ESSENTIALS OF TRAINING

Submitted in the partial fulfillment towards the award of the degree in

Master of Business Administration (2013-2015)

Submitted by:
CHANDAN SINGH JEENA
Roll No. 130020500020

A
PROJECT REPORT
ON

Under the Supervision of:

Mr. Vivek Gupta

Department of MBA
FACULTY OF COMMERCE OF BUSSINESS
ADMINISTRATION AMRAPALI GROUP OF
INSTITUTE
SHIKHA NAGAR LAMACHAUR
HALDWANI, UTTRAKHAND

STUDENT DECLARATION

This project has been undertaking as a partial fulfillment of requirement for

the award of degree of MBA. This project was executed during 3rd semester
under the supervision of Mr. Vivek Gupta.
I CHANDAN SINGH JEENA, student of MBA from Institute AITS(AMRAPALI
GROUP OF INSTITUTE) respectively hereby declare that the Project Report on
ESSENTIALS OF TRAINING It is my own & original work. This is a research
project report submitted in partial fulfillment of the degree course of MBA in HR. It has
never been submitted or published anywhere before.
The above statement is true to the best of my knowledge.

SIGN:
Chandan Jeena

PREFACE

No learning can be complete without practicing.

The present management education has two major aspects i.e
practical and theoretical approaches. The practical training is the
key in management cource,which has received a vital importance
in present scenario.Its exposure to the potential manager to aware
a manafement.
Quality without creativity is meaningless. As changes grow ever more unpredictable
creativity is rapidly becoming recognized a core management skill.
Todays business environment demands that managers posses a wide range of knowledge
skills and competencies, as well as sound understanding of management process and
function. Managers need to be able to make best use of their time, talent and of other
people to work with and through others to achieve corporate objectives. They also need to
demonstrate their ability not merely to solve problems, but to transform them and design
ways through them.
This report is a analysis to know the importance and need of Training and Development
in Appin technology lab.

ACKNOWLEDGEMENT

Success is not a destination, but a journey it is often said. I realized it better after the
completion of my project. I take this opportunity, to express my sincere gratitude to each
& every person who acted as guides, friends and torch bearers along the way and has
directly or indirectly helped me through my Project.
This study is another outgrowth of a valuable, continuous and systematic guidance of my
mentor MR Vivek Gupta; Associate Professor; Deptt. Of Management, AITS. He has
always been a constant source of inspiration, encouragement and guidance in conducting
this study.
The successful completion of this report would not have been possible without the cooperation and support of all the people of organizations whom I have interviewed as part
of my project for their help.
Last but not the least, I find myself lacking in words to my beloved parents & friends
for their encouragement, moral & constant support.

Summary
The project is based on the study of the training programs in Appin technology lab.
Rapid changes in the environment have not only made the jobs more complex but have
also created increased pressures for the organizations to re-adapt the products and
services offered to compete in this fast changing world. Therefore, in a rapidly changing
environment, training is an activity, which is must for maintaining a viable and
knowledgeable work force.
To initiate the process, the importance of training to an organization was understood. The
project aims at studying the Training Need Identification, Training methods and
evaluating the Effectiveness and the prevailing trends of training in Appin technology
lab.
A sample size of 30 trainees was considered for the survey and the evaluation of the
training programs. Its been analyzed that the Training is effective in Appin technology
lab. The way the company analyze the training need and the method used by the company
has a major impact on training effectiveness. Training program help to increase the
productivity, quality and organizational objectives and hence should be very effective.
for a company to analyze its jobs and tasks; one common reason is to provide a basis to
know the skill set required to perform the particular job. By my research I have analyzed
that Training is concerned with workplace learning to improve performance and achieve
the organizational as well as the personal objective. Training need identification and the
type of training method adopted by the company affects the training program conducted
by the company. There are training methods which are adopted and are very common use
frequently use in private sector for example On the Job training, classroom training, job
rotation as these methods help to enhance the skills and knowledge in a more effective
manner. Thus, training program help to increase the productivity, quality and
organizational objectives and hence should be very effective. By this research we can
conclude that the private sector should focus more on their training effectiveness so the
way training is conducted and especially in terms of achievement of personal objective

should be bring in focus as to fulfill organization objective the employee personal

objective should match with organization objectives.
The project has helped me to enhance my practical knowledge and has given me an in
depth sight into understanding the training needs and how to develop better training
programs which would help in achieving the organizational as well as the individual
goals.

TABLE OF CONTENTS

Chapter 1 Introduction

Training and development

Training Need Assessmrent

Objective and Rationale

Chapter 2 Company Profile

Chapter 2 Review of Literature

Chapter 3 Methodology

36

Research design

37

Description of the variables under study

37

Data Collection

38

Chapter 4 Research Analysis

and Findings

40

Chapter 5 Conclusions and

Recommendation
Bibliography
Annexure -Questionnaire

53
56

CHAPTER -1

INTRODUCTION

INTRODUCTION

Effective training or development depends on knowing what is required - management,

including the training and development of their team, and should therefore have an
understanding of training needs analysis and be able for the individual, the department
and the organisation as a whole. With limited budgets and the need for cost-effective
solutions, all organisations need to ensure that the resources invested in training are
targeted at areas where training and development is needed and a positive return on the
investment is guaranteed. Effective TNA is particularly vital in today's changing
workplace as new technologies and flexible working practices are becoming widespread,
leading to corresponding changes in the skills and abilities needed.
Analysing what the training needs are is a vital prerequisite for any effective training
programme or event. Simply throwing training at individuals may miss priority needs, or
even cover areas that are not essential. TNA enables organisations to channel resources
into the areas where they will contribute the most to employee development, enhancing
morale and organisational performance. TNA is a natural function of appraisal systems
and is key requirement for the award of Investors in People.
The analysis of training needs is not a task for specialists alone. Managers today are often
responsible for many forms of people to implement it successfully.
Effective TNA involves systematic planning, analysis and coordination across the
organisation, to ensure that organisational priorities are taken into account, that
duplication of effort is avoided and economies of scale are achieved. All potential
trainees should be included in the process, rather than rely on the subjective evaluation of
managers. Ideally, managers should also receive training in the process of TNA itself, to
clarify what they are trying to achieve and what their approach should be.

THEORITICAL BACKGROUND
CONCEPT OF TRAINING
Training is a learning experience in that it seeks a relatively permanent change in an
individual that will improve his/her ability to perform on the job. We generally say
training can involve the changing of skills, knowledge, attitudes or social behavior. It
may bring changes in employees, how they work, and their attitudes toward their work of
their interaction with their co-workers or supervisors and the way behaves and works
TRAINING OBJECTIVES AND STRATEGIES
Having identified the training needs based on the various analyses, the next logical steps
are to set training objectives in concrete terms and to decide on the training strategies to
be adopted to meet these objectives. The training needs basically highlight the gap
between the existing and desired repertoire of knowledge attitude and skills at individual,
group and organizational level to enable the employees to contribute towards the
realization of organizational objectives at optimum efficiency. The training effort thus
will have to aim at filling in this gap by clearly stating the objectives in quantitative and
qualitative terms to be achieved through training. Such an exercise will also enable the
training specialists to evaluate, monitor and measure the extent to which stated objectives
have been met through training intervention. As the training objectives are related to
organizational objectives, the involvement of the top management will be necessary to
ensure that the two sets of objectives are integrated.

