technique and why we are not using others so

that research results are capable of being evaluated either by the researcher himself or by others.

Why a research study has been undertaken, how the research problem has been defined, in what

way and why the hypothesis has been formulated, what data have been collected and what

particular method has been adopted, why particular technique of analyzing data has been used

and a host of similar other questions are usually answered when we talk of research methodology

concerning a research problem or study.

3.2 SOURCES OF DATA

Data refers to information or facts however it also includes descriptive facts, non

numerical information, qualitative and quantitative information

Data could be broadly classified as

Primary data

Secondary data

3.2.1 Primary data

Primary data is the data collected for the first time through field survey. It is collected

with a set of objectives to assess the current status of any variable studied. Primary data reveals

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the cross-section picture of the object under scrutiny. Therefore primary data are those collected

by the investigator (or researcher) himself for the first time and thus they are original in

character.

3.2.2 Secondary data

Secondary data refers to the information or facts already collected. It is collected with

objective of understanding the part status of any variable or the data collected and reported by

some source is accessed and used for the objective of a study. Normally in research, the scholars

collect published data analyze it in order to explain the relationship between variables.

3.2.1 Sources of information

Primary data

i. Questionnaire or schedule

ii. Observation

iii. Feedback form

iv. Interview

Secondary data

i. Book

ii. Footnotes

iii. Statistical data sources

iv. Websites/blogs

3.3 TOOLS USED FOR ANALYSIS

Chi – Square

T Test

Anova

Correlation

Weighted average

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3.3.1 Questionnaire

The questionnaire contains two parts; Part A and Part B. Part A contain personal questions. The

question about name is avoided to get true answers from respondents. The questions such as

marital status, age, gender are asked because they have individual influence on the study.

Part B contains 16 questions. All questions are provided with options and all of them were given

with checkbox such that the employees can easily record their response.

3.4 RESEARCH DESIGN

A research design is the assignment of conditions for collection and analysis of data in a

manner that aims to combine relevance to the search purpose formidable problem that follow the

fact defining the research is the preparation in this study the researcher has made use of the

descriptive research design this is used to determine some definitive purpose with the help of

structured questionnaire to further primary information to focus on the accurate description of

the variable present in the problem

3.5 SAMPLING

Sampling is concerned with the selection of a subset of individuals from within a

population to estimate characteristics of the whole population.

Researchers rarely survey the entire population because the cost of a census is too high.

The three main advantages of sampling are that the cost is lower, data collection is faster, and

since the data set is smaller it is possible to ensure homogeneity and to improve the accuracy and

quality of the data. In the study researcher has used probability sampling.

3.6 SAMPLE SIZE

The total number of population [employees] is 728. It would be time consuming as well

as difficult to interview all 135 employees. So he researcher has selected 30% of population for

sampling. The samples were selected using simple random sampling techniques ie every

individual in the total population had equal chances of being selected.

http://en.wikipedia.org/wiki/Population_%28statistics%29

http://en.wikipedia.org/wiki/Census

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3.7 SELECTION OF SAMPLE RESPONDENTS

3.7.1 Simple random sampling

A simple random sample is a subset of individuals (a sample) chosen from a larger set (a

population). Each individual is chosen randomly and entirely by chance, such that each

individual has the same probability of being chosen at any stage during the sampling process,

and each subset of k individuals has the same probability of being chosen for the sample as any

other subset of k individuals. This process and technique is known as simple random sampling.

In our study the total population (employees who participated in training ) is 120. Every

employee of the population had equal chances of being selected among which 45 (30%)

employees were chosen to conduct the study.

3.8 TOOLS USED FOR DATA ANALYSIS

For this research researcher has used some of the tolls like probability, graphical

methods, pie charts, bar diagram etc for doing the data analysis.

Statistical Test

Chi–square test (2) =

E

EO 2)(

Degrees of freedom = (R-1) (C-1)

Whereas, O = Observed frequency

E = Expected frequency

R = Number of rows

C = Number of columns

To find E:

Row Total Column Total

Expected Frequency = ------------------------------------------------------

Grand Total

Level of Significance ()

A value indicating the percentage of sample values that is outside certain limits, assuming

the null hypothesis is correct, that is, the probability of rejecting the null hypothesis when it is

true.

http://en.wikipedia.org/wiki/Individuals

http://en.wikipedia.org/wiki/Sample_%28statistics%29

http://en.wikipedia.org/wiki/Statistical_population

http://en.wikipedia.org/wiki/Randomization

http://en.wikipedia.org/wiki/Probability

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Weighted average

The weighted average method, where the importendance of the item varies, it is essential

to allocate weight to the item. Thus weight age is a number standing for the relative importance

of the items. Weighted average can be defined as an average of component items.

