Employee Training Introduction Explained

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CHAPTER 1
1.1 INTRODUCTION
Training is teaching, or developing in oneself or others, any skills and knowledge that

relate to specific useful competencies. Training has specific goals of improving one's capability,
capacity, productivity and performance. It forms the core of apprenticeships and provides the
backbone of content at institutes of technology (also known as technical colleges or
polytechnics). In addition to the basic training required for a trade, occupation or profession,
observers of the labor-market recognize as of 2008 the need to continue training beyond initial
qualifications: to maintain, upgrade and update skills throughout working life. People within
many professions and occupations may refer to this sort of training as professional development
Some commentators use a similar term for workplace learning to improve performance:
"training and development". There are also additional services available online for those who
wish to receive training above and beyond that which is offered by their employers. Some
examples of these services include career counseling, skill assessment, and supportive services.
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One can generally categorize such training as on-the-job or off-the-job.
The on-the-job training method takes place in a normal working situation, using the

actualtools, equipment, documents or materials that trainees will use when fully trained. On-the-
job training has a general reputation as most effective for vocational work. It involves employee
training at the place of work while he or she is doing the actual job. Usually a professional
trainer (or sometimes an experienced employee) serves as the course instructor using hands-on
training often supported by formal classroom training. Sometimes training can occur by using
web based technology or video conferencing tools.
Simulation based training is another method which uses technology to assist in trainee

development. This is particularly common in the training of skills requiring a very high degree of
practice, and in those which include a significant responsibility for life and property. An
advantage is that simulation training allows the trainer to find, study, and remedy skill
deficiencies in their trainees in a controlled, virtual environment. This also allows the trainees an
opportunity to experience and study events that would otherwise be rare on the job, e.g., in-flight
emergencies, system failure, etc., wherein the trainer can run 'scenarios' and study how the
trainee reacts, thus assisting in improving his/her skills if the event was to occur in the real
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world. Examples of skills that commonly include simulator training during stages of
development include piloting aircraft, spacecraft, locomotives, and ships, operating air traffic
control airspace/sectors, power plant operations training, advanced military/defense system
training, and advanced emergency response training.
Off-the-job training method takes place away from normal work situations — implying that
the employee does not count as a directly productive worker while such training takes place. Off-
the-job training method also involves employee training at a site away from the actual work
environment. It often utilizes lectures, case studies, role playing and simulation, having the
advantage of allowing people to get away from work and concentrate more thoroughly on the
training itself. This type of training has proven more effective in inculcating concepts and ideas.
Many personnel selection companies offer a service which would help to improve employee
competences and change the attitude towards job. The internal personnel training topics can vary
from effective problem solving skills to leadership training.
A more recent development in job training is the On the Job Training Plan, or OJT Plan.
According to the United States Department of the Interior, a proper OJT plan should include: An
overview of the subjects to be covered, the number of hours the training is expected to take, an
estimated completion date, and a method by which the training will be evaluated.
TRAINING DEFINED
Training is that process by which the efficiency of the employees increases and develops.
Training is a specialised knowledge which is required to perform a specific job.
Training has been defined by different scholars of management. Some important definitions of
training are as under:
 In the words of Dale S. Beach, "Training is the organised procedure by which people

learn knowledge and Improve skill for a definite purpose."
 In the words of Michael J. Jucius, "Training is a process by which the aptitudes, skills
and abilities of employees to perform specific jobs are increased."
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 According to Edwin B. Flippo, "Training is the act of increasing the knowledge and skill
of an employee for doing a particular job."
 In the words of Dale Yoder, "Training is the process by which manpower is filled for the
particular job it has to perform."
In simple words, to provide ability to the employee to perform a specific job is called training.
Thus, the art. Knowledge and skill to accomplish a specific job in a specific way is called
training.
At all levels of organisation training and development programmes are needed in order to make
qualitative improvement in the work of the employees.
Employee Training is bifurcated into on-the-job training and off-the-job training methods

having different sub-methods of training given for different purposes to different types of
employees holding or going to hold different jobs. In India At NTPC (National Thermal Power
Corporation), is providing one year training program to its newly joined employees, off-the-job
training by way of classroom method for period of six months and on-the-job training by way of
job rotation method for remaining six months. Boston Consulting Group's (BCG) India, is
providing on-the-job training by live case studies for its newly joined employees followed by
induction programme.
Employee Training Introduction

Training & Development
 Training and development

 Employee Training Introduction
 Need and benefit of Training
 Advantages Of Training Programme
 3 Employee Training Tips For Managers
 Training Process
 On-the-job Methods
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o Job Rotation
o Coaching
o Job Instruction
o Committee Assignments
o Apprenticeship
o Internship
 Off-the-job Methods
o Classroom Lectures
o Audio-Visual
o Simulation
o Vestibule Training
o Case Studies
o Role Playing
o Programmed Instructions
 Sensitivity Training
 Management Development
o On the Job Methods [MD]
 Job Rotation
 Mentoring
 Job Instruction Technique
o Off the Job Methods [MD]
 Case Studies
 Business Games
 Simulation
 In-basket Method
 Sensitivity training
 Executive Development
Training is the process for providing required skills to the employee for doing the job
effectively, skilfully and qualitatively. Training of employees is not continuous, but it is
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periodical and given in specified time. Generally training will be given by an expert or
professional inrelated field or job
Thus, training is a process that tries to improve skills or add to the existing level of
knowledge so that the employee is better equipped to do his present job or to mould him to be fit
for a higher job involving higher responsibilities. It bridges the gap between what the employee
has & what the job demands. Since training involves time, effort & money by an organization, so
an organization should to be very careful while designing a training program. The objectives &
need for training should be clearly identified & the method or type of training should be chosen
according to the needs & objectives established. Once this is done accurately, an organization
should take a feedback on the training program from the trainees in the form of a structured
questionnaire so as to know whether the amount & time invested on training has turned into an
investment or it was a total expenditure for an organization.
Recurrent training is training that is scheduled at periodic intervals in order to keep

employee skill abilities at a maximum level. Recurrent training often occurs in certain industries,
like health care and aviation where human safety is involved. Recurrent training can be
outsourced, provided by a visiting instructor, or performed by instructors from a corporate
training department.
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1.2 NEED FOR THE STUDY
In today’s era of competitive market, there are many manufactures for the same product. To
ensure the named position in the market, the organization needs to improve the quality of the
product and provide the best quality product to the customers at the cheapest rates. This will
result in more sales, more sales means more profit. Due to daily changing business environment,
manufacturing process, technological advancement and rapid growth in the demand of the
products and services etc the workforce of any organization has to be very well equipped with
the skills, ability, and talent required to cope up with the market competition.
To achieve this strategy, the organization has to train and develop its most valuable resource
i.e. Human Resource. Only a well-trained human resource can introduce quality products.
Training and development is always an important aspect of the growth of a company and the
individual employees as well.
Evaluation is the systematic appraisal by which we determine the worth, value or meaning of
something to someone, providing information on the effectiveness of the training activity to
decision makers, will make improvements regarding the existing training procedures followed
within the company and thereby increasing the productivity
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1.3 OBJECTIVES OF THE STUDY
PRIMARY OBJECTIVE:
The main objective of this study is to Training and Development at Domain2Host,

Chennai
SECONDARY OBJECTIVES:
 To determine the effectiveness of the existing training practices and measures

recommended for improvement.
 To take feedback and analyze the level of satisfaction amongst employees in
respect of training activities and suggestions
 To determine the problems involved in measuring training effectiveness and
making suggestions to improve them
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1.4 SCOPE OF THE STUDY
The quality of employees and their development through training and education are major
factors in determining long term profitability of a business. To retain the employees within the
organization, it is a necessary to invest in the development of their skills, so they can increase
their productivity. Evaluating the productivity of the employees can very well recognize how to
distribute the workforce within the organization. Training helps to measure the performance of
the employees by evaluating the training given and comparing the individual and group's latest
output with the output given before training programmed.
This study at Domain2Host deals with the various training and development activities,
different types of training programs conducted and also to whom training is given more
frequently, and finally the effectiveness of training and development.
This information gathered regarding training programmes will be immensely helpful to the
human resources department to make better training policies and procedures within the company,
favorable to both the Management as well as employees.
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IDENTIFICATION OF THE PROBLEM
 There would be a failure to identify the specific needs of learners.
 Constraints of time for preparation and participation in learning events.
 Failure for the learners to own their development needs.
 There will a failure to follow through the learning on an event or course.

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1.5 INDUSTRY PROFILE
India is the world's largest sourcing destination for the information technology (IT) industry,
accounting for approximately 67 per cent of the US$ 124-130 billion market. The industry
employs about 10 million workforce. More importantly, the industry has led the economic
transformation of the country and altered the perception of India in the global economy. India's
cost competitiveness in providing IT services, which is approximately 3-4 times cheaper than the
US, continues to be the mainstay of its unique selling proposition (USP) in the global sourcing
market. However, India is also gaining prominence in terms of intellectual capital with several
global IT firms setting up their innovation centres in India.
The IT industry has also created significant demand in the Indian education sector, especially
for engineering and computer science. The Indian IT and ITeS industry is divided into four major
segments – IT services, business process management (BPM), software products and engineering
services, and hardware.
The IT-BPM sector in India grew at a Compound Annual Growth rate (CAGR) of 15 per cent
over 2010-15, which is 3-4 times higher than the global IT-BPM spend, and is estimated to
expand at a CAGR of 9.5 per cent to US$ 300 billion by 2020.
Market Size
The Indian Information Technology (IT) sector is expected to grow 11 per cent per annum and
triple its current annual revenue to reach US$ 350 billion by FY 2025, as per National
Association of Software and Services Companies (NASSCOM).
India, the fourth largest base for new businesses in the world and home to over 3,100 tech start-
ups, is set to increase its base to 11,500 tech start-ups by 2020, as per a report by NASSCOM
and Zinnov Management Consulting Pvt Ltd.
India’s internet economy is expected to touch Rs 10 trillion (US$ 151.6 billion) by 2018,
accounting for 5 per cent of the country’s gross domestic product (GDP), according to a report
by the Boston Consulting Group (BCG) and Internet and Mobile Association of India (IAMAI).
India’s internet user base reached over 350 million by June 2015, the third largest in the world,
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while the number of social media users grew to 143 million by April 2015 and smartphones grew
to 160 million.
Public cloud services revenue in India is expected to reach US$ 838 million in 2015, growing by
33 per cent year-on-year (y-o-y), as per a report by Gartner Inc. In yet another Gartner report, the
public cloud market alone in the country was estimated to treble to US$ 1.9 billion by 2018 from
US$ 638 million in 2014. Increased penetration of internet (including in rural areas) and rapid
emergence of e-commerce are the main drivers for continued growth of data centre co-location
and hosting market in India.
Investments
Indian IT's core competencies and strengths have attracted significant investments from
major countries. The computer software and hardware sector in India attracted cumulative
Foreign Direct Investment (FDI) inflows worth US$ 18.17 billion between April 2000 and
September 2015, according to data released by the Department of Industrial Policy and
Promotion (DIPP).
Indian start-ups are expected to receive funding worth US$ 5 billion by the end of 2015, a 125
per cent increase in a year, according to a report by IT Industry association NASSCOM.
The private equity (PE) deals increased the number of mergers and acquisitions (M&A)
especially in the e-commerce space in 2014. The IT space, including e-commerce, witnessed 240
deals worth US$ 3.8 billion in 2014, as per data from Dealogic.
India also saw a ten-fold increase in the venture funding that went into internet companies in
2014 as compared to 2013. More than 800 internet start-ups got funding in 2014 as compared to
200 in 2012, said Rajan Anandan, Managing Director, Google India Pvt Ltd and Chairman,
IAMA.
About 554 start-ups received funding this year compared to 342 during last year. Seed and
venture capital funds made investments worth US$ 3.4 billion this year, three times the
investment made last year. VC funding to the IT/ITes sector amounted to 55 per cent of total VC
funding made this year.
Most large technology companies looking to expand have so far focused primarily on bigger
enterprises, but a report from market research firm Zinnov highlighted that the small and
medium businesses will present a lucrative opportunity worth US$ 11.6 billion in 2015, which is
expected to grow to US$ 25.8 billion in 2020. Moreover, India has nearly 51 million such
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businesses of which 12 million have a high degree of technology influence and are looking to
adopt newer IT products, as per the report.
Some of the major developments in the Indian IT and ITeS sector are as follows:
 Housejoy, an online home services provider, has raised Rs 150 crore (US$ 22.4 million)
in a Series B round of funding led by Amazon, and which also includes new investors
such as Vertex Ventures, Qualcomm and Ru-Net Technology Partners.
 Global private equity (PE) firm Blackstone Group has acquired a minority stake in an
Indian travel, transportation and logistics software firm, IBS Software, for US$ 170
million, by buying the stake from General Atlantic and few other shareholders
 India’s top-tier information technology (IT) company, Infosys Ltd, has bought a minority
stake worth US$ 3 million in Whoop, which is a US-based start-up that makes activity
trackers worn by athletes.
 Microsoft Ventures is planning to incubate 500 start-ups in India in the next five years
with a vision to create a viable and profitable business out of the booming start-up sector
in India.
 National Association of Software and Services Companies (NASSCOM) plans to open
four more tech start-up incubation centres in different parts of India, in addition to
existing three, in support of Government of India’s ‘Start-up India’ initiative.
 Nasscom Foundation, a non-profit organisation which is a part of Nasscom, has partnered
with SAP India to establish 25 National Digital Literacy Mission (NDLM) centres in 12
cities across India, as a part of Government of India's Digital India initiative.
 Infosys, India’s second largest Information Technology services company has acquired
US-based Noah Consulting, a provider of advanced information management consulting
services for the oil and gas industry.
 US-based Callidus Software Inc, a cloud-based sales, marketing, learning and customer
experience solutions provider, has opened its centre in Hyderabad and also launched its
‘The Lead to Money’ suite in Indian markets.
 Wipro Ventures, Wipro’s US$ 100 million corporate venture arm, plans to invest in
early-stage venture capital (VC) funds based in the US to pursue a strategy of
investing/partnering country-focussed VCs.
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 A recent study by research firm International Data Corporation (IDC) suggests that India
may soon be able to catch up with the global technology trends that have disrupted
enterprises, industry and the way consumers behave and transact.
 Reliance is building a 650,000 square feet (sq ft) data centre in India—its 10th data centre
in the country—with a combined capacity of about 1 million sq ft and an overall
investment of US$ 200 million.
 Intel Corp plans to invest about US$ 62 million in 16 technology companies, working on
wearable, data analytics and the Internet of Things (IoT), in 2015 through its investment
arm Intel Capital. The Indian IoT industry is expected be worth US$ 15 billion and to
connect 28 billion devices to the internet by 2020.
 Indian e-commerce industry is expected to grow at a CAGR of 35 per cent to reach US$
100 billion size in the next five years, as per a study by Assocham-
PricewaterhouseCoopers.
Government Initiatives
Some of the major initiatives taken by the government to promote IT and ITeS sector in India
are as follows:
 The Human Resource Development (HRD) Ministry has entered into a partnership with
private companies, including Tata Motors Ltd, Tata Consultancy Services Ltd and real-
estate firm Hubtown Ltd, to open three Indian Institutes of Information Technology
(IIITs), through public-private partnership (PPP), at Nagpur, Ranchi and Pune.
 Government of India is planning to develop five incubation centres for 'Internet of
Things' (IoT) start-ups, as a part of Prime Minister Mr Narendra Modi's Digital India and
Startup India campaign, with at least two centres to be set up in rural areas to develop
solutions for smart agriculture.
 According to research firm Gartner Inc, the Indian government is expected to increase its
spending on information technology (IT) products and services by 5.2 per cent to US$
6.88 billion in FY 2015-16.
 The Government of India has launched the Digital India program to provide several
government services to the people using IT and to integrate the government departments
and the people of India. The adoption of key technologies across sectors spurred by the
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'Digital India Initiative' could help boost India's gross domestic product (GDP) by US$
550 billion to US$ 1 trillion by 2025, as per research firm McKinsey.
 The Government of Telangana has begun construction of a technology incubator in
Hyderabad—dubbed T-Hub—to reposition the city as a technology destination. The state
government is initially investing Rs 35 crore (US$ 5.3 million) to set up a 60,000 sq ft
space, labelled the largest start-up incubator in the county, at the campus of International
Institute of Information Technology-Hyderabad (IIIT-H). Once completed, the project is
proposed to be the world’s biggest start-up incubator housing 1,000 start-ups.
Road Ahead
India is the topmost offshoring destination for IT companies across the world. Having proven
its capabilities in delivering both on-shore and off-shore services to global clients, emerging
technologies now offer an entire new gamut of opportunities for top IT firms in India. Social,
mobility, analytics and cloud (SMAC) are collectively expected to offer a US$ 1 trillion
opportunity. Cloud represents the largest opportunity under SMAC, increasing at a CAGR of
approximately 30 per cent to around US$ 650-700 billion by 2020. The social media is the
second most lucrative segment for IT firms, offering a US$ 250 billion market opportunity by
2020. The Indian e-commerce segment is US$ 12 billion in size and is witnessing strong growth
and thereby offers another attractive avenue for IT companies to develop products and services
to cater to the high growth consumer segment.
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1.6 COMPANY PROFILE
Domain2Host is on the basis of organizing and strengthening the ingredients of an

