A Study On The Effectiveness of Training 3

1.
2 OBJECTIVES FOR THE STUDY
To familiarize with the different departments in the Organization and their functions and
activities .To familiarize with an organization structure and its functioning. To including
documentation.
To understand how the key business processes are carried out in an Organization.
Understand how information is used in Organization for decision making at various
levels including data flow diagram. To conduct a SWOT analysis of the organization.
To study the financial performance of the organization by doing financial analysis.
PRIMARY OBJECTIVES
 To study the effectiveness of training in Tech Mahindra limited Chennai.
SECONDARY OBJECTIVES
 To analyse the impact of training programme on the employees.

 To suggest suitable methods to improve the effectiveness of training programmes
in the organization.
 To measure the level of satisfaction towards the training programmes in the
organization.
 To identify the employees opinion regarding the training programme of the
company.
1.3 IMPORTANCE OF THE STUDY
Organizational study is field that investigates the impact that individuals, groups and structure
have on behaviour within organization. It applies broadly to the behaviour of people in all
types of organizations, such as business, government, schools and services organizations. It
covers three determinants of behaviour in organizations: individuals, groups, and structure.
Contributes to the student’s personal and professional development through challenging work
assignments is completed before the student graduates from the university although in some
cases internships can be completed the summer between the student completing the
undergraduate degree and before beginning a graduate degree program. is planned and
scheduled through consultation with the department or college so as to fit into the
undergraduate experience. involves a supervision component that is mentoring and
educational includes career related experiences that complement what is learned in the
classroom will have a reflection and evaluation process at the conclusion of the internship
builds upon the relationship the department/college/university has with employers is most
successful when the student, the department/college, and the employer all share responsibility
in making it a valuable experience
The key elements in organizational behavior are people, structure, technology and the external
elements in which the organization operates. When people join together in an organization to
accomplish an objective, some kind of infrastructure is required. People also use technology
to help get the job done, so there is an interaction of people, structure and technology.
1.4 SCOPE OF THE STUDY
 This study is to analyse and find out the effectiveness of skill development
programme provided.
 To know about employees satisfaction.
 To know about the opportunities of an employees.
 To consider as a change agent since management objectives are conveyed to the
employees throughout the organization.
1.5 PERIOD OF THE STUDY
The period of study is between May 19th 2015 to July 17th 2015.
1.6 CHAPTER SCHEME OF THE STUDY REPORT
Chapter-1
The first chapter deals with introduction, objectives of the study, Importance of the
study, scope of the study, period of the study and the chapters scheme.
Chapter-2
The second chapter deals with Industry profile and Company profile.
Chapter-3
The third chapter deal with the functioning of various Departments.
Chapter-4
The fourth chapter deals with findings, suggestions & conclusion.

