CHAPTER-1

1.1. INTRODUCTION
Training is teaching, or developing in oneself or others, any skills and knowledge that relate to
specific useful competencies. Training has specific goals of improving one's capability, capacity,
productivity and performance. It forms the core of apprenticeships and provides the backbone of
content at institutes of technology (also known as technical colleges or polytechnics). In addition
to the basic training required for a trade, occupation or profession, observers of the labor-market
recognize as of 2008 the need to continue training beyond initial qualifications: to maintain,
upgrade and update skills throughout working life. People within many professions and
occupations may refer to this sort of training as professional development Some commentators use
a similar term for workplace learning to improve performance: "training and development". There
are also additional services available online for those who wish to receive training above and
beyond that which is offered by their employers. Some examples of these services include career
counseling, skill assessment, and supportive services.[2] One can generally categorize such training
as on-the-job or off-the-job.

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

Simulation based training is another method which uses technology to assist in trainee
development. This is particularly common in the training of skills requiring a very high degree of
practice, and in those which include a significant responsibility for life and property. An advantage
is that simulation training allows the trainer to find, study, and remedy skill deficiencies in their
trainees in a controlled, virtual environment. This also allows the trainees.

1
Opportunity to experience and study events that would otherwise be rare on the job, e.g., in-flight
emergencies, system failure, etc., wherein the trainer can run 'scenarios' and study how the trainee
reacts, thus assisting in improving his/her skills if the event was to occur in the real world.
Examples of skills that commonly include simulator training during stages of development include
piloting aircraft, spacecraft, locomotives, and ships, operating air traffic control airspace/sectors,
power plant operations training, advanced military/defense system training, and advanced
emergency response training.

Off-the-job training method takes place away from normal work situations - implying that the
employee does not count as a directly productive worker while such training takes place. Off-the
job training method also involves employee training at a site away from the actual work
environment. It often utilizes lectures, case studies, role playing and simulation, having the
advantage of allowing people to get away from work and concentrate more thoroughly on the
training itself. This type of training has proven more effective in inculcating concepts and ideas.
Many personnel selection companies offer a service which would help to improve employee
competences and change the attitude towards job. The internal personnel training topics can vary
from effective problem-solving skills to leadership training. A more recent development in job
training is the On-the-Job Training Plan, or OJT Plan.

According to the United States Department of the Interior, a proper OJT plan should include: An
overview of the subjects to be covered, the number of hours the training is expected to take, an
estimated completion date.

2
 1.2. SCOPE OF THE STUDY

 The quality of employees and their development through training and education are major
factors in determining long term profitability of a business.
 To retain the employees within the organization, it is necessary to invest in the
development of their skills, so they can increase their productivity.
 Evaluating the productivity of the employees can very well recognize how to distribute
the workforce within the organization.
 Training helps to measure the performance of the employees by evaluating the training
given and comparing the individual and group's latest output with the output given before
training programmed.

3
 1.3. NEED FOR THE STUDY

 To ensure the named position in the market, the organization needs.

 To improve the quality of the product and provide the best quality product to the
customers at the cheapest rates.
 The workforce of any organization must be very well equipped with the skills, ability,
and talent required to cope up with the market competition.
 To achieve this strategy, the organization has to train and develop its most valuable
resource

 Only a well-trained human resource can introduce quality products.

 Training and development is always an important aspect of the growth of a

company and the individual employees as well.

4
 1.4. OBJECTIVES OF THE STUDY

PRIMARY OBJECTIVE:
The main objective of this study is to study the effectiveness of Training and Development at RED
NETWORK PVT LTD, Chennai

SECONDARY OBJECTIVES:

 To determine the effectiveness of the existing training practices and measures recommended
for improvement.
 To take feedback and analyze the level of satisfaction amongst employees in respect of training
activities and suggestions
 To determine the problems involved in measuring training effectiveness and making
suggestions to improve them

5
 1.5. RESEARCH METHODOLOGY

Research is a systematic inquiry to describe, explain, predict, and control the observed
phenomenon. Research involves inductive and deductive methods (Babbie, 1998).
Methodology is the systematic, theoretical analysis of the methods applied to a field of study. It
comprises the theoretical analysis of the body of methods and principles associated with a branch
of knowledge.
Descriptive research includes surveys and fact finding enquiries of different kinds. The major
purpose of descriptive research is description of the state of affairs as it exists at present. The main
characteristic of the methods is that the researcher has no control over the variables. Research can
only report what has happened or what is happening.

Data Sources

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

Secondary Data: Is collected from books, internet, Articles, Journals, and other sources.

Sampling
Sample population: There are 250 employees in the organization.
Sample Size: 120
Sample Method: The method we are using here is Simple random sampling method, descriptive
research design is used to collect the information.

