Dstn Report

7/30/2019 Dstn Report

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LIST OF TABLES

Table No. Table name Page No.

1 Training and development 27

2 Advantages and disadvantages of different training

methods

35-38

3 Overview: Research methodology 63

4 Gender of respondent 67

5 Age of respondent 68

6 Educational qualification 69

7 Work experience 70

8 Time period 71

9 Training necessity 72

10 Opinion of getting trained 73

11 Kind of training 74

12 Adequate time given to reflect improvement 75

13 Effectiveness of organizing 76

14 Efficiency of performance 77

15 Opportunity to bring out hidden skills 78

16 Selection procedure 79

17 Development in personality 80

18 Whose interest considered while setting objectives 81

19 Training as organizational strategy 82

20 Barriers in T & D 83

21 Mode of training method 84

22 Problems during training 85


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LIST OF GRAPHS

Fig No. Figure name Page No.

1 Theory X and Theory Y 20

2 Maslows hierarchy needs 24

3 Gender of respondent 67

4 Age of respondent 68

5 Educational qualification 69

6 Work experience 70

7 Time period 71

8 Training necessity 72

9 Opinion of getting trained 73

10 Kind of training 74

11 Adequate time given to reflect improvement 75

12 Effectiveness of organizing 76

13 Efficiency of performance 77

14 Opportunity to bring out hidden skills 78

15 Selection procedure 79

16 Development in personality 80

17 Whose interest considered while setting objectives 81

18 Training as organizational strategy 82

19 Barriers in T & D 83

20 Mode of training method 84

21 Problems during training 85


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EXECUTIVE SUMMARY

The objective of the project is to know the Effectiveness of Training and

Development. The report contains a brief introduction about Training.

This report clearly mentions objective of the study and the research

methodology utilized, both primary data and secondary data. The data collection

method used is structured non disguised questionnaire in which the types of

questions used are open ended, multiple choice and close ended.

The report contains a detailed view of the tasks, which have been undertaken to

analyze the effectiveness of training and development. A questionnaire has been

prepared to know the effectiveness of training and development.

It was found that most employees consider training as an important necessity.

The project also reveals one of the important finding that majority of employees

agree that training help them develop their work as well it also help them to

develop their personality and skills.

Also it was found that most organisations consider training as an important

strategy.

From the study conducted I suggest that it is very important for the management

to give more focus on training their employees.

So the company should be conducting more effective and efficient training

programs in order to help their employees develop their performance as well as

their skills which in turn will help the organisation to achieve its goal.


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INTRODUCTION


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Training and Development is the framework for helping employees to develop

their personal and organizational skills, knowledge, and abilities. The focus of

all aspects of Human Resource Development is on developing the most superior

workforce so that the organization and individual employees can accomplish

their work goals in service to customers. All employees want to be valuable and

remain competitive in the labour market at all times, because they make some

demand for employees in the labour market. This can only be achieved through

employee training and development. Hence employees have a chance to

negotiate as well as employer has a good opportunity to select most suitable

person for his vacancy. Employees will always want to develop career-

enhancing skills, which will always lead to employee motivation. There is no

doubt that a well trained and developed staff will be a valuable asset to the

company and thereby increasing the chances of his efficiency in discharging his

or her duties. Trainings in an organization can be mainly of two types; Internal

and External training sessions. Internal training involves when training is

organized in-house by the human resources department or training departmentusing either a senior staff or any talented staff in the particular department as a

resource person.

The game of economic confutation as rules. This requires responding to

customers needs for quality, variety, customization convince timeliness.

Meeting these new standards requires a workforce that is technically trained in

all respects. It requires people who are capable analyzing solving job related

problem working comparatively in teams and changing hats and shifting from

job as well. Training has in increased in importance in todays environment

where jobs are complex and change rapidly. Companies that pay slip-service to

the need for training, by lazily setting aside a few hours a year, will soon find

themselves at the receiving end when talented employees leave in frustration


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and other employees find it difficult to beat rivals with new products,

sophisticated designs and improving ways of selling.

To survive and flourish in the present day corporate jungle companies should

invest time and money in upgrading the knowledge and skills of their

employees constantly. For any company that stops injecting itself with

intelligence is going to die.

Every organization needs to have well trained and experienced people to

perform the activities that have to be done. The effective functioning of any

organization requires that employees learn to perform their jobs at satisfactorylevel of proficiency. An effective organization wishes to have amongst its ranks

individuals that are qualified to accept increasing responsibilities. So that

organization needs in their present jobs, but also to develop their capabilities of

other jobs, for which they might later be considered.

Training enables the employee to get acquainted with jobs and also increase

their aptitude, skills and knowledge. It makes newly recruited employees fully

productive in the minimum of time. Even for the old workers, it is necessary to

refresh them and to enable them to keep up with new methods and techniques as

well as new machine and equipments for doing the work. Thus, training is not a

One step process but it is a continuous or never ending process because it

increase the knowledge and skills of new employees in performing their jobs

and serves as a refresher course for the old employees training job will never be

finished as long as organization remains operation.

Training can be introduced simply as a process of assisting a person for

enhancing his efficiency and effectiveness to a particular work area by getting

more knowledge and practices. Also training is important to establish specific

skills, abilities and knowledge to an employee.


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For an organization, training and development are important as well as

organizational growth, because the organizational growth and profit are also

dependent on the training. But the training is not a core of organizational

development. It is a function of the organizational development.

Training is different form education; particularly formal education. The

education is concerned mainly with enhancement of knowledge, but the aims of

training are increasing knowledge while changing attitudes and Competences in

good manner. Basically the education is formulated within the framework and

to syllabus, but the training is not formed in to the frame and as well as syllabus.

It may differ from one employee to another, one group to another, even the

group in the same class. The reason for that can be mentioned as difference of

attitudes and skills from one person to another.

Even the situation is that, after good training programme, all different type

skilled one group of employees can get in to similar capacity, similar skilledgroup. That is an advantage of the trainings .In the field of Human Resources

Management, Training and Development is the field concern with

organizational activities which are aimed to bettering individual and group

performances in organizational settings. It has been known by many names in

the field HRM, such as employee development, human resources development,

learning and development etc. Training is really developing employeescapacities through learning and practicing.

On the other hand external training is normally arranged outside the firm and is

mostly organized by training institutes or consultants. Whichever training, it is

very important for all staff and helps in building career positioning and

preparing staff for greater challenges in developing world. However the training

is costly. Because of that, people who work at firms do not receive external


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knowledge, skills, or behaviors that are critical for successful job performance

in the immediate term or near future. This is in contrast with development,

which is training that provides employees with competencies for anticipated

future jobs and roles. The goal of training is for employees to master the

knowledge, skill, and behaviors emphasized in training programs and to apply

them to their day-to-day activities.

High-leverage training is linked to strategic business goals and objectives,

uses an instructional design process to ensure that training is effective, and

compares or benchmarks the companys training programs against training

programs in other companies. High-leverage training practices also help to

create working conditions that encourage continuous learning. Continuous

learning requires employees to understand the entire work system, including

the relationships among their jobs, their work units, and the company.