establishment, the crucial factors responsible for driving the business objectives towards the
goal.
It is formed with a devoted and composite team of professionally qualified, technically
proficient, highly experienced members. Combining diverse expertise in business strategy,
technology, usability and design, We produce highly scalable business solutions and online
positive user experiences.
We emphasize a personal and professional relationship with our clients starting with the initial
understanding of client business and requirement.
We provide offline and online Data processing and back office support, to create & implement
complete IT Enabled Services.
We provide the total solutions by bringing together the team with a unified and cohesive
approach.
Domain2Host's vision is to become a global master in the IT industry by rendering Quality
Services and effective customer support / satisfaction.
About Technology
Application & Web Servers:
Apache Tomcat, BEA Web Logic Platform.
Relational Database Management Systems (RDBMS) :
MySQL, Oracle.
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Programming Languages:
Java, C/C++ (including ANSI C, Managed C++, C++/CLI), Scripting Languages (JavaScript,
VBScript, Perl, ASP, PHP, JSP,etc.)
Java Technologies: J2EE (EJB, JSP, JDBC, J2ME).
WEB Technologies:
HTTP/HTTPS, HTML/DHTML, XML, XSLT, CSS.
Interactive Design Tools:
Adobe Photoshop, CorelDraw (including Graphic Tools), Corel Photo Paint, Macromedia Flash
8.0.
Services
 Custom Software Development
 Application Development
 Web Application Development
 Enterprise Application Development
 Content Management System
 Ecommerce Solution
 Web Development
 Flash Development
 Web Marketing / SEO
 Software Maintenance
 Content Development Services
Content Writing
Words can create, words can destroy, words can bear revolution. Words express thoughts and
emotions. If the right words are not used properly, it can lead to miscommunication. A content-
rich website can create a noticeable difference in its ability to bring in traffic. Keyword rich,
Innovative design, and understandable content contributes in making a website attractive. An
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interactive and well written website succeeds in inviting and retaining more traffic. We
at Domain2Host are well aware of the importance of content writing and therefore we are trying
to offer best quality content writing services at a competitive price.
 Product Conceptualization:
Drive innovation, validate new product ideas, verify and prototype their potential for
customers and investors.
 Product Realization:
By combining your products ideas with our delivery capabilities, you can quickly reap
time-to-value, offer a more complete product mix and thereby increase your market share
and revenue.
 Independent Quality Assurance & Testing:
Our Independent Test & Verification service improves quality and reliability of our
client’s products leading to higher client satisfaction and reduced support costs.
 Product Maintenance & Customer Support:
Continuing support and maintenance for new, expanding, and retiring product lines help
our clients to retain their customers
 Product Migration & Software Porting:
Transition client’s products between various platforms and designs helping them enhance
their market reach and customer base
 Professional Services:
Enhancing our clients service offering through a range of product implementation and
support services including Installation, Customization, Integration .
Products
 CRM
 ERP
 SMS Package
 Static Website Development
 Dynamic Website Development
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 Flash Website Development

 Online Web Applications
 Academic Projects
Software Development
Domain2Host is the fastest growing software development company in India, which offers
a wide spectrum of software development services with high level of specialization and
deliverable quality to its clients in India. We try hard to deliver superior quality and cost
effective software development solutions to our clients on-time and giving quality outputs to
complete customer expectations. Our mission is to enhance the customer satisfaction through
providing quality software development services with a team of experienced software
developers, who have won the trustworthiness from our clients. We provide software
development services through a unique combination of expertise, experience, teamwork and
strategic planning.
Website Development
Domain2Host is one of the leading and rapidly growing website designing company offering
the best and most affordable services like e-commerce web solution, flash web design, custom
web design and graphics design for global customers. We deliver high quality web designing
services through our motivated and qualified specialist teams which is focused on exceeding
clients’ expectations every time. We have a team of expert web designer, who have excellent
web designing skills to create unique and attractive websites.
Our Latest Web Designing Process
• Discovery – Understanding your websites goals and audience.
• Planning - Establishing timelines, deliverables, and development solutions.

• Content Architecture - Planning your website content and structure.
• Design - Creating and refining interface and graphic design elements.

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• XHTML Conversion - After design approved from client side start Coding.
• Development - Bringing it all together.

• Testing - Testing your web site in multiple browser environments.
Our software Development Process :
The first step in software development is analysis. Our Team will make research on the kind
of business including the specific needs to achieve your goals. This way, we will be able to
establish the perfect software model to be used, that has a tried-and-tested efficiency.
After the analysis, the crucial phase comes, when software is designed. In this Phase, the
software is put together according to your requirements. It is a very Important step as it is the
heart and soul of the whole software development Process.
After designing, coding is the next step. In this step, Internet programming languages are
put in the equation. It is a highly technical phase but is quite simple with professionals like us.
This is main step where Java codes and PHP are created.
Trial period is the fourth step in software development. In this step, Software engineer as well
as the client come together to see if the goals were met. The software developer will test the
codes and the design if they are working and if They really suit the requirements of the possible
end-users providing great satisfaction to the customer.
After testing, the software is set to run. The work will be continuing until software is done. We
are willing to provide effective solutions to keep you using the software effectively.
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CHAPTER II
2.1 REVIEW OF LITERATURE
Literature Review is basically a comprehensive view of the previous researches on the

topic of study. It is characterized by a logical flow of ideas, appropriate referencing and use of
terminology. A literature review brings background information into full scope and the scholar as
well as reader gets to know the background of the study, the reasons for this particular topic and
also what would the study lead to.
TRAINING:
Goldstein (2017) defines training as a systematic acquisition of skills, rules, concepts or

attitudes that results in improved performance in another environment.
Flippo (2017) defines training as the act of increasing the knowledge and skills of an employee
for doing a particular job. He further states that “no firm has a choice of whether to train or not;
the only choice is that of method”
Hinrichs Bramley (2016) defines training as any organizationally initiated procedure, which is
intended to foster learning among organizational members in a direction contributing for
organizational effectiveness. The new training cycle which is an endless belt of training and
development shows how validation is intrinsically linked to design and delivery, evaluation is
linked to objectives and outcomes, and results linked to the organizational needs (Reeves, 1994).
A broader definition still focuses on the extent to which training “meets its objectives”. Descy
and Westphalen (2016) define this more precisely as training that “meets its objectives as
defined by its funding body”.
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Although employee training has become more prevalent today than 15 years ago, many
companies conduct training simply for appearance sake (Hughey & Mussnug, 1997), instead of
focusing on adult learning and development (Wills, 1994; Hollenback & Ingols, 1990;
Humphrey, 1990; Kolb’s, 1984), experiential learning (Whetten & Clark, 1996); and
cognitive abilities (Carter, 2002).
 Productivity was linked to training in the following five ways.