Tools for data collection:

Questionnaire is used for data collection. A pilot study is done by administering a questionnaire to
a sample of respondents. After the study, the company's manager and the guide were consulted
and incorporated the ideas in the final questionnaire. The questionnaire contains the objective of
the study

6
 CHAPTER-2

2.1 INDUSTRY PROFILE

The advent of web mapping can be regarded as a major new trend in cartography. Until
recently, cartography was restricted to a few companies, institutes and mapping agencies, requiring
relatively expensive and complex hardware and software as well as skilled cartographers and
geomatics engineers.

Web mapping has brought many geographical datasets, including free ones generated by
Open Street Map and proprietary datasets owned by HERE, Huawei, Google, Tencent, TomTom,
and others. A range of free software to generate maps has also been conceived and implemented
alongside proprietary tools like ArcGIS. As a result, the barrier to entry for serving maps on the
web has been lowered.

The terms web GIS and web mapping are often used interchangeably, but the terms are
distinct. Web GIS uses and enables web maps, and end users who are web mapping are gaining
analytical capabilities from Web GIS, however Web GIS has more applications then web mapping,
and web mapping can be accomplished without Web GIS. Web GIS emphasizes geo-data
processing aspects more involved with design aspects such as data acquisition and server software
architecture such as data storage and algorithms, than it does the end-user reports themselves. The
term location-based services refers to web mapping consumer goods and services. Web mapping
usually involves a web browser or other user agent capable of client-server interactions. Questions
of quality, usability, social benefits, and legal constraints are driving its evolution.

TYPES:

i. Analytical web maps

Analytical web maps offer GIS analysis. The geodata can be a static provision, or need updates.
The borderline between analytical web maps and web GIS is fuzzy. Parts of the analysis can be
carried out by the GIS geodata server. As web clients gain capabilities processing is distributed.

7
 ii. Animated and real time

Real time maps show the situation of a phenomenon in close to real time (only a few seconds or
minutes delay). They are usually animated. Data is collected by sensors and the maps are
generated or updated at regular intervals or on demand.

Animated maps show changes in the map over time by animating one of the graphical or temporal
variables. Technologies enabling client-side display of animated web maps include scalable
vector graphics (SVG), Adobe Flash, Java, QuickTime, and others. Web maps with real-time
animation include weather maps, traffic congestion maps and vehicle monitoring systems.

CartoDB launched an open source library, Torque, which enables the creation of dynamic
animated maps with millions of records. Twitter uses this technology to create maps to reflect
how users reacted to news and events worldwide.

iii. Collaborative web maps

Main article: Collaborative mapping

Collaborative maps are a developing potential. In proprietary or open source collaborative

software, users collaborate to create and improve the web mapping experience. Some
collaborative web mapping projects are:

• Google Map Maker

• Here Map Creator
• OpenStreetMap
• Wiki Mapia
• meta:Maps - a survey of Wikimedia movement web mapping proposals

iv. Online atlases

The traditional atlas goes through a remarkably large transition when hosted on the web. Atlases
can cease their printed editions or offer printing on demand. Some atlases also offer raw data
downloads of the underlying geospatial data sources.

8
Static Web Maps

Static web pages are view only without animation or interactivity. These files are created once,
often manually, and infrequently updated. Typical graphics formats for static web maps are PNG,
JPEG, GIF, or TIFF (e.g., drg) for raster files, SVG, PDF or SWF for vector files. These include
scanned paper maps not designed as screen maps. Paper maps have a much higher resolution and
information density than typical computer displays of the same physical size, and might be
unreadable when displayed on screens at the wrong resolution.

IMPACT ON SOCIETY:

Web maps have become an essential tool for many,] as illustrated by a 2021 labor strike
demanding (among other things) a certain type of map. Some key benefits of the use of web
mapping are real-time updates about traffic and road conditions, it’s free and accessible to anyone
with an internet connection, environmentally friendly, convenient and compact, etc.

9
 2.1 COMPANY PROFILE

Established in 2006, "Red Networks Telecom Private Limited" is an ISO 9001:2015 certified Geo-
spatial Information Services Provider delivering an exclusive range of services to the clientele
spanning across the globe.

We are a young and dynamic workforce working with the best of infrastructure, latest technologies,
and technical excellence to analyze advanced global GIS information collected using various types
of source data and photography i.e., Satellites, Aircrafts, Drones & UAV (Unmanned Aerial
Vehicle).

Our vision is to become an end-to-end processor of Geospatial and related services for the public
sector & its partners as well as various commercial organizations. We aim to provide our customers
with excellent service and high-quality innovative solutions that will improve their businesses and
services to their clients. The key strengths of our company include expert knowledge of public
sector business, an unparalleled team of Geospatial experts, a strong established presence, and a
collaborative style of working that always aims to provide the best value for money and excellent
customer service.