Employees are expected to acquire new skills and knowledge, apply them on

the job, and share this information with other employees. Managers take anactive role in identifying training needs and help to ensure that employees use

training in their work.

To facilitate the sharing of knowledge, managers may use informational maps

that show where knowledge lies within the company (for example, directories

and/or skills inventories that list what individuals do as well as the specialized

knowledge they possess) and use technology such as groupware or the internetthat allows employees in various business units to work simultaneously on

problems and share Information.

Training is used to improve employee performance, which leads to improved

business results. Training is seen as one of several possible solutions to improve

performance. Other solutions can include such actions as changing the job or

increasing employee motivation through pay and incentives. Today there is a

greater emphasis on:


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Providing educational opportunities for all employees.

An ongoing process of performance improvement that is directly measurable

rather than organizing one-time training events.

The need to demonstrate to executives, managers, and trainees the benefits of

training.

Learning as a lifelong event in which senior management, trainer managers,

and employees have ownership.

Training being used to help attain strategic business objectives, which help

companies, gains a competitive advantage.

Measuring the return on investment in research and development, marketing,

sales, and human resources is the key for demonstrating the value to the

business. Each of Medtronics businesses uses a scorecard to measure success

and return on investment. Medtronic is currently developing metrics to measure

how training contributes to the companys success.

Definitions:

Edwin. B. Ellppo has defined Training as the cut of increasing the

knowledge and skills of an employee for doing a particular job.

Michael Armstrong defines Training as the systematic development of theknowledge skills and attitudes acquired by an individual to perform adequately

a given task or job.

Michael.J.Jucious defines Training is any process by which the attitude,

skills and abilities of employees to perform specific jobs are improved.


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Michael Armstrong Training is the systematic modification of behavior

through learning which occurs as a result of education, instruction,

development.

The above definition suggests that training enhance the skill and capabilities of

the individuals in an organization.

For training to be successful, the employees have to be convinced of its utility

and effectiveness.

A successful training program will enhance the organizational performance.

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.

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.


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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.


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External factors, such as changes in the economy and the competitive

environment, may also influence operational results.

Theory X and Theory Y

Theory X and Theory Y are theories of human motivation created and

developed by Douglas McGregor at the MIT Sloan School of Management in

the 1960s that have been used in human resource management,organizational

behavior, organizational communication and organizational development. They

describe two contrasting models of workforce motivation.

Fig 1.Theory X and Theory Y
http://en.wikipedia.org/wiki/Douglas_McGregorhttp://en.wikipedia.org/wiki/MIT_Sloan_School_of_Managementhttp://en.wikipedia.org/wiki/Human_resource_managementhttp://en.wikipedia.org/wiki/Organizational_behaviorhttp://en.wikipedia.org/wiki/Organizational_behaviorhttp://en.wikipedia.org/wiki/Organizational_communicationhttp://en.wikipedia.org/wiki/Organizational_developmenthttp://en.wikipedia.org/wiki/Organizational_developmenthttp://en.wikipedia.org/wiki/Organizational_communicationhttp://en.wikipedia.org/wiki/Organizational_behaviorhttp://en.wikipedia.org/wiki/Organizational_behaviorhttp://en.wikipedia.org/wiki/Human_resource_managementhttp://en.wikipedia.org/wiki/MIT_Sloan_School_of_Managementhttp://en.wikipedia.org/wiki/Douglas_McGregor


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Theory X

In this theory, which has been proven counter-effective in most modern

practice, management assumes employees are inherently lazy and will avoid

work if they can and that they inherently dislike work. As a result of this,

management believes that workers need to be closely supervised and

comprehensive systems of controls developed.

A hierarchical structure is needed with narrow span of control at each and

every level. According to this theory, employees will show little ambition

without an enticing incentive program and will avoid responsibility wheneverthey can. According to Michael J. Papa, if the organizational goals are to be

met, theory X managers rely heavily on threat and coercion to gain their

employees' compliance.

Beliefs of this theory lead to mistrust, highly restrictive supervision, and a

punitive atmosphere. The Theory X manager tends to believe that everything

must end in blaming someone. He or she thinks all prospective employees are

only out for themselves. Usually these managers feel the sole purpose of the

employee's interest in the job is money.

They will blame the person first in most situations, without questioning

whether it may be the system, policy, or lack of training that deserves the

blame. A Theory X manager believes that his or her employees do not really

want to work, that they would rather avoid responsibility and that it is the

manager's job to structure the work and energize the employee. One major flaw

of this management style is it is much more likely to cause diseconomies of

scale in large businesses.


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Theory Y

In this theory, management assumes employees may be ambitious and

self-motivated and exercise self-control. It is believed that employees enjoy

their mental and physical work duties. According to Papa, to them work is as

natural as play. They possess the ability for creative problem solving, but their

talents are underused in most organizations. Given the proper conditions, theory

Y managers believe that employees will learn to seek out and accept

responsibility and to exercise self-control and self-direction in accomplishing

objectives to which they are committed.

A Theory Y manager believes that, given the right conditions, most

people will want to do well at work. They believe that the satisfaction of doing a

good job is a strong motivation. Many people interpret Theory Y as a positive

set of beliefs about workers. A close reading of The Human Side of Enterprise

reveals that McGregor simply argues for managers to be open to a more positive

view of workers and the possibilities that this creates. He thinks that Theory Y

managers are more likely than Theory X managers to develop the climate of

trust with employees that are required for human resource development.

It's human resource development that is a crucial aspect of any

organization. This would include managers communicating openly with

subordinates, minimizing the difference between superior-subordinate

relationships, creating a comfortable environment in which subordinates can

develop and use their abilities. This climate would include the sharing of

decision making so that subordinates have say in decisions that influence them.


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5. Cognitive needs - knowledge, meaning, etc.

6. Aesthetic needs - appreciation and search for beauty, balance, form, etc.

7. Self-Actualization needs - realizing personal potential, self-fulfillment,

seeking personal growth and peak experiences.

8. Transcendence needs - helping others to achieve self actualization.

THEORETICAL FRAME WORK

The Efficiency of an organization depends on the capacity and talents of its

personnel and how motivated they are. The capability depends on his ability to

work and the type of training he receives. After the employees have been

selected for various positions in an organization, training them for the specific

tasks to which they been assigned assumes great importance.

It is true in many originations that before employees are fitted into a

harmonious working relationship with the other employees, he is given

adequate training. Training is the act of increasing the knowledge and skills of

an employee for performing a particular job.

The major outcome of training is learning. Trainees learn new habits, refined

skills and useful knowledge during the training that helps him improve

performance. Training enables an employee to do his present job more

efficiently and prepare himself for a higher level job.


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Training is needed to serve the following purposes.

Newly recruited employees require training so as to perform theirtasks effectively. Instruction, guidance, coaching help them to

handle jobs competently without any wastage.

Training is necessary to prepare existing employees for higherlevel jobs (promotion).

Existing employees require refresher training so as to keepupdating about the latest development operation. In face of rapid

technological changes, this is an absolute necessity.

Training is necessary when a person moves from one job to another(transfer). After training the employee can change jobs quickly,

improve his performance levels and achieve career goals

comfortable.