Formula: Weighted average = XW =∑ WX / W

MS excel

Microsoft Excel is a commercial spreadsheet application written and distributed by

Microsoft for Microsoft Windows and Mac OS X. The application was used to organize and

analyze the raw data collected from survey. Excel was also helpful in making graphical

representations of the organized data.

SPSS

SPSS is a computer program used for survey authoring and deployment (IBM SPSS Data

Collection), data mining (IBM SPSS Modeler), text analytics, statistical analysis, and

collaboration and deployment. The program was helpful in conducting the chi square test.

http://en.wikipedia.org/wiki/Commercial_software

http://en.wikipedia.org/wiki/Spreadsheet

http://en.wikipedia.org/wiki/Microsoft

http://en.wikipedia.org/wiki/Microsoft_Windows

http://en.wikipedia.org/wiki/Mac_OS_X

http://en.wikipedia.org/wiki/Computer_program

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3.9 LIMITATIONS OF STUDY

Some difficulties were encountered while doing the project. The limitations were listed below.

The employees of the omni connect and services found it difficult to answer questions

properly due to their busy and heavy workload.

Some were reluctant to answer some question thinking that might affect their job

negatively.

The primary collection of data was time consuming, as the employees were busy.

Sample size was 20% of total population.

The total time allowed by company to do the project.

Being a very lengthy and complex process it is difficult to analyze the details of training

and process.

The working personals are not proffered to give complete information

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CHAPTER – IV

DATA ANALYSIS AND INTERPRETATION

4.1 Introduction

Analysis and interpretation is the one of the important stage of a project. In this stage the

recorded responses are coded into symbols, for making counting, edited, tabulated and

represented in appropriate pictorial form.

The responses in the questionnaire have its own value in making a true interpretation.

There are 135 respondents for the study. The questions are created in a way that the ambiguity is

avoided. After preliminary scrutiny of the filled questionnaires, it is noticed that all the

respondents marked their responses to important questions which will lead the study.

The responses of the questionnaires are tabulated and represented in percentages to get a

clear cut picture about the responses. It made the interpretation quite easier on the basis of

percentages chart is drawn. The selected pie chart was very useful for the interpretation.

The interpretation for questions which seeks Yes or No answers was easy because

comparative majority can be identified by the percentage. Diagrammatic representations are

given for each question in order to make the finding s more clearly to the reader. Along with

simple bar diagrams and pie charts new 3D representation methods are also used to make the

presentation more interactive.

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Table 4.01

AGE OF RESPONDENTS

S.No. Age Group No. of Respondents Percentage %

1 18-23 38 28.1

2 24-28 66 48.9

3 29-33 19 14.1

4 34-39 12 8.9

Total 135 100%

(Sources: primary data)

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Chart 4.01

AGE OF RESPONDENTS

INTERPRETATION

The most level of age group of Respondents 48.9% of the 24-28 and 28.1% of the 18-23

and 14.1% of the 29- 33 and 8.9% of the 34-39 of the respondents training process.

0

10

20

30

40

50

60

18-23 24-23 29-33 34-39

Percentage

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Table 4.02

GENDER OF RESPNDENTS

S.No. Gender No. of Respondents Percentage %

1 Male 118 87.4

2 Female 17 12.6

Total 135 100%


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Chart 4.02

GENDER OF RESPNDENTS

INTERPRETATION

The most level of gender of Respondents 87.4 % of the male and 12.6% of the female of

the respondents training process.

Male Female

Percentage

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Table 4.03

MARITAL STATUS OF RESPONDENTS

S.No. Status No. of Respondents Percentage %

1 Single 57 42.2

2 Married 78 57.8

Total 135 100


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Table 4.03

MARITAL STATUS OF RESPONDENTS

INTERPRETATION

The most level of marital status of Respondents 57.8% of the Married and 42.2% of the

single of the respondents training process.

0

10

20

30

40

50

60

Single Married

Percentage

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Table 4.04

OPINION ABOUT THE REGULAR ASSESSMENT OF TRAINING

NEEDS AT THE COMPANY

S.No. Opinion No. of Respondents Percentage

1 Yes 97 71.9

2 No 38 28.1

Total 135 100

(Sources: primary data )

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Chart 4.04

OPINION ABOUT THE REGULAR ASSESSMENT OF TRAINING

NEEDS AT THE COMPANY

INTERPRETATION

The most level of tabulation of responses of employee‟s respondents 71.9% of the yes

and 28.1% of the no of the respondents training needs at the company.

