Project Completed

A PROBLEM CENTERED STUDY ON EFFECTIVENESS OF
TRAINING AMONG EMPLOYEES AT REGUS CENTRE

SERVICES (BANGALORE) PVT LTD
PROJECT REPORT
Submitted to
SCHOOL OF MANAGEMENT AND BUSINESS STUDIES
MAHATMA GANDHI UNIVERSITY, KOTTAYAM
Submitted By
AKSHAY SURESH
122005
in partial fulfillment of the requirement for the award of degree of
MASTER OF BUSINESS ADMINISTRATION

MAHATMA GANDHI UNIVERSITY
KOTTAYAM – 686560
DECLARATION
I, AKSHAY SURESH, student of School of Management and Business Studies, hereby

declare that the project titled “A Problem Centered Study on Effectiveness of Training
among Employees at Regus Centre Services (Bangalore) Pvt Ltd” submitted in partial
fulfilment for the award of Degree of Master of Business Administration of Mahatma Gandhi
University, Kottayam is a bonafide record of work done by me during the period from May
1st to June 31st 2022 at Regus Centre Services (Bangalore) Pvt Ltd under the supervision of
Dr. Roshna Varghese, School of Management and Business Studies, Mahatma Gandhi
University, Kottayam. This report has not previously formed the basis for the award of any
degree, diploma, or similar title of any University.
Place : Priyadarshini Hills
Date :
AKSHAY SURESH
MAHATMA GANDHI UNIVERSITY
PRIYADARSHINI HILLS P.O.
KOTTAYAM, KERALA, 686560
CERTIFICATE
This is to certify that the report titled “A Problem Centered Study on Effectiveness of
Training among Employees at Regus Centre Services (Bangalore) Pvt Ltd” is a bonafide
record of the project work done by AKSHAY SURESH under the guidance of Dr. Roshna
Varghese, in partial fulfilment of the requirements for the award of the Degree of Master of
Business Administration of Mahatma Gandhi University, Kottayam, Kerala.
Dr. Roshna Varghese Prof. Dr. Santhosh P Thampi
Assistant professor Head of the department
School of Management and School of Management and

Business Studies Business Studies
Place : Priyadarshini Hills
Date :
ACKNOWLEDGEMENT
Through this acknowledgement I express my sincere gratitude towards all those people who
helped me in this project, which has been a learning experience.
I would like to extend my heartfelt gratitude to our Head of the Department Prof. Dr.
Santhosh P Thampi for giving me the essential support in concluding this work.
This space wouldn’t be enough to extend my warm gratitude towards my project guide Dr.
Roshna Varghese, Assistant Professor for her efforts in coordinating with my work and
guiding in right direction.
My sincere thanks to my guide Mrs. Theodore Azaria for giving me an opportunity to carry
out my problem centered study at Regus Centre Services (Bangalore) Pvt Ltd and for
sparing her valuable time for the same. It was a learning experience to work with them.
I am also grateful to all other faculty members of School of Management and Business
Studies, who have helped me with their valuable suggestions.
It would be injustice to proceed without acknowledging those vital supports I received from
my beloved classmates and friends, without whom I would have been half done.
I also use this space to offer my sincere love to my parents and all others who had been there,
helping me walk through this work.
AKSHAY SURESH
EXECUTIVE SUMMARY
The project titled A Problem Centered Study on Effectiveness of Training among Employees
at Regus Centre Services (Bangalore) Pvt Ltd is an attempt to find the effectiveness and
importance of training among employees. Employees has an active role in shaping the
organisation. The role they play towards a company’s success cannot be underestimated. As a
result, equipping these unique assets through effective training becomes imperative in order
to maximize the job performance.
The purpose of this study is to evaluate the effects of training among employees, using the
Regus centre services, a private ltd company in Bangalore as an example. In order to
understand the study aim, five objectives were developed and these focused particularly on
identifying the training programs’ existing in the industry, the objective of the training
offered, and the methods adopted and finally the effects of training and development on
employee performance and to give valuable suggestions to the firm.
Both primary data and secondary data were used for data collection. A problem centered
approach of the data collection was adopted using a questionnaire comprising of a total of 16
questions distributed to a sample of 50 respondents to obtain primary data. Based on this
sample the results obtained indicate that training have a clear effect on the performance of
employees. The findings can prove useful to Human resource managers, Human resource
policy decision makers, as well as research scholars and institutions.
LIST OF CONTENTS
Chapter 1 Introduction ..............................................................................................................

1.1 Background of the Study ..................................................................................................... 1
1.2 Industry Profile and Company Profile ................................................................................. 1
1.3 Need and Significance of the Study ...................................................................................10
1.4 Statement of the Problem ...................................................................................................10
1.5 Objectives of theStudy .......................................................................................................10
1.6 Scope of the Study ............................................................................................................. 11
1.7 Limitations of theStudy ......................................................................................................11
1.8 Organisation of Report .......................................................................................................11
Chapter 2 Theoretical Framework ...........................................................................................
2.1 Theoretical Framework ......................................................................................................12
2.2 Literature Review ...............................................................................................................24
Chapter 3 Research Methodology ............................................................................................
3.1 Objectives Of The Study ................................................................................................... 27
3.2 Hypotheses Of The Study .................................................................................................. 28
3.2 Research .............................................................................................................................28
Chapter 4 Data Analysis And Interpretations ........................................................................
4.1 Introduction ........................................................................................................................31
4.2 Hypothesis Testing .............................................................................................................38
4.3 Conclusion ......................................................................................................................... 51
Chapter 5 Findings, Suggestions and Conclusion ...................................................................
5.1 Findings ............................................................................................................................. 52
5.2 Suggestions ........................................................................................................................ 53
5.3 Conclusion ......................................................................................................................... 54
Bibliography ........................................................................................................................... 52
Reference .....................................................................................................................................
Apendix ............................................. ..........................................................................................
LIST OF TABLES
Table No. Title of the Table Page No.
4.1 Age of respondents 31
4.2 Gender of respondents 32
4.3 Employees receiving training from the organisation 33
4.4 Criteria for trainee selection 34
4.5 Opinion about organistation has a good training policy 35
4.6 Preferred mode of training 36
4.7 Satisfaction towards the methods adopted for the training 37
4.8 Effectiveness of training methods 38
4.9 Opinion about the impact of training upon performance 39
4.10 The level of impact upon skills and performance 40
4.11 Training program meet the expectations 41
4.12 Success of organisation in delivering an effective training 42
4.13 Quality of the training programs conducted 43
4.14 Rating the quality of the training 44
4.15 Opinion on the quality of the trainer 45
4.16 Opinion on the materials used in training 46
4.17 Opinion on the mode of training 47
4.18 Methods adopted for training and employee satisfaction level. 48
4.19 Chi - Square Test 48

Employee rating towards various dimensions used in training
4.20 programs 50
4.21 Chi - Square Test 50

LIST OF FIGURES
Figure No. Title of the Figures Page No.
1.1 Users of Regus Center Services globally 9
2.1 Kirkpatrick model 15
4.1 Age of respondents 31
4.2 Gender of respondents 32
4.3 Employees receiving training from the organisation 33
4.4 Criteria for trainee selection 34
4.5 Opinion about organistation has a good training policy 35
4.6 Preferred mode of training 36
4.7 Satisfaction towards the methods adopted for the training 37
4.8 Effectiveness of training methods 38
4.9 Opinion about the impact of training upon performance 39
4.10 The level of impact upon skills and performance 40
4.11 Training program meet the expectations 41
4.12 Success of organisation in delivering an effective training 42
4.13 Quality of the training programs conducted 43
4.14 Rating the quality of the training 44
4.15 Opinion on the quality of the trainer 45
4.16 Opinion on the materials used in training 46
4.17 Opinion on the mode of training 47

CHAPTER 1
INTRODUCTION
INTRODUCTION
Every organisation have a well trained and experienced people to perform the activities that
have to be done. Training can be introduced simply as a process of assisting a person for
enhancing his efficiency to a particular work area by getting more knowledge and practice.
Also, training is important to establish specific, skills, abilities and knowledge to an
employee. For an organisation, training and development of employees are important as well
as organisational growth, because training has an impact upon these.
Taking into account the advantage of individual development and organisational
improvement training has been accepted as an important and essential activity by almost
every organization. A number of business organizations invest considerable amount of
money in training their staff and have, therefore developed appropriate policies and
procedure. Here at Regus group also we can see such activities.
1.1 BACKGROUND OF THE STUDY

Training is imparting knowledge, skills and information. Training makes a very important
contribution to the development of the organisation’s human resource and hence to the
achievement of the goals and objectives. To achieve this purpose training needs to be
effectively managed.
In order to build up a strong effective, efficient, motivated and dedicated management,
continuing management training is required. Training is a vital part of human resource
management. New developments and rapid changes have made continuous training at all
levels.
1.2 INDUSTRY PROFILE AND COMPANY PROFILE