Training is necessary to make employees mobile and versatile.They can be placed on various jobs depending on organizational

needs.

Training is needed to bridge the gap between what the employeeshave and what the job demands. Training is needed to make

employees more productive and useful in the long run.

Training is needed for employees to gain acceptance from peers.(learning a job quickly and being able to pull their own weight is

one of the best ways for them to gain acceptance)


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Thus, training is meant for operatives and development is meant for managers.

Training tries to improve a specific skill relating to a job whereas development

aims at improving the total personality of an individual.

Training is one-shot deal; whereas development is an ongoing continuous

process. The scope of training is on individual employee, whereas eth scope of

development is on the entire work group or the organization. Training is mostly

the result of initiatives taken by management. It is the result of some outside

motivation.

Training seeks to meet the current recruitment of the jobs and the individual;whereas development aims at meeting the future needs of the job and the

individual. In other words, training is a reactive process whereas development is

a proactive process. Development is future oriented training, focusing on the

personal growth of the employee.

Table 1. Training and Development

Learning Dimension Training Development

Meant for Focus Scope Goal Initiated by Content

TimeFrame

Operatives

Current job

Individual employee

Fix current skill deficit

Management

Specific job related

information

Immediate

Executives

Current and future jobs

Work group or organization

Prepare for future work demands

The individual

General knowledge

Long term


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these basic skills in modern organization (such as lecture, apprenticeship, on-

the job, coaching etc).

Refresher Training:

Rapid changes in technology may force companies to go in for this kind of

training. By organizing short term course which incorporate that latest

development in a particular field, the company may keep its employees up-to-

date and ready to take on emerging challenges. It is conducted at regular

intervals by taking the help of outside consultants who specialize in a particular

descriptive.

Crossfunctional Training:

Cross functional training involves training employees to perform operations in

areas other than their assigned job.

There are many approaches to cross functional training. Job rotation can be used

to provide a manager in one functional area with a broader perspective than he

would otherwise have.

Department can exchange personnel for a certain period so that each employee

understands how other department functions.

Team Training:

Team training generally covers two areas: content task and group processes.

Content tasks specify the teams goal such as cost control and problem solving.

Group processes reflect the way the member function as team.

For example how they interact with other, how they sort out difference, how

they participate etc.


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Diversity Training:

Diversity training considers all of the diverse dimensions in the work place

race, gender, age, lifestyles, culture, education, ideas, and background- while

designing training programmes.

It aims to create better cross cultural sensitivity with the aims of fostering

more harmonious and fruitful working relationship among firms employees.

TRAINING METHODS:

Training methods are usually classified by the location of instruction. On the

job training is provided when the workers are taught relevant knowledge, skill

and abilities at the actual workplace. Off-the-job training on the other hand,

requires that trainees learn at a location other than the real work spot.

1. Job Instruction Training (JIT)

The JIT method is a four step instructional preparation, presentation,

and performance try out and follow up. It is used primarily to teach

workers how to do their current jobs. A Trainer, supervisor or co- worker

acts as the coach. The four steps followed in the JIT methods are:

i. The trainee receives an overview of the job, its purpose and itsdesired outcomes, with clear focus on the relevance of training.

ii. The trainer demonstrates the job in order to give the employee amodel to copy.

iii. Next, the employee is permitted to copy the trainers way.Demonstrates by the trainer and practice by the trainee are repeated

until the trainee masters the right way to handle the job.

iv. Finally, the employee does job independently without supervision.


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1. Coaching :Coaching is a kind of daily training and feedback given to employee by

immediate supervision. It involves a continuous process of learning by

doing. It may be defined as an informal, unplanned training and development

activity provided by supervisor and peers.

In coaching, the supervisor explain things and answer questions; he throws

light on why things are done the way they are; he offers a model for trainees

to copy ; conducts lot of decision making meeting with trainees; procedure

are agreed upon and the trainees is given enough authority to make divisions

and even commit mistakes. Coaching can be taxing job in that the coach may

not possess requisite skills to guide the learner in a systematic way.

Sometimes, doing a full days work may be more important than putting the

learner on track.

2. Mentoring:Mentoring is relationship in which a senior manager in organization assumesthe responsibility for grooming a junior person. Technical, interpersonal

and political skills are generally conveyed in such a relationship from the

more experienced person. A mentor is a teacher, suppose, counselor,

developer of skills and intellect, host, guide exemplar and most importantly,

supporter and facilitator in the realization of the vision the young person has

about the kind of life he wants as an adult. The main objective of mentoringis to help an employee attain psychological maturity and effectiveness and

get integrated with the organization.


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3. Job rotation:This kind of training involves the movement of trainee one job to another.

This helps him to have a general understanding of how the organization

functions. The purpose of job rotation is to provide trainees with a larger

organizational perspective and a greater understanding of different functional

areas as well as a better sense if their own career objectives and interests.

Apart from reliving boredom, job rotation allows trainees to build rapport

cooperation among departments. The cross-trained personnel offer a great

amount of flexibility for organizations when transfers, promotions or

replacement become inevitable.

4. Apprenticeship Training:Most croft workers such as plumbers and carpenters are trained through

formal apprenticeship programmes. Apprentices are trainees who spend a

prescribed amount of time working with an experienced guide, coach ortrainer. Apprenticeships and internships are similar to apprenticeship

because that also demand high levels of participation from the trainee. An

internship is a kind of on the job training that usually combines job training

with classroom instruction in trade schools, colleges or universities. It is also

likely that it in these of rapid changes I technology, old skills may get

outdated quickly. Trainees who spend years learning specific skills may find,upon completion of their programmes, that the job skills they acquired are no

longer appropriate.


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OFF-THE- JOB METHODS:

Under this method of training, the trainee is separated from the job

situation ad his attention is focused upon learning the materials related to

his future job performance. There is an opportunity for freedom of

expression for the trainees. Off-the-job methods are as follows:

a) Vestibule Training:In this method, actual work conditions are simulated in a class room.

Material, files and equipment- those that are used in actual job performance

are also used in the training.

This type of training is commonly used for training personnel for clerical

and semi-skilled jobs. The duration of this training, range from a few days

to a few weeks. Theory can be related to practice in this method.

b)Role playing:It is defined as method of human interaction that involves realistic behavior

in imaginary situations. This method of training involves action, doing and

practice.

The participants play the role of certain characters such as the production

manager, mechanical engineer, superintendents, maintenance engineer,

quality control inspector, foremen, workers and the like. This method is

mostly used for developing interpersonal interactions and relations.


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c) Lecture method:The lecture is a traditional and direct method of instruction. The instructor

organizes the material and gives it to a group of trainees in the form of a

talk. To be effective, the lecture must motivate and create interest among

the trainees.

An advantage of lecture method is direct and can be used for a large group

of trainees. Thus, costs and time involved are reduced. The major limitation

of the lecture method is that it does not provide for transfer of training

effectively.

d)Conference / discussion approach:In this method, the trainers deliver a lecture and involve the trainee in a

discussion so that his doubts about the job get clarified. When big

organization use this method, the trainer uses audio-visual aids such as

black board, mock ups and slides; in some cases the lecture are videotapesor audio taped. Even the trainees presentation can be taped for self

confrontation and self-assessment.