TRAINING NEED ASSESSMENT

TRAINING NEED ANALYSIS
Employees are the greatest asset which assists in achieving business objectives. To get
best from employees it is essential that they be provided with appropriate training on all
aspects of their work. Training is the way for employees to learn new skills and
knowledge and to apply them at their workplaces and learn and implement good work
practices. This can bring change in workplace behavior of employees and tensed
conditions
The effectiveness of the training heavily depends upon effectiveness of process used to
identifying training needs. Most organizations formalize training process by providing a
budget and resources for training but this will not ensure the investment is a good one. To
ensure the best possible returns for the organization, training and development activities
like any investment have to be targeted, planned and managed. First and foremost, the
training and development required for the organization to achieve its objectives must be
properly identified and prioritized. This is the objective of training need analysis in an
organization.
Training need analysis is the first step on the path to effective training. Training need
analysis means measuring the gap between skills available and skills required for
employees and making recommendations to bridge the gap. When need analysis is done,
it is possible to focus attention on the target and identify the means for getting there. The
Need analysis process also involves others and helps them to understand the issues which
are facing. Following are the various methods training for analysis training Needs:
JOB AND SKILL ANALYSIS
Job and task analysis is performed as a preliminary to successive actions, including to
define a job domain, write a job description, create performance appraisals, selection and
promotion,

training

needs

assessment,

compensation,

and

organizational

analysis/planning. To break down the complexity of the job people perform into logical

parts such as duties, responsibilities and task. It organizes and identifies the knowledge,
skills, and attitudes of the employees which are required to perform the job correctly.
This is achieved by collecting task activities and requirements.
SKILL MATRIXES
The skills involved can be defined by the organization concerned, or by third party
institutions. They are usually defined in terms of a skills framework, also known as a
competency framework or skills matrix a quick and effective way of identifying training
needs at an occupational level is to construct a skill matrix. For example,. This consists of
a number of skills which are listed and a grading system of the company, with a
definition of what it means to be at particular level for a given skill.
To make the skills management most useful, it needs to be conducted as an ongoing
process, with individuals assessing and updating their recorded skill sets regularly. These
updates should occur timely as frequently as employees' reviews of line manager, and
certainly when their skill sets have changed and defined by the company.
Skills management records the results of this analyses process in a database, and allows
detail analysis of the data. Skills management provides a structured approach to
developing individual and collective skills, and gives a common vocabulary for
discussing skills
INTER VIEWING

Interviewing is a technique that can appear to be very simple when used by an

experienced practitioner. Although some people are naturally better at interviewing,
the key skills of a good investigative interviewer are all capable of being learned. The
first two skills are common to all types of interview questioning and listening.

SURVEY METHODS
Surveys can be very useful in the gathering of data, including information on
attitudes. People usually participate willingly if the completion of a survey form is not
too complex or lengthy and if they think some good will come out of the exercise.
When designing a survey you must decide on:

the size and nature of the sample

the format of the questions

Exactly how the survey is to be conducted.

APPRAISAL SYSTEMS
Many organizations see performance appraisal schemes as an integral part of their
employee development strategy. Schemes vary considerably from one organization to
another, and nowadays may have a variety of names, but almost all of them include
the identification of training needs as a key component. Most also consider the
longer-term career options available to employees, and allow them to express their
preferences. It follows that anyone with responsibility for training and development
should influence the design of the scheme and ensures that notice is taken of the
information generated by it.
This is not always readily achieved. Sometimes the scheme will focus on short-term
performance issues, and line managers may not regard the consideration of
developmental issues as important. The appraisal should be considered confidential
within the department concerned. Some companies have a section covering training
and development needs is detachable, so that the training function can only be seen
for the appropriate information. The kind of approach used by the company has its
merits, but excludes the underlying performance issues which contribute towards
identifying the training and development needs.

There are many issues to be addressed when designing and implementing an appraisal
scheme, and some of the aims of the process may conflict with each other. For
example, a scheme linked to the determination of pay increases may inhibit the
appraise from being honest about aspects of the job that he or she finds difficult,
whereas it is precisely these aspects that must be discussed to identify training needs.
The company should take care and initiative to reduce these conflicts

DEVELOPMENT CENTRES
The use of assessment centers for selection has continued to increase to the point
where students approaching graduation now expect to undergo them routinely as they
search for a suitable position. Somewhat less common, but growing in popularity, is
the use of centers to assist in identifying developmental and training needs.
The reasons that the use of development centers has increased now a days is that
many organizations now base many of their employment practices on the idea of
competencies and competencies mapping. Having identified key competencies of
the employees for each job, it become comparatively easy to check how to make an
assessment on that competency and compare it with the level of competency required.
Following participation at development centers (or workshops), people can be
informed how their performance was rated compared with the standard required for
progression or movement into another role. This would be extremely helpful to the
people. The organizations may also use these assessments to come on a decision that
should be given training and experience and, of course, which should not be. It
should be kept in mind that development centers do not function in isolation.
There is no other single reason and the right way for a centre to be run. The design
adopted by the development centers would depend upon the competencies being
judged and analyzed and, finally, how much the organization wants to spend to
develop these competencies. Some of the development centers run for several days
but most commercial organizations cannot spend or afford much for the resources to
do this, and the pressure comes usually to reduce the duration of time to minimum.

The most common and usually used duration is one full day perhaps with a followup feedback session.

CRITICAL INCIDENT TECHNIQUE

Critical incident technique (CIT) was developed by John Flanagan, an American
psychologist, during World War II. He wanted to know why mistake were being made in
bombing missions over Germany, and to improve flight-crew training.
The basis for CIT is that most of the jobs contain a lot of padding routine operations
that dont matter that much. The things which differentiate someone who is particularly
very good in the job from someone who is good average or poor are what they doing and
how they handle the situations which may be fairly rare, but which are important in terms
of outcome critical incidents. People have the tendencies to talk about work in
generalities. Asked what makes a good bar manager, they may talk about needing a good
sense of humor, good judgment, and a customer-focused attitude. This may be true, but
how do we train these qualities? To bring changes in the attitude and to change them,
based on the required behavior
Using CIT we ask (for example): Give me an example of when having good judgment
was important. The person may then describe an incident involving a group of people
who entered the bar but looked under-age, and tell how he or she politely asked them to
leave. This can then produce a list of critical behaviors which can be taught to someone to
ensure that they can cope in a similar situation. Of course, a whole range of incidents may
be described which required good judgment, a good sense of humor and customer focus.
It is important to get as wide a range of incidents as possible, preferably from a number
of people, so

OBJECTIVE AND RATIONALE

PRIMARY OBJECTIVE

The primary objective of my study at Appin Technology Lab is to analyze the

need and importance of Training.

