dstn report
TRANSCRIPT
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LIST OF TABLES
Table No. Table name Page No.
1 Training and development 27
2 Advantages and disadvantages of different training
methods
35-38
3 Overview: Research methodology 63
4 Gender of respondent 67
5 Age of respondent 68
6 Educational qualification 69
7 Work experience 70
8 Time period 71
9 Training necessity 72
10 Opinion of getting trained 73
11 Kind of training 74
12 Adequate time given to reflect improvement 75
13 Effectiveness of organizing 76
14 Efficiency of performance 77
15 Opportunity to bring out hidden skills 78
16 Selection procedure 79
17 Development in personality 80
18 Whose interest considered while setting objectives 81
19 Training as organizational strategy 82
20 Barriers in T & D 83
21 Mode of training method 84
22 Problems during training 85
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LIST OF GRAPHS
Fig No. Figure name Page No.
1 Theory X and Theory Y 20
2 Maslows hierarchy needs 24
3 Gender of respondent 67
4 Age of respondent 68
5 Educational qualification 69
6 Work experience 70
7 Time period 71
8 Training necessity 72
9 Opinion of getting trained 73
10 Kind of training 74
11 Adequate time given to reflect improvement 75
12 Effectiveness of organizing 76
13 Efficiency of performance 77
14 Opportunity to bring out hidden skills 78
15 Selection procedure 79
16 Development in personality 80
17 Whose interest considered while setting objectives 81
18 Training as organizational strategy 82
19 Barriers in T & D 83
20 Mode of training method 84
21 Problems during training 85
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EXECUTIVE SUMMARY
The objective of the project is to know the Effectiveness of Training and
Development. The report contains a brief introduction about Training.
This report clearly mentions objective of the study and the research
methodology utilized, both primary data and secondary data. The data collection
method used is structured non disguised questionnaire in which the types of
questions used are open ended, multiple choice and close ended.
The report contains a detailed view of the tasks, which have been undertaken to
analyze the effectiveness of training and development. A questionnaire has been
prepared to know the effectiveness of training and development.
It was found that most employees consider training as an important necessity.
The project also reveals one of the important finding that majority of employees
agree that training help them develop their work as well it also help them to
develop their personality and skills.
Also it was found that most organisations consider training as an important
strategy.
From the study conducted I suggest that it is very important for the management
to give more focus on training their employees.
So the company should be conducting more effective and efficient training
programs in order to help their employees develop their performance as well as
their skills which in turn will help the organisation to achieve its goal.
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INTRODUCTION
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Training and Development is the framework for helping employees to develop
their personal and organizational skills, knowledge, and abilities. The focus of
all aspects of Human Resource Development is on developing the most superior
workforce so that the organization and individual employees can accomplish
their work goals in service to customers. All employees want to be valuable and
remain competitive in the labour market at all times, because they make some
demand for employees in the labour market. This can only be achieved through
employee training and development. Hence employees have a chance to
negotiate as well as employer has a good opportunity to select most suitable
person for his vacancy. Employees will always want to develop career-
enhancing skills, which will always lead to employee motivation. There is no
doubt that a well trained and developed staff will be a valuable asset to the
company and thereby increasing the chances of his efficiency in discharging his
or her duties. Trainings in an organization can be mainly of two types; Internal
and External training sessions. Internal training involves when training is
organized in-house by the human resources department or training departmentusing either a senior staff or any talented staff in the particular department as a
resource person.
The game of economic confutation as rules. This requires responding to
customers needs for quality, variety, customization convince timeliness.
Meeting these new standards requires a workforce that is technically trained in
all respects. It requires people who are capable analyzing solving job related
problem working comparatively in teams and changing hats and shifting from
job as well. Training has in increased in importance in todays environment
where jobs are complex and change rapidly. Companies that pay slip-service to
the need for training, by lazily setting aside a few hours a year, will soon find
themselves at the receiving end when talented employees leave in frustration
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and other employees find it difficult to beat rivals with new products,
sophisticated designs and improving ways of selling.
To survive and flourish in the present day corporate jungle companies should
invest time and money in upgrading the knowledge and skills of their
employees constantly. For any company that stops injecting itself with
intelligence is going to die.
Every organization needs to have well trained and experienced people to
perform the activities that have to be done. The effective functioning of any
organization requires that employees learn to perform their jobs at satisfactorylevel of proficiency. An effective organization wishes to have amongst its ranks
individuals that are qualified to accept increasing responsibilities. So that
organization needs in their present jobs, but also to develop their capabilities of
other jobs, for which they might later be considered.
Training enables the employee to get acquainted with jobs and also increase
their aptitude, skills and knowledge. It makes newly recruited employees fully
productive in the minimum of time. Even for the old workers, it is necessary to
refresh them and to enable them to keep up with new methods and techniques as
well as new machine and equipments for doing the work. Thus, training is not a
One step process but it is a continuous or never ending process because it
increase the knowledge and skills of new employees in performing their jobs
and serves as a refresher course for the old employees training job will never be
finished as long as organization remains operation.
Training can be introduced simply as a process of assisting a person for
enhancing his efficiency and effectiveness to a particular work area by getting
more knowledge and practices. Also training is important to establish specific
skills, abilities and knowledge to an employee.
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For an organization, training and development are important as well as
organizational growth, because the organizational growth and profit are also
dependent on the training. But the training is not a core of organizational
development. It is a function of the organizational development.
Training is different form education; particularly formal education. The
education is concerned mainly with enhancement of knowledge, but the aims of
training are increasing knowledge while changing attitudes and Competences in
good manner. Basically the education is formulated within the framework and
to syllabus, but the training is not formed in to the frame and as well as syllabus.
It may differ from one employee to another, one group to another, even the
group in the same class. The reason for that can be mentioned as difference of
attitudes and skills from one person to another.
Even the situation is that, after good training programme, all different type
skilled one group of employees can get in to similar capacity, similar skilledgroup. That is an advantage of the trainings .In the field of Human Resources
Management, Training and Development is the field concern with
organizational activities which are aimed to bettering individual and group
performances in organizational settings. It has been known by many names in
the field HRM, such as employee development, human resources development,
learning and development etc. Training is really developing employeescapacities through learning and practicing.
On the other hand external training is normally arranged outside the firm and is
mostly organized by training institutes or consultants. Whichever training, it is
very important for all staff and helps in building career positioning and
preparing staff for greater challenges in developing world. However the training
is costly. Because of that, people who work at firms do not receive external
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knowledge, skills, or behaviors that are critical for successful job performance
in the immediate term or near future. This is in contrast with development,
which is training that provides employees with competencies for anticipated
future jobs and roles. The goal of training is for employees to master the
knowledge, skill, and behaviors emphasized in training programs and to apply
them to their day-to-day activities.
High-leverage training is linked to strategic business goals and objectives,
uses an instructional design process to ensure that training is effective, and
compares or benchmarks the companys training programs against training
programs in other companies. High-leverage training practices also help to
create working conditions that encourage continuous learning. Continuous
learning requires employees to understand the entire work system, including
the relationships among their jobs, their work units, and the company.
Employees are expected to acquire new skills and knowledge, apply them on
the job, and share this information with other employees. Managers take anactive role in identifying training needs and help to ensure that employees use
training in their work.
To facilitate the sharing of knowledge, managers may use informational maps
that show where knowledge lies within the company (for example, directories
and/or skills inventories that list what individuals do as well as the specialized
knowledge they possess) and use technology such as groupware or the internetthat allows employees in various business units to work simultaneously on
problems and share Information.