The conference is, thus a group-centered where there is a clarification of

ideas, communication of procedures and standards to the trainees. Those

individuals who have a general educational background and whateverspecific skills are required- such as typing, shorthand, office equipment

operation, filling, indexing, recording etc- may be provided with specific

instructions to handle their respective jobs.


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e) Programmed Instruction:This method has becomes popular in recent years. The subject matter to be

learned is presented in a series of carefully planned sequential units. These

units are arranged from simple to more complex levels of instructions. The

trainee goes through these units by answering questions or filling the

blanks. This method is, thus, expensive and time-consuming.

Following chart illustrates advantages and disadvantages for the different

training methods.

Table 2. Advantages and disadvantages of different Training methods

Training

Method

Type of Training Advantages Disadvantages

Instructor-Led

Training

Classroom Revised easily Scheduling is

difficult

Developed

quickly

Travel costs

Face-to-face

contact

Differences from

class to class

On-line Group Training No travel costs Requires

computer

equipment

Developed

quickly

No face-to-face

contact

Videoconferencing and

Video/On-line

Supports large

groups and

multiple sites

High equipment

costs

No travel costs Logistically

challenging


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On-the Job Coaching Effective

knowledge

transfer

Differences from

instructor to

instructor,

session to

session.

Related to

trainee's job

Costly in terms

of instructor-to-

trainee ratio

Face-to-face

contact

On-line Self-

Directed

Training

All On-line Training Consistent

training

content

High

development

costs

Convenient

access to

training

Lengthy

development

time

Trainee sets

own pace

Requires

computer

equipment

Reuse does not

require trainer

participationWeb-Based Training Easy to modify Limited

bandwidth

causes slow

download times.

CD-ROM/DVD Supports

complex

Difficult to

modify


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multimedia

Off-line Self-

Directed

Training

Printed Material Portable Less Interesting

Trainee sets

own pace

Difficult to

modify

Developed

quickly

Video DVD or audio CD Consistent

training

content

Requires

playback

equipment

Can share

copies

Can be costly to

develop

Trainee sets

own pace

Difficult to

modify

Just-In-Time

Training

Electronic Performance

Support System (EPSS)

Available

when needed

at trainee's

convenience

Costly to

develop

Related to

trainee's job

Requires

computer

equipment

Continuous Improvement Promotes

employee

involvement

Requires

training

resources that

are readily

available on a

continuous basis


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Promotes

creative

solutions

Differences from

instructor to

instructor

Computer-Mediated

Asynchronous

Collaboration

Accessible at

the trainee's

convenience

Requires

computer

equipment

Promotes

creative

solutions

Can require

computer

software

Promotes

employee

involvement

NEED FOR TRAINING:

Training is the act of improving ones knowledge and skill to improve

his/her job performance. Training is job oriented. It bridges the gap

between what the employee has and what the job demands. For that matter,

imparting to employees working in all organized sectors of human activity

is longer a matter of debate. The need for training has been recognized as

essential activity not only in the business organizations, but also in

academic institution, professional bodies and the government department.


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IMPARTANCE OF TRAINING:

The importance of training can best be appreciated with the help of various

advantages it offers to both employees and employer.

1. Better performance:Training improves employees ability and skills, in turn improves

employees performance both in quality and quantity. Better or increased

employee performance directly leads to increased operational productivity

and increased organizational profits. Improvements in employee

performance / productivity in development countries lend support to this

statement.

2.Improved Quality:In formal training programmes, the best methods of performing jobs are

standardized and then taught to employees. This offers two fold benefits.

Firstly uniformity in work performance helps improve the quality of workor service. Secondly better informed or say trained workers are less likely to

make operational mistakes.

3. Less supervision:A trained worker is self reliant. He knows his work and way to perform it

well. Therefore, his work requires less supervision. The supervision candevote his time on more urgent works.

4. Less learning period:A well planned and systematically organized training programmes reduces

the time and cost involved in learning. Training enables to avoid waste of

time and efforts in learning through trial and error method.


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5. High morale:Training not only improves the ability and skills of the employees, but also

changes employees attitude towards positive. Higher performance, job

satisfaction, job security and avenues for internal promotion lead to high

morale among the employees. High morale, in turn, makes employees more

loyal to the organization.

6. Personal Growth:

Training improves employees ability knowledge and skills and thus,

prevents employees obsolesce. This makes employees growth- oriented.

7. Favorable Organizational Climate:

The aforesaid advantage combined lead to improves and favorable

organizational climate characterized by better industrial relation and

disciplines, reduced resistance to change, reduced absenteeism and turnover of

employees and improves stability of organization.

STEP IN TRAINING PROGRAMMES

The various step activities involved in developing training programmes can be

broadly classified into five steps as follows;

1. Identification of training needs2. Setting training objectives3. Designing training methods4. Administration of training programmes5. Evaluation of training


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Training could be traced far back at the Stone Age when people used to

transfer knowledge in particular activity through signs and deeds to others. It

was only during industrial revolution the formal and vocational training was

started to instruct the apprentices about the about the operation of machines.

Since then there is no looking back in this regard. Today training has become

the most important organizational activity not only in the business

organizations but in the educational institution also. It is fact that many

organizations have realized the need of the training created infrastructure and

provided financial support. The result of many training programmes have been

far less than the desired ones because of non-alignment of training

programmes with the overall human resources development (HRD) strategies

of the organization.


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REVIEW OF LITERATURE


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A review of literature on evaluation of training was conducted to identify

methods of effectiveness evaluation for training programs. Five definitions of

evaluation were identified in the literature.

Kirkpatrick (1971)

Kirkpatricks first level of measurement, reaction, is defined as how well the

trainees liked the training program. The second measurement level, learning, is

designated as the determination of what knowledge, attitudes, and skills were

learned in the training. The third measurement level is defined as behavior.

Behavior outlines a relationship of learning (the previous measurement le vel)

to the actualization of doing. Kirkpatrick recognized a big difference between

knowing principles and techniques and using those principles and techniques

on the job. The fourth measurement level, results, is the expected outcomes of

most educational training programs such as reduced costs, reduced turnover

and absenteeism, reduced grievances, improved profits or morale, and

increased quality and quantity of production.

Paquet,Kasl, Weinstein, & Waite, (1987).

One study was found by a major corporation that measured change in

productivity and ROI of a training program. CIGNA Corporations corporate

management development and training department, which provides training for

employees of CIGNA Corporations operating subsidiaries, initiated an

evaluation program to prove management training made a business

contribution. The research question posed was, Does management training

result in improved productivity in the managers workplace? The team

conducting the research identified that data collection needed to be built into

the training program for optimal data gathering. If managers could use the

evaluation data for their own benefit as part of their training, they would be

more likely to cooperate.