 Productivity was a central focus of the training.
 Participants were taught how to create productivity measures as part of the Training.
 Participants were taught how to use productivity data as performance feedback.
 Participants wrote a productivity action plan which included tracking productivity and
reporting progress at a follow-up session.
 Individual productivity measures were put in place as part of the productivity action plan.
EVALUATION OF TRAINING:
Evaluation measures the extent to which programs, processes, or tools achieve the purpose for
which they were intended.
Cronbach described evaluation as the process by which a society learns, whether personal and
impressionistic or systematic and comparatively objective (Torres, Preskill, & Piontek, 1996). In
this review, evaluation is defined as a study designed and conducted to assist some audience
To assess an object’s merit and worth (Stufflebeam, 2001).
One major model of evaluation was identified. This model, developed by Kirkpatrick in 1952,
remains widely used today (ASTD, 1997). The model includes four levels of measurement to
assess Reaction, Learning, Behavior, and Results as related to specific training.
Reaction - how well the trainees liked the training program
Learning-determination of what knowledge, attitudes, and skills were learned in the training.
Behavior- Relationship of learning (the previous measurement level) to the actualization of
doing. Kirkpatrick recognized a big difference between knowing principles and techniques and
using those principles and techniques on the job.
Results-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 (Kirkpatrick, 1971).
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Warr et al. (2015) suggested that the levels in the Kirkpatrick Model may be interrelated. He
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 reaction level was assessed using the data gathered after the training that asked about
enjoyment of the training, perceptions of the usefulness of the training, and the perceptions of the
difficulty of the training.
Warr et al. (2015) reported the relationship of the six individual trainee features and one
organizational feature as predictors of each evaluation level. At level one, all reaction measures
were strongly predicted by motivation of the participants prior to training. At level two,
motivation, confidence, and strategy significantly predicted measures of learning change.
Learning level scores that reflected changes were strongly predicted by reaction level scores.
Findings suggested a possible link between reactions and learning that could be identified with
the use of more differentiated indicators at the reaction level. At level three, trainee confidence
and transfer support significantly predicted job behavior. Transfer support was a part of the
organizational feature of transfer climate. Transfer support was the amount of support given by
supervisors and colleagues for the application of the training material. Warr et al. suggested that
an investigation into the pretest scores might explain reasons for the behavior and generate
Organizational improvements.
Bramley and Newby (2014) identify five main purposes of evaluation: feedback (linking
learning outcomes to objectives, and providing a form of quality control), control (using
evaluation to make links from training to organisational activities, and to consider cost
effectiveness), research (determining relationships between learning, training, transfer to the
job), intervention (in which the results of the evaluation influence the context in which it is
occurring), and power games (manipulating evaluative data for organisational politics).
Burgoyne and Cooper (2013) and Snyder et al. (2014) discuss evaluation in terms of
feedback and the resultant issue of control. A decision must be made about how and to whom
evaluation feedback will be given. Evaluators are usually conversant with the purpose of the
23
evaluation once they commence it, but this may be because they have a generalised view that the
purpose of evaluation is to produce a certain set of data, or because they have determined what
purpose the client wishes the evaluation to have. It is possible however that an evaluator may
have no specific purpose. The identification of unanticipated side effects of the program may be
an important evaluative purpose.
Marshall and Schriver suggested that many trainers misinterpreted the Kirkpatrick Model
and believed that an evaluation for knowledge was the same as testing for skills. Because skills
and
knowledge were both included in level two of the Kirkpatrick Model, evaluators assumed
skills were tested when only knowledge was tested. As a result, Marshall and
Schriver recommended a five-step model that separated level two of the Kirkpatrick Model into
two steps. The five-step model included the following:
 Measures of attitudes and feelings
 Paper and pencil measures of knowledge
 Performance demonstration measures of skills and knowledge
 Skills transfer, behavior modification measured by job observation
 Organizational impact measurement of cost savings, problems corrected, and
 other outcome measures
Bushnell (2012) also created a modification to the Kirkpatrick Model by identifying a four-
step process of evaluation. Bushnell’s 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 trainee’s
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 involves trainees’ reactions, knowledge and skills gained, and improved job
performance.
Step four involves Outcomes which were defined as profits, customer satisfaction, and
productivity.
24
With the advancement of training into the electronic age and the presentation of training
programs electronically, evaluation of these types of programs is also necessary.
Although the Kirkpatrick Model has been applied for years to the traditional faceto-face
educational and technical training, recently the model was applied to non- traditional electronic
learning. Horton (2001) published Evaluating E-Learning in which he discussed the application
of the Kirkpatrick Model to evaluate e-learning.
EFFECTIVENESS OF TRAINING:
Erlendsson (2002) defines effectiveness as the extent to which objectives are met (“doing the
right things”). Engaging in the measurement of educational effectiveness creates a value-added
process through quality assurance and accreditation review, and contributes to building, within
the institution, a culture of evidence (Vlãsceanu, Grünberg & Pârlea, 2004).
Wojtczak (2002) defines effectiveness in the context of medial education as a measure of the
extent to which a specific intervention, procedure, regimen, or service, when deployed in the
field in routine circumstances, does what is intended to do for a specified population. In the
health field, it is ameasure of “output” from those health services that contribute towards
reducing the dimension of a problem or improving an unsatisfactory situation.
West (2007) argues that in relation to training, as opposed to education, one way of looking at
the issue of effectiveness is in terms of whether there are “identifiable economic outcomes”. A
broader definition still focuses on the extent to which training “meets its objectives”.
Descy and Westphalen (2009) define this more precisely as training that “meets its objectives
as defined by its funding body”. This is a useful definition since it is undoubtedly the funding
body that ultimately decides whether or not training will be made available. Whilst this is a
useful test, there are two points to bear in mind. First, it is not always the case that the funders’
precise objectives are transparent, although their general aims may be; Second, whilst the
funders may have objectives, it is only by relating the extent to which these are perceived to have
been met by the various stakeholders (e.g. individuals, enterprises)that one can really understand
the extent to which the training has been effective. There may also be unintended consequences
25
of training that aid an individual’s employability, for example, improving “soft skills” such as an
individual’s self-esteem, motivation or ability to work in a team.
Saiyadain and Juhary (2010) conducted a study on managerial training in Malaysia and their
findings on training effectiveness showed that most organizations seem to lack the formal
mechanisms to access training effectiveness. They suggested that top management attitude was
important for training to be effective.
Since the introduction of Tyler’s (1942) evaluation model, many other models have emerged,
each reflecting the evaluation requirements of its time. McCoy and Hargie (2001) list some
existing models: Goal-free evaluation (Scriven, 1967), Campbell’s (1969) scientific approach,
illuminative evaluation (Parlett & Hamilton, 1977),utilization-focused evaluation (Patton,
1986), the responsive mode that takes into account environmental and stakeholders’ needs
(Cronbach, Ambron, Dornbusch, Hess, Hornik, Phillips, Walker & Weiner, 1980), fourth
generation evaluation (Guba & Lincoln, 1989) and realistic evaluation (Pawson & Tilley,
1997). Goal-based and systems-based approaches are predominantly used in the evaluation of
training (Philips, 1991). Various frameworks for evaluation of training programs have been
proposed under the influence of these two approaches.
Bramley (2011) suggests that it is integral to the cycle and has the key role of quality control
of the cycle by providing feedbacks on:
(1) The effectiveness of the method used;
(2) The achievement of the objectives set by trainers and trainees;
(3) The needs originally identified, both at organizational and individual levels, have been met.
The conceptualization by Gupta (2007) highlights the scope of an effective training programme.
1. First, it should be designed with clear scope and objectives. In this case the training needs
assessment (TNA) exercise should be conducted to establish skill gap and performance
standards.
2. Second, it should have proper reinforcements to continuously improve the performance
capability of an individual employee; this is supported by Skinner’s behavioral
26
modification model which stipulates that ‘when behavior is repeatedly rewarded, it

becomes permanent part of one’s personality.
3. It should be role-specific and involve practice; it helps employees do their present jobs
better and skills that are practiced often are better learned and less easily forgotten.
4. An effective T&D function should be carefully planned in terms of reading materials,
learning Duration and instructors.
5. It should be transparent to all employees at all levels. Employees should be aware of
selection criteria of trainees and trainers, preparation of relevant teaching materials, training
room and accommodation of courses and actual conduction of courses. They feel responsive to
training programmes when they are well informed. Lastly, it should be evaluated.
Training consumes both organization’s time and money, therefore it is important to determine
how well it was conducted (i.e. trainees feedback). Evaluation reports establish whether the
organization has derived more-or-less the same value from the amount of money and time
invested in the programme.
27
2.2 THEORETICAL FRAMEWORK

Training is required at every stage of work and for every person at work. To keep oneself
updated with the fast changing technologies, concepts, values and environment, training plays a
vital role. Training programmes are also necessary in any organisation for improving the quality
of work of the employees at all levels.
It is also required when a person is moved from one assignment to another of a different
nature. Taking into account this context, this unit aims at providing insight into the concept, need
and methods of training, also areas of evaluation of training, retraining and dimensions of
organisational learning. Training is a process of learning a sequence of programmed behavior. It
is the application of knowledge & gives people an awareness of rules & procedures to guide their
behavior.
It helps in bringing about positive change in the knowledge, skills & attitudes of
employees. Training is investment in getting more and better quality work from your talent.
28
CHAPTER III
3.1 RESEARCH METHODOLOGY
Research is a systematic inquiry to describe, explain, predict and control the observed
phenomenon. Research involves inductive and deductive methods (Babbie, 1998).
Methodology is the systematic, theoretical analysis of the methods applied to a field of study. It
comprises the theoretical analysis of the body of methods and principles associated with a branch
of knowledge.
Descriptive research includes surveys and fact finding enquiries of different kinds. The major
purpose of descriptive research is description of state of affairs as it exist at present. The main
characteristic of the methods is that the researcher has no control over the variables. Research
can only report what has happened or what is happening.
Data Sources :
Primary data : Is generated in an investigation with the help of questionnaires.
Secondary Data : Is collected from books, internet, Articles, Journals and other sources.
Sampling :
Sample population : There are 200 employees in the organization.
Sample Size : 120

29
Sample Method : The method we are using here is Simple random sampling method,
descriptive research design is used to collect the information.
Tools used for analysis:
 Chi-square test
 Co-efficient of correlation
 One way Anova
DATA COLLECTION
Questionnaire is used for data collection. A pilot study is done by administering a

questionnaire to sample of respondents . After the study company’s manager and the guide were
consulted and incorporated the ideas, in the final questionnaire. The questionnaire contains the
objective of the study.
3.3 TOOLS AND TECHNIQUES
“Statistics are numerical statements of facts in any dependent of enquiry placed in relation to
each other”. It is employed as a tool in solving or analyzing the problems of the state.
PERCENTAGE ANALYSIS:
Percentage refers to the special kind of ratio is used in marketing comparison between
two or more series of data. Percentage is used to describe relationship.
Percentage of respondents = No. of respondents *100
Total No. Of respondents
CHI-SQUARE TEST:
It explains “the magnitude of discrepancy between theory and observation”. By using Ψ²,
it can be ascertained whether the given discrepancy between theory and observation is due to
30
chance or whether it is due to failure of theory to fit in to the observed facts. The observed and
expected frequencies completed coincide when the value of Ψ² is zero.
Since, the value of Ψ² increases, the difference between observed and expected frequency
increases. The following formula can be used to calculate of value of chi-square:
Ψ² = (O-E)²
Where, O- Refers to the observed frequency
E- Refers to the expected frequency
The objective of the chi-square test is to determine comparison of expected

