Employee Training and Development

Project Report
Submitted in partial fulfillment of the requirements
For the degree of

Masters of Business Administration

Submitted by-
Pankhuri Bhatnagar
Under the supervision of

Mr. R.K. Maurya (HR and Administration dept.)

Department of MBA

Shriram Institute of Management and Technology

Uttarakhand Technical University
Kashipur-244713, Uttarakhand (India)
December,2015

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 DECLARATION
This is to certify that the report entitled “Employee Training and Development”,

is submitted by me, in the partial fulfillment of requirement for the award of MBA

degree from Shriram Institute of Management and Technology, kashipur, affiliated

to Uttarakhand Technical University, Dehradun comprises of my original work and

due acknowledgement has been made in the text to all other sources used.

Date: Submitted by-

PANKHURI BHATNAGAR

Approved by-

Dr. Nripendra Kumar Sharma

H.O.D. (MBA)

Shriram Institute of Management and Technology

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 CERTIFICATE

Certified that Pankhuri Bhatnagar has carried out the project report presented in

this dissertation entitled “Employee Training and Development” for the award of

Masters of Business Administration from SRF Limited company, kashipur under

the supervision of Mr. R.K. Maurya (HR and administration dept.) and my

guidance. The dissertation embodies results of, and studies are carried out by the

student and the contents of the report do not form the basis for the award of any

other degree to the candidate or to anybody from this or any other

University/Institution.

DR. NRIPENDRA KUMAR SHARMA

H.O.D. (MBA)

Shriram Institute of Management and Technology

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 ACKNOWLEDGEMENT
It is a high privilege to me to express my deep sense of gratitude and ineptness to

all those faculty members to help us complete the project especially our guide and

mentor Dr. Nripendra Kumar Sharma who has been always ready to help and

motivate us at the time of our need.

My special thanks to Mr. R.K. Maurya (HR and administration dept.) for

cooperating and helping me throughout the project and for providing me

information about the company.

Thanks to our training and placement faculty member Mr. Anil for supporting us

and helping us at the time of our training program.

Last but not the least my special thanks to our director sir Dr. Yograj Singh for

kindly cooperating with us and providing all the facilities for completion of this

project with all necessary books and guidance needed.

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 ABSTRACT
PRIMARY OBJECTIVE of the Project

The primary objective of my study at SRF Ltd. is to lay down the foundation of
training and development.

SECONDARY OBJECTIVE of the Project

My 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
programme.
Delineate the different stages in a training and development programme and
describe each step.
Understand the need for and the ways of training for international assignments.

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 Table of Contents

Contents: Page No.

 Declaration 2
 Certificate 3
 Acknowledgement 4
 Abstract 5

Chapter 1- Introduction to Human Resource 7

Management
Chapter 2- Introduction of the topic 8
Chapter 3- Review of Literature 9
Chapter 4- Training and Development 13
 Meaning of Training and Development
 Training need identification for a company
 Process of Training and Development
 Types of Training
Chapter 5- An Introduction to SRF Limited 19
Chapter 6- Research Methodology 22
Chapter 7- Scope of the Study 24
Chapter 8- Data Analysis and Interpretation 26
Chapter 9- Limitations of the study 33
Chapter 10- Suggestions 34
Chapter 11- Conclusion 36
Chapter 12- Questionnaire 37
Chapter 13- Bibliography 42

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 Introduction to Human Resource Management
Human Resource management is concerned with human beings
who are energetic elements of management. The success of an enterprise
will depend upon the ability, strength and motivation of persons working
in it. Human Resource Management refers to the systematic approach to
problems in any organization. Human Resource Management is
concerned with all aspects of managing the human resources of an
organization.
According to Likert,” Every aspect of firm’s activities is
determined by the competence, motivation and general effectiveness of
its human organization. Of all the tasks of management, managing the
human content is the central and most important task because all
depends upon how well it is done.”This quotation sums up the
importance of human component in an organization and need for
managing it effectively.
Human resources are the most important assets of an organization.
Its objective is to maintain the better human relations in an organization
by the development, application and evaluation of policies, procedures
and programs relating to human resources to optimize their contribution
towards the realization of the organizational objectives. It is concerned
with getting better results with the collaboration of people.
Human Resource Management has been defined by various
eminent authors. Some of them are:-
“The policies and practices needed to carry out the people or
human resources aspects of a management position including recruiting,
screening, training, rewarding and appraising.”
Dictionary of Human Resource Management & Personnel Management.