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Paulet & Moult, 1987

British Airways assessed the effectiveness of the Managing People First (MPF)

training by measuring the value shift, commitment, and empowerment of the

trainees. An in-depth interview was used to measure the action potential (energy

generated in the participants by the course) and level of action as a result of the

course. A want levelwas used to measure the action potential and a do levelfor

the action. Each measurement was assigned a value of high, medium, or low.

However, high, medium, and low were not defined.

Robert (1988) in his study The Pygmalion Effect personal journal describes

the Pygmalion Effect or the Behavior Science Principle which states that an

employees success is directly related to the companys expectation. Good

management training practice is discussed. Such as recognizing employees

potential for improved performance showing confidence in the staff marinating

an in-going dialogue setting, high performance standards complimenting,criticizing constructively and with empathy, helping people advance and

overcome self-defects.

Alliger and Horowitz (1989)

Numerous studies reported use of components of the Kirkpatrick Model;

however, no study was found that applied all four levels of the model. Although

level one is the least complex of the measures of evaluation developed by

Kirkpatrick, no studies were found that reported use of level one as a sole

measure of training. One application of the second level of evaluation,

knowledge, was reported by. In this study the IBM Corporation incorporated

knowledge tests into internally developed training. To ensure the best design,

IBM conducted a study to identify the optimal test for internally developed

courses. Four separate tests composed of 25 questions each were developed


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based on ten key learning components. Four scoring methods were evaluated

including one that used a unique measure of confidence. The confidence

measurement assessed how confident the trainee was with answers given.

Bushnell (1990) also created a modification to the Kirkpatrick Model by

identifying a four-step process of evaluation. Bushnells model included

evaluation of training from the development through the delivery and impact.

Step one involved the analysis of the System Performance Indicators that

included the trainees qualifications, instructor abilities, instructional materials,

facilities, and training dollars. Step two involved the evaluation of the

development process that included the plan, design, development, and delivery.

Step three was defined as output which equated to the first three levels of the

Kirkpatrick Model. Step three involves trainees reactions, knowledge and skills

gained, and improved job performance. Bushnell separated outcomes or results

of the training into the fourth step. Outcomes were defined as profits, customer

satisfaction, and productivity. This model was applied by IBMs globaleducation network, although specific results were not found in the literature.

Phillips (1991) stated the Kirkpatrick Model was probably the most well known

framework for classifying areas of evaluation. This was confirmed in 1997

when the America Society for Training and Development (ASTD) assessed the

nationwide prevalence of the importance of measurement and evaluation tohuman resources department (HRD) executives by surveying a panel of 300

HRD executives from a variety of types of U.S. organizations. Survey results

indicated the majority (81%) of HRD executives attached some level of

importance to evaluation and over half (67%) used the Kirkpatrick Model. The

most frequently reported challenge was determining them impact of the training

(ASTD, 1997).


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Lookatch (1991) and ASTD (2002) reported that only one in ten organizations

attempted to gather any results-based evaluation. In 1952, Donald Kirkpatrick

(1996) conducted doctoral research to evaluate a supervisory training program.

Kirkpatricks goal was to measure the participants reaction to the program, the

amount of learning that took place, the extent of behavior change after

participants returned to their jobs, and any final results from a change in

behavior achieved by participants after they returned to work.

Wagner & Roland, (1992). Over 20 organizations and 5,000 participants were

studied. Three measures were used to determine behavioral changes. Measure

one was a questionnaire completed by participant s both before and after

training. The second measure was supervisory reports completed on the

functioning of work groups before and after training. The third measure was

interviews with managers, other than the immediate supervisor, to obtain

reactions to individual and work-group performance after an OBERT program.

Results reported showed no significant changes in behavior.

Hopkins (1995)

There are several ways managers can use professional development to increase

the competence, skills, and leadership capacity of their employees. One way to

do this involves managers encouraging employees to pursue continuing

education opportunities and/or empowering employees through variousleadership opportunities within the organization.

Singh has conducted a study on Attitude Change through Training in

1998. The study was conducted with the thirty five officers from different

central/state government/ public sector units/ nationalized banks. And the study

was conducted to explore the impact of importing behavioral skill through

training programme resulting impersonalized attitude and co-operative attitude.


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Results reveal that training led to change in attitudes. Experimental training and

belief in the source of communication, facilitated attitude change.

Kirkpatrick, (1998)

From Kirkpatricks doctoral research, the concept of the four Kirkpatrick

measurement levels of evaluation emerged. While writing an article about

training in 1959, Kirkpatrick (1996) referred to these four measurement levels

as the four steps of a training evaluation.

It is unclear even to Kirkpatrick how these four steps became known as the

Kirkpatrick Model, but this description persists today). As reported in the

literature, this model is most frequently applied to either educational or

technical training.

Holli and Calabrese (1998) defined evaluation as comparisons of an

observed value or quality to a standard or criteria of comparison. Evaluation

is the process of forming value judgments about the quality of programs,

products, and goals.

Kirkpatrick (1998) recommended that as many as possible of the four levels of

evaluation be conducted. In order to make the best use of organizational

resources of time, money, materials, space, equipment, and manpower,

continued efforts are needed to assess all levels of effectiveness of training

programs. Trainers from all disciplines should develop evaluation plans for

training and share the results of these initiatives.

Jan (1999) in his study Training and Development reveals that a majority

of training programme relay that a majority of training programme relay on

western technique. Traditional Vedic approaches to knowledge focusing on the


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relation of the athma, pure consciousness serves as the creativity and

intelligence should be viewed as an alternative approach to conduct training.

Warr, Allan and Birdie (1999) evaluated a two-day technical training course

involving 123 mo tor-vehicle technicians over a seven- month period in a

longitudinal study using a variation of the Kirkpatrick Model. The main

objective of this study was to demonstrate that training improved performance,

thereby justifying the investment in the training as appropriate. Warr et

al.(1999) suggested that the levels in the Kirkpatrick Model may be interrelated.

They investigated six trainee features and one organizational characteristic that

might predict outcomes at each measurement level. The six trainee features

studied were learning motivation, confidence about the learning task, learning

strategies, technical qualifications, tenure, and age. The one organizational

feature evaluated was transfer climate which was defined as the extent to which

the learning from the training was actually applied on the job.

Boulmetis and Dutwin (2000) defined evaluation as the systematic process of

collecting and analyzing data in order to determine whether and to what degree

objectives were or are being achieved.

Phillips and Pulliam (2000) reported an additional measure of training

effectiveness,return on investment (ROI), was used by companies because of

the pressures placed on Human Resource Departments to produce measures of

output for total quality management (TQM) and continuous quality

improvements (CQI) and the threat of outsourcing due to downsizing. Great

debate was found in the training and development literature about the use of

ROI measures of training programs. Many training and development

professionals believed that ROI was too difficult and unreliable a measure to

use for training evaluation (Barron, 1997).


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A study was conducted by HUMAN CAPITAL (2001); a leading pesticides

company provided excellent training for sales executives on selling techniques.

The trainees felt that they could make use of the selling techniques with great

advantage in the market place.

Regional managers made no efforts to follow up new ideas and suggestions.

Consequently, sales executives were unable to adapt techniques learned during

the training program.

Schalock (2001) defined effectiveness evaluation as the determination of theextent to which a program has met its stated performance goals and objectives.