71.9

28.1

Yes No

Percentage

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Table 4.05

OPINION ABOUT TRAINING PROCESS AS A LEARNING EXPERIENCE


1 Very Good 14 10.4

2 Good 68 50.4

3 Satisfactory 37 27.4

4 Bad 8 5.9

5 Very Bad 8 5.9

Total 135 100


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Chart 4.05

OPINION ABOUT TRAINING PROCESS AS A LEARNING EXPERIENCE

INTERPRETATION

The most level of tabulation of responses of employee‟s respondents 50.4% of the good

and 27.4% of the satisfactory and 10.4% of the very good and 5.9% of the bad & very bad of the

respondents training process as a learning experience.

10.4

50.4

27.4

5.9 5.90

10

20

30

40

50

60

Very good Good Satisfactory Bad Very bad

Percentage

33

Table 4.06

OPINION ABOUT THE PERFORMANCE OF TRAINER/GUEST

FACULTY/INSTRUCTOR


1 Very Good 33 24.4

2 Good 48 35.6


4 Bad 29 21.5

5 Very Bad 6 4.4

Total 135 100

(Sources: Primary Data )

34

Chart 4.06

OPINION ABOUT THE PERFORMANCE OF TRAINER/GUEST

FACULTY/INSTRUCTOR

INTERPRETATION


and 24.4 % of very good and 21.5 % of the bad and 14.1% of the satisfactory and 4.4% of the

very bad of the respondents training process of faculty/ instructor.

0

5

10

15

20

25

30

35

40

very good good satisfactory bad very bad

Percentage

35

Table 4.07

ACHIEVEMENT OF LEARNING OBJECTIVE FROM TRAINING PROGRAM


1 Yes 89 65.9

2 Partially 36 26.7

3 No 3 2.2

4 Can't say 7 5.2

Total 135 100


36

Chart 4.07

ACHIEVEMENT OF LEARNING OBJECTIVE FROM TRAINING PROGRAM

INTERPRETATION

The most level of tabulation of responses of employee‟s respondents 65.9% of the yes

and 26.7 % of the partially and 5.2 % of the No and 2.2% of the can‟t say of the respondents

training program.

0

10

20

30

40

50

60

70

Yes Partially No Can't say

Percentage

37

Table 4.08

RELEVANCY OF TRAINING PROGRAM WITH THE JOB

S.No. Answer No. of Respondents Percentage

1 Very Good 11 8.2

2 Good 101 74.8


4 Bad 17 12.6

5 Very Bad 0 0

Total 135 100


38

Chart 4.08

RELEVANCY OF TRAINING PROGRAM WITH THE JOB

INTERPRETATION


and 12.6 % of bad and 8.2 % of the very good and 4.4% of the satisfactory and 0% of the very

bad of the respondents training process with the job.

0

10

20

30

40

50

60

70

80

Very good Good Satisfactory Bad Very Bad

Percentage

39

Table 4.09

THERE IS WELL DESIGNED AND WIDELY SHARED TRAINING

POLICY IN THE COMPANY


1 Very Good 45 33.4

2 Good 33 24.4


4 Bad 12 8.9

5 Very Bad 6 4.4

Total 135 100


40

Chart 4.09

THERE IS WELL DESIGNED AND WIDELY SHARED TRAINING

POLICY IN THE COMPANY

INTERPRETATION

The most level of tabulation of responses of employee‟s respondents 33.4% of the very

good and 28.9 % of satisfactory and 24.4 % of the good and 8.9% of the bad and 4.4% of the

very bad of the respondents training policy in the company.

0

5

10

15

20

25

30

35

Very good Good Satisfactory Bad Vert Bad

Percentage

41

Table 4.10

OPINION ABOUT THE CONTENT AND METHODOLOGY USED IN

THE TRAINING PROGRAM


1 Very Good 18 13.3

2 Good 72 24.3


4 Bad 14 10.4

5 Very Bad 4 3.0

Total 135 100


42

Chart 4.10

OPINION ABOUT THE CONTENT AND METHODOLOGY USED IN

THE TRAINING PROGRAM

INTERPRETATION


and 20 % of Satisfactory and 13.3 % of the very good and 10.4% of the Bad and 3% of the very

bad of the respondents training program.