Industry profile
The real estate market consists of sales of real estate services by entities (organizations, sole
traders and partnerships) that rent, lease and allow the use of buildings and/or land. The
industry also includes managing real estate for others, selling, renting and buying real estate
for others and appraising real estate.
The main types of real estate are real estate rental, real estate agency and brokerage. Renting
real estate, also referred as hiring or letting, is a contract in which a fee is paid in exchange
for the temporary use of a good, service, or property that belongs to someone else.
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Global Scenario
The global real estate market size is expected to grow from $3386.11 billion in 2021 to
$3741.06 billion in 2022 at a compound annual growth rate (CAGR) of 10.5%. The growth in
the market is mainly due to the companies rearranging their operations and recovering from
the COVID-19 impact, which had earlier led to restrictive containment measures involving
social distancing, remote working, and the closure of commercial activities that resulted in
operational challenges. The real estate market is expected to reach $5388.87 billion in 2026
at a CAGR of 9.6%.
Indian Scenario
In India, the real estate sector is the second highest employment generator, after the
agriculture sector. Real estate sector in India is expected to reach US$ 1 trillion in market size
by 2030, up from US$ 200 billion in 2021. By 2025, it will contribute 13% to country’s GDP.
Emergence of nuclear families, rapid urbanisation and rising household income are likely to
remain the key drivers for growth in all spheres of real estate, including residential,
commercial, and retail. Rapid urbanisation in the country is pushing the growth of real
estate. >70-75% of India’s GDP will be contributed by urban areas by 2020.
State Scenario
As per Urban Development Policy of Karnataka, urban population of Karnataka will reach
42% by 2025. Karnataka is making significant investments in real estate and industrial
infrastructure developments, such as setting up IT parks, industrial clusters and Special
Economic Zones (SEZs) through Public Private Partnership (PPPs) projects to provide an
impetus to further industrial development. As per the Draft Urban Development Policy of
Karnataka 2009, the land requirement for urban use in Karnataka is estimated to be 5,67,285
hectares by the year 2025. According to this estimate, about 1,40,262 hectares of additional
land would be required. While meeting land requirements for the purpose of housing,
industry and infrastructure,
The real estate sector's contribution to the GDP is 7 percent now and it is expected to reach
10 percent by 2025. The sector in India is set to be valued at USD 1 trillion in the next few
years as the country aims at USD 5 trillion economy. Currently, there is more than 80 million
sq. ft. of existing office space in Bengaluru which includes IT, non-IT and SEZ supply. The
new developments are largely concentrated along the Whitefield, Electronic City which are
major micro-markets.
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Company profile
Website : http://www.regus.com
Industry : Leasing Non-residential Real Estate
Company size : 5001-10,000 employees
Headquarters : Atlanta, GA
Type : Public Company
Founded : 1989
Specialties : Flexible Workspaces, Virtual Offices, Meeting Rooms,
Business Services. Outsourced office space, telepresence, and co-
working.
Regus is the world's largest provider of flexible workspaces, offices, virtual offices, business
lounges and more. Regus provides modern, flexible workspace to customers including some
of the most successful, entrepreneurs, individuals and multi-million dollar corporations.
Founded in Brussels, Belgium, in 1989. Since 1989, Regus has consistently developed its
portfolio of products and services to meet the needs of our customers to work however,
whenever, wherever. Its strapline "Work your way" reflects Regus's enduring determination
to provide whatever support its customers require so that they can work as efficiently and
effectively as possible wherever they may be.
At Regus they’re leading a business revolution. It's their entrepreneurial, customer
focused people who are making business happen. Regus is an exciting, fast-growing
company. Having centres in 3,000 locations, they now have Spaces, offering a dynamic
community environment, with collaborative workspace, events, private offices and meetings
rooms. Their extensive network of locations enables companies of all sizes to work wherever,
and however they need. Regus help businesses find the right way to work. The worldwide
network of workspaces has created a global business community of 2.5 million people.
Regus is part of a collective of global and regional workspace brands that form the IWG
network. These include Spaces, HQ, Signature by Regus and No18. Through this diverse
portfolio, they offer customers an unparalleled choice of design, fit out, location and building,
enabling them to choose the right workspace to meet their unique needs.
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TOP 4 ALTERNATIVES & COMPETITORS TO REGUS
1. WeWork
WeWork provides you with the space, community, and services you
need to make a life, not just a living. Categories in common with Regus:
Co working Spaces
2. Workbar
Workbar is a company that creates specialized office spaces for

assorted companies. Categories in common with Regus:
Co working Spaces
3. TechNexus
TechNexus aligns startups and enterprises to drive commercial activity

that solves real world problems. Categories in common with Regus:
Co working Spaces
4. Impact Hub
Impact Hubs are located in over 81+ cities supporting over 15000+
members, with a shared focus on creating positive impact. It provides
guidance, resources, and opportunities shared between all Impact Hubs.
Categories in common with Regus:
Co working Spaces
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PRODUCT PROFILE
1. OFFICE SPACE.
From a private office with a few desks, to an entire building, they provide the office
environment businesses need to collaborate, innovate and grow. Find flexible serviced office
space for rent from as little as a day, or stay for longer and personalize your space to suit the
unique needs of your business. Office space options include
Serviced Offices
Furnished, private offices that are ready to move into; with everything taken care of.
 High-quality furniture
 Utilities and services included
 Friendly, on-site support team
Custom Office
Private office space tailored to your business' unique needs and designed for customers.
 Range of storage options
 Collaboration and focus spaces
 Choose furniture & accessories
 3,300+ workspaces around the world
Day Offices
Ready-to-use office space as and when the customers’ needs it, on an hourly or daily basis.
 Easily book while on the move
 Business-grade Wi-Fi & ergonomic furniture
 For teams of all sizes
2. COWORKING.
They offer a number of different co working options. Such as

Dedicated Desk
A desk reserved for the business, in a shared office or open-plan workspace. Features
includes,
 A desk that's yours, every day
 Choose from 1000s of locations
 Thriving, like-minded community
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Cowork Membership
Access thousands of co working spaces by the day or for 5, 10, or unlimited days a month.
 Available to access for 5, 10 or unlimited days each month
 Enjoy exclusive member discounts and benefits
 Flexibility & Choice
3. MEMBERSHIP OPTIONS.
They offer a number of different membership options. Compare them below and choose the
right one for your business. Then get in touch with our team to make your next move.
Office Membership
Work from a private office by the day or for 5, 10 or unlimited days a month. Features are
 Thousands of locations
 Fully-furnished and serviced
 Access lounges and break-out areas
Cowork Membership
Access thousands of co working spaces by the day or for 5, 10, or unlimited days a month.
 Drop in and hot desk in inspiring spaces, where you like, when you like globally
 Available to access for 5, 10 or unlimited days each month
 Enjoy exclusive member discounts and benefits
Lounge Membership
Access thousands of business lounges across the world. Simply turn up and get to work.
Features:
 Use Regus & wider IWG network
 Locations all over the world
 Choose how many visits a month
4. VIRTUAL OFFICE OPTIONS.
Virtual office packages give the flexibility to choose the services you need. They includes,
Business Address
Establish a professional business address for the company in a prime location. It includes,
 Give your business the professional address it needs in a premier location
 Use the address on your documents and have mail forwarded there
 Available at thousands of locations worldwide
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Virtual Offices
Build an instant presence wherever it need to be, at prime business locations. Includes,
 Thousands of locations
 Use of global business lounges
 Phone answering available
Virtual Office Plus

The most comprehensive package: all the virtual office services plus workspace access.
 A winning combination of virtual office services and workspace access
 Includes meeting room use and 5 days office or desk space per month
 Plus access to our global business lounge network
5. MEETING ROOMS.
Meeting rooms are in every major city in the world, so the customers can host wherever they
need. Impress clients, hold memorable workshops, or deliver a winning pitch in the fully
serviced meeting spaces. Book on demand by the hour, and dedicated team will be on hand to
ensure the meeting runs smoothly.
Conference Rooms
Equipped with state of the art presentation equipment, perfect for next business meeting.
 Business-grade internet
 Configure to suit your needs
 Whiteboards & projectors
Interview Rooms
Interview candidates in your choice of professional, inspiring, relaxed or discreet rooms.
 Book for 1 hour or more
 Receptionist greets candidates
 Presentation equipment available
Training Rooms
Purpose-built spaces, ideal for training sessions, with on-site catering and support.
 Catering options available
 Support team on-site
 Break-out areas
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6. WORKPLACE RECOVERY
Protect the business from the impact of unexpected events. The extensive workspace network
can give the team a place to work in times of crisis. Regus partner with the clients to make
sure it’s business as usual for them and their customers. Options includes the following.
Dynamic
Fully-equipped, private office space, ready in a day. Features provided are
 Fully equipped, private office space, ready in a day
 Available for 30 days per year – includes meeting room and lounge access
 Recommended for 20% of your team
Reserve
 Private workspace reserved and available 24/7
 Unlimited test days each year so you’re prepared for anything
 Recommended for the vital 1% of your team
Rapid
 On-demand space for any of your team who need it
 Coworking facilities and office space included
 Unlimited usage at thousands of locations
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TRUSTED BY THE WORLD’S LARGEST COMPANIES.
Fig. 1.1. Users of Regus Center Services Pvt. ltd globally
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1.3 NEED AND SIGNIFICANCE OF THE STUDY
Every organisation needs the service of trained persons for performing the activities in a
systematic way. The fast changing technological development makes the knowledge of
employees obsolete. They require constant training to cope with the needs of the jobs. After
selecting the employees, the next task of management is to give them proper training. Some
employees may have some previous knowledge of jobs while others may entirely be new.
Both types of workers will need some kind of training to adapt themselves with the job.
Large organisations may have to prepare workers for understanding the jobs. Every concern
has to arrange some kind of training technological advancements. In today’s competitive
world, organisations are spending lot of time and money on employee satisfaction in an effort
to improve productivity, and also to achieve the needs of the organisation.
1.4 STATEMENT OF THE PROBLEM

