“A STUDY ON TRAINING AND DEVELOPMENT AT

SRI RAMAKRISHNA MISSION MATRICULATION HIGHER

SECONDARY SCHOOL”
PROJECT REPORT
A Report submitted in partial fulfillment of the Requirement for the Degree of
Master of Business Administration of Pondicherry University
Submitted By

Mr. M.THAMIZH INBARAJ

Enrolment Number: 0219390954

M.B.A (HUMAN RESOURCE MANAGEMENT)

Dr. JACOB DAVIAS,

Department,
Loyola College,
Chennai-600 034

DIRECTORATE OF DISTANCE EDUCATION

PONDICHERRY UNIVERSITY
PUDUCHERRY- 605 014
 CERTIFICATE OF GUIDE

This is to certify that the project work titled “A STUDY ON TRAINING AND
DEVELOPMENT AT SRI RAMAKRISHNA MISSION MATRICULATION
HIGHER SECONDARY SCHOOL” is a bonafide work of Mr. M. THAMIZH
INBARAJ Enrolment No 0219390954 Carried out in partial fulfilment of the
Requirement for the award of degree of MBA (HUMAN RESOURCE
MANAGEMENT) of Pondicherry university under my guidance This Project
work is original and not submitted earlier for the award of any
degree/diploma/associate ship of any other university/institution.

Place: Guide
Date: (Signature with seal)
 DECLARATION

I Mr. M.THAMIZH INBARAJ hereby declare that the Project work titled “A
STUDY ON TRAINING AND DEVELOPMENT AT SRI RAMAKRISHNA
MISSION MATRICULATION HIGHER SECONDARY SCHOOL “is the
original work done by me and submitted to the Pondicherry University in Partial
fulfillment of the Requirement for the award of degree of Master of Business
Administration in Human Resource Management. This is a record of original
work done by me and under the supervision of Dr. Jacob Davias
Loyola College,

Enrolment no: 0219390954

Date : signature of the student

ACKNOWLEDGEMENT
 First I thank and praise the Pondicherry University for given me the
opportunity to pursue M.B.A course.

I thank the DIRECTOR Of Management Studies Distance Education

Pondicherry University. I must express my thanks to the Coordinator.

I thank this opportunity to express my deep source of gratitude to my project guide

Dr. Jacob Davias, and Loyola College for his valuable guidance and timely help
throughout this project work. His continuous support, encouragement and
scholarly suggestions have greatly helped me in completing this project work.
Without his painstaking effort and constant help and support, it would have
become a difficult task of me to complete this project work.

I sincerely thanks for providing me an opportunity to undertake this project in the

organization.
 EXECUTIVE SUMMARY
HRM is the term increasingly used to refer the philosophy, policies, procedures and
practices relating to the management of people with the organization. Since every organization is
made up of people, acquiring their services, developing their skills, motivating them to higher
levels of performance, and ensuring that they continue to maintain the commitment to the
organization are essential in achieving in organizational objectives.
Training is the vital input for imparting knowledge, improving skills and reorienting
attitude for individual growth and organization effectives. In today’s complex work situations,
training has come to be recognized as an integral part of organization development. It is a
planned, systematic and proactive continuous process and not a onetime arbitrary effort.
Successful candidates placed on the jobs need training to perform their duties effectively.
Workers must be trained to operate machines, reduce scrap and avoid accidents.
It is not only the workers who need training supervisors, managers and executives also
need to be trained in order to enable them to grow and acquire maturity of thought and action.
Thus, training and development constitute an on - going process in every organization.
The study was carried out, to understand the Training and Development activities
programmer in the company. The research was done by means of questionnaire. The collected
data were quantified, tabulated and necessary interpretation inferences were givens.
The main outcome of this study reveals, that Training & Development Activities was
found quite Good. However, if the organization should concentrate on new technological training
programmer, the output of the worker performance will be increase.
 TABLE OF CONTENTS
CHAPTER PARTICULAR PAGE
NO
LIST OF TABLES

LIST OF CHARTS

I INTRODUCTION

1.1 MEANING

1.2 TYPES OF TRAINING

1.3 CONCLUSION

1.4 OBJECTIVES OF THE STUDY

1.5 NEED OF THE STUDY

1.6 SCOPE OF THE STUDY

1.7 LIMITATIONS OF THE STUDY

1.8 SAMPLING TECHNIQYE

1.9 TYPES OF DATA COLLECTION

1.10 REVIEW LITERATURE

II INDUSTRY PROFILE

2.1 INTRODUCTION

2.2 BHAGAVAN SRI RAMAKRISHNA

2.3 THE HOLY MOTHER- SRI SARADHA DEVI

2.4 SWAMI VIVEKANANDHA

III DATA ANALYSIS AND INTREPETAION

3.1 TOOLS USED FOR STATISTICAL ANALYSIS

IV ANALYSIS RELATING TO OBJECT

 4.1 CHI – SQUARE TEST

V FINDINGS, RECOMMONDATIONS & CONCLUSION

5.1 FINDINGS

5.2 RECOMMONDATIONS

5.3 CONCLUSIONS

BIBILOGRAPHY

ANNEXURE

LIST OF TABLES

SERIAL PARTICULARS PAGE

N.O NO.
1 GENDER

2 TRANING AS A PART OF ORGANISATION

STRATEGY

3 FOR WHOM THE TRAINING IS GIVEN

4 BARRIERS TO TRAINING AND

DEVELOPMENT

5 MODES OF TRAINING

6 EFFECTIVESNESS OF THE TRAINING &

DEVELOPMENT SESSION

7 IMPLEMENTATION OF THE TRAINING

PROCESS

8 ENVIRONMENT OF TRAINING SESSION

9 GENERAL COMPLEMENT ABOUT TRAINING

SESSION

10 EXPERIENCE OF THE TEACHER

 LIST OF CHARTS

SERIAL PARTICULARS PAGE

N.O NO.

1 GENDER

2 TRANING AS A PART OF ORGANISATION

STRATEGY

3 FOR WHOM THE TRAINING IS GIVEN

4 BARRIERS TO TRAINING AND

DEVELOPMENT

5 MODES OF TRAINING

6 EFFECTIVESNESS OF THE TRAINING &

DEVELOPMENT SESSION

7 IMPLEMENTATION OF THE TRAINING

PROCESS

8 ENVIRONMENT OF TRAINING SESSION

GENERAL COMPLEMENT ABOUT TRAINING

9
SESSION

10 EXPERIENCE OF THE TEACHER

CHAPTER -1
INTRODUCTION
 INTRODUCTION

1.1 Meaning :

Training and development involves improving the effectiveness of organizations and the
individuals and teams within them. Training may be viewed as related to immediate changes in
organizational effectiveness via organized instruction, while development is related to the
progress of longer-term organizational and employee goals. While training and development
technically have differing definitions, the two are oftentimes used interchangeably and/or
together. Training and development has historically been a topic within applied psychology but
has within the last two decades become closely associated with human resources management,
human resources development, instructional design, human factors, and knowledge management.

1.2 TYPES OF TRAINING.

Many methods of training are available- each has certain advantages and disadvantages. Here we
list the different methods of training...you can comment on the pros and cons and make the
examples concrete by imagining how they could be applied in training truck drivers.

1. Technology-Based Learning

Common methods of learning via technology include:

 Basic PC-based programs

 Interactive multimedia - using a PC-based CD-ROM
 Interactive video - using a computer in conjunction with a VCR
 Web-based training programs

The forms of training with technology are almost unlimited. A trainer also gets more of the
learner’s involvement than in any other environment and trainees have the benefit of learning at
their own pace.

Example: In the trucking industry one can imagine interactive multimedia training on tractor-
trailers followed by a proficiency test to see how well the employee knows the truck.
2. Simulators

Simulators are used to imitate real work experiences.

Most simulators are very expensive but for certain jobs, like learning to fly a 747, they are
indispensable. Astronauts also train extensively using simulators to imitate the challenges and
micro-gravity experienced on a space mission. The military also uses video games (similar to the
"shoot-em-up" ones your 14-year old plays) to train soldiers.

Example: Truck drivers could use simulators to practice responding to dangerous driving
situations.

3. On-The-Job Training

Jumping right into work from day one can sometimes be the most effective type of training.

Here are a few examples of on-the-job training:

 Read the manual - a rather boring, but thorough way of gaining knowledge of about a
task.
 A combination of observation, explanation and practice.
 Trainers go through the job description to explain duties and answer questions.
 Use the intranet so trainees can post questions concerning their jobs and experts within
the company can answer them.

On-the-job training gives employees motivation to start the job. Some reports indicate that
people learn more efficiently if they learn hands-on, rather than listening to an instructor.
However, this method might not be for everyone, as it could be very stressful.

Example: New trucking employees could ride with experienced drivers. They could ask
questions about truck weigh stations, proper highway speeds, picking up hitchhikers, or any
other issues that may arise.

4. Coaching/Mentoring

Coaching/mentoring gives employees a chance to receive training one-on-one from an

experienced professional. This usually takes place after another more formal process has taken
place to expand on what trainees have already learned.
Here are three examples of coaching/mentoring:

 Hire professional coaches for managers.

 Set up a formal mentoring program between senior and junior managers
 Implement less formal coaching/mentoring to encourage the more experienced
employees to coach the less experienced.
 Coaching/mentoring gives trainees the chance to ask questions and receive thorough and
honest answers - something they might not receive in a classroom with a group of people.

Example: Again, truck drivers could gain valuable knowledge from more experienced drivers
using this method.

5. Lectures

Lectures usually take place in a classroom-format.

It seems the only advantage to a lecture is the ability to get a huge amount of information to a lot
of people in a short amount of time. It has been said to be the least effective of all training
methods. In many cases, lectures contain no form of interaction from the trainer to the trainee
and can be quite boring. Studies show that people only retain 20 percent of what they are taught
in a lecture.

Example: Truck drivers could receive lectures on issues such as company policies and safety.

6. Group Discussions & Tutorials

These most likely take place in a classroom where a group of people discuss issues.

For example, if an unfamiliar program is to be implemented, a group discussion on the new

program would allow employees to ask questions and provide ideas on how the program would
work best.

A better form of training than lectures, it allows all trainees to discuss issues concerning the new
program. It also enables every attendee to voice different ideas and bounce them off one another.

Example: Truck drivers could have group discussions and tutorials on safety issues they face on
the road. This is a good way to gain feedback and suggestions from other drivers.
7. Role Playing

Role playing allows employees to act out issues that could occur in the workplace. Key skills
often touched upon are negotiating and teamwork.

A role play could take place between two people simulating an issue that could arise in the
workplace. This could occur with a group of people split into pairs, or whereby two people role
play in front of the classroom.

Role playing can be effective in connecting theory and practice, but may not be popular with
people who don´t feel comfortable performing in front of a group of people.

Example: Truck drivers could role play an issue such as a large line-up of trucks is found at the
weighing station and one driver tells another that he might as well go ahead and skip the whole
thing. Or role play a driver who gets pulled over by a police officer and doesn´t agree with the
speeding charge.

8. Management Games

Management games simulate real-life issues faced in the workplace. They attract all types of
trainees including active, practical and reflective employees.

Some examples of management games could include:

 Computer simulations of business situations that managers ´play´.

 Board games that simulate a business situation.
 Games surrounding thought and creativity - to help managers find creative ways to solve
problems in the workplace, or to implement innovative ideas.
 Example: In a trucking business, managers could create games that teach truckers the
impact of late deliveries, poor customer service or unsafe driving.

9. Outdoor Training

A nice break from regular classroom or computer-based training, the usual purpose of outdoor
training is to develop teamwork skills.
Some examples include:

 Wilderness or adventure training - participants live outdoors and engage in activities like
whitewater rafting, sailing, and mountain climbing.
 Low-impact programming - equipment can include simple props or a permanently
installed "low ropes" course.
 High-impact programming - Could include navigating a 40-foot "high ropes" course, rock
climbing, or rappelling.
 Outgoing and active participants may get the most out of this form of training. One risk
trainers might encounter is distraction, or people who don´t like outdoor activities.

Example: As truck drivers are often on the road alone, they could participate in a nature-training
course along with depot personnel to build esprit de corps.

10. Films & Videos

Films and videos can be used on their own or in conjunction with other training methods.

To be truly effective, training films and videos should be geared towards a specific objective.
Only if they are produced effectively, will they keep the trainees attention. They are also
effective in stimulating discussion on specific issues after the film or video is finished.

Films and videos are good training tools, but have some of the same disadvantages as a lecture -
i.e., no interaction from the trainees.

A few risks to think about - showing a film or video from an outside source may not touch on
issues directly affecting a specific company. Trainees may find the information very interesting
but irrelevant to their position in the company.

Some trainers like to show videos as a break from another training method, i.e. as a break from a
lecture instead of a coffee break.

This is not a good idea for two reasons. One: after a long lecture, trainees will usually want a
break from any training material, so a training film wouldn´t be too popular. Two: using films
and videos solely for the purpose of a break could get expensive.

Example: Videos for truckers could show the proper way to interact with customers or illustrate
preventive maintenance techniques.
11. Case Studies

Case studies provide trainees with a chance to analyze and discuss real workplace issues. They
develop analytical and problem-solving skills, and provide practical illustrations of principle or
theory. They can also build a strong sense of teamwork as teams struggle together to make sense
of a case.

All types of issues could be covered - i.e. how to handle a new product launch.

Example: Truck drivers could use case studies to learn what issues have been faced in the
trucking industry in the past and what they could do if a similar situation were to occur.

12. Planned Reading

Basically planned reading is pre-stage preparation to more formal methods of training. Some
trainees need to grasp specific issues before heading into the classroom or the team-building
session.

Planned reading will provide employees with a better idea of what the issues are, giving them a
chance to think of any questions beforehand.

Example: Here we may be stretching if we think that truckers are going to read through a lot of
material the training department sends them.

1.3 Conclusion

Many avenues exist to train employees. The key is to match the training method to the situation.
Assess each training method implemented in the organization and get feedback from trainees to
see if they learned anything. Then take the results from the most popular and most effective
methods to design a specific training program.
1.4 OBJECTIVES OF THE STUDY

 To study the effectiveness Training and Development at Ramakrishna Mission

Matriculation Higher Secondary School..

 To identify processing problems if any with the existing Training and Development

process and make suggestions. Ref – CHI SQUARE TEST

1.5 NEED OF THE STUDY

 To find the need of the teachers working in the school and to help them to improve their skills.

 To help to understand the teacher’s mentality towards their students.

 To help them to build a good relationship between the students and teachers.

1.6 SCOPE OF THE STUDY

The main scope of the study is to how the teachers help themselves to come up with new ideas to
teach their students and make them understand each and every student’s character and help them to come
up in their life.

1.7 LIMITATIONS OF THE STUDY

The limitations of the study are there are less number of respondents which makes the
research somewhat small and this may also affect the researcher to conclude the

Research Design

Research Design is the arrangement of conditions for collection and analysis of data in a
manner that aims to combine relevance to the research purpose with economy in procedure. The
design includes an outline of what the researcher will do from writing the hypothesis and its
operational implications to the final analysis of data.
 For the Research design, the researcher selected the descriptive design for the study.
Descriptive research studies are those studies, which are concerned with describing the
characteristics of a particular individual, or of a group.

1.8 Sampling Technique

The researcher chose non-probability sampling method for data collection. Non-probability
sampling is that sampling procedure which does not afford any basis for estimating the probability
that each item in the population has of being included in the sample. Census method was selected
for collecting the data.

Sample Size

The study sample constitutes 30 respondents constituting in the research area.

1.9 Types of Data Collection

Primary Data

The data was collected from the teachers by Interview schedule. The Schedule consists of a
number of questions printed in a definite order on a form. The researcher explained these
questions to the respondents and recorded their replies in the schedule.

Secondary data
Secondary Data means the data that are already available. These are the data, which have
already been collected and analyzed by researchers. The researcher collected the data from
various books, journals, websites..
Secondary Source of data for the project work is informed by way of referring following sources:

 Records of the organization

 Manuals of the organization
 Internet

Statistical tools

Statistical tool used for this analysis are:

➢ Percentage analysis
➢ Chi – square test

➢ 1.10 REVIEW OF LITERATURE:

➢ Kuldeep Singh (2000) has selected 84 organization from business representing the
major domestic industries questionnaire has developed by Huselid(1993) are used
to study training. The objectives of the study are to examine the relationship
between training and organizational performance which shows that Indian
organizations are still not convinced of the fact that investments in human
resources can result in higher performance.
➢
➢ Alphonsa V.K. (2000) has conducted training climate survey in a large private
hospital in Hyderabad. 50 supervisors from different departments of the hospitals
randomly selected for the study. The researcher used training – climate survey
questionnaire (Rao-1989). “The analysis of training climate as perceived by the
supervisors” Covered various aspects such as corporate philosophy policies
superior, subordinate relationships, valued performance features and behaviours,
interpersonal and grouprelationship.
➢
➢ The results showed that reasonably good training-climate is prevailing in this
organization but the supervisors’ perception about training-climate differs
according to their respective departments.
➢

➢ A study conducted by Shiv Kumar Singh and Subhash Banerjee (2000), ”Trainer
roles in Cement industry”, says that ,today the Indian Cement Industry is the second
largest in the world. There has been tremendous growth of activities in the Indian
Cement Industry in terms of modernization, in order to keep pace with such
modernization/expansion due to technological development, a strong manpower
base equipped with latest development has to be built with in Cement Industry,
 New Training initiative has to be taken at all levels. A Trainer’s main objective is to
transfer his knowledge and skills to the Trainees. This paper is focused on the
Trainer Roles in Cement Industry, the factors which are important to become an
effective Trainer. This involves identifying training courses, choosing appropriate
Training methods, evaluation of Training activities, and helping the Trainer to
deliver good Training to the Cement Industry.
➢
➢ A study on “HRD strategies at various levels in construction organisations” by
Singh, S. K. and Banerjee, S. (2000), reveals that construction is the second
largest economic activity in India, and accounts for half of the nation's investment
or development. In this article the authors briefly discuss the HRD strategies at
various levels in construction organisations. Many sectors of the construction
industry are in urgent need of technological upgradation. An effort to develop
manpower by the organisations will directly show results in the bottom line. Since
there are not many professionals imparting training in construction - related aspects,
refreshers training is essential and some concrete efforts in imparting systematic
technical training is necessary.
➢
➢ Binna Kandola (2000) has discussed some of the difficulties associated with
accurate and useful evaluation of training effectiveness particularly in the
department of soft skills which include skills relating to people management. The
author highlights some existing training evaluation techniques and then outlines a
model of training evaluation which currently is found to be successful inthe United
Kingdom.
➢ Moses (2000) observed that companies can no longer guarantee employees
promotions to the top, it is important that training and development help employees
with career planning and skills development. Some organization fear that career
planning will communicate to employees that their jobs are at risk, but it can be
framed differently to communicated that they are willing to invest in helping
employees reach their potential. Companies can also help ease employees’ minds
 by making career planning a standard part of their employee development process
of downsizing or restructuring. When a company communicates to their employees
that they are marketable outside theorganization, yet still invests in their training
and development, it makes a strongstatement to workers that they are values, and
many are compelled to offer a high level of commitment.
➢

➢ Logan, J.K (2000) illustrated that retention is a complex concept and there is no
single recipe for keeping employees with a company. Many companies have
discovered, however, that one of the factors that helps retain employees is the
opportunity to learn and try new things. The Gallup Organization also supports
this contention, as they found “the opportunity to learn and grow” as one of the
critical factors for employee retention. Companies that offer employee development
programs find success with retaining workers. Sears has found that in locations
where managers work to help their employees grow professional turnover is 40 to
50 per cent less than in stores where that relationship does notexist.
➢
➢ Wagner S (2000) in his study on “Employees Speak out on Job Training: Findings
of New Nationwide Study,” highlighted employee development programs are
experiencing higher employees satisfaction with lower turnover rates although
salary and benefits play a role in recruiting and retaining employees, people are also
looking for opportunities to learn new things, the challenge of new responsibilities,
and the prospect of personal and professional growth. The Gallup Organization
found that employee
satisfactionandretentionarehighwhenacompanyiswillingtotrainitsworkers.
➢ Lance Gray and Judy Mc Gregor (2001) have compared 100 New Zealand surveys
for workers aged 55 years and over, and another one for employers. The issue of
older workers captured respondent attention with both studies receiving response
roles of around 50%. The congruence of attitudes among older workers and
employers regarding the efficiency was negative. Training stereotypes is a feature of
 the study. Older workers are in some agreements that there is difficult to train less
willing to lean and afraid of new technology older workers saw provision of training
as a concern with 11.6% reporting discrimination with regard to training.
Significantly, skilled older workers saw the provision of training was a signal by
employers that they are to be taken as serious contributors.
➢ .
➢

➢ Olga et al (2001) is concerned with how MNCs differ from indigenous

organization in relation to their training needs and whether this relationship
changes across countries. The question is whether local isomorphism is apparent in
the training needs of MNCs, or whether MNCs share more in common with their
counterparts in the countries. A series of hypothesis has been put forward and tested
using survey data form 424 multinational and 259 indigenous organizations based
in the UK (United Kingdom) and Ireland. The result suggests a hybrid form of
localization. Where MNCs adopt their practices to accommodate national
differences but that these adaptations have not reflected convergence to domestic
practice. The results also indicates that the MNCs are selective in the training
practices that are adopted. Evidence from this study indicate that country difference
in career traditions and labour market skill needs are key drivers in the localization
of associated training. In contrast MNCs, irrespective of national Content adopt
comparable systematic training frameworks (i.e.) Training and identification
evaluation anddelivery.
➢
➢ Yadapadithaya (2001) studied the current practices of evaluating training and
development programmes in the Indian corporate includes High pressure for
increased quality, innovation, and productivity acts as a major driving force for the
Indian corporate training and development programmes, Most of the key result
areas of training and development function are related to the measurement and
evaluation of training effectiveness. Nearly 6 per cent of the private sector, 81 per
 cent of the public sector, and all the MNCs evaluate the effectiveness of training in
one way or the other, The major purpose of evaluation is to determine the
effectiveness of the various components of a training and development programme.
Organizations rely mostly on the participants’ reactions to monitor the effectiveness
of training. An overwhelming majority of the organizations use “questionnaires” as
an instrument to gather relevant data for evaluation, In most of the cases, evaluation
was done immediately after the training. Majority of private and public sector
organizations use one –shot programme design and more than half of the MNCs
also use single group, pre-test and post-test design for evaluating the effectiveness
of training and development programmes. Absence of transfer of learning from the
place of training to workplace has been a major perceived deficiency of the
corporate training and development system. Indian Corporate sector is currently
facing the challenge of designing and developing more valid, reliable and
operational measures toevaluatetheeffectivenessoftraininganddevelopment.
➢ Radhakrishna, Plank, and Mitchell (2001) studied using a learning style
instrument (LSI) and demographic profile in addition to reaction measures and
learning measures. The three training objectives were to assess knowledge gained
through a Web- based training, to determine participant reaction to Web-based
material and Listerv discussion, and to describe both the demographic profile and
the learning style of the participants. The evaluation of the training began with an
on-line pretest and an on-line LSI. The pretest included seven demographic
questions. The LSI, pretest and post test, and LSI questionnaire were paired by the
agent’s social security numbers. Fifty-five agents of the available (106) agents
completed all four instruments and were included in thisstudy.
➢
➢ A study conducted on “Return on investment in Training” by Bettina Lankard
Brown (2001) reveals that training and development efforts are big business inthe
United States, with the amount of money spent increasing every year. However,
changes in the economy and declining profit margins are prompting many
businesses to question the value of their training investments. Do businesses benefit
 from their expenditures on employee training or are they merely preparing their
workers for jobs elsewhere? When workers bear the costs of such training, do they
realize personal benefits or does the employer reap the only rewards? This study
examines myths and misconceptions about who pays and who reaps the Return On
Investment (ROI) in training. Investments in Training are assumed to have
positivereturns. A number of studies, including one conducted by the Australian
National Training Authority (2001), have found that skills and training produce the
best results, where training is a part of an overall business strategy.
➢
➢ Knuckey and Johnston (2002) in New Zealand, where a survey of businesses
identified a high proportion of “leaders” engaging in training compared with
“laggers”. This concept also underpins the “Investors in People” standard in the
UK.
➢

➢ Srivastava (2001) has evaluated the effectiveness of various training

programmesoffered by the in-house training centreof Tata Steel, ShavakNanavati
Training Institute (SNTI), India. The effectiveness of the training was measured in
terms of various outcomes such as satisfaction level; reaction and feedback of
participants; and change in performance and behavior as perceived by participants,
their immediate supervisors, and departmental heads. The sample consisted of sixty
departmental heads, fourteen hundred participants and thirteen hundred immediate
supervisors from various departments. The data were collected through structured
interview schedule. It was found that the satisfaction levels of participants, their
superiors, and divisional heads were above average for all types of programmes.
The participants were benefited from the programmes, but transfer of learning was
not as expected form their supervisors. There were changes in the post training
performance ranging from 10 to 37 per cent. The
trainingprogrammescouldmeettheobjectivesonlytoalimitedextent.

➢
➢ Ogunu (2002) in his study titled “Evaluation of Management Training and
Development Programmeof Guinness Nigeria PLC” examined the management
training and development programmeof Guinness Nigeria PLC, Benin City with a
view to ascertaining its relevance, adequacy, and effectiveness. A convenience
sampling design was adopted, whereby the researcher used all the 50 management
staff in the company’s Benin Brewery as subjects for the study. Data was collected
by administering a questionnaire titled ‘Management Training and Development
Questionnaire’ (MTDQ) that was developed by the researcher. Hypotheses testing
in the study revealed that facilities for staff training were adequate for effective
training of management staff, training programmesfor management staff were
relevant to the jobs they performed, and the training programmesundergone by the
staff did indeed improve their performance and effectiveness atworks.
➢
➢ A Study by Barnes and Kennard (2002) in Australia suggest that factors other
than increased skill have mainly contributed to Australia’s recent productivity
surge. They also comment that there does not appear to be a strong correlation
across countries between labour productivity growth and movements in skill
composition towards skilled workers. Some countries with large contributions of
skill change, such as France and the UK, do not have very high labour productivity
growth. Having said this, they believe that education and skills remain important
forlong-run growth.
➢
➢ Another study by L. Holladay, Jennifer L. Knight, Danielle L. Paige, & Miguel
A. (2002) investigated how the Effects of Training, Course title, Training content,
Training assignment, and Gender influence participant’s attitudes in this study.
They have found that women were influenced by the training content and not by the
organizationstanding.
➢

➢ Giannationio and Hurley (2002) have presented a study on “Executives insights

into training practices”. Over 1100 human resource training executives responded
 to a survey concerning their perceptions of the training issues their companies are
facing the role of training in their organization the skills training employees should
possess, and the substantive training knowledge that graduates of training
programmes should be able to demonstrate results suggest the most important
issues facing training executives today is managing the change Executives felt that
it has been extremely important for the professionals to be able to create a
recruitment program in today’s labour market. The result of this research provides
several implications for the design and the delivery of training educational
programme.
➢ Natarajan and Deepasree (2002) made a study on “Training climate in the burn
standard company limited, Salem”, a Public sector undertaking. A prepared
questionnaire was distributed to 145 employees at random. This result shows that
training climate in the organization appears to be at an average level of (50%).
There is a good deal of scope forimprovement.
➢
➢ Training climate facilitates the employees in acquiring capabilities required to
perform various functions associated within their present or future expected roles
and developing their capabilities for organizational development has been suggested
by Sharad Kumar and Sabita Patnaik (2002). The performances of the roles
depend upon the individual perception regarding the effectiveness of performing the
role and various organizationalfactors.
➢
➢ “The impact of workplace support and identity on training transfer: a case studyof
drug and alcohol safety training in Australia” by Ken Pidd(2004) suggests that,
previous research has indicated that the transfer climate of work organisationsis an
important factor in determining the degree to which knowledge, skills and abilities
gained in training transfer to the workplace. In particular, workplace social support
from supervisors and coworkers is consistently cited as an important factorthat can
facilitate or inhibit training transfer. However, research evidence regarding the
impact ofworkplace social support on training transfer is mixed. In order to address
 this issue a study was conducted to identify under what conditions workplace social
support impacts on training transfer. This study evaluated a workplace drug and
alcohol training programmeto examine the impact of workplace social support and
identification with workplace groups on training transfer. Results indicated that the
influence of workplace social support on training transfer was moderated by the
degree to which trainees identified with workplace groups that provided this
support. This study supports the proposition that in order to fully understand
training transfer, and to design effective training programmes, training research and
practice needs to focus on both the personal
andsituationalfactorsthatmayinteracttoinfluencelearningandtransfer.
➢
➢ A study on “Mixed Methods Research” by Julia Brannen (2005) Institute of
Education, University of London provides complete idea on how a mixed method

➢ strategy works out during the research process, the research design phase, the
fieldwork phase, the analysis phase and contextualization. This paper proposes to
define mixed method research Set out some of the reasons why mixed methods may
currently be in the ascendancy and identify opportunities and risks attached to these
for researchers Consider some of the main rationales for choosing a mixed method
research strategy the three Ps, paradigms, pragmatics and politics Explicate how a
mixed method strategy plays out during the research process: the research design
phase, the fieldwork phase, the analysis phase and contextualisation Address
particular issues: Quality criteria, teaching mixed methods, writing up mixed
methods research
➢
➢ “Management of corporate culture through local managers’ training in foreign
companies in China: a qualitative analysis” by Crystal L. Zhao (2005) found that
corporate culture is a complex phenomenon in foreign companies located in the
People's Republic of China. For the management team of an international enterprise,
it is a challenging task to manage cultural differences. Education and training
provided to local managers might be one of the important solutions. Therefore, this
 study explores the effects of local managers’ education and training on corporate
culture in foreign companiesin China. Using qualitative research, this paper
presents different training forms existing in foreign companies. Furthermore, the
training in general in terms of establishment of corporate culture was evaluated.
General training is classified as formal and informal training or coaching in
accordance with training purposes. Formal training refers to training that is
indispensable to the survival and development of the corporation, while informal
training is concerned with the training that happens without deliberate design or
purposes. The two kinds of training can develop local managers in a complementary
way. It is argued that these elements exert a complementary influence on corporate
culture with an emphasis on values andrituals.
➢
➢ “In-company training in Catalonia: organizational structure, funding, evaluation and
economic impact” by Marcos Eguiguren Huerta, Xavier LlinàsAudet and Olga
Pons Peregort(2006), describe the status of training in Catalonia’s large
companies, from an economic and organizational point of view. The results are
based on empirical- descriptiveresearchconductedwithasampleof large and medium-
sized businesses. It analyses the organizational structure of the businesses and the
type of organizational structure in relation to training. From the economic point of
view it seeks to identify the cost of training and the importance assigned to the
different levels of evaluation of that training in the companies. This study also
compares the status of training in Catalonia’s large companies with what happens in
other countries and regions that mayhave similarly diverse economies. The final
conclusions emphasize factors such as the consolidation of the training department
within the companies’ organizational structures, the size of the enterprises and their
turnover, as key variables of training provision. Another important feature is the
significant differences between the types of organizational structure and the role of
training. Lastly, it considers how training and its evaluation have on impact on the
various economic and financial aspects of the companies.
➢
➢ “An Introduction to Mixed Methods Research” by Kim Galt, Pharm. D Creighton
University (2007) which defines mixed methods research and identifies the major
mixed methods research designs and their distinguishing characteristics and also
describe different methodological challenges of using multiple methods and
consider options for addressing these challenges.
➢
➢ A study on “Training as an effective tool to create 'satisfied customers' base' in
Indian automobile industry” by Goel, O. P. (2007) reveals that ‘training and
development' efforts of organizations have positive impact on their performances.
Job knowledge and hard skills required to perform a task in the automobile industry
have drawn sufficient attention of the researchers, attitudinal and soft skills aspects
seem to have less interest of the researchers. Globalization and liberalization in the
Indian passenger car industry setting provide a fertile ground to investigate
companies that are attempting to think 'customer delight'. It is widely seen that
creating a competitive edge based on product features and technological strengths is
becoming more and more difficult and unstable. This study deals with the gaps in
customers expectations, their experiences while purchasing and servicing a car, the
skills gaps - both at sales person as well as service technician level and also the
enhance training needs due to intensified competition and technological
developments in the industry.
➢

➢ “Employees attitude towards training and development in private sector industries”

by Sundararajan S. (2007) suggests that, in the current competitive business
environment, the demand of organisations compels Indian Industries to rethink
their vision and mission about Human Resource Development (HRD) practices
through training and development. Changes are inevitable anywhere i.e. in our
personallife, social life, work life, in nature, in society, in universe etc. We cannot
avoid changes, but we can adjust and adapt to such changes for betterment through
 training and development. Today's industries are moving towards globalisation,
and this process is characterisedby intense competition, technological innovations,
consumer satisfaction, competitive advantages etc. Here, the human resource
provides impetus training and development to deal with such competitive and
complex situations in the business world. In this day and age, organisations are
forced to thrive on the cutting edge competition using the most appropriate
technology. For this, managing HR is moreeffectively through appropriate training
to the organisational workforce. Training might thus mean showing a machinist
how to operate his new machine; a new sales person, how to sell his firm's product;
or a new supervisor how to interview and appraise employees. For analysing the
existing training and development programmeof private sector organisation and
employees' attitude, the researcher conducted an empirical study on 'employees'
attitude towards training and development' in private sector manufacturing and
business organisations. Based on this research, the researcher come to certain
conclusions about
employees'mindsettowardstraininganddevelopmentinprivatesectororganisations.
➢

➢ The effects of training design, individual characteristics and work environment on

transfer of training by Raquel Velada, AntónioCaetano, John W. Michel, Brian
D. Lyons and Michael J. Kavanagh (2007) made this study and it aims to gain
insight into some of the factors that determine the transfer of training to the work
context. The present research examined the relationship between three types of
predictors on transfer of training, including training design, individual
characteristics and work environment. Data was collected at two points in time
from 182 employees in a large grocery organization. The results indicated that
transfer design, performance self-efficacy, training retention and performance
feedback were significantly related to transferof training. Contrary to expectation,
supervisory support was not significantly related to transfer of training. These
results suggest that in order to enhance transfer of training, organizations should
 design training that gives trainees the ability to transfer learning, reinforce the
trainee’s beliefs in their ability to transfer, ensure that training content is retained
over time and provides appropriate feedback regarding employee job performance
following trainingactivities.

➢ “The relationship between employer endorsement of continuing education and

training and work and study performance: a Hong Kong case study” by Humphry
Hung and YiuHing Wong (2007). This study is based on psychological contract
theory and expectancy disconfirmation theory. The researcher reveals that if
employers support their staff by endorsing their continuing education and training,
these employees will in turn be more satisfied and will perform better not only in
their studies but also in their jobs. The researcher proposes that such an
endorsement will have a positive disconfirmation effect on employees' job
satisfaction and performance when their perceived organizational support is
relatively low.
➢ “Relationships between prior experience of training, gender, goal orientation and
training attitudes” by Anupama Narayan and Debra Steele-Johnson (2007),
Relationships were examined between prior experience with training, goal
orientation, gender and training attitudes. Participants (n = 165) had a minimum of
six months of work experience. Results from regression analysis indicated that
mastery-approach goal orientation had a beneficial effect on training attitudes for
men but not for women. In addition, prior experience with training had a beneficial
effect on training attitudes, and women had more favorable attitudes than men. The
results provide initial evidence that gender moderates goal orientation effects in
trainingcontexts
➢ “Relationship between employees’ beliefs regarding training benefits and
employees’ organizational commitment in a petroleum company in the State of
Qatar” by Mohammed AsadShareef Al-Emadi and Michael J. Marquardt
(2007). This study examined the relationship between the beliefs of senior staff
Qatari national employees regarding training benefits as measured by the benefits of
 employee training, andemployees’ organizational commitment as measured by the
three-component model of organizational commitment. This relationship was
assessed through a quantitative associational research design. From the study site,
Qatar Petroleum, a total of 283 responses were analysed using stepwise regression
analysis. The findings suggest that there is a positive relationship between
employees’ beliefs regarding training benefits and employees’ organizational
commitment.
➢
➢ Another study on “Impact of training climate on effectiveness of training
porgrammes” by Anu Singh Lather and Harsh Sharma (2008) implies that
training in organisation is getting increasing mind space of top managers. However,
to assert its rightful place, it has to come out from the periphery of corporate wheel
to the centre of corporate functioning and contribute proactively towards the
attainment of organisational objectives. This requires that training professionals
should show commitment towards enhancing the value of training. The process of
training delivery is mediated by pre and post delivery training factors which have an
influence in constructing favourable or unfavourable training climate. This paper
addresses all the important issue of training climate and the role played by various
stakeholders in developing this. The importance of developing favourable training
climate and negative impact of unfavourable training climate has been explained
with the help of case study method.
➢

➢ “Training and development need analysis for ushering change: a study in Jindal Steel
and Power Ltd” by Mishra, Priti Suman (2008) and subject of this research is a
large, complex organization which is in transition from a traditional bureaucratic,
hierarchy with a command and control management style to a more participative,
people centred approach. An 'organization development, action research' - based
approach to the development of a training needs analysis process was taken for the
study so that in the first instance the changes desired in the organization could be
 modelled and secondly, to learn and understand more about what works and what
does not in order to continuously develop and progress the change agenda. In a large,
complex organization a balance must be struck between standardization and
customization of the needs analysis process to allow for the different structures,
subculture and levels of readiness in theorganization. Whether you are a human
resource generalist or a specialist, you should be an adept at performing a training
needs assessment.
➢
➢ The relationship between perceived training opportunities, work motivation and
employee outcomes” by Anders Dysvik and BårdKuvaas (2008). The purpose of
this study was to explore alternative relationships between training opportunities
and employee outcomes. A cross-sectional survey of 343 trainees from a broad
range of Norwegian service organizations showed that the relationship between
perceived training opportunities, and both task performance and citizenship
behaviors were fully mediated, and that the relationship between perceived training
opportunities and turnover intention was partially mediated by employee intrinsic
motivation. In addition, intrinsic motivation was found to moderate the relationship
between perceived training opportunities and organizational citizenship behaviors.
The form of the moderation revealed a positive relationship for those with high
intrinsic motivation. In sum, the variables included as predictors in our study
explained 13 per cent of the variance in task performance, 19 per cent of the
variance in organizational citizenship behavior and 24 per cent of the variance in
turnoverintention.
➢
➢ “Capacity building as a tool for assessing training and development activity: an
Indian case study” by R. Krishnaveni and B. Sripirabaa(2008), in recognition of
its increasing importance, many organizations make periodic assessments of their
training and development activity. The objective of the present study was to extend
the concept of capacity building to the assessment of training and development
 activity in an automobile component manufacturing organization, using a developed
and validated instrument. The study subjects were 36 middle-level managers
selected on a stratified basis. The research described here provides a new
methodology for the evaluation of training and development activity. Perception-
based, consensus-oriented assessment is proposed as a valuable tool for evaluating
and improving training and development activity. Brainstorming sessions led to
suggestions for enhancing capacity in identified lag areas. In addition, this
assessment serves as a platform for subsequent evaluation of the effectiveness of
training and developmentactivity.
➢ Ferika Ozer Sari (2009) observed that human resource is the key factor of
organizational success. The organisation power comes from the physical and mental
strength of their workers. Therefore, sustainability of being powerful for an
organization istied to the physical and psychological health of its employees, and
their knowledge and skills, as well. Since the importance of human resources on
the organizational success has been realized, responsibility and authority of
Human Resources Departments are broadened, especially in the accommodation
sector. Organizing Employee Trainings and maintaining Occupational Safety and
Health are among the main functions of Human Resources management
departments. These two functions interact and they both serve the aim of protecting
employees physical, psychological and social health. Within this paper “Effects of
the Employees’ Training on the Occupational Safety and Health” has been studied
by an applied analysis in order to view the approach and practices of
accommodation sector. As a result, it’s been realized that employee trainings have a
very positive effect on the occupational safety an health. Moreover it’s been
understood that some of the potential training programs such as accident risks and
occupational illnesses areinevitable.
➢ “A Study of the Judicial Service of Ghana” by Joseph Kennedy (June, 2009) who
had made a research on the impact of training and development on job performance
recommends that the frequency of Training provided should be improved to ensure
 that more employees have access to Training and Development. Again, Training
and Development offered by the Judicial Service of Ghana should ensure a better
understanding of the Mission and Vision statement so that, employees can identify
themselves with the organizational values in the discharge of theduties.
➢ “Evaluation of manpower training in Indian banking industry” a study made by
Bhat, Mehraju-din; Khanday and Naila (2009) focuses that the training
evaluation is a systematic process to determine the worth, value, or meaning of the
training and without itthe rationalization of the training budget and guidance to the
management for effective and objective based training programmescan not be
achieved. Besides the net result of the training like the trainees learning, their
change in behavior can not be determined until there exists a well defined training
evaluation process. The trainingevaluation process is therefore a primary objective
of any effective training programme. In this study an attempt has been made to
examine the methods adopted for evaluating employee training and their
effectiveness, offered at three sample banks of the Indian banking industry
representing its three sub sectors (public, private and multinational). Besides,
thisstudy has tried to come up with some suggested measures for the management
which can have direct bearing on the policy implications concerned with the
evaluation of manpowertraining.
➢
➢ A study on qualitative, quantitative and mixed methods approaches to research and
Inquiry by Kimberly A. Galt, Pharm.D., (2009) which focuses on the basic
overview of how the research process integrates with different qualitative,
quantitative, and mixed designs and methods a researcher may considerusing.
➢
➢ “A model for evaluating the effectiveness of middle managers' training courses:
evidence from a major banking organization in Greece” by EkateriniGalanou and
Constantinos - Vasilios Priporas (2009) suggest that Contemporary management
thinking embraces the organizational training theory that sustainable success rests,
to a great extent, upon a systematic evaluation of training interventions. However,
 the evidence indicates that few organizations take adequate steps to assess and
analysis the quality and outcomes of their training. The authors seek to develop the
existing literature on training evaluation by proposing a new model, specific to
management training, which might encourage more and better evaluation by
practitioners. Their thesis is that training evaluation is best if it can be based on
criteria derived from the objectives of the training and they draw on the
management effectiveness literature to inform their proposed model. The study
seeks to examine the effect of six evaluation levels – reactions, learning, job
behaviour, job performance, organizational team performance and some wider,
societal effects – in measuring training interventions with regard to the alterations
to learning, transfer and organizational impact. The model was tested with the data
obtained from 190 middle managers employed by a large banking organization in
Greece and the results suggest that there is considerable consistency in the
evaluation framework specified.

➢ “The moderating effect of individual differences on the relationship between the

framing of training and interest in training” by Cody B. Cox and Margaret E.
Beier(2009) implies that the moderating effect of individual differences on the
relationship between framing training as ‘basic’ or ‘advanced’ and interest in
training was examined for technical and non-technical content areas. The
participants were 109 working-age adults (mean age = 38.14 years, SD = 12.20
years). Self-efficacy and goal orientation were examined as moderators. The results
showed a three-way interaction between performance orientation (a dimension of
goal orientation reflecting the desire to demonstrate competence in an achievement
setting), age, and frame for technical training and a three-way interaction between
performance orientation, self-efficacy, and frame for non-technical training. The
implications for future research as well as framing training to enhance interest
arediscussed.

➢ “Training corporate managers to adopt a more autonomy-supportive motivating

style toward employees: an intervention study” by Patricia L.
 HardreandJohnmarshall Reeve (2009) found that management style is treated in
a variety of ways across the training and development literature. Yet few studies
have tested the training- based malleability of management style in a for-profit,
authentic work context. The present research tested whether or not training
intervention would help managers adopt a more autonomy-supportive motivating
style toward employees and whether or not the employees of these managers
would, in turn, show greater autonomous motivation and workplace engagement.
Using an intervention-based experimental design, 25 managers from a Fortune 500
company received training consistent with self-determination theory on how to
support the autonomy of the 169 employees they supervised. Five weeks after the
managers in the experimental group participated in the training, they displayed a
significantly more autonomy-supportive managerial style than did
nontrainedmanagers in a control group. Further, the employees they supervised
showed, 5 weeks later, significantly more autonomous motivation and greater
workplace engagement than did employees supervised by control-group managers.
The researcher discuss the malleability of managers' motivating styles, the benefits
to employees when managers becomemore autonomy supportive, and
recommendations for future training interventions and research.
➢ “Individualism–collectivism and the role of goal orientation in organizational
training” by Altovise Rogers and Christiane Spitzmueller (2009), this research
examines how individualism–collectivism and goal orientation impact training
effectiveness through study of an internationally diverse sample of engineers who
were undergoing technical training. In the light of contemporary views of
individualism– collectivism, the researcher argue that collectivism will moderate
the influence of learning and performance goal orientations on training by shaping
the impact of one's perceived social context on existing performance concerns and
goals. Using a sample from a large multinational corporation, the researcher
examined the effects of individualism–collectivism and goal orientation on training
transfer intentions, motivation to learn, and test performance. Mixed support for
 our hypotheses was found. Collectivists were found to exhibit higher levels of
training transfer intentions and motivation to learn. However, when collectivism
was combined with a performance goal
orientation,itseffectsontrainingoutcomeswerediminished.
➢
➢ “The effects of organizational training on organizational commitment” by
CagriBulut, and Osman Culha (2010), this empirical study investigated the
impact of organizational training on employee commitment focusing on employees'
emotional and affective responses towards their organization. Organizational
training is conceptualized within a multidimensional framework consisting of
motivation for training, access to training, benefits from training and support for
training. The hypothesis of this study has been built on a resource-based view,
social exchange theory and psychological contract theory. Field research was
conducted through surveys with 298 participants of four- and five-star hotels
operating in Izmir, Turkey. Confirmatory factor analyses were used to analyse the
quality of the training scales and multiple regression analyses were conducted to
test the hypotheses of the study. The results revealed that all dimensions of training
positively affected employee commitment.

➢ “A Study on Training Factors and Its Impact on Training Effectiveness in Kedah

State Development Corporation, Kedah, Malaysia” - Dr. VimalaSanjeevkumar
(2011) implies that types of training do not influence the training effectiveness. This
study, combining theoretical and empirical research, trying to find factors that affect
employee training and its impact in acting human resource practices thereby laying
the theoretical foundation for the future research about survey on the employee
training, also provides a good reference. Therefore, the problem addressed in this
study is to examine the factors affect the training (types of training, training
environment, work environment and employees’ personal characteristics) and
training effectiveness on human resource practices in Kedah State Development
Corporation (KSDC) which is the parent company under BDB Company. This
 research also determines the main factors which influence employee training on
human resource practices. Management is committed to human resource
development as well as its social responsibilities through various programs.
Training and development programs are offered by the KSDC Company and such
trainingprogramalsoadaptedtothelatesttechnologicaladvances.
➢
➢ Another study conducted by QasimSaleem and MehwishShahid (2011) on the
“Degree of influence of training and development on employees behavior” found
that the purpose of training and development is pervasive. Training and
development builds a team of highly effective and efficient way. Employees who
are trained regularly are well motivated, well manneredand have enhanced
confidence and self-esteem. Training and development prepare and enhance
employee’s knowledge and skills to enable them so that they adapt to new
technology, the changes that happened inside the organization and the working
environment. Training and development also creates a pool of employees and
chances for promotion or to replace employees who have left the organization. This
study highlights that training and development of an employee, plays an important
role and high authorities of these different sectors give feedback that all employees
should be given opportunities of training and development that lead to
organizational efficiency and growth.

➢ Arora and Suman (2011) reveals that training determines the competency level of
employees which helps in deciding the future of any organisation. Growing
attrition, demands and aspirations of employees all lead to a severe challenge for
preparing the workforce for attaining future roles. Thus the role of training becomes
imperative. The purpose of this study is to focus on factors affecting the training
decision in the automobile industry with reference to selected automobile units in
Faridabad and Gurgaon. It attempts to cover areas covered under training for
different levels, most preferred method for training, preference of trainees for type
of training and also areas suggested by trainees for bringing improvement in
 training programs. Also an effort is made to understand the role of trainer and other
factors that affect good learning. The data was collected through random sampling.
The findings will help in providing inputs to automobile and other industries in
bringing improvements in designing training programs, like effective setting of
training objectives, identifying training needs, and selecting training methods and
other inputs, so that the resulting training will help in developing a
trainedworkforce.
➢
➢ “Variables influencing the Return On Investment in management training
programs: A utility analysis of 10 Swiss cases” by Yves Chochardand Eric
Davoine(2011). In this article, the researcher presents the utility analysis approach
as an alternative and promising approach to measure the return on investment in
managerial training programs. This approach, linking economic value with
competencies developed by trainees, enables researchers and decision-makers to
compare the return on investment from different programs in different
organizations. Despite the potential contribution of utility analysis, a few studies
have adopted this approach to evaluate return on investment. This article
demonstrates the value of utility analysis through a brief review of former studies
and a report of our own evaluation results based on data collected in 10 cases from
158 managers. The article focuses on three main variables influencing return on
investment as identified in former studies: the duration and thematic focus of
training programs,thejobclassofthetraineesandtheresearchdesign.

➢ “The transfer of training: what really matters” by Rebecca Grossman and

Eduardo Salas (2011), although organizations invest billions of dollars in training
every year, many trained competencies reportedly fail to transfer to the workplace.
Researchers have long examined the ‘transfer problem’, uncovering a wealth of
information regarding the transfer of training. Inconsistencies remain, however, and
organizations may find it difficult to pinpoint exactly which factors are most
 critical. Using Baldwin and Ford's model of transfer, we identify the factors relating
to trainee characteristics (cognitive ability, self-efficacy, motivation, perceived
utility of training), training design (behavioral modeling, error management,
realistic training environments) and the work environment (transfer climate,
support, opportunity to perform, follow-up) that have exhibited the strongest, most
consistent relationships with the transfer of training. We describe our reasoning for
extracting such variables from the literature and conclude by discussing potential
implications for practice and futureresearch
➢
➢ “A Study of Attitude of Teachers towards In-services training programmes of
SarvaShikshaAbhiyan” by Dr. kotreshwaraswamy A. surapuramath (2012),
teachers attitude in-service training programme has been dealt with in this paper.
The sample included 100 primary school teaches of Bangalore District in Karnataka
selected by using random sampling technique. The attitude of elementary school
teachers towards different aspects of in-service training programmes has been
analyzed. It is concluded that there is no significant difference between Rural and
Urban, Male and Female and Teaching Experience, teachers attitude towards in-
service training programs of SSA.
➢
➢ “Training and Development: A study of Employees’ attitude on Training In Vellore
District Cooperative Bank” by RajendranKaruppannan(2012) reveals that
training has an important role to play and it is expected to inculcate positive
changes in knowledge, skills and attitudes. Employees Training tries to improve
skills so that the employee is better equipped to do his present job or to prepare him
for a higher position with increased responsibilities. Training and Development
programmesare necessary in any organization for improving the quality of work of
the employees at all levels particularly in a world of fast changing technology and
environment. This thesis analyses the employees’ attitude toward training
programmesconducted in Vellore District Cooperative Bank In India. The study
concludes that 98 per cent of respondents
 expressedthattrainingsimprovedtheworkefficiencyand96percentofrespondents
favorably accepted that trainings are essential for organizational development.
Majority (95 per cent) of the respondents felt that training is essential for all
employees and the same level of employees expressed that training should be made
compulsory in all Co- operative Banks. Among the personal factors, Age and
Education have no influence on attitude towards training, but there is a significant
relationship exists between the experience of the employees andtraining
➢
➢ Another study on “Bridging cross-cultural issues in the globalised world: a case for
training” by Singh, Anita (2012) implies that it is almost a Cliche to research on
cross-cultural issues in the organisational context. Since early nineties, with the
opening up of markets, liberalisation policies in many countries and globalisation,
there has been an explosion in the amount of research on this subject. This is a
conceptual paper which proposes a model which could be used by managers and
trainers in organisations as a framework for designing cross-cultural training
programmes, To this end, the research first attempts to define culture and why
cultures differ; second, identify the key cross- cultural issues in the present
globalised world; and finally, proposes ways to overcome the issues involving
misunderstandings and contrary views resulting from multicultural differences. The
paper highlights its implications for trainers, team leaders of multicultural teams,
project managers, in effect, all managers in an organisation's national and global
operations. It concludes that managers should no longer consider cross- cultural
issues as a problem, rather as opportunities leveraging them to encourage
creativity,innovation,peace,harmonyandculturalsynergyintheirorganisation.
➢

➢ “Training programmes: evaluation of trainees’ expectations and experience” by

Chimote, Niraj Kishore (2012), the main purpose of this study is to find out how a
training programmecan be evaluated from the perspective of trainee employees to
test its effectiveness. The literature review highlighted that the effectiveness of a
 training programmecan be fairly measured by comparing thepre-training
expectations and knowledge of trainees with their post-training experience. This
study examines the effectiveness of a training programmeoffered to 108 trainees of
a leading private sector bank. The study intended to test whether the efficacy gap is
influenced by the age, gender and education of the trainees. The chi-squared test
revealed that thedemographic variables are independent of the efficacy gap. A
paired sample t-test was conducted and it has been concluded that the trainees did
not find the programmeeffective. The factor analysis indicates that the grouping of
the variables into factors fairly matches with the four levels of Kirkpatrick’s model
of training evaluation with certain exceptions. Finally, a multiple regression
analysis was conducted which revealed that the factors extracted in factor analysis
are significant in explaining trainingeffectiveness.

➢ “An investigation into the relationship between training evaluation and the transfer
of training” by Alan M. Saks and Lisa A. Burke (2012), the purpose of this study
was to investigate the relationship between training evaluation and the transfer of
training in organizations. We hypothesized that training evaluation frequency will
be related to higher rates of transfer because evaluation information can identify
weaknesses that lead to improvements in training programs and create greater
accountability among stakeholders for training outcomes. The data were obtained
from 150 training professionals who were members of a training and development
association in Canada. The results indicated that training evaluation frequency is
positively related to training transfer. However, among Kirkpatrick's four levels of
evaluation criteria, only behavior and results criteria were related to higher rates of
transfer of training, indicating that the level of evaluation criteria is important for
training transfer. These results indicate the importance of organizational-level
initiatives such as training evaluation in addition to individual-level practices for
facilitating the transferof training.
CHAPTER -2
INDUSTRY PROFILE
 INDUSTRY PROFILE

2.1 Introduction:

Ramakrishna Math and Ramakrishna Mission is a worldwide, non-political, non-

sectarian spiritual organizations which have been engaged in various forms of humanitarian,
social service activities for more than a century. Inspired by the ideals of renunciation and
service, the monks and lay devotees of the Math and Mission serve millions of men, women and
children, without any distinction of caste, religion or race, because they see the living God in
them.
The organizations were brought into existence by Sri Ramakrishna (1836-1886), the great 19th
century saint from Bengal who is regarded as the Prophet of the Modern Age, and Sri
Ramakrishna’s chief disciple, Swami Vivekananda (1863-1902), one of the foremost thinkers
and religious leaders of the present age, who is regarded as ‘one of the main moulders of the
modern world’, in the words of an eminent Western scholar A.L. Basham.
Although Ramakrishna Math and Ramakrishna Mission are legally and financially separate, they
are closely inter-related in several ways and are regarded as twin organizations.
These twin organizations have set in motion a non-sectarian, universal spiritual movement which
has been silently working for more than a hundred years to catalyze the spiritual regeneration of
humanity.
 THE HOLY TRINITY

2.2 BhagavanSri Ramakrishna

Sri Ramakrishna was born on 18 February 1836 in the village of Kamarpukur about sixty
miles northwest of Kolkata. His parents, KshudiramChattopadhyaya and Chandramani Devi,
were poor but very pious and virtuous. As a child, Ramakrishna (his childhood name
was Gadadhar) was dearly loved by the villagers. From early days, he was disinclined towards
formal education and worldly affairs. He was, however, a talented boy, and could sing and paint
well. He was fond of serving holy men and listening to their discourses. He was also very often
found to be absorbed in spiritual moods. At the age of six, he experienced the first ecstasy while
watching a flight of white cranes moving against the background of black clouds. This tendency
to enter into ecstasy intensified with age. His father’s death when he was seven years old served
only to deepen his introspection and increase his detachment from the world.
As a Priest at Dakshineswar Temple

When Sri Ramakrishna was sixteen, his brother Ramkumar took him to Kolkata to assist him in
his priestly profession. In 1855 the Kali Temple at Dakshineswar built by Rani Rasmani was
consecrated and Ramkumar became the chief priest in that temple. When he died a few months
later, Ramakrishna was appointed the priest. Ramakrishna developed intense devotion to Mother
Kali and spent hours in loving adoration of her image, forgetting the rituals of priestly duties. His
intense longing culminated in the vision of Mother Kali as boundless effulgence engulfing
everything around him.
Intense Spiritual Practices

Sri Ramakrishna’s God-intoxicated state alarmed his relatives in Kamarpukur and they got him
married to Sarada, a girl from the neighbouring village of Jayrambati. Unaffected by the
marriage, Sri Ramakrishna plunged into even more intense spiritual practices. Impelled by a
strong inner urge to experience different aspects of God he followed, with the help of a series of
Gurus, the various paths described in the Hindu scriptures, and realized God through each of
them. The first teacher to appear at Dakshineswar (in 1861) was a remarkable woman known
as BhairaviBrahmaniwho was an advanced spiritual adept, well versed in scriptures. With her
help Sri Ramakrishna practised various difficult disciplines of the Tantrik path, and attained
success in all of them. Three years later came a wandering monk by name Totapuri, under
whose guidance Sri Ramakrishna attained Nirvikalpa Samadhi, the highest spiritual experience
mentioned in the Hindu scriptures. He remained in that state of non-dual existence for six months
without the least awareness of even his own body. In this way, Sri Ramakrishna relived the entire
range of spiritual experiences of more than three thousand years of Hindu religion.
Following Other Faiths

With his unquenchable thirst for God, Sri Ramakrishna broke the frontiers of Hinduism, glided
through the paths of Islam and Christianity, and attained the highest realization through each of
them in a short span of time. He looked upon Jesus and Buddha as incarnations of God, and
venerated the ten Sikh Gurus. He expressed the quintessence of his twelve-year-long spiritual
realizations in a simple dictum: Yato mat, tatopath“As many faiths, so many paths.” He now
habitually lived in an exalted state of consciousness in which he saw God in all beings.
Worshipping His Wife

In 1872, his wife Sarada, now nineteen years old, came from the village to meet him. He
received her cordially, and taught her how to attend to household duties and at the same time
lead an intensely spiritual life. One night he worshipped her as the Divine Mother in his room at
the Dakshineswar temple. Although Sarada continued to stay with him, they lived immaculately
pure lives, and their marital relationship was purely spiritual. It should be mentioned here that Sri
Ramakrishna had been ordained a Sannyasin (Hindu monk), and he observed the basic vows of a
monk to perfection. But outwardly he lived like a lay man, humble, loving and with childlike
simplicity. During Sri Ramakrishna’s stay at Dakshineswar, Rani Rasmani first acted as his
patron. After her death, her son-in-law MathurNathBiswas took care of his needs.
Contact with Some Notables

Sri Ramakrishna’s name as an illumined saint began to spread. Mathur once convened an
assembly of scholars, and they declared him to be not an ordinary human being but the Avatar of
the Modern Age. In those days the socio-religious movement known as BrahmoSamaj, founded
by Raja Ram Mohan Roy, was at the height of popularity in Bengal. Sri Ramakrishna came
into contact with several leaders and members of BrahmoSamaj and exerted much influence on
them. His teaching on harmony of religions attracted people belonging to different
denominations, and Dakshineswar became a veritable Parliament of Religions.

Coming of the Devotees

As bees swarm around a fully blossomed flower, devotees now started coming to Sri
Ramakrishna. He divided them into two categories. The first one consisted of householders. He
taught them how to realize God while living in the world and discharging their family duties.
The other more important category was a band of educated youths, mostly from the middle class
families of Bengal, whom he trained to become monks and to be the torchbearers of his message
to mankind. The foremost among them was Narendranath, who years later, as Swami
Vivekananda, carried the universal message of Vedanta to different parts of the world,
revitalized Hinduism, and awakened the soul of India.
The Gospel of Sri Ramakrishna

Sri Ramakrishna did not write any book, nor did he deliver public lectures. Instead, he chose to
speak in a simple language using parables and metaphors by way of illustration, drawn from the
observation of nature and ordinary things of daily use. His conversations were charming and
attracted the cultural elite of Bengal. These conversations were noted down by his
disciple Mahendranath Gupta who published them in the form of a book, Sri Sri Ramakrishna
Kathamrita in Bengali. Its English rendering, The Gospel of Sri Ramakrishna, was released in
1942; it continues to be increasingly popular to this day on account of its universal appeal and
relevance.
Last Days

The intensity of his spiritual life and untiring spiritual ministration to the endless stream of
seekers told on Sri Ramakrishna’s health. He developed cancer of the throat in 1885. He was
shifted to a spacious suburban villa where his young disciples nursed him day and night. He
instilled in them love for one another, and thus laid the foundation for the future monastic
brotherhood known as Ramakrishna Math. In the small hours of 16 August 1886 Sri
Ramakrishna gave up his physical body, uttering the name of the Divine Mother, and passed into
Eternity.
 2.3 The Holy Mother - Sri Sarada Devi
Endearingly known as ‘Holy Mother’, Sri Sarada Devi, the spiritual consort of Sri
Ramakrishna, was born on 22 December 1853 in a poor Brahmin family in Jayrambati, a
village adjoining Kamarpukur in West Bengal. Her father, Ramachandra Mukhopadhyay, was
a pious and kind-hearted person, and her mother, ShyamaSundari Devi, was a loving and hard-
working woman.

Marriage
As a child Sarada was devoted to God, and spent most of her time helping her mother in various
household chores like caring for younger children, looking after cattle and carrying food to her
father and others engaged in work in the field. She had no formal schooling, but managed to
learn the Bengali alphabet. When she was about six years old, she was married to Sri
Ramakrishna, according to the custom prevalent in India in those days. However, after the event,
she continued to live with her parents, while Sri Ramakrishna lived a God-intoxicated life at
Dakshineshwar.

Visit to Dakshineshwar

At the age of eighteen she walked all the way to Dakshineshwar to meet her husband. Sri
Ramakrishna, who had immersed himself in the intense practice of several spiritual disciplines
for more than twelve years, had reached the highest state of realization in which he saw God in
all beings. He received Sarada Devi with great affection, and allowed her to stay with him. He
taught her how to lead a spiritual life while discharging her household duties. They led
absolutely pure lives, and Sarada Devi served Sri Ramakrishna as his devoted wife and disciple,
while remaining a virgin nun and following the spiritual path.

Life at Dakshineshwar

Sri Ramakrishna looked upon Sarada Devi as a special manifestation of Divine Mother of the
universe. In 1872, on the night of the Phala-harini-Kali-puja, he ritualistically worshipped Sarada
Devi as the Divine Mother, thereby awakening universal Motherhood latent in her. When
disciples began to gather around Sri Ramakrishna, Sarada Devi learned to look upon them as her
own children. The room in which she stayed at Dakshineshwar was too small to live in and had
hardly any amenities; and on many days she did not get the opportunity of meeting Sri
Ramakrishna. But she bore all difficulties silently and lived in contentment and peace, serving
the increasing number of devotees who came to see Sri Ramakrishna.

Worshipping His Wife

In 1872, his wife Sarada, now nineteen years old, came from the village to meet him. He
received her cordially, and taught her how to attend to household duties and at the same time
lead an intensely spiritual life. One night he worshipped her as the Divine Mother in his room at
the Dakshineswar temple. Although Sarada continued to stay with him, they lived immaculately
pure lives, and their marital relationship was purely spiritual. It should be mentioned here that Sri
Ramakrishna had been ordained a Sannyasin (Hindu monk), and he observed the basic vows of a
monk to perfection. But outwardly he lived like a lay man, humble, loving and with childlike
simplicity. During Sri Ramakrishna’s stay at Dakshineswar, Rani Rasmani first acted as his
patron. After her death, her son-in-law MathurNath Biswas took care of his needs.

Leading the Sangha after the Master’s Passing

After Sri Ramakrishna’s passing away in 1886, Sarada Devi spent some months in pilgrimage,
and then went to Kamarpukur where she lived in great privation. Coming to know of this, the
disciples of Sri Ramakrishna brought her to Kolkata. This marked a turning point in her life. She
now began to accept spiritual seekers as her disciples, and became the open portal to immortality
for hundreds of people. Her great universal mother-heart, endowed with boundless love and
compassion, embraced all people without any distinction, including many who had lived sinful
lives.
When the Western women disciples of Swami Vivekananda came to Kolkata, the Holy Mother
accepted them with open arms as her daughters, ignoring the restrictions of the orthodox society
of those days. Although she had grown up in a conservative rural society without any access to
modern education, she held progressive views, and whole-heartedly supported Swami
Vivekananda in his plans for rejuvenation of India and the uplift of the masses and women. She
was closely associated with the school for girls started by Sister Nivedita.
She spent her life partly in Kolkata and partly in her native village Jayrambati. During the early
years of her stay in Kolkata, her needs were looked after by Swami Yogananda, a disciple of Sri
Ramakrishna. In later years her needs were looked after by another disciple of Sri Ramakrishna,
Swami Saradananda, who built a new house for her in Kolkata.

Simplicity and Forbearance

Although she was highly venerated for her spiritual status, and literally worshipped as the Divine
Mother, she continued to live like a simple village mother, washing clothes, sweeping the floor,
bringing water from the pond, dressing vegetables, cooking and serving food. At Jayrambati she
lived with her brothers and their families. They gave her endless troubles but, established as she
was in the awareness of God and in Divine Motherhood, she always remained calm and self-
possessed, showering love and blessings on all who came into contact with her. As Sister
Nivedita stated, “Her life was one long stillness of prayer.”

Mother of All

In the history of humanity there has never been another woman who looked upon herself as the
Mother of all beings, including animals and birds, and spent her whole life in serving them as her
children, undergoing unending sacrifice and self-denial. About her role in the mission of Sri
Ramakrishna on earth, she stated: “My son, you know the Master had a maternal attitude (matri-
bhava) towards every one. He has left me behind to manifest that Divine Motherhood in the
world.”

Ideal Woman

On account of her immaculate purity, extraordinary forbearance, selfless service, unconditional

love, wisdom and spiritual illumination, Swami Vivekananda regarded Sri Sarada Devi as the
ideal for women in the modern age. He believed that with the advent of Holy Mother, the
spiritual awakening of women in modern times had begun.
Last Days

Under the strain of constant physical work and self-denial and repeated attacks of malaria, her
health deteriorated in the closing years of her life, and she left the mortal world on 21 July 1920.
 2.4 Swami Vivekananda
Swami Vivekananda, known in his pre-monastic life as Narendra NathDatta, was born in an
affluent family in Kolkata on 12 January 1863. His father, VishwanathDatta, was a successful
attorney with interests in a wide range of subjects, and his mother, Bhuvaneshwari Devi, was
endowed with deep devotion, strong character and other qualities. A precocious boy, Narendra
excelled in music, gymnastics and studies. By the time he graduated from Calcutta University, he
had acquired a vast knowledge of different subjects, especially Western philosophy and history.
Born with a yogic temperament, he used to practise meditation even from his boyhood, and was
associated with Brahmo Movement for some time.
With Sri Ramakrishna

At the threshold of youth Narendra had to pass through a period of spiritual crisis when he was
assailed by doubts about the existence of God. It was at that time he first heard about Sri
Ramakrishna from one of his English professors at college. One day in November 1881,
Narendra went to meet Sri Ramakrishna who was staying at the Kali Temple in Dakshineshwar.
He straightaway asked the Master a question which he had put to several others but had received
no satisfactory answer: “Sir, have you seen God?” Without a moment’s hesitation, Sri
Ramakrishna replied: “Yes, I have. I see Him as clearly as I see you, only in a much intenser
sense.”
Apart from removing doubts from the mind of Narendra, Sri Ramakrishna won him over through
his pure, unselfish love. Thus began a guru-disciple relationship which is quite unique in the
history of spiritual masters. Narendra now became a frequent visitor to Dakshineshwar and,
under the guidance of the Master, made rapid strides on the spiritual path. At Dakshineshwar,
Narendra also met several young men who were devoted to Sri Ramakrishna, and they all
became close friends.
Difficult Situations

After a few years two events took place which caused Narendra considerable distress. One was
the sudden death of his father in 1884. This left the family penniless, and Narendra had to bear
the burden of supporting his mother, brothers and sisters. The second event was the illness of Sri
Ramakrishna which was diagnosed to be cancer of the throat. In September 1885 Sri
Ramakrishna was moved to a house at Shyampukur, and a few months later to a rented villa
at Cossipore. In these two places the young disciples nursed the Master with devoted care. In
spite of poverty at home and inability to find a job for himself, Narendra joined the group as its
leader.

Beginnings of a Monastic Brotherhood

Sri Ramakrishna instilled in these young men the spirit of renunciation and brotherly love for
one another. One day he distributed ochre robes among them and sent them out to beg food. In
this way he himself laid the foundation for a new monastic order. He gave specific instructions to
Narendra about the formation of the new monastic Order. In the small hours of 16 August 1886
Sri Ramakrishna gave up his mortal body.
After the Master’s passing, fifteen of his young disciples (one more joined them later) began to
live together in a dilapidated building at Baranagar in North Kolkata. Under the leadership of
Narendra, they formed a new monastic brotherhood, and in 1887 they took the formal vows of
sannyasa, thereby assuming new names. Narendra now became Swami Vivekananda (although
this name was actually assumed much later.)
Awareness of Life’s Mission

After establishing the new monastic order, Vivekananda heard the inner call for a greater mission
in his life. While most of the followers of Sri Ramakrishna thought of him in relation to their
own personal lives, Vivekananda thought of the Master in relation to India and the rest of the
world. As the prophet of the present age, what was Sri Ramakrishna’s message to the modern
world and to India in particular? This question and the awareness of his own inherent powers
urged Swamiji to go out alone into the wide world. So in the middle of 1890, after receiving the
blessings of Sri Sarada Devi, the divine consort of Sri Ramakrishna, known to the world as Holy
Mother, who was then staying in Kolkata, Swamiji left Baranagar Math and embarked on a long
journey of exploration and discovery of India.
Discovery of Real India

During his travels all over India, Swami Vivekananda was deeply moved to see the appalling
poverty and backwardness of the masses. He was the first religious leader in India to understand
and openly declare that the real cause of India’s downfall was the neglect of the masses. The
immediate need was to provide food and other bare necessities of life to the hungry millions. For
this they should be taught improved methods of agriculture, village industries, etc. It was in this
context that Vivekananda grasped the crux of the problem of poverty in India (which had
escaped the attention of social reformers of his days): owing to centuries of oppression, the
downtrodden masses had lost faith in their capacity to improve their lot. It was first of all
necessary to infuse into their minds faith in themselves. For this they needed a life-giving,
inspiring message. Swamiji found this message in the principle of the Atman, the doctrine of the
potential divinity of the soul, taught in Vedanta, the ancient system of religious philosophy of
India. He saw that, in spite of poverty, the masses clung to religion, but they had never been
taught the life-giving, ennobling principles of Vedanta and how to apply them in practical life.
Thus the masses needed two kinds of knowledge: secular knowledge to improve their economic
condition, and spiritual knowledge to infuse in them faith in themselves and strengthen their
moral sense. The next question was, how to spread these two kinds of knowledge among the
masses? Through education – this was the answer that Swamiji found.

Need for an Organization

One thing became clear to Swamiji: to carry out his plans for the spread of education and for the
uplift of the poor masses, and also of women, an efficient organization of dedicated people was
needed. As he said later on, he wanted “to set in motion a machinery which will bring noblest
ideas to the doorstep of even the poorest and the meanest.” It was to serve as this ‘machinery’
that Swamiji founded the Ramakrishna Mission a few years later.

Decision to attend the Parliament of Religions

It was when these ideas were taking shape in his mind in the course of his wanderings that
Swami Vivekananda heard about the World’s Parliament of Religions to be held in Chicago in
1893. His friends and admirers in India wanted him to attend the Parliament. He too felt that the
Parliament would provide the right forum to present his Master’s message to the world, and so
he decided to go to America. Another reason which prompted Swamiji to go to America was to
seek financial help for his project of uplifting the masses.
Swamiji, however, wanted to have an inner certitude and divine call regarding his mission. Both
of these he got while he sat in deep meditation on the rock-island at Kanyakumari. With the
funds partly collected by his Chennai disciples and partly provided by the Raja of Khetri, Swami
Vivekananda left for America from Mumbai on 31 May 1893.

The Parliament of Religions and After

His speeches at the World’s Parliament of Religions held in September 1893 made him famous
as an ‘orator by divine right’ and as a ‘Messenger of Indian wisdom to the Western world’. After
the Parliament, Swamiji spent nearly three and a half years spreading Vedanta as lived and
taught by Sri Ramakrishna, mostly in the eastern parts of USA and also in London.
Awakening His Countrymen

He returned to India in January 1897. In response to the enthusiastic welcome that he received
everywhere, he delivered a series of lectures in different parts of India, which created a great stir
all over the country. Through these inspiring and profoundly significant lectures Swamiji
attempted to do the following:
   to rouse the religious consciousness of the people and create in them pride in their cultural
heritage;
  to bring about unification of Hinduism by pointing out the common bases of its sects;
  to focus the attention of educated people on the plight of the downtrodden masses, and to
expound his plan for their uplift by the application of the principles of Practical Vedanta.
Founding of Ramakrishna Mission

Soon after his return to Kolkata, Swami Vivekananda accomplished another important task of his
mission on earth. He founded on 1 May 1897 a unique type of organization known as
Ramakrishna Mission, in which monks and lay people would jointly undertake propagation of
Practical Vedanta, and various forms of social service, such as running hospitals, schools,
colleges, hostels, rural development centresetc, and conducting massive relief and rehabilitation
work for victims of earthquakes, cyclones and other calamities, in different parts of India and
other countries.

Belur Math

In early 1898 Swami Vivekananda acquired a big plot of land on the western bank of the Ganga
at a place called Belur to have a permanent abode for the monastery and monastic Order
originally started at Baranagar, and got it registered as Ramakrishna Math after a couple of years.
Here Swamiji established a new, universal pattern of monastic life which adapts ancient
monastic ideals to the conditions of modern life, which gives equal importance to personal
illumination and social service, and which is open to all men without any distinction of religion,
race or caste.
Disciples

It may be mentioned here that in the West many people were influenced by Swami
Vivekananda’s life and message. Some of them became his disciples or devoted friends. Among
them the names of Margaret Noble (later known as Sister Nivedita), Captain and Mrs
Sevier, Josephine McLeod and Sara Ole Bull, deserve special mention. Nivedita dedicated her
life to educating girls in Kolkata. Swamiji had many Indian disciples also, some of whom joined
Ramakrishna Math and became sannyasins.

Last Days

In June 1899 he went to the West on a second visit. This time he spent most of his time in the
West coast of USA. After delivering many lectures there, he returned to Belur Math in December
1900. The rest of his life was spent in India, inspiring and guiding people, both monastic and lay.
Incessant work, especially giving lectures and inspiring people, told upon Swamiji’s health. His
health deteriorated and the end came quietly on the night of 4 July 1902. Before his
Mahasamadhi he had written to a Western follower: “It may be that I shall find it good to get
outside my body, to cast it off like a worn out garment. But I shall not cease to work. I shall
inspire men everywhere until the whole world shall know that it is one with God.”
 CHAPTER -3
DATA ANALYSIS AND
INTREPETAION
3.1 TOOLS USED FOR STATISTICAL ANALYSIS

TABLE 1

GENDER

Gender Frequency Percentage

Male 6 20

Female 24 80

Total 30 100%

 20% of the teachers are male.

 80% of the teachers are female.
 CHART 1

GENDER

90
80
70
60
50
40
30
20
10
0
Male Female
TABLE 2

TRAINING AS A PART OF ORGANIZATIONAL STRATREGY

Training As A Part Of Frequency Percentage

Organizational Strategy

Strongly Agree 6 20

Agree 12 40

Disagree 9 30

Strongly Disagree 3 10

Total 30 100

 30% of the teachers disagree with the training as a part of organizational.

 20% of the teachers strongly agree with the training as a part of the organization.
 Only 10% of the teachers strongly disagree with the training as a part of organization
 CHART 2
TRAINING AS A PART OF ORGANIZATIONAL STRATREGY

Strongly Agree
Agree
Disagree
Strongly Disagree
 TABLE 3

FOR WHOM THE TRAINING IS GIVEN

For whom the training is given Frequency Percentage

New Staff 15 50

Junior Staff 10 33.33

Senior Staff 0 0

Based On The Requirement 5 16.67

Total 30 100

 50% of the teachers suggest that new staffs must be given training.
 33.33% of the teachers request the management to give training to the junior staffs.
 And only 5% of the teachers are given training based on their requirement.
 CHART 3

FOR WHOM THE TRAINING IS GIVEN

60

50

40

30

20

10

0
New Staff Junior Staff Senior Staff Based On The
Requirement
 TABLE 4

BARRIERS TO TRAING AND DEVELOPMENT

Barriers Frequency Percentage

Time 12 40

Lack Of Interest 5 16.67

Money 3 10

Lack Of Skilled Trainer 10 33.33

Total 30 100

 Time is the greatest barrier of the training and development program in schools
 Money has the least barrier of the training and development.
 This also includes lack of skilled trainer and the lack of interest showed by the teachers
to the training and development programs in the institution.
 CHART 4

BARRIERS TO TRAING AND DEVELOPMENT

Time
Lack Of Interest
Money
Lack Of Skilled Trainer
 TABLE 5

MODES OF TRAINING

Modes Of training Frequency Percentage

Mentoring 6 20

Conference 15 50

External training 0 0

Programmed Instruction 9 30

Total 30 100

 50% of the teachers in the institution prefer conferences as their mode of training.
 20% of the teachers in the institution prefer mentoring as their mode of training.
 30% of the teachers in the institution prefer only programmed training.

CHART 5
 MODES OF TRAINING

50
45
40
35
30
25
20
15
10
5
0
Mentoring Conference External Programmed
training Instruction
 TABLE 6

EFFECTIVENESS OF THE TRAINING AND DEVELOPMENT SESSIONS

Effectiveness of the T&D Frequency Percentage

Sessions

Strongly Agree 0 0

Agree 10 33.33

Disagree 15 50

Strongly Disagree 5 16.67

Total 30 100

 16.67% of the teachers strongly disagree with the effectiveness of the training and development
sessions taken in the institution.
 50% of the teachers disagree with the effectiveness of the training and development sessions
taken in the institution.
 33.33% of the teachers agree with the effectiveness of the training and development sessions
taken in the institution.
 CHART 6

EFFECTIVENESS OF THE TRAINING AND DEVELOPMENT SESSIONS

Strongly Agree
Agree
Disagree
Strongly Disagree
 TABLE 7

IMPLEMENTATION OF THE TRAINING PROCESS

Implementation Of The Frequency Percentage

Training Process

Less Than One Month 6 20

1-2 Months 18 60

2-4 Months 6 20

More Than 4 Months 0 0

Total 30 100

 This table shows 20% of the training given is less than one month .
 60% of the decisions taken will be executed within 1-2months.
 20% of the decisions taken will be executed within 2-4months.
 0% of the decisions taken will not take more than 4 months.
 CHART 7

IMPLEMENTATION OF THE TRAINING PROCESS

Less Than One Month

1-2 Months
2-4 Months
More Than 4 Months
 TABLE 8

ENVIORNMENT OF TRAINING SESSIONS

Environment Of Training Frequency Percentage

Sessions

Excellent 3 10

Good 15 50

Average 12 40

Bad 0 0

Total 30 100

 10% of the teachers say that the environment of the sessions was excellent.
 50% of the teachers say that the environment of the sessions was good.
 40% of the teachers say that the environment of the sessions is average.
 CHART 8

ENVIORNMENT OF TRAINING SESSIONS

50
45
40
35
30
25
20
15
10
5
0
Excellent Good Average Bad
 TABLE 9

GENERAL COMPLAINTS ABOUT TRAINING SESSIONS

General Complaints Frequency Percentage

Precious Time of Workers 5 16.67

Gaps Between the Sessions 10 33.33

Unplanned Training Sessions 15 50

Boring And Not Useful 0 0

Total 30 100

 16.67% of the teachers complain about the precious time taken by the training sessions.
 50% of the teachers are not interested in unplanned training sessions.
 33.33 of the teachers say that gaps between sessions are too long.
 CHART 9

GENERAL COMPLAINTS ABOUT TRAINING SESSIONS

Boring And Not Useful

Unplanned Training Sessions

Gaps Between the Sessions

Precious Time of Workers

0 10 20 30 40 50 60
 TABLE 10

EXPERIENCE OF THE TEACHERS

Experience Frequency Percentage

Less than 2 years 3 10

2-5 Years 10 33.33

5-10 Years 12 40

More than 10Years 5 16.67

Total 30 100

 Only 10% of the teachers are fresher in ht e school.

 Most of the teachers in the school are 5-10 years of experience i.e. 40%.
 16.67% of the teachers has more than 10% of experience in teaching.
 CHART 10

EXPERIENCE OF THE TEACHERS

Less than 2 years

2-5 Years
5-10 Years
More than 10Years
 CHAPTER -4
ANALYSIS RELATING TO OBJECTS
 4.1 CHI-SQURE TEST

Hypothesis

H0: There is no significant association between complaints about the training and experience of
the teachers.

Ha: There is a significant association between complaints about the training and experience of
the teachers

Complaints about the training * Experience of teacher Crosstabulation

Count
Experience of teacher Total
Less than 2 to 5 5 to10 More than
2 years years years 10 years
Precious time of workers 2 7 1 5 15
Complaints
Gaps between the sessions 1 2 3 0 6
about the
Unplanned training sessions 0 2 1 2 5
training
Boring and not useful 1 1 1 1 4
Total 4 12 6 8 30

Chi square test as done to check the association between complaints about the training and
experience of the teachers using IBM SPSS.

Chi-Square Tests
Value df Asymp. Sig.
(2-sided)
Pearson Chi-Square 7.854a 9 .549
Likelihood Ratio 9.663 9 .378
Linear-by-Linear .037 1 .847
4Association
N of Valid Cases 30
a. 15 cells (93.8%) have expected count less than 5. The minimum
expected count is .53.
As the p value (0.549) for Person Chi square is greater than 0.05, null hypothesis is accepted. So,
there is no significant association between complaints about the training and experience of the
teachers.
FINDING, RECOMMONDATIONS
&
CONCLUSIONS
5.1 SUMMARY OF FINDINGS

 80% of the teachers are female.

 30% of the teachers disagree with the training as a part of organizational.

 20% of the teachers strongly agree with the training as a part of the organization.

 50% of the teachers suggest that new staffs must be given training.

 And only 5% of the teachers are given training based on their requirement.

 Time is the greatest barrier of the training and development program in schools

 Money has the least barrier of the training and development.

 This also includes lack of skilled trainer and the lack of interest showed by the teachers to

the training and development programs in the institution.

 50% of the teachers in the institution prefer conferences as their mode of training.

 20% of the teachers in the institution prefer mentoring as their mode of training.

 50% of the teachers disagree with the effectiveness of the training and development

sessions taken in the institution.

 16.67% of the teachers strongly disagree with the effectiveness of the training and

development sessions taken in the institution.

 0% of the decisions taken will not take more than 4 months.

 50% of the teachers say that the environment of the sessions was good.

 40% of the teachers say that the environment of the sessions is average.

 50% of the teachers are not interested in unplanned training sessions.

 33.33 of the teachers say that gaps between sessions are too long.
5.2 RECOMMENDATIONS:

 The management should publish regular training sessions in the institution.

 It is better to use Notice Boards for informing the starting of the training sessions.

 It is better to go to the higher level of understanding of training process.

 It is better to conduct seminars to improve the inter relationship between the teachers and

students.

 Most of the teachers do not recommend unplanned training sessions as they may not be able

to complete their syllabus in given time.

 About 30% of the teachers say that the gaps between the training sessions are too long.

 In this current year 2018-2019 two training sessions has been taken place but some of the

teachers claim that the sessions are not very useful as the both sessions has taken the same

topic twice i.e., DEVELOPMENT OF INTERPERSONAL RELATIONSHIP BETWEEN

THE TEACHERS AND STUDENTS AND THEIR PARENTS.

5.3 CONCLUSION:

 The above research access how the employees of the organization are concerned about

the training sessions,

 It helps them to analyse the mentality of the students and make them more efficient in the

future.

 Most of the teachers suggest that training and development sessions must not be

conducted during the school timings as it may affect the syllabus patterns.

 It also helps the teachers to relieve from the stress which were given by the management

to complete the syllabus on time.


BIBLIOGRAPHY
 BIBLIOGRAPHY

 www.google.com
 www.wikipedia.org
 www.belurmath.org
 www.chennaimath.org
ANNEXURE
Annexure

PERSONAL DETAILS

NAME:

AGE:

GENDER: MALE FEMALE

1. Your organization considers training as a part of organizationalstrategy. Do you

agree with this statement?

Strongly agree

Agree

Disagree

Somewhat agree
2. To whom is training given more in your organizations?

New staff

Junior staff

senior staff
 Based on requirement

3. What are the barrier to training and development in your organization.

Time

Lack of Interest

Money

Lack of skilled Trainer

4. What mode of training is normally used in your organization?

Mentoring

Conference

External training

Programmed instruction
5. Training and Development sessions conducted in your institution are Useful.”Do you
agree with this statement?

Strongly agree

Agree

Disagree

Strongly Disagree

6. How long does it take to implement the trained process?

Less than one month

1-2 months

2-4 months

More than 4 months

7. How well the environment of training sessions are organized?

Excellent

Good

Average

Bad

8. What are the general complaints about training sessions?

Precious time of workers

Gaps between the sessions

Unplanned Training sessions

Boring and not useful.

9. Experience of the teachers in the school?

Less than 2 years

2-5 years

5-10 years

More than 10 years