19%

34%28%

15%

4%

Percentage


43

Table 4.11

USEFULNESS OF TRAINING MATERIALS


1 Very Good 20 12.6

2 Good 62 50.4


4 Bad 11 8.1

5 Very Bad 0 0

Total 135 100


44

Chart 4.11

USEFULNESS OF TRAINING MATERIALS

INTERPRETATION


and 28.9 % of satisfactory and 12.6 % of the very good and 8.1% of the bad and 0% of the very

bad of the respondents training materials.

0

10

20

30

40

50

60


Percentage

45

Table 4.12

OPINION ABOUT THE USE OF AUDIO-VISUAL AIDS


1 Very Good 18 13.3

2 Good 22 16.3


4 Bad 22 16.3

5 Very Bad 0 0

Total 135 100


46

Chart 4.12

OPINION ABOUT THE USE OF AUDIO-VISUAL AIDS

Interpretation

The most level of tabulation of responses of employee‟s respondents 54.1% of the

satisfactory and 16.3 % of good & bad and 13.3 % of the very good and 0% of the very bad of

the respondents training process of audio-visual aids.

0

10

20

30

40

50

60


Percentage

47

Table 4.13

OPINION ABOUT THE PRACTICAL SESSION IN THE TRAINING PROGRAM


1 Very Good 28 20.7

2 Good 40 29.6


4 Bad 9 6.7

5 Very Bad 2 1.5

Total 135 100


48

Chart 4.13

OPINION ABOUT THE PRACTICAL SESSION IN THE TRAINING PROGRAM

INTERPRETATION


satisfactory and 29.6 % of good and 20.7 % of the very good and 6.1% of the Bad and 1.5% of

the very bad of the respondents training process of practical sessions.

0

5

10

15

20

25

30

35

40

45

Very good Good Satisfatory Bad Very Bad

Percentage

49

Table 4.14

OPINION ABOUT THE WORKING ENVIRONMENT


1 Strongly satisfied 24 17.8

2 Satisfied 61 45.2

3 Dissatisfied 50 37.0

4 Strongly dissatisfied 0 0

Total 135 100


50

Chart 4.14

OPINION ABOUT THE WORKING ENVIRONMENT

INTERPRETATION


satisfied and 37% of the dissatisfied and 17.8 % of strongly satisfied and 0% of the strongly

dissatisfied of the respondents training process of working environment.

0

5

10

15

20

25

30

35

40

45

50

Strongly satisfied Satisfied Dissatisfied Strongly dissatisfied

Percentage

51

Table 4.15

OPINION ABOUT THE TIME DURATION GIVEN FOR THE TRAINING PERIOD


1 Sufficient 9 6.7

2 Good 85 63.0

3 Fair 30 22.2

4 Poor 11 8.1

5 Very poor 0 0

Total 135 100


52

Chart 4.15

OPINION ABOUT THE TIME DURATION GIVEN FOR THE TRAINING PERIOD

INTERPRETATION

The most level of tabulation of responses of employee‟s respondents 63% of the good

and 22.2% of the fair and 8.1% of poor and 6.7% of the sufficient and 0% of the very bad of the

respondents training period.

0

10

20

30

40

50

60

70

Sufficient Good Fair Poor Very Poor

Percentage

53

Table 4.16

OPINION ABOUT THE PREFERENCES GIVEN TO THE

PARTICIPANTS’ SUGGESTIONS


1 Excellent 32 23.7

2 Good 61 45.2

3 Fair 31 23.0

4 Poor 6 4.4

5 Very Poor 5 3.7

Total 135 100


54

Chart 4.16

OPINION ABOUT THE PREFERENCES GIVEN TO THE

PARTICIPANTS’ SUGGESTIONS

INTERPRETATION


and 23.7% of the excellent and 23 % of fair and 4.4% of the poor and 3.7% of the very poor of

the respondents training process participant‟s suggestions.

0

10

20

30

40

50

Excellent Good Fair Poor Very Poor

Percentage

55

Table 4.17

OPINION ABOUT THE MOTIVATION GIVEN TO THE PARTICIPANTS


1 Strongly agree 16 11.9

2 Somewhat agree 64 47.4

3 Disagree 45 33.3

4 Strongly disagree 10 7.4

Total 135 100


56

Chart 4.17

OPINION ABOUT THE MOTIVATION GIVEN TO THE PARTICIPANTS

.