frequency (E) with the observed frequency (O) to determine where the difference between the
two is greater than which might occur by chance.
Anova : Analysis of Variance (ANOVA) is a statistical method used to test differences between
two or more means. It may seem odd that the technique is called "Analysis of Variance" rather
than "Analysis of Means." As you will see, the name is appropriate because inferences about
means are made by analyzing variance.
Where,
F = Anova Coefficient
MST = Mean sum of squares due to treatment
MSE = Mean sum of squares due to error.
Formula for MST is given below:
31
Where,
SST = Sum of squares due to treatment
p = Total number of populations
n = Total number of samples in a population.
Formula for MSE is given below:
Where,
SSE = Sum of squares due to error
S = Standard deviation of the samples
N = Total number of observations.
Rank Correlation : In statistics, a rank correlation is any of several statistics that measure the
relationship between rankings of different ordinal variables or different rankings of the same
variable, where a "ranking" is the assignment of the labels "first", "second", "third", etc. to
different observations of a particular variable. A rank correlation coefficient measures the degree
of similarity between two rankings, and can be used to assess the significance of the relation
between them. For example, two common nonparametric methods of significance that use rank
correlation are the Mann–Whitney U test and the Wilcoxon signed-rank test.
where d is the difference in the ranks of the two variables for a given individual.
COEFFICIENT OF CORRELATION
Correlation may be defined as a tendency towards interrelation variation and the

coefficient of correlation is a measure of such a tendency, i.e.; the degree to which the two
variables are interrelated is measured by a coefficient that is called the coefficient of correlation.
32
It gives the degree of correlation and it is a measure of the closeness of a fit in a relative sense.
Correlation coefficient lies between -1 and +1. To calculate the correlation the formula is,
Formula:
N ∑ XY −∑ X ∑Y
r=
√ N ∑ X −(∑ X )² √ N ∑Y 2−(∑ Y )²
2
For Chi-Square, Correlation, hypothesis is being formulated
HYPOTHESIS:
A Hypothesis is some statement about a population parameter. It is being tested on the basis
of outcome of a random sample. There are two types of Hypothesis,
 Null Hypothesis( Ho)

 Alternative Hypothesis(H1)
Null Hypothesis:
The statement to be tested is designated as Null Hypothesis. The word null is used
because the nature of testing is such that the researcher tries to nullify this hypothesis on the
basis of the sample collected, and when the sufficient evidence from the sample to do so is not
found, Null hypothesis is accepted. It is denoted by Ho: H with zero as the subscript.
Alternative Hypothesis:
33
The statement which is intended to be accepted if the null hypothesis is rejected is

Alternative Hypothesis. It is denoted by H1.
LEVEL OF SIGNIFICANCE:
The test is conducted through the Significance Level. Most of the tests are conducted at Level of
Significance =0.1, 0.05 by Convection as well as Convenience
3.4 LIMITATIONS OF THE STUDY
They are the boundries wherein the researcher has to work. To make the research success a
researcher should know his/her boundries
 DOMAIN2HOST being a large concern cannot be studied as a whole in three months, so

time is considered as a major constraint
 Findings of the study are based on the sample size & they cannot be taken as generalized
opinion of the entire population.
 Lack of interest by employees to spend time for survey
 Respondents may not have expressed their true opinions regarding training practices
34
CHAPTER IV
4.1 DATA ANALYSIS AND INTERPRETATION
TABLE NO: 1 AGE OF THE RESPONDENTS
Particulars No of respondents Percentage
18-28 40 33
29 – 38 39 32
39 – 48 35 29
Above 48 6 6
Total 120 100
Source: Primary data
CHART NO: 1 AGE OF THE RESPONDENTS

35
33
35 32
29
30
25
20
15
10 6
0
18-28 29 – 38 39 – 48 Above 48
INFERENCES
From the above table it is inferred that 33% of the respondents are in the age group between
18 -28, 32% of the respondents are in the age group between 29-38.Therefore most of the
respondents are in the age group between 18-28.
TABLE NO: 2 GENDER OF THE RESPONDENTS
Male 92 84
Female 28 16
Total 120 100
CHART NO: 2 GENDER OF THE RESPONDENTS

36
16
Male
Female
84
INFERENCES
From the above table it is inferred that 84% of the respondents are male & 16% of the
respondents are female. Therefore most of the respondents are male.
TABLE NO: 3 MARITAL STATUS OF THE RESPONDENTS
Married 72 60
Unmarried 43 36
Widower 5 4
Total 120 100
CHART NO: 3 MARITAL STATUSES OF THE RESPONDENTS

37
36
Married
Unmarried
Widower
60
INFERENCES
From the above table it is inferred that 60% of the respondents are married, 36% of the
respondents are unmarried. Therefore most of the respondents are married.
TABLE NO: 4 EDUCATION QUALIFICATIONS OF THE RESPONDENTS
Diploma 21 17
Degree 49 41
PG 37 31
Others 13 11
Total 120 100
CHART NO: 4 EDUCATION QUALIFICATIONS OF THE RESPONDENTS

38
45 41
40
35 31
30
25
17
20
15 11
10
0
Diploma Degree PG Others
INFERENCES
From the above table it is inferred that 41% of the respondents are degree holders, 31% of the
respondents are PG holders. Therefore most of the respondents are degree holders.
TABLE NO: 5 EXPERIENCE OF THE RESPONDENTS
<2 Yrs 31 26
2 – 4 Years 33 27
4 -7 Years 27 23
Above 7 Years 29 24
Total 120 100
CHART NO: 5 EXPERIENCE OF THE RESPONDENTS

39
27
27
26
26
25
24
24
23
23
22
21
<2 Yrs 2 – 4 Years 4 -7 Years Above 7 Years
INFERENCES
From the above table it is inferred that 27% of the respondents have an experience of 2-4 years,
26% of the respondents have an experience of less than 2 years. Therefore most of the
respondents have an experience of 2-4 years.
TABLE NO: 6 NATURE OF WORK OF THE RESPONDENTS
Technical 66 55
Non-technical 54 45
Total 120 100
CHART NO: 6 NATURE OF WORK OF THE RESPONDENTS

40
45
Technical
55
Non-technical
INFERENCES
From the above table it is inferred that 55% of the respondents are technical, 45% of the
respondents are Non-technical. Therefore most of the respondents are technical.
TABLE NO: 7 INCOME OF THE RESPONDENTS
7000 – 10000 29 24
10001 – 20000 43 36
20001 – 30000 31 26
Above 30000 17 14
Total 120 100

41
CHART NO: 7 INCOME OF THE RESPONDENTS
40 36
35
30 26
24
25
20
14
15
10
0
7000 – 10000 10001 – 20000 20001 – 30000 Above 30000
INFERENCES
From the above table it is inferred that 36% of the respondents income between 10001 –
20000, 26% of the respondents income between 20001 – 30000. Therefore most of the
respondents income between 10001 – 20000.
TABLE NO: 8 FREQUENTLY CONDUCTED TRAINING PROGRAMME
Once in a month 58 48
Once in six months 38 32
Once in a year 24 20
Total 120 100
CHART NO: 8 FREQUENTLY CONDUCTED TRAINING PROGRAMME

42
20
48
Once in a month
Once in six months
Once in a year
32
INFERENCES
From the above table it is inferred that 48% of the respondents mentioned that the training
program conducted once in a month, 32% of the respondents mentioned that the training
program conducted once in six months. Therefore most of the respondents mentioned that the
training program conducted once in a month.
TABLE NO: 9 TRAINING METHOD PROVIDED BY THE ORGANIZATION
On the job training method 37 31
Technical Skills 34 28
Communication Skills 28 23
All the above 21 18
Total 120 100
CHART NO: 9 TRAINING METHOD PROVIDED BY THE ORGANIZATION

43
35 31
28
30
23
25
18
20
15
10
0
On the job training Technical Skills Communication Skills All the above
method
INFERENCES
From the above table it is inferred that 31% of the respondents mentioned that on the job
training method will be provided by the organization, 28% of the respondents mentioned that the
technical skills will be provided by the organization. Therefore most of the respondents
mentioned that on the job training method will be provided by the organization.
TABLE NO: 10 SATISFACTION LEVEL WITH PROFESSIONAL LEARNING

AND GROWTH OPPORTUNITIES
Highly Satisfied 46 38
Satisfied 38 32
Neutral 27 23
Dissatisfied 9 7
Strongly Dissatisfied 0 0
Total 120 100

44
CHART NO: 10 SATISFACTION LEVEL WITH PROFESSIONAL LEARNING

AND GROWTH OPPORTUNITIES
38
40
35 32
30
23
25
20
15
10 7
5
0
0
Highly Satisfied Satisfied Neutral Dissatisfied Strongly
Dissatisfied
INFERENCES
From the above table it is inferred that 38% of the respondents are highly satisfied with the
professional learning and growth opportunities, 32% of the respondents are satisfied with the
professional learning and growth opportunities. Therefore most of the respondents are highly
satisfied with the professional learning and growth opportunities.
TABLE NO: 11 QUALITY OF THE TRAINING PROGRAMME
Highly Satisfied 38 32
Satisfied 46 38
Neutral 28 23
Dissatisfied 8 7
Strongly Dissatisfied 0 0
Total 120 100