Stufflebeam (2001) defined evaluation as a study designed and conducted to

assist some audience to assess an object's merit and worth. Stufflebeam's (2001)

definition of evaluation was used to assess the methods of evaluation found in

this literature review.

The reason for selecting Stufflebeams definition was based on the applicability

of the definition across multiple disciplines. Based on this definition of

evaluation, the Kirkpatrick Model was the most frequently reported model of

evaluation.

Radhakrishna, Plank, and Mitchell (2001) used a learning style instrument

(LSI) and a demographic profile in addition to reaction measures and learning

measures.

The three training objectives were to assess knowledge gained through a Web-

based training, to determine participant reaction to Web-based material and

Listserv discussions, and to describe both the demographic profile and the

learning style of the participants.


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The evaluation of the training began with an online pretest and an online

LSI. The pretest included seven demographic questions. The LSI, pretest and

posttest, and LSI questionnaire were paired by the agent's social security

numbers. Fifty- five agents of the available (106) agents completed all four

instruments and were included in this study.

According to Heathfield (2001) there six tips to which helps training and

development that will transfer skills back to the job.

Provide information for the employee about exactly what training sessionwill involve, prior to the training. Explain what is expected of the

employees at the training session.

Make clear to the employee that the training is OMS responsibility andshe needs to take the training seriously.

Make sure that internal or external training providers supply pre-trainingassignments. Reading or thought- provoking exercises in advance of the

session promote thoughtful consideration of training content. Exercises or

self assessment, provided and scored in advance of the session, save

precious training time for interaction and new information.

Train supervisors and managers either first or simultaneously so theyknow and understand the skills and information provided in the training

session.

Ask supervisors to meet with employees prior to the training session.Determine if key learning points are important for the organization in

return for the investment of his time in the training. Identify any obstacles

the employee may expect to experience as he transfers the training to the

workplace.


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Fancsali (2002) Recommends that staff development occur on an ongoing

basis. More specifically, the National Staff Development Council suggests that

educators spend at least a quarter of their work time on staff development

activities (Richardson 1997).

Bozionelos (2002)

Placing employees in staff mentorship positions as mentors is another method

that has been identified as increasing employees skills and efficiency, while

also enhancing their reputation among managers, which can lead to greater

career success.

Astroth (2004)

Recommend that training should address what the position entails and the skills

necessary for competency.

Jackson (2006)With regard to scheduling staff development, suggests that the timing of staff

development can affect the success of the development program, itself.

Consequently, she recommends that the timing of the training schedule be

developed with consideration of staff needs and wants. In terms of strategies for

effective implementation. As for the ideal format of staff development,

recommends that trainings focus on the main points and take into accountdiverse learning modalities, by including hands on activities as well as time

for discussion and questions.

Current Training Needs for Staff

Given the importance of a strong staff in shaping successful youth development

programs, Astroth and Taylor (2004) report on the National Collaboration for

Youths (NCY) efforts to define what successful youth workers are doing.


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Essentially, NCY reviewed existing competencies circulating in the field,

sought feedback from many youth-serving organizations 8 and their staff, and

ultimately decided on a set of ten core competencies that entry-level workers,

including part-time and full-time staff and volunteers, should possess when they

begin a job or should acquire during the first few years to be effective when

working with youth,

According to a report published by the Community Network for Youth

Development, the fast growing need for skilled youth workers highlights the

fact that there is little professional development support for these workers. Little

to no new skill development, low compensation and unclear career ladders may

force youth workers to move from job to job in order to obtain higher wages

and/or new skills and creating barriers for recruitment. Furthermore, this high

turnover detrimentally affects the youth they serve. California is among several

states creating professional support groups, youth development worker

mentorship programs, standards, core competencies for training, opportunitiesfor higher education, and clearer career pathways for youth workers. In fact, the

CNYD report, Moving from Knowledge to Action in San Francisco: Creating

a Comprehensive Youth Work Professional Workforce System lists a number

of Bay

P.C. TRIPATHI AND P.N.REDDY (2007)After the selection of people for various jobs, the next function of management

is to arrange for their training and development. This is because a person,

however carefully selected is not moulded to specifications and rarely meets the

demands of his job adequately. Formerly, it was thought that the training of

personnel was unnecessary on the ground that the new employees would

gradually pick up all the particulars of the job. But as the processes and

techniques of production are becoming more and more complicated, it is being


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whatever share of the market it has, employee training, therefore imports

specific skills and knowledge to employees in order that they contribute to the

organization efficiency, and be able to cope with the pressures of changing

environment .

Based on study conducted by Dr.K.N.Ramanuram, Annamalai Nagar,

Management role in productivity HRD times may- (2006) Pp 31 denotes that

training In a short- term process utilizing a systematic and organizing procedure

by which non-managerial personal learn technical knowledges and skills for a

definite purpose of course, all the employees entering the enterprise could not at

once learn a new technology. There in a need for adequate training to

employees, it is sure and certain that will increase per head productivity in the

long run.

Beyond Training: Training and Development

Carter (2003) reported that training is generally defines as change in

behavior Yet, how many trainers and managers forget that, using the term

training only as applicable to skills training? What about the human element?

What about those very same people we want to train?

What about their individual beliefs, backgrounds, ideas, needs, and aspiration?

In order to achieve long term results through training, they broaden their

vision to include people development as part of our strategic planning. Although

training covers a broad range of subjects under the term training without

linking it to development narrows our concept of the training function and leads

us to failure.


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Cambell (1971), Training courses are typically designed for a short term,

started set purpose, such as the operation of some piece of machinery, while

development involves a broader education for longterm purpose.

Scott (1970)He told about Instruction can help employees increase their level

of performance on their present assignment. Increased human performance

often directly leads to increased operational productivity and increased company

profit


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RESEARCH METHODOLOGY


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Introduction

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.

Sources of Data

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

non numerical information, qualitative and quantitative information


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Data could be broadly classified as

Primary data Secondary data

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 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.

Advantages of primary data

They are the first hand information. The data collected are reliable as they are collected by te researcher

for himself.

The primary data are useful for knowing opinion, qualities andattitudes of respondents.

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.


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Advantages of secondary data

The information can be collected by incurring least cost. The time required for obtaining the information is very less. Most of the secondary data are those published by big institutions. So

they contain large quantity of information

Title of Study:

The study which researcher has undertaken is A study on Effectiveness of

Training and Development

PROBLEM FORMULATION:

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

doing a particular job. Training is employed as techniques of control and also

gives information for developing new skills of a job.

The primary concern of any organization is to respond to this pressure, it may

find itself rapidly losing whatever share of the market it has.

The employee training imparts specific skills and knowledge to the

employees, so that they contribute to the organization efficiency and be able to

cope with the pressure of a changing environment.

Research methodology is a way to systematically solve the problem. In order to

find out the truth involved in or problems, certain steps must be taken. In a

certain order and the ordered steps are called a method. This research

methodology is very essential.


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AIM OF THE STUDY:

Aim of the researcher is to find out the level of satisfaction of employee and

to know about the different methods of training and the effectiveness of training

and development.