INTERPRETATION


somewhat agree and 33.3% of the disagree and 11.9 % of strongly agree and 7.4% of the

strongly dissatisfied of the respondents training process of motivation to the participants.

0

5

10

15

20

25

30

35

40

45

50

Strongly agree Somewhat agree Disagree Strongly disagree

Percentage

57

Table 4.18

ARE EMPLOYEES PERMITTED TIMES OFF FROM WORK TO

ATTEND TRAINING


1 Yes, with pay 0 0

2 Yes, without pay 0 0

3 No 77 57.0

4 No, such thing 58 43.0

Total 135 100


58

Chart 4.18

ARE EMPLOYEES PERMITTED TIMES OFF FROM WORK

TO ATTEND TRAINING

INTERPRETATION

The most level of tabulation of responses of employee‟s respondents 57% of the No and

43% of the No, such thing and 0% of the yes, with pay & yes, without pay of the respondents

training process of work to attend training.

0

10

20

30

40

50

60

Yes, with pay Yes, without pay No No, such thing

Percentage

59

Table 4.19

DOES TRAINING PROCESS AFFECT NORMAL WORKING HOURS


1 Yes 30 22.2

2 No 91 67.4

3 Can't say 14 10.4

Total 135 100


60

Chart 4.19

DOES TRAINING PROCESS AFFECT NORMAL WORKING HOURS

INTERPRETATION

The most level of tabulation of responses of employee‟s respondents 67.4% of the No

and 22.2% of the yes and 10.4 % of can‟t say of the respondents training process of working

hours.

22%

67%

11%

Percentage

Yes No Can't say

61

Chi-Square Test

Aim:

To find out whether there is an association between quality of the training program conducted

and satisfaction of the training program conducted.

Null hypothesis: [H0]

There is no significant indifference between quality of the training program conducted and

satisfaction of the training program conducted.

Alternative hypothesis: [H1]

There is indifference between quality of the training program conducted and satisfaction of the

training program conducted.

62

Frequencies

Observed N Expected N Residual

1 117 67.0 50.0

2 18 67.0 -50.0

Total 135

Test Statistics

Chi-Square 74.627a

df 1

Asymp. Sig. .000

a. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell

frequency is 67.0.

63

T Test

One-Sample Statistics

N Mean Std. Deviation Std. Error Mean

1 135 2.04 .883 .076

One-Sample Test

Test Value = 0

95% Confidence Interval of

the Difference

t df

Sig. (2-

tailed)

Mean

Difference Lower Upper

1 26.802 133 .000 2.045 1.89 2.20

64

ANOVA

ANOVA

Sum of Squares df Mean Square F Sig.

Between Groups .296 1 .296 2.683 .104

Within Groups 14.548 132 .110

Total 14.843 133

65

COORELATION

Correlations

1 2

Spearman's rho 1 Correlation Coefficient 1.000 -.035

Sig. (2-tailed) . .690

N 135 135

2 Correlation Coefficient -.035 1.000

Sig. (2-tailed) .690 .

N 135 135

66

Weighted average

S.No

Particular

Number of Respondents

Weight

W

WX

1

2

3

4

5

Very Good

Good

Satisfied

Bad

Very Bad

28

40

56

9

2

5

4

3

2

1

140

160

168

18

2

Total 135 15 498

Weighted average = XW = ∑ WX / W

= 498/135

= 3.69

67

CHAPTER 5

FINDINGS

5.1 FINDINGS

Most of the 100% employees 48.9% of the age of Respondents

Most of the 100% employees 57.8% of the marital status of Respondents.

Most of the 100% employees 71.9 of the regular assessments of training needs of the

company.

Out of the 100% employees 50.4% about training process as a learning experience.

Out of the 100% employees 35.6% the performance of trainer/guest faculty/instructor.

Out of the 100% employees 65.9% of achievement of learning.

Out of the 100% employees 74.8% of relevancy of training program with the job.

Out of the 100% employees 24.3% of the content and methodology used in the training

program.

Out of the 100% employees 50.4% of the usefulness of training materials.

Out of the 100% employees 54.1% the use of audio – visual aids.

Out of the 100% employees 29.6% the practical session in the training program.

Out of the 100% employees 45.2% the working environment.

Out of the 100% employees 63% the time duration given for the training period.

Out of the 100% employees 45.2% the preferences the participant‟s suggestions.

Out of the 100% employees 47.4% the motivation given to the participants.

Out of the 100% employees 57% the employees permitted times off from work to attend

training.

Out of the 100% employees 67.4% the training process affect normal working hours.