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 Introduction of the Topic

One of the most talked subjects in corporate circles, in recent times

is how to optimize the contributions of human resources in achieving
organizational goals. An efficient and satisfied workforce is the most
significant factor in organizational effectiveness and marginal
excellence. But experiences in business and service organizations
however indicate that management bestow more time and attention to
policies & systems relating to production, technology, inventory,
marketing, etc. than to human resources.

Compulsion of modern business environment promotes corporate

managements to systematically review their current attitudes, beliefs and
policies towards human resources for they contribute most significantly
to the survival and growth of the organization. Progressive businesses
have believed that people are not problems but opportunities. Training
and development activities are most important in exploring these
opportunities.

Training and development activities are designed to impart specific

skills, abilities and knowledge to employees. Training is a planned effort
by an organization to facilitate employee’s learning of job related
knowledge and skills to improve performance. Development refers to
learning opportunities to help employees grow and evolve a vision for
future.

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 Review of Literature

A good literature review is characterized by: a logical flow of

ideas; current and relevant references with consistent, appropriate
referencing style; proper use of terminology; and an unbiased and
comprehensive view of the previous research on the topic. It helps with
all types of assignments as well.

In 1952, Donald Kirkpatrick conducted doctoral research to

evaluate a supervisory training program. Kirkpatrick’s 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. From Kirkpatrick’s doctoral
research, the concept of the four Kirkpatrick measurement levels of
evaluation emerged. The Human Capital Model (Becker 1962; Mincer
1962) suggests that an individual’s decision to invest in training is based
on an examination of the net present value of the costs and benefits of
such an investment. Individuals are assumed to invest in training during
an initial period and receive returns to the investment in subsequent
periods.

Paulet & Moult, (1987), British Airways assessed the effectiveness

of the Managing People First (MPF) training by measuring the value
shift, commitment, and empowerment of trainees.

Joshi (1989) conducted a study in industrial establishment in

Bombay on the effectiveness of the training program and found that the
training programs were effective.

Armstrong (1991) states that training should not be regarded

simply as an act of faith but that it ‘must be supported by a positive and
realistic philosophy of how training contributes to organizational
success.’

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Bramley and Kitson (1994) discussed four levels of training evaluation.
The first is the trainee’s reaction to the program. It focuses on assessing
what the trainees thought of the training program, usually in the form of
a questionnaire. The second level is trainers’ learning. It focuses on
measuring their gained skills that were specified as training objectives.
The third level is the behavioral outcome. It focused on measuring
aspects of job performance, which are related to the training objectives.
The fourth level is the organizational results. It focused on the results of
the training program to organizational objectives and other criteria of
effectiveness. The authors indicated that evaluation at the third and
fourth levels are not understood because of measurement problems.

Bartel (1994) presents one of the first attempts to estimate the

effects of private training on productivity. She finds that the provision of
training programs and productivity of workers in terms of sales after
training positively correlated with firms' sales per employee.

Mann and Robertson, (1996): examined trainees’ reaction and

knowledge gained as measures for effective training. The results
indicated that training increased trainee’s knowledge; however, positive
attitudes did not predict how well people are able to perform actual
tasks.

Attitudes and reaction measure are not linked to later performance

and therefore, such measures should be used with caution as ways of
evaluating training programs.

Warret 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.
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 Hashim (2001) in a survey identified the practices to training
providers for evaluating training programs. The results showed that
training providers use different evaluation methods that include trainee’s
feedback, observation, interview, performance analyses, and training
reaction forms. However, the most used method was the training
reaction forms as clients require them.

Klink and Streumer (2002) examined the effectiveness of on-the-

job training and some potential factors that explain effectiveness of two
samples viz. telephone sales call and counter sales.

Selvam (2003) in his study conducted at Neyveli Lignite

Corporation Ltd., Neyveli (TN) for evaluation of Executive Training at
NLC Ltd.-a Case Study which found that the training programs of the
respondent’s organization are generally effective.
The review presented by Paul & Anantharaman (2003), shows that
training can have positive and significant effects on firm’s performance
in specific sectors (steel and software industries). Cushway (2004) His
research findings pointed that training is concerned with equipping one’s
responsibilities to the required standard in their job and is concerned
with giving individuals the necessary knowledge, skills and experience
to enable them to take greater and more demanding roles and
responsibilities.

Christopher & Smith (2005) state that training is supposed

to do the following:
Develop employees’ skills, abilities and performance and thus
improve product quality and quantity (whether the product be goods or
services) on individuals, group and organization levels.
Help fill present and future workforce needs and create a more
flexible workforce through such programs as multi-skilling and
management development.

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 Maintain a high performance as possible, as economically as
possible, when people move to new jobs through recruitment, transfer or
promotion.

A Survey on the effectiveness of training program in the Insurance

Sector reveals that the training sensitivity among the private insurers
stands at 3 on the scale of 0-5, where 0 represents not sensitive and 5
represents highly sensitive.

A study of the Indian Insurance Sector by McKinsey & Co., the

global consultancy firm, says a mere 25-30% of the insurance agents
have the acceptable level of training and sales standards set by their cos.
The focus of the training during the last decade has shifted from
‘training for survival’ to ‘training for success.’ Training, therefore, has
to serve as a vehicle for change.

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 Training and Development

Meaning of Training and Development

In simple terms, Training and Development refers to impart

specific skills, abilities and knowledge to an employee.

A formal definition of training and development is:-

“It is any attempt to improve employee’s current or future performance

by increasing his ability to perform through learning, usually by
changing employee’s attitude or increasing his skills and knowledge.”

TRAINING

According to Edwin B. Flippo, “ Training is the act of increasing

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

Cushway defined training as the process by which people are taught

skills and given necessary knowledge or attitude to enable them to carry
out their responsibilities to the required standard.
In-House Training: A training which is being provided within the
campus of the organization.

In earlier practice, training program focused more on preparation for

improved performance in particular job. Most of the trainees used to be
from operative levels like mechanics, machines operators and other
kinds of skilled workers. When the problems of supervision increased,
the step were taken to train supervisors for better supervision.

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DEVELOPMENT

Management development is all those activities and program when

recognized and controlled have substantial influence in changing the
capacity of the individual to perform his assignment better and in going
so all likely to increase his potential for future assignments.
Thus, management development is a combination of various training
program, though some kind of training is necessary, it is the overall
development of the competency of managerial personal in the light of
the present requirement as well as the future requirement.

Development an activity designed to improve the performance of

existing managers and to provide for a planned growth of managers to
meet future organizational requirements is management development.

Management development is based on following on assumptions.

1. Management development is a continuous process. It is not one

shot program but continues though out the career of a manager.
2. Management development is any kind of learning, is based on the
assumption that there, always existing a gap between an
individual’s performance and his potential for the performance.
3. Management development seldom takes place in completely
peaceful and relaxed atmosphere.
4. Management development requires clear setting of goals.
5. Management development required conductive environment.

Training Need Identification for a company

Introduction

Training need identification is a tool utilized to identify what

educational courses or activities should be provided to employees to

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improve their work productivity. Here the focus should be placed on
needs as opposed to desires of the employees for a constructive
outcome. In order to emphasize the importance of training need
identification we can focus on the following areas: -

· To pinpoint if training will make a difference in productivity and the

bottom line.
· To decide what specific training each employee needs and what will
improve his or her job performance.
· To differentiate between the need for training and organizational issues
and bring about a match between individual aspirations and
organizational goals.