SECONDARY OBJECTIVE

The objective of my study about employees

training to understand the need for and the ways of

training for international assignments.
To improve the current process of employees
training and development at Appin Technology
Lab.
Another objective is to apply my learning in the
area of Human Resources so that I
gain significant practical and Understand the
nature and importance of training and

development and identify the various inputs

that should go into any program me.
Delineate the different stages in a training and
development programme and describe each step.

OBJECTIVE OF THE PROJECT

Identify and analyze the needs and essentials of training in a company

The training methods adopted by the company

Evaluating the effectiveness of training programs

SCOPE OF THE STUDY

Training is of growing importance to companies seeking to gain an advantage among
competitors.
There is significant debate among professionals and scholars as to the affect that training has on
both
employee and organizational goals.

This study identifies the needs and importance of training present among the
trainees.
It gives organization the direction, how to deal differently with differen trainees.
It gives some suggestions for making the present training and development
system more effective.

RATIONALE OF THE RESEARCH STUDY

The essential elements in any enterprise are considered to be the materials, equipment
and human resource. Training allied to the human resource specializations within the
management, ensures that the manpower of the required level of expertise at the right
time should be there in the company. But before that it should be taken into consideration
that the attention given by the organizations to the provision of materials, machinery and
equipment. After that we should compare the commitment to the third essential factor in
production cycle that is Human Resources. One of the most important factors is goes to
the regards of the traditional view of training and trainers. They are seen as an expense by
the organizations, a service, as second rate to production or as a necessary evil. Training
has fall behind to the other management activities, especially in the planning period. It is
often done as a reaction to immediate needs of the employees, a patch up operation in,
instead of an ordered activity. Training and Development is designed to enhance the
competency of managers and workers and other employees who are dealing with variety
of organizational functions. Training and Development is a process through which the
goals of management and organization can be achieved. Investment in Training and
Development has come to be considered as an asset by the companies for organizational
development or in other words, Training is indispensable for an effective organizational
development and growth. Previously, training was almost exclusively trainer oriented and
it was not based on organizations needs. The trainer used to determine the objectives of
the course, its duration, its contents and format. On many occasions training was of a
pedagogic nature with the trainer in complete control of the direction of the training.
Moreover, the alignment of the corporate goal was missing. The views of the trainees
were rarely been taken or even if were taken, it was with a condescending attitude. Due to
all these reasons the bottom-line contribution of training or the organizational
development was less.

All employees are expected to participate in company sponsored training programs

considered necessary for enhancing their work skills improve knowledge and change in
attitude.

We realize that in todays constantly changing environment, to make our

services better than those of our competitors initiative by the management for training is
necessary. Therefore, training opportunities are offered through specialized training
programs conducted by in-house instructors, instructors from the industry, or by experts
in the field.

.
.

CHAPTER-2

COMPANY PROFILE

ABOUT APPIN TECHNOLOGY LAB

Company Profile:
Appin Knowledge Solutions is a part of Appin Group of Companies and the premier
provider of hi- technology certification, courseware as well as online, computer based
and instructor led training across the world. Appin is primarily an IIT Alumni company.
Appin has come up with the way of innovative learning concept using Computer Based
Training Software (CBTS) in a highly interactive environment.
Appin School of Niche Technology is an innovative concept of imparting hi-technology
training to customers and young professionals in niche areas including Information
Security & Ethical Hacking, Embedded Systems, Robotics, Application Programming,
Nanotechnology, Networking & Communication and other emerging technologies
.
Why Appin ATP?
1. Venture by professors from IIT (India) and alumni from I.I.T (India), MIT, Stanford,
University of Texas (USA), The A.N.U, (Australia), Imperial College of London
(England).
2. Appin sells distance learning courses in over 71 countries across 6 continents.
3. Appin runs over 109+accredited training centers globally.
4. The largest air-conditioning Japanese firm utilize Appin`s information security
services.
5. Appin protects world`s second largest airport.
.
7. An ISO 9001 & ISO 27001 Certified organization.
8. Approved by the International Association of Distance Learning (IADL), U.K
9. Partners with esteemed organizations like Microsoft, IBM finishing School, Global
open university and MAHE.

APPIN Group of Companies:Appin Group of Companies is a multinational IT conglomerate having its

headquarter at Texas USA with corporate offices at UK, Japan, Philippines, S.A.,
Singapore, Canada etc.

In India, Appin has four base offices - Delhi, Bangalore, Hyderabad and Mumbai.

APPIN Group comprises:1. Appin Experimental Technologies

2.

Appin Software Security Pvt. Ltd.

3.

KGW Appin knowledge solution Pvt. Ltd.

Appin Experimental Technologies performs Research and Development.

Appin Software Security Pvt. Ltd. Provides the live IT Security to corporate
clients including IBM, Accenture, TCS, Zee, ITGI, PEL, Nucleus
Technologies, India Bulls, Tech-Mahindra, Infosys, GMR, Convergys,

Appin Information Security:In the 21st century no body is aloof in one way or other of World Wide Web,
Client Server computing, local area network & electronic commerce, whereby
millions of tons of data travel willingly & unwillingly via various channels. As we
know the data is wealth & its safety is equally important as that of valuable Assets
to avoid their loss by exposure.

Information Security is the issue of exposures & controls. To maintain efficient

resource utilization exposure is important but simultaneously various controls are
imposed to protect their abuse.

Having specific Industry focus i.e. BFSI, e commerce, Manufacturing,

Infrastructure exerting targeted security aspects viz BCP/DRP, Data Centers,
Vulnerability Assessment & forensics solutions with the implementation of
Network Security, Application Security, Web Security & ISO 27001/ISMS &
Intrusion Management System are designed to give vast exposure to the future
aspirants of IT industry.

The seminar shall focus on :

What is Ethical Hacking & Information Security

Some Ethical Hacking tools and techniques
What is IT Security and why we require it.
Opportunities & job prospects in IT Security
Testimonials

USP OF APPIN ISEH:

Time Tested Tools covered with demonstration

Case Studies
Contents continuously updated by leading security
professionals including faculties from IIT Delhi, MIT
Boston(U.S.A.) and Taxas University Austin (U.S.A.).

Industry endorsed contents, training methodology &

certification
Easily affordable

Direct employment for deserving incumbents

TESTIMONIALS:

Information Security sector will have the same impact on the society as IT had
some time back. And this product is a step in educating people towards security
Mr. Vishnu Dusad, Managing Director, Nucleus Software Exports
Ltd.