CHAPTER II
2. REVIEW OF LITERATURE
Muhammad Zahid Iqbal et. alin the year (2011) in his article “An Empirical Analysis
of the Relationship between Characteristics and Formative Evaluation of Training. The
International Journal of Business Research 4(1):273-86”has done their research in the topic
“AN EMPIRICAL ANALYSIS OF THE RELATIONSHIP BETWEEN
CHARACTERISTICS AND FORMATIVE EVALUATION OF TRAINING” Their analysis
is about the relationship between characteristics and formative valuation of Training. This
paper attempted to signify the use of formative training evaluation. The authors have carried
out a study at three public-sector training institutions to empirically test the predicted
relationship between the training characteristics and formative training evaluation under the
Kirkpatrick model (reaction and learning) . This study explains the causal linkage between
components of formative training evaluation, them editing role of reaction in the relationships
between training characteristics and learning was also investigated. The principal finding
revealed that a set of seven training characteristics explained 59% and 61% variance in
reaction and learning respectively. All training characteristics were found to have a positive
impact on reaction and learning except training contents. The study concluded with areas of
future research emphasizing on linking formative evaluation with summative one i.e.
Behavior and results.
Eugen Rotarescuin the year (2010) in his article” Alternative selection under risk
conditions in Human Resource Training and Development through the application of the
estimated monetary value and decision tree analysis. Journal of Management and Economics
4 (60): 468-75” has reviewed on the topic “ALTERNATIVE SELECTION UNDER RISK
CONDITIONS IN HUMAN RESOURCES TRAINING AND DEVELOPMENT THROUGH
THE APPLICATION OF THE ESTIMATED MONETARY VALUE AND DECISION
TREE ANALYSIS”. The topic in this article is the presentation in a succinct and applicative
manner of several decision making processes and the methods applied to human resources
training and development in environments with risk factors. The decisions have been
optimized by the human resources training and development, the decision makers have readily
available with two methods of analysis they are: (1) the decision matrix and (2) the decision
tree method. Both methods compute the alternatives based on the estimated monetary
value(EMV). Finally the decision matrix and the decision tree analyses represent two viable,
scalable and easily applicable framework analyses for selecting the optimum course of action
regarding the training and development of human resources. Both analyses generate the same
solution and rely on the accuracy of the expected monetary value (EMV) method calculated
for each course alternative action. Of these two methods, the selected decision method
depends on the circumstances, the complexity of the situation and preference of the decision
makers
Pilar Pineda in the year (2010) in his article “Evaluation of training in organizations: a
proposal for an integrated model. Journal of European Industrial Training 34(7): 673-93” has
done his research in this topic “EVALUATION OF TRAINING IN ORGANIZATIONS:A
PROPOSAL FOR AN INTEGRATED MODEL” and the author’s purpose of this paper is to
present an evaluation model that has been successfully applied in the Spanish context that
integrates all training dimensions and effects, to act as a global tool for organizations. This
model analyses satisfaction, learning, pedagogical aspects, transfer, impact and profitability of
training and is therefore a global model. The author says that training is a key strategy for
human resources development and in achieving organizational objectives. Organizations and
public authorities invest large amounts of resources in training, but rarely have the data to
show the results of that investment. Only a few organizations evaluate training in depth due to
the difficulty involved and the lack of valid instruments and viable models. The paper’s
approach is theoretical, and the methodology used involves a review of previous evaluation
models and their improvement by comparing their application in practice. The author has also
applied the model successfully in several public and private organizations, in industry and in
the services sector, which demonstrates its usefulness and viability in evaluating the results of
training. Therefore, this evaluation model has interesting and practical implications, as a
useful tool for training managers in evaluating training results, as well as providing a global
simplified approach to the complex evaluation function. The originality of this evaluation
model lies in its focus on a key and novel aspect–i.e. the pedagogical dimension, providing an
integrated tool that can be easily adapted to any organization.
Cary Cherniss, et.al.In the year (2010) in his article “Process-designed training: A new
approach for helping leaders develop emotional and social competence. Journal of
Management development 29(5): 413-31” has done their research in the topic “PROCESS–
ESIGNED TRAINING: A NEW APPROACH FOR HELPING LEADERS DEVELOP
EMOTIONAL AND SOCIAL COMPETENCE” and they have evaluated the effectiveness of
a leadership development program based on International Organization for Standardization
(ISO) principles. The program utilized process-designed training groups to help participants
develop emotional and social competence. The study involved 162 mangers from nine
different companies in a random assignment control group design. There were nine different
groups with nine managers in each group. Each group was required to follow the identical
process. His results indicated that after two years the intervention group had improved more
than the controls on all Emotional Competence Inventory variables. The paper offers
recommendations for future research on the mechanisms underlying the process-designed
group strategy and contextual factors that optimize results. This paper describes a leadership
development strategy that appears to be more economical and consistent in its delivery than
traditional approaches such as workshops or executive coaching. Although ISO principles are
utilized widely in the business world, this is the first study that has used this approach in the
design and delivery of management development.
David Mc Guire and Mammed Bagher in the year (2010) in his article “Diversity
training in organizations: an introduction. Journal of European Industrial Training 34 (6):
493-505” has done their research in the topic “DIVERSITY TRAINING IN
ORGANIZATIONS: AN INTRODUCTION” and has reviewed the literature on diversity
training and examine the effect of power, privilege and politics of diversity in organizations.
This is a conceptual paper examining the arguments in favor and against diversity training in
organizations. It identifies the presence of dominant groups in society leading to the
marginalization and oppression of minority diverse groups. Diversity training has a significant
role to play in fostering greater equality, inclusion and fairness in the workplace. Critically, it
can help diverse individuals and communities recoup important aspects of their identity and
enjoy productive fulfilling careers in the workplace. Diversity fosters a new outlook in
organizations through capitalizing on the perspectives of all employees and giving voice to
silenced minorities. It promotes greater understanding, communication and the integration of
different worldviews in decision making and problem solving. To embed diversity effectively
in organizations requires leadership by senior management and a realization that diversity will
improve performance metrics, rather than simply being a socially desirable ideal. It involves
recognizing that promoting diversity and an inclusive culture is a shared responsibility and is
not solely the preserve of diversity advocates or HR departments. Finally the author says that
as globalization effects increase and the participation of diverse groups in the workplace
grows, there is a clear need in the field of Human Resource Development (HRD) to commit to
promoting the cause of diversity. Diversity needs to become a priority item on the HRD
agenda through embedding diversity into the curricula of HRD programs.
Franco Gandolfiin the year (2009) in his article “Training and Development in an Era