The study is about the Effectiveness of Training among Employees at Regus, Bangalore. The
purpose of conducting this project is to identify the effectiveness of training among
employees. Training isn’t just important to any company, it is vital. Training presents a prime
opportunity to expand the knowledge base of all employees. A person need time to adjust
himself to a newly work environment, that’s where training comes in. Training provides
benefits to both the individual and organisation that make the cost and time a worthwhile
investment. Trained and satisfied employees with required skills are the real worth of the
organization. Through this study there is possibility for improving the productivity of the
organisation.
1.5 OBJECTIVES OF THE STUDY

The primary objective of the study is to find out the effectiveness of training among
employees at Regus, Bangalore.
Specific objectives
 To study about the training policy used in the organisation.
 To find out the satisfaction level and preference of employees towards various
methods adopted in training within the company.
 To analyse the impact of training programs on employee performance.
 To study on the effectiveness of training programs.
 To offer suggestions for improving training of the company.
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1.6 SCOPE OF THE STUDY
The scope of this study is limited to Regus, Bangalore. The study was ultimately aimed at
determining the effectiveness of training among employees as a whole in the company.
Training has high importance in an organization. It is applied to new as well as existing
employers to enhance their skills, knowledge, and positive attitude towards work. This in turn
would improve organization effectiveness. If done properly, training can give very high
benefits to the organization itself through the optimum use of human resource.
1.7 LIMITATIONS OF THE STUDY

 The study may have some wrong/misleading information given by the respondents.
 The information obtained from, or the collection of data is limited to 50 respondents.
 The geographical limit of the study was restricted to Bangalore, Karnataka district
only.
 The time given to collect the sample was limited to 2 month, so the detailed analysis
is difficult.
 The study had budgetary constraints.
1.8 ORGANISATION OF REPORT

Chapter 1
It deals with the Introduction about the study, Background of the study, Industry and
Company Profile, Need and Significance of the study, Statement of problem, Objectives of
the study, Scope of the study, Limitations of the study and Organisation of the report.
Chapter 2
This chapter deals with theoretical framework of training.
Chapter 3
This chapter deals with Objectives of the Study, Research Design, Sources, Method of data
collection and Data analysis techniques.
Chapter 4
This chapter deals with the analysis and interpretation of data collected.
Chapter 5
Deals with the findings, suggestions and conclusion of the study conducted.
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CHAPTER 2
THEORETICAL FRAMEWORK
2.1 THEORETICAL FRAMEWORK
2.1.1 TRAINING
Meaning
Training is an organised procedure for increasing the knowledge and skills of people for a
specific purpose. Training improves the performance of employees on present job and
prepares them for taking up new assignments in future. In other words, the trainees acquire
technical knowledge, skills and problem solving ability by undergoing the training
programme. We typically say training can involve the changing of skills, knowledge, attitude,
or social behaviour. It may mean changing what employees know how they work, their
attitude towards their interactions with their co workers or their supervisor.
Definition
According to Raymond .A Noe “Training refers to a planned effort by a company to facilitate
an employee learning of job related competencies.”
Training and education
Training is the application of knowledge. It gives an awareness of the rules and procedure to
guide their behaviour. It attempts to improve their performance on the current job or prepare
them for intended job.
Education is the understanding and intervention of knowledge. It does not provide definite
answer, but rather it develops a logical and rational mind that can determine relationships
among pertinent variables and thereby character, and understanding of basic principles and
develop the capacities of analysis, synthesis and objectivity.
Training and development
Training and development refers to educational activities within a company created to
enhance the knowledge and skills of employees while providing information and instruction
on how to better perform specific tasks.
In training, the initiative is taken by the management with the objective of meeting the
present need of an employee. In development, initiative is taken by the individual with the
objective to meet the future need of an employee.
Difference between Training and Development
Employee training and development is an indispensable part of human resource function and
management. Both the activities aim at improving the performance and productivity of the
employees. Training is a program organized by the organization to develop knowledge and
skills in the employees as per the requirement of the job. Conversely, Development is an
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organized activity in which the manpower of the organization learn and grow; it is a self-
assessment act.
In training, the employees are imparted technical knowledge and skills related to the
particular job and stresses on improving the abilities of each worker. In contrast, development
is a sort of educational process which focuses on the growth and maturity of the managerial
personnel. Check out the article given below, that elucidates the difference between training
and development, in tabular form.
2.1.2 PROCESS OF TRAINING

Training process is an organizational activity aimed at improving the performance of the
individuals and groups of employees in the organisational settings. An effective training
program is built by following a systematic, step by step process. There are 5 stages.
Step 1: Analyzing the training needs
The first step in the training process is a basic one: to determine whether a problem can be
solved by training. If employees are not performing their jobs properly, it is often assumed
that training will bring them up to standard. This may not always be the case. Ideally, training
should be provided before problems or accidents occur and should be maintained as part of
quality control. Needs are identified at 3 levels:
1) Organizational level
2) Occupational level
3) Individual level
Step 2: Planning and designing the training
Once the kind of training that is needed has been determined, it is equally important to
determine what kind of training is not needed, when, what and how training is given.
Training should focus on those steps on which improved performance is needed. This avoids
unnecessary time lost and focuses the training to meet the needs of the employees. Following
are the stages of planning and designing the training.
 Defining the training objectives
 Deciding on appropriate training methods.
 Deciding on training and support staff.
 Deciding the training content and pre-requisites of training
 Organizing and sequencing the training sections.
 Determining performance standard and evaluation tool.
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Step 3: Developing the training material
Once the employees training needs have been identified, employers can then prepare for the
training using proper materials. There should be adequate training materials and resources for
the trainees. The following material has to be developed for effective training.
• Training course outline
• Training section plan
• Learning material
• Audio visual aids
• Power point presentations
• Feedback questionnaires
Step 4: Implementing the Training
In this stage what the trainer do is actually delivering the training to the employees or
participants in the training. An effective training program allows employees to participate in
the training process and to practice their skills and knowledge. Employees should be
encouraged to become involved in the training process by participating in discussions, asking
questions, contributing their knowledge and expertise.
Step 5: Evaluation
One way to make sure that the training program is accomplishing its goals is by using an
evaluation of the training. Evaluations will help employers or supervisors determine the
amount of learning achieved and whether or not an employee performance has improved on
the job as a result.
2.1.3 METHODS FOR TRAINING EVALUATION.
1) KIRKPATRICK MODEL: FOUR LEVELS OF LEARNING EVALUATION

This model was developed by Dr. Donald Kirkpatrick (1924 – 2014) in the 1950s. Focuses on
measuring outcomes that result from effective programs. There are 4 levels. Reaction,
learning, behaviour and results and how they can help evaluate your training program. The
model can be implemented before, throughout, and following training to show the value of
training to the business.
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Figure 2.1 Kirkpatrick model
Reaction:
The first level measures participant satisfaction and reaction to the training. This is important
to determine to ensure the program is relevant to the audience and well-received. Reaction
should be assessed immediately after the training. You can discover participant reaction by
verbal feedback and by soliciting anonymous input through surveys and questionnaires.
Learning:
The goal of level two is to determine what the participants learned during the training. Prior
to training, assessments should be performed to evaluate participant knowledge and skill level.
Learning outcomes include changes in knowledge, skills and attitudes. These changes need to
be compared to the program’s learning objectives to determine effectiveness.
Behaviour:
Level three of the model evaluates the behaviour of participants after training. Specifically, it
attempts to evaluate how participants applied what they learned. Assessing behaviour can be
a challenge as it is can occur weeks, even months after training. Observation, interviews and
recurring 360 degree feedback evaluations together make for a comprehensive evaluation.
Results:
The last level of the model measures the final results caused by the training. Specifically, this
measures the effect on the company and bottom line that the training had. The outcomes to
evaluate depend on the training objectives established by the organization. Level four should
assess both return on investment and return on expectation to get a comprehensive view of
training effectiveness.
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2) KAUFMAN'S FIVE LEVELS OF EVALUATION OF TRAINING IMPACT
Some researchers, recognizing some shortcomings of Kirkpatrick's four level approach, have
attempted to modify and add to this basic framework. Kaufman offers one such presentation.
Level 1 - Input and Process
The first level of Kaufman’s evaluation method is broken down into two parts.
Enabling - Evaluate the quality and availability of physical, financial and human resources.
This is an input level.
Reaction - Evaluates the efficiency and acceptability of the means, methods and processes of
the proposed training program. Test subjects are asked how they feel about the instruction.
Level 2 and 3 - Micro Levels
Levels 2 and 3 are classified as micro levels designed to evaluate individuals and small
groups.
Acquisition - Evaluates the competency and mastery of the test group/individual in a
classroom setting.
Application - Evaluates the success of the test group/individual’s utilization of the training
program. Test subjects are monitored to determine how much and how well they implement
the knowledge they gained within the organization.
Level 4 - Macro Level
Organisation output level is to evaluate the results of the contributions and payoffs of the
organisation as a whole as a result of the proposed training program. Success is measured in
terms of the organisation's overall performance and the return on investments.
Level 5 - Mega Level
Societal outcomes, the contributions to and from the client and society as a whole are
evaluated. Responsiveness, potential consequences and payoffs are gauged to determine the
success of implementing the proposed training program.
3) MICHAEL SCRIVEN’S GOAL FREE EVALUATION MODEL