Objective of Study:

To study the socio- demographic status of the respondents.To study the various Training programmers provided to employees.To understand the satisfaction levels of the employees towards Training

programme.

To study the importance of Training in maintaining good human relation.To understand the importance of Training in acquiring the skills and

efficiency of employees.

To draw suggestion though interpretation of employees feedback forimprovement of Training programme.

HYPOTHESIS:

Training is necessary for the overall development of any organization.

The purpose of the study:

The purpose of the study is to gain more knowledge about Training and

Development to motivate the employees and to study about the training

programmes provided to the employees of the organization.


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Sampling Technique:

The researcher used the simple random sampling method to collecting data.

Under simple random sampling every item of the universe has equal chance

of inclusion in the sample. Researcher selected this type of sampling because

it gives each event in the population an equal probability of being a sample.

Sample size

The total number of employees selected is 50.

RESEARCH DESIGN:

The researcher adopted the descriptive research design for the study.

Description studies aim at pertaining accurately the characteristics of particular

group or situation researcher want.

The descriptive research design helps the researcher to get a detailed study of

practice of training facilities.

DATA COLLECTION:

The data and information has been collected through two sources namely

primary and secondary sources.

Primary Data:

The researcher collected data through questionnaire method the researcher

collected responses from 50 employees belonging to various department.


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OVERVIEW -- RESEARCH METHODOLOGY FOR

EFFECTIVENESS OF TRAINING AND DEVELOPMENT:

A detailed survey of employees was carried out to find out the Effectiveness of

Training and Development, the details of the methodology are stated below in

the Table:

Table 3.Reasearch Methodology

Type of Research :

Descriptive ResearchResearch Question

Effectiveness of Training and DevelopmentSampling technique : Simple random samplingSample Size : 50Primary Data : Responses through questionnaires

Conducted personal interviewswith the respondents.

Secondary Data : Websites, JournalsNews papers, Books, etc.

Research Tools : Percentage analysis


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DATA ANALYSIS AND INTERPRETATION


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ANALYSIS:

Analysis means the computation of certain indices or measure along with

searching for patterns of relationship that exist among the data groups.

Analysis, particularly in case of survey or experimental data, involves

estimating the values of unknown parameters of the population and testing the

hypotheses for drawing inferences.

In this study, the datas are analyzed based on percentage method.

PERCENTAGE METHOD:

Percentages are often used in data presentation for they simplify numbers,

reducing all of them to a 0 to 100 range.

Through the use of percentages, the data are reduced in the standard form with

base equal to 100 which fact facilities relative comparisons.

While using percentages, the following rules should keep in view by

researchers:

a) Two or more percentages must not be averaged unless each is weighted by

the group size from which it has been derived.

b) Use of too large percentage should be avoided, since a large percentage is

difficult to understand and tends to confuse, defeating the very purpose for

which percentage are used.


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c) Percentage hides the base from which they have been computed. If this is not

kept in view, the real differences may not be correctly read.

d) Percentage decreases can never exceed 100 per cent and as such for

calculating the percentage of decrease, the higher figure should invariably be

taken as the base.

Analysis and Interpretation:

In the previous chapters attempt have been made to define, discuss and identify

the Effectiveness of Training and Development.

In this chapter various particulars, information and observation and their critical

analysis to arrive at judicious conclusion and to finally evolve the effectiveness

of training and development are given.

The study is spread over a sample size of 50 respondents for the purpose of

conducting study respectively.


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1. Gender of respondentsTable 4

Sex of the Respondents No of Respondents Percent

Male 30 60

Female 20 40

Total 50 100

Inference:

From the above Table out of total 50 respondents more than half, i.e., 30

respondents (60%) are males and remaining less than quarter 20 respondents

(40%) are females.

It is inferred from the above interpretation that majority 60 percent

respondents are male.

60%

40%

Gender of respondents

Male Female


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2. Age of respondentTable 5

Inference:

From the above Table out of total 50 respondents, 30 respondents (60%) are

belonging to the age group of above 40 years, 13 respondents (26%) of them are

between the age group of 31-40years, 4 respondents (8%) of them are between

26-30 years and 3 respondents are in the age group of 21-25 years

It is inferred from the above interpretation that Majority of the respondents are

belonging to the age group of 40 years and above.

6%

8%

26%60%

Age of respondents

Below 20 years 21-25 years 26-30 years 31-40 years Above 40 years

Age of the Respondents No of the Respondents PercentBelow 20 years 0 0

21-25 years 3 6

26-30 years 4 8.0

31-40 years 13 26.0

Above 40years 30 60.0

Total 50 100.0


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3. Educational qualificationTable 6

Educational Qualification No of the Respondents Per cent

Undergraduate 26 52.00

Graduate 23 46.00

Master degree 01 02.00

ITI/Diploma 00 00.00

Total 50 100.00

Inference:

Above table shows that out of 50 respondents, just above the quarter i.e.

26(52%) of the respondents are Undergraduate are Graduate Holders, less than

half i.e. 23(46%) of them are Master degree Holders, and remaining 1(2%)

respondents are master degree holders.

It is inferred from the above analysis that majority 26(52%) of the respondents

are Undergraduates.

52%46%

2% 0%

Education Qualification

Undergraduate

Graduate

Master degree

ITI / Diploma


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4. Experience in yearsTable 7

Work experience No of the Respondents Percent

Below 1 years 01 02.00

1-5years 00 00.00

6-10 years 01 02.00

11-15 years 13 26.00

16-20 years 35 70.00

Total 50 100.00

Inference:

From above table out of total 50 respondents, 35 respondents(70%) have work

experience of above 16-20 years, just above the quarter 13 (26%) respondentspossess work experience of 11-15 years, 1 (2%) 0f them possess 6-10 years of

work experience, and remaining 1 (2%) of the respondents have the work

experience of 1 years.

It is inferred the above analysis that majority 35 (70%) have the work

experience of above 16-20 years.

Below 1 years 1-5 years 6-10 years 11-15 years 16-20 years

2% 0 2%

26%

70%

Work experience

Work experience


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5. How often are you trained?Table 8

Response of the

Respondents

No of the Respondents Percent

Monthly 7 14.0

Quarterly 9 18.0

Annually 34 68.0

Total 50 100.0

Inference:

From the above table out of 50 respondents, more than half i.e. 34 respondents

(68%) of the respondents are trained annually, 9(18%) of them are trained

quarterly, and remaining 7(14%) of the respondents are trained monthly.

It is inferred from the above analysis that majority 34 respondents (68%) often

trained annually.

14%

18%

68%

Time periodMonthly Quarterly Annually


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6. Is training programme necessary?Table 9

Response of Respondents No of the Respondents Percent

Fully necessary 16 32.00

Necessary to some extent 23 46.00

Not necessary 09 18.00

Not at all 02 04.00

Total 50 100.00

Inference:

From the above table out of total 50 respondents, (46%) respondents opinioned

that training programme is necessary to some extent,16(32%) respondents needtraining programmes,9(18%) respondents feel training programmes are not

necessary and remaining 2 (4%) respondents feel training programme are not at

all necessary.

