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THEORETICAL FRAMEWORK

Training is an act of increasing the knowledge and skill of an employee for doing a
particular job. It is concerned with imparting specific job related skill to the employee. The
aim of training is to develop some specific skill in an individual. It is mostly a preparation to
meet individuals’ present needs. It can thus be seen as a reactive process.

Need for training:


• To train the employees in the company culture pattern.
• To train the employee to increase his quantity and quality of output. This may involve
improvement in work methods or skills.
• To train employee for promotion to higher jobs.
• To train the bright but dronish employee in the formation of his goals. This may
involve instructions in initiative and drive.
• To train employee towards better job adjustment and high morale.
• To reduce supervision, wastage and accidents. Development of effective work habits
and methods of work should contribute towards a reduction in the accident rate, less
supervision and wastage of material.

Principles of training:
The most important objective is to create learning environment in organization so that
the member of organization continuously learns and acquires competencies. In order to make
the learning environment effective certain principles need to be followed.

Knowledge of results:
Every employee in a learning situation wants to know what is expected of him and how
well he is doing. He seeks information, appraisal and guidance about his progress and is
made uneasy by the possibility that he may be making some serious error in his behaviour
and not knowing that he is doing so. Knowledge of results affects learning in 2 ways:
• It provides the trainees basis for correcting his error
• It produces motivational effect on the trainee

Motivation:
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A motivated worker learns better than an unmotivated one. Until the worker has
become convinced of the need of training and of the worthwhile ness of the returns the level
of motivation will be low and learning will be slow.

Reinforcement:
In order for behaviour to be acquired, modified and sustained it must be rewarded.
But reward should be distributed cautiously or discretely. Praising an inefficient and poor
learner may disappoint good trainees.
Principle of reinforcement also states that punishment is less effective than reward.
Punishment tends to fix the undesirable behaviour rather than to eliminate it. It may also
develop in the trainee a dislike for the punishment giver. However mild punishment is quite
effective if administered immediately following the incorrect response. Similarly fairy
immediate reinforcement should be provided for desirable behaviour.

Supporting climate and practice:


Practice makes a man perfect. In order that the trainee may not revert back to the old
behaviour, it is essential that he practice the new learning daily. The internal environments of
many organizations are hostile to this. Too often the trainee is not able to implement in his
work place what he has learned during the training session.

Part vs. Whole learning:


This controversial issue is concerned with whether it is more efficient to practice a
whole task all at once or whether sub tasks or component tasks should be mastered first
before integrating them into the whole task performance. In a comprehensive literature
review Naylor found that the answer to this question seemed to depend on the characteristics
of the tasks which the trainees were attempting to master. Tasks were seen to differ in
complexity (the difficulty of each of the separate task component viewed individually) and
organization (the extent to which such tasks are interrelated). Naylor then suggested the
following training principles:
Given a task of relatively high organization, as task complexity increases whole
learning becomes more efficient than part learning.
Given a task if relatively low organization, as task complexity increases part learning
becoming more efficient than whole.

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Transfer of learning:
Transfer of learning from the training to the job would depend upon the extent to
which there are identical elements in two. Thus if the devices used in training were similar to
those on the job and there would be positive transfer of learning. This means that the trained
employee would be superior in performance on the job to an untrained individual. But if the
physical and psychological fidelities are wanting there would be negative transfer of learning.
This means that the trained would display inferior performance on the job. If incorrect work
methods are learned once, there may be considerable difficulty encountered in rejecting these
methods.

Criteria for setting training objective


 Nature and size of the group to be trained
 Roles and tasks to be coined out by the target group
 Relevance, applicability and compatibility of training to the work situation
 Existing and desired behaviour defined in terms of ratio, frequency, quality of
interaction, repetitiveness, innovations, supervision etc.,
 Operational results to be achieved through training e.g., productivity cost, down time,
creativity, turnover etc.,
 Identification of the behaviour where change is required
 Indicators to be used in determining changes from existing to the desired level in
terms of ratio and frequency.

Methods of training

On the job training:


In this method the trainee is placed on a regular job and taught the skills necessary to
perform it. The trainee learns under the guidance and supervision the superior or an
instructor. The trainee learns by observing and handling the job. Therefore it is called
learning by doing.
Several methods are used to provide on the job training e.g. Coaching, job rotation,
commitment assignments etc., A popular form of the on the job training is Job Instruction
Training (JIT) or step by step learning. It is widely used in the US to prepare supervisors. It

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appropriate for acquisition or improvement of motor skills and routine and repetitive
operations
JIT method provides immediate feedback, permits quick correction of errors and
provides extra practice when required. But it needs skilled trainers and preparation in
advance.

Vestibule training:
In this method a training centre called vestibule is set up and actual job conditions are
duplicated or stimulated in it. Expert trainers are employed to provide training with the help
of equipment and machines which are identical with those is used at the work place.

Apprenticeship training:
In this method, theoretical instruction and practical learning are provided to trainees
in training institutes. In India the Government has established Industrial Training Institute for
this purpose. Under the apprenticeship act 1962 employers in specified industries are required
to train the prescribed number of persons in ‘designated trades’. The aim is to develop all
round craftsmen. Generally a stipend is paid during the training period. Thus it is an “earn
when you learn” scheme.

Class room training:


Under this method training is provided in company class rooms or in educational
institutions. Lectures, case studies, group discussions and audio visual aids are used to
explain knowledge and skills to the trainees. Classroom training is suitable for teaching
concepts and problem solving.

Internship training:
It is a joint of training in which educational institutions and business firms cooperate.
Selected candidates carry on regular studies for the prescribed period. They also work in
some factory or office to acquire practical knowledge and skills. This method helps to
provide a good balance between theory and practice.
Orientation training:
Induction or orientation training seeks to adjust newly appointed employees to the
work environment. Every new employee needs to be made fully familiar with his job, his
supervisors and sub ordinates and with the rules and regulations of the organization.
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Induction training creates self confidence in the employees. It is also known as pre job
training. It is brief and informative.

Job training:
It refers to the training provided with a view to increase the knowledge and skills of
an employee for improving performance on the job. Employees may be taught the correct
methods of handling equipment and machines used in a job. Such training helps to reduce
accidents, waste and inefficiency in the performance of the job.

Safety training:
Training provided to minimize accidents and damage to machinery is known as safety
training, it involves instruction in the use of safety devices and in safety consciousness.

Promotional training:
It involves training of existing employees to enable them to perform higher level jobs.
Employees with potential are selected and they are given training before their promotion so
that they do not find it difficult to shoulder the higher responsibilities of the new positions to
which they are promoted.

Refresher training:
When existing techniques become obsolete due to the development of better
techniques, employees have to be trained in the use of new methods and techniques. With the
passage of time employees may forgot some of the methods of doing work. Refresher
training is designed to revive and refresh the knowledge and to update the skills of the
existing employees. Short term refresher courses have become popular on account of rapid
changes in technology and work methods. Refresher or re training is conducted to avoid
obsolescence of knowledge and skills.

Remedial training:
Such training is arranged to overcome the short comings in the behaviour and
performance of old employees. Some of the experienced employees might have picked up
appropriate methods and styles of working. Such employees are identified and correct work

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methods and procedures are taught to them. Remedial training should be conducted by
psychological experts.

Process measure:
Number of training conducted against the number of trainings targeted and also the
training effectiveness.

STEPS IN TRAINING PROGRAMME:

Identify the training needs

Preparing training programmers

Preparing the learners

Implementing training programme

Performances try out

Follow up actions

RESEARCH OBJECTIVES

OBJECTIVES:

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The objectives of the study are:

Primary:

 To analyse the effectiveness of training and to identify its impact on the trainees.

Secondary:

 To identify the training needs of employees.

 To evaluate the opinion of employees regarding training programmes offered at

Pothys Clothing (p) Limited.

 To analyse the contribution of training towards the productivity of employees.

 To ascertain the satisfaction of employees towards the training programme.

 To suggest measures to improve the effectiveness of training.

6.1 NEED FOR THE STUDY


Many companies go beyond training employees for specific job skills by offering
programmes of general educational content. The company’s rationale for such programmes
will benefit the company in intangible ways through a change in employees’ attitudes.

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The “need” for training should be documented along with the reasons behind it. Without a
clearly defined need, an organization may not be able to determine its training effectiveness.

The major need for the programme is to evaluate the effectiveness of the training by
studying the existing training process in the company and to determine the factor like:

 Improved interpersonal skills of the workers.


 To analyse the training outcome given to the workers.
 To study the problems faced by the workers during the training period.
 To study the respondents satisfaction level before and after training.
 Ability of the workers to acquire knowledge.

6.2 SCOPE OF THE STUDY

Training is defined as “Organized activity aimed at imparting information and/or


instructions to improve the recipient's performance or to help him or her attain a required
level of knowledge or skill”. The term training refers to the acquisition of knowledge, skills,

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and competencies as a result of the teaching of vocational or practical skills and knowledge
that relate to specific useful competencies. Training has specific goals of improving one's
capability, capacity, and performance.

Pothys Clothing's fully integrated state of the art manufacturing facility was
commissioned at Sriperumbudur near Chennai. This hi-tech factory in an area spanning six
acres laced with greenery and a lot of open space and is self sufficient in all fronts. This
facility manufactures 4,000 pieces of shirts and trousers daily.

The study covers the effectiveness of training program in Pothys Clothing Private
Limited. The effectives of the training will lead to increase in the productivity and makes
healthy organisation. In order to find out the effectiveness of training, I used 75 workers of
the company as my respondents who had undergone the training programme in the cutting
department.

Research methodology

A research cannot be conducted abruptly. Researcher has to proceed systematically in


the already planned direction with the help of a number of steps in sequence. To make the
research systemized the researcher has to adopt certain methods.

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The methods adopted by the researcher for completing the study are called research
methodology. In other words Research Methodology is simply the plan of action for a
research which explains in detail how data is to be collected, analysed and interpreted.

Data becomes information only when a proper methodology is adopted. Thus we can
say Methodology is a tool which processes the data in to reliable information. The present
chapter attempt to highlight the research adopted in this project.

The components of the research methodology are research design, type of data, data
collection, sampling plan and statistical tools used.

6.3 RESEARCH DESIGN

A research design is purely and simply the frame work of the plan for a study that given
the collection and analysis of data. The function of the research design into ensures that the
required data are collected accurately and economically.

Descriptive research design was adopted for this study because the study is concerned
with describing the characteristics, productivity and satisfaction of training provided by the
company to the workers.

6.4 DATA COLLECTION


The sources of primary and secondary data are used for the collection of information for the
study.

Primary Data

The primary data is collected from the employees of the company with the help of
structured questionnaire and direct personal interview. The questionnaire consisted of 22
questions. It was distributed among 75 respondents.

Secondary Data

The secondary data about the company profile and other details were collected from
the company web site and through personal discussion with the HR manager.

6.5 SAMPLE SIZE

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The sample consists of 75 employees of the company who had undergone the training
programme in the cutting department.

SAMPLE DESIGN
Simple random sampling is used where each sample has an equal chance of getting
selected and all choices are independent of each other. It gives each possible sample
combination an equal probability of being chosen.

6.6 STATISTICAL TOOLS:

The Statistical tools used here is:

a. Percentage Analysis
b. Chi-squared tests
c. Weighted Average Method

a. Percentage Analysis

Percentage refers “for every hundred”. It is used to make easy comparisons of


fractions. In the study, fractions of respondents choosing different answers are converted into
percentages and interpretations are made.

Formula:

No of respondents
% of Respondents = * 100
No of Total Respondents

b. Chi-squared tests

It is a non parametric test used most frequently to test the hypothesis. This aims at
determining whether significant difference exists among groups of data or whether
differences are due to sampling. It describes the discrepancy theory and observation. This test
is done to find the dependence of one factor over the other.

Formula:

X^2 = £ (O-E) ^ 2 / E

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Where ‘E’ is the expected frequency
‘O’ is the observed frequency
Degree of Freedom = (r-1) (c-1)

Properties of Chi- Square:

• X^2 cannot be negative in value, it is Zero or Positive


• X^2 are not symmetrical, it is skewed to the right
• There is a different X^2 distribution for every number of degree of freedom
• For degree of freedom exceeding 30, the X^2 distribution is approximated by normal
distribution.

c. Weighted Average method

Weighted average is used when the relative importance of the items is not the same.
Different weights are assigned to different and calculation is made. The weights assigned
may be actual, or arbitrary.

Weighted average = ∑ WiDi

∑ Wi

6.7 LIMITATION OF THE STUDY

 Even though the respondents were available they were not willing to give their
valuable responses because they were busy with their usual work.

 Majority of respondents are hesitant in giving their responses whole heartedly.

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 The opinion of the respondents may be biased.

DATA ANALYSIS AND INTERPRETATION

TABLE NO - 1: AGE GROUP OF EMPLOYEES

24
S.NO AGE NO. OF PERCENTAGE OF
RESPONDENTS RESPONDENTS

1 18 – 25 36 48

2 25 – 32 24 32

3 32 – 39 10 13

4 39 – 46 5 7

4 Above 46 - -

TOTAL 75 100

INTERPRETATION

48% are fall under the age group of 18 to 25 years, 32% are fall under the age group
of 25 to 32 years, 13% are fall under the age group of 32 to 39 years and 7% are fall under
the age group of 39 to 46 years.

CHART NO – 1

AGE GROUP OF EMPLOYEES

25
60
48
50
% of respondents

40
32
30

20 13
10 7
0
0
18 - 25 25 - 32 32 - 39 39 - 46 Above 46
Age

TABLE NO - 2: GENDER OF EMPLOYEES

S.NO GENDER NO. OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

26
1 Male 11 15

2 Female 64 85

TOTAL 75 100

INTERPRETATION

Majority of the respondents are female and 15% of the employees are male.

CHART NO – 2

GENDER OF EMPLOYEES

27
Male, 15

Female, 85

TABLE NO – 3: MARITAL STATUS OF THE EMPLOYEES

S.NO MARITAL NO. OF PERCENTAGE OF


STATUS RESPONDENTS RESPONDENTS

1 Married 35 47

28
2 Unmarried 40 53

TOTAL 75 100

INTERPRETATION

53% of the respondents are unmarried and 47% of the respondents are married.

CHART NO – 3

MARITAL STATUS OF THE EMPLOYEES

29
Married, 47
Unmarried, 53

TABLE NO – 4: EDUCATIONAL QUALIFICATION OF THE EMPLOYEES

S.NO EDUCATIONAL NO OF PERCENTAGE OF


QUALIFICATION RESPONDENTS RESPONDENTS

1 10 42 56

2 +2 26 35

30
3 Diploma 7 9

4 Degree - 0

5 Others - 0

TOTAL 75 100

INTERPRETATION

56% of the respondents are 10th standard qualified and 35% have studied 12th
standard.

CHART NO – 4

EDUCATIONAL QUALIFICATION OF THE EMPLOYEES

31
60 56

50
35

% of respondents
40

30

20
9
10
0 0
0
>10

>+2

Diploma

Degree

Others
Educational qualification

TABLE NO – 5: EXPERIENCE OF EMPLOYEES

S.NO EXPERIENCE NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Less than 1 year 26 35

2 1 – 2 years 22 29

3 2 – 3 years 14 19
32
4 3 – 4 years 9 12

5 Above 4 years 4 5

TOTAL 75 100

INTERPRETATION

35% of the employees are less than 1 year experienced, 29% are 1 to 2 years
experienced, 19% are 2 to 3 years experienced, 12% are 3 to 4 years experienced and 5% are
above 4 years.

CHART NO – 5

EXPERIENCE OF EMPLOYEES

33
35
35 29
30
19
% of respondents
25
20
12
15
10 5
5
0
Less than 1 - 2 years 2 - 3 years 3 - 4 years Above 4
1 year years
Experience

TABLE NO – 6: INCOME OF THE EMPLOYEES

S.NO INCOME NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Below 3000rs 20 27

34
2 3000rs – 3500rs 37 49

3 3500rs – 4000rs 11 15

4 Above 4000rs 7 9

TOTAL 75 100

INTERPRETATION

49% of the employees earn between Rs.3000 and Rs.3500, followed by respondents
who earn below Rs.3000. 15% of the respondents earn between Rs.3000 and Rs.4000 and
only 9% of the respondents earn above Rs.4000.

CHART NO – 6

INCOME OF THE EMPLOYEES

35
50 49
45
40
35
% of respondents

30 27
25
20 15
15
9
10
5
0
Below 3000 3000 - 3500 3500 - 4000 Above 4000
Income

TABLE NO – 7: ATTENDING TRAINING PROGRAM

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Yes 75 100

2 No - 0

36
TOTAL 75 100

INTERPRETATION

All the employees have attended the training program in the organization.

CHART NO – 7

ATTENDING TRAINING PROGRAM

37
100
100
90
80
70
% of respondents

60
50
40
30
20
10 0
0
Yes No

TABLE NO – 8: PERSON CONDUCTING TRAINING PROGRAM

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Internal resource 45 60
person

2 External resource 21 28
person

38
3 Both 9 12

TOTAL 75 100

INTERPRETATION

60% of the employees say that training is conducted by internal resource person, 28%
says that training is conducted by external resource person and 12% says that training is
conducted by both internal and external persons.

CHART NO – 8

PERSON CONDUCTING TRAINING PROGRAM

39
70
60
60

50
% of respondents

40
28
30

20 12
10

0
Internal resource External resource Both
person person

TABLE NO – 9: OPPORTUNITY TO LEARN FROM TRAINING PROGRAM

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Strongly agree 54 72

2 Agree 13 17

40
3 Neither agree nor 8 11
disagree

4 Disagree - 0

5 Strongly disagree - 0

TOTAL 75 100

INTERPRETATION

72% of the employees strongly agree that training is an excellent opportunity to learn,
17% agree that training is an excellent opportunity to learn and 11% neither agree nor
disagree that training is an excellent opportunity to learn.

CHART NO – 9

OPPORTUNITY TO LEARN FROM TRAINING PROGRAM

41
80 72
70
60
% of respondents

50
40
30
17
20 11
10
0 0
0
Strongly Agree Neither Disagree Strongly
agree agree nor disagree
disagree

TABLE NO – 10: WHETHER TRAINING CONTENT MATCHES JOB PROFILE

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Yes 75 100

2 No 0 -

42
TOTAL 75 100

INTERPRETATION

All the respondents feel that training contents match job requirements.

CHART NO – 10

WHETHER TRAINING CONTENT MATCHES JOB PROFILE

43
100
100
90
80
70
% of respondents

60
50
40
30
20
10
0
0
Yes No

TABLE NO – 11: FREQUENCY OF ORGANISING TRAINING PROGRAM

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Once in a year 48 64

2 Six months 27 36

44
3 Three months - 0

4 One month - 0

TOTAL 75 100

INTERPRETATION

64% of the employees say that training program is conducted once in a year and 36%
of the employees say that training program is conducted in six months.

CHART NO – 11

FREQUENCY OF ORGANISING TRAINING PROGRAM

45
70 64
60

50
% of respondents

40 36

30

20

10
0 0
0
Once in a Six months Three months One month
year

TABLE NO – 12: LEVEL OF SATISFACTION TOWARDS DURATION OF


TRAINING PROGRAM

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Highly satisfied 37 49

46
2 Satisfied 21 28

3 Neither satisfied nor 6 8


dissatisfied

4 Dissatisfied 11 15

5 Highly dissatisfied - 0

TOTAL 75 100

INTERPRETATION

49% of the employees are highly satisfied with the duration of the training program,
28% of the employees are satisfied with the duration of the training program, 8% are neither
satisfied nor dissatisfied with the duration of the training program and 15% are dissatisfied
with the duration of the training program.

CHART NO – 12

LEVEL OF SATISFACTION TOWARDS DURATION OF TRAINING PROGRAM

47
50 49

45
40
35
% of respondents

30 28

25
20
15
15
10 8

5
0
0
Highly Satisfied Neither Dissatisfied Highly
satisfied satisfied dissatisfied
nor
dissatisfied

TABLE NO – 13: RESPONSE TOWARDS BENEFIT OF TRAINING PROGRAM

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Organisation 23 31

2 Employee 35 47

3 Both 17 23

48
TOTAL 75 100

INTERPRETATION

31% say that training is for the benefit of organization, 47% say that training is for the
benefit of employee and 23% say that training is for the benefit of both.

CHART NO – 13

RESPONSE TOWARDS BENEFIT OF TRAINING PROGRAM

49
47
50

40 31
% of respondents

23
30

20

10

0
Organisation Employee Both

TABLE NO – 14: PURPOSE OF GIVING TRAINING

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Employee 28 37

50
2 Organisation 47 63

TOTAL 75 100

INTERPRETATION

37% feel that training is given according to employees need and 63% feel that training
is given according to organizations need.

CHART NO – 14

PURPOSE OF GIVING TRAINING

51
70 63

60

50
% of respondents

37
40

30

20

10

0
Employee Organisation

TABLE NO – 15: THE COMPETENCE OF RESOURCE PERSON FOR THE


TRAINING PROGRAM

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

52
1 Yes 63 84

2 No 12 16

TOTAL 75 100

INTERPRETATION

84% says that competent person handle training sessions and 16% says that competent
person doesn’t handle training sessions.

CHART NO – 15

THE COMPETENCE OF RESOURCE PERSON FOR THE TRAINING PROGRAM

53
No, 16

Yes, 84

TABLE NO – 16: REASON FOR PROVIDING TRAINING

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 To develop skills in 49 65
current job

2 Future development 26 35
54
TOTAL 75 100

INTERPRETATION

65% of the employees say that training is provided to develop skills in current job and
35% says that training is provided for future development.

CHART NO – 16

REASON FOR PROVIDING TRAINING

55
Future
development,
35

To develop
skills in current
job, 65

TABLE NO -17: GIVEN ENOUGH PRACTICE DURING TRAINING

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Strongly agree 31 41

2 Agree 29 39
56
3 Neutral 10 13

4 Disagree 5 7

5 Strongly disagree - 0

TOTAL 75 100

INTERPRETATION

41% says that enough practice is given during the training session, 39% says that
enough practice is given during the training session, 13% says that enough practice is given
during the training session and 7% says that enough practice is given during the training
session.

CHART NO – 17

GIVEN ENOUGH PRACTICE DURING TRAINING

57
45
41
39
40
35
% of respondents

30
25
20
15 13

10 7
5
0
0
Strongly Agree Neutral Disagree Strongly
agree disagree

TABLE NO -18: THE AVAILABILITY OF TRAINING MATERIALS

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Yes 75 100

2 No - 0

58
TOTAL 75 100

INTERPRETATION

All the respondents say that they are provided with sufficient training materials.

CHART NO -18

THE AVAILABILITY OF TRAINING MATERIALS

59
100
100

90

80

70
% of respondents

60

50

40

30

20

10 0

0
Yes No

TABLE NO – 19: IMPROVING THE SKILL DUE TO TRAINING PROGRAM

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Yes 75 100

60
2 No - 0

TOTAL 75 100

INTERPRETATION

All employees say that training helps them in improving their skill.

CHART NO – 19

IMPROVING THE SKILL DUE TO TRAINING PROGRAM

61
100
100
90
80
70
% of respondents

60
50
40
30
20 0
10
0
Yes No

TABLE NO -20: THE LEVEL OF INVOLVEMENT IN TRAINING PROGRAM

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Very high 38 51

62
2 High 28 37

3 Moderate 9 12

4 Low - 0

5 Very low - 0

TOTAL 75 100

INTERPRETATION

51% had high involvement in training, 37% had high involvement in training and
12% had moderate involvement in training.

CHART NO – 20

THE LEVEL OF INVOLVEMENT IN TRAINING PROGRAM

63
60

51
50

% of respondents 40 37

30

20
12
10
0 0
0
Very high

High

Moderate

Very low
Low

TABLE NO – 21: SATISFACTION LEVEL OF INFRASTRUCTURE FACILITIES

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Highly satisfied 57 76

2 Satisfied 13 17

64
3 Neither satisfied nor 5 7
dissatisfied

4 Dissatisfied - 0

5 Highly dissatisfied - 0

TOTAL 75 100

INTERPRETATION

76% are highly satisfied with the infrastructure of training programme, 17% are
satisfied with the infrastructure of training programme and 7% are neither satisfied nor
dissatisfied with the infrastructure of training programme.

CHART NO – 21

SATISFACTION LEVEL OF INFRASTRUCTURE FACILITIES

65
80 76

70

60
% of respondents

50

40

30
17
20

10 7
0 0
0
Highly Satisfied Neither Dissatisfied Highly
satisfied satisfied nor dissatisfied
dissatisfied

TABLE NO -22: PRACTICAL SESSION HELD IN TRAINING PROGRAMME

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Yes 75 100

2 No - 0

66
TOTAL 75 100

INTERPRETATION

100% of employees said that there are real time practices and practical session
held in the training.

CHART NO – 22

PRACTICAL SESSION HELD IN TRAINING PROGRAMME

67
100
100
90
80
70
% of respondents

60
50
40
30
20
10 0
0
Yes No

TABLE NO – 23: RELATIONSHIP OF TRAINING AND PRODUCTIVITY

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Yes 69 92

2 No 6 8

68
TOTAL 75 100

INTERPRETATION

92% says that productivity increases after training sessions and 8% says that
productivity doesn’t increases after training session.

CHART NO – 23

RELATIONSHIP OF TRAINING AND PRODUCTIVITY

69
No, 8

Yes, 92

TABLE NO – 24: PARTICIPATION LEVEL DURING TRAINING SESSIONS

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Yes 67 89

70
2 No 8 11

TOTAL 75 100

INTERPRETATION

89% says that they are allowed to participate and implement their ideas during
training session and 11% says they are not allowed to participate and implement their ideas
during training session.

CHART NO – 24

PARTICIPATION LEVEL DURING TRAINING SESSIONS

71
No, 11

Yes, 89

TABLE NO -25: LEVEL OF FEEDBACK RECEIVED

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Yes 67 89

72
2 No 8 11

TOTAL 75 100

INTERPRETATION

89% says that feedback is received after training sessions and 11% says that feedback
is not received after training sessions.

CHART NO – 25

LEVEL OF FEEDBACK RECEIVED

73
89
90

80

70

60
% of respondents

50

40

30

20
11
10

0
Yes No

TABLE NO – 26: THE OVERALL SATISFACTION OF TRAINING PROGRAMME

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Excellent 48 64

74
2 Good 14 19

3 Neutral 5 6

4 Average 8 11

5 Bad - 0

TOTAL 75 100

INTERPRETATION

64% says excellent about the overall satisfaction of training programme, 19% says
well about the overall satisfaction of training programme, 7% says neutral about the overall
satisfaction of training programme and 11% says average about the overall satisfaction of
training programme.

CHART NO – 26

THE OVERALL SATISFACTION OF TRAINING PROGRAMME

75
70
64

60

50
% of respondents

40

30

19
20
11
10 7
0
0
Excellent Good Neutral Average Poor

TABLE NO – 27: OPINION ABOUT THE IMPACT OF TRAINING

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Improvement is 46 62

76
technical skill

2 Can able to achieve 19 25


targets

3 Deduction of errors 10 13
in work

TOTAL 75 100

INTERPRETATION

62% of employees said that training improve the technical skill. And 25% of
employees said that training can able to achieve targets. And the remaining 13% said that
training helps to deduct errors in work.

CHART NO – 27

OPINION ABOUT THE IMPACT OF TRAINING

77
70
62
60

50
% of respondents

40

30 25

20
13

10

0
Improvement is Can able to achieve Deduction of errors
technical skill targets in work

TABLE NO – 28: STEP TO IMPROVE THE TRAINING IN EFFECTIVE MANNER

S.NO OPTIONS NO OF PERCENTAGE OF


RESPONDENTS RESPONDENTS

1 Clear defined 28 37
training policy

78
2 Well defined training 10 13
objective and scope

3 Effective training 6 8
periods

4 Good Practice and 26 35


feedback

5 Self Development 5 7

TOTAL 75 100

INTERPRETATION

37% of the employees say that training is effective by clearly defined the training
policy, 13% of employees are well defined the training objective and scope, 8% are well
effective training periods, 35% are good practice and feed back and 7% of employees are to
improve the self development programs.

CHART NO – 28

STEPS TO IMPROVE THE TRAINING IN EFFECTIVE MANNER

79
40 37
35
35
30
% of respondents

25
20
15 13

10 8 7
5
0
Clear defined Well defined Effective Good Self
training training training practice and development
policy objective and periods feedback
scope

CHI SQUARE ANALYSIS


NULL HYPOTHESIS:
HO: There is no significant relationship between the gender and training needs.

ALTERNATE HYPOTHESIS:
H1: There is significant relationship between gender and training needs.

80
TABLE NO – 6.6.1 Employee perceptions on the training needs

Training content Gender

Male Female
TOTAL

Employee 6 22 43

Organisation 5 42 32

TOTAL 11 64 75

Calculation of chi square

O E (O-E) (O-E)2 (O-E)2/E

6 4.106 1.894 3.587 0.873

22 23.89 -1.89 3.572 0.149

5 6.89 -1.89 3.572 0.518

42 40.10 1.893 3.583 0.089

TOTAL 1.163

Degree of freedom = (r-1) (c-1) = (2-1) (2-1) = 1

Level of significance: 5%

Calculated value = 1.163

Tabulated value = 3.84

Conclusion:

81
Since CV < TV, we accept null hypothesis and hence there is no significant
relationship between the gender and training needs.

CHI SQUARE ANALYSIS


NULL HYPOTHESIS:
HO: There is no significant relationship between gender and providing training program.

ALTERNATE HYPOTHESIS:
H1: There is significant relationship between gender and providing training program.

TABLE NO – 6.6.2 Employee perceptions on reason for providing training program


82
Providing training Gender
program Male Female
TOTAL

To develop skills in 6 43 49
current job

Future development 5 21 26

TOTAL 11 64 75

Calculation of chi square

O E (O-E) (O-E)2 (O-E)2/E

6 7.19 -1.19 1.41 0.196

43 41.81 1.19 1.41 0.034

5 3.81 1.19 1.41 0.370

21 22.19 -1.193 1.41 0.089

TOTAL 0.689

Degree of freedom = (r-1) (c-1) = (2-1) (2-1) = 1

Level of significance: 5%

Calculated value = 0.689

Tabulated value = 3.84

Conclusion:
Since CV < TV, we accept null hypothesis and hence there is no significant
relationship between the gender and providing training program.

83
WEIGHTED AVERAGE

TABLE NO – 6.6.3 Overall satisfaction of the training program

Reasons Excellent Good Neutral Average Poor weighted


average
(5) (4) (3) (2) (1)

Overall 48 14 5 8 0 4.36
satisfactio
n

84
Formula:

Weighted average = (X1*W1)+(X2*W2)+……….+(Xn*Wn)

= 327/75

= 4.36

~4

Conclusion:
Most of the employees say that the overall satisfaction of the training programme is
good.

WEIGHTED AVERAGE

TABLE NO – 6.6.4 Opportunity to learn from training program

Weightage SA A N SDA DA weighted


average
(5) (4) (3) (2) (1)

Opportunity 54 13 8 0 0 4.61
to learn

85
Formula:

Weighted average = (X1*W1)+(X2*W2)+……….+(Xn*Wn)

= 346/75

= 4.61

~5

Conclusion:
Most of the employees are strongly agree that training is an opportunity to learn.

WEIGHTED AVERAGE

TABLE NO – 6.6.5 Enough practice during training program

Weightage SA A N SDA DA weighted


average
(5) (4) (3) (2) (1)

Enough 31 29 10 5 0 4.15
practice
during
training

86
Formula:

Weighted average = (X1*W1)+(X2*W2)+……….+(Xn*Wn)

= 311/75

= 4.15

~4

Conclusion:
Most of the employees agree that enough practice is given to them during the training
program.

FINDINGS

• Among 75 respondents, most of them are in the age group of 18 – 25.

• Majority of the respondents are female and most of them are unmarried.

• None of the respondents are diploma holders or graduates.

• Most of the employees working in this organization have experience of less than 1
year and 49% of the respondents earn between Rs.3000 and Rs.3500.

• All the employees have attended the training program in Pothys Clothing (p) Limited.

• Majority of the employees agree that training is necessary and they strongly agree that
training is an opportunity to learn.

87
• Majority of the employees have stated that the duration of the training programme is
satisfactory and the training content matches the job requirements.

• The employees have very well understood that training is for the benefit of
candidates.

• Most of the employees feel that training is given according to organizations need and
says that competent resource person handled training sessions.

• Majority of the employees say that training is provided to develop skills in current job
and enough practice and sufficient training material is given during the training
session.

• Most of the employees feel that training improve their skill and they had high
involvement in training.

• Almost all the employees have stated that training leads to increase in productivity.

• Few of the employees feel that they are not allowed to participate and implement their
ideas during training sessions.

• All the employees have told that feedback is always received after training sessions
held by the Pothys Clothing (P) Limited.

• Majority of the employees have stated that the infrastructure of the training is too
good and also the overall training performance is good.

• Most of the respondents say that they are highly satisfied with the level of satisfaction
towards duration of training program conducted by Pothys Clothing (P) Limited.

• Majority of the respondents have stated that the overall satisfaction of the training
programme is excellent.

88
SUGGESTIONS & RECOMMENDATIONS

• First-of-all the company should make aware of the training policies to all employees

irrespective of the category.

• The employees should be made to realize that training is for their benefit and also its

Importance.

• Training should be given according to the needs of the employees and they must be

permitted to participate in determining the training needs.

89
• The number of training programmes will be effective if it is handled by external

faculty members.

• The duration of the training program should be according to the convenience of the

employees.

• All employees should be given a chance to let their opinions open and the best of it

shall be implemented.

• Training may motivate the employees to get higher production for employers and

higher incentives for employees.

• Training programmes should be still motivational to achieve 100% effectiveness.

CONCLUSION

The employees are highly satisfied with the training system of Pothys Clothing (P)
Limited. The study also reveals that the training programmes are evaluated and the
employees participate in programmes with high enthusiasm and readiness to implement it in
their work.

The study reveals that the training programmes are really effective and directed
towards the objectives. The number of training programmes and their duration will be more
effective if it is increased.

90
The company is making continuous effort to update the knowledge and skills of
employees. The suggestions already given may be implemented then it will have the positive
impact and beneficial both for the company and employees.

91