Goal free evaluation is any evaluation in which the evaluator conducts the evaluation without
particular knowledge of reference to stated or predetermined goals and objectives. It attempts
to observe and measure all actual outcomes, effects, or impacts, intended or unintended, all
without being cued to the program’s intentions.
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2.1.4 TYPES OF TRAINING
Training is the process of learning the skills that you need for a particular job or activity.
There are various types of training. Some of them are
1. Inductive training
2. Placement training
3. Orientation
4. Human relations training
5. Problem solving training
6. Apprenticeship training
7. Soft skill training
8. Computer assisted learning training
9. E learning
• Inductive training:
Introducing an employee to the job and by the end of this training they get informed about the
policies rules and regulations of the company.
• Placement training:
By the end of this training the candidate will be able to deliver the work assigned through
placement.
• Orientation:
By the end of this training the candidate will be oriented towards the work culture.
• Human relations training:
Through this the candidate will be excellent in interpersonal behavior.
• Problem solving training:
The candidate are made expert in solving problems of the department.
• Apprenticeship training:
To provide basic skills to row unskilled individuals to make them employable.
• Soft skill training:
To provide skills relating to communication, etiquettes mannerisms etc.
• Computer assisted training:
Providing training about how to use the computer.
• E learning:
Provides various sites of learning.
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2.1.5 TRAINING MODELS
A model of a system or a process is a theoretical description that help you to understand how
the system or process works on how it might work. The models are as follows:
 Systematic model
 Transition model
 Investors in people model
 Ash ridge model
 Instructional system designed model
1) SYSTEMATIC MODEL
According to manpower services commission, systematic training is training taking on a
planned basis as a result of applying logical generally. It consist of the following steps.
1. Development of training policy
2. Identification of training needs
3. Development of training plans and objectives
4. Implementation of planned training
5. Evaluation and validation of training
2) TRANSITION MODEL
According to Henry Taylor following assumptions are made for transition model
 Training is not an investment, it is wastage of money.
 It is not the result of strategic planning.
 Significant relation between organization and the individual.
It has 2 looms
 Inner- systematic training
 Outer – vision, mission and values
3) INVESTORS IN PEOPLE MODEL

It is based on 4 key basic training principles. They are as follows:
 Commitment
 Planning
 Action
 Evaluation
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4) ASHRIDGE MODEL
This model was developed by Ashridge management research group consultancy. There are 3
approaches to this model.
 Fragmented approach
This approach consider training as a cost. The organization take little responsibilities for
training.
 Formalized approach
All training process is structured and is linked to performance appraisal of the employee.
 Focused approach
Training is considered as an investment. The organization consider training as developing the
full potential of the employee.
5) INSTRUCTIONAL SYSTEM DESIGNED MODEL

According to R Vaghan “ISD Is the systematic approach develop training programs to ensure
that appropriate resources are created evaluated and modified until trainee attain desired
instructional goals.
It has got five components:
 Analysis
 Design
 Development
 Implementation
 Evaluation
2.1.6 TRAINING FACILITIES AND TRAINING SITES

According to Smith and Delhay a good training site should have the following features.
 It should be comfortable and accessible.
 It should be free of interruptions.
 There should be enough space to accommodate the trainees.
 It should have sufficient work space.
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According to C L Fingel, following factors must be considered while selecting training site.
 Noise
 Colors
 Room structure
 Lighting
 Wall and floor covering
 Acoustics
 Ceiling
 Glare
 Room chairs
 Electrical outlets
 Wall clocks
 Noise
The site should be free from unwanted noise.
 Colors
Warm colors are used such as green blue and yellow.
 Room structure
Square shaped rooms are preferred. Long and narrow room makes employee uncomfortable.
 Lighting
Bright enough to illuminate the materials and enable the trainee to read and write comfortably.
 Wall and floor covering
Carpeted with colors like blue green and red. Avoid the use of unwanted pictures in wall.
 Acoustics
Check the echo from the walls, ceiling and floor.
 Ceiling
It should be 10 ft. above the trainees.
 Glare
Avoid glare from blades, windows and white boards.
 Room chairs
Chair should have wheel for movement.
 Electrical outlets
It should available at 6 feet around the room.
 Wall clocks
It should behind the trainee.
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2.1.7 METHODS OF TRAINING
Training method refers to a way or technique for improving the knowledge and skills of an
employee for doing assigned jobs effectively. The organisation has to consider the nature of
the job, size of the organisation and workers, types of workers, and cost for selecting a
training method. Mainly there are 2 methods of training. They are as follows.
1) On the job training
This is the most common method of training in which a trainee is placed on a specific job and
taught the skills and knowledge necessary to perform it.
 Job Rotation
 Apprenticeship
 Coaching
 Job instruction technique
 Committee assignments
 Job rotation:
This training method involves movement of trainee from one job to another gain
knowledge and experience from different job assignments. This method helps the trainee
understand the problems of other employees.
 Apprenticeship training:
Apprenticeship is training for a profession under a trainer. It is a way of acquiring new
skills and getting hands on industry experience before getting an educational degree or an
entry level job.
 Coaching:
Under this method, the trainee is placed under a particular supervisor who functions as a
coach in training and provides feedback to the trainee. Sometimes the trainee may not get
an opportunity to express his ideas.
 Job instruction technique:
Also known as step by step training in which the trainer explains the way of doing the
jobs to the trainee and in case of mistakes, corrects the trainee.
 Committee assignments:
A group of trainees are asked to solve a given organizational problem by discussing the
problem. This helps to improve team work.
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2) Off the job training
Off the job training is the training method where in the trainees learn their job roles away
from the actual work floor. On the job training methods have their own limitations, and in
order to have the overall development of employees, off the job training can also be imparted.
These are the methods adopted for training the employees away from the work place.
 Lectures
 Case study method
 Vestibule training
 Role plays
 Simulation
 Management games
 Lectures:
This will be a suitable method when the numbers of trainees are quite large. Lectures can be
very much helpful in explaining the concepts and principles very clearly, and face to face
interaction is very much possible.
 Case study method:
Usually case study deals with any problem confronted by a business which can be solved by
an employee. The trainee is given an opportunity to analyze the case and come out with all
possible solutions. This method can enhance analytic and critical thinking of an employee.
 Role play:
In this case also a problem situation is simulated asking the employee to assume the role of a
particular person in the situation. The participant interacts with other participants assuming
different roles. The whole play will be recorded and trainee gets an opportunity to examine
their own performance.
 Simulation:
Under this method an imaginary situation is created and trainees are asked to act on it. For
e.g., assuming the role of a marketing manager solving the marketing problems or creating a
new strategy etc.
 Management games:
According to this method the trainees are divided into groups and each group has to discuss
about various activities and functions of an imaginary organisation. They will discuss and
decide about various subjects like production, promotion, pricing etc. This gives result in co-
operative decision making process.
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2.1.8 ADVANTAGES OF TRAINING IN AN ORGANIZATION
 Addressing weakness:
Every employee is weak at certain skills every employee will not be perfect, which you need
for the position. If the employee certain skills match and if you know you can strengthen its
skill by training, hire them or assign tasks to them, definitely your employee will work hard
to stand on your expectations.
 Improving performance:
Once the employee gets the desired skills required for the task to execute. Their weakness
will turn into their strengths and they get the better understanding what and how to execute
with better ideas
 Fostering growth:
The main aim of any organisation is to get development and growth for the effects they put
on. Growth can be achieved if all the workforce of an organisation pays equal attention to
development. By providing training to your employees, you’re providing them the space to
learn and grow.
 Enhancing satisfaction:
Employees feel confident in gaining skills. Training helps the employees to perform tasks
easily and also they can innovate new strategies to execute the task. This builds some level of
satisfaction in employees.
 Reducing turnover:
Initially, when you train your staff, it will cost you time and money. Once the employee gets
skilled in their role they can provide you better revenue than before. It reduces the frustration
level of both the employee and the employer and thus turnover.
 Increase in overall productivity
Employee’s quality performance leads to improved customer satisfaction and service.
Employees get updated on the trending technology and advanced methods and organisation
gains efficiency, standardisation, and flexibility
2.1.9 DISADVANTAGES OF TRAINING IN AN ORGANIZATION