45
CHART NO: 11 QUALITY OF THE TRAINING PROGRAMMS
38
40
35 32
30
23
25
20
15
10 7
5
0
0
Highly Satisfied Satisfied Neutral Dissatisfied Strongly
Dissatisfied
INFERENCES
From the above table it is inferred that 38% of the respondents are satisfied with the quality of
the training program, 32% of the respondents are highly satisfied with the quality of the training
program. Therefore most of the respondents are satisfied with the quality of the training program
TABLE NO: 12 GENERAL FEEDBACK ABOUT THE TRAINING SESSION
Strongly Disagree 21 17
Disagree 29 24
Neither disagree or agree 31 26
Agree 25 21
Strongly Agree 14 12
Total 120 100

46
CHART NO: 12 GENERAL FEEDBACK ABOUT THE TRAINING SESSION
5
12% 1
17%
4
21%
2
24%
3
26%
INFERENCES
From the above table it is inferred that 32% of the respondents disagree by mentioning that the
efficient trainer was not recruited, 29% of the respondents neither disagree nor agree.
TABLE NO: 13 INNOVATIVE METHODS ADOPTED IN THE TRAINING

PROGRAMMES
Yes 90 75
No 30 25
Total 120 100
Source: primary data
CHART NO: 13 INNOVATIVE METHODS ADOPTED IN THE TRAINING

PROGRAMMES
47
25
Yes
No
75
INFERENCES
From the above table it is inferred that 75% of the respondents say yes for innovative methods
adopted in the training programmes, 25% of the respondents say no for innovative methods
adopted in the training programmes. Therefore most of the respondents say yes for innovative
methods adopted in the training programmes.
TABLE NO: 14 ENCOURAGING THE ACTIVE PARTICIPATION AND

QUESTIONING FROM THE PARTICIPANT
Disagree 17 14
Neither disagree nor agree 27 23
Agree 39 32
Total 120 100

48
CHART NO: 14 ENCOURAGING THE ACTIVE PARTICIPATION AND

QUESTIONING FROM THE PARTICIPANT
35 32
30
23
25 22
20
14
15
9
10
0
Strongly Disagree Disagree Neither disagree Agree Strongly Agree
nor agree
INFERENCES
From the above table it is inferred that 32% of the respondents agree for encouraging the
active participation and questioning from the participant, 23% of the respondents neither
disagree nor agree for encouraging the active participation and questioning from the participant.
Therefore most of the respondents agree for encouraging the active participation and questioning
from the participant.
TABLE NO: 15 CONDUCTING THE TRAINING PROGRAMME IN AN

ENHANCING AND INTERESTING MANNER
Disagree 18 15
Agree 33 28
Total 120 100
CHART NO: 15 CONDUCTING THE TRAINING PROGRAMME IN AN

ENHANCING AND INTERESTING MANNER
49
29
30 28
25
20
16
15
15 12
10
0
nor agree
INFERENCES
From the above table it is inferred that 29% of the respondents neither disagree nor agree for
conducting the training program in an enhancing and interesting manner, 28% of the respondents
agree for conducting the training program in an enhancing and interesting manner. Therefore
most of the respondents neither disagree nor agree for conducting the training program in an
enhancing and interesting manner.
TABLE NO: 16 COMFORTABILITY ABOUT THE PRESENT TRAINING METHOD
Yes 98 82
No 22 18
Total 120 100
CHART NO: 16 COMFORTABILITY ABOUT THE PRESENT TRAINING

METHOD
50
18
Yes
No
82
INFERENCES
From the above table it is inferred that 82% of the respondents mentioned yes for the
comfortability about the present training method, 18% of the respondents mentioned no for the
comfortability about the present training method. Therefore most of the respondents mentioned
yes for the comfortability about the present training method.
TABLE NO: 17 CHANGES IN THE PRESENT TRAINING METHOD
Yes 33 27
No 87 73
Total 120 100
CHART NO: 17 CHANGES IN THE PRESENT TRAINING METHOD

51
27
Yes
No
73
INFERENCES
From the above table it is inferred that 73% of the respondents say yes for changes in the
present training method, 27% of the respondents say no for changes in the present training
method. Therefore most of the respondents say yes for changes in the present training method.
TABLE NO: 18 OVERALL FEEDBACK ABOUT THE TRAINING PROCESS

HELD AT DOMAIN2HOST
Very good 35 29
Good 51 43
Average 34 28
Not good 0 0
Worst 0 0
Total 120 100

52
CHART NO: 18 OVERALL FEEDBACK ABOUT THE TRAINING PROCESS

HELD AT DOMAIN2HOST
43
45
40
35
29 28
30
25
20
15
10
5
0 0
0
Very good Good Average Not good Worst
INFERENCES
From the above table it is inferred that 43% of the respondents mention good for the overall
feedback about the training process held at Domain2Host, 29% of the respondents mention very
good for the overall feedback about the training process held at Domain2Host. Therefore most of
the respondents mention good for the overall feedback about the training process held at
Domain2Host.
TABLE NO: 19
INDUCTION TRAINING IS A WELL PLANNED EXERCISE IN THE

ORGANIZATION
Disagree 12 10
Agree 41 34
Total 120 100

53
CHART NO: 19 INDUCTION TRAINING IS A WELL PLANNED EXERCISE IN

THEORGANIZATION
34
35
29
30 27
25
20
15
10
10
5
0
0
nor agree
INFERENCES
From the above table it is inferred that 34% of the respondents agree that the induction training
is a well planned exercise in the organization, 29% of the respondents strongly agree that the
induction training is a well planned exercise in the organization. Therefore most of the
respondents agree that the induction training is a well planned exercise in the organization.
TABLE NO: 20 IMPROVEMENTS IN CONFIDENCE LEVEL TO FACE THE

HIGHER RESPONSIBILITY AFTER THE TRAINING PROGRAMME
Yes 97 81
No 23 19
Total 120 100
CHART NO: 20 IMPROVEMENTS IN CONFIDENCE LEVEL TO FACE THE

HIGHER RESPONSIBILITY AFTER THE TRAINING PROGRAMME
54
19
Yes
No
81
INFERENCES
From the above table it is inferred that 81% of the respondents say yes for the improvement in
confidence level to face the higher responsibility after the training program, 19% of the
respondents say no for the improvement in confidence level to face the higher responsibility after
the training program. Therefore most of the respondents say yes for the improvement in
confidence level to face the higher responsibility after the training program.
TABLE NO: 21 PREFERENCES AMONG THE TYPE OF TRAINERS
Insider 62 52
Outsider 45 37
Both 13 11
Total 120 100
CHART NO: 21 PREFERENCES AMONG THE TYPE OF TRAINERS

55
11
52 Insider
Outsider
Both
37
INFERENCES
From the above table it is inferred that 52% of the respondents are insiders, 37% of the
respondents are outsiders. Therefore most of the respondents are insiders.
TABLE NO: 22 ENHANCING THE PERSONALITY THROUGH TRAINING WILL

BRING ENTHUSIASM AT WORK PLACE
Disagree 12 10
Agree 51 43
Total 120 100

56
CHART NO: 22 ENHANCING THE PERSONALITY THROUGH TRAINING WILL

BRING ENTHUSIASM AT WORK PLACE
43
45
40
35
28
30
25
19
20
15 10
10
5 0
0
nor agree
INFERENCES
The above table it is inferred that 43% of the respondents agree that enhancing the personality
through training will brings enthusiasm at work place, 28% of the respondents strongly agree
that enhancing the personality through training will brings enthusiasm at workplace.
TABLE NO: 23 METHOD OF TRAINING
On the job training 57 47
Off the job training 27 22
Both 36 31
Total 120 100
CHART NO: 23 METHOD OF TRAINING

57
31
47
On the job training

Off the job training
Both
22
INFERENCES
From the above table it is inferred that 47% of the respondents follows the on the job training
method, 31% of the respondents follows both the training method. Therefore most of the
respondents follows the on the job training method.
TABLE NO: 24 TECHNICAL SKILL TRAINING HELPS TO PERFORM JOBS

EFFECTIVELY
Disagree 19 16
Agree 26 22
Total 120 100

58
CHART NO: 24 TECHNICAL SKILL TRAINING HELPS TO PERFORM JOBS

EFFECTIVELY
30 28
25 22
20
20
16
14
15
10
0
nor agree
INFERENCES
From the above table it is inferred that 28% of the respondents neither disagree nor agree by
mentioning that the technical skill training helps to perform jobs effectively, 22% of the
respondents agree by mentioning that the technical skill training helps to perform jobs
effectively. Therefore most of the respondents neither disagree nor agree by mentioning that the
technical skill training helps to perform jobs effectively.
TABLE NO: 25 IMPROVEMENTS IN PERFORMANCE AFTER THE TRAINING

PROGRAMME
Disagree 24 20
Agree 26 22
Total 120 100
CHART NO: 25 IMPROVEMENTS IN PERFORMANCE AFTER THE TRAINING

