STUDY ON EFFECTIVENESS ON TRAINING AND

DEVELOPMENT IN SV ltd

CHAPTER – 1

INTRODUCTION OF THE STUDY

1.1 Introduction

William James of Harvard University estimated that employees could retain their
jobs by working at a mere 20-30 percent of their potential. His study led him to believe that
if these same employees were properly motivated, they could work at 80-90 percent of their
capabilities. Behavioral science concepts like motivation and enhanced productivity could
well be used in such improvements in employee output. Training could be one of the means
used to achieve such improvements through the effective and efficient use of learning
resources.

1.1.1. Training and Development

Human resources, are the most valuable assets of any organization, with the
machines, materials and even the money, nothing gets done without man-power. The
effective functioning of any organization requires that employees learn to perform their jobs
at a satisfactory level of proficiency. Here is the role of training. Employee training tries to
improve skills or add to the existing level of the knowledge so that the employee is better
equipped to do his present job or to prepare him for higher position with increased
responsibilities. However individual growth is not an end itself. Organization growth needs
to be meshed with the individual‘s growth. The concern is for the organization viability, that
it should adapt itself to a changing environment. Employee growth and development has to
be seen in the context of this change. So training can be defined as:

Training is a systematic development of the knowledge, skills and attitudes required by

employees to perform adequately on a given task or job
 The need for improved productivity in organization has become universally accepted
and that it depends on efficient and effective training. However, the need for organizations
to embark on staff development programme for employees has become obvious. Absence of
these programme often manifest tripartite problems of incompetence, inefficiency and
ineffectiveness. So training and development aim at developing competences such as
technical, human, conceptual and managerial for the furtherance of individual and
organization growth which makes it a continuous process

1.2. Statement of Research Problem

Training and development play vital role in any given organizations in the modern
day. It is aimed at preparing employees for future or current jobs. The efficiency and
productivity of the firm can be increased considerably with right training methods. This is
the reason why HR department gives Training such a huge importance. So it is essential that
we conduct studies and experiment s to improvise our training methods.

The motive behind this study is to understand the effectiveness of training and
development programs on the employees of Srivirad Systems and Services Pvt ltd, Chennai.

The training cannot be measured directly but the change in attitude and behavior that
occurs as a result of training. By studying and analyzing the response of employees
regarding training, we can make scientific conclusions, which is the core idea of this study.

Problem Statement

The intention of this research is to analyze and evaluate the effectiveness of training and
development process in Srivirad Systems and Services, Chennai.

1.3. Need for the study

Training is the act of increasing the knowledge and skills of an employee for doing a
particular job. It utilizes a systematic and organized procedure by which employee learns
technical knowledge and skills. Training refers to the teaching and learning activities carried
on for the primary purpose of helping members of an organization.

Training is closely related with education and development but needs to be

differentiated from these terms. It is aimed at improving the behavior and performance of a
person.

Training is a continuous and life long process. Training provides an atmosphere of

sharing synthesizing with the help of the trainers, the information already available on the
subject.

1.4. Significance of the study

The development of any organization depends on its employees. For organizational

productivity training and development assumes great significance. Training aims at
increasing the knowledge and skills of the employee whereas organizational development
on the other hand refers to overall improvement of the organization such as its structure,
objectives, policies and procedures including managers and employees. Organizational
development can be achieved by hiring the services of the professionals consultants.
Training and development programs are often viewed as part of organizational development.

A better knowledge about these things can facilitate the trainer as well as the trainee
in conducting and benefiting from the training. But training being a very complex process
makes it a bit difficult. So the best way to achieve it is by studying and analyzing the
feedback of employees as well as managers. The project includes collecting information
from staffs of Srivirad Systems and services, analyzing it, interpreting it, and concluding
useful suggestions from it.

Some of the benefits of project are listed below.

Our project is conducted to know the level of knowledge and skills imparted into
employees.
 This will help the management to know the efficiency of their training programs as
well as the satisfaction level of employees and thus take necessary managerial
decisions.

The inferences made out of the project can help the employer and employee to
contribute for the better training facilities.

Any training and development program should meet both primary and secondary
objectives of the organization. The study will give light in the designing of better
training programs aiming solely at the desired results.

1.5. Objectives of Study

Primary Objective

To study the effectiveness of training and development programs in Srivirad

Systems and Services, Chennai.

Secondary Objectives

To study the methods used in training the employees

To analyze whether the quality of training and satisfaction of respondents related.

To analyze whether the employees are satisfied with their current training methods.

To collect and analyze the views of the participants and superior on the training.

To study the training program on the basis of relevance, implementation and

outcomes.

1.6. Methodology

Research methodology is a way to systematically solve the research problem. It may

be understood as a science of studying how research is done scientifically. In it we study the
various steps that are generally adopted by a researcher in studying his research problem
along with the logic behind them.

Methodology gives us the blueprint of activities to be carried out systematically in

order to complete the study successfully. The methodology of our study has several
steps[listed below] each of them are explained in chapter IV.

 Formulating the Research Problem

 Extensive Literature Review

 Developing the objectives

 Preparing the Research Design including Sample Design

 Collecting the Data

 Analysis of Data

 Generalization and Interpretation

 Preparation of the Report or Presentation of Results-Formal write ups

of conclusions reached.
1.7. CHAPTERISATION

Chapter I:

The first chapter deals about the Introduction Objectives, Scope, Need and Limitations
of the Study.

Chapter II:

The second chapter deals about the concept of the study.

Chapter III:

The third chapter reveals about company profile.

Chapter IV:

The fourth chapter deals about the research methodology.

Chapter V:

The fifth chapter deals about the data analysis and Interpretation.

Chapter VI:

The sixth chapter deals about the findings, suggestions and conclusions.
CHAPTER – 2

CONCEPT

Introduction

Training is the process of assisting a person for enchanting his efficiency and
effectiveness at work by improving and updating his professional knowledge by
developing skills relevant to his work and cultivating appropriate behavior and attitude
towards work and people.

Training could be designed either for improving present at work or for preparing
a person for assuming higher responsibilities in further which would call for additional
knowledge and superior skills.

Training is different education particularly formal education. While education is

concerned mainly with enhancement of knowledge, training aims essentially at
increasing knowledge , stimulating attitude and imparting skills related to a specific job.

It is a continuous and life long process. Training provides an atmosphere of

sharing and synthesizing, with the help of the trainers, the information already available
on the subject. Training is a time bound activity program. Thus there is a separate
specialized discipline of trainers socializing in the field of human activity.

2.1. Meaning

A business' most important asset is often its people. Training and developing
them can be one of the most important investments a business can make. The right
training can ensure that your business has the right skills to tackle the future. It can also
help attract and retain good quality staff, as well as increasing the job satisfaction of
those presently with you - increasing the chances that they will satisfy your customers.

Thus Training is the act of increasing the knowledge and skills of employee. It is
a universal truth that the human resources available in an organization have to be
managed more efficiently than the material resources comprising of machines and
money.

Eloquently putting ―Training is a systematic development of the knowledge,

skills and attitudes required by employees to perform adequately on a given task or job‖.

2.2. Definition

“Training is the continuous, systematic development among all levels of employees of

that knowledge and those skills and attitudes which contribute to their welfare and that
of the company‖.

- M.C Lord and Efferson

―Training may be defined as a process of developing an understanding of some

organized body of facts, rules and methods. This information concerns largely the
operative phases of an applied knowledge‖.

- R.C Davis

2.3. Theories of training and development

2.3.1. Kirkpatrick evaluation model

The Kirkpatrick evaluation model or theory was developed in 1959 by

University of Wisconsin professor emeritus Donald Kirkpatrick. It consists of four levels
of evaluation: reaction of participants; learning, or the knowledge and skills gained;
behavior, or the ability to apply the new skills; and results, or the organizational impact.
Each level of evaluation builds upon and adds precision to the previous level.
The reaction:

The reaction level measures how training participants react, including their level
of participation; ease and comfort of experience; and the level of effort required to make
the most of the learning. A reaction evaluation is inexpensive and simple to administer
using interaction with the participants, post-training surveys and online questionnaires.
The evaluation can be done immediately after the training ends. It is important that
participants have a positive reaction to the training sessions because a negative reaction
leads to poor learning.

The learning:

Learning evaluations are usually conducted before and after a training program
to assess the impact the program has had on the learning process. Evaluations assess
whether participants have advanced in knowledge, skills and intellectual capacity as a
result of the training. Learning evaluation tools include self-assessment using online
questionnaires and tests, and formal assessment through interviews and observations.
Learning evaluation is especially relevant for technical training because technical skill
level changes are usually more quantifiable.

Behavior:

Behavior evaluation assesses the extent to which training participants apply the
learning in their jobs. The evaluation is usually done over a period of time to determine
if the participants use the new skills and knowledge on the job, improve their
performance and transfer the knowledge to their peers. Tools include observations,
questionnaires, tests and interviews. Behavior evaluations take more time and effort than
reaction and learning evaluations. It is important to involve the line managers and
immediate supervisors in the process because they are in the best position to observe and
assess participant behavior changes.

Results:

Results evaluation determines the success of a training program in operational

and strategic terms, such as increased sales, reduced expenses, improved quality and
reduced cases of workplace injuries. However, it may not always be possible to correlate
improved operational performance with training. For example, improvements in product
quality may be due to better design tools and more qualified staff, not just a new quality
training program. External factors, such as changes in the economy and the competitive
environment, may also influence operational results.

2.3.2. Theory X and Theory Y

Theory X and Theory Y are theories of human motivation created and developed
by Douglas McGregor at the MIT Sloan School of Management in the 1960s that have
been used in human resource management, organizational behavior, organizational
communication and organizational development. They describe two contrasting models
of workforce motivation.
Theory X

In this theory, which has been proven counter-effective in most modern practice,
management assumes employees are inherently lazy and will avoid work if they can and
that they inherently dislike work. As a result of this, management believes that workers
need to be closely supervised and comprehensive systems of controls developed. A
hierarchical structure is needed with narrow span of control at each and every level.
According to this theory, employees will show little ambition without an enticing
incentive program and will avoid responsibility whenever they can. According to
Michael J. Papa, if the organizational goals are to be met, theory X managers rely
heavily on threat and coercion to gain their employees' compliance.

Beliefs of this theory lead to mistrust, highly restrictive supervision, and a

punitive atmosphere. The Theory X manager tends to believe that everything must end
in blaming someone. He or she thinks all prospective employees are only out for
themselves. Usually these managers feel the sole purpose of the employee's interest in
the job is money. They will blame the person first in most situations, without
questioning whether it may be the system, policy, or lack of training that deserves the
blame. A Theory X manager believes that his or her employees do not really want to
work, that they would rather avoid responsibility and that it is the manager's job to
structure the work and energize the employee. One major flaw of this management style
is it is much more likely to cause diseconomies of scale in large businesses.

Theory Y

In this theory, management assumes employees may be ambitious and self-

motivated and exercise self-control. It is believed that employees enjoy their mental and
physical work duties. According to Papa, to them work is as natural as play. They
possess the ability for creative problem solving, but their talents are underused in most
organizations. Given the proper conditions, theory Y managers believe that employees
will learn to seek out and accept responsibility and to exercise self-control and self-
direction in accomplishing objectives to which they are committed.
 A Theory Y manager believes that, given the right conditions, most people will
want to do well at work. They believe that the satisfaction of doing a good job is a
strong motivation. Many people interpret Theory Y as a positive set of beliefs about
workers. A close reading of The Human Side of Enterprise reveals that McGregor
simply argues for managers to be open to a more positive view of workers and the
possibilities that this creates. He thinks that Theory Y managers are more likely than
Theory X managers to develop the climate of trust with employees that is required for
human resource development.

It's human resource development that is a crucial aspect of any organization. This
would include managers communicating openly with subordinates, minimizing the
difference between superior-subordinate relationships, creating a comfortable
environment in which subordinates can develop and use their abilities. This climate
would include the sharing of decision making so that subordinates have say in decisions
that influence them.

Theory X and Theory Y combined

For McGregor, Theory X and Y are not different ends of the same continuum.
Rather they are two different continua in themselves.

2.3.3. Abraham Maslow's Hierarchy of Needs motivational model

Abraham Maslow developed the Hierarchy of Needs model in 1940-50s USA,

and the Hierarchy of Needs theory remains valid today for understanding human
motivation, management training, and personal development

The Maslow's Hierarchy of Needs five-stage model below (structure and

terminology - not the precise pyramid diagram itself) is clearly and directly attributable
to Maslow; later versions of the theory with added motivational stages are not so clearly
attributable to Maslow.
 These extended models have instead been inferred by others from Maslow's
work. Specifically Maslow refers to the needs Cognitive, Aesthetic and Transcendence
(subsequently shown as distinct needs levels in some interpretations of his theory) as
additional aspects of motivation, but not as distinct levels in the Hierarchy of Needs.

Where Maslow's Hierarchy of Needs is shown with more than five levels these
models have been extended through interpretation of Maslow's work by other people.
These augmented models and diagrams are shown as the adapted seven and eight-stage
Hierarchy of Needs pyramid diagrams and models below.

There have been very many interpretations of Maslow's Hierarchy of Needs in

the form of pyramid diagrams. The diagrams on this page are my own interpretations
and are not offered as Maslow's original work. Interestingly in Maslow's book
Motivation and Personality, which first introduced the Hierarchy of Needs, there is not a
pyramid to be seen.
1. Biological and Physiological needs - air, food, drink, shelter, warmth, sex, sleep, etc.

2. Safety needs - protection from elements, security, order, law, limits, stability, etc.

3. Belongingness and Love needs - work group, family, affection, relationships, etc.

4. Esteem needs - self-esteem, achievement, mastery, independence, status, dominance,

prestige, managerial responsibility, etc.

5. Cognitive needs - knowledge, meaning, etc.

6. Aesthetic needs - appreciation and search for beauty, balance, form, etc.

7. Self-Actualization needs - realizing personal potential, self-fulfillment, seeking

personal growth and peak experiences.

8. Transcendence needs - helping others to achieve self actualization.

2.4. Institutional Training

Every organization needs the services of trained persons for performing the
activities in a systematic way. It is in this regard to some extent, training for the
students of business courses in various functional areas become mandatory before
entering in to the corporate Jobs.

No doubt, the employee training is required in every stage, very frequently.

Since, the fast changing technological development makes the knowledge of employees
obsolete. They require constant training to cope with the needs of corporate
sector. They require constant training to cope with the needs of jobs. After selecting the
employees the next task of management is to give them proper training. Some
employees may have some previous knowledge of jobs while others may entirely be
new. Both types of workers will need some kind of training to acquaint themselves with
the hobs though it is more necessary for the later category of employees.
 Large organizations may employ a large number of persons every year. It may
not be possible to recruit already trained persons. Such enterprises require separate
training departments to prepare training for preparing workers for jobs and also keeping
them acquainted with latest technological advancement.

Training of employees is essential because work force is an invaluable asset to

an organization. Training is necessary for the following reasons.

« Increased Productivity

Training improves the performance of employees. Increase skill and efficiency

results in better quantity and quality of production. A trained worker will handle
machines carefully and will use the materials in an economical way.

« Higher Employee Morale

A trained worker derives happiness and job satisfaction from his work. He feels
happily when his performance is up to the mark. This also gives him job security and
ego satisfaction. The employees will properly look after a worker who performs
well. All these factors will improve employee‘s morale.

« Less Wastages

Untrained worker my waste more materials, damage machines and equipments

and may cause accidents. A trained worker will know the art of operating the machine
properly. He will also use the materials and other equipment in a systematic way
causing less wastage. The control of various wastes will substantially reduce the
manufacturing cost. The amount spend on training the workers will prove an asset to the
organizations.
« Reduce Turnover And Absenteeism

Labor turnover and absenteeism are mainly due to job dissatisfaction. When a
worker is properly trained he will take keen interest in his job and can derive satisfaction
from it. A satisfied person may not like to leave his job and try at a new place.

« Employee Development

Training also helps in the development of employees. It first helps in locating

talent in them and then developing it to the maximum. The adaptability of a worker will
help him in working on new and improved jobs. If a worker learns fast then be able to
develop his talent and improve his performance.

2.5. Needs of Training

To enable the new recruits to understand work:

A person who is taking up his job for the first time must become familiar with it. For
example, if a fresh graduate is appointed as a clerk in a bank, he must first of all gain
knowledge of work assigned to him.

To enable existing employees to update skill and knowledge.

Training is not something needed for the newly recruited staff alone. Even the existing
employees of a concern may require training. Such training enables them to update their
skill and knowledge.

To enable an employee who has been promoted to understand his

responsibilities.

Training is essential for an employee who has just been promoted to a higher level job.
With an evaluation in his position in the organization, his responsibilities are also going
to multiply.
 To enable an employee to become versatile.

Sometimes an employee may have to gain knowledge of several related jobs. It will not
be enough if he is only good in the work he does presently.

2.6. Purpose of training

One of the main purpose of training is to prevent industrial accidents. This is

done by creating safety consciousness among workers.

When the employees are trained it enables them to achieve the required level of
performance which in turns increases the productivity.

Training helps in increasing the knowledge and skills of employee

When the employees are trained it becomes easy for them to adapt themselves
according to the changes made in business.

Training reduces the cost of supervision. Trained employees needs less guidance
which in turns reduces the needs for supervision.

2.7. Importance of Training

Improvement in skill and knowledge:

Such training helps the employees to perform his job much better. This benefits the
enterprise as well.

Higher production and productivity:

If an enterprise has a team of well trained employees there will be rise in production as
well as increase in productivity. Productivity is the input- output ratio

Job satisfaction:

Trained employees will be able to make better use of the making of their skill. This
increases their level of self confidence and commitment to work. Such employees are
bound to have higher job satisfaction.

Better use of resources:

Trained employees will be able to make better use of materials and machines. This
reduces the rate of wastage and spoilage of materials and also breakage of tools and
machines

Reduction in accidents:

Trained employees are aware of safety precautions and so they are alert and cautious.
This is bound to bring down the number of accident in the works place.

Reduced supervision:

Well trained employees do not need much supervision. They can do their work without
having to approach their superior often for guidance.

Reduction in complaints:

‗Only bad workers blame their tools‘. An employee who has acquired the necessary skill
and job knowledge would certainly love his job.

Adaptability:

Trained workers have the capacity to adapt themselves to any kind of situation. They are
odd in crisis management too. This indeed is beneficial for the organization.

Scope for management by exception:

With trained workers working under them, it becomes easy for the managers to get
things done by delegating authority. This enables the managers to concentrate more on
important issues confronting the organization.

Stability:

―The employees of today are going to be the managers of tomorrow‖. The retirement of
key managers may not affect the stability of an organization if it has a team of trained,
efficient and committed employees who are ever ready to take over management.

2.8. Features of training

The features of good training programs are as follows:-

Clear purpose:

The objective of the programme should be clearly specified. The training should be
result oriented.

Training needs:

The training needs of employees should be clearly defined. The methods selected for
imparting training should be appropriate and effective.

Relevance:

The training programme and its contents must be relevant to the requirements of the job
for which it is intended.

Balance between theory and practice:

A good training programme should provide a balanced mix of theory and practice the
theoretical framework should be backed by practical application to provide all round
training
 Management support:

Top management must actively support the training programme so that the training
programme may help the employees to yield better results. Once the employees get the
support form management support the perform there job more effectively.

2.9. Steps involved in training:

Step1:

Define the chart part of the organization in which the work has to be done. It is to have a
focused approach of the study. It could either be a particular department, a section, a
unit, a specific group or a staff category.

Step2:

Use various data collection measures to collect both qualitative as well as quantitative
data.

Step3:

Analyze the entire data collected in order to find out causes of problem areas and
priorities areas, which need immediate attention.

Step4:

Priorities the different training programmes according to the responses collected.

Step5:

Record and file the entire data so that it can be used for future reference while designing
training programmes/ training calendar.
 2.10. Methods and Types of Training and their Advantages and
Disadvantages.

Following chart illustrates advantages and disadvantages for the different training
methods.

Training Method Type of Training Advantages Disadvantages

Instructor-Led
Classroom Revised easily Scheduling is difficult
Training

Developed quickly Travel costs

Differences from class

Face-to-face contact
to class

On-line Group Requires computer

No travel costs
Training equipment

No face-to-face
Developed quickly
contact

Supports large
Videoconferencing
groups and multiple High equipment costs
and Video/On-line
sites

Logistically
No travel costs
challenging
 Differences from
Effective knowledge
On-the Job Coaching instructor to instructor,
transfer
session to session.

Costly in terms of
Related to trainee's
instructor-to-trainee
job
ratio

Face-to-face contact

On-line Self- Consistent training High development

All On-line Training
Directed Training content costs

Convenient access to Lengthy development

training time

Trainee sets own Requires computer

pace equipment

Reuse does not

require trainer
participation

Limited bandwidth
Web-Based Training Easy to modify causes slow download
times.

Supports complex
CD-ROM/DVD Difficult to modify
multimedia
Off-line Self-
Printed Material Portable Less Interesting
Directed Training

Trainee sets own

Difficult to modify
pace

Developed quickly

Video DVD or Consistent training Requires playback

Audio CD content equipment

Can be costly to
Can share copies
develop

Trainee sets own

Difficult to modify
pace

Electronic Available when

Just-In-Time
Performance Support needed at trainee's Costly to develop
Training
System (EPSS) convenience

Related to trainee's Requires computer

job equipment

Requires training
Continuous Promotes employee resources that are
Improvement involvement readily available on a
continuous basis
 Promotes creative Differences from
solutions instructor to instructor

Computer-Mediated Accessible at the

Requires computer
Asynchronous trainee's
equipment
Collaboration convenience

Promotes creative Can require computer

solutions software

Promotes employee
involvement
2.11. Training Design
CHAPTER -3

COMPANY PROFILE
CHAPTER - 4

RESEARCH METHODOLOGY

Introduction

Research methodology is a way to systematically solve the research problem. It may be

understood as a science of studying how research is done scientifically. In it we study
the various steps that are generally adopted by a researcher in studying his research
problem along with the logic behind them.

Research methodology has many dimensions and research methods do constitute a part
of the research methodology. The scope of research methodology is wider than that of
research methods. Thus, when we talk of research methodology we not only talk of the
research methods but also consider the logic behind the methods we use in the context of
our research study and explain why we are using a particular method or technique and
why we are not using others so that research results are capable of being evaluated either
by the researcher himself or by others. Why a research study has been undertaken, how
the research problem has been defined, in what way and why the hypothesis has been
formulated, what data have been collected and what particular method has been adopted,
why particular technique of analyzing data has been used and a host of similar other
questions are usually answered when we talk of research methodology concerning a
research problem or study.
4.1. Topic of Study

This study focuses on the effectiveness of training and development processes in

Srivirad Systems and Services Pvt ltd. Training is the process of increasing the
knowledge and skills of the employee. A better knowledge about these things can
facilitate the trainer as well as the trainee in conducting and benefiting from the training.
But training being a very complex process makes it a bit difficult. So the best way to
achieve it is by studying and analyzing the feedback of employees as well as managers.
The project includes collecting information from staffs of Srivirad Systems and services,
analyzing it, interpreting it, and making observation and providing useful suggestions
from it.

This study helps to know the impact of training process on employees in the
organization. And also it enables to know the attitude of employees towards training,
satisfaction of employees, efficiency of training programs and trainers, and impact of
training on the productivity of the organization.

This study provides the management with information regarding the effectiveness of
their training process and the satisfaction level of their employees with which they can
understand the areas of strengths and weaknesses of their training program and their by
take necessary managerial decisions.

The study mainly deals with the efficiency of training processes which has to b
increased. The objective, relevancy of training, methods, materials, environment and
time duration of training, personal satisfaction of employees all affect the effectiveness
of training. The study tries to cover as many areas as possible in order to come with the
best and accurate conclusions. The feedbacks of the participants and trainers of training
process have contributed a lot to achieve this.
4.2. Sources of Data

Data refers to information or facts however it also includes descriptive facts, non
numerical information, qualitative and quantitative information

Data could be broadly classified as

Primary data

Secondary data

4.2.1. Primary data

Primary data is the data collected for the first time through field survey. It is collected
with a set of objectives to assess the current status of any variable studied. Primary data
reveals the cross-section picture of the object under scruting. Therefore primary data are
those collected by the investigator (or researcher) himself for the first time and thus they
are original in character.

Advantages of primary data

They are the first hand information.

The data collected are reliable as they are collected by te researcher for himself.

The primary data are useful for knowing opinion, qualities and attitudes of
respondents.

4.2.2. Secondary data

Secondary data refers to the information or facts already collected. It is collected with
objective of understanding the part status of any variable or the data collected and
reported by some source is accessed and used for the objective of a study. Normally in
research, the scholars collect published data analyze it in order to explain the
relationship between variables.

Advantages of secondary data

The information can be collected by incurring least cost.

The time required for obtaining the information is very less.

Most of the secondary data are those published by big institutions. So they
contain large quantity of information

4.2.1 Sources of information

Primary data

i. Questionnaire or schedule

ii. Observation

iii. Feedback form

iv. Interview

v. Projective techniques

vi. Content analysis

vii. Consumer panels

Secondary data

i. Book

ii. Periodicals or journals

iii. Research thesis and dissertations

iv. Footnotes
 v. Encyclopedias

vi. Statistical data sources

vii. Websites/blogs

4.3. Tools Used for Data Collection

Data collection tools are instruments used to collect information for performance
assessments, self-evaluations, and external evaluations. The data collection tools need to
be strong enough to support what the evaluations find during research. The researcher
has used the method of interview to collect the information in that organization and
other techniques like observation to collect primary data.

4.3.1. Questionnaire

The questionnaire contains two parts; Part A and Part B. Part A contains personal
questions. The question about name is avoided to get true answers from respondents.
The questions such as marital status, age, gender are asked because they have individual
influence on the study.

Part B contains 20 questions. All questions are provided with options and all of them
were given with checkbox such that the employees can easily record their response.

4.3.2. Observation technique

It is well known that observation is a method of collecting data with sensible

organs in understanding less explained or explained phenomena.

In this method researcher observes some of the data like utilization of resources,
level of performance of workers, idle time given for workers, training frequency etc.
4.4. Research design

A research design is the assignment of conditions for collection and analysis of

data in a manner that aims to combine relevance to the search purpose formidable
problem that follow the fact defining the research is the preparation in this study the
researcher has made use of the descriptive research design this is used to determine
some definitive purpose with the help of structured questionnaire to further primary
information to focus on the accurate description of the variable present in the problem

4.5. Sampling

Sampling is concerned with the selection of a subset of individuals from within a

population to estimate characteristics of the whole population.

Researchers rarely survey the entire population because the cost of a census is
too high. The three main advantages of sampling are that the cost is lower, data
collection is faster, and since the data set is smaller it is possible to ensure homogeneity
and to improve the accuracy and quality of the data. In the study researcher has used
probability sampling.

4.5.2. Sample size

The total number of population [employees] is 150. It would be time consuming

as well as difficult to interview all 150 employees. So he researcher has selected 30% of
population for sampling. The samples were selected using simple random sampling
techniques ie every individual in the total population had equal chances of being
selected.
4.6. Selection of Sample Respondents

4.6.1. Simple random sampling

A simple random sample is a subset of individuals (a sample) chosen from a

larger set (a population). Each individual is chosen randomly and entirely by chance,
such that each individual has the same probability of being chosen at any stage during
the sampling process, and each subset of k individuals has the same probability of being
chosen for the sample as any other subset of k individuals. This process and technique is
known as simple random sampling.

In our study the total population (employees who participated in training ) is 150. Every
employee of the population had equal chances of being selected among which 45 (30%)
employees were chosen to conduct the study.

4.7. Tools Used for Data Analysis

For this research researcher has used some of the tolls like probability, graphical
methods, pie charts, bar diagram etc for doing the data analysis.

4.7.1. Chi square

Pearson's chi-squared is used to assess two types of comparison: tests of goodness of

fit and tests of independence.

A test of goodness of fit establishes whether or not an observed frequency

distribution differs from a theoretical distribution.

A test of independence assesses whether paired observations on two variables,

expressed in a contingency table, are independent of each other—for example,
whether people from different regions differ in the frequency with which they
report that they support a political candidate.
 The first step in the chi-squared test is to calculate the chi-squared statistic. In order
to avoid ambiguity, the value of the test-statistic is denoted by Χ2 rather than χ2 (which
is either an uppercase chi instead of lowercase, or an upper case roman X); this also
serves as a reminder that the distribution of the test statistic is not exactly that of a chi-
squared random variable. However some authors do use the χ2 notation for the test
statistic. An exact test which does not rely on using the approximate χ2 distribution is
Fisher's exact test: this is substantially more accurate in evaluating the significance level
of the test, especially with small numbers of observations.

The chi-squared test statistic is calculated by finding the difference between each
observed and theoretical frequency for each possible outcome, squaring them, dividing
each by the theoretical frequency, and taking the sum of the results. A second important
part of determining the test statistic is to define the degrees of freedom of the test: this is
essentially the number of observed frequencies adjusted for the effect of using some of
those

4.7.1. MS excel

Microsoft Excel is a commercial spreadsheet application written and distributed

by Microsoft for Microsoft Windows and Mac OS X. The application was used to
organize and analyze the raw data collected from survey. Excel was also helpful in
making graphical representations of the organized data.

4.7.2. SPSS

SPSS is a computer program used for survey authoring and deployment (IBM
SPSS Data Collection), data mining (IBM SPSS Modeler), text analytics, statistical
analysis, and collaboration and deployment. The program was helpful in conducting the
chi square test..
4.8. Definition of Important Terms

4.8.1. Training

This term is often interpreted as the activity when an expert and learner work
together to effectively transfer information from the expert to the learner (to enhance a
learner's knowledge, attitudes or skills) so the learner can better perform a current task
or job. Here's another perspective.

4.8.2. Development

This term is often viewed as a broad, ongoing multi-faceted set of activities

(training activities among them) to bring someone or an organization up to another
threshold of performance. This development often includes a wide variety of methods,
e.g., orienting about a role, training in a wide variety of areas, ongoing training on the
job, coaching, mentoring and forms of self-development. Some view development as a
life-long goal and experience.

4.8.3. Information

At its most basic form, a piece of information about something is a "unit of

awareness" about that thing. (A field of philosophy, epistemology, includes analysis of
what is really information and what isn't. This field might visit the question: "If a tree
falls in the forest, does it make a sound?") Some people think that this awareness occurs
only in the brain and, therefore, usually comes from some form of thought. Other people
also accept information as a form of realization from other forms of inquiry, e.g.,
intuition.

4.8.4. Knowledge

Knowledge is gleaned by organizing information. Typically, information evolves

to knowledge by the learner's gaining context, perspective and scope about the
information.
4.8.5. Skills

Skills are applying knowledge in an effective and efficient manner to get

something done. One notices skills in an employee by their behaviors.

4.8.6. Task

A task is a typically defined as a unit of work, that is, a set of activities needed to
produce some result, e.g., vacuuming a carpet, writing a memo, sorting the mail, etc.
Complex positions in the organization may include a large number of tasks, which are
sometimes referred to as functions.

4.8.7. Job

A job is a collection of tasks and responsibilities that an employee is responsible

to conduct. Jobs have titles.

4.8.8. Role

A role is the set of responsibilities or expected results associated with a job. A

job usually includes several roles.

4.8.9. Learning

Typically, learning is viewed as enhancing one's knowledge, understanding or

skills. Some people see learning as enhancement to one's knowledge, awareness and
skills. Some professionals view learning as enhancing one's capacity to perform. Some
view learning as a way of being that includes strong value on receiving feedback and
increasing understanding.

It's important to note that learning is more than collecting information -- more
than collecting unreferenced books on a shelf. Depending on the needs of the learner,
knowledge is converted to skills, that is, the learner knows how to apply the knowledge
to get something done. Ideally, the skills are applied to the most appropriate tasks and
practices in the organization, thereby producing performance -- results needed by the
organization. Here's another perspective.
4.8.10. Continuous Learning

Simply put, continuous learning is the ability to learn to learn. Learning need not
be a linear event where a learner goes to a formal learning program, gains areas of
knowledge and skills about a process, and then the learning ceases. If the learner can
view life (including work) as a "learning program", then the learner can continue to learn
from almost everything in life. As a result, the learner continues to expand his or her
capacity for living, including working.

4.8.11. Education

This term seems to be the most general of the key terms in employee training.
Some professionals view education as accomplishing a personal context and
understanding of the world, so that one's life and work are substantially enhanced, e.g.,
"Go get an education." Others view the term as the learning required to accomplish a
new task or job. Here's another perspective.

4.9. Hypothesis

A hypothesis is a proposed explanation for a phenomenon. The term derives from the
Greek, ὑποτιθέναι – hypotithenai meaning "to put under" or "to suppose". For a
hypothesis to be put forward as a scientific hypothesis, the scientific method requires
that one can test it. Scientists generally base scientific hypotheses on previous
observations that cannot satisfactorily be explained with the available scientific theories.
Even though the words "hypothesis" and "theory" are often used synonymously, a
scientific hypothesis is not the same as a scientific theory. A working hypothesis is a
provisionally accepted hypothesis proposed for further research.
4.10. Period of the Study

This study was conducted in Srivirad Systems and Services with a period of 30
days.

 Initial five days were spent on data collection.

 Next 6 days were engaged with the employees to have a personal contact
with them.
 The next 15 days were used to help up in the HR department concerns
such as conducting meetings, applications arranging and informing
meeting etc.
 The last 5 days were used to circulate the questionnaire and collect reply
from employees.

4.11. Limitations of Study

Some difficulties were encountered while doing the project. The limitations were listed
below.

The employees of the Srivirad systems and services found it difficult to answer
questions properly due to their busy and heavy workload.

Some were reluctant to answer some question thinking that might affect their job
negatively.

The primary collection of data was time consuming, as the employees were busy.

Sample size was 20% of total population.

The total time allowed by company to do the project.

Being a very lengthy and complex process it is difficult to analyze the details of
training and process.

The working personals are not proffered to give complete information

CHAPTER – 5

DATA ANALYSIS AND INTERPRETATION

Introduction

Analysis and interpretation is the one of the important stage of a project. In this
stage the recorded responses are coded into symbols, for making counting, edited,
tabulated and represented in appropriate pictorial form.

The responses in the questionnaire have its own value in making a true
interpretation. There are 45 respondents for the study. The questions are created in a way
that the ambiguity is avoided. After preliminary scrutiny of the filled questionnaires, it is
noticed that all the respondents marked their responses to important questions which will
lead the study.

The responses of the questionnaires are tabulated and represented in percentages

to get a clear cut picture about the responses. It made the interpretation quite easier on
the basis of percentages chart is drawn. The selected pie chart was very useful for the
interpretation.

The interpretation for questions which seeks Yes or No answers was easy
because comparative majority can be identified by the percentage. Diagrammatic
representations are given for each question in order to make the finding s more clearly to
the reader. Along with simple bar diagrams and pie charts new 3D representation
methods are also used to make the presentation more interactive.

The questionnaire contains two parts. Part A is about personal data and Part B
about the necessary questions
Personal Data: Part A

Table 1.1

AGE OF RESPONDANTS

Age Group No. Of Respondents Percentage Of Respondents

18-23 15 33.33

24-28 18 40

29-33 9 20

34-39 3 6.67

total 45 100

Table 1[a] shows the age group of respondents and their respective percentage.

Table 1.2

GENDER OF RESPNDENTS

Gender No. Of Respondents Percentage Of Respondents

male 39 86.67

female 6 13.33

total 45 100
Table 1[b] shows the gender of respondents and the percentage of respondents in each
gender.

Table 1.3

MARITAL STATUS OF RESPONDANTS

status No. Of Respondents Percentage Of Respondents

single 30 66.67

married 15 33.33

total 45 100

Table 1[c] shows the marital status of the respondents and the percentage of
respondents in each group.

Table 1.4

EXPERIENCE OF RESPONDANTS IN SRIVIRAD SYSTEMS SERVICES

experience in years No. Of Respondents Percentage Of Respondents

0-3 33 73.33

4-6 9 20

7-9 3 6.67
total 45 100

Table 1[d] shows the experience of respondents in years in Srivirad systems and
services.

Part B

TABULATION OF RESPONSES OF EMPLOYEES

1. Opinion about the regular assessment of training needs at the company.

Table 2.0

Opinion No. Of Respondents Percentage Of

Respondents

Yes 32 72

No 13 29

Total 45 100
Inference

From the table 2.0, 71.11% of respondents agreed that training needs are
assessed regularly at Srivirad Systems and Services. While 28.8 percent respondents are
of the opinion that training needs aren‘t assessed properly.

Figure 1.0

1. Opinion about the regular assessment of training needs at the company

 120

100

80

60 Percentage Of Respondents

40

20

0
Yes No Total

2. Opinion about training process as a learning experience.

Table 3.0
 Opinion No. Of Respondents Percentage Of
Respondents

Very Good 5 11

Good 20 44

Satisfactory 13 29

Bad 5 11

Very Bad 2 4

Total 45 100

Inferences:

From table 3.0, we can see that 11% of respondents say that training process as a
learning experience is very good at Srivirad Systems and Services. While 44% are of the
opinion it is Good and 29 percent are just satisfied with the training process as far as the
learning experience is concerned. 11% percent rated training process as very bad and
just 4% stated training as very bad.

Figure 2.0

Opinion about the regular assessment of training needs at the company.

120

100

80

60

40
Percentage
Of
Responden
ts

20

0
Very Good Good Satisfactory Bad Very Bad Total

3. Opinion about the performance of trainer/guest faculty/instructor.

Table 4.0

Opinion No. Of Respondents Percentage Of

Respondents

Very Good 5 11

Good 21 47

Satisfactory 12 27

Bad 5 11

Very Bad 2 4

Total 45 100

Inference:

From the table 4.0, we can see that 11% percent of the respondents are of the
opinion that performance of trainer/guest faculty/instructor is very good. 47% said its
good and 27% find the performance of trainer satisfactory. And 11% voted it as bad and
45 voted it as very bad.Figure 3.0
Figure 3.0

Opinion about the performance of trainer/guest faculty/instructor.

120

100

80

60

40

Percentage Of
Respondents

20

0
Very Good Good Satisfactory Bad Very Bad Total
 4. Achievement of learning objective from training program.

Table 5.0

Opinion No. Of Respondents Percentage Of

Respondents

Yes 31 69

Partially 8 18

No 1 2

Can't say 5 11

Total 45 100

Inference:

69% percent of the respondents claim that they have achieved the learning
objective from the training program. 18% respondents were of the opinion that they
achieved the learning objective partially. 2% percent couldn‘t achieve the training
objective and 13 percent of respondents refused to answer.
Figure 3.0

Achievement of learning objective from training program

120

100

80

60

Percentage
Of
Respondents
40

20

0
Yes Partially No Can't say Total
 5. Relevancy of training program with the job

Table 6.0

Answer No. Of Respondents Percentage Of

Respondents

Very Good 5 11

Good 29 64

Satisfactory 8 18

Bad 3 7

Very Bad 0 0

Total 45 100

Inference:

From table 6.0 and figure 5.0 we can observe that 11percent of respondents
reveal that the training provided is very much relevant to the job while majority ie 64%
revealed that it is good and 18 percent revealed that its satisfactory. And 7% voted it as
irrelevant. The above diagram shows the opinion of employees about the relevancy of
training process to the job.
Figure 5.0

Relevancy of training program with the job

 120

100

80

60

40

20

0
Very Good Good Satisfactory Bad Total

6. There is well designed and widely shared training policy in the company

Table 7.0
 Opinion No. Of Respondents Percentage Of
Respondents

Very Good 6 13

Good 12 27

Satisfactory 20 44

Bad 5 11

Very Bad 2 4

Total 45 100

Inference:

From table 7.0 and figure 6.0 we can see that 13% percent of the respondents
reveal that the company‘s training policy is designed very good. 27% said its good and
44% said its satisfactory. 11% percent rated it as bad and Rest 4% reveal that they are
very dissatisfied with company‘s training policy.

Figure 6.0
 There is well designed and widely shared training policy in the company

Very Bad

Bad
Very Good

Good

Satisfactory

7. Opinion about the content and methodology used in the training program.
Table 8.0

Answer No. Of Respondents Percentage Of

Respondents

Very Good 3 7

Good 20 44

Satisfactory 15 33

Bad 5 11

Very Bad 2 4

Total 45 100

Inference:

7 percent of the respondents revealed that the content and methodology used in
the training program is very good. 44 percent were of the opinion that it was good. 33
percent responded that training methodology and content was satisfactory. 11% said its
bad and 4% said its really very bad.
Figure 7.0

Opinion about the content and methodology used in the training program

Very Bad Very Good

Bad

Good
Satisfactory
 8. Usefulness of training materials.

Table 9.0

Opinion No. Of Respondents Percentage Of

Respondents

Very Good 6 13.

Good 21 47

Satisfactory 15 33

Bad 3 7

Very Bad 0 0

Total 45 100

Inference:

From table 9.0 and figure 8.0 we can see that 13 percent of the respondents
revealed that training materials were really useful, 47% stated it as good and 33 percent
respondents found training material satisfactory. Only 6 percent respondents declared
training materials to be bad.
Figure 8.0

Opinion about Usefulness of training materials.

Bad , 3

Very Good, 6

Satisfactory, 15

Good , 21
 9. Opinion about the use of audio-visual aids

Table 10.0

Opinion No. Of Respondents Percentage Of

Respondents

Very Good 3 7

Good 6 13

Satisfactory 24 53

Bad 12 27

Very Bad 0 0

Total 45 100

Inference:

From the above table 10.0 and figure 9.0 we can observe that 53% of respondent
are satisfied with the use of audio-visual aids. 13% were stated the use of audio-visual
aids to be good and 7% percent declared it very good. 27 percent of respondents
declared the use of audio-visual aids to be bad.
Figure 9.0

Opinion about the use of audio-visual aids

Very Good
7%

Bad Good
27% 13%

Satisfactory
53%
 10.Opinion about the practical sessions in the training program.

Table 11.0

Answer No. Of Respondents Percentage Of

Respondents

Very Good 4 9

Good 10 22

Satisfactory 28 62

Bad 2 4

Very Bad 1 2

Total 42 100

Inference:

From the above give table 11.0 and figure 10.0 we can observe that 9% and 22%
respondents responded that practical sessions are very good and good respectively. 62%
of respondent are satisfied with the practical sessions conducted in the training process.
4% and 2% respondents stated practical sessions of training process at Srivirad systems
and services is bad and very bad respectively.
Figure 10.0

Opinion about the practical sessions in the training program.

Very Bad

Bad
Very Good

Good

Satisfactory
 11.Opinion about the working environment

Table 12.0

Opinion No. Of Respondents Percentage Of

Respondents

Strongly satisfied 3 6

Satisfied 24 54

Dissatisfied 18 40

Strongly dissatisfied 0 0

Total 45 100

Inference:

From the above table 12.0 and figure 11.0 we can observe that 54% respondents
are satisfied about the working environment provided with training and 6% were
strongly satisfied. We can also observe that 40 percent of respondents are dissatisfied
about the working environment. None were strongly dissatisfied about the working
environment of training process conducted at Srivirad systems and services
Figure 12.0

Opinion about the working environment

100

90

80

70

60

50

40

30

20

10

0
Strongly satisfied Satisfied Dissatisfied Total
.

12. Opinion about the time duration given for the training period.

Table 13.0

Opinion No. Of Respondents Percentage Of

Respondents

Sufficient 12 27

Good 24 53

Fair 8 18

Poor 1 2

Very poor 0 0

Total 45 100

Inference:

The above table 13.0 and figure 12.0 clearly shows that 26.67 percent of
respondents are satisfied with the time given for training. While 53.3% respondents
explained the time allotment as good. 17.77% found the time allotment to be fair and
2.22% respondent revealed that they aren‘t satisfied with the time given for training and
voted bad.
Figure 12.0

Opinion about the time duration given for the training period.
 100

90

80

70

60

50

40

30

20

10

0
Sufficient Good Fair Poor Total

13. Opinion about the preferences given to the participants’ suggestions.

Table 14.0
 Answer No. Of Respondents Percentage Of
Respondents

Excellent 6 13

Good 22 48

Fair 11 24

Poor 3 7

Very Poor 3 7

Total 45 100

Inference:

The above table 14.0 and figure 13.0 shows that 13% respondents said that the
participants suggestions are really taken into account. 48% respondents found that
preferences given to participants suggestion to be good, 24% opinioned it to be fair
[average] but 7% declared the acceptance of participant‘s suggestion as poor another 7%
said its very poor.

Figure 13.0

Opinion about the preferences given to the participants’ suggestions.

100

90

80

70

60

50

40
Percentage Of
Respondents
30

20

10

0
Excellent Good Fair Poor Very Poor Total

14. Opinion about the motivation given to the participants.

Table 15.0

Answer No. Of Respondents Percentage Of

Respondents

Strongly agree 1 2

Somewhat agree 24 52

Disagree 18 40

Strongly disagree 3 6

Total 45 100

Inference:

From the table 15.0 and figure 14.0 we can observe that 53.33 percent
respondents somewhat agree they have given with motivation to participate in the
training process. 40% respondents disagreed with this and 6.67 % respondents strongly
disagreed.
Figure 14.0

Opinion about the motivation given to the participants.

100

90

80

70

60

100
50

40

30
52

40
20

10
6
2
0
Strongly agree Somewhat Disagree Strongly Total
agree disagrree

Percentage Of Respondents
 15.Are employees permitted times off from work to attend training

Table 16.0

Answer No. Of Respondents Percentage Of

Respondents

Yes, with 0 0
pay

Yes, without 0 0
pay

No 27 60

No, such 18 40
thing

Total 45 100

Inference:

We can observe that, from table 16.0 and figure 15.0 , 60 percent of respondents
answered no when asked if they are permitted time offs from work to attend training.
And 40% respondents said they aren‘t aware of any such thing.
Figure 15.0

Are employees permitted times off from work to attend training?

100

90

80

70

60

50

40

30

20

10

0
1 2 3
 16.Does training process affect normal working hours?

Table 17.0

Opinion No. Of Respondents Percentage Of

Respondents

Yes 9 20

No 30 66

Can't say 6 14

Total 45 100

Inference:

From table 17.0 and figure 16.0 we can see that 20%,ie majority, of respondents
are of the opinion that training process affect the normal working hours of Srivirad
systems and services. 66% respondents don‘t think working hours are affected. And
14% respondents refused to answer.
Figure 16.0

Does training process affect normal working hours?

100

90

80

70

60

50

40

30

20

10

0
Yes No Can't say Total

Percentage Of Respondents

17. Do you think employees apply the new concepts taught at the training
program in their job?
Table 18.0

Opinion No. Of Respondents Percentage Of

Respondents

Yes 9 20

Somewhat 24 53

No 0 0

Can't say 12 27

Total 45 100

Inference:

From table 18.0 and figure 17.0 we can observe that 53% respondents think
employees somewhat apply their newly learned skills. While 20 % respondents
confidently stated employees apply their new skills. 27% respondents choose not to say.

Figure 17.0
Do you think employees apply the new concepts taught at the training program in
their job?

100

90

80

70

60

50
Series1

40

30

20

10

0
Yes Somewhat Can't say Total

18. Opinion about overall quality of the training program

Table 19.0

Answer No. Of Respondents Percentage Of Respondents

Very Good 14 31

Good 23 52

Poor 7 15

Very Poor 1 2

Total 45 100

Inference:

From table 19.0 and figure 18.0 we can observe that 31% employees said the
quality of training program is very good and 52% said its good. 15 and 2 percent
respondents rated quality as poor and very poor respectively.

Figure 18.0
Opinion about overall quality of the training program

100

90

80

70

60

50

40

30

20

10

0
Very Good Good Poor Very Poor Total

Percentage Of Respondents
 19. Have your personal goals been benefiting out of training?

Table 20.0

Opinion No. Of Respondents Percentage Of Respondents

Yes 1 2

Somewhat 9 20

No 11 25

Can't say 24 53

Total 45 100

Inference:

25% respondents said no when asked if their personal goals have been benefiting
out of company training. 20% said they somewhat achieve their personal goals through
training. 2% percent said they certainly benefit from training. And 53% choose not to
answer.
Figure 19.0

Have your personal goals been benefiting out of training?

100

90

80

70

60

50

40

30

20

10

0
Yes Somewhat No Can't say Total

Percentage Of Respondents
 20. Opinion about the satisfaction of the training program conducted as per the
schedule.

Table 21.0

Opinion No. Of Respondents Percentage Of

Respondents

Strongly satisfied 15 33

satisfied 19 42

Dissatisfied 7 16

Strongly Dissatisfied 4 9

Total 45 100

Inference:

From the table 21.0 and figure 20.0 we can see that 33% respondents are strongly
satisfied with the training program conducted as per the schedule. 42% respondents are
satisfied. 16% respondents are dissatisfied with the training program while 9%
respondents are strongly dissatisfied.
Figure 20.0

Opinion about the satisfaction of the training program conducted as per the
schedule.
 120

100

80

60

40

20

0
Strongly satisfied satisfied Dissatisfied Strongly Total
Dissatisfiedee

CHI SQUARE

Aim:

To find out whether there is an association between quality of the training program
conducted and satisfaction of the training program conducted.
Null hypothesis: [H0]

There is no significant indifference between quality of the training program conducted

and satisfaction of the training program conducted.

Alternative hypothesis: [H1]

There is an indifference between quality of the training program conducted and

satisfaction of the training program conducted.

OBSERVED FREQUENCY

Question Quality of the training provided

Option Very Good Poor Very Total

Good poor
Satisfaction Strongly
of the satisfied 5 8 2 0 15
training Satisfied
8 12 2 0 22
provided
Dissatisfied
1 3 2 1 7
Strongly
dissatisfied 0 0 1 0 1
Total 14 23 7 1 45

E=
EXPECTED FREQUENCY

Question Quality of the training provided

Option Very Good Poor Very poor Total

Good
Satisfaction Strongly
Of satisfied 4.67 7.66 2.33 0.33 15
the training Satisfied
6.84 11.24 3.42 0.048 22
provided
Dissatisfied
2.17 3.57 1.08 0.156 7
Strongly
dissatisfied 0.311 0.511 0.15 0.022 1
Total
14 23 7 1 45

O E O-E [O-E]^2 [[O-E]^2]/E

5 4.67 0.33 0.1089 0.023319
8 6.84 1.16 1.3456 0.196725
1 2.17 -1.17 1.3689 0.630829
0 0.311 -0.311 0.096721 0.311
8 7.66 0.34 0.1156 0.015091
12 11.24 0.76 0.5776 0.051388
3 3.57 -0.57 0.3249 0.091008
0 0.511 -0.511 0.261121 0.511
2 2.33 -0.33 0.1089 0.046738
2 3.42 -1.42 2.0164 0.589591
2 1.08 0.92 0.8464 0.783704
1 0.15 0.85 0.7225 4.816667
0 0.33 -0.33 0.1089 0.33
0 0.048 -0.048 0.002304 0.048
1 0.156 0.844 0.712336 4.566256
0 0.022 -0.022 0.000484 0.022
TOTAL 13.03332

Calculated Value of X2 = 13.03

DF= [r-1]*[c-1] where r: Number of rows

c :Number of columns

= [4-1]*[4-1]

= 3*3

=9

Table value of x2 for dof =16.91 @ 5% level of significance

RESULT:
 Calculated Value of x2 is less than table value of x2. Hence null hypothesis is
accepted.

INFERENCE:

The calculated value is 13.27 is lesser than tabulated value is 16.91. There for.
we Accept null hypothesis and alternative hypothesis is rejected and therefore there is a
significance relation between the quality of the training program conducted and
satisfaction of participants.
CHAPTER 6

SUMMARY AND FINDINGS

6.1. Observations and Findings

Though by and large, substantial number of employees are content with the way the
training is conducted, still there is a scope to analyze at micro level whether the
negatives respondents were either non attentive confronted confused or otherwise. Based
up on the data there is a scope to take corrective action.

 Majority of the employees who have attended the training program were well
educated. Their level of education was from diploma holders to engineering
graduates

 Majority of the employees stated that they were informed about the purpose of
training, its intended results and significance of training. This reflects that the
management was keenly interested in achieving the objective for which the
training programs were conducted.

 As far as the infrastructure facilities are concerned, majority of employees have

stated that the learning atmosphere was quite all right and the facilities provided
during the process of training were adequate and conductive to learning.

 Majority of the employees have expresses satisfactory opinion about the training
faculty and their ability to train but a few numbers of the respondents were
neither satisfied with the way in which the training programs were conducted by
the trainer /faculty.

 With regards to the enhancement of skills and knowledge of the employee who
have attended the training program, eighty percent of them have cited there was
an enhancement in their knowledge and skills compared to the other employees
who have not attended the training program. The skill and knowledge learned
through training were helpful to them in exercising on the job.
  Only a few members of the respondents have the opinion of significance of
training in developing the personality of the individual. This shows that the
training programs conducted were related only with their job but not concerned
with the personal development of the employees.

 Te training expectations of the respondents were found to be moderate. It could

be observed from these facts that the employee‘s expectations were not
completely fulfilled trough training

6.2. Suggestions

 In today‘s competitive world attitude is the factor which is the dividing line
between failure and success. Thus recruitment of the employees must be made
not only on skills and attitude but also the attitude of the employee. If an
employee has a positive attitude then training for him can be more effective, he
has a positive effect on the climate.

 The training needs should be assessed regularly by observing the performance of

employees and also from feedback.

 The training records must be maintained, preserved properly and updated timely.

 Proper care should be taken while selecting the trainers.

 Trainers must be given continuous feedback and the training should be

performed as a continuous planned activity.

 New and different trainers should be invited so that the maximum impact can be
got from the training programmes.

 Co –ordination and interaction of the employees of all levels must be encouraged

to locate new talents among employees. Individual care should be given as much
as possible in case of practical sessions
  Try to consider the personal goals of participants also when designing the
training module. By which the interest and satisfaction of participants can be
increased.

 Try to use more visual and audio aids to make trainings more interactive and
active.

6.3. Conclusions

Analysis of all the facts & figures, the observations and the experience during the
training period gives a very positive conclusion/ impression regarding the training
imparted by the Srivirad Systems and Services trainers. The Srivirad Systems and
Services is performing its role up to the mark and the trainees enjoy the training
imparted especially the practical sessions and simulations.

The training imparted meets the objectives like:

o Effectiveness of the training and its resultant in the performance of the

employees.

o Assists the employees to acquire skills, knowledge and attitude and also enhance
the same.

o Helps to motivate employees and helps in avoiding mistakes.

It becomes quite clear that there is no other alternative or short cut to the development of
human resources. Training when used in a planned and purposeful manner can be an
extremely effective management tool as they increase the knowledge and skills of
workers and thereby increasing the productivity and wealth of the organization.