Identification of training needs (ITN), if done properly, provides the

basis on which all other training activities can be considered. Also
requiring careful thought and analysis, it is a process that needs to be
carried out with sensitivity as people's learning is important to them, and
the reputation of the organization is also at stake.

Identification of training needs is important from both the organizational

point of view as well as from an individual's point of view. From an
organization’s point of view it is important because an organization has
objectives that it wants to achieve for the benefit of all stakeholders or
members, including owners, employees, customers, suppliers, and
neighbors.

These objectives can be achieved only through harnessing the abilities of

its people, releasing potential and maximizing opportunities for
development. Therefore people must know what they need to learn in
order to achieve organizational goals. Similarly if seen from an
individual's point of view, people have aspirations, they want to develop
and in order to learn and use new abilities, people need appropriate
opportunities, resources, and conditions. Therefore, to meet people's
aspirations, the organization must provide effective and attractive
learning resources and conditions. And it is also important to see that
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there is a suitable match between achieving organizational goals and
providing attractive learning opportunities.

Process of Training and Development

Process of training and development is a well planned process. The

following graph represents this in graphical manner:-

Organizational objectives
and strategies

Assessment of training needs

Establishment of Training and

development needs

Devising training and

development programme

Implementation of training
and development programme

Evaluation of results

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 Types of Training

Important types of training programs are as follows:-

Induction Training

Induction is concerned with introducing a new employee to the

organization and its procedures, rules and regulations. When a new
employee reports for work, he must be acquainted with the work
environment and fellow employees. It is better to give him a friendly
welcome when he joins the organization.

Job Training

It relates to specific job which workers have to handle. It gives

information about machines, process of production, instructions to be
followed, methods to be used and so on. It develops skills and
confidence among the workers and enables them to perform the job
efficiently. It is the most common formal in-plant training.

Apprenticeship Training

These programs tend more towards education than merely on

vocational training. Under this both skills and knowledge in doing a job
are involved. The government of various countries has passed laws
which make it obligatory on certain classes of employers to provide
apprenticeship training to young people. These involve on the job and
experience with class room instructions. This training is desirable in
industries in which there is constant flow of new employees expected to
become all round craftsman.

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Internship Training

Under this method, educational and vocational institute enters into

arrangement with an industrial enterprise for providing practical
knowledge to its students. The period of these trainings varies from six
months to one year.

Refresher Training

This training is meant for the old employees of the enterprise. The
basic purpose of this training is to acquaint the existing work-force with
the latest methods of performing their jobs and improve their efficiency.
Retraining programs are designed to avoid personnel obsolescence.

Training for promotion

The eligible employees must be given adequate training to make

them eligible for higher jobs. Promotion means a significant change in
the responsibilities and duties. The main purpose is to make the existing
employees fit for undertaking higher level jobs and their responsibilities.
This serves as a motivating force for the employees.

Brainstorming
Brainstorming is an excellent tool for getting groups to work
together to plan. However, the group gets nowhere without follow up
analysis of the ideas collected. Patterns begin to emerge, consensus is
built, and initial ideas that might have seemed “off the wall” at first can
be thought through carefully and built into something great.

Extensive leadership skills are required to build group consensus without

offending the individual participants or destroying their creativity.
Remember that the purpose of brainstorming is to build group consensus
on ideas that affect the entire group, and not to impose the leader’s or
expert’s ideas on the learners.

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 An Introduction to SRF Limited

SRF, stand committed to improving the quality of life through our wide
range of products and services. Pursuing our passion we have adopted
‘continuous improvement’ as a motto which shapes our plans and
actions. Today, anchored by our strong workforce of around 6500 of
different nationalities working in 9 manufacturing plants in India, 2 in
Thailand and 2 in South Africa, we continue to cater to customers spread
over 75 countries.

With a turnover of around Rs. 4500 crore (US $ 725 Million), we are the
market leaders in most of our businesses in India and also enjoy
significant global presence in some of our businesses.

Established in 1973, SRF has today grown into a global entity with
operations in 4 countries. Apart from Technical Textiles Business, in
which it enjoys a global leadership position. SRF is a domestic leader in
Refrigerant, Engineering Plastics and Industrial Yarns as well. The
Company also enjoys a significant presence among the key domestic
manufacturers of Polyester Films and Fluro specialties. Building on its
in-house R & D facilities for Technical Textiles Business and Chemicals
Business, the Company strives to stay ahead in business through
innovations in operations and product development. A winner of the
prestigious Deming Application Prize for its tyre cord business, SRF
continues to redefine its work and corporate culture with the TQM as its
management way.

Management Team of SRF

 Mr. Arun Bharat Ram, Chairman
 Mr. Ashish Bharat Ram, Managing Director
 Mr. Kartik Bharat Ram, Dy Managing Director
 Mr. Rajdeep Anand, President
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  Mr. Sushil Kapoor, President and CEO
 Mr. Rajendra Prasad, President and CEO
 Mr. Sanjay Chatrath, President and CEO (TCF)
 Mr. Ajay Chowdhury, President and CHRO
 Mr. Prashant Yadav, President and CEO (EP and FCB)
 Mr. Prashant Mehra, President and CEO (PFB)
 Mr. Anurag Jain, President and CEO (SCB)

SRF Accolades
As a winner of the prestigious Deming Prize - a gold standard in Total
Quality - for two of our businesses namely Tyre Cord Business in 2004
and Chemicals Business in 2012, we were included in the Forbes’ Best
under the billion list in 2011. Besides, we have been the five time
winners of the CII Sustainability Awards in several categories beginning
2008.

Types of training and other programs being carried out in SRF:

On-the-job training

Awareness programs on safety like First Aid, Fire Fighting, Home

Safety etc. to the employees as well as public like nearby schools.

Training on TQM, QC Circles, Housekeeping, and ISO clauses etc.

Training on Functional knowledge in the different processes.

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Definition of Training

The term training is concerned with imparting specific skills for

particular purposes.

Edwin B. Flippo has defined training as “the act of increasing the

knowledge and skills of an employee for doing a particular job.”
Cushway defined training as the process by which people are
taught skills and given necessary knowledge or attitude to enable them
to carry out their responsibilities to the required standard.

In-House Training: A training which is being provided within the

campus of the organization.

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 Research Methodology
Research is an essential and powerful tool in leading man towards
progress. Without systematic research there would have been very little
progress. John W. Best has rightly said, “The secret of our cultural
development has been research, pushing back the areas of ignorance by
discovering new truths, which, in turn, lead to better ways of doing
things and better products.”

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 – 1 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

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________________ 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. 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

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 Scope of the Study
The study is conducted in SRF Ltd. to evaluate the effectiveness of
training program and to provide suggestions for improvisation if needed.

Research Design
Research design is a blue print for conducting the research project. The
study is a descriptive research. Descriptive research involves describing
and interpreting events, conditions or situations of the present.
Generally, findings and conclusions only apply to the sample or
population studied.

Data Collection Process

Questionnaire
Data were collected through questionnaires. A questionnaire
consists of a list of questions which are relevant in getting the facts. It
comprises two parts.
The first part deals with questions relating to the personal details of
the respondents.
The second part pertains to topic of relevance.

Source of Data Collection

Data collected were from primary and secondary sources.

Primary data:
The information for this study was collected directly from the
respondents by using questionnaire method.

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Secondary Data:
The record and the document pertaining to details of the organization
and the secondary source have been collected from the standard text
book and from the web sites.

Sampling Design
For the Study, 90 respondents out of 300 have been selected at random
using convenient sampling.