I have used Appin Information Security and found it to be an innovative learning

tool. I have recommended it to my friends and colleagues. A candidate who has
done a prior course in niche technology will surely be given preference in job
applications.
Mr. Vamsi Vutukuru Reddy, Head Business Development, Life
Sciences R&D, Tata Consultancy Services Ltd.

Appin hi-technology training software in Information Security & Ethical

Hacking can transform self-learning and classroom training programs. The
innovative learning mechanism will enable every individual to have access to
security technology training at their door step.

Mr. Pradeep Gupta, Chairman CyberMedia Group

CHAPTER -3
REVIEW OF LITERATURE

INTRODUCTION TO TRAINING

Training is one of the processes required to turn new members of an organization into
productive insiders.
Training is being defined as an act of increasing the knowledge and skill of an employee
for doing a particular job. It is concerned with imparting specific skills for particular
purposes. Training is aimed at learning a skill by a prescribed method of application of a
technique. Tripth
Training is a process of transmitting and receiving information related to problem
solving. Halloram
Training is the international act of providing means for learning to take place. Proctor
and Thornton
Training is a means to educate somewhat narrowly mainly by instruction, drill and
Discipline. It is referred as applying principally to the improvement of skills and hence to
learning how to perform specific tasks. Yoder

Training is the formal procedure which a company utilizes to facilitate learning so that
the resultant behavior contributes to the attainment of the companys goals and
objectives. Mc Ghee and Thayer

Employee training is a specialized function and is one of the fundamental operative

functions of Human Resource Management.

According to FLIPPO,
Training is the act of increasing the knowledge and skill of an employee for doing a
particular job.
It is a short-term educational process and utilizing a systematic and organized procedure
by which employees learn technical knowledge and skills for a definite purpose.
Training refers to the organizations efforts to improve an individuals ability to perform a
job or organizational role. It can be defined as a learning experience in which it seeks a
relative permanent change in an individual that would improve his ability to perform the
job.
Thus, training refers to the efforts made on the part of the trainer who facilitates learning
on the part of the training to increasing skills knowledge and perfection in a specific task
for efficiency economy and satisfaction.
Training enables employees to learn new concepts, build skills the required for the job, to
maintain interpersonal relationship and technical problems or gain insight into behavior
accepted as the way things are run in the companies.
Upon reviewing the variety of definition of training available the following
characteristics can be listed as key elements for effective training.
Effective training is the learning experience
Effective training is a planned organizational activity
Effective training is a response to identified needs.
A key assumption of training is that by giving employees skill and insight for
identifying and defining organizational problems, individual will have greater capacity to

change unproductive and unsatisfying organizational structures and processes. It is a

catalytic process that depends largely on the abilities of informed and skilled members to
develop their tools for charge.
However, the individual abilities must be simultaneously supported by organizational
accountability so that, participants use their abilities to the hilt to learn from the training
programs and transfer those learning to the workplace and is technically termed as the
transfer of training effects. It is basically the process of increasing the knowledge and
skills for doing a particular job; an organized procedure by which people gain knowledge
and skill for a definite purpose.

PRINCIPLES OF TRAINING
Motivation
Learning is enhanced when the learner is motivated. Learning experience must be
designed so learners can see how it will help in achieving the goals of the organization.
Effectiveness of training depends on motivation.
Feedback
Training requires feedback. It is required so the trainee can correct his mistakes. Only
getting information about how he is doing to achieve goals, he can correct the deviations.
Reinforcement
The principle of reinforcement tells the behaviors that are positively reinforced are
encouraged and sustained. It increases the likelihood that a learned behavior well be
repeated.
Practice
Practice increases a trainees performance. When the trainees practice actually, they gain
confidence and are less likely to make errors or to forget what they have learned.

Individual Differences
Individual training is costly. Group training is advantageous to the organization.
Individuals vary in intelligence and aptitude from person to person. Training must be
geared to the intelligence and aptitude of individual trainee.
Goal setting
Training should be based on specific needs and objectives of the organization as well as
employees. Determination of goals pertaining to development of skills, knowledge and
behavior helps in improving organizational performance.

OBJECTIVES OF TRAINING
To increase productivity
An instructor can help employees increase their level of performance on their assignment.
Increase in human performance leads to increase in the operational productivity and also
the increase in the profit of the company.
To improve quality
Better-trained workers are less likely to make operational mistakes. It can be in
relationship to the company or in reference to the intangible organizational employment
atmosphere.
To help a company fulfill its future personnel needs
The organizations having good internal training and development programs will have to
make less changes and adjustments. When the need arises, vacancies can be easily
staffed.
To improve organizational climate
An endless chain of positive reactions result from a well planned training program.

 To improve health and safety

Proper training can prevent industrial accidents. A safer atmosphere leads to more stable
attitudes on part of the employees.
Obsolescence prevention
Training and development programs foster the initiative and creativity of employees and
can help prevent manpower obsolescence.
Personal growth Employees on a personal basis gain individually from their
exposure to educational expressions. Training programs give them wider awareness
and skills.

NEED AND IMPORTANCE OF TRAINING

To impart to the new entrants the basic knowledge and skills they need for definite
tasks.
To help and assist the employees to function more effectively and efficiently in their
present positions by exposing them to new concepts.
To build a line of competent people and prepare them to occupy more responsible
positions.
To reduce the supervision time, wastage and spoilage of new material.
To reduce the defects and minimize the industrial accidents.
To ensure the economical output of the required quality.

 To prevent obsolescence.
To promote individual and collective morale, responsibility and cooperative attitudes
etc.
For employee motivation and retention.
For career advancement
To improve organizational climate
To help the organization fulfill its future manpower needs
TYPES OF TRAINING
Training is required for several purposes. Accordingly training programs may be of the
following types:
Orientation training: Induction or orientation training seeks to adjust newly
appointed employees to the work environment. Every new employee needs to be
made fully familiar with his job, his superiors and subordinates and with the rules and
regulations of the organization. Induction training creates self-confidence in the
employees. It is also knows as pre-job training. It is brief and informative.
Job training: It refers to the training provided with a view to increase the knowledge
and skills of an employee for performance on the job. Employees may be taught the
correct methods of handling equipment and machines used in a job. Such training
helps to reduce accidents, waste and inefficiency in the performance of the job.