68

5.2. SUGGESTIONS

In today‟s competitive world attitude is the factor which is the dividing line between

failure and success. Thus recruitment of the employees must be made not only on skills

and attitude but also the attitude of the employee. If an employee has a positive attitude

then training for him can be more effective, he has a positive effect on the climate.

The training needs should be assessed regularly by observing the performance of

employees and also from feedback.

The training records must be maintained, preserved properly and updated timely.

Proper care should be taken while selecting the trainers.

Trainers must be given continuous feedback and the training should be performed as a

continuous planned activity.

New and different trainers should be invited so that the maximum impact can be got from

the training programmes.

Co –ordination and interaction of the employees of all levels must be encouraged to

locate new talents among employees. Individual care should be given as much as possible

in case of practical sessions

Try to consider the personal goals of participants also when designing the training

module. By which the interest and satisfaction of participants can be increased.

Try to use more visual and audio aids to make trainings more interactive and active.

69

5.3. Conclusions

Analysis of all the facts & figures, the observations and the experience during the training

period gives a very positive conclusion/ impression regarding the training imparted by the Omni

connects and Services trainers. The Omni connects and Services is performing its role up to the

mark and the trainees enjoy the training imparted especially the practical sessions and

simulations.

The training imparted meets the objectives like:

o Effectiveness of the training and its resultant in the performance of the employees.

o Assists the employees to acquire skills, knowledge and attitude and also enhance the

same.

o Helps to motivate employees and helps in avoiding mistakes.

It becomes quite clear that there is no other alternative or short cut to the development of human

resources. Training when used in a planned and purposeful manner can be an extremely effective

management tool as they increase the knowledge and skills of workers and thereby increasing the

productivity and wealth of the organization.

70

BIBILOGRAPHY

BOOKS

Organizational Behavior - Steve Robbins

The Art of HRD, Reward Management, Volume 9 by Michael Armstrong and Helen

Mulish

Performance Management, Concepts, Practices and Strategies for Organization success

by S. K. Bhatia

Aswathappa.K. –Human Resources and Personnel Management – Tata Mc Graw Hill –

Eigth Edition – 2007

L.M.Prasad., Human Resources Management, 2nd

edition

Kothari C.R., Research Methodology, New Age International (P) ltd, 6th

edition, 2008.

Chand.S., Statistical for management, 4th

edition 2009.

WEB SITES:

www.managementparadise.com

www.wikipedia.com

www.yahoo.com

www.google.com

www.amphenol-omni.com

http://www.managementparadise.com/

http://www.wikipedia.com/

http://www.ezine.com/

http://www.dp.com/

71

QUESTIONAIRE

A Study on Effectiveness of Training and Development in Amphenol

Omni Connect India Pvt ltd. Chengalpattu

Part – I

1. Age of Respondents

a) 18-23 b) 24-28 c) 29-33 d) 34-39

2. Gender of Respondents

a) Male b) Female

3. Marital Status of Respondents

a) Single b) Married

Part -II

1. Opinion about the regular assessment of training needs at the company.

a) Yes b) No

2. Opinion about training process as a learning experience.

a) Very good b) good c) Satisfactory d) Bad e) very Bad

3. Opinion about the performance of trainer/guest faculty/instructor.


4. Achievement of learning objective from training program.

a) Yes b) Partially c) No d) Can't say

5. Relevancy of training program with the job


6. There is well designed and widely shared training policy in the company?


7. Opinion about the content and methodology used in the training program.


72

8. Usefulness of training materials.


9. Opinion about the use of audio-visual aids


10. Opinion about the practical sessions in the training program.


11. Opinion about the working environment

a) Strongly satisfied b) Satisfied c) Dissatisfied d) Strongly dissatisfied

12. Opinion about the time duration given for the training period.

a) Sufficient b) good c) Fair d) Poor e) very poor

13. Opinion about the preferences given to the participants’ suggestions.

a) Excellent b) good c) Fair d) Poor e) very Poor

14. Opinion about the motivation given to the participants.

a) Strongly agree b) Somewhat agree c) Disagree d) Strongly disagree

15. Are employees permitted times off from work to attend training

a) Yes, with pay b) Yes, without pay c) No d) No, such thing

16. Does training process affect normal working hours?

a) Yes b) No c) Can‟t say

Documents

A STUDY ON EFFECTIVENESS OF TRAINING AND DEVELOPMENT IN AMPHENOL OMNI CONNECT INDIA PVT LTD, CHENGALPATTU