QUALITY POLICY

Our Quality Objectives:

 To achieve ‘Timely’ and Zero Error delivery.

 To achieve minimum 30% of business growth every year.
 To provide customer support immediately and within 24 hours.
 To Achieve 100% Customer Satisfaction.
 To deliver minimum 90% orders on time.

10
 SERVICES
⮚ Geo-Spatial Services
 Asset mapping |
 Photogrammetry & image processing | LIDAR | aerial/ UAV
 Mapping | stockpile measurement | bim
 Modelling | cad | l-cm

⮚ Software Development and

 Website creation |
 Web app
 Development | web- GIS

⮚ Sales & Marketing

 Computer vision | nlp | predictive
 Modelling |
 Block-chain | GIS
 Automation | mobile
 App development

ASSET MAPPING: -

 Asset layers such as buildings, water bodies, farmlands, forest cover etc. were created using
satellite and UAV data.
 Data from manual survey is compiled with asset layers.
 The resultant database is visually represented on a map.

PHOTOGRAMMETRY & IMAGE PROCESSING: -

 AerialTriangulation
 Top o g r a p h i c / N o n - Top o g r a p h i c
 DTM/DEM&DigitalContours
 3 D M o d e l i n g (C i t y & R o o f)

11
  rthophotoRectification
 ImageClassificationMapping
 P C A, N D V I , N D W I
 I m a g e t r a n s f o r m a t i o n, M a p C o m p i l a t i o n
 PanSharpening
LIDAR

 2D / 3D Mapping (Topographical Map Production and Revision)

 Feature Extraction from LAS files
 Point cloud classification.
 DEM, DTS, DSM, contour, and model key point generation from LAS files.
 AutoCAD drawing with proper codes, blocks and layers for each and every
element.
 Cross section and L - section

AIRNORNE LIADR mapping

 LIDAR can be classified into no of categories as client requirement.

 2D/3D mapping
 Rural & urban development planning
 Advanced classification
 Power line classification and vectorization

UAV image processing & mapping

 Data Processing.
 Accuracy Assessment.
 Data Cleaning.
 Point Cloud Generation.
 thomosaic Generation.
 Digital Surface Models ( DSM )
 Digital Terrain Models ( DTM )
 Digital Elevation Model
 3D Textured Mesh
 Contour Creation .

12
 ARIEAL UAV mapping
 Utility mapping
 Bridge mapping
 Tunnel mapping
 Railway line mapping
 Topographic and plain metric mapping
 Digital terrain surface

STOCKPILE measurement

 Dredged and piled up volume of stockpile were estimated UAV imagery.

 This serve as means to improve accuracy of up 98%, increase safety, reduce the need for
manual labour and save time compared to traditional measurement techniques.
 Also calculated the amount of material removed over period of time.

BIM modeling

 2D&3D modeling
 3D visualization
 Geo referencing – Raster analysis Vector analysis, Network analysis, Software
analysis

Laser crack measurement system

 Pavement deformation such as Cracking, Rutting, Roughness, Potholes, Shoving,

Raveling and Bleeding were detected.
 Manholes and macro textures were also detected.
 Shape files were created and deformations were geo-tagged.

GIS automation
 Automated various processes and LCMS operations that were previously done manually.
 Multiple automation scripts were developed utilizing the standalone functionality of the
feature manipulation engine (EME) software to streamline and optimize cumbersome
manual processing procedures.
 Developed web application that can be used to visualize, interact, and map data anywhere
on the world further analysis.

13
Computer vision

 Detection of red blood cells and white blood cell platelets.

 Detecting Boats and gondolas in venetian canals.
 Detection of Poles, road signs and vehicle surveying.
 Detecting the No. Of houses present in the particular area for surveying.
 Detecting and time stamping the appearance of birds in drone footage.
 Detecting and differentiating different types of diseases infesting plants and crops.
 Detecting and documenting the different kinds of trees in an area for surveying.

Natural language process: -

 Detection pf license plates to monitor traffic violations.

 Machine translations application to translate Tamil-English and vice versa
 Insurance registration and KYC updating chatbot to automate customer- rep conversations.

Predictive modelling
 Create model that is capable of predicting forest fires in an area based on
parameters such as temperature, relative humidity, rain, wind speed

14
 CHAPTER-3

3.1. Conceptual framework of employee training

According to Quinn, Anderson and Finkelstein (1996), the goal of training is for employees to
master the knowledge, skill, and behaviors emphasized in training programs and to apply them to
their day-to-day activities. They contend that recently it has been acknowledged that to gain
competitive advantage, training must involve more than just basic skills development. Reasons for
emphasizing the growth and development of personnel include:

• Creating a pool of readily available and adequate replacements for personnel who May
leave or move up in the organization.

• Enhancing the company's ability to adopt and use advances in technology because of a
sufficiently knowledgeable staff.

• Building a more efficient, effective and highly motivated team, which enhances the
company’s competitive position and improves employee morale.

• Ensuring adequate human resources for expansion into new programs.

• Training is job or task-oriented. It aims at enabling individuals to perform better on the

jobs they are currently doing. Development on the other hand, is career oriented rather
than job oriented. It aims at preparing people for higher responsibilities in the future
(Asare-Bediako, 2002). Organizations must therefore have the responsibility to develop
and implement training and development systems and programmes that best help them to
achieve their objectives.

15
 3.2. Review of literature

Literature Review is basically a comprehensive view of the previous research on the topic of study.
It is characterized by a logical flow of ideas, appropriate referencing, and use of terminology. A
literature review brings background information into full scope and the scholar as well as reader
gets to know the background of the study, the reasons for this particular topic and also what would
the study lead to.

➢ Orizaba (2000) Training and development aim at developing competences such as

technical, human, conceptual and managerial for the furtherance of individual and
organization growth. The process of training and development is a continuous one. The
need to perform one's job efficiently and the need to know how to lead others are
sufficient reasons for training and development and the desire to meet organizations
objectives of higher productivity, makes it absolutely compulsory.

➢ Isak (2000) Training and development aim at developing competencies such as

technical, human, conceptual and managerial for the furtherance of individual and

organization growth.

➢ Tan, Hall, and Boyce (2003) The process of training and development is a continuous
one. It is an avenue to acquire more new knowledge and develop further the skills and
techniques to function effectively.

➢ Stavros et al.,(2004) Companies are making huge investments in training programs to

prepare them for future needs. The researchers and practitioners have constantly
emphasized on the importance of training due to its role and investment.

16
➢ Chah , Li, and Lee (2008) The main goal of training is to provide, obtain and improve
the necessary skills in order to help organizations achieve their goals and create
competitive advantage by adding value to their key resources – i.e. managers.

➢ Gian Greco, Sebastiano, and Peccei (2009) Training program is dependent on the
following parameters for its (i) perceived value of learning program (ii) attitude to
teacher (iii) response to learning conditions (iv) desire to learn: the degree to which
trainees really want to learn and do well.

➢ Bates and Davis (2010) The key determinants of overall satisfaction with training
(OST) are perceived training efficiency (PTE) and Perceived usefulness of training
(PUT).

➢ Kala Selvan and Nachimuthu (2011) Usefulness of the training program is possible
only when the trainee is able to practice the theoretical aspects learned in the training
program in the actual work environment. They highlighted the use of role playing, cases,
simulation, mediated exercises, and computer based learning to provide exposure to a
current and relevant body of knowledge and real world situations.
➢ Karthik R (2012) Training cost and business benefits are drawn on the X and Y axis
respectively. Four quadrants were identified to highlight (i) strategic (Lower training
cost and higher business benefits), (ii) Payback (Higher training cost and higher business
benefits) (iii) Think (Lower training cost and lower business benefits) (iv)Drop (Higher
training cost and higher business benefits).

➢ Training objectives tell the trainee what is expected out of him at the end of the training
program.

Training objectives are of great significance from a number of stakeholder perspectives;

Trainer, trainee, designer, evaluator.

17
 3.3. TOOLS FOR ANALYSIS
Data analysis is a core practice of modern businesses. Choosing the right data analytics tool is
challenging, as no tool fits every need. Some of the statistical tools applied in this study are,

 Percentage method
 One-way ANOVA method
 Weighted Average Method

PERCENTAGE METHOD

A percentage frequency distribution is a display of data that specifies the percentage of

observations that exist for each data point or grouping of data points. It is a particularly useful
method of expressing the relative frequency of survey responses and other data. Many times,
percentage frequency distributions are displayed as tables or as bar graphs or pie charts.

The process of creating a percentage frequency distribution involves first identifying the total
number of observations to be represented; then counting the total number of observations within
each data point or grouping of data points; and then dividing the number of observations within
each data point or grouping of data points by the total number of observations.

1.1 % = f × 100

Where, % = Percentage
F = frequency
N = Number of cases

18
It refers to a special kind of rate, percentage used in making comparison between two or more
series of data. A percentage is used to determine the relationship between the series.

ONE WAY ANOVA METHOD

Analysis of variance, or ANOVA, is a strong statistical technique that is used to show the
difference between two or more means or components through significance tests. It also
shows us

a way to make multiple comparisons of several populations’ means. The Anova test is
performed by comparing two types of variation, the variation between the sample means, as
well as the variation within each of the samples.

This test is also known as:

 One-Factor ANOVA
 One-Way Analysis of Variance
 Between Subjects ANOVA

Both the One-Way ANOVA and the Independent Samples t Test can compare the means for
twogroups. However, only the One-Way ANOVA can compare the means across three or more
groups.

19
 4 DATA ANALYSIS AND INTERPRETATION
PERCENTAGE ANALYSIS

TABLE 4.1
AGE OF THE RESPONDENTS

Particulars No of respondents Percentage

18-28 40 33
29 – 38 39 32
39 – 48 35 29
Above 48 6 6
Total 120 100

CHART 4.1 AGE OF THE RESPONDENTS

INTERPRETATION
From the above table it is inferred that 33% of the respondents are in the age group between
18- 28, 32% of the respondents are in the age group between 29-38.Therefore most of the
respondentsare in the age group between 18-28

20
TABLE 4.2
GENDER OF THE RESPONDENTS

Particulars No of respondents Percentage

Male 92 84
Female 28 16
Total 120 100

CHART 4.2 GENDER OF THE RESPONDENTS

INTERPRETATION
From the above table it is inferred that 84% of the respondents are male & 16% of the
respondentsare female. Therefore most of the respondents are male.

21
TABLE 4.3

MARITAL STATUSES OF THE RESPONDENTS

Particulars No of respondents Percentage

Married 72 60
Unmarried 43 36
Widower 5 4
Total 120 100

CHART 4.3 MARITAL STATUSES OF THE RESPONDENTS

INTERPRETATION
From the above table it is inferred that 60% of the respondents are married, 36% of the
respondents are unmarried. Therefore most of the respondents are married.

22
TABLE 4.4
EDUCATION QUALIFICATIONS OF THE RESPONDENTS

Particulars No of respondents Percentage

Diploma 21 17
UG 49 41
PG 37 31
Others 13 11
Total 120 100

CHART 4.4 EDUCATION QUALIFICATIONS OF THE RESPONDENTS

INTERPRETATION
From the above table it is inferred that 41% of the respondents are degree holders, 31% of the
respondents are PG holders. Therefore most of the respondents are degree holders.

23
TABLE4.5
EXPERIENCE OF THE RESPONDENTS

Particulars No of Percentage
respondents
<2 Years 31 26

2 – 4 Years 33 27
4 -7 Years 27 23
Above 7 29 24
Years
Total 120 100

CHART 4.5 EXPERIENCE OF THE RESPONDENTS

INTERPRETATION
From the above table it is inferred that 27% of the respondents have an experience of 2-4
years, 26% of the respondents have an experience of less than 2 years. Therefore most of
therespondents have an experience of 2-4 years.

24
TABLE 4.6
NATURE OF WORK OF THE RESPONDENTS

Particulars No of respondents Percentage

Technical 66 55

Non-technical 54 45

Total 120 100

CHART 4.6 NATURE OF WORK OF THE RESPONDENTS

INTERPRETATION
From the above table it is inferred that 55% of the respondents are technical, 45% of the
respondents are Non-technical. Therefore most of the respondents are technical.

25
TABLE 4.7
INCOME OF THE RESPONDENTS

Particulars No of respondents Percentage

7000 – 10000 29 24

10001 – 20000 43 36

20001 – 30000 31 26

Above 30000 17 14

Total 120 100

CHART 4.7 INCOME OF THE RESPONDENTS

INTERPRETATION
From the above table it is inferred that 36% of the respondents income between10001 –
20000, 26% of the respondents income between20001 – 30000. Therefore most of the
respondents incomebetween 10001 – 20000.

26
TABLE 4.8
FREQUENTLY CONDUCTED TRAINING PROGRAMME

Particulars No of respondents Percentage

Once in a month 58 48

Once in six 38 32
months
Once in a year 24 20

Total 120 100

CHART 4.8 FREQUENTLY CONDUCTED TRAINING PROGRAMME

INTERPRETATION
From the above table it is inferred that 48% of the respondents mentioned that the training program
conducted once in a month, 32% of the respondents mentioned that the training program conducted

once in six months. Therefore most of the respondents mentioned that the training program is
conducted once in a month.

27
TABLE 4.9
TRAINING METHOD PROVIDED BY THE ORGANIZATION

Particulars No of respondents Percentage

On the job 37 31
training method
Technical Skills 34 28

Communication 28 23
Skills
All the above 21 18

Total 120 100

CHART 4.9 TRAINING METHOD PROVIDED BY THE ORGANIZATION

INTERPRETATION
From the above table it is inferred that 31% of the respondents mentioned that on the job training
method will be provided by the organization, 28% of the respondents mentioned that the technical
skills will be provided by the organization.

28
TABLE4.10
SATISFACTION LEVEL WITH PROFESSIONAL LEARNING AND GROWTH
OPPORTUNITIES

Particular No of Respondent Percentage

Very Satisfied 46 38
Satisfied 38 32
Neutral 27 23
Dissatisfied 9 7
Strongly Dissatisfied 0 0
Total 120 100

CHART 4.10 SATISFACTION LEVEL WITH PROFESSIONAL LEARNING AND

GROWTH OPPORTUNITIES

INTERPRETATION
From the above table it is inferred that 38% of the respondents are highly satisfied with the
professional learning and growth opportunities, 32% of the respondents are satisfied with the
professional learning and growth opportunities. Therefore most of the respondents are highly
satisfied with the professional learning and growth opportunities

29
TABLE 4.11
QUALITY OF THE TRAINING PROGRAMME

Particulars No of respondents Percentage

Highly Satisfied 38 32
Satisfied 46 38
Neutral 28 23
Dissatisfied 8 7
Strongly Dissatisfied 0 0
Total 120 100

CHART 4.11 QUALITY OF THE TRAINING PROGRAMME

INTERPRETATION
From the above table it is inferred that 38% of the respondents are satisfied with the quality of the
training program, 32% of the respondents are highly satisfied with the quality of the training
program. Therefore most of the respondents are satisfied with the quality of the training program.

30
TABLE 4.12
INNOVATIVE METHODS ADOPTED IN THE TRAINING PROGRAMMES

Particulars No of respondents Percentage

Yes 90 75

No 30 25

Total 120 100

CHART 4. 12 INNOVATIVE METHODS ADOPTED IN THE TRAINING

PROGRAMMES

INTERPRETATION
From the above table it is inferred that 75% of the respondents say yes for innovative methods
adopted in the training programmes, 25% of the respondents say no for innovative methods
adopted in the training programmes. Therefore most of the respondents say yes for innovative
methods adopted in the training programmes.

31
TABLE4.13
ENCOURAGING THE ACTIVE PARTICIPATION AND QUESTIONING FROM THE
PARTICIPANT
Particulars No of respondents Percentage

Highly Satisfied 11 9
Satisfied 17 14
Neutral 27 23
Dissatisfied 39 32
Strongly Dissatisfied 26 22
Total 120 100

CHART 4.13ENCOURAGING THE ACTIVE PARTICIPATION AND QUESTIONING

FROM THE PARTICIPANT

CHART TITLE
No of respondents Percentage

45
40
35 39
30
25
27 26
20
15
17
10
5 11
9% 14% 23% 32% 22%
0
Highly Satisfied Satisfied Neutral Dissatisfied Strongly
Dissatisfied

INTERPRETATION
From the above table it is inferred that 32% of the respondents dissatisfied for encouraging the
active participation and questioning from the participant, 23% of the respondents neutral for
encouraging the active participation and questioning from the participant. Therefore most of the
respondents dissatisfied for encouraging active participation and questioning from the participant.

32
TABLE4.14
CONDUCTING THE TRAINING PROGRAMME IN AN ENHANCING
AND INTERESTING MANNER
Particulars No of respondents Percentage

Strongly Disagree 15 12
Disagree 18 15
Neither disagree nor agree 35 29
Agree 33 28
Strongly Agree 19 16
Total 120 100

CHART 4.14 CONDUCTING THE TRAINING PROGRAMME IN AN

ENHANCING AND INTERESTING MANNER

INTERPRETATION
From the above table it is inferred that 29% of the respondents neither disagree nor agree for
conducting the training program in an enhancing and interesting manner, 28% of the respondents
agree for conducting the training program in an enhancing and interesting manner. Therefore most
of the respondents neither disagree nor agree for conducting the training program in an enhancing
and interesting manner.

33
TABLE4.15
COMFORTABILITY ABOUT THE PRESENT TRAINING METHOD

Particulars No of respondents Percentage

Yes 98 82
No 22 18
Total 120 100

CHART 4.15 COMFORTABILITY ABOUT THE PRESENT

TRAINING METHOD

INTERPRETATION

From the above table it is inferred that 82% of the respondents mentioned yes for the comfortability
about the present training method, 18% of the respondents mentioned no for the comfortability
about the present training method. Therefore most of the respondents mentioned yes for the
comfortability of the present training method.

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 4.2 ONE-WAY ANOVA CLASSIFICATION

Null hypothesis (Ho):

There is a significant difference between the comfortability of the present training method and
conducting the training programme in an enhancing and interesting manner.
Alternate hypothesis (H1):
There is no significant difference between the comfortability of the present training method and
conducting the training programme in an enhancing and interesting manner.
Descriptives
COMFORTABILITY ABOUT THE PRESENT TRAINING METHOD.