It is inferred from the above analysis that majority 23 (46%) respondents

opinioned that training programme is necessary to some extent

0

5

10

15

20

25

Fully

Necessary

Necessary to

some extent

Not necessary Not at all

32%

46%

18%

4%

Training necessity

Training necessity


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7. Whether you have the opinion to get trained in the areas you prefer?Table 10


Yes 37 74.00

No 13 26.00

Total 50 100.00

Inference:

From above table out of 50 respondents, 37(74%) of the respondents opinioned

that they are trained in their preference areas and remaining 13 (26%) of the

respondents do not agree to the above mentioned statement.

It is inferred from the above analysis that majority 37(74%) of the respondents

opinioned that they are trained in their preference areas.

74%

26%

Opinion of getting trained

Yes

No


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8. What kind of training youre getting from organization?Table 11


Technical 6 12.00

Manual 4 08.00

Official 34 68.00

Safety 6 12.00

Any other 0 00.00

Total 50 100.00

Inference:

From above table out of 50 respondents, 34 (68%) respondents are getting

official training, 6 (12%) respondents are getting technical training, 6(12%)

respondents are getting safety training and the remaining 4(8%) respondents are

getting manual training.

It is inferred from the above analysis that majority 34(68%) respondents are

getting official training.

0 5 10 15 20 25 30 35

Technical

Manual

Official

Safety

Any Other

12%

8%

68%

12%

0

Kind of training

Kind of training


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75

9. Employees returning from training are given adequate free time toreflect and plan improvement in organization?

Table 12

Response of Respondents No of the Respondents Per cent

Not Agree 11 22.00

Agree to some extent 28 56.00

Agree 11 22.00

Total 50 100.00

Inference:

From above table out of 50 respondents, 28 (56%) respondents Agree to some

extent that adequate free time is given to the employees to reflect and plan for

improvement after the training,11(22%) respondents agree and disagree that

adequate free time is given to the employees to reflect and plan for

improvement after the training respectively.

It is inferred from the above analysis that majority 28 (56%) respondents agree

to some extent that adequate free time is given to the employees to reflect and

plan for improvement after the training.

22%

56%

22%

Adequate time given to reflect

improvementNot agree Agree to some extent Agree


70/92

76

10. How well the Training Programs are organized?

Table 13

Response of respondents No of the Respondents Percent

Very well 6 12.00

Well 15 30.00

Average 23 46.00

Not well 6 12.00

Very poor 0 00.00

Total 50 100.00

Inference:

From the above table out of 50 respondents, i.e. 23 respondents (46%) of the

respondents opinioned that training programmes are organized to an average

extent, 15 (30%) say that training programmes are well organized and

remaining 06 (12%)respondents opinioned that training programmed is

organized very well and poor respectively

It is inferred from the above analysis that majority 23 respondents (46%) of the

respondents opinioned that training programmes are organized to an average

extent

Effectiveness of organising

Very well

Well

Average

Not well

Very poor


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77

11. Do you feel some evident change in your performance after getting

training?

Table 14

Response of the respondents No of the Respondents Percent

Yes 39 78.00

No 11 22.00

Total 50 100.00

Inference:

From above table, out of 50 respondents, 39 (78%) of the respondents say that

there is an evident change in their performance after getting training, and

remaining 11(22%) of the respondents say no to it.

It is inferred from the above analysis that majority 39 respondents (78%) say

that there is an evident change in their performance after getting training

78%

22%

Efficiency of performance

Yes No


72/92

78

12. Do you think that the training programmes will provide an opportunity

to bring out the hidden skills?

Table 15

Response of theRespondents

No of the Respondents Percent

Yes 40 80.00

No 10 20.00

Total 50 100.00

Inference:

From above table out of 50 respondents, 40 (80%) of the respondents say that

Training programmes will provide an opportunity to bring out the hidden skills,

and remaining 10 (20%) of the respondents say no to it.

It is inferred from the above analysis that majority 39 respondents (78%) agree

that training programmes will provide an opportunity to bring out the hidden

skills.

80%

20%

Opportunity to bring out hiddesn skillsYes No


73/92

79

13. Selection procedure for training is done through?

Table 16


Random 2 04.00Need based 15 30.00

Seniority 11 22.00

Appraisal 8 16.00

Departments 12 24.00

Any other 2 04.00

Total 50 100.00

Inference:

From above table out of 50 respondents 15(30%) respondents opinioned that

selection procedure for training is need based, 12 (24%) are of the opinioned

that it is based on Departments, 11(22%) respondents opinioned that is based on

seniority, 8(16%) respondents say it is on the appraisal and remaining 2(4%)

respondents opined selection procedure for training is based on random and any

other criteria respectively.

It is inferred from the above analysis that majority 15 (30.00 per cent)

respondents opinioned that selection procedure for training is need based.

4%

30%

22%

16%

24%

4%

0 2 4 6 8 10 12 14 16

Random

Need based

Seniority

Appraisal

Departments

Any other

Selection procedure

Selection procedure


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80

14. Do you observed any development in your personality after attending

the training?

Table 17


Yes 43 86.00

No 7 14.00

Total 50 100.00

Inference:

From above table out of 50 respondents, 43 (86%) of the respondents say thattheir personality developed after attending the training and remaining 7 (14%)

of the respondents opinioned negative to it.

It is inferred from the above analysis that majority 43 respondents (86%) say

that their personality developed after attending the training.

86%

14%

Development in personality

Yes No


75/92

81

15. Whose interest will be considered while setting objectives for the

Training Programme?

Table 18

Response of the respondents No of the Respondents PercentEmployees 15 30.00

Employer 11 22.00

Both 24 48.00

Total 50 100.00

Inference:

From above table out of 50 respondents, 24 (48%) respondents opinioned that

both employees and employers interest will be considered while setting the

objectives of the training programme, 15(30%) are of the opinioned that only

interest are considered and the remaining 11(22%) respondents opinioned that it

is employers interest that is considered.

It is inferred from the above analysis that majority 24 (48.00per cent)

respondents opinioned that both employees and employers Interest will be

considered while setting the objectives of the training programme.

30%

22%

48%

Whose intrest considerd while setting objectivesEmployees Employer Both


76/92

82

16. Your Organization considers training as a part of organizational

strategy. Do you agree with this statement?

Table 19

Response of the respondents No of the Respondents PercentStrongly agree 14 28.00

Agree 22 44.00

Somewhat agree 6 12.00

Disagree 8 16.00

Total 50 100.00

Inference:

From the above table out of 50 respondents, 22(44%) of the respondents agreed

that the organization considers training as a part of organizational strategy,

14(28%) respondents strongly agree that the organization considers training as a

part of organizational strategy 8(16%) of the respondents disagree for the same

and remaining 6(12%) of the respondents somewhat agree for the above

mentioned view.

It is inferred from the above analysis that majority 22(44%) respondents agreed

that the organization considers training as a part of organizational strategy.

0 5 10 15 20 25

Strongly agree

Agree

Somewhat agree

Disagree

16%

12%

44%

28%

Training as organisational strategy

Traing as organisational strategy

Documents

Dstn Report