PROGRAMME
59
29
30
25 22
20
20
15
14
15
10
0
nor agree
INFERENCES
The above table it is inferred that 29% of the respondents neither disagree nor agree by
mentioning about the improvements in performance after the training programme, 22% of the
respondents agree by mentioning about the improvements in performance after the training
programme. Therefore most of the respondents neither disagree nor agree by mentioning about
the improvements in performance after the training programme.
TABLE NO: 26 IMPROVEMENT OF KNOWLEDGE BY TRAINING
Yes 111 92
No 9 8
Total 120 100
CHART NO: 26 IMPROVEMENT OF KNOWLEDGE BY TRAINING

60
Yes
No
92
INFERENCES
From the above table it is inferred that 92% of the respondents say yes for improvement of
knowledge by training, 8% of the respondents say no for improvement of knowledge by training.
Therefore most of the respondents say yes for improvement of knowledge by training.
TABLE NO: 27 IMPROVEMENTS OF SKILLS AND KNOWLEDGE WITH THE

HELP OF TRAINING
Disagree 14 12
Neither disagree or agree 29 24
Agree 35 31
Total 120 100

61
CHART NO: 27 IMPROVEMENTS OF SKILLS AND KNOWLEDGE WITH THE

HELP OF TRAINING
50 47
43
45
39 39
40 36
35 32 32 32
29 29
30 26
24 Strongly Disagree
25
20 19 Disagree
20 Neither disagree nor agree
12 agree
15
9 9 Strongly agree
8 9
10 6
5
0 0 0 0 0
0
Increase in Increase in Increase in In team In reducing
quality work productivity morale Work the
Production
cost
INFERENCES
47% of the respondents agree in team work
43% of the respondents neither disagree nor agree in reducing the production cost
Therefore most of the respondents agree in team work
TABLE NO: 28 IMPROVEMENTS IN PRODUCTIVITY AFTER ATTENDING

TRAINING PROGRAMME
Yes 89 74
No 31 26
Total 120 100
CHART NO: 28 IMPROVEMENTS IN PRODUCTIVITY AFTER ATTENDING

TRAINING PROGRAMME
62
26
Yes
No
74
INFERENCES
From the above table it is inferred that 74% of the respondents say yes for the improvements in
productivity after attending training programme, 26% of the respondents say no for the
improvements in productivity after attending training programme. Therefore most of the
respondents say yes for the improvements in productivity after attending training programme.
TABLE NO: 29 THE TRAINING WAS MORE RELEVANT AND HELPFUL
Disagree 11 9
Agree 54 45
Total 120 100
CHART NO: 29 THE TRAINING WAS MORE RELEVANT AND HELPFUL

63
45
45
40
35
30 27
25
19
20
15
9
10
5 0
0
nor agree
INFERENCES
From the above table it is inferred that 45% of the respondents agree that the training was more
relevant and helpful, 27% of the respondents strongly agree that the training was more relevant
and helpful. Therefore most of the respondents agree that the training was more relevant and
helpful.
TABLE NO: 30 JOB AFTER THE TRAINING
Very easy 31 26
Comfortable 54 45
Neutral 35 29
Not comfortable 0 0
Difficult 0 0
Total 120 100
CHART NO: 30 JOB AFTER THE TRAINING

64
45
45
40
35
29
30 26
25
20
15
10
5
0 0
0
Very easy Comfortable Neutral Not comfortable Difficult
INFERENCES
From the above table it is inferred that 45% of the respondents are comfortable about their job
after the training, 29% of the respondents are neutral about their job after the training. Therefore
most of the respondents are comfortable about their job after the training.
STATISTICAL TOOLS AND ANALYSIS

CHI- SQUARE TEST I – (ψ2)
Chi-square is the sum of the squared difference observed (o) and the expected (e) data (or the
deviation, d), divided by the expected data in all possible categories.
Null hypothesis (Ho):
There is no relationship between the frequently conducted training programme

and training method provided by the organization.
Alternate hypothesis (H1):

There is a relationship between the frequently conducted training programme
and training method provided by the organization.
Observed value
on the job training Commmunication
method Technical skills skills All the job Total
65
Once in a month 37 21 0 0 58

Once in six
month 0 13 25 0 38

once in a year 0 0 3 21 24

Total 37 34 28 21 120
Chi-Square Tests
(O-
O E O-E (O-E)^2 E)^2/e
37 10 27 729 72.9
21 10 11 121 12.1
0 10 -10 100 10
0 10 -10 100 10
0 10 -10 100 10
13 10 3 9 0.9
25 10 15 225 22.5
0 10 -10 100 10
0 10 -10 100 10
0 10 -10 100 10
3 10 -7 49 4.9
21 10 11 121 12.1
chi square 185.4
a. 1 cells (8.3%) have expected count less than 5. The minimum expected count is 4.20.
66
Degree of Freedom= (r-1) *(c-1)
= 2*3= 6
Calculated value = 185.4
Tabulated value = 12.592
Z = Z cal >Z tab
Z= 185.4>12.592
Hence, the Alternate hypothesis [H1] is accepted

67
INFERENCE:
Since the calculated value is greater than the tabulated value, we accept the alternate
hypothesis and hence there is a relationship between the frequently conducted training
programme and training method provided by the organization.
ONE-WAY ANOVA CLASSIFICATION
Null hypothesis (Ho):
There is a significance difference between the comfortability about the present

training method and conducting the training programme in an enhancing and interesting manner.
There is no significance difference between the comfortability about the present

68
Descriptives
COMFORTABILITY ABOUT THE PRESENT TRAINING METHOD.
95% Confidence
Interval for Mean
Std. Std. Lower Upper Minim Maxim

N Mean Deviation Error Bound Bound um um
Strongly Disagree 15 1.00 .000 .000 1.00 1.00 1 1

Disagree 18 1.00 .000 .000 1.00 1.00 1 1
Neither disagree 35 1.00 .000 .000 1.00 1.00 1 1
nor agree
Agree 33 1.09 .292 .051 .99 1.19 1 2
Strongly Agree 19 2.00 .000 .000 2.00 2.00 2 2
Total 120 1.18 .389 .035 1.11 1.25 1 2
Test of Homogeneity of Variances

COMFORTABILITY ABOUT THE
PRESENT TRAINING METHOD.
Levene
Statistic df1 df2 Sig.
10.293 4 115 .000

69
ANOVA
COMFORTABILITY ABOUT THE PRESENT TRAINING METHOD.
Sum of
Squares Df Mean Square F Sig.
Between 15.239 4 3.810 160.649 .000

Groups
Within Groups 2.727 115 .024
Total 17.967 119
Calculated value = 160.649
Tabulated value = 2.46

70
F = F cal >F tab F=160.649> 2.46

Hence, the Alternate hypothesis [H1] is accepted.
INFERENCE:
The calculated value of F is greater than the tabulated value. Hence, we reject the null hypothesis
and conclude that there is no significance difference between the comfortability about the present
ANALYSIS USING KARL PEARSON’S CORRELATION
Correlation analysis is the statistical tool used to measure the degree to which two variables are
linearly related to each other. Correlation measures the degree of association between two
variables.
Null hypothesis (H0):
There is positive relationship between the satisfaction level with professional learning
and growth opportunities and quality of the training programme.
There is negative relationship between the satisfaction level with professional

learning and growth opportunities and quality of the training programme.
N ∑ XY −∑ X ∑Y
r=
√ N ∑ X −(∑ X )² √ N ∑Y 2−(∑ Y )²
2
X Y x=(X-X͞) x^2 y=(Y-Y͞) y^2 Xy

46 17 24 484 -6 49 -144
38 24 14 196 0 0 0
27 35 3 9 11 121 33
9 26 -15 225 2 4 -26
0 18 -24 576 -6 36 144

120 120 1490 210 7
71
X͞= ΣX/N 24
Y͞= ΣY/N 24
r = .01251
**. Correlation is significant at the 0.01 level (2-tailed).
Inference:
Since r is positive, there is positive relationship between the satisfaction level with
professional learning and growth opportunities and quality of the training programme.
72
CHAPTER 5
5.1 FINDINGS:
 33% of the respondents are in the age group between 18-28.

 32% of the respondents are male.
 27% of the respondents are married.
 26% of the respondents are degree holders.
 36% of the respondents have an experience of 2-4 years.
 26% of the respondents are technical.
 31% of the respondents income between 10001 – 20000.
 28% of the respondents mentioned that the training program conducted once in a month.
 38% of the respondents mentioned that on the job training method will be provided by
the organization.
 32% of the respondents are highly satisfied with the professional learning and growth
opportunities.
 75% of the respondents are satisfied with the quality of the training program
 38% of the respondents disagree by mentioning that the efficient trainer was not
recruited.
 81% of the respondents say yes for innovative methods adopted in the training
programmes.
 34% of the respondents agree for encouraging the active participation and questioning
from the participant.
73
 29% of the respondents neither disagree nor agree for conducting the training program in
an enhancing and interesting manner.
 74% of the respondents mentioned yes for the comfortability about the present training
method.
 72% of the respondents say yes for changes in the present training method.
 81% of the respondents mention good for the overall feedback about the training process
held at Domain2Host.
5.2 SUGGESTIONS
 Training is being given more focus at Domain2Host, however for better and efficient
practices training related to employees career and personal – retirement planning, personality
development are needed and they have to be implemented.
 Since majority of the respondents are from the technical Background, they may be well
trained with hard skills, it is necessary for training them in soft skills too.
 Union employees must be allowed to have frequent training programs than the
Managerial level employees, which will result in a better working environment
 Company’s training policy is well designed yet more adequacy is required in areas of
1) Training need and trainee identification and selection process
2) Duration of training
 Though internal trainers are efficient, external trainers have to be bought in, for better and
efficient practices, and wide- understanding.
 New and better modes of training like business games, audio-visual training, and demos
have to be implemented.
 New modes of training can be implemented (for e.g. E-training can be used for middle
level people as it saves time and this would enhance the Management to concentrate on the
Operations Employees
 Since DOMAIN2HOST has majority of its aged employees ,special training has to be
given to them in areas of both job and career and life aspects (E.g. retirement planning)
74
 The Department Heads should assess the Training and development needs of
subordinates. This may increase increase the levels of training effectiveness by the enhancement
of good inter- personal relationship.
 The training circular form can also include a brief introduction about subject for which
the training programme has been organized so that the participants are able to understand the
topics being covered in the training program in advance
5.3 CONCLUSION
It has often been said that a successful business operation, regardless of its size, depends on the
effective management of “people, products, and processes.” Of the three, it is the Human
Resource department that is the most important. The demand from employers for specialized
employee training is enormous. Human resources comprise a company’s most important asset.
These employees execute various tasks and input their contributions to choose the people who
will eventually ensure the delivery of high quality products and services. Thus, Training and
development helps the growth of a business.
DOMAIN2HOST has a clear focus on having a well-motivated and trained workforce. The
company needs to have motivated and confident staff who have up-to-date skills in order to
remain competitive. In addition, well-trained staffs are an asset to the business and help to retain
customers. Well-trained staffs who remain with the business mean that customers enjoy
continuity. This contributes to customer loyalty and leads to repeat business. Staffs who feel
valued stay longer in a company. This means that DOMAIN2HOST’ costs of recruitment can be
reduced, resulting in cost savings across the organisation. The suggestions can be implemented
for a better working environment for both the management and employees.
75
ANNEXURE
QUESTIONNAIRE FOR TRAINING AND DEVELOPMENT
Personal Details:
Name :
Age : (a) 18-28 (b) 29 – 38 (c) 39 – 48 (d) Above 48
Gender : (a) Male (b) Female
Marital Status : (a) Married (b)Unmarried (c) Widower
Educational
Qualification : (a) Diploma (b) Degree (c) PG (d) Others
Years of Service : (a) <2 Yrs (b) 2 – 4 Years (c) 4 -7 Years
(d) Above 7 Years
Nature of Work : (a) Technical (b) Non – Technical
Designation :
Income : (a) 7000 – 10000 (b) 10001 – 20000

76
(c)20001 – 30000 (d) Above 30000
1. How frequently training programme is conducted.
(a) Once in a Month (b) Once in six Months (C) Once in a year
2. What kind of training method does the organization provide to train the employees?
(a) On the job training method (b) Technical skills (c) Communication skills
(d)All of above
3. What is your satisfaction level with professional learning and growth opportunities?
(a)Highly Satisfied (b) Satisfied (c)Neutral (d) Dissatisfied (e) Highly

Dissatisfied
4. How did you find the quality of the training programme?
(a)Highly Satisfied (b)satisfied (c)Neutral (d) Dissatisfied (e) Highly

Dissatisfied
5. What are the general feedback about the training session?
Factors Strongly Disagree Neither agree Agree Strongly

Disagree nor disagree Agree
Training is
too long
Training is
too short
77
Efficient
trainer not
recruited
Too many
gaps between
sessions
More theory
Oriented
6. Is innovative methods adopted in the training programmes?
(a) Yes (b) No
7. Does trainer encourage active participation and questioning from the participant.
(a)Strongly disagree (b) Disagree (c) Neither disagree nor agree
(d) Agree (e) Strongly agree
8. The trainer conducted the training programme in a enhancing and interesting manner.
9. Are you comfortable with the present training method.
(a) Yes (b) No
10. Do you like to have any changes in the present training method?
(a) Yes (b) No
11. Overall feedback about the training process.held at Domain2Host
(a)Very Good (b)Good (c) Average (d) Not Good (e) Worst
12. Does the induction training is a well planned exercise in the organization?
78
13. Did your confidence level increased to face any higher responsibility after the training
programme.
(a) Yes (b) No
14. What is your preference among the type of trainers metioned below.?
(a) Insider (b) Outsider (c) Both
15. Do you agree that training enhances personality and it brings enthusiasm at work place?
16. What kind of training method do you prefer?
(a) On the job training (b) Off the job training (c) Both
17. Technical skill Training given to employees are good enough to perform jobs effectively?
18. Your performance have improved after the training programme?
19. Do you feel that your knowledge has improved because of training?
(a) Yes (b) No

79
20. In what way does training help to improve your skills and knowledge potentially.
Factors Strongly Disagree Neither agree Strongly

Disagree disagree nor agree
agree
Increase in
quality work
Increase in
productivity
Increase in
morale
In team Work
In reducing
the Production
cost
21. Did you find improvement in productivity after attending training programme.
(a) Yes (b) No
22. The training was more relevant and helpful.

80
23. How did you feel the job after the training ?
(a) very easy (b) comfortable (c) Neutral (d) Not comfortable
(e) Difficult
24. Any other suggestions or Comments.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________
81
BIBLIOGRAPHY
BOOKS
 K. Aswathappa “Human Resource and Personnel Management” Tata M.C.
Graw-Mill Publishing Company Limited, New Delhi.
 S. C. Guptha. “Fundamentals of Statistics” Himalaya Publishing House, 1992.
 C. R. Kothari. “Research Methodology” Methods and Techniques,
Wishma Prakashan, New Delhi
 C.B. Mamoria & S.V. Gankar “Personnel Management” Test and Cases,
Himalaya Publishing House Edition-2004.
 Umasekaran “Research methods for business”, Wiley India pvt ltd, New Delhi
 Induction manual of Domain2Host
WEBSITES
 www.managersmart.com
 www.google.com
 www.managementhelp.com

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1

Training is teaching, or developing in oneself or others, any skills and knowledge that

The on-the-job training method takes place in a normal working situation, using the

Simulation based training is another method which uses technology to assist in trainee

 In the words of Dale S. Beach, "Training is the organised procedure by which people

Employee Training is bifurcated into on-the-job training and off-the-job training methods

Employee Training Introduction

 Training and development

Recurrent training is training that is scheduled at periodic intervals in order to keep

1.2 NEED FOR THE STUDY

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to Training and Development at Domain2Host,

 To determine the effectiveness of the existing training practices and measures

1.4 SCOPE OF THE STUDY

IDENTIFICATION OF THE PROBLEM

 There would be a failure to identify the specific needs of learners.

 Constraints of time for preparation and participation in learning events.

 Failure for the learners to own their development needs.

 There will a failure to follow through the learning on an event or course.

1.5 INDUSTRY PROFILE

1.6 COMPANY PROFILE

Domain2Host is on the basis of organizing and strengthening the ingredients of an

Application & Web Servers:

Apache Tomcat, BEA Web Logic Platform.

Relational Database Management Systems (RDBMS) :

Java Technologies: J2EE (EJB, JSP, JDBC, J2ME).

HTTP/HTTPS, HTML/DHTML, XML, XSLT, CSS.

Interactive Design Tools:

 Flash Website Development

• Discovery – Understanding your websites goals and audience.

• Planning - Establishing timelines, deliverables, and development solutions.

• Design - Creating and refining interface and graphic design elements.

• Development - Bringing it all together.

2.1 REVIEW OF LITERATURE

Literature Review is basically a comprehensive view of the previous researches on the

Goldstein (2017) defines training as a systematic acquisition of skills, rules, concepts or

 Productivity was linked to training in the following five ways.

(1) The effectiveness of the method used;

(2) The achievement of the objectives set by trainers and trainees;

modification model which stipulates that ‘when behavior is repeatedly rewarded, it

2.2 THEORETICAL FRAMEWORK

3.1 RESEARCH METHODOLOGY

Primary data : Is generated in an investigation with the help of questionnaires.

Sample population : There are 200 employees in the organization.

Sample Size : 120

Tools used for analysis:

Questionnaire is used for data collection. A pilot study is done by administering a

3.3 TOOLS AND TECHNIQUES

Percentage of respondents = No. of respondents *100

Total No. Of respondents

Where, O- Refers to the observed frequency

E- Refers to the expected frequency

The objective of the chi-square test is to determine comparison of expected

Correlation may be defined as a tendency towards interrelation variation and the

For Chi-Square, Correlation, hypothesis is being formulated

 Null Hypothesis( Ho)

The statement which is intended to be accepted if the null hypothesis is rejected is

3.4 LIMITATIONS OF THE STUDY

 DOMAIN2HOST being a large concern cannot be studied as a whole in three months, so

4.1 DATA ANALYSIS AND INTERPRETATION

TABLE NO: 1 AGE OF THE RESPONDENTS

Particulars No of respondents Percentage