of Downsizing. Journal of management research 9(1): 3-14” has done his research in the topic
“TRAINING AND DEVELOPMENT IN AN ERA OF DOWNSIZING” and he has analyzed
that downsizing as a restructuring strategy which has been actively implemented for the last
three decades. While employee reductions were utilized mainly in response to crises prior to
the mid 1980s, downsizing developed into a fully-fledged managerial strategy for tens of
thousands of companies in the mid to late 1980s. Since then, downsizing has transformed the
international corporate landscape and affected the lives of hundreds of millions of individuals
around the world. While the overall effects of downsizing have been widely reported, many
misconceptions surrounding the concept of downsizing have remained. This conceptual paper
focuses on the role of training and development (T&D) during the downsizing process. In
particular, the research depicts the current body of literature associated with the function of
HR and its plans, programs, and policies that firms adopting downsizing must provide to their
surviving workforces. Finally, this paper offers concluding comments regarding effective
downsizing practices that have emerged in the literature.
Cody Cox. Bin the year (2009) in his article “The Moderating effect of individual
differences on the relationship between the framing of training and interest in training. The
International Journal Training and Development 13(4): 247-60” has done his research in the
topic “THE MODERATING EFFECT OF INDIVIDUAL DIFFERENCES ON THE
RELATIONSHIP BETWEEN THE FRAMING OF TRAINING AND INTEREST IN
TRAINING” and has reviewed that the moderating effect of individual differences in the
relationship between framing training was examined for technical and nontechnical content
areas. Participants were 109 working age adults (Mean age 38.14 years, SD12.20 years). Self-
efficacy and goal orientation were examined as moderators. Results showed a three-way
interaction between performance orientation (a dimension of goal orientation reflecting the
desire to demonstrate competence in an achievement setting), age, and frame for technical
training and a three-way interaction between performance orientation, self-efficacy, and frame
for nontechnical training. Implications for future research as well as framing training to
enhance interest are discussed.
Shreya Sarkar-Barney in the year (2004) in his article “The role of national culture in
enhancing Training Effectiveness: A Framework Advances in Human Performance and
Cognitive Engineering Research 4: 183-213” has done her research in the topic “THE ROLE
OF NATIONAL CULTURE IN ENHANCING TRAINING EFFECTIVENESS: A
FRAMEWORK” and has evaluated the focus of global training has primarily been on
preparing employees to work effectively in other cultures, such as in expatriate training,
acculturation training, and training for technology transfer. One issue that has been ignored is
the implication of using training systems that are developed in a specific context and then
deployed globally. This paper proposes a framework to show the influence of culture on are
aspect of training effectiveness, the transfer of newly learned skills to the job. Specific
relationships are proposed, using Baldwin and Ford’s (1988) transfer of the training
framework as a guide, and also by synthesizing findings from areas such as cross-cultural
psychology, Human resource management, and education and Technology management.
Schwartz’s scale has been used for the study. The population of the study is (N= 44,000) from
54 nations. Finally, the goal of this paper was to present a framework that considers the
influence of culture on Transfer of Training (TOT). Finally he says that by combining
information about a country’s culture value score and the relationships proposed by the
framework, practitioners can make more informed decisions about ways of adapting their
training systems to meet the needs of any particular culture in which training is to be
conducted.
Martin Mulder in the year (2001) in his article “Customer satisfaction with training
programs. Journal of European Industrial Training 25(6): 321-31” has done his research in the
topic “CUSTOMER SATISFACTION WITH TRAINING PROGRAMS” and he has
contributed a model of evaluation of customer satisfaction about training programs. The
model is developed and implemented for an association of training companies. The evaluation
has been conducted by an independent organization to enhance the trustworthiness of the
evaluation results. The model is aimed at determining the quality of training programs as
perceived by project managers from the organizations that purchased in company training
programs from the train companies. Reliability research showed satisfying results. The model
is based on the methodology in effectiveness research, and the data were used to test a model
of training effectiveness. The results show that this model is confirmed for two categories of
projects: projects that were aimed at achieving learning results and changed job performance
respectively. The model does not fit for projects aimed at supporting organizational change.
Finally the author says that new advancements in human resource development should be
included in evaluating the effectiveness of training programs
Premila Seth in the year (1980) in his article “Management Training and
Development: A Critique. The Indian Journal of Industrial Relations 15(4): 507-524” has
done her research in the topic “MANAGEMENT TRAINING AND DEVELOPMENT: A
CRITIQUE” and she has reviewed that development of high quality managerial manpower in
the country is considered essential for copying with the rapidly changing industrial scene.
This has led to expansion in the number of training activities and institutions. The author feels
that it is time that the training and development practitioners closely examine whether the
expansion is matching the qualitative requirements of our changing environment. The author
also feels that is important that the training institutions recognize the intimate relationship
between management training philosophy, principles and practices for establishing rational,
goal –directed development policies, failing which they may lead to overzealous of training
panaceas, preoccupation with routine patterns, and neglect of overall objectives.
CHAPTER III
3. RESEARCH METHODOLOGY
3.1 RESEARCH DESIGN
A research design is purely and simply framework or a plan for study that guides
Collection of data. Empirical research design is adopted for analyzing the data.
3.2 SAMPLE DESIGN
3.2.1 POPULATION UNDER STUDY
The Tech Mahindra Company which is listed in the Training taken as population
for this study.
3.2.2 Segmentation
The population was sector wise segmented in order to concentrate on the different
type of sector. Sector such as Vodafone, Idea, Getit, Cbo.
3.2.3 Sample size
The 200 samples are taken based on stratified sampling technique. Here stratified
was divided based on the level wise. Major Sector such as Vodafone, Idea, Getit, Cbo
3.3 SAMPLE FRAME
The frame refers to the area where the primary data and secondary data was
Collected. In this project the primary data was collected through the questionnaire and
secondary data was collected through the company website, past records and books and
regarding training effectiveness.
3.4 DATA COLLECTION METHOD
Data collection is the most important aspects in the research methodology Data
was collection based on uncontrolled observation method. Data was collected on period
of three months
CHAPTER IV
4. DATA ANALYSIS AND INTERPRETATION
STATISTICAL TOOLS USED
 Percentage method
 Correlation
 Chi-Square test
PERCENTAGE METHOD
Percentage method refers to a specified kind which is used in making comparison
between two or more series of data. Percentage is based on descriptive relationship. It
compares the relative items. Since the percentage reduces everything to a common base
and thereby allow meaning comparison.
Number of Respondents
Percentage =________________________________ *100
Total Number of Respondents
CORRELATION
Correlation analysis is statistical tool used to measure the degree to which two
variables are linearly related to each other. Correlation measures the degree of
association between two variables.
Formula for computing Pearson Correlation
N∑XY- (∑X) (∑Y)
r = ______________________________
√N∑X2 - (∑X) 2 -√N∑Y2 - (∑Y) 2