Training is used to improve employee performance, which leads to improved
business results. Training is seen as one of several possible solutions to improve
performance. Other solutions can include such actions as changing the job or
increasing employee motivation through pay and incentives. Today there is a
greater emphasis on:
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Providing educational opportunities for all employees.
An ongoing process of performance improvement that is directly measurable
rather than organizing one-time training events.
The need to demonstrate to executives, managers, and trainees the benefits of
training.
Learning as a lifelong event in which senior management, trainer managers,
and employees have ownership.
Training being used to help attain strategic business objectives, which help
companies, gains a competitive advantage.
Measuring the return on investment in research and development, marketing,
sales, and human resources is the key for demonstrating the value to the
business. Each of Medtronics businesses uses a scorecard to measure success
and return on investment. Medtronic is currently developing metrics to measure
how training contributes to the companys success.
Definitions:
Edwin. B. Ellppo has defined Training as the cut of increasing the
knowledge and skills of an employee for doing a particular job.
Michael Armstrong defines Training as the systematic development of theknowledge skills and attitudes acquired by an individual to perform adequately
a given task or job.
Michael.J.Jucious defines Training is any process by which the attitude,
skills and abilities of employees to perform specific jobs are improved.
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Michael Armstrong Training is the systematic modification of behavior
through learning which occurs as a result of education, instruction,
development.
The above definition suggests that training enhance the skill and capabilities of
the individuals in an organization.
For training to be successful, the employees have to be convinced of its utility
and effectiveness.
A successful training program will enhance the organizational performance.
Theories of training and development
Kirkpatrick evaluation model
The Kirkpatrick evaluation model or theory was developed in 1959 by
University of Wisconsin professor emeritus Donald Kirkpatrick. It consists of
four levels of evaluation: reaction of participants; learning, or the knowledge
and skills gained; behavior, or the ability to apply the new skills; and results, or
the organizational impact. Each level of evaluation builds upon and adds
precision to the previous level.
Reaction:
The reaction level measures how training participants react, including
their level of participation; ease and comfort of experience; and the level of
effort required to make the most of the learning.
A reaction evaluation is inexpensive and simple to administer using
interaction with the participants, post-training surveys and online
questionnaires. The evaluation can be done immediately after the training ends.
It is important that participants have a positive reaction to the training sessions
because a negative reaction leads to poor learning.
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Learning:
Learning evaluations are usually conducted before and after a training
program to assess the impact the program has had on the learning process.
Evaluations assess whether participants have advanced in knowledge, skills and
intellectual capacity as a result of the training.
Learning evaluation tools include self-assessment using online
questionnaires and tests, and formal assessment through interviews and
observations. Learning evaluation is especially relevant for technical training
because technical skill level changes are usually more quantifiable.
Behavior:
Behavior evaluation assesses the extent to which training participants
apply the learning in their jobs. The evaluation is usually done over a period of
time to determine if the participants use the new skills and knowledge on the
job, improve their performance and transfer the knowledge to their peers. Tools
include observations, questionnaires, tests and interviews. Behavior evaluations
take more time and effort than reaction and learning evaluations. It is important
to involve the line managers and immediate supervisors in the process because
they are in the best position to observe and assess participant behavior changes.
Results:
Results evaluation determines the success of a training program in
operational and strategic terms, such as increased sales, reduced expenses,
improved quality and reduced cases of workplace injuries. However, it may not
always be possible to correlate improved operational performance with training.
For example, improvements in product quality may be due to better
design tools and more qualified staff, not just a new quality training program.
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External factors, such as changes in the economy and the competitive
environment, may also influence operational results.
Theory X and Theory Y
Theory X and Theory Y are theories of human motivation created and
developed by Douglas McGregor at the MIT Sloan School of Management in
the 1960s that have been used in human resource management,organizational
behavior, organizational communication and organizational development. They
describe two contrasting models of workforce motivation.
Fig 1.Theory X and Theory Y
http://en.wikipedia.org/wiki/Douglas_McGregorhttp://en.wikipedia.org/wiki/MIT_Sloan_School_of_Managementhttp://en.wikipedia.org/wiki/Human_resource_managementhttp://en.wikipedia.org/wiki/Organizational_behaviorhttp://en.wikipedia.org/wiki/Organizational_behaviorhttp://en.wikipedia.org/wiki/Organizational_communicationhttp://en.wikipedia.org/wiki/Organizational_developmenthttp://en.wikipedia.org/wiki/Organizational_developmenthttp://en.wikipedia.org/wiki/Organizational_communicationhttp://en.wikipedia.org/wiki/Organizational_behaviorhttp://en.wikipedia.org/wiki/Organizational_behaviorhttp://en.wikipedia.org/wiki/Human_resource_managementhttp://en.wikipedia.org/wiki/MIT_Sloan_School_of_Managementhttp://en.wikipedia.org/wiki/Douglas_McGregor -
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Theory X
In this theory, which has been proven counter-effective in most modern
practice, management assumes employees are inherently lazy and will avoid
work if they can and that they inherently dislike work. As a result of this,
management believes that workers need to be closely supervised and
comprehensive systems of controls developed.
A hierarchical structure is needed with narrow span of control at each and
every level. According to this theory, employees will show little ambition
without an enticing incentive program and will avoid responsibility wheneverthey can. According to Michael J. Papa, if the organizational goals are to be
met, theory X managers rely heavily on threat and coercion to gain their
employees' compliance.
Beliefs of this theory lead to mistrust, highly restrictive supervision, and a
punitive atmosphere. The Theory X manager tends to believe that everything
must end in blaming someone. He or she thinks all prospective employees are
only out for themselves. Usually these managers feel the sole purpose of the
employee's interest in the job is money.
They will blame the person first in most situations, without questioning
whether it may be the system, policy, or lack of training that deserves the
blame. A Theory X manager believes that his or her employees do not really
want to work, that they would rather avoid responsibility and that it is the
manager's job to structure the work and energize the employee. One major flaw
of this management style is it is much more likely to cause diseconomies of
scale in large businesses.
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Theory Y
In this theory, management assumes employees may be ambitious and
self-motivated and exercise self-control. It is believed that employees enjoy
their mental and physical work duties. According to Papa, to them work is as
natural as play. They possess the ability for creative problem solving, but their
talents are underused in most organizations. Given the proper conditions, theory
Y managers believe that employees will learn to seek out and accept
responsibility and to exercise self-control and self-direction in accomplishing
objectives to which they are committed.
A Theory Y manager believes that, given the right conditions, most
people will want to do well at work. They believe that the satisfaction of doing a
good job is a strong motivation. Many people interpret Theory Y as a positive
set of beliefs about workers. A close reading of The Human Side of Enterprise
reveals that McGregor simply argues for managers to be open to a more positive
view of workers and the possibilities that this creates. He thinks that Theory Y
managers are more likely than Theory X managers to develop the climate of
trust with employees that are required for human resource development.
It's human resource development that is a crucial aspect of any
organization. This would include managers communicating openly with
subordinates, minimizing the difference between superior-subordinate
relationships, creating a comfortable environment in which subordinates can
develop and use their abilities. This climate would include the sharing of
decision making so that subordinates have say in decisions that influence them.
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5. Cognitive needs - knowledge, meaning, etc.
6. Aesthetic needs - appreciation and search for beauty, balance, form, etc.
7. Self-Actualization needs - realizing personal potential, self-fulfillment,
seeking personal growth and peak experiences.