Everything has advantages as well as disadvantages. The disadvantages that may come from
training are
 It is a relatively an expensive process.
 There is a risk that after the training session, the employee can quit the job.
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2.2 LITERATURE REVIEW
Training plays an important role in the effectiveness of organisations and to the experiences
of people in work. Training has implications for productivity, health and safety at work and
personal development. All organisations employing people need to train and develop their
staff. However, investment in training and development is generally regarded as good
management practice to maintain appropriate expertise now and in the future. Previous
research studies conducted in the area of my topic are as follows.
 Kulkarni, Pallavi P.(2013) “Training and development and quality of work life”.
The authors suggest that training and development is a process leading to qualitative as well
as quantitative advancements in an organization, especially at the managerial level. It is stated
that training has specific areas and objectives whilst development is a continuous process less
concerned with physical skills than with knowledge, values, attitudes and behaviour. This
paper focuses and analyses the literature findings on importance of training and development
and its relation with the employees' quality of work life.
 Debra L. Truitt (2011) “The Effect of Training and Development on Employee Attitude
as it Relates to Training and Work Proficiency”
This study explores the relationships between training experiences and attitudes about
perceived job proficiency. The author finds a direct relationship between one’s positive
training experiences and attitudes and one’s proficiency. In this study, 86.8% of those who
had updated training had the most positive attitudes toward training. Furthermore, 80% of
those who had negative training attitudes also had negative views on their proficiency.
 Bhatti & Kaur (2010) “The role individual and training design factors on training
transfer”.
This paper presented the theoretical model of training transfer in which they identified many
factors that affect the training effectiveness. These factors are: transfer design, perceive
content validity, performance self efficacy, evaluation of training and training transfer
motivation. Authors concluded that there is a significant correlation between content validity
and motivation to training transfer. They also concluded that motivation to transfer is one of
the fundamental components of training transfer course; without this motivation it will be
difficult to transfer the training successfully.
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 Carole Ann Algranti (1988). The effects of training on job performance.
This study focuses on the factors affecting the learning transfer process. This study stated the
most important effects of training i.e. acquisition of new approaches and new techniques and
the acquisition of new learning. This study concluded that training is resulting in favourable
changes in the on-the-job behaviour of most of the participants. Researcher suggested that
management has to plan interventions to support increased transfer of training.
 Srivastava (2001) “The effectiveness of various training programmes offered by the

inhouse training centre of Tata Steel, Shavak Nanavati Training Institute, 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
behaviour as perceived by participants, their immediate supervisors, and departmental heads.
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.
 Olaniyan and Lucas (2008) “Staff training and development”.

They suggested that organizations are encouraged to train and develop their staff to the fullest
advantage in order to enhance their effectiveness. They also discussed that training reduces
the work of the manager in terms of close supervision, it also improves the drive and quality
of work of the employees therefore assist them to be more committed to achieving the goals
and objectives of the organization. They recommended that, for any organization to succeed,
training and retraining of all staff in form of workshops, conferences and seminars should be
vigorously pursued and made compulsory.
 Mubashar Farooq and Muhamamd Aslam Khan (2011) Impact of training and
feedback on increasing the performance of employees.
They stated that training is a catalyst for employee’s performance improvement. They also
concluded that training and feedback can increase the performance level of all sorts of the
organizations; moving either separately or together training and feedback play their role in
achieving organizational targets by making its employees more work focus and goal oriented.
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 Scott Brum (2007) “Impact of training on employee commitment and employee
turnover”.
He observed that investment in various training programs continue to rise, it becomes
essential for employers to understand the impact that training has on their organisation.
According to this paper social support and access to training can also play a significant role
into the level of commitment that is established. He found that management behaviour was
one of the most notable determinants of successful training programs. He noted that
employees enter into training programs with specific expectations and needs and the result of
training programs that do not meet the expectations and needs of participants may lead to
lower commitment, negative attitude and an increase in turnover.
 Kenneth. R. Bartlett (2002) “The relationship between training and organizational

commitment: A study in the health care field”
This study examines the relationship between employee attitudes toward training and feelings
of organizational commitment among a sample of 337 registered nurses from five hospitals.
Using social exchange theory as a framework for investigating the relationship, the researcher
found that perceived access to training, social support for training, motivation to learn, and
perceived benefits of training are positively related to organizational commitment.
 Qasim Saleem Mehwish Shahid and Akram Naseem (2011) “Degree of influence of
training and development on employee’s behaviour”.
They stated that training and development prepare and enhance employee’s knowledge and
skills to enable them to adapt new technology, creates chances for promotion, enhances job
satisfaction and productivity. They also stated the other purposes of training and development
such as safety considerations, handling of equipment, facility and materials from the less
risky to the very hazardous and the prevention of the cost of accidents. This research paper
concluded that training and development of an employee play an important role. Researcher
recommended that organisations should hire already trained employees or give training and
development to existing employees according to organization’s requirements that lead to
organisational efficiency and growth.
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CHAPTER 3
RESEARCH METHODOLOGY
INTRODUCTION
Research means search for knowledge. It aims at discovering the truth. It is an essential and
powerful tool in leading men towards progress. It is an original contribution to the existing
stock of knowledge. It is the search for knowledge through objective and systematic method
of finding solutions to problems. Therefore research is a process of systematic and in depth
study or search of any particular topic, subject or area of investigation backed by collection,
computation, presentation and interpretation of relevant data. Research is necessary to
examine the extent of validity of the old conclusions or to find out some new facts and
generating new ideas in connection with the existing ones. The very purpose of research is to
unfold the truth by systematic methods. Research methodology is a science. It is a method
that can be used to solve research problems. It helps in studying how research is done
scientifically.
Research methodology provides various steps that can be adopted by the researcher in
studying his research problems. Research methodology includes not only research but also
considers the logic behind those methods. The methodology plays a dominant role in any
research work. The effectiveness of any research work depends upon the correctness and
effectiveness of the research methodology. Research methodology deals with the objective of
a research study, the method of defining the research problem, the type of hypothesis
formulated the type of data collected, methods used for collecting and analyzing
3.1 OBJECTIVES OF THE STUDY

The primary objective of the study is to find out the effectiveness of training among
employees at Regus Center Services, Bangalore Pvt.Ltd.
Specific objectives
 To study about the training policy used in the organisation.
 To find out the satisfaction level and preference of employees towards various
methods adopted in training within the company.
 To analyse the impact of training programs on employee performance.
 To study on the effectiveness of training programs.
 To offer suggestions for improving training of the company.
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3.2 HYPOTHESES OF THE STUDY
Null Hypothesis (H0): Methods adopted for training and employee satisfaction level are
independent
Alternative hypothesis (H1): Methods adopted for training and employee satisfaction level
are dependent
Null Hypothesis (H0): Employee ratings towards training and quality of various dimensions
used in training programs are independent
Alternative hypothesis (H1): Employee ratings towards training and quality of various
dimensions used in training programs are dependent.
3.3 REASEARCH
3.3.1 RESEARCH DESIGN
 Exploratory research design
 Descriptive research design
 Causal research design
 Conclusive research design
In this study, the causal, analytical research design is used. It helped me to differentiate the
workers opinion about effectiveness of training among employees at Regus, Bangalore.
3.3.2 SOURCES OF DATA
Data are numerical facts. For this study both primary and secondary data is used.
Primary data
Primary data is received from first hand sources such as; direct observation, interview, survey,
schedule and questionnaire etc. The data collected were original in character. In this study,
questionnaires were distributed to 50 respondents to collect relevant data.
Secondary data
Secondary data is the data received from secondary sources. Such as, printed material and
journals, books, institution websites and other research reports etc. Secondary data that are
used here are company website, journals, articles, news reports etc.
3.3.3 SAMPLING METHOD
Sampling allows concentrating the attention upon a relatively smaller number of people and
hence, to devote more energy to ensure that the information collected from them is accurate.
Universe
The main target for this study is the employees at Regus, Bangalore.
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Sampling size
The sample size taken for the study is 50.
Sampling techniques
The sampling techniques are classified in to probability sampling and non probability
sampling. In this study i used the non probability sampling techniques.
Non probability sampling
Non probability sampling is that sampling procedure which does not afford any basis for
estimating the each item to be including in the sample. Deliberate sampling, judgment
sampling, convenience sampling etc. are some of the examples of non probability sampling.
Convenience sampling
Convenience sampling is the kind of sampling method used for selecting sample. When
population elements are selected for inclusion in the sample based on the ease of access, it
can be called convenience sampling. It is a type of non-probability sample. Non-probability
sample does not have a known probability of being included in the sample.
3.3.4 METHOD OF DATA COLLECTION
Questionnaire was used for collecting the data. A sample of 50 employees were provided
with the questionnaires containing a set of 16 questions. The responses were recorded and
used for further analysis.
3.3.5 QUESTIONNAIRE DETAILS
Question 1-3
About the personal details of employees
Questions 5, 6, 12
To study about the training policy used in the organisation.
Questions 4, 7, 8
To find out the satisfaction level and preference of employees towards various methods
adopted in training within the company.
Questions 10, 11
To analyse the impact of training programs on employee performance.
Questions 9, 13, 14, 15, 16
To study on the effectiveness of training programs.
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3.3.6 DATA ANALYSIS TECHNIQUES
Data analysis is defined as a process of cleaning, transforming, and modelling data to
discover useful information for business decision making. The purpose of Data Analysis is to
extract useful information from data and taking the decision based upon the data analysis.
After collecting the information from the respondents, each and every data was analyzed and
interpreted. The techniques used for the analysis of data in this study are,
1. Percentage analysis
Percentage analysis is used in making comparison between two or more series of data.
Percentage reduce two distributions to a common base, thus make comparison simple. These
are used to describe relationships. It is used for the analysis of primary data.
Formula for percentage analysis is
��
× 100
��
2. Chi-square test
A chi-square test is a statistical test used to compare observed results with expected results.
The purpose of this test is to determine if a difference between observed data and expected
data is due to chance, or if it is due to a relationship between the variables you are studying.
As a non parametric test, it is used to test the goodness of fit, test the significance of
association between two attributes and test the homogeneity or the significance of population
variance. In this study chi-square is used to test the significance of association between
Training and employee performance.at Regus Center Services, Bangalore Pvt.ltd
Page 30
CHAPTER 4
DATA ANALYSIS AND INTERPRETATIONS