N Mean Std. Std. 95% Confidence Minim Maxim

Error um um
Interval for Mean
Deviation
Lower Upper
Bound
Bound

Strongly Disagree 15 1.00 .000 .000 1.00 1.00 1 1

Disagree 18 1.00 .000 .000 1.00 1.00 1 1

Neither 35 1.00 .000 .000 1.00 1.00 1 1

disagree nor

agree

Agree 33 1.09 .292 .051 .99 1.19 1 2

Strongly Agree 19 2.00 .000 .000 2.00 2.00 2 2

Total 120 1.18 .389 .035 1.11 1.25 1 2

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Test of Homogeneity of Variances

COMFORTABILITY ABOUT THE PRESENT TRAINING METHOD.

Levene df1 df2 Sig.

Statistic

10.29 4 115 .000

3

ANOVA
COMFORTABILITY ABOUT THE PRESENT TRAINING METHOD.

Sum of df Mean F Sig.

Squares Square

Between 139 4 3.810 160.649 .000

Groups

Within Groups 2.727 115 .024

Total 17.967 119

Calculated value = 160.649 Tabulated value = 2.46

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

Hence, the Alternate hypothesis [H1] is accepted.

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 RESULT ;

The calculated value of F is greater than the tabulated value. Hence, we reject the null hypothesis
and conclude that there is no significant difference between the comfortability of the present
training method and conducting the training programme in an enhancing and interesting manner.

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 4.3 WEIGHTED AVERAGE METHOD

STRONGLY
HIGHLY DIS
PARTICULARS SATISFIED NEUTRAL DIS
SATISFIED SATISFIED
SATISFIED

Satisfaction level
with professional
learning and 46 38 27 9 0
growth
opportunities
Quality of 38
training 46 28 8 0
programme
Encouraging the
active
participation and 11
17 27 39 26
questioning from
the participant

Average weight for the Satisfaction level with professional learning and growth opportunities:
(46*5+38*4+27*3+9*2)/120 =4 (I)
Average weight for the Quality of training programme:
(38*5+46*4+28*3+8*2)/120 =3.95 (II)
Average weight for Encouraging the active participation and questioning from the participant :
(11*5+17*4+27*3+39*2+26*1)/120 =2.57 (III)

INTERPRETATION:
(I) Satisfaction level with professional learning and growth opportunities:

 The average weight for this aspect is 4. This indicates that, on average, participants are
fairly satisfied with the professional learning and growth opportunities provided. The
ratings used in this calculation are 5, 4, 3, and 2, which suggests that most participants have
provided positive feedback.
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(II) Quality of training programme:

 The average weight for this aspect is 3.95. This implies that participants generally find the
training program to be of high quality. The ratings used in this calculation are 5, 4, 3, and
2, with a higher emphasis on the top ratings (5 and 4).

(III) Encouraging active participation and questioning from the participant:

 The average weight for this aspect is 2.57. This suggests that there is room for improvement
in encouraging active participation and questioning from the participants. The ratings used
in this calculation are 5, 4, 3, 2, and 1, with a higher emphasis on the lower ratings (2 and
1).

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 CHAPTER-5
5.1. FINDINGS
 Therefore most of the respondents are in the age group between18-28.

 Therefore most of the respondents are male.

 Therefore most of the respondents are married.

 Therefore most of the respondents are degree holders.

 Therefore most of the respondents have an experience of 2-4 years.

 Therefore most of the respondents are technical.

 Therefore most of the respondents income between 10001 – 20000.

 Therefore most of the respondents mentioned that the training program is conducted once
in a month.
 Therefore most of the respondents mentioned that on the job training method will be
provided by the organization.
 Therefore most of the respondents are highly satisfied with the professional learning and
growth opportunities.
 Therefore most of the respondents are satisfied with the quality of the training program

 Therefore most of the respondents disagree by mentioning that the efficient trainer was not
recruited.
 Therefore most of the respondents say yes for innovative methods adopted in the training
programmes.

 Therefore most of the respondents agree for encouraging active participation and
questioning from the participant.
 Therefore most of the respondents neither disagree nor agree for conducting the training
program in an enhancing and interesting manner.

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 5.2. SUGGESTIONS

 Training is being given more focus at RED NETWORK PVT LTD, however for better and
efficient practices training related to employees career and personal – retirement planning,
personality development are needed and they have to be implemented.
 Since the majority of the respondents are from the technical Background, they may be well
trained with hard skills, it is necessary for training them in soft skills too.
 Union employees must be allowed to have frequent training programs than the Managerial
level
Employee’s, which will result in a better working environment
 Company’s training policy is well designed yet more adequacy is required in areas of

 Training need and trainee identification and selection process

 Duration of training
 Though internal trainers are efficient, external trainers have to be bought in, for better and
efficient practices, and wide- understanding.
 New and better modes of training like business games, audio-visual training, and demos
have to be implemented.
 New modes of training can be implemented (for e.g. E-training can be used for middle
level people as it saves time and this would enhance the Management to concentrate on the
Operations Employees
 Since RED NETWORK PVT LTD has a majority of its aged employees ,special training
has to be given to them in areas of both job and career and life aspects (E.g. retirement
planning)
 The Department Heads should assess the Training and development needs of subordinates.
This may increase the levels of training effectiveness by the enhancement of good inter-
personal relationships.

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  The training circular form can also include a brief introduction about subject for which the
training programme has been organized so that the participants are able to understand the
topics being covered in the training program in advance.


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 5.3. CONCLUSION

It has often been said that a successful business operation, regardless of its size, depends on the
effective management of “people, products, and processes.” Of the three, it is the Human Resource
department that is the most important. The demand from employers for specialized employee
training is enormous. Human resources comprise a company’s most important asset.

These employees execute various tasks and input their contributions to choose the people who will
eventually ensure the delivery of high quality products and services. Thus, Training and
development helps the growth of a business.

RED NETWORK PVT LTD has a clear focus on having a well-motivated and trained workforce.
The company needs to have motivated and confident staff who have up-to-date skills in order to
remain competitive. In addition, well-trained staff are an asset to the business and help to retain
customers. Well-trained staff who remain with the business mean that customers enjoy continuity.
This contributes to customer loyalty and leads to repeat business. Staff who feel valued stay longer
in a company. This means that RED NETWORK PVT LTD’ costs of recruitment can be reduced,
resulting in cost savings across the organization. The suggestions can be implemented for a better
working environment for both the management and employees.

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 APPENDIX

A STUDY ON EMPLOYEE TRAINING AT RED NETWORK

TELECOMMUNICATION PRIVATE LTD
Personal Details:

1. Name :
2. Age : (a) 18-28 (b) 29 – 38 (c) 39 – 48 (d) Above 48
3. Gender : (a) Male (b) Female
4. Marital Status : (a) Married (b) Unmarried (c) Widower
5. Educational Qualification : (a) Diploma (b) Degree (c) PG (d) Others
6. Others Years of Service : (a) <2 Years (b) 2 – 4 Years (c) 4 -7 Years (d) Above 7 Years
7. Nature of Work : (a) Technical (b) Non – Technical
8. Designation :
9. Income : (a) 7000 – 10000 (b) 10001 – 20000 (c) 20001 – 30000 (d) Above 30000

10. How frequently training programmes are conducted.

(a) Once in a Month (b) Once in six Months (C) Once in a year

11. What kind of training method does the organization provide to train the employees?

(a) On the job training method (b) Technical skills (c) Communication skills (d) All of above

12. What is your satisfaction level with professional learning and growth opportunities?

(a) Highly Satisfied (b) Satisfied (c) Neutral

(c) Dissatisfied (e) Highly Dissatisfied

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

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14. Are innovative methods adopted in the training programmes?
(a)Strongly disagree (b) Disagree (c) Neither disagree nor agree (d) Agree (e) Strongly
agree
15. Does the trainer encourage active participation and questioning from the participant.
(a) Highly Satisfied (b) satisfied (c) Neutral (d) Dissatisfied (e) Highly Dissatisfied

16. The trainer conducted the training programme in an enhancing and interesting manner.
(a)Strongly disagree (b) Disagree (c) Neither disagree nor agree (d) Agree (e) Strongly agree
17. Are you comfortable with the present training method?

(a) Strongly disagree (b) Disagree (c) Neither disagree nor agree

(d) Agree (e) Strongly agree

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 BIBLIOGRAPHY

BOOKS

● K. Aswathappa “Human Resource and Personnel Management” Tata

M.C. Graw-Mill Publishing Company Limited, New Delhi.

● S. C. Guptha. “Fundamentals of Statistics” Himalaya Publishing House,

1992.

● C. R. Kothari. “Research Methodology” Methods and

Techniques, Wishma Prakashan, New Delhi
● C.B. Mamoria & S.V. Gankar “Personnel Management” Text and Cases,
Himalaya Publishing House Edition-2004.
● Uma Sekaran “Research methods for business”, Wiley India pvt ltd, New
Delhi

● Induction manual of RED NETWORK PVT LTD

WEBSITES

● www.managersmart.com

● www.google.com

● www.managementhelp.com

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