CHI SQUARE TEST
Analysis in statistics is to test the goodness of fit to verify the distribution of
observed data with assumed theoretical distribution.
Ψ² = (O - E) ²
____________
E
Where, O- Refers to the observed frequency

E- Refers to the expected frequency
The calculated value of chi-square is compared with the degree of freedom at

the specified level of significance, if the calculated value is greater than the tabulated
values, then the difference between observed frequency and the expected frequency are
significant. The degree of freedom is (n-2) where ‘n’ is the number of observed
frequency is(C-1)(R-1) where C is number of columns and R is number of rows. It is
used to find whether there exists a relation between two variables or not.
4.1 Table shows responses of the employees about gender
S.N
O Particular Respondent Percentage
1 Male 117 58.5
2 Female 83 41.5
Total 200 100
Source: Primary data
Percentage
70
60 58.5
50
41.5
40
Percentage
30
20
10
0
Male Female
4.1charts shows responses of the employees about gender
Interpretation
From the table, 83% of the respondents are male.41.5% of the respondents is
female.
4.2 Table shows responses of the employees about Age
S.NO Particular Respondent Percentage

1 Below20 years 23 11.5
2 21-30 years 127 63.5
3 31-40 years 43 21.5
4 Above 40 years 7 3.5
Total 200 100
Percentage
70
63.5
60
50
40 Percentage
30
21.5
20
11.5
10
3.5
0
Below20 years 21-30 years 31-40 years Above 40 years
4.2 The chart shows responses of the employees about Age
Interpretation
From the Table, 63.5% of the respondents age between 20-30 years. 21.5% of
the respondents age between 31-40 years. 11.5% of the respondents age between below
20 years and 3.5% of the respondents age between above 40 years.
4.3 Table shows responses of the employees about Marital Status
1 Married 67 33.5
2 Unmarried 133 66.5
Total 200 100
Percentage
70 66.5
60
50
40 Percentage
33.5
30
20
10
0
Married Unmarried
4.3 The chart shows responses of the employees about marital status
Interpretation
From the Table about and chart 66.5% of the respondents are unmarried. 33.5%
of the respondents are married.
4.4 Table showing employees Educational Qualification

1 HSC 15 7.5
2 DIPLOMA 112 56
3 UG 44 22
4 Others 29 14.5
Total 200 100
Percentage
60 56
4.4 50 Table
showing
40
Percentage
30
22
20
14.5
10 7.5
0
HSC UG DIPLOMA Others
employees Educational Qualification
Interpretation
The table shows that 56% of the respondent’s educational qualification is Under
graduate. 22% of the respondent’s educational qualification is HSC. 14.5% of the
respondent’s educational qualification is others and 7.5% of the respondent’s
educational qualification is others.
4.5 Table shows responses of the employees about Occupation

1 Associate Customer 181 90.5
Support
2 Trainer 11 5.5
3 Team leader 6 3
4 Manager and Above 2 1
Total 200 100
Percentage
100
90.5
90
80
70
60
50 Percentage
40
30
20
10 5.5 3 1
0
Associate Customer Trainer Teamleader Manager and Above
Support
4.5 chart shows responses of the employees about Occupation
Interpretation
The table shows that occupation, 90.5% of the respondents are customer support.
5.5% of the respondents are trainer. 3% of the respondents are team leader and 1% of
the respondents are manager and above.
4.6 Table shows responses of the employees about Experience

1 0-5 years 144 72
2 6-10 years 39 19.5
3 11-15 years 17 8.5
4 Above 15 years 0 0
Total 200 100
Percentage
80
72
70
60
50
Percentage
40
30
19.5
20
10 8.5
0
0
0-5 years 6-10 years 11-15 years Above 15 years
4.6 The chart shows responses of the employees about Experience
Interpretation
The table shows that 72% of the respondents experience between 0-5 years. 19.5%
of the respondents experience between 6-10 years. 8.5% of the respondents experience
between11-15 years and 0% of the respondents experience between above 15 years.
4.7 Table shows responses of the employees about salary

1 Below 10000 161 80.5
2 10001-20000 34 17
3 20001-30000 5 2.5
4 Above 30000 0 0
Total 200 100
Percentage
90
80.5
80
70
60
50 Percentage
40
30
20 17
10
2.5
0
0
Below 10000 10001-20000 20001-30000 Above 30000
4.7 The chart shows responses of the employees about salary
Interpretation
The table shows that 80.5% of the respondents are having salary range between
below 10000. 17% of the respondents are having salary range between 10001-20000.
2.5% of the respondents are having salary range between 20001-30000 and 0% of the
respondents are having salary range between above 30000.
4.8 Table shows employees opinion about Training importance in the organization.
1 Strongly Agree 121 60.5
2 Agree 61 30.5
3 Neutral 18 9
4 Disagree 0 0
5 Strongly Disagree 0 0
Total 200 100
Percentage
70
60.5
60
4.8 The
50
chart
40
shows Percentage
30.5
30
20
9
10
0 0
0
Strongly Agree Agree Neutral Disagree Strongly
Disagree
opinion about Training importance in the organization.
Interpretation
The table shows that 60.5% of the respondents strongly agree, 30.5% the
respondents agree, 9% of the respondents neutral, 0% of the respondents disagree, 0%
of the respondents strongly disagree regarding the importance of training in the
organization.
4.8.1 Table shows opinion about employees training well in advance
S.N Percen
O Particular Respondent tage
2 Agree 59 29.5
3 Neutral 21 10.5
4 Disagree 7 3.5
Total 200 100
Percentage
60
55.5
50
40
29.5 Percentage
30
20
10.5
10
3.5
1
0
Disagree
4.8.1 The chart shows opinion about employees training well in advance
Interpretation
The table shows that 55.5% of the respondent’s strongly agree, 29.5% of the
respondent’s agree, 10.5% of the respondent’s neutral, 3.5% of the respondent’s
disagree, 1% of the respondent’s strongly disagree regarding the information about the
training well in advance.
2 Agree 79 39.5
3 Neutral 44 22
4 Disagree 19 9.5
5 Strongly Disagree 11 5.5
Total 200 100
4.8.2 Table show opinion about Training performance of the organization.
Percentage
45
39.5
40
35
30
25 23.5
22 Percentage
20
15
9.5
10
5.5
5
0
Disagree
4.8.2 The charts show opinion about Training performance of the organization.
Interpretation
The table shows that 39.5% of the respondent’s agree, 23.5% of the respondent’s
strongly agree, 22% of the respondent’s neutral, 9.5% of the respondent’s disagree,
5.5% of the respondent’s strongly disagree regarding the enhancing the performance.
4.8.3 Table shows opinion about Training is well planned and organized

2 Agree 57 28.5
3 Neutral 26 13
4 Disagree 4 2
Total 200 100
Percentage
60 56.5
50
40
30 28.5 Percentage
20
13
10
2
0
0
Disagree
4.8.3 The chart shows opinion about Training is well planned and organized
Interpretation
respondent’s agree, 13% of the respondent’s neutral, 2% of the respondent’s disagree,
0% of the respondent’s strongly disagree regarding the training is well planned and
organized.
4.8.4 Table shows opinion about Training is of sufficient duration

2 Agree 31 15.5
3 Neutral 13 6.5
4 Disagree 5 2.5
Total 200 100
Percentage
80
73.5
70
60
50
40 Percentage
30
20 15.5
10 6.5
2.5 2
0
Disagree
4.8.4 The chart shows opinion about Training is of sufficient duration