4.1 INTRODUCTION
This chapter is about the analysis of primary data obtained from employees of Regus Centre
Services through questionnaire and the presentation of these data into charts and figures,
testing of hypothesis to validate the data for fast, convenient and easy interpretations.
Question 4.1 age of respondents is about the age wise classification of the respondents.
Employees are categorised into 4 categories viz, 21-30, 31-40, 41-50 and More than 50.
Table 4.1: Age of respondents

Response No. of respondents Percentage (%)
21-30 18 36
31-40 26 52
41-50 6 12
More than 50 0 0
Total 50 100
Source: Primary data
Figure 4.1: Age of respondents

Interpretation
36% of respondents are in the age group 21-30 years. 52% are in the category of 31-40. And
the remaining 12% belongs to 41-50 age group.Majority of workers are in their thirties.
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Question 4.2 gender of respondents is about gender wise classification and it categories
respondents under male and female.
Table 4.2: Gender of respondents

Male 38 76
Female 12 24
Total 50 100
Figure 4.2: Gender of respondents
Interpretation
The above diagram shows the gender wise classification of employees. 76% of the
respondents are male and the rest 24% are female. Majority of the respondents are male.
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Question 4.3 is about the organisations training policy. Whether they receive training or
no during their work life journey with the organisation.
Table 4.3: Employees receiving training from the organisation

Yes 50 100
No 0 0
Total 50 100
Figure 4.3: Employees receiving training from the organisation
Interpretation
The column chart shows whether employees had any training or not. 100% of the respondents
undergone training.
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Question 4.4 is about the criteria for the selection of trainees. When do they receive
training. On joining the company, whether it is compulsory for them, as performance
appraisal, or they haven't receive the training yet.
Table 4.4: Criteria for trainee selection

On joining the company 10 20
Compulsory for all employees 28 56
Performance appraisal 12 24
Not yet undergone training 0 0
Total 50 100
Figure 4.4: Criteria for trainee selection
Interpretation
Training is compulsory for all employees, and hence contribute 56% of the total respondents.
24% of the respondents had training as a means to their performance appraisal and the rest
20% received training upon joining the company.
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Question 4.5 is regarding the organisation’s training policy. Whether employees know
about it, how does they feel, is it good or bad.
Table 4.5: Opinion about organisation has a good training policy

Yes 36 72
No 4 8
Don’t know 10 20
Total 50 100
Figure 4.5: Opinion about organisation has a good training policy
Interpretation
It is inferred that 72% of the respondents believes the organisation has a good training policy.
8% finds the training policies are not good enough and the rest 20% not sure about the
training policies.
Page 35
Question 4.6 shows the opinion about the preferred mode of training. How do
employees want to attend training. Whether it is online or offline.
Table 4.6: Preferred mode of training

Online 29 58
Offline 21 42
Total 50 100
Figure 4.6: Preferred mode of training
Interpretation
Diagram is about the opinion on mode of training preferred by employees. Out of the 50
respondents 58% prefer online mode of training, and 42% prefer offline. Majority prefers
online mode of training.
Page 36
Question 4.7 is about the various methods adopted for training programs and does it
satisfy employees or not.
Table 4.7: Satisfaction towards the methods adopted for the training
Dimensions Lectures Demonstrations Group Discussions Presentations
Highly Satisfied 5 8 7 10
Satisfied 15 12 14 9
Neutral 17 14 12 16
Dissatisfied 10 10 9 8
Highly Dissatisfied 3 6 8 7
Total 50 50 50 50
Figure 4.7: Satisfaction towards the methods adopted for the training
Interpretation
Majority of the respondents stood as neutral in all the methods except for group discussions.
It also has the highest number of dissatisfied and highly dissatisfied, 18, 16 % respondents
respectively. And all of these methods were almost equally satisfy employees.
Page 37
Question 4.8 is about how effective was the mix of various methods used in the training
programme to employees.
Table 4.8: Effectiveness of training methods

Excellent 9 18
Good 22 44
Average 15 30
Bad 4 8
Poor 0 0
Total 50 100
Figure 4.8: Effectiveness of the training methods
Interpretation
18% of the respondents feel the training methods were extremely good. 44% believes it is
good enough, 30% finds it as average while 8% seems it bad and nobody opted poor.
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Question 4.9 Shows the whether employees believe the training programme has an
impact upon their performance.
Table 4.9: Opinion about the impact of training upon performance

Yes 46 92
No 4 8
Total 50 100
Figure 4.9: Opinion about the impact of training upon performance
Interpretation
The figure is about the opinion on the impact of training upon workers performance. 92% of
the respondents are of the view that training has an impact upon their performance where
only 8% thinks otherwise.
Page 39
Question 4.10 shows the level of impact of training programs upon the skills and
performance of employee.
Table 4.10: The level of impact upon skills and performance

High 9 18
Medium 37 74
Low 4 8
Total 50 100
Figure 4.10: The level of impact upon skills and performance
Interpretation
Diagram shows the level of impact of training upon skills and performance. Out of the 50
respondents, 18% are of the view that they had a high level of impact upon their skills and
performance due to training. 74% had medium level of impact where only 8% had
experienced a low level of impact.
Page 40
Question 4.11 is regarding the success of the training programs in meeting the
expectations of the employees.
Table 4.11: Training program meet the expectations

Yes 35 70
No 15 30
Total 50 100
Figure 4.11: Training program meet the expectations
Interpretation
70% of the respondents conveys that the meet their expectations where 30% of the
respondents said that it has not meet their expected level.
Page 41
Question 4.12 regarding the success of organisation in delivering an effective training to
their employees.
Table 4.12: Success of organisation in delivering an effective training

Strongly agree 9 18
Agree 22 44
Neutral 8 16
Disagree 7 14
Strongly disagree 4 8
Total 50 100
Figure 4.12: Success of organisation in delivering an effective training
Interpretation
18% strongly agrees that organisation succeed in delivering an effective training. 44% agree
to this, 14% disagree, 8% strongly disagree and the rest 16% of the respondents stands as
neutral.
Page 42
Question 4.13 is about the employee’s view point about the quality of the training
programs conducted in the organisation.
Table 4.13: Quality of the training programs conducted

Excellent 10 20
Good 18 36
Average 10 20
Bad 7 14
Poor 5 10
Total 50 100
Figure 4.13: Quality of the training programs conducted
Interpretation
The table shows the opinion on the quality of the training programs. 20% of the respondents
find it excellent, 36% said these programs are good, 20% finds it average and the rest 14%,
10% are of the view that these programs are bad and poor respectively.
Page 43
Question 4.14 shows the ratings given by the employees from the scale of 0-5 i.e, poor to
excellent, regarding the quality of the training programs they attended.
Table 4.14: Rating the quality of the training
0 0 0
1 2 4
2 8 16
3 11 22
4 22 44
5 7 14
Total 50 100
Figure 4.14: Rating the quality of the training
Interpretation
None of the respondents give a score of 0, 4% of the respondents choose to give a score of 1,
16% gave 2, 22% choose 3, 44% as 4 and the rest 14% respond with a score of 5. and the
overall rating is pretty good.
Page 44
Question 4.15 is concerned with the evaluation of the quality of the trainer on the basis
of training undergone by the respondents.
Table 4.15: Opinion on the quality of the trainer