8. Transcendence needs - helping others to achieve self actualization.
THEORETICAL FRAME WORK
The Efficiency of an organization depends on the capacity and talents of its
personnel and how motivated they are. The capability depends on his ability to
work and the type of training he receives. After the employees have been
selected for various positions in an organization, training them for the specific
tasks to which they been assigned assumes great importance.
It is true in many originations that before employees are fitted into a
harmonious working relationship with the other employees, he is given
adequate training. Training is the act of increasing the knowledge and skills of
an employee for performing a particular job.
The major outcome of training is learning. Trainees learn new habits, refined
skills and useful knowledge during the training that helps him improve
performance. Training enables an employee to do his present job more
efficiently and prepare himself for a higher level job.
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Training is needed to serve the following purposes.
Newly recruited employees require training so as to perform theirtasks effectively. Instruction, guidance, coaching help them to
handle jobs competently without any wastage.
Training is necessary to prepare existing employees for higherlevel jobs (promotion).
Existing employees require refresher training so as to keepupdating about the latest development operation. In face of rapid
technological changes, this is an absolute necessity.
Training is necessary when a person moves from one job to another(transfer). After training the employee can change jobs quickly,
improve his performance levels and achieve career goals
comfortable.
Training is necessary to make employees mobile and versatile.They can be placed on various jobs depending on organizational
needs.
Training is needed to bridge the gap between what the employeeshave and what the job demands. Training is needed to make
employees more productive and useful in the long run.
Training is needed for employees to gain acceptance from peers.(learning a job quickly and being able to pull their own weight is
one of the best ways for them to gain acceptance)
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Thus, training is meant for operatives and development is meant for managers.
Training tries to improve a specific skill relating to a job whereas development
aims at improving the total personality of an individual.
Training is one-shot deal; whereas development is an ongoing continuous
process. The scope of training is on individual employee, whereas eth scope of
development is on the entire work group or the organization. Training is mostly
the result of initiatives taken by management. It is the result of some outside
motivation.
Training seeks to meet the current recruitment of the jobs and the individual;whereas development aims at meeting the future needs of the job and the
individual. In other words, training is a reactive process whereas development is
a proactive process. Development is future oriented training, focusing on the
personal growth of the employee.
Table 1. Training and Development
Learning Dimension Training Development
Meant for Focus Scope Goal Initiated by Content
TimeFrame
Operatives
Current job
Individual employee
Fix current skill deficit
Management
Specific job related
information
Immediate
Executives
Current and future jobs
Work group or organization
Prepare for future work demands
The individual
General knowledge
Long term
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these basic skills in modern organization (such as lecture, apprenticeship, on-
the job, coaching etc).
Refresher Training:
Rapid changes in technology may force companies to go in for this kind of
training. By organizing short term course which incorporate that latest
development in a particular field, the company may keep its employees up-to-
date and ready to take on emerging challenges. It is conducted at regular
intervals by taking the help of outside consultants who specialize in a particular
descriptive.
Crossfunctional Training:
Cross functional training involves training employees to perform operations in
areas other than their assigned job.
There are many approaches to cross functional training. Job rotation can be used
to provide a manager in one functional area with a broader perspective than he
would otherwise have.
Department can exchange personnel for a certain period so that each employee
understands how other department functions.
Team Training:
Team training generally covers two areas: content task and group processes.
Content tasks specify the teams goal such as cost control and problem solving.
Group processes reflect the way the member function as team.
For example how they interact with other, how they sort out difference, how
they participate etc.
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Diversity Training:
Diversity training considers all of the diverse dimensions in the work place
race, gender, age, lifestyles, culture, education, ideas, and background- while
designing training programmes.
It aims to create better cross cultural sensitivity with the aims of fostering
more harmonious and fruitful working relationship among firms employees.
TRAINING METHODS:
Training methods are usually classified by the location of instruction. On the
job training is provided when the workers are taught relevant knowledge, skill
and abilities at the actual workplace. Off-the-job training on the other hand,
requires that trainees learn at a location other than the real work spot.
1. Job Instruction Training (JIT)
The JIT method is a four step instructional preparation, presentation,
and performance try out and follow up. It is used primarily to teach
workers how to do their current jobs. A Trainer, supervisor or co- worker
acts as the coach. The four steps followed in the JIT methods are:
i. The trainee receives an overview of the job, its purpose and itsdesired outcomes, with clear focus on the relevance of training.
ii. The trainer demonstrates the job in order to give the employee amodel to copy.
iii. Next, the employee is permitted to copy the trainers way.Demonstrates by the trainer and practice by the trainee are repeated
until the trainee masters the right way to handle the job.
iv. Finally, the employee does job independently without supervision.
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1. Coaching :Coaching is a kind of daily training and feedback given to employee by
immediate supervision. It involves a continuous process of learning by
doing. It may be defined as an informal, unplanned training and development
activity provided by supervisor and peers.
In coaching, the supervisor explain things and answer questions; he throws
light on why things are done the way they are; he offers a model for trainees
to copy ; conducts lot of decision making meeting with trainees; procedure
are agreed upon and the trainees is given enough authority to make divisions
and even commit mistakes. Coaching can be taxing job in that the coach may
not possess requisite skills to guide the learner in a systematic way.
Sometimes, doing a full days work may be more important than putting the
learner on track.
2. Mentoring:Mentoring is relationship in which a senior manager in organization assumesthe responsibility for grooming a junior person. Technical, interpersonal
and political skills are generally conveyed in such a relationship from the
more experienced person. A mentor is a teacher, suppose, counselor,
developer of skills and intellect, host, guide exemplar and most importantly,
supporter and facilitator in the realization of the vision the young person has
about the kind of life he wants as an adult. The main objective of mentoringis to help an employee attain psychological maturity and effectiveness and
get integrated with the organization.
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3. Job rotation:This kind of training involves the movement of trainee one job to another.
This helps him to have a general understanding of how the organization
functions. The purpose of job rotation is to provide trainees with a larger
organizational perspective and a greater understanding of different functional
areas as well as a better sense if their own career objectives and interests.
Apart from reliving boredom, job rotation allows trainees to build rapport
cooperation among departments. The cross-trained personnel offer a great
amount of flexibility for organizations when transfers, promotions or
replacement become inevitable.
4. Apprenticeship Training:Most croft workers such as plumbers and carpenters are trained through
formal apprenticeship programmes. Apprentices are trainees who spend a
prescribed amount of time working with an experienced guide, coach ortrainer. Apprenticeships and internships are similar to apprenticeship
because that also demand high levels of participation from the trainee. An
internship is a kind of on the job training that usually combines job training
with classroom instruction in trade schools, colleges or universities. It is also
likely that it in these of rapid changes I technology, old skills may get
outdated quickly. Trainees who spend years learning specific skills may find,upon completion of their programmes, that the job skills they acquired are no
longer appropriate.
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OFF-THE- JOB METHODS:
Under this method of training, the trainee is separated from the job
situation ad his attention is focused upon learning the materials related to
his future job performance. There is an opportunity for freedom of
expression for the trainees. Off-the-job methods are as follows:
a) Vestibule Training:In this method, actual work conditions are simulated in a class room.
Material, files and equipment- those that are used in actual job performance
are also used in the training.
This type of training is commonly used for training personnel for clerical
and semi-skilled jobs. The duration of this training, range from a few days
to a few weeks. Theory can be related to practice in this method.
b)Role playing:It is defined as method of human interaction that involves realistic behavior
in imaginary situations. This method of training involves action, doing and
practice.
The participants play the role of certain characters such as the production
manager, mechanical engineer, superintendents, maintenance engineer,
quality control inspector, foremen, workers and the like. This method is
mostly used for developing interpersonal interactions and relations.
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c) Lecture method:The lecture is a traditional and direct method of instruction. The instructor
organizes the material and gives it to a group of trainees in the form of a
talk. To be effective, the lecture must motivate and create interest among
the trainees.
An advantage of lecture method is direct and can be used for a large group
of trainees. Thus, costs and time involved are reduced. The major limitation
of the lecture method is that it does not provide for transfer of training
effectively.
d)Conference / discussion approach:In this method, the trainers deliver a lecture and involve the trainee in a
discussion so that his doubts about the job get clarified. When big
organization use this method, the trainer uses audio-visual aids such as
black board, mock ups and slides; in some cases the lecture are videotapesor audio taped. Even the trainees presentation can be taped for self
confrontation and self-assessment.
The conference is, thus a group-centered where there is a clarification of
ideas, communication of procedures and standards to the trainees. Those
individuals who have a general educational background and whateverspecific skills are required- such as typing, shorthand, office equipment
operation, filling, indexing, recording etc- may be provided with specific
instructions to handle their respective jobs.
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e) Programmed Instruction:This method has becomes popular in recent years. The subject matter to be
learned is presented in a series of carefully planned sequential units. These
units are arranged from simple to more complex levels of instructions. The
trainee goes through these units by answering questions or filling the
blanks. This method is, thus, expensive and time-consuming.
Following chart illustrates advantages and disadvantages for the different
training methods.
Table 2. Advantages and disadvantages of different Training methods
Training
Method
Type of Training Advantages Disadvantages
Instructor-Led
Training
Classroom Revised easily Scheduling is
difficult
Developed
quickly
Travel costs
Face-to-face
contact
Differences from
class to class
On-line Group Training No travel costs Requires
computer
equipment
Developed
quickly
No face-to-face
contact
Videoconferencing and
Video/On-line
Supports large
groups and
multiple sites
High equipment
costs
No travel costs Logistically
challenging
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On-the Job Coaching Effective
knowledge
transfer
Differences from
instructor to
instructor,
session to
session.
Related to
trainee's job
Costly in terms
of instructor-to-
trainee ratio
Face-to-face
contact
On-line Self-
Directed
Training
All On-line Training Consistent
training
content
High
development
costs
Convenient
access to
training
Lengthy
development
time
Trainee sets
own pace
Requires
computer
equipment
Reuse does not
require trainer
participationWeb-Based Training Easy to modify Limited
bandwidth
causes slow
download times.
CD-ROM/DVD Supports
complex
Difficult to
modify
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multimedia
Off-line Self-
Directed
Training
Printed Material Portable Less Interesting
Trainee sets
own pace
Difficult to
modify
Developed
quickly
Video DVD or audio CD Consistent
training
content
Requires
playback
equipment
Can share
copies
Can be costly to
develop
Trainee sets
own pace
Difficult to
modify
Just-In-Time
Training
Electronic Performance
Support System (EPSS)
Available
when needed
at trainee's
convenience
Costly to
develop
Related to
trainee's job
Requires
computer
equipment
Continuous Improvement Promotes
employee
involvement
Requires
training
resources that
are readily
available on a
continuous basis
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Promotes
creative
solutions
Differences from
instructor to
instructor
Computer-Mediated
Asynchronous
Collaboration
Accessible at
the trainee's
convenience
Requires
computer
equipment
Promotes
creative
solutions
Can require
computer
software
Promotes
employee
involvement
NEED FOR TRAINING:
Training is the act of improving ones knowledge and skill to improve
his/her job performance. Training is job oriented. It bridges the gap
between what the employee has and what the job demands. For that matter,
imparting to employees working in all organized sectors of human activity
is longer a matter of debate. The need for training has been recognized as
essential activity not only in the business organizations, but also in
academic institution, professional bodies and the government department.
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IMPARTANCE OF TRAINING:
The importance of training can best be appreciated with the help of various
advantages it offers to both employees and employer.
1. Better performance:Training improves employees ability and skills, in turn improves
employees performance both in quality and quantity. Better or increased
employee performance directly leads to increased operational productivity
and increased organizational profits. Improvements in employee
performance / productivity in development countries lend support to this
statement.
2.Improved Quality:In formal training programmes, the best methods of performing jobs are
standardized and then taught to employees. This offers two fold benefits.
Firstly uniformity in work performance helps improve the quality of workor service. Secondly better informed or say trained workers are less likely to
make operational mistakes.
3. Less supervision:A trained worker is self reliant. He knows his work and way to perform it
well. Therefore, his work requires less supervision. The supervision candevote his time on more urgent works.
4. Less learning period:A well planned and systematically organized training programmes reduces
the time and cost involved in learning. Training enables to avoid waste of
time and efforts in learning through trial and error method.
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5. High morale:Training not only improves the ability and skills of the employees, but also
changes employees attitude towards positive. Higher performance, job
satisfaction, job security and avenues for internal promotion lead to high
morale among the employees. High morale, in turn, makes employees more
loyal to the organization.
6. Personal Growth:
Training improves employees ability knowledge and skills and thus,
prevents employees obsolesce. This makes employees growth- oriented.
7. Favorable Organizational Climate:
The aforesaid advantage combined lead to improves and favorable
organizational climate characterized by better industrial relation and
disciplines, reduced resistance to change, reduced absenteeism and turnover of
employees and improves stability of organization.
STEP IN TRAINING PROGRAMMES
The various step activities involved in developing training programmes can be
broadly classified into five steps as follows;
1. Identification of training needs2. Setting training objectives3. Designing training methods4. Administration of training programmes5. Evaluation of training
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Training could be traced far back at the Stone Age when people used to
transfer knowledge in particular activity through signs and deeds to others. It
was only during industrial revolution the formal and vocational training was
started to instruct the apprentices about the about the operation of machines.
Since then there is no looking back in this regard. Today training has become
the most important organizational activity not only in the business
organizations but in the educational institution also. It is fact that many
organizations have realized the need of the training created infrastructure and
provided financial support. The result of many training programmes have been
far less than the desired ones because of non-alignment of training
programmes with the overall human resources development (HRD) strategies
of the organization.
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REVIEW OF LITERATURE
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A review of literature on evaluation of training was conducted to identify
methods of effectiveness evaluation for training programs. Five definitions of
evaluation were identified in the literature.
Kirkpatrick (1971)
Kirkpatricks first level of measurement, reaction, is defined as how well the
trainees liked the training program. The second measurement level, learning, is
designated as the determination of what knowledge, attitudes, and skills were
learned in the training. The third measurement level is defined as behavior.
Behavior outlines a relationship of learning (the previous measurement le vel)
to the actualization of doing. Kirkpatrick recognized a big difference between
knowing principles and techniques and using those principles and techniques
on the job. The fourth measurement level, results, is the expected outcomes of
most educational training programs such as reduced costs, reduced turnover
and absenteeism, reduced grievances, improved profits or morale, and
increased quality and quantity of production.
Paquet,Kasl, Weinstein, & Waite, (1987).
One study was found by a major corporation that measured change in
productivity and ROI of a training program. CIGNA Corporations corporate
management development and training department, which provides training for
employees of CIGNA Corporations operating subsidiaries, initiated an
evaluation program to prove management training made a business
contribution. The research question posed was, Does management training
result in improved productivity in the managers workplace? The team
conducting the research identified that data collection needed to be built into
the training program for optimal data gathering. If managers could use the
evaluation data for their own benefit as part of their training, they would be
more likely to cooperate.