Interpretation
respondent’s agree, 6.5% of the respondent’s neutral, 2.5% of the respondent’s disagree,
2% of the respondent’s strongly disagree regarding the duration of training.
4.8.5 Table shows opinion about Training provides excellent opportunity

2 Agree 67 33.5
3 Neutral 29 14.5
4 Disagree 12 6
Total 200 100
Percentage
45
40.5
40
4.8.5 35 33.5 The
chart 30
shows 25
Percentage
20
opinion 14.5
15
about 10
6 5.5
5
0
Disagree
Training provides excellent opportunity

Interpretation
The table shows that 40.5% of the respondent’s strongly agree, 33.5% the
respondents agree, 14.5% of the respondent’s neutral, 6% of the respondent’s disagree,
11% of the respondent’s strongly disagree regarding the training opportunity.
4.8.6 Table shows opinion about Employees technical skills and knowledge through
training

2 Agree 91 45.5
3 Neutral 28 14
4 Disagree 13 6.5
Total 200 100
Percentage
50
45.5
45
40
35
29.5
30
25 Percentage
20
15 14
10 6.5
4.5
5
0
Disagree
4.8.6 The chart shows opinion about Employees technical skills and knowledge
through training
Interpretation
strongly agree, 14% of the respondent’s neutral, 6.5% the respondent’s disagree, 4.5%
of the respondent’s strongly disagree regarding training improves technical skill and
1 Strongly Agree 66 33
2 Agree 35 17.5
3 Neutral 69 34.5
4 Disagree 21 10.5
Total 200 100
knowledge.
4.8.7 Table shows opinion about Training should be taken more seriously

Percentage
40
34.5
35 33
30
25
20 Percentage
17.5
15
10.5
10
4.5
5
0
Disagree
4.8.7 The chart shows opinion about Training should be taken more seriously
Interpretation
The table shows that 34.5% of the respondent’s neutral, 33% of the respondent’s
strongly agree, 17.5% of the respondent’s agree, 10.5% the respondent’s disagree, 4.5%
of the respondent’s strongly disagree regarding training should be taken more seriously.
4.8.8 Table shows opinion about Ability to work with self confidence

2 Agree 78 39
3 Neutral 41 20.5
4 Disagree 12 6
Total 200 100

Percentage
45
40 39
35
29.5
30
25
20.5 Percentage
20
15
10
6 5
5
0
Disagree
4.8.8 The chart shows opinion about Ability to work with self confidence
Interpretation
The table shows that 39% of the respondent’s agree, 29.5% of the respondent’s
strongly agree, 20.5% of the respondent’s neutral, 6% of the respondent’s disagree, 5%
of the respondent’s strongly disagree regarding the ability to work with self confidence.
4.9 Table shows opinion about Started work with innovativeness

2 Agree 83 41.5
3 Neutral 61 30.5
4 Disagree 11 5.5
Total 200 100

Percentage
45
41.5
40
35
30.5
30
25
Percentage
19.5
20
15
10
5.5
5 3
0
Disagree
4.9 The charts shows opinion about Started work with innovativeness
Interpretation
neutral, 19.5% of the respondent’s strongly agree, 5.5% of the respondent’s disagree,
3% of the respondent’s strongly disagree regarding the ability to work with self
confidence.
4.9.1 Table shows opinion about Morale is high among people

2 Agree 105 52.5
3 Neutral 19 9.5
4 Disagree 12 6
Total 200 100

Percentage
60
52.5
50
40
30 27.5 Percentage
20
9.5
10 6 4.5
0
Disagree
4.9.1 The chart shows opinion about Morale is high among people
Interpretation
strongly agree, 9.5% of the respondent’s neutral, 6% of the respondent’s disagree, 4.5%
of the respondent’s strongly disagree regarding morale is high among people.
4.9.2 Table shows opinion about motivating employees and giving them
job security

2 Agree 87 43.5
3 Neutral 51 25.5
4 Disagree 18 9
Total 200 100
Percentage
50
45 43.5
40
35
30
25.5
25 Percentage
20 18
15
10 9
5 4
0
Disagree
4.9.2 The table shows opinion about motivating employees and giving them job
security
Interpretation
neutral, 18% of the respondent’s strongly agree, 9% of the respondent’s disagree, and
4% of the respondent’s strongly disagree regarding the motivation and job security.
4.9.3 Table shows opinion about Started work with team basis
2 Agree 44 22
3 Neutral 77 38.5
4 Disagree 15 7.5
Source: Total 200 100
Primary data
Percentage
45
40 38.5
35
30 29
25 22 Percentage
20
15
10 7.5
5 3
0
Disagree
4.9.3 The chart shows opinion about Started work with team basis
Interpretation
The table shows that 38.5% of the respondents neutral, 29% of the respondents
strongly agree, 22% of the respondents agree, 7.5% of the respondents disagree, and 3%
of the respondents strongly disagree regarding the training program more seriously.
4.9.4 Table shows opinion about Ability to resolve conflicting situation

2 Agree 48 24
3 Neutral 85 42.5
4 Disagree 27 13.5
Total 200 100
Percentage
45 42.5
40
35
30
25 24
Percentage
20
15 13.5
11.5
10 8.5
5
0
Disagree
4.9.4 The chart shows opinion about Ability to resolve conflicting situation
Interpretation
The table shows that 42.5% of the respondents neutral, 24% of the respondents
agree, 13.5% of the respondents disagree, 11.5% of the respondents strongly agree, and
8.5% of the respondents strongly disagree regarding the conflicting situation.
4.9.5 Table shows opinion about Human relations competencies are developed in
organization through training

2 Agree 91 45.5
3 Neutral 72 36
4 Disagree 8 4
Total 200 100
Percentage
50
45.5
45
40
36
35
30
25 Percentage
20
15
10
10
4 4.5
5
0
Disagree
4.9.5 The chart shows opinion about Human relations competencies are developed
in organization through training
Interpretation
The table shows that 45.5% of the respondents agree, 36% of the respondents
neutral, 10% of the respondents strongly agree, 4.5% of the respondents strongly
disagree, and 4% of the respondents disagree regarding the human relations
competencies.
4.9.6 Table shows opinion about of training program are prepared according to
trainees’ job profiles

2 Agree 59 29.5
3 Neutral 112 56
4 Disagree 10 5
Total 200 100
Percentage
60 56
50
40
29.5 Percentage
30
20
10 6 5 3.5
0
Disagree
4.9.6 The chart shows opinion about of training program are prepared according
to trainees’ job profiles
Interpretation
The table shows that 56% of the respondents neutral, 29.5% of the respondents
agree, 6% of the respondents strongly agree, 5% of the respondents disagree, and 3.5%
of the respondents strongly disagree regarding the trainees’ job profiles.
4.9.7 Table shows opinion about satisfied with the training inputs and methods

2 Agree 51 25.5
3 Neutral 97 48.5
4 Disagree 17 8.5
Total 200 100
Percentage
60
50 48.5
40
30 Percentage
25.5
20
11.5
10 8.5
6
0
Disagree
4.9.7 The charts shows opinion about satisfied with the training inputs and
methods
Interpretation
The table shows that 48.5% of the respondent’s neutral, 25.5% of the respondent’s
agree, 11.5% of the respondent’s strongly agree, 8.5% of the respondent’s disagree, and
6% of the respondent’s strongly disagree regarding satisfaction towards training inputs
and methods.
4.9.8 Table shows opinion about satisfied with trainer’s competency

2 Agree 59 29.5
3 Neutral 84 42
4 Disagree 17 8.5
Total 200 100
Percentage
45 42
40
35
29.5
30
25
Percentage
20 18
15
10 8.5
5 2
0
Disagree
4.9.8 The chart shows opinion about satisfied with trainer’s competency
Interpretation
agree, 18% of the respondents strongly agree, 8.5% of the respondents disagree, and 2%
of the respondents strongly disagree regarding trainer’s competency.
4.9.9 Table shows opinion about satisfied with the enough practice is given through
training session

2 Agree 61 30.5
3 Neutral 97 48.5
4 Disagree 6 3
Total 200 100
Percentage
60
50 48.5
40
30.5
30 Percentage
20 17
10
3
1
0
Disagree
4.9.9 The chart shows opinion about satisfied with the enough practice is given
through training session
Interpretation
The table shows that 48.5% of the respondents neutral, 30.5% of the respondents
agree, 17% of the respondents strongly agree, 3% of the respondents disagree, and 1%
of the respondents strongly disagree regarding the enough practice.
4.10 Table shows opinion about satisfied with the training program conducted in the
organization

2 Agree 71 35.5
3 Neutral 76 38
4 Disagree 21 10.5
Total 200 100
Percentage
40 38
35.5
35
4.10 The
30
chart
25
shows 20 Percentage
opinion 15
11.5 10.5
about 10
4.5
5
0
Disagree
satisfied with the training program conducted in the organization
Interpretation
agree, 11.5% of the respondents strongly agree, 10.5% of the respondents disagree, and
4.5% of the respondents strongly disagree regarding satisfaction towards training.
4.3 CORRELATION
4.3.1 The bivariate correlation is undertaken between the respondents to find out the
relationship exist between the adequate importance and motivating employees.
Correlations
Adequate. Motivating.
Importance Employees
Adequate. Importance Pearson

1 .899**
Correlation
Sig. (2-tailed) .000
N 200 200
Motivating. Employees Pearson

.899** 1
Correlation
N 200 200
**. Correlation is significant at the 0.01 level (2-tailed).
Interpretation
The bivariate correlation is undertaken between the respondents. It was
hypothesized that relationship between the adequate importance and motivating
employees. The result above shows the Positive relationship exist between the adequate
importance and motivating employees.
4.3.2 The bivariate correlation is undertaken between the respondents to find out
the relationship exist between the Self Confidence and Innovativeness.
Correlations
Self.Confidence Innovativeness
Self. Confidence Pearson Correlation 1 .909**
N 200 200
Innovativeness Pearson Correlation .909** 1
N 200 200
Interpretation
hypothesized that relationship between the Self Confidence and Innovativeness. The
result above shows the Positive relationship exist between the adequate importance and
motivating employees.
the relationship exist between the Opportunity and Acquire.Technical.Skills
Correlations
Acquire.Technical.
Opportunity Skills
Opportunity Pearson Correlation 1 .949**
N 200 200
Acquire.Technical.Skills Pearson Correlation .949** 1
N 200 200
Interpretation
hypothesized that relationship between the Opportunity and Acquire.Technical.Skills.
The result above shows the Positive relationship exist between the adequate importance
and motivating employees.
the relationship exist between the Information about Training and Morale
Correlations
Information
About Training Morale
Information About Training Pearson Correlation 1 .871**
N 200 200
Morale Pearson Correlation .871** 1
N 200 200

Interpretation
hypothesized that relationship between the Information about Training and Morale. The
result above shows the Positive relationship exist between the adequate importance and
motivating employees
the relationship exist between the Training Inputs and Trainers Competency
Correlations
Training Inputs Trainers Competency
Training Inputs Pearson Correlation 1 .900**
N 200 200
Trainers Competency Pearson Correlation .900** 1
N 200 200

Interpretation
hypothesized that relationship between the Training Inputs and Trainers Competency.
The result above shows the Positive relationship exist between the adequate importance
and motivating employees
4.3 CHI SQUARE METHOD
4.4.1 Using Chi Square to Test the association between experience and employees
are helped to acquire skills and knowledge through training.
Null Hypothesis: There is no association between the experience and the employees
are helped to acquire the technical skills and knowledge through training.
Alternative Hypothesis: There is association between the experience and the

employees are helped to acquire the technical skills and knowledge through training.
Test Statistics
Experience Acquire.Technical.Skills
Chi-Square 138.190a 119.900b
Df 2 4
Asymp. Sig. .000 .000
a. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is
66.7.
b. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is
40.0.
Interpretation
From the above table it is observed that calculated value of Chi square (0.000) d.f
=2, N=200,Hence P<0.05 is significant at 2 degree of freedom showing that .There is
association between experience and employees are helped to acquire skills and knowledge
through training provided by organization,H0 is accepted.
are helped to Adequate Importance through training.
are helped to Adequate Importance through training.

employees are helped to Adequate Importance through training.
Test Statistics
Experience Adequate Importance
Chi-Square 138.190a 80.290a
Df 2 2
Asymp. Sig. .000 .000
a. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell
frequency is 66.7.
Interpretation
association between experience and employees are helped to Adequate Importance
through training provided by organization,H0 is accepted.
are helped to Motivating Employees through training.
are helped to Motivating Employees through training.

employees are helped to Motivating Employees through training.
Test Statistics
Experience Motivating Employees
Chi-Square 138.190a 98.950b
Df 2 4
Asymp. Sig. .000 .000
a. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell
frequency is 66.7.
b. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell
frequency is 40.0.
Interpretation
From the above table it is observed that calculated value of Chi square (0.000)
d.f =2, N=200,Hence P<0.05 is significant at 2 degree of freedom showing that .There is
association between experience and employees are helped to Motivating Employees
through training provided by organization,H0 is accepted
are helped to Training Inputs through training.
are helped to Training Inputs through training.

employees are helped to Training Inputs through training.
Test Statistics
Experience Training Inputs
Chi-Square 138.190a 124.300b
Df 2 4
Asymp. Sig. .000 .000
a. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is
66.7.
b. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is
40.0.
Interpretation
association between experience and employees are helped to Training Inputs through
training provided by organization,H0 is accepted
are helped to Morale through training.
are helped to Morale through training.

employees are helped to Morale through training.
Test Statistics
Experience Morale
Chi-Square 138.190a 1.659E2b
Df 2 4
Asymp. Sig. .000 .000
a. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency
is 66.7.
b. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency
is 40.0.
Interpretation
association between experience and employees are helped to Morale through training
provided by organization,H0 is accepted
CHAPTER V
5.1 FINDINGS
1. 83% of the respondents are male.41.5% of the respondents is female.

2. It is found that, 63.5% of the respondents age between 20-30 years. 21.5% of the
respondents age between 31-40 years. 11.5% of the respondents age between below
20 years and 3.5% of the respondents age between above 40 years.
3. It is found that 66.5% of the respondents are unmarried. 33.5% of the respondents are
married.
4. It is found that 56% of the respondent’s educational qualification is UG. 22% of the
respondent’s educational qualification is HSC. 14.5% of the respondent’s educational
qualification is others and 7.5% of the respondent’s educational qualification is
SSLC.
5. It is found that occupation, 90.5% of the respondents are customer support. 5.5% of
the respondents are trainer. 3% of the respondents are team leader and 1% of the
respondents are manager and above.
6. It is found that 72% of the respondents experience between 0-5 years. 19.5% of the
respondents experience between 6-10 years. 8.5% of the respondents experience
between11-15 years and 0% of the respondents experience between above 15 years.
7. It is found that 80.5% of the respondents are having salary range between below
10000. 17% of the respondents are having salary range between 10001-20000. 2.5%
of the respondents are having salary range between 20001-30000 and 0% of the
respondents are having salary range between above 30000.
8. 60.5% of the respondents strongly agree regarding the importance of training in the
organization.
9. 55.5% of the respondent’s strongly agree regarding the information about the training
well in advance.
10. 39.5% of the respondent’s agree regarding the performance of the organization.
11. 56.5% of the respondent’s strongly agree regarding the training is well planned and
organized.
12. 73.5% of the respondent’s strongly agree regarding the duration of training.
13. 40.5% of the respondent’s strongly agree regarding the training opportunity.
14. 45.5% of the respondent’s regarding training improves technical skill and knowledge.
15. 34.5% of the respondent’s neutral regarding the training program taken more
seriously.
16. 39% of the respondent’s agree regarding the ability to work with self confidence.
17. 41.5% of the respondent’s agree regarding the started work with innovativeness.
18. 52.5% of the respondent’s agree regarding morale is high among people.
19. 43.5% of the respondent’s agree regarding the motivation and job security.
20. 38.5% of the respondent’s neutral regarding the work with team basis.
21. 45.5% of the respondent’s agree regarding the conflicting situation.
22. 42.5% of the respondent’s neutral regarding the human relations competencies.
23. 56% of the respondent’s neutral regarding the content of training program related to
trainees’ job profiles.
24. 48.5% of the respondent’s neutral regarding satisfaction towards training inputs and
methods.
25. 42% of the respondent’s regarding trainer’s competency.
26. 48.5% of the respondent’s neutral regarding the enough practice is given during
training session.
27. 38% of the respondent’s neutral regarding satisfaction towards training.
28. There is relationship between training are given adequate importance and motivating
employees.
29. There is association between experience and employees are helped to acquire the
technical skills and knowledge through training provided.
30. From the analysis made age group of 21-30 years are satisfied with the training
program conducted in the organization.
5.2 SUGGESTION
 The employer should maintain good relationship to employee.

 As most of the employees feel that the lecture given during the training session
is more of theoretical, so balanced mixture theoretical and practical can be
given.
 Workbook provided can be more elaborate and clear.
 The employer should consider suggestions and feedback from employees.
 The employer should consider the objectives and policies of company.
 As few employees feel that the presentation aids given during training program
is on average level, interesting presentation with practical application can be
given.
 Awards can be given to employee who performs well in training.
 Adequate practice time can be provided for employees to develop their skills.
 The trainers and trainees can have effective interaction which will enhance
training program in future.
5.3 CONCLUSION
Overall study of effectiveness of training is highly effective in Tech Mahindra

private limited and the employees are satisfied with their training given by the
organization. This can be assured from the analysis if the suggestions given are
implemented in correct manner the organization can extend their success in the future.
From the study the company will have a clear idea about what actually the workers
think about the training and what they really expect.
From the analysis, it has been found that the employees of Tech Mahindra limited are
fairly satisfied with the factors such as,
 Duration of Training
 Training inputs
 Practice given during the training session.
Still improvements can be adopted in the organization by implementing the

suggestions offered to fulfil the requirements of the employees. The study helps to
improve the Training effectiveness in the organization.
BIBLIOGRAPHY
BOOKS
 Research Methodology by O.R. Krishna swami.

 Organizational Behaviour 8th edition by K.Aswathappa, Himalaya Publishing
house, Mumbai.
 Stephen Robbins, Personnel/Human Resource Management, Prentice Hall of
India, New Delhi.1995.
 P.Subba Rao, ”Human Resource Development and Management” published by
Vikas Publishing House pvt Ltd.
WEBSITE:
 www.techmahindra.com
 www.Google.com
 www.wikipedia.com
QUESTIONAIRE
A STUDY ON EFFECTIVENESS OF TRAINING IN TECH MAHINDRA CHENNAI

QUESTIONAIRE FOR EMPLOYEES
PART A
NAME
1. Gender
□ Male □ Female
2. AGE
□ below 20 years □ 21-30 years □ 31-40 years □ Above 40 years
3. Marital status
□ Married □ Unmarried
4. Educational Qualification
□ HSC □ UG □ Diploma □ Others
5. Occupation
□ Associate customer support □ Trainer □ Team leader □ Manager and above
6. Experience
□ 0-5 years □ 6-10 years □ 11-15 years □ above 15 years
7. Monthly salary
□ below 10000 □ 10001-20000 □ 20001-30000 □ Above 30000
PART B
SA- STRONGLY AGREE

A - AGREE
N -NEUTRAL
DA- DISAGREE
SDA- STRONGLY DISAGREE
Please tick () in the appropriate box
I To identify the employees SA A N DA SDA
opinion regarding the training
program of the company
1. Training is given adequate
importance in the organization
2. The company gives information

about the training program well in
advance
3. Training plays an important role to
enhancing the performance of the
organization
4. Training is well planned and
organized
5. Training is of sufficient duration
6. Training provides excellent

opportunity for newcomers to learn
7. Employees are helped to acquire
the technical skills and knowledge
through training
8. Training program should be taken
more seriously
II To analyze the impact of training SA A N DA SDA

9. Ability to work with self
confidence
10. Started work with innovativeness

11. Morale is high among people
12. Training has helped in motivating

employees and giving them job
security
13. Started work with team basis
14. Ability to resolve conflicting
situation
15. Human relations competencies are
adequately developed in
organization through training
16. The content of training programs is
prepared according to trainees’ job
profiles
III To measure the level of SA A N DA SDA

satisfaction
17. I am satisfied with the training
inputs and methods
18. I am satisfied with trainer’s

competency
19. I am satisfied with the enough
practice is given during training
session
20. I am satisfied with the training
program conducted in the
organization
SUGGESTIVE TYPE QUESTION:
21. Suggest your expectation to improve the training program

____________________________________________________________________
____________________________________________________________________
22. Suggest your valuable opinions regarding the training effectiveness in the organization
____________________________________________________________________
____________________________________________________________________

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1.

2 OBJECTIVES FOR THE STUDY

 To study the effectiveness of training in Tech Mahindra limited Chennai.

 To analyse the impact of training programme on the employees.

1.5 PERIOD OF THE STUDY

The third chapter deal with the functioning of various Departments.

The fourth chapter deals with findings, suggestions & conclusion.

3.1 RESEARCH DESIGN

3.2 SAMPLE DESIGN

3.2.1 POPULATION UNDER STUDY

3.2.3 Sample size

3.3 SAMPLE FRAME

4. DATA ANALYSIS AND INTERPRETATION

STATISTICAL TOOLS USED

Percentage =________________________________ *100

Total Number of Respondents

Formula for computing Pearson Correlation

N∑XY- (∑X) (∑Y)

√N∑X2 - (∑X) 2 -√N∑Y2 - (∑Y) 2

Where, O- Refers to the observed frequency

The calculated value of chi-square is compared with the degree of freedom at

Source: Primary data

4.1charts shows responses of the employees about gender

S.NO Particular Respondent Percentage

Source: Primary data

4.2 The chart shows responses of the employees about Age

S.NO Particular Respondent Percentage

2 Unmarried 133 66.5

Total 200 100

Source: Primary data

S.NO Particular Respondent Percentage

employees Educational Qualification

4.5 Table shows responses of the employees about Occupation

S.NO Particular Respondent Percentage

Source: Primary data

4.5 chart shows responses of the employees about Occupation

4.6 Table shows responses of the employees about Experience

S.NO Particular Respondent Percentage

Source: Primary data

4.6 The chart shows responses of the employees about Experience

4.7 Table shows responses of the employees about salary

S.NO Particular Respondent Percentage

Source: Primary data

4.7 The chart shows responses of the employees about salary

Source: Primary data

opinion about Training importance in the organization.

4.8.1 Table shows opinion about employees training well in advance

Source: Primary data

4.8.2 Table show opinion about Training performance of the organization.

Source: Primary data

S.NO Particular Respondent Percentage

Source: Primary data

4.8.4 Table shows opinion about Training is of sufficient duration

S.NO Particular Respondent Percentage

Source: Primary data

4.8.4 The chart shows opinion about Training is of sufficient duration

4.8.5 Table shows opinion about Training provides excellent opportunity

S.NO Particular Respondent Percentage

Source: Primary data

Training provides excellent opportunity

S.NO Particular Respondent Percentage

Source: Primary data

Source: Primary data