Excellent 8 16
Good 15 30
Average 11 22
Bad 10 20
Poor 6 12
Total 50 100
Figure 4.15: Opinion on the quality of the trainer
Interpretation
The diagram shows the opinion about the quality of the trainer used in the training programs
they attended. 16% of the respondents finds the trainer excellent, 30% find it good, 22%
stood as average while 20% said it’s bad. 12 % opted poor.
Page 45
Question 4.16 is concerned with the evaluation of the materials used in the training
undergone by the respondents.
Table 4.16: Opinion on the materials used in training

Excellent 10 20
Good 16 32
Average 12 24
Bad 8 16
Poor 4 8
Total 50 100
Figure 4.16: Opinion on the materials used in training
Interpretation
The diagram shows the opinion about the materials used in the training programs of the
organisation. 20% of the respondents are of the view that the materials were excellent, 32%
find it good, 24% stood as average while 16% said it was bad. 8% opted poor.
Page 46
Question 4.17 is about the opinion on the mode of training used to deliver the training
program.
Table 4.17: Opinion on the mode of training

Excellent 10 20
Good 12 24
Average 8 16
Bad 12 24
Poor 8 16
Total 50 100
Figure 4.17: Opinion on the mode of training
Interpretation
20% of the respondents are of the view that the mode of training were excellent, 24% said
that the mode of training were good, 16% finds it average. 24%, 16% says the mode of
training were bad and poor respectively.
Page 47
4.2 HYPOTHESIS TESTING
Chi square testing on question 07.
H0: Methods adopted for training and employee satisfaction level are independent
H1: Methods adopted for training and employee satisfaction level are dependent
Table 4.17: Methods adopted for training and employee satisfaction level.
Dimensions Highly Satisfied Satisfied Neutral Dissatisfied Highly Dissatisfied
Lectures 5 15 17 10 3
Demonstrations 8 12 14 10 6
Group Discussions 7 14 12 9 8
Presentations 10 9 16 8 7
Table 4.18: Chi - Square Test
Observed (O) Expected (E) O-E (O - E)2 (O - E)2/E

5 7.5 -2.5 6.25 3.125
15 12.5 2.5 6.25 3.125
17 14.75 2.25 5.0625 2.53125
10 9.25 0.75 0.5625 0.28125
3 6 -3 9 4.5
8 7.5 0.5 0.25 0.125
12 12.5 -0.5 0.25 0.125
14 14.75 -0.75 0.5625 0.28125
10 9.25 0.75 0.5625 0.28125
6 6 0 0 0
7 7.5 -0.5 0.25 0.125
14 12.5 1.5 2.25 1.125
12 14.75 -2.75 7.5625 3.78125
9 9.25 -0.25 0.0625 0.03125
8 6 2 4 2
10 7.5 2.5 6.25 3.125
9 12.5 -3.5 12.25 6.125
16 14.75 1.25 1.5625 0.78125
8 9.25 -1.25 1.5625 0.78125
7 6 1 1 0.5
32.75
Page 48
O = Observed Frequency
E = Expected Frequency
Row Total * Column Total / Table Total
Degree of Freedom = (r-1) (c-1)

= (4-1) * (5-1)
= 3*4
= 12
Chi-Square
= 32.75
Level of significance = 5%
Table value of χ2 at 12 Degree of Freedom and 5% Level of Significance = 21.026
Interpretation
From the above analysis, the Chi-square value obtained is 32.75. At 12 degrees of freedom
and 5% level of significance, the table value obtained is 21.026.
Hence we reject null hypothesis (H0) Methods adopted for training and employee
satisfaction level are independent and accept alternate hypothesis (H1) Methods adopted for
training and employee satisfaction level are independent.
Page 49
Chi square testing on questions 14, 16
H0: Employee ratings towards training and quality of various dimensions used in training
programs are independent
H1: Employee ratings towards training and quality of various dimensions used in training
programs are dependent
Table 4.19: Employee rating towards various dimensions used in training programs
Dimension Excellent Good Average Bad Poor
Quality of training programs 10 18 10 7 5
Quality of trainer 8 15 11 10 6
Materials used 10 16 12 8 4
Mode of training 10 12 8 12 8
Table 4.20: Chi - Square Test
Observed (O) Expected (E) O-E (O - E)2 (O - E)2/E

10 9.5 0.5 0.25 0.125
18 15.25 2.75 7.5625 3.78125
10 10.25 -0.25 0.0625 0.03125
7 9.25 -2.25 5.0625 2.53125
5 5.75 -0.75 0.5625 0.28125
8 9.5 -1.5 2.25 1.125
15 15.25 -0.25 0.0625 0.03125
11 10.25 0.75 0.5625 0.28125
10 9.25 0.75 0.5625 0.28125
6 5.75 0.25 0.0625 0.03125
10 9.5 0.5 0.25 0.125
16 15.25 0.75 0.5625 0.28125
12 10.25 1.75 3.0625 1.53125
8 9.25 -1.25 1.5625 0.78125
4 5.75 -1.75 3.0625 1.53125
10 9.5 0.5 0.25 0.125
12 15.25 -3.25 10.5625 5.28125
8 10.25 -2.25 5.0625 2.53125
12 9.25 2.75 7.5625 3.78125
8 5.75 2.25 5.0625 2.53125
27
Page 50
O = Observed Frequency
E = Expected Frequency
Row Total * Column Total / Table Total
Degree of Freedom = (r-1) (c-1)

= (4-1) * (5-1)
= 3*4
= 12
Chi-Square
= 27
Level of significance = 5%
Table value of χ2 at 12 Degree of Freedom and 5% Level of Significance = 21.026
Interpretation
From the above analysis, the Chi-square value obtained is 27. At 12 degrees of freedom and
5% level of significance, the table value obtained is 21.026.
Hence we reject null hypothesis (H0) Employee ratings towards training and quality of
various dimensions used in training programs are independent and accept alternate
hypothesis (H1) Employee ratings towards training and quality of various dimensions used
in training programs are dependent.
4.3 CONCLUSION
Data analysis and interpretations chapter is an attempt to analyse the data obtained through
the questionnaire and it’s presentation into pie charts, graphs for easy understanding. Testing
of hypothesis using Chi-square is used to validate the data obtained are reliable and true.
Page 51
CHAPTER 5
FINDINGS, SUGGESTIONS AND CONCLUSION