 Safety training: Training provided to minimize accidents and damage to machinery

is known as safety training. It involves instruction in the use of safety devices and in
safety consciousness.
Promotional training: It involves training of existing employees to enable them to
perform higher-level jobs. Employees with potential are selected and they are given
training before their promotion, so that they do not find it difficult to shoulder the
higher responsibilities of the new positions to which they are promoted.
Refresher training: When existing techniques become obsolete due to the
development of better techniques, employees have to be trained in the use of new
methods and techniques. With the passage of time employee may forget some of the
methods of doing work. Refresher training is designed to revive and refresh the
knowledge and to update the skills of the existing employees. Short-term refresher
courses have become popular on account of rapid changes in technology and work
methods. Refresher or re-training programs are conducted to avoid obsolescence of
knowledge and skills.
Remedial training: Such training is arranged to overcome the shortcoming in the
behavior and performance of old employees. Some of the experienced employees
might have picked up appropriate methods and styles of working. Such employees are
identified and correct work methods and procedures are taught to them. Psychological
experts should conduct remedial training.
Cross functional training: - It involves training employee to perform operations

IN

areas other that their assigned job. High performing workers act as peer trainers and
help employees develop skills in another area of operation. It helps workers gain rich
experience in handling diverse jobs and makes them more adaptable and versatile and
thus helps them develop their own career paths. It also increases the understanding of
the business. It reduces the need of supervision and when one employee is absent the
other employee can perform his job.

METHODS OF TRAINING

METHODS OF
TRAINING

ON- THE- JOB

METHODS

OFF- THE- JOB

METHODS

On-the-job techniques
On the job techniques enables managers to practice management skills, make
mistakes and learn from their mistakes under the guidance of an experienced,
competent manager. Some of the methods are as:

Job Rotation: It is also referred to as cross straining. It involves placing an employee

on different jobs for periods of time ranging from a few hours to several weeks. At
lower job levels, it normally consumes a short period, such as few hours or one or two
days. At higher job levels, it may consume much larger periods because staff trainees
may be learning complex functions and responsibilities.
Job rotation for managers usually involves temporary assignments that may range

from several months to one or more years in various departments, plants and offices.

Job rotation for trainees involves several short-term assignments, that touch a
variety of skills and gives the trainees a greater understanding of how various work areas
function.
For middle and upper level management, it serves a slightly different function. At
this stage, it involves lateral promotions, which last for one or more years. It involves a
move to different work environment so that manager may develop competence in general
management decision-making skills.

Enlarged and enriched job responsibilities: By giving an employee added job

duties, and increasing the autonomy and responsibilities associated with the job, the
firm allows an employee to learn a lot about the job, department and organization.

Job instruction training: It is also known as step-by-step training. Here, the trainer
explains the trainee the way of doing the jobs, job knowledge and skills and allows
him to do the job. The trainer appraises the performance of the trainee, provides
feedback information and corrects the trainee. In simple words, it involves
preparation, presentation, performance, and tryout and follow-up.

Coaching: The trainee is placed under a particular supervisor who functions as a

coach in training the individual. The supervisor provides the feedback to the trainee
on his performance and offers him some suggestions for improvement. Often the
trainee shares some duties and responsibilities of the coach and relives him of his
burden.

A drawback is that the trainee may not have the freedom or opportunity to express his
own ideas.

Committee assignments: Here in, a group of trainees are given and asked to solve an
actual organizational problem. The trainees solve the problem jointly. This develops
team work and group cohesiveness feelings amongst the trainees.

 Off-the-job training
It includes anything performed away from the employees job area or immediate work
area. Two broad categories of it are:
In house programs
These are conducted within the organizations own training facility; either by training
specialists from HR department or by external consultant or a combination of both.
Off-site programs
It is held elsewhere and sponsored by an educational institution, a professional
association, a government agency or an independent training and development firm.
The various off- the- job-training programs are as follows:

Vestibule training: Herein, actual work conditions are simulated in a classroom.

Material, files and equipment those are used in actual job performance are also used
in training. This type of training is commonly used for training personnel for clerical
and semiskilled jobs. The duration of this training ranges from few days to a few
weeks. Theory can be related to practice in this method.

Role-playing: It is defined as a method of human interaction that involves realistic

behavior in imaginary situations. This method involves action doing and practice. The

participants play the role of certain characters, such as production manager, HR

manager, foreman, workers etc. This method is mostly used for developing
interpersonal interactions and relations.

Lecture method: The lecture is a traditional and direct method of instruction. The
instruction organizes the material and gives it to the 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 this method is that it is direct and can be used for a large group of
trainees.

Conference or discussion: It is a method in training the clerical, professional and

supervisory personnel. It involves a group of people who pose ideas, examine and
share facts and data, test assumptions and draw conclusions, all of which contribute to
the improvement of job performance. It has an advantage that it involves two-way
communication and hence feedback is provided. The participants should feel free and
open to speak in small groups. Success depends upon the leadership qualities of the
person who leads the group.

Programmed instruction: This method has become 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 mere complex levels of instructions.
The trainee goes through these units by answering questions or filling the blanks. This
method is expensive and time consuming.

EVALUATING THE EFFECTIVENESS OF TRAINING

Training Effectiveness: It is the degree to which trainees are able to learn and apply the
knowledge and skills acquired in the training program. It depends on the attitude,
interests, value expected of the trainees and the training environment.

A training program is likely to be more effective when trainees want to learn, are
involved in their job, have career strategies, contents of training program and the ability
and motivation of trainers also determines training effectiveness
THE EVALUATION MODELS
The process of evaluating the training effectiveness involves the consideration of various
constraints. Many researchers have developed various methods and models in order to
facilitate this process. Some of the models are described as below: MODEL 1
Kirk Patrick model
The choice of evaluation criteria is a primary decision that must be made when evaluating
the effectiveness of training. Although newer approaches to, and models of, training
evaluation have been proposed by Kirkpatricks (1959, 1976, 1996) four-level model of
training evaluation and criteria continues to be the most popular .We used this framework
because it is conceptually the most appropriate for our purposes. Specifically, within the
framework of Kirkpatricks model, questions about the effectiveness of training or
instruction programs are usually followed by asking, Effective in terms of what:
Reactions, learning, behavior, and results Thus, the objectives of training determine the
most appropriate criteria for assessing the effectiveness of training.
Reaction criteria, which are operational by using self-report measures, represent
trainees affective and attitudinal responses to the training program. However, there is
very little reason to believe that how trainees feel about or whether they like a training
program tells researchers much, if anything, about (a) how much they learned from the
program (learning criteria), (b) changes in their job-related behaviors or performance
(behavioral criteria), or (c) the utility of the program to the organization (results criteria).
This is supported by the lack of relationship between reaction criteria and the other three

criteria. In spite of the fact that reaction measures are not a suitable surrogate for other
indexes of training effectiveness anecdotal and other evidence suggests that reaction
measures are the most widely used evaluation criteria in applied settings. For instance,
in the American Society of Training and Development 2002 State-of-the-Industry Report,
78% of the benchmarking organizations surveyed reported using reaction measures,
compared with 32%, 9%, and 7% for learning, behavioral, and results, respectively.
Learning criteria are measures of the learning outcomes of training; they are not
measures of job performance. They are typically operationalized by using paper-andpencil and performance tests. According to Tannenbaum and Yukl (1992), trainee
learning appears to be a necessary but not sufficient prerequisite for behavior change it
is not as well used in business settings as an evaluation technique; school settings are
more likely to use level 2 evaluation techniques. Level 2 evaluation techniques and most
reliable when pre and post evaluations are utilized.
In contrast, behavioral criteria are measures of actual on-the-job performance and can
be used to identify the effects of training on actual work performance. Issues pertaining to
the transfer of training are also relevant here. Behavioral criteria are typically
operationalized by using supervisor ratings or objective indicators of performance. Level
3 evaluations are difficult because human behaviour needs to be measured. Although
learning and behavioural criteria are conceptually linked, researchers have had limited
success in empirically demonstrating this relationship. This is because behavioural
criteria are susceptible to environmental variables that can influence the transfer or use of
trained skills or capabilities on the job. For example, the post training environment may
not provide opportunities for the learned material or skills to be applied or performed
Some executives are willing to assume that if employees are exhibiting the desired
behaviour on the job (level 3) that will have a positive influence of the companys bottom
line.
Finally, results criteria (e.g., productivity, company profits) are the most distal and
macro criteria used to the effectiveness of training. Results criteria are frequently

operationalized by using utility analysis estimates. Utility analysis provides a

methodology to assess the dollar value gained by engaging in specified personnel
interventions including training. Level 4 evaluations is actually easier to achieve than
level 3, since level 4 evaluations are tied to information that can be measured Some
trainers believe that a positive level 3 implies success at level 4.
Moreover difficult is that the level 3 and level 4 evaluations also provide other
advantages apart from contributing to company goals. These evaluations can add value to
the service that the training department can provide. They can also be instrumental in
over hauling current curriculum; if a course is not meeting company objectives, then
either change the course or stop offering the course all together

In summary, it is our contention that given their characteristic feature of capturing

different facets of the criterion spaceas illustrated by their weak inters correlations
reported by Alliger et al.
The effectiveness of a training program may vary as a function of the criteria chosen to
measure effectiveness. Thus, it is reasonable to ask whether the effectiveness of training
operationalised as effect sizevaries systematically as a function of the outcome
criterion measure used. For instance, all things being equal, are larger effect sizes
obtained for training programs that are evaluated by using learning versus behavioural
criteria? It is important to clarify that criterion type is not an independent or causal
variable in this study. Our objective is to investigate whether the operationalization of the
dependent variable is related to the observed training outcomes
(i.e. effectiveness). Thus, the evaluation criteria (i.e., reaction, learning, behavioural, and
results) are simply different operations of the effectiveness of training.
MODEL 2
CIRO MODEL OF EVALUATION

Developed originally by WARR (1978), this theoretical model is based on evaluation

being carried out at four different levels:
Context Evaluation: Obtaining and using information about the current operational
context i.e. about individual difficulties, organizational deficiencies etc. in practice, this
mainly implies the assessment of training needs as a basis for decision. This involves:
Examining the expectations and perceptions of the people.
Examining whether the training needs were accurately identified.
Putting the specific training event in the wider context of other training activities.
Establishing whether the trainers enjoyed the confidence of the trainees and whether
the latter are comfortable with the level and focus of the training.
Input Evaluation: Determine using factor and opinion about the available human and
material training resources in order to choose between alternative training methods. This
involves:
Establishing the adequacy of the resource base and its cost.
Considering the choice and effectiveness of the training methods and techniques.
Identifying the numbers who successfully completed the program compared with
those who started and draw appropriate inferences.
Establishing whether the trainers were perceived to be credible as far as the trainees
are concerned.
Establishing whether the psychological and emotional climate of learning was
appropriate.
Reaction Evaluation: Monitoring the training as it is in progress. This involves
continuous examination of administrative arrangements and feedback from trainees. This
involves:
Looking at the reactions of trainees to the content and method of training.
Establishing the reaction of other people, particularly line managers to the early
results of the training program.

 Discussing the views and observations of the trainers.

Outcomes: It implies the measuring of the consequences of training. This involves:
Establishing whether expectations of results were met.
Identifying whether all or some of the learning objectives were met.
Finding out what were the end course views about the training.
The three levels of outcome evaluation may be distinguished:
-

Immediate Outcomes: The changes in the trainees knowledge, skills and attitude
that can be identified immediately after the completion of training. The aim here
is to find out the extent to which positive transfer of learning has taken place from
the training to the workplace. This type of evaluation may be done in several ways
such as behaviorally anchored rating scales or self repots supplemented by reports
of subordinates, peers and supervisors or critical incidents etc.

Intermediate Outcomes: These are the changes in trainees actual work behavior,
which result from training. The assumption here is that effective training should
be reflected in the trainees increased job-proficiency.

Ultimate Outcomes: These are the changes in the functioning of part or the entire
organization, which have resulted from changes in work behavior. For this
purpose, indexes of productivity, labour turnover etc, studies of organizational
climate and human resource accounting are taken as the ultimate results achieved
by the trainees.

MODEL 3
KAUFFMANS FIVE LEVEL OF EVALUATION :
Some researchers recognized the shortcomings of Kirkpatricks four level approaches and
attempted to modify and add to this basic framework. Kaufman expanded the definition
of level 1 of Kirkpatricks model and added a fifth level addressing societal issues.
At Level 1, the factor of the concept of enabling addressees the availability of various
resources inputs necessary for a successful intervention. Level 5 is the evaluation of

societal and client responsiveness, and consequences in payoff. This moves evaluation
beyond the Organization, and examines the extent to which the performance
improvement program has enhanced the
society and the environment surrounding the organization.

LEVEL
5. Societal Outcomes

EVALUATION FOCUS
Societal and client responsiveness, consequences and

4. Organizational Output
3. Application

payoffs
Organizational contributions and payoff s
Individual and small group utilization within the

2. Acquisition
1b. Reaction
1a. Enabling

Organization
Individual and small group mastery and competency
Methods, means and process acceptability and efficiency
Availability and quality of human, financial and physical
resources input

Five levels for evaluation of interventions for training impact (Kaufmans Model)
A Framework for Measuring Training and Development in Appin technology lab.
Some Information is reported to Government on training and development in its
companies and agencies. Such kind of information would be useful in advising
Government about the capability of these companies and agencies, among other
purposes. However, to measure training effectiveness and results is difficult for many
reasons, including the lack of standard definitions and its measures and the fact is that
many of the organizations have no centralized collection of training data and information.
This research paper is based on a review of the literature and interviews with officials and
employees to develop a framework for measuring training effectiveness in government
agencies. The framework comprises a

hierarchy of linked components from sound

foundation of training policies and practices and efficient and equitable training
investment and expenditure, to training effectiveness in achieving desired individual
behavior and to achieve organizational objectives, and finally to State the sector people
capability (resulting from training and other factors). Suggested measures and indicators

are provided to the framework and to its each component to measure the training. They
include measures for the government agencies to be use by them internally for their own
management and official purposes, and these measures are likely to be useful in reporting
to Government. The paper concludes that while measuring training is problematic and
difficult but it is nonetheless desirable. It suggests that reporting to Government should
focus primarily on Private sector people capability, but that government agencies should
develop systems in place to provide information on the other three aspects of the
framework, when required. Publication of the Working Papers Series recognizes the
value of developmental work in generating policy options. The series in the paper
were prepared for the purpose of informing policy development and growth in the
organizations. The views expressed are those of the authors and officials and should
not be taken to be the views of the private sectors.