Tools Used
The data collected were analyzed and interpreted with the help of
statistical tables, diagrams and chi-square test.

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 Data Analysis and Interpretation

To know the changes that have taken place in the work place, employee
attitude and the organization’s productivity after training, response has
been obtained from 90 employees out of 300 employees in SRF Ltd.
through Questionnaire and on the basis of the data collected, analysis
and interpretations have been made as follows:

Table 1: Distribution of Respondents by their Educational

Qualification

s.no. Educational No. of %

qualification respondants
1 SSLC 40 44.44
2 diploma 50 55.56

It is inferred that 44.44% of the respondents have studied SSLC while

the remaining 55.56% have passed Diploma

Table 2: Distribution of Respondents on the Basis of the Opinion

Regarding the Reason for Attending the Training Program

S.no. Reasons for No. of %

attending respondants
training
1 To update 12 13.33
knowledge
2 To improve skill 19 21.11
3 For promotion 29 32.22
4 For faster 10 11.11
teamwork and
participation
5 For personal 20 22.22
development
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From the table it is clear that 13.33% of the respondents attended
training to update their knowledge; 21.11% attended training to improve
their skill; 32.22% for promotional opportunity; 11.11% to faster team
work while the remaining 22.22% attended training for their personal
development.

Table 3: Distribution of Respondents on the Basis of the Opinion

Regarding the Design and Schedule of the Training Program

S.no opinion No. of %

respondents
1 Highly satisfied 30 33.33
2 Satisfied 28 31.11
3 Neutral 16 17.78
4 Dissatisfied 10 11.11
5 Highly 6 6.67
dissatisfied

It is clear that 33.33% of the respondents were highly satisfied with the
design and schedule of the training program. 31.11% were satisfied;
17.78% were neutral; 11.11% were dissatisfied and 6.67% of the
respondents were highly dissatisfied with the design and schedule of the
training program.

Figure 1: Diagrammatic Representation of Respondents

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Table 4: Distribution of Respondents on the Basis of the Opinion that
Adequate Knowledge was gained for Job Requirements and Job
Responsibilities

S.no opinion No. of %

respondents
1 Highly agree 30 33.33
2 Agree 28 31.11
3 Neutral 16 17.78
4 Disagree 8 8.89
5 Highly disagree 8 8.89

It is found that 33.33% and 31.11% of the respondents strongly agree

and agree that they gained adequate knowledge required for the job and
job responsibilities respectively and 17.78% of the respondents are
neutral while 8.89% of the respondents each disagree and strongly
disagree to the opinion regarding the knowledge gained.

Table 5: Distribution of respondents on the basis of opinion regarding

different methods of training being used in the training program

S.no opinion respondents %

1 Highly agree 32 35.56
2 Agree 28 31.11
3 Neutral 20 22.22
4 Disagree 6 6.67
5 Highly disagree 4 4.44

It is found that 35.56% of the respondents strongly agree to the various

training methods used; 31.11% agree; 22.22% neutral; 6.67% disagree;
while the remaining 4.44% of the respondents strongly disagree with the
various training methods being used.

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Figure 2: Diagrammatic Representation of Respondents

Table 6: Distribution of respondents on the basis of the opinion that

training has improved their skill, knowledge and performance

S.no opinion respondents %

1 Strongly agree 42 46.67
2 Agree 28 31.11
3 Neutral 10 11.11
4 Disagree 5 5.56
5 Strongly 5 5.56
disagree

46.67% and 31.11% of the respondents strongly agree and agree

respectively that training has improved their skill, knowledge and
performance. 11.11% were neutral and the rest disagree and strongly
disagree with the opinion.

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Figure 3: Diagrammatic Representation of Respondents

Table 7: Distribution of respondents on the basis of the opinion

regarding the sufficiency of the duration of the training program:

S.no opinion respondents %

1 YES 81 90
2 NO 9 10

90% of the respondents agree that the duration of the training program
was sufficient and only 10% disagreeing with this opinion.