5.1 FINDINGS
Some of the findings derived from the data obtained through questionnaire is as follows.
 Majority of of the workers (72%) believe the organistation has a good training policy.
Most of the workers agree that organisation succeed in delivering an effective
training.
 Lion share of Company’s training is done through online. Online is also the most
preferred form of training by the employees. Training is compulsory for all
employees and every one had undergone the training within the organisation.
 Satisfaction level of employees were neutral towards most of the training methods
except in case of group discussions. Most of the employees felt these methods were
excellent and good enough.
 Almost every employee in the organisation (92%) believe that training has an impact
upon their performance and the training given by the company met the employee
expectations in most of the cases. But in practice, training had medium level of
impact upon the workers performance.
 Majority of the workers are of the view that the various dimensions used in training
programs such as quality of the trainer, materials used, mode of training were good
and efficient enough. And thus given a 5 out of 5 rating by 14%, 4 out of 5 and 3 out
of 5 rating by 44% and 22% respectively.
 The methods adopted for training and satisfaction level of employees are dependent
 Employee ratings towards training and quality of various dimensions used in training
programs are dependent
 Both organistation and employees benefits from effective training delivery. Individual
benefits includes, Career Competencies, Skill development, Employee Satisfaction
etc. Organisation benefits includes, Market Growth, Organisational Performance,
and Employee Retention etc.
Page 52
5.2 SUGGESTIONS
 Although the training policy and its implementation is efficient there is always a scope
for further improvement. Company can improve the training program in order to make
the employee cope up with organisational, social and technological changes.
 The training programs conducted can be more practical instead of descriptive
 Instant feedback is possible through offline training method. Employees lack this due
to increased online training methods prefer by the company. Also Regus has to verify
whether employees are attending these programs effectively..
 Company should focus on the training activities at regular intervals and make sure the
employees are competent enough.
 Young, energetic and skilled workforce is the backbone of every organisation.
Company should take adequate measures to retain these talents.
Page 53
5.3 CONCLUSION
The purpose of this study is to examine the effectiveness of training among employees by
training Regus Center Services (Bangalore) Pvt Ltd. as an example. There were 5 specific
objectives other than the primary objective. Both primary and secondary data is used for the
study. A problem centered questionnaire is assigned to the respondents. The sample of the
study is based on the 50 workers within the organisation. The questions were focusing on
employee training, selection for training, methods of training and relevance of training to the
work of the respondents.
Based on the data collection, interpretation and data analysis is done. In order for the easy
interpretation and analysis the data is assigned into graphs and pie charts. Hypothesis testing
based on chi square analysis is done in order to validate the findings. These findings states
that the methods adopted for training and satisfaction level of employees are dependent and
the employee ratings towards training and quality of various dimensions used in training
programs are dependent.
In a nutshell the findings reported in this study suggest that training has an impact on the
performance of employees with regards to their jobs and their satisfaction level. This result is
broadly consistent with prior management literature on training and development. However
there are some suggestions also mentioned. The company can also refer these to take
competitive advantage and effective implementation of the training.
Page 54
BIBLIOGRAPHY
REFERENCE
 Noe, Raymond A., and Amitabh Deo Kodwani, Employee Training and Development,
Tata McGrawHill.
 Goldstein Irwin L, Training in Organizations - Needs Assessment, Development &
Evaluation, Wordsworth Publication
 Deller, J. Training evaluations models: The Complete Guide. (n.d.). Retrieved from
https://kodosurvey.com/blog/training-evaluations-models-complete-guide
 Prof. K. K Ahuja. Management Guru|Training and Development|HR
Interventions|Diagnostic Study. (n.d.). Retrieved from http://kkahuja.com/
 Nick Blanchard P, James W. Thacker; Effective Training; Systems, Strategies &
Practices, Second Edition; Pearson Education.
 Jack J. Phillips, Hand book of Training Evaluation and Measurement Methods,
RoutledgeHal
 Dayal, Ishwar, Management Training in Organisations, Prentice Hall.
 McNamara, C. (2008). Employee Training and Development: Reasons and Benefits.
Retrieved from http://www.managementhelp.org/index.html.
 Mozael, B. M. (2015). Impact of training and development programs on employee
performance. International Journal of Scientific and Research Publications
 Singh, R. and Mohanty, M. (2012). Impact of training practices on employee
productivity: A comparative study. Inter science Management Review
 Hrhelpboard.com. (n.d.). Training and development in HRM its meaning definition,
needs & importance. Retrieved from https://www.hrhelpboard.com/training-
development.htm
 Regus | serviced office space, Coworking & Virtual Offices. (n.d.). Retrieved
from https://www.regus.com/
 A.K. Srivastava - Google scholar Retrieved from
https://scholar.google.com/citations?user=9W8KCOgAAAAJ
 Shaw, J. (n.d.). Effects of training on employee performance. Small Business -
Chron.com. Retrieved from https://smallbusiness.chron.com/effects-training-employee-
performance-39737.html
Page 53
 A.K. Srivastava - Google scholar. (n.d.). Retrieved from
https://scholar.google.com/citations?user=9W8KCOgAAAAJ
 Bhat, D. Z. H. (2015, July 2). Impact of training on employee performance: A study of
retail banking sector in India. Indian Journal of Applied Research. Retrieved from
https://www.academia.edu/13530903/Impact_of_Training_on_Employee_Performance
_A_Study_of_Retail_Banking_Sector_in_India
 Bhatti, & Kaur. (2009, November 30). The role of individual and training design
factors on training transfer. Journal of European Industrial Training. Retrieved from
https://eric.ed.gov/?id=EJ922393
 Burm, S. (n.d.). Impact of training on employee retention - Retrieved from
https://www.researchgate.net/publication/263808540_Impact_of_Training_on_Employ
ee_Retention
 Farooq, M., & Khan, M. A. (1970,). Impact of training and feedback on employee
performance: Retrieved from https://www.semanticscholar.org/paper/Impact-of-
Training-and-Feedback-on-Employee-Farooq
Khan/69c300c7d70c650376f8d8f6aad811808e2215de
 Kenneth, B. R. (n.d.). The relationship between training and ... - Wiley Online Library.
Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1002/hrdq.1001
 Kulkarni, P. P. (n.d.). A literature review on training and development and quality of
work life: Semantic scholar. Retrieved from https://www.semanticscholar.org/paper/A-
literature-review-on-training-and-development-and-
Kulkarni/6acaec00613b77b95eb7eef2f44e89bbd45ce6e3
 Qasim, S., Mehwish, S., & Akram, N. (n.d.). “Degree of influence of training and
development on employee’s behavior.”
Retrieved from http://www.researchmanuscripts.com/PapersVol2N3/4.pdf
 Truitt, D. L. (1970, January 1). The effect of training and development on employee
attitude as it relates to training and work proficiency. SAGE open. Retrieved from
https://www.voced.edu.au/content/ngv%3A52515
Page 54
APENDIX QUESTIONNAIRE
A PROBLEM CENTERED STUDY ON EFFECTIVENESS OF TRAINING AMONG

EMPLOYEES AT REGUS, BANGALORE
As a part of the project work in MBA Curriculum, I am conducting a survey on “A Problem
Centered Study on Effectiveness of Training among Employees at Regus, Bangalore.” I
hereby declare that the data provided are strictly confidential and used for academic purpose
only. I request you to spare your valuable time for filling this questionnaire which will help
my study. Thank You
1. Name :
2. Age : 20-30 31-40 41-50 More than 50
3. Gender : Male Female
4. Have you had any form of training since you joined the organisation?
Yes No
5. How were you selected for training?
On joining the company Compulsory for all employees
Performance appraisal Not yet undergone training
6. Do you believe your organistation has a good training policy?
Yes No Don’t know
7. Which mode of training do you prefer?
Online Offline
8. Are you satisfied with the methods adopted for the training you have attended?
Dimensions Highly Satisfied Neutral Dissatisfied Highly
Satisfied Dissatisfied
1. Lecture
2. Demonstrations
3. Group Discussions
4. Presentation
Page 55
9. How was the mix of various methods used in the training programme?
Excellent Good Average Bad Poor

10. Do you believe the training programme has an impact upon your performance?
Yes No
11. At this point of time, what level of impact does these programmes have on your skills
and performance?
High Medium Low
12. Did the training content meet your expectations?
Yes No
13. So far, your organisation is successful in delivering an effective training to you?
Strongly Agree Agree Neutral Disagree Strongly Disagree
14. How will you rate the quality of the training programmes for which you have
participated?
Excellent Good Average Bad Poor
15. On the scale of 0-5 how would you rate the quality of the training? (Poor to Excellent)
0 1 2 3 4 5
16. Evaluate each of the following on the basis of training you have undergone
Dimensions Excellent Good Average Bad Poor
1. Quality of the Trainer
2. Training Materials Used
3. Mode of Training
I hereby declare that the above stated information is genuine and best according to my
knowledge
Place :
Date :
Page 56

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A PROBLEM CENTERED STUDY ON EFFECTIVENESS OF

TRAINING AMONG EMPLOYEES AT REGUS CENTRE

in partial fulfillment of the requirement for the award of degree of

MASTER OF BUSINESS ADMINISTRATION

SCHOOL OF MANAGEMENT AND BUSINESS STUDIES

I, AKSHAY SURESH, student of School of Management and Business Studies, hereby

Place : Priyadarshini Hills

MAHATMA GANDHI UNIVERSITY

PRIYADARSHINI HILLS P.O.

KOTTAYAM, KERALA, 686560

Dr. Roshna Varghese Prof. Dr. Santhosh P Thampi

Assistant professor Head of the department

School of Management and School of Management and

Place : Priyadarshini Hills

Chapter 1 Introduction ..............................................................................................................

Table No. Title of the Table Page No.

4.1 Age of respondents 31

4.2 Gender of respondents 32

4.3 Employees receiving training from the organisation 33

4.4 Criteria for trainee selection 34

4.5 Opinion about organistation has a good training policy 35

4.6 Preferred mode of training 36

4.7 Satisfaction towards the methods adopted for the training 37

4.8 Effectiveness of training methods 38

4.9 Opinion about the impact of training upon performance 39

4.10 The level of impact upon skills and performance 40

4.11 Training program meet the expectations 41

4.12 Success of organisation in delivering an effective training 42

4.13 Quality of the training programs conducted 43

4.14 Rating the quality of the training 44

4.15 Opinion on the quality of the trainer 45

4.16 Opinion on the materials used in training 46

4.17 Opinion on the mode of training 47

4.18 Methods adopted for training and employee satisfaction level. 48

4.19 Chi - Square Test 48

4.21 Chi - Square Test 50

Figure No. Title of the Figures Page No.

1.1 Users of Regus Center Services globally 9

2.1 Kirkpatrick model 15

4.1 Age of respondents 31

4.2 Gender of respondents 32

4.3 Employees receiving training from the organisation 33

4.4 Criteria for trainee selection 34

4.5 Opinion about organistation has a good training policy 35

4.6 Preferred mode of training 36

4.7 Satisfaction towards the methods adopted for the training 37

4.8 Effectiveness of training methods 38

4.9 Opinion about the impact of training upon performance 39

4.10 The level of impact upon skills and performance 40

4.11 Training program meet the expectations 41

4.12 Success of organisation in delivering an effective training 42

4.13 Quality of the training programs conducted 43

4.14 Rating the quality of the training 44

4.15 Opinion on the quality of the trainer 45

4.16 Opinion on the materials used in training 46

4.17 Opinion on the mode of training 47

1.1 BACKGROUND OF THE STUDY

1.2 INDUSTRY PROFILE AND COMPANY PROFILE

Workbar is a company that creates specialized office spaces for

TechNexus aligns startups and enterprises to drive commercial activity

They offer a number of different co working options. Such as

Virtual Office Plus