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Paulet & Moult, 1987
British Airways assessed the effectiveness of the Managing People First (MPF)
training by measuring the value shift, commitment, and empowerment of the
trainees. An in-depth interview was used to measure the action potential (energy
generated in the participants by the course) and level of action as a result of the
course. A want levelwas used to measure the action potential and a do levelfor
the action. Each measurement was assigned a value of high, medium, or low.
However, high, medium, and low were not defined.
Robert (1988) in his study The Pygmalion Effect personal journal describes
the Pygmalion Effect or the Behavior Science Principle which states that an
employees success is directly related to the companys expectation. Good
management training practice is discussed. Such as recognizing employees
potential for improved performance showing confidence in the staff marinating
an in-going dialogue setting, high performance standards complimenting,criticizing constructively and with empathy, helping people advance and
overcome self-defects.
Alliger and Horowitz (1989)
Numerous studies reported use of components of the Kirkpatrick Model;
however, no study was found that applied all four levels of the model. Although
level one is the least complex of the measures of evaluation developed by
Kirkpatrick, no studies were found that reported use of level one as a sole
measure of training. One application of the second level of evaluation,
knowledge, was reported by. In this study the IBM Corporation incorporated
knowledge tests into internally developed training. To ensure the best design,
IBM conducted a study to identify the optimal test for internally developed
courses. Four separate tests composed of 25 questions each were developed
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based on ten key learning components. Four scoring methods were evaluated
including one that used a unique measure of confidence. The confidence
measurement assessed how confident the trainee was with answers given.
Bushnell (1990) also created a modification to the Kirkpatrick Model by
identifying a four-step process of evaluation. Bushnells model included
evaluation of training from the development through the delivery and impact.
Step one involved the analysis of the System Performance Indicators that
included the trainees qualifications, instructor abilities, instructional materials,
facilities, and training dollars. Step two involved the evaluation of the
development process that included the plan, design, development, and delivery.
Step three was defined as output which equated to the first three levels of the
Kirkpatrick Model. Step three involves trainees reactions, knowledge and skills
gained, and improved job performance. Bushnell separated outcomes or results
of the training into the fourth step. Outcomes were defined as profits, customer
satisfaction, and productivity. This model was applied by IBMs globaleducation network, although specific results were not found in the literature.
Phillips (1991) stated the Kirkpatrick Model was probably the most well known
framework for classifying areas of evaluation. This was confirmed in 1997
when the America Society for Training and Development (ASTD) assessed the
nationwide prevalence of the importance of measurement and evaluation tohuman resources department (HRD) executives by surveying a panel of 300
HRD executives from a variety of types of U.S. organizations. Survey results
indicated the majority (81%) of HRD executives attached some level of
importance to evaluation and over half (67%) used the Kirkpatrick Model. The
most frequently reported challenge was determining them impact of the training
(ASTD, 1997).
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Lookatch (1991) and ASTD (2002) reported that only one in ten organizations
attempted to gather any results-based evaluation. In 1952, Donald Kirkpatrick
(1996) conducted doctoral research to evaluate a supervisory training program.
Kirkpatricks goal was to measure the participants reaction to the program, the
amount of learning that took place, the extent of behavior change after
participants returned to their jobs, and any final results from a change in
behavior achieved by participants after they returned to work.
Wagner & Roland, (1992). Over 20 organizations and 5,000 participants were
studied. Three measures were used to determine behavioral changes. Measure
one was a questionnaire completed by participant s both before and after
training. The second measure was supervisory reports completed on the
functioning of work groups before and after training. The third measure was
interviews with managers, other than the immediate supervisor, to obtain
reactions to individual and work-group performance after an OBERT program.
Results reported showed no significant changes in behavior.
Hopkins (1995)
There are several ways managers can use professional development to increase
the competence, skills, and leadership capacity of their employees. One way to
do this involves managers encouraging employees to pursue continuing
education opportunities and/or empowering employees through variousleadership opportunities within the organization.
Singh has conducted a study on Attitude Change through Training in
1998. The study was conducted with the thirty five officers from different
central/state government/ public sector units/ nationalized banks. And the study
was conducted to explore the impact of importing behavioral skill through
training programme resulting impersonalized attitude and co-operative attitude.
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Results reveal that training led to change in attitudes. Experimental training and
belief in the source of communication, facilitated attitude change.
Kirkpatrick, (1998)
From Kirkpatricks doctoral research, the concept of the four Kirkpatrick
measurement levels of evaluation emerged. While writing an article about
training in 1959, Kirkpatrick (1996) referred to these four measurement levels
as the four steps of a training evaluation.
It is unclear even to Kirkpatrick how these four steps became known as the
Kirkpatrick Model, but this description persists today). As reported in the
literature, this model is most frequently applied to either educational or
technical training.
Holli and Calabrese (1998) defined evaluation as comparisons of an
observed value or quality to a standard or criteria of comparison. Evaluation
is the process of forming value judgments about the quality of programs,
products, and goals.
Kirkpatrick (1998) recommended that as many as possible of the four levels of
evaluation be conducted. In order to make the best use of organizational
resources of time, money, materials, space, equipment, and manpower,
continued efforts are needed to assess all levels of effectiveness of training
programs. Trainers from all disciplines should develop evaluation plans for
training and share the results of these initiatives.
Jan (1999) in his study Training and Development reveals that a majority
of training programme relay that a majority of training programme relay on
western technique. Traditional Vedic approaches to knowledge focusing on the
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relation of the athma, pure consciousness serves as the creativity and
intelligence should be viewed as an alternative approach to conduct training.
Warr, Allan and Birdie (1999) evaluated a two-day technical training course
involving 123 mo tor-vehicle technicians over a seven- month period in a
longitudinal study using a variation of the Kirkpatrick Model. The main
objective of this study was to demonstrate that training improved performance,
thereby justifying the investment in the training as appropriate. Warr et
al.(1999) suggested that the levels in the Kirkpatrick Model may be interrelated.
They investigated six trainee features and one organizational characteristic that
might predict outcomes at each measurement level. The six trainee features
studied were learning motivation, confidence about the learning task, learning
strategies, technical qualifications, tenure, and age. The one organizational
feature evaluated was transfer climate which was defined as the extent to which
the learning from the training was actually applied on the job.
Boulmetis and Dutwin (2000) defined evaluation as the systematic process of
collecting and analyzing data in order to determine whether and to what degree
objectives were or are being achieved.
Phillips and Pulliam (2000) reported an additional measure of training
effectiveness,return on investment (ROI), was used by companies because of
the pressures placed on Human Resource Departments to produce measures of
output for total quality management (TQM) and continuous quality
improvements (CQI) and the threat of outsourcing due to downsizing. Great
debate was found in the training and development literature about the use of
ROI measures of training programs. Many training and development
professionals believed that ROI was too difficult and unreliable a measure to
use for training evaluation (Barron, 1997).
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A study was conducted by HUMAN CAPITAL (2001); a leading pesticides
company provided excellent training for sales executives on selling techniques.
The trainees felt that they could make use of the selling techniques with great
advantage in the market place.
Regional managers made no efforts to follow up new ideas and suggestions.
Consequently, sales executives were unable to adapt techniques learned during
the training program.
Schalock (2001) defined effectiveness evaluation as the determination of theextent to which a program has met its stated performance goals and objectives.
Stufflebeam (2001) defined evaluation as a study designed and conducted to
assist some audience to assess an object's merit and worth. Stufflebeam's (2001)
definition of evaluation was used to assess the methods of evaluation found in
this literature review.
The reason for selecting Stufflebeams definition was based on the applicability
of the definition across multiple disciplines. Based on this definition of
evaluation, the Kirkpatrick Model was the most frequently reported model of
evaluation.
Radhakrishna, Plank, and Mitchell (2001) used a learning style instrument
(LSI) and a demographic profile in addition to reaction measures and learning
measures.
The three training objectives were to assess knowledge gained through a Web-
based training, to determine participant reaction to Web-based material and
Listserv discussions, and to describe both the demographic profile and the
learning style of the participants.
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The evaluation of the training began with an on- line pretest and an on- line
LSI. The pretest included seven demographic questions. The LSI, pretest and
posttest, and LSI questionnaire were paired by the agent's social security
numbers. Fifty- five agents of the available (106) agents completed all four
instruments and were included in this study.
According to Heathfield (2001) there six tips to which helps training and
development that will transfer skills back to the job.
Provide information for the employee about exactly what training sessionwill involve, prior to the training. Explain what is expected of the
employees at the training session.
Make clear to the employee that the training is OMS responsibility andshe needs to take the training seriously.
Make sure that internal or external training providers supply pre-trainingassignments. Reading or thought- provoking exercises in advance of the
session promote thoughtful consideration of training content. Exercises or
self assessment, provided and scored in advance of the session, save
precious training time for interaction and new information.
Train supervisors and managers either first or simultaneously so theyknow and understand the skills and information provided in the training
session.
Ask supervisors to meet with employees prior to the training session.Determine if key learning points are important for the organization in
return for the investment of his time in the training. Identify any obstacles
the employee may expect to experience as he transfers the training to the
workplace.
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Fancsali (2002) Recommends that staff development occur on an ongoing
basis. More specifically, the National Staff Development Council suggests that
educators spend at least a quarter of their work time on staff development
activities (Richardson 1997).
Bozionelos (2002)
Placing employees in staff mentorship positions as mentors is another method
that has been identified as increasing employees skills and efficiency, while
also enhancing their reputation among managers, which can lead to greater
career success.
Astroth (2004)
Recommend that training should address what the position entails and the skills
necessary for competency.
Jackson (2006)With regard to scheduling staff development, suggests that the timing of staff
development can affect the success of the development program, itself.
Consequently, she recommends that the timing of the training schedule be
developed with consideration of staff needs and wants. In terms of strategies for
effective implementation. As for the ideal format of staff development,
recommends that trainings focus on the main points and take into accountdiverse learning modalities, by including hands on activities as well as time
for discussion and questions.
Current Training Needs for Staff
Given the importance of a strong staff in shaping successful youth development
programs, Astroth and Taylor (2004) report on the National Collaboration for
Youths (NCY) efforts to define what successful youth workers are doing.
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Essentially, NCY reviewed existing competencies circulating in the field,
sought feedback from many youth-serving organizations 8 and their staff, and
ultimately decided on a set of ten core competencies that entry-level workers,
including part-time and full-time staff and volunteers, should possess when they
begin a job or should acquire during the first few years to be effective when
working with youth,
According to a report published by the Community Network for Youth
Development, the fast growing need for skilled youth workers highlights the
fact that there is little professional development support for these workers. Little
to no new skill development, low compensation and unclear career ladders may
force youth workers to move from job to job in order to obtain higher wages
and/or new skills and creating barriers for recruitment. Furthermore, this high
turnover detrimentally affects the youth they serve. California is among several
states creating professional support groups, youth development worker
mentorship programs, standards, core competencies for training, opportunitiesfor higher education, and clearer career pathways for youth workers. In fact, the
CNYD report, Moving from Knowledge to Action in San Francisco: Creating
a Comprehensive Youth Work Professional Workforce System lists a number
of Bay
P.C. TRIPATHI AND P.N.REDDY (2007)After the selection of people for various jobs, the next function of management
is to arrange for their training and development. This is because a person,
however carefully selected is not moulded to specifications and rarely meets the
demands of his job adequately. Formerly, it was thought that the training of
personnel was unnecessary on the ground that the new employees would
gradually pick up all the particulars of the job. But as the processes and
techniques of production are becoming more and more complicated, it is being
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whatever share of the market it has, employee training, therefore imports
specific skills and knowledge to employees in order that they contribute to the
organization efficiency, and be able to cope with the pressures of changing
environment .
Based on study conducted by Dr.K.N.Ramanuram, Annamalai Nagar,
Management role in productivity HRD times may- (2006) Pp 31 denotes that
training In a short- term process utilizing a systematic and organizing procedure
by which non-managerial personal learn technical knowledges and skills for a
definite purpose of course, all the employees entering the enterprise could not at
once learn a new technology. There in a need for adequate training to
employees, it is sure and certain that will increase per head productivity in the
long run.
Beyond Training: Training and Development
Carter (2003) reported that training is generally defines as change in
behavior Yet, how many trainers and managers forget that, using the term
training only as applicable to skills training? What about the human element?
What about those very same people we want to train?
What about their individual beliefs, backgrounds, ideas, needs, and aspiration?
In order to achieve long term results through training, they broaden their
vision to include people development as part of our strategic planning. Although
training covers a broad range of subjects under the term training without
linking it to development narrows our concept of the training function and leads
us to failure.
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Cambell (1971), Training courses are typically designed for a short term,
started set purpose, such as the operation of some piece of machinery, while
development involves a broader education for longterm purpose.
Scott (1970)He told about Instruction can help employees increase their level
of performance on their present assignment. Increased human performance
often directly leads to increased operational productivity and increased company
profit
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RESEARCH METHODOLOGY
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Introduction
Research methodology is a way to systematically solve the research problem. It
may be understood as a science of studying how research is done scientifically.
In it we study the various steps that are generally adopted by a researcher in
studying his research problem along with the logic behind them.
Research methodology has many dimensions and research methods do
constitute a part of the research methodology. The scope of research
methodology is wider than that of research methods.
Thus, when we talk of research methodology we not only talk of the research
methods but also consider the logic behind the methods we use in the context of
our research study and explain why we are using a particular method or
technique and why we are not using others so that research results are capable
of being evaluated either by the researcher himself or by others.
Why a research study has been undertaken, how the research problem has been
defined, in what way and why the hypothesis has been formulated, what data
have been collected and what particular method has been adopted, why
particular technique of analyzing data has been used and a host of similar other
questions are usually answered when we talk of research methodology
concerning a research problem or study.
Sources of Data
Data refers to information or facts however it also includes descriptive facts,
non numerical information, qualitative and quantitative information
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Data could be broadly classified as
Primary data Secondary data
Primary data
Primary data is the data collected for the first time through field survey. It is
collected with a set of objectives to assess the current status of any variable
studied. Primary data reveals the cross-section picture of the object under
scrutiny. Therefore primary data are those collected by the investigator (or
researcher) himself for the first time and thus they are original in character.
Advantages of primary data
They are the first hand information. The data collected are reliable as they are collected by te researcher
for himself.
The primary data are useful for knowing opinion, qualities andattitudes of respondents.
Secondary data
Secondary data refers to the information or facts already collected. It is
collected with objective of understanding the part status of any variable or the
data collected and reported by some source is accessed and used for the
objective of a study. Normally in research, the scholars collect published data
analyze it in order to explain the relationship between variables.
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Advantages of secondary data
The information can be collected by incurring least cost. The time required for obtaining the information is very less. Most of the secondary data are those published by big institutions. So
they contain large quantity of information
Title of Study:
The study which researcher has undertaken is A study on Effectiveness of
Training and Development
PROBLEM FORMULATION:
Training is act of increasing the knowledge and skills of an employee for
doing a particular job. Training is employed as techniques of control and also
gives information for developing new skills of a job.
The primary concern of any organization is to respond to this pressure, it may
find itself rapidly losing whatever share of the market it has.
The employee training imparts specific skills and knowledge to the
employees, so that they contribute to the organization efficiency and be able to
cope with the pressure of a changing environment.
Research methodology is a way to systematically solve the problem. In order to
find out the truth involved in or problems, certain steps must be taken. In a
certain order and the ordered steps are called a method. This research
methodology is very essential.
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AIM OF THE STUDY:
Aim of the researcher is to find out the level of satisfaction of employee and
to know about the different methods of training and the effectiveness of training
and development.
Objective of Study:
To study the socio- demographic status of the respondents.To study the various Training programmers provided to employees.To understand the satisfaction levels of the employees towards Training
programme.
To study the importance of Training in maintaining good human relation.To understand the importance of Training in acquiring the skills and
efficiency of employees.
To draw suggestion though interpretation of employees feedback forimprovement of Training programme.
HYPOTHESIS:
Training is necessary for the overall development of any organization.
The purpose of the study:
The purpose of the study is to gain more knowledge about Training and
Development to motivate the employees and to study about the training
programmes provided to the employees of the organization.
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Sampling Technique:
The researcher used the simple random sampling method to collecting data.
Under simple random sampling every item of the universe has equal chance
of inclusion in the sample. Researcher selected this type of sampling because
it gives each event in the population an equal probability of being a sample.
Sample size
The total number of employees selected is 50.
RESEARCH DESIGN:
The researcher adopted the descriptive research design for the study.
Description studies aim at pertaining accurately the characteristics of particular
group or situation researcher want.
The descriptive research design helps the researcher to get a detailed study of
practice of training facilities.
DATA COLLECTION:
The data and information has been collected through two sources namely
primary and secondary sources.
Primary Data:
The researcher collected data through questionnaire method the researcher
collected responses from 50 employees belonging to various department.
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OVERVIEW -- RESEARCH METHODOLOGY FOR
EFFECTIVENESS OF TRAINING AND DEVELOPMENT:
A detailed survey of employees was carried out to find out the Effectiveness of
Training and Development, the details of the methodology are stated below in
the Table:
Table 3.Reasearch Methodology
Type of Research :
Descriptive ResearchResearch Question
Effectiveness of Training and DevelopmentSampling technique : Simple random samplingSample Size : 50Primary Data : Responses through questionnaires
Conducted personal interviewswith the respondents.
Secondary Data : Websites, JournalsNews papers, Books, etc.
Research Tools : Percentage analysis
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DATA ANALYSIS AND INTERPRETATION
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ANALYSIS:
Analysis means the computation of certain indices or measure along with
searching for patterns of relationship that exist among the data groups.
Analysis, particularly in case of survey or experimental data, involves
estimating the values of unknown parameters of the population and testing the
hypotheses for drawing inferences.
In this study, the datas are analyzed based on percentage method.
PERCENTAGE METHOD:
Percentages are often used in data presentation for they simplify numbers,
reducing all of them to a 0 to 100 range.
Through the use of percentages, the data are reduced in the standard form with
base equal to 100 which fact facilities relative comparisons.
While using percentages, the following rules should keep in view by
researchers:
a) Two or more percentages must not be averaged unless each is weighted by
the group size from which it has been derived.
b) Use of too large percentage should be avoided, since a large percentage is
difficult to understand and tends to confuse, defeating the very purpose for
which percentage are used.
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c) Percentage hides the base from which they have been computed. If this is not
kept in view, the real differences may not be correctly read.
d) Percentage decreases can never exceed 100 per cent and as such for
calculating the percentage of decrease, the higher figure should invariably be
taken as the base.
Analysis and Interpretation:
In the previous chapters attempt have been made to define, discuss and identify
the Effectiveness of Training and Development.
In this chapter various particulars, information and observation and their critical
analysis to arrive at judicious conclusion and to finally evolve the effectiveness
of training and development are given.
The study is spread over a sample size of 50 respondents for the purpose of
conducting study respectively.
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1. Gender of respondentsTable 4
Sex of the Respondents No of Respondents Percent
Male 30 60
Female 20 40
Total 50 100
Inference:
From the above Table out of total 50 respondents more than half, i.e., 30
respondents (60%) are males and remaining less than quarter 20 respondents
(40%) are females.
It is inferred from the above interpretation that majority 60 percent
respondents are male.
60%
40%
Gender of respondents
Male Female
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2. Age of respondentTable 5
Inference:
From the above Table out of total 50 respondents, 30 respondents (60%) are
belonging to the age group of above 40 years, 13 respondents (26%) of them are
between the age group of 31-40years, 4 respondents (8%) of them are between
26-30 years and 3 respondents are in the age group of 21-25 years
It is inferred from the above interpretation that Majority of the respondents are
belonging to the age group of 40 years and above.
6%
8%
26%60%
Age of respondents
Below 20 years 21-25 years 26-30 years 31-40 years Above 40 years
Age of the Respondents No of the Respondents PercentBelow 20 years 0 0
21-25 years 3 6
26-30 years 4 8.0
31-40 years 13 26.0
Above 40years 30 60.0
Total 50 100.0
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3. Educational qualificationTable 6
Educational Qualification No of the Respondents Per cent
Undergraduate 26 52.00
Graduate 23 46.00
Master degree 01 02.00
ITI/Diploma 00 00.00
Total 50 100.00
Inference:
Above table shows that out of 50 respondents, just above the quarter i.e.
26(52%) of the respondents are Undergraduate are Graduate Holders, less than
half i.e. 23(46%) of them are Master degree Holders, and remaining 1(2%)
respondents are master degree holders.
It is inferred from the above analysis that majority 26(52%) of the respondents
are Undergraduates.
52%46%
2% 0%
Education Qualification
Undergraduate
Graduate
Master degree
ITI / Diploma
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4. Experience in yearsTable 7
Work experience No of the Respondents Percent
Below 1 years 01 02.00
1-5years 00 00.00
6-10 years 01 02.00
11-15 years 13 26.00
16-20 years 35 70.00
Total 50 100.00
Inference:
From above table out of total 50 respondents, 35 respondents(70%) have work
experience of above 16-20 years, just above the quarter 13 (26%) respondentspossess work experience of 11-15 years, 1 (2%) 0f them possess 6-10 years of
work experience, and remaining 1 (2%) of the respondents have the work
experience of 1 years.
It is inferred the above analysis that majority 35 (70%) have the work
experience of above 16-20 years.
Below 1 years 1-5 years 6-10 years 11-15 years 16-20 years
2% 0 2%
26%
70%
Work experience
Work experience
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5. How often are you trained?Table 8
Response of the
Respondents
No of the Respondents Percent
Monthly 7 14.0
Quarterly 9 18.0
Annually 34 68.0
Total 50 100.0
Inference:
From the above table out of 50 respondents, more than half i.e. 34 respondents
(68%) of the respondents are trained annually, 9(18%) of them are trained
quarterly, and remaining 7(14%) of the respondents are trained monthly.
It is inferred from the above analysis that majority 34 respondents (68%) often
trained annually.
14%
18%
68%
Time periodMonthly Quarterly Annually
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6. Is training programme necessary?Table 9
Response of Respondents No of the Respondents Percent
Fully necessary 16 32.00
Necessary to some extent 23 46.00
Not necessary 09 18.00
Not at all 02 04.00
Total 50 100.00
Inference:
From the above table out of total 50 respondents, (46%) respondents opinioned
that training programme is necessary to some extent,16(32%) respondents needtraining programmes,9(18%) respondents feel training programmes are not
necessary and remaining 2 (4%) respondents feel training programme are not at
all necessary.
It is inferred from the above analysis that majority 23 (46%) respondents
opinioned that training programme is necessary to some extent
0
5
10
15
20
25
Fully
Necessary
Necessary to
some extent
Not necessary Not at all
32%
46%
18%
4%
Training necessity
Training necessity
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7. Whether you have the opinion to get trained in the areas you prefer?Table 10
Response of Respondents No of the Respondents Percent
Yes 37 74.00
No 13 26.00
Total 50 100.00
Inference:
From above table out of 50 respondents, 37(74%) of the respondents opinioned
that they are trained in their preference areas and remaining 13 (26%) of the
respondents do not agree to the above mentioned statement.
It is inferred from the above analysis that majority 37(74%) of the respondents
opinioned that they are trained in their preference areas.
74%
26%
Opinion of getting trained
Yes
No
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8. What kind of training youre getting from organization?Table 11
Response of Respondents No of the Respondents Percent
Technical 6 12.00
Manual 4 08.00
Official 34 68.00
Safety 6 12.00
Any other 0 00.00
Total 50 100.00
Inference:
From above table out of 50 respondents, 34 (68%) respondents are getting
official training, 6 (12%) respondents are getting technical training, 6(12%)
respondents are getting safety training and the remaining 4(8%) respondents are
getting manual training.
It is inferred from the above analysis that majority 34(68%) respondents are
getting official training.
0 5 10 15 20 25 30 35
Technical
Manual
Official
Safety
Any Other
12%
8%
68%
12%
0
Kind of training
Kind of training
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9. Employees returning from training are given adequate free time toreflect and plan improvement in organization?
Table 12
Response of Respondents No of the Respondents Per cent
Not Agree 11 22.00
Agree to some extent 28 56.00
Agree 11 22.00
Total 50 100.00
Inference:
From above table out of 50 respondents, 28 (56%) respondents Agree to some
extent that adequate free time is given to the employees to reflect and plan for
improvement after the training,11(22%) respondents agree and disagree that
adequate free time is given to the employees to reflect and plan for
improvement after the training respectively.
It is inferred from the above analysis that majority 28 (56%) respondents agree
to some extent that adequate free time is given to the employees to reflect and
plan for improvement after the training.
22%
56%
22%
Adequate time given to reflect
improvementNot agree Agree to some extent Agree
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10. How well the Training Programs are organized?
Table 13
Response of respondents No of the Respondents Percent
Very well 6 12.00
Well 15 30.00
Average 23 46.00
Not well 6 12.00
Very poor 0 00.00
Total 50 100.00
Inference:
From the above table out of 50 respondents, i.e. 23 respondents (46%) of the
respondents opinioned that training programmes are organized to an average
extent, 15 (30%) say that training programmes are well organized and
remaining 06 (12%)respondents opinioned that training programmed is
organized very well and poor respectively
It is inferred from the above analysis that majority 23 respondents (46%) of the
respondents opinioned that training programmes are organized to an average
extent
Effectiveness of organising
Very well
Well
Average
Not well
Very poor
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11. Do you feel some evident change in your performance after getting
training?
Table 14
Response of the respondents No of the Respondents Percent
Yes 39 78.00
No 11 22.00
Total 50 100.00
Inference:
From above table, out of 50 respondents, 39 (78%) of the respondents say that
there is an evident change in their performance after getting training, and
remaining 11(22%) of the respondents say no to it.
It is inferred from the above analysis that majority 39 respondents (78%) say
that there is an evident change in their performance after getting training
78%
22%
Efficiency of performance
Yes No
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12. Do you think that the training programmes will provide an opportunity
to bring out the hidden skills?
Table 15
Response of theRespondents
No of the Respondents Percent
Yes 40 80.00
No 10 20.00
Total 50 100.00
Inference:
From above table out of 50 respondents, 40 (80%) of the respondents say that
Training programmes will provide an opportunity to bring out the hidden skills,
and remaining 10 (20%) of the respondents say no to it.
It is inferred from the above analysis that majority 39 respondents (78%) agree
that training programmes will provide an opportunity to bring out the hidden
skills.
80%
20%
Opportunity to bring out hiddesn skillsYes No
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13. Selection procedure for training is done through?
Table 16
Response of the respondents No of the Respondents Percent
Random 2 04.00Need based 15 30.00
Seniority 11 22.00
Appraisal 8 16.00
Departments 12 24.00
Any other 2 04.00
Total 50 100.00
Inference:
From above table out of 50 respondents 15(30%) respondents opinioned that
selection procedure for training is need based, 12 (24%) are of the opinioned
that it is based on Departments, 11(22%) respondents opinioned that is based on
seniority, 8(16%) respondents say it is on the appraisal and remaining 2(4%)
respondents opined selection procedure for training is based on random and any
other criteria respectively.
It is inferred from the above analysis that majority 15 (30.00 per cent)
respondents opinioned that selection procedure for training is need based.
4%
30%
22%
16%
24%
4%
0 2 4 6 8 10 12 14 16
Random
Need based
Seniority
Appraisal
Departments
Any other
Selection procedure
Selection procedure
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14. Do you observed any development in your personality after attending
the training?
Table 17
Response of the respondents No of the Respondents Percent
Yes 43 86.00
No 7 14.00
Total 50 100.00
Inference:
From above table out of 50 respondents, 43 (86%) of the respondents say thattheir personality developed after attending the training and remaining 7 (14%)
of the respondents opinioned negative to it.
It is inferred from the above analysis that majority 43 respondents (86%) say
that their personality developed after attending the training.
86%
14%
Development in personality
Yes No
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15. Whose interest will be considered while setting objectives for the
Training Programme?
Table 18
Response of the respondents No of the Respondents PercentEmployees 15 30.00
Employer 11 22.00
Both 24 48.00
Total 50 100.00
Inference:
From above table out of 50 respondents, 24 (48%) respondents opinioned that
both employees and employers interest will be considered while setting the
objectives of the training programme, 15(30%) are of the opinioned that only
interest are considered and the remaining 11(22%) respondents opinioned that it
is employers interest that is considered.
It is inferred from the above analysis that majority 24 (48.00per cent)
respondents opinioned that both employees and employers Interest will be
considered while setting the objectives of the training programme.
30%
22%
48%
Whose intrest considerd while setting objectivesEmployees Employer Both
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16. Your Organization considers training as a part of organizational
strategy. Do you agree with this statement?
Table 19
Response of the respondents No of the Respondents PercentStrongly agree 14 28.00
Agree 22 44.00
Somewhat agree 6 12.00
Disagree 8 16.00
Total 50 100.00
Inference:
From the above table out of 50 respondents, 22(44%) of the respondents agreed
that the organization considers training as a part of organizational strategy,
14(28%) respondents strongly agree that the organization considers training as a
part of organizational strategy 8(16%) of the respondents disagree for the same
and remaining 6(12%) of the respondents somewhat agree for the above
mentioned view.
It is inferred from the above analysis that majority 22(44%) respondents agreed
that the organization considers training as a part of organizational strategy.
0 5 10 15 20 25
Strongly agree
Agree
Somewhat agree
Disagree
16%
12%
44%
28%
Training as organisational strategy
Traing as organisational strategy
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