Figure 4: Diagrammatic Representation of Respondents

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Table 8: Distribution of respondents on the basis of the view that the
overall performance of the training program was excellent

S.no opinion respondents %

1 Yes 75 83.33
2 no 15 16.67

It is clear that nearly 83% of the respondents agree and 17% of the
respondents disagree that the training program was excellent.

Figure 5: Diagrammatic Representation of Respondents

Table 9: Distribution of respondents on the basis of the evaluation of

training program

S.no opinion respondents %

1 Highly worthy 30 33.33
2 Worthy 40 44.44
3 Neutral 10 11.11
4 Unworthy 6 6.67
5 Highly 4 44.44
unworthy
33.33% & 44.44% of the respondents consider this training program as highly
worthy and worthy respectively. 10% are neutral and the rest consider the training
program as unworthy.

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Figure 6: Diagrammatic Representation of Respondents

Research Hypothesis

Null Hypothesis 1:
There is no significant relationship between the respondents’ age and
their various dimensions of evaluation of training.

Null Hypothesis 2:
There is no significant relationship between the respondents’ experience
and their various dimensions of evaluation of training.

Null Hypothesis 3:
There is no significant relationship between the respondents’ educational
qualification and the various dimensions of evaluation of training.

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 Limitations of the Study

1. In view of the limited time available for the study, only the
Training and Development process could be studied.

2. The sample size is too small to reflect the opinion of the whole
organization.

3. The answers given by the respondents have to be believed and

have to be taken for granted as truly reflecting their perception.

4. Random and convenient sampling had been adopted.

5. It therefore inherits its defects. Lack of time prevented in depth

study.

Findings

Enhanced the value of training programs

Good incorporation of training provided by the firm and employee
improvement
Changes in the attitudes of the employees have taken place after
continuous in-house training in the following ways.
Basic discipline in the work place
More participation in any events
A rise in job satisfaction level
Reduction of absenteeism
Received appreciation in time
Retention of employees

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 Suggestions

1) Evaluation of training effectiveness should be treated not only as a

corrective measure for the existing training programs offered by the
organization, but also as a pro-active measure for making future training
programs effective.

2) It is also a process that a firm must place resources to it if it is to

retain workable and talented employees.

3) Training program should be conducted for employees periodically

and ensure that all of them attend at least one training program.

4) Additional training program should be given on the aspects of the

subjects, upon which training has already been given, so that it will help
the executives to implement their assigned projects in an effective
manner.

5) A detailed need based analysis should be conducted and personnel

should be given training accordingly.

6) The organization must ensure that proper training is imparted before

each promotion. Eminent trainers from the corporate world have to be
brought in order to enhance the quality of training.

7) After the training programs, booklets of the same in detail should be

given for future reference.

8) It is necessary to ensure that trainers who are called for sessions are
experts and have sound knowledge in the subject.

9) As the trainee acquires new knowledge, skills and attitude and applies
them in work situations, they should be appraised and significantly
rewarded for their efforts.

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10) Though the objectives of the training programs have been achieved
to a great extent, depending on the nature and complexity of subjects,
enough time need to be allotted so that the employees benefit maximum
out of it.

11) Steps must be taken to seek opinion of trainees’ expectations before

the training program and collecting their views regarding the
expectations after the training.

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 Conclusion
Today, more than ever, organizations are under pressure to keep pace
with ever changing business scenarios. To stay afloat they must develop
the competence to turn every challenge into an opportunity. The trainer
must be an expert at imparting technical skills or soft skills. It’s time to
develop innovative training programs that deliver results to participants.
For any training program to be effective the trainer must know exactly
the requirements of the clients. The clients may not always be able to
express their needs in clear terms. It is the responsibility of the trainer to
extract information from them.

The world of training is fast changing. Till some time back, generic
trainings were considered good enough. Trainings that imparted just a
basic knowledge in some area with no particular links to business
objectives or personal development plans were quite popular. But today,
it is no longer so. The focus has shifted from building general
competence to value addition. Now, the emphasis is more on practical
objectives.
The winds of change take place across the business scenario every day.
It is the responsibility of the trainer to identify what corresponding
changes the organization must take to overcome the turbulence. He
should give up the rigid methodology of training. Vast differences in
learning skills as well as learning preferences exist among people.
Always a range of alternative strategies should be used to cater for the
differences in trainees.

36
 QUESTIONNAIRE
Dear Sir,
I am doing a research work on Employees Training &
Development. I would request you to kindly spare some time to fill up
this questionnaire.

Thank you very much for your cooperation.

Name:
Designation:
Department:

1. Your organization considers training as a part of organizational

strategy. Do you agree with this statement?
Strongly agree
Agree
Disagree

2. To whom the training is given in your organization?

Senior Staff
Junior Staff
New Staff
Based on Requirement

37
 3. What are the reasons for attending the Training sessions?
To upgrade knowledge
To improve skill
For Promotion
To faster teamwork and participation
For personal development

4. What are the barriers to training and development in your firm?

Shortage of time
Lack of Manpower
Lack of interest by the staff
Non-Availability of the skilled trainer
Investment of Money and resources
5. What mode of training method is used in your firm?
Job rotation
External training
Conference/Discussion
Programmed instruction
Presentation oriented
6. “Training and development sessions conducted in your firm are
useful”. Do you agree with this statement?

38
Strongly agree
Agree
Disagree
7. Employees are given appraisal in order to motivate them to
attend training. Do you agree with this statement?
Strongly agree
Agree
Disagree
8. How long does it take to implement the training process?
Less than a month
1-2 months
2-4 months
More than 4 months
9. What type of training is being imparted for the new recruitments
in your organization?
Technical training
Management training (TQM, QC circles, etc)
Presentation skill (Behavioral)
Essential Training
Skill upgrading
Capability Development

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 Functional Training
Other (please specify)
10. How well the workplace of the training is physically
organized?
Excellent
Good
Average
Bad

11. What are the conditions that have to be improved during

training sessions?
Redesign the job
Remove interference
Re-organize the workplace
Upgrade the information of the material given during training
12. What are the general complains about training sessions?
Take away precious time of employees
Too many gaps between the sessions
Training sessions are unplanned
Boring and not useful
13. What are the skills that the trainer should possess to make the
training effective?
40
Should possess Technical skills
Should possess People skills or soft skills
Generalist makes better personnel manager than Specialist
Fond of talking to people

14. What should be the ideal time to evaluate training?

Less than 15 days
15 to 30 days
More than a month
15. Comment on the degree to which the training objectives are
met during the training sessions:
All objectives are met
Some objectives are met
Met according to the need
None of the objectives are met
16. (1) After training, have you given feedback of it?
A. Yes
B. No
(2) If yes, through which method?
Training session by participant
Assessments and results
Evaluation of performance and targets
41
 BIBLIOGRAPHY :
1. Making performance work effectively: - Philip Tom: McGraw Hill
Book Company: England:
1983.
2. Principles and procedures in evaluating performance: John C.
Flanagan: volume 28.
3. Public Personal Administration: S L Goel: Sterling Publishers Pvt.
Ltd.: New Delhi.
4. Training & Development : A Better way: Robert Hayden: Volume 52.
5. Research Methodology Methods and Techniques: Kothari C. R.:
Willey Easter: New Delhi.
6. P. Jyothi, P., Venkatesh, D.N., Human Resource Management
7. Kothari, C. R., Methods and Techniques, New Delhi, New Age
International Publications
8. Aswathappa, K., Human Resource Personal Management

Websites Search :
Training and developmentnaukri.com
Training evaluation.com
Managementhelp.org
www.sil.org
www.elearning-engineering.com
www.msha.gov
ezinearticles.com
tutor2u.net.com

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