RESEARCH METHODOLOGY

MEANING OF RESEARCH:Research as the manipulation of things, concepts of symbols for the purpose
of generalizing to extend, correct or verify knowledge, whether that knowledge aids in
construction of theory or in the practice of an art.
The Research Methodology followed for further work can be primarily classified into two
stages namely Exploratory and Descriptive. The stepwise details of the research are as
follows:
Stage I

Exploratory Study:
Since we always lack a clear idea of the problems one will meet
during the study, carrying out an exploratory study is particularly useful. It helped
develop
my concepts more clearly, establish priorities and in improve the final research design.
Exploratory study will be carried out by conducting:
Secondary data analysis which included studying the website (www.___________.com)
of
the company and also going through the various articles published in different sources
(magazines, books, internet, newspapers) on Small and Medium Scale Enterprises and
Training and development process.
Experience surveys also conduct with Assistant-Manager Human Resources and the
General
Manager and Personnel Officer of ________________ to gain knowledge about the
nature of
Training and development process followed in the organization.

Stage II
Descriptive Study:
After carrying out initial Exploratory studies to bring clarity on the

subject under study, Descriptive study will be carried out to know the actual Training and
Development method being followed at ____________. The knowledge of actual training
and
development process is needed to document the process and suggest improvements in the
current system to make it more effective. The tools used to carry out Descriptive study
included both monitoring and Interrogation.

\
Sample Selection :
To know the Training and development process of the ___________,
for identifying through Exploratory and Observational studies that the Assistant Manager
Human Resources, the General Manager at Head office and The Esteemed Managing
Director of the company are the right persons who provides training to the employees.

Research has shown specific benefits that a small business receives from
training and developing its workers, including:

Increased productivity.
Reduced employee turnover.
Increased efficiency resulting in financial gains.
Decreased need for supervision.

TYPE OF RESEARCH
Descriptive Research design cum Analytical Research Design

SAMPLE SELECTION
: To know the Training and development process of the
_training__________,
for identifying through Exploratory and Observational studies that the
Assistant Manager
Human Resources, the General Manager at Head office and The
Esteemed Managing
Director of the company are the right persons who provides training to
the employees.

SAMPLE SIZE
30 TRAINEES

TYPE OF QUESTION
Close ended and open ended
TYPE OF QUESTIONNAIRE
Structured and Undisguised
STRUCTRED AND UNDISGUISED QUESTIONNAIRE
For this project a structured questionnaire is used where each question specify the set of
responses alternatives and the response format. A structured questionnaire can be of three
types multiple choices, dichotomous or a scale. A open ended structured questionnaire is
used where the scale is explained above. The questionnaire used here is undisguised, as
the respondents clearly know the purpose of this survey and intentions behind it.
ADVANTAGES OF USING STRUCTURED QUESTIONNAIRE
I.

Structured questionnaire is used to reduce the respondent error as employees are

aware of the type of information required from them and the purpose of this
information.

II. Structured questionnaire helps in reducing interviewer biasness because the

questionnaire is specific and structured and is not open for the interpretations by
the interviewer.
LIMITATIONS OF USING STRUCTURED QUESTIONNAIRE
I. The disadvantage of structured questionnaire is that it increases position or order
of biasness. Order or position bias is defined as the respondents tendency to
check an alternative merely because it occupies a certain position or is listed in a
certain order.
METHODS OF DATA COLLECTION
PRIMARY DATA

Primary data is that which is collected afresh and for the first time, and thus happens to
be original in character.
Primary data used in this study is collected through
Questionnaire
Discussions done with the trainees of the department.
SECONDARY DATA
Secondary data, on the other hand, is that which have been already collected by someone
else and which have already been passed through the statistical process.
Secondary data used in this study is taken from various sources like
Websites.
Books and Magazines.
Action Plan

Designing of the Questionnaire

Collect the details and fill up the questionnaire

Analyze the data collected

CHAPTER-4

RESEARCH ANALYSIS AND FINDINGS

ANALYSIS OF THE DATA

This chapter helps to understand the analysis of how the training need identification done
by the companies, the various training method adopted by the companies and to evaluate
the training effectiveness.

Objectives in terms of:

Nature of job

Requirement of the ob

Responsibility of the job

To increase Knowledge

To improve skills

Change in attitude

Develop skills to successfully conduct discussions with Trainees

Leadership effectiveness

Improve knowledge about strategic objective of the organization

The overall objective achieved in appin technology lab.

1. TRAINING PROGRAM SATISFACTION

Areas

Strongly Agree

Agree

Disagree

trainees(30)

20

Strongly
Disagree
0

2. ACHIEVEMENT OF PERSONAL OBJECTIVES

Areas

Strongly Agree

Agree

Disagree

trainees(30)

10

16

Strongly
Disagree
0

3. EFFECTIVENESS OF THE TRAINER

Areas

Strongly Agree

Agree

Disagree

trainees(30)

14

16

Strongly
Disagree
0

Interpretations:
The trainer appointed was most effective in appin technology lab in terms of:

Subject knowledge

Communication skills

Styles and delivery

Creating learning climate

Methodology used

The effectiveness of the trainees is highest in Appin technology lab .

4. BALANCE OF THEORITICAL AND PRACTICAL KNOWLEDGE

Areas

Strongly Agree

Agree

Disagree

Trainees(30)

14

16

Strongly Agree

Agree

Disagree

25

Strongly
Disagree
0

5. PROGRAM DURATION
Areas
trainees(30)

Strongly
Disagree
0

6. DELIVERY IN JOB AFTER TRAINING

Areas

Strongly Agree

Agree

Disagree

trainees(30)

20

10

Strongly
Disagree
0

7. TIME FOR ACTIVITIES AND FOLLOW UP DISCUSSION

Areas

Strongly Agree

Agree

Disagree

trainees(30)

17

Strongly
Disagree
0

8. FEEDBACK MECHANISM
Areas

Strongly Agree

Agree

Disagree

trainees(30)

20

Strongly
Disagree
0

Thus we can see the training effectiveness in the APPIN TECHNOLGY LAB So from the
above results we can conclude that APPIN TECHNOLOGY training is efficient and
effective.

FINDINGS

Training is considered as a positive step towards augmentation of the knowledge base

by the respondents.
The objectives of the training programs were broadly known to the respondents prior
to attending them.
The training programs were adequately designed to cater to the developmental needs
of the respondents.
Some of the respondents suggested that the time period of the training programs were
less and thus need to be increased.
Some of the respondents also suggested that use of latest training methods will
enhance the effectiveness of the training programs.
Some respondents believe that the training sessions could be made more exciting if
the sessions had been more interactive and in line with the current practices in the
market.
The training aids used were helpful in improving the overall effectiveness of the
training programs.
Some respondents suggested that the trainer should use the right methodology and
should create an effective learning environment

CHAPTER- 5

CONCLUSION AND RECOMMENDATION

CONCLUSION
Training and development is the field concerned with workplace learning to improve
performance and achieve the organizational as well as the personal objective. There are
many reasons for a company to analyze its jobs and tasks; one common reason is to
provide a basis to know the skill set required to perform the particular job. By my
research I have analyzed that the training in PRIVATE sector is very effective and the
training of APPIN TECHNOLGY LAB r is effective then the other
sector. Training need identification and the type of training method adopted by the
company affects the training program conducted by the company. There are training
methods which are adopted and are very common for example On the Job training,
classroom training, job rotation as these methods help to

enhance the skills and

knowledge in a more effective manner. Thus, training program help to increase the
productivity, quality and organizational objectives and hence should be very effective. By
this research we can conclude that the appin technology lab should focus more on their
training effectiveness so the way training is conducted and especially in terms of

achievement of personal objective should be bring in focus as to fulfill organization

objective the employee personal objective should match with organization objectives.

RECOMMENDATION

The training program should focus on the behavioral part apart from the technical
training to bring changes in the attitude of the employees towards their job and
responsibilities.
The training program should be conducted also keeping the personal objectives of
the trainees so that they can match their personal objective with the organization
objective

The training program should give enough time for he follow up discussions
The training program should effectively follow the feedback system once the
training is over so that we can assess the program effectively
The organization can arrange the training programs department wise in order to
give focused attention towards the departmental requirements.

BIBLIOGRAPHY

Books ReferredBohlander/Snell -Human Resource ManagementSecond Indian Reprint 2007

311- 323
ATL- -Strategic Human Resource ManagementSecond Indian Report 2007
401-442
Research paper1. Working Paper No. 12A Framework for Measuring Training and
Development in the State Sector
2. Guide to Training and Development Opportunities for Research Students
www.leeds.ac.uk/rtd
Websites:
http://www.training.appinonline.com

http://www.rocw.raifoundation.org/management/mba/HRM/lecturesnotes/lectyres-31.pdf
http://en.wikipedia.org/wiki/Training_and_development

ANNEXURES:
Questionnaire
(Sec A)
Training Need Assessment
Q.1.Which method of training need identification is used by your company?
o
o
o
o
o
o
o

Job and task analysis

Skill matrixes
Interviewing
Survey method
Appraisal
Development centers
Critical incident technique

If any other please specify

Q2. How frequently does your company analysis training needs?
o Quarterly
o Bi - annually
o Annually
Q.3. How do you perceive your companys TNA (Training need assessment) process?
o
o
o
o

Very effective
Effective
Fairly effective
Ineffective

Q.4. Does your company allows the trainees to volunteer for their training needs?
o Yes
o No
Q.5.Does your company effectively convert the training or learning requirement into
manageable elements?
o Yes
o No
Q.6. Any suggestion about the current TNA process used by your company?

QUESTIONNAIRE
(Sec B)
Different types of training methods used by the companies.
Training methods used
On the job
Informal training
Skill training
Classroom training
Training assignment and task
Product training
Technical training
Behavioral training
Role playing and role analysis

Frequently Somewhat
Frequently

occasionally Not at all

Attitudinal
Distance learning
Lectures
Audiovisual
Discussions
Seminars
Project works
Coaching
Mentoring
Job rotation
Conference Approach

QUESTIONNAIRE
(SEC C)
Evaluation of Training program
A. The following objectives were stated
in the program. To what extent
did the program achieve its objectives?
a) To improve understanding about the
i) Nature of the job
ii) Requirement of the job
iii) Responsibility of the job
b) (i)To increase the Knowledge

ii) To improve skills

iii) Change in Attitude
c) To develop skills to successfully conduct
discussion with superior/subordinates
d) To increase leadership effectiveness for
the better understanding of
human behavior.
e) To improve your knowledge about
strategic objectives of the organization
B. The overall reaction of this training
program was satisfactory
If you disagree please specify the reason
C Personal objectives
were achieved
If you disagree please specify the reason
D. The trainer appointed was effective
in terms of
i) subject knowledge,
ii) communication skills,
iii) styles and delivery
iv) creating learning climate,
v) methodology used
Please specify, if you find any quality
lacking in the trainer
E. There was proper balance of theoretical
and practical materials in the program.
F. The program duration
was appropriate
If you disagree please specify the reason
G. You were able to deliver well
in your job after your training

H. You have sufficient time for

(a) the activities
(b) the follow-up discussion
If you disagree please specify the reason
I. Proper feedback mechanism is followed
If you disagree please specify the reason
J. If your attitude about the job and behavior have changed, please indicate what has
changed and what part of the program had the most significant impact on bringing about
the change?

K. What changes do you recommend in the program?

TRAINING REQUEST FORM

To:
Subject:

Human Resources
From:
Date:
______________________________________________________

Training Duration: _____________________________________________

Time Frame: __________________________________________________
No. of Trainees for nominations:
Course contents:
Institutes/Faculty met
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
Institute/Agency
___________________________________________________

Short-listed:

Training Platform:
- Hardware: ________________________________________________________
- Software: ________________________________________________________
- Tools:
_____________________________________________________
Methodology mix desired (Please elaborate on your requirements):
- Lecturing
- Case Studies
- Exercises/quizzes
- Hands-on

Signature of main requestor: _________________________ Group:___________

Received by HR on: _________________________________

TRAINING FEEDBACK FORM

Trainee Name:
Trainee Number (optional):
Grade:

Name of Program:
Faculty:
Date:

Please rate the following as per the scale given below (SA- Strongly agree, A- Agree, DDisagree, SD- Strongly disagree).
1. The program was useful for me

SA

SD

2. The content of the program was appropriate

SA

SD

3. The Instructor conducted the program effectively

SA

SD

4. The training was conducted in an interactive way

SA

SD

5. All my queries were answered to my satisfaction

SA

SD

6. Inputs recd. will help me be more effective/efficient.

SA

SD

7. The training facility was comfortable

SA

SD

8. The duration of the training was :

Ideal/Too Short/Too Long

9. I would recommend this training to others in the organization: Yes

10. How does the Program Contribute to Professional /Personal dev

No

1. What I liked the most about the program was:

12 What I think will improve the effectiveness of this program is:

1. Gained insight on own self

SA

SD

2. Identified some changes to bring about in myself

SA

SD

3. Learnt how to be happier

SA

SD