Final Research Project Report

On

“A STUDY OF TRAINING & DEVELOPMENT ”

Submitted to

I.K. GUJRAL PUNJAB TECHNICAL UNIVERSITY

KAPURTHALA
In partial fulfillment of the requirement for

the award of degree of

Master of Business Administration (MBA)

Submitted by Supervisor

Ritu Dr Charu

2118720 Assistant Professor

DEPARTMENT OF MANAGEMENT
CHANDIGARH BUSINESS SCHOOL OF
ADMINISTRATION
LANDRAN, MOHALI

1
2021-2023

2
 STUDENT DECLARATION

I "Ritu", hereby declare that I have completed a research project titled "A STUDY OF
TRAINING & DEVELOPMENT" under the guidance of Dr Charu.

Further, I hereby confirm that the work presented herein is genuine and original and has not
been published elsewhere.

Ritu

3
 FACULTY DECLARATION

I hereby declare that the student Ms. Ritu of MBA (IV) has undergone her project under my
periodic guidance on "A STUDY OF TRAINING & DEVELOPMENT"

Further, I hereby declare that the student was periodically in touch with me during her
research work and the work done by the student is genuine & original.

(Signature of Supervisor)

4
 TABLE OF CONTENTS

CHAPTER NO. CHAPTER TITLE PAGE NO.

1 Introduction 5-7

2 Review of Literature 8-9

3 Need, Scope and Objectives of the Study 10-11

4 Research Methodology 12-14

5 Data Analysis and Interpretation 15-36

6 Findings of the Study 37-38

7 Conclusion, Suggestions & Recommendations of 39-40

the Study

References and Bibliography 41

Annexures/Appendices (Questionnaire used etc.) 42-46

 INTRODUCTION
Training is process of learning a sequence of programmed behavior. It is the application
of knowledge. It gives people an awareness of the rules and procedures to guide their behaviors.
It attempts to improve their performance on the current job and prepares them for an intended
job.

1.1 TRAINING

Training is concerned with imparting developing specific skills for a particular purpose.

Training is the act of increasing the skills of employees for doing a particular job. Training is the
process of learning a sequence of programmed behavior.

In earlier practice, training programmed focused more on preparation for improved performance
in particular job. Most of the trainees used to be from operative levels like mechanics, machines
operators and other kinds of skilled workers. When the problems of Supervision increased, the
step was taken to train supervisors for better supervision.

1.2 DEVELOPMENT

Management development is all those activities and programmed when recognized and
controlled have substantial influence in changing the capacity of the individual to perform his
assignment better and in going so all likely to increase his potential for future assignments.

Thus, management development is a combination of various training programmed, though some

kind of training is necessary, it is the overall development of the competency of managerial
personal in the light of the present requirement as well as the future requirement.

Development an activity designed to improve the performance of existing managers and to

provide for a planned growth of managers to meet future organizational requirements is
management development.

Need for training

Specifically, the need for training arises due to the following reasons: To match the
employee specifications with the Job requirements and organizational Needs: Management finds
deviations between employee’s present specifications and the job requirements and
organizational needs. Training is needed to fill these gaps by developing and molding the

employee skills, knowledge, attitude, behavior, etc… to the tune of the job requirements and
organizational needs as felt Glaxo India, ICICI…

Organizational Viability and the Transformation Process: The primary goal of most of the
organizations is that their viability is continuously influenced by environmental pressure. If the
organization desires to adapt to these changes, first it has to train the employees to impart
specific skills and knowledge in order to enable them to contribute to organizational efficiency
and to cope with training in order to ensure a smooth transformation process.

Technological Advance: Every organization to survive and to be effective should adopt the
latest technology i.e. mechanization, computerization and automation. So, the organization
should train the employee’s train the employees to enrich them in the areas of changing technical
skills and knowledge from time to time.

Organizational Complexity: With the emergence of increased mechanization and automation,

manufacturing of multiple products and by-products or dealing in services of diversified lines,
extension of operations to various regions of the country or in overseas countries, organization of
most of the companies has become complex: This creates the complex problems of co-ordination
and integration of activities adaptable for and adaptable to the expanding and diversifying
situations. This situation calls for training in the skills of co-ordination, integration and
adaptability to the requirements of growth, diversification and expansion.

Human relations: Trends in approach towards personnel management has changed from the
commodity approach to partnership approach, crossing the human relations besides maintaining
sound industrial relations although hitherto the managers are not accustomed to deal with the
workers accordingly. Training in human relations is necessary to deal with human problems.

Change in the job assignment: Training is also necessary when the existing employee is
promoted to the higher level in the organization and when there is some new job or occupation
due to transfer. Training is also necessary to equip employees with advanced displaces,
techniques or technology. Training also becomes essential when an organization has plans for
modernization.
The need for training also arises to:
 Increased Productivity
 Improved quality of the product/service
 Help a company to fulfill its future personnel needs.
 Improved organizational climate
 Improved health and safety
 Prevent obsolescence.
 Effect personal growth
 Minimize the resistance to change and
 To act as mentor
1. REVIEW OF LITERATURE

This report presents the findings of a literature review focused on faculty development in
the area of instructional technology. The literature review is one part of a three-pronged
evaluation of @ONE conducted by the Center for Student Success.

The purposes of this literature review were as follows:

 To identify types and methods of faculty development related to instructional
technology;
 To determine differences and commonalities between practices of faculty
development related to instructional technology;
 To identify the impact of various types and methods of faculty development on
faculty attitudes, job behaviors and teaching performance as they relate to student
learning;
 To identify good practices in faculty development related to instructional
technologies;
 To identify the organizational elements needed/conducive to effective faculty
development, related to instructional technology.

The literature review is organized based on the following framework:

 identifies major themes related to instructional technology faculty development;
 Discusses these themes making reference to applicable citations;

 Discusses whether and how the Seven Principles of Good Practice are represented in the
major themes and citations identified.

This framework did not replace the purposes outlined at the outset but rather served as a way for
better organizing the writing. After conducting a search in the Educational Resources
Information Center (ERIC) and various Web sites containing conference presentations and
electronic journals, thirty references were retained for close review and analysis.
 The major themes identified in the literature in relation to the stated purposes of the review
include:
 Good Practices for Instructional Technology Faculty Development
 Identification of Training Needs
 Student Learning: Processes and Outcomes
 Organizational Environment and Faculty Concerns Related to Instructional
Technology.

1. Good Practices for Instructional Technology Faculty Development

The literature discusses various strategies and good practices related to professional development
in the area of instructional technology. These practices are either campus based or conducted
through consortiums of colleges and universities or non-campus based entities.

Authors underscore the need for developing training modalities that emphasize pedagogical
principles and techniques as much as they teach technology. Such training modules should blend
the tenets of evolving research in the domain of learning with the technical features embedded in
various technologies.

Most authors indicate that successful training should follow as many of the following
characteristics as possible:

Training should be recurrent and linked to actual practical situations. Faculty development in
instructional technologies needs to constantly reinforce the skills learned and be placed into the
context of actual classroom teaching and learning, whether the teaching and learning occur in a
traditional, on-campus environment or in a virtual environment.

Training should be reinforced by follow up with the instructors to ensure that instructors are
integrating what they learned into their teaching and curriculum. Such follow up could be
conducted by the trainers themselves or by designated instructional technology liaisons at each
campus.Learning from peers has been found to be highly effective in the academic environment.
Showcasing examples of successful integration of instructional technologies by other instructors,
particularly those in the same discipline, should be a training approach pursued on a systematic basis.
 OBJECTIVES OF THE STUDY

PRIMARY OBJECTIVE
 To study the training and development activities carried out in HCL TECHNOLOGIES.

SECONDARY OBJECTIVES

 To assist the organization with its primary objective by bringing individual effectiveness.

 To learn the type of training and development activities provided by the company to its
employees.

 To help employees in achieving their personal goals, this in turn enhances the individual
contribution to an organization.

 To help the organization in maintaining the department’s contribution at a level suitable

to the organization’s needs.

 To assess the present performance levels of the employees.

1.3 NEED FOR THE STUDY

 Shortage of skills
Skills and knowledge people are always on short supply. Alternatively they are too costly to hire
from outside. The best alternative is to improve skill and knowledge of existing employees.
 Technological Obsolescence
Growth of technology takes places very fast. This will render current technology obsolete in the
future. There is a great need to upgrade technology. This needs suitable training.
 Personal Obsolescence
At the time recruitment employees possess certain of knowledge and skill. As time passes
knowledge becomes obsolete, unless it is updated by proper training. This happens because of
changes taking place in product technology, production methods, procurement of better
machines, setting up of modern production lines, introduction of modern method of supervision
and information processing through MIS and EDO.
 Organization Obsolescence
Modern management has introduced a number of innovative steps in functions of management
like planning, organizing, controlling, coordinating and directing. Organization which is
impervious to such changes is bound to fail and become obsolete.
 Upgrading Ability of Threshold workers
Public policy provides reservation to disadvantaged sections of the society like handicapped,
minorities and dependents of deceased workers etc. All these are threshold workers having less
than minimum prescribed level of knowledge and skill. They require extensive training to bring
them up to the minimum level of performance standard.
 Coercive training by government
In order to provide better employability chances of unemployed youth, certain governments
taken initiative to mobilize resources available at pubic/government and private sectors to
outside candidates. One such example is the “Apprentice Training” conducted by govt. of India.
A part of expenditure incurred for this by private sectors is reimbursed by government.
 Human capital
The latest thinking is to treat employees as “human capital”. The expenditure involved is training
and developments are now being considered as an investment.

1.4 SCOPE OF THE STUDY

This research provides with an opportunity to explore in the field of Human Resources.

This research also provides the feedback of people involved in the Training and development
process Apart from that it would provide a great deal of exposure to interact with the high
profile managers of the company.
 RESEARCH METHODOLOGY

3.1 METHODOLOGY:

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

understood as a science of studying how research is done scientifically. In it we study the various
steps that are generally adopted by a researcher in studying his research problem along with the
logic behind them. It is necessary for the researcher to know not only the research
methods/techniques but also the methodology. Researchers not only need to know how to
develop certain indices or tests, how to calculate the mean, the mode, the median or the standard
deviation or chi-square, how to apply particular research techniques, but they also need to know
which of these methods or techniques, are relevant and which are not, and what would they mean
and indicate and why. Researchers also need to understand the assumptions underlying various
techniques and they need to know the criteria by which they can decide that certain techniques
and procedures will be applicable to certain problems and others will not. All this means that it is
necessary for the researcher to design his methodology for his problem as the same may differ
from problem to problem.

3.2 RESEARCH DESIGN

A Research design is plan that specifies the objectives of the study, method to be adopted
in the collection of the data, tools in analysis of data and helpful to frame hypothesis. “A
research design is the arrangement of condition for collection and analysis of data in a manner
that aims to combine relevance to research purpose with economy in procedure”.

Research design is needed because it facilitates the smooth sailing of the various project
operations, thereby making the project as efficient as possible yielding maximal information with
minimal expenditure of effort time and money. Also it minimizes bias and maximizes the
reliability of the data collected.

The objective of the study is to do the analysis on Need and identification of training. In this
 study a descriptive type of research is carried out on employees

In this study, Information is obtained from the respondents through questionnaires and
interviews.

Data Sources: Primary data and secondary data

Research Approach: Survey Method

Research Instrument: Questionnaire will be distributed to the employees.

Research Design: The project is descriptive type project and based on survey method. This
project studies the analysis of Need and identification of training.

3.3 SAMPLING METHOD:

Random sampling method is selected so that all samples of the same size have an equal chance
of being selected from the entire population.

SAMPLE SIZE: 100 employees.

METHODS OF DATA COLLECTION:

PRIMARY DATA: Primary data will be collected. The Survey will be undertaken using well-
structured questionnaires and given to employees.

SECONDARY DATA: Secondary data will be collected from company website, Magazines

3.4 TOOLS OF ANALYSIS

Graphical Tools such as Bar Chart and Pie Charts will be used to predict the demographic spread
and depict the preferences in the pictorial form.
METHODS OF DATA COLLECTION

PRIMARY DATA

Questionnaires

Survey will be undertaken using well-structured questionnaires to the ( employees)

SECONDARY DATA

Few secondary sources of information will be used. They are,

• Information: Industry statistics, future outlook of industry domain

• Internet websites of industries.

• Extensive use of secondary information in the form of Magazines/journals/newspapers

etc.

TOOLS OF ANALYSIS

Graphical Tools such as Bar Chart and Pie Charts will be used to predict the demographic
spread and depict the preferences in the pictorial form.

Various statistical analysis tools such as percentage test will be used to analyze the data.
Additional tools will be included based on the finalized questionnaire and obtained results.
 DATA ANALYSIS AND INTERPRETATION

TABLE 4.1a SHOWING UNDERGONE ANY TRAINING PROGRAM

PARTICULARS NUMBER OF PERCENTAGE OF

(In Years) RESPONDENTS RESPONDENTS
Yes 60 60

No 40 40

Total 100 100

CHART 4.1a SHOWING UNDERGONE ANY TRAINING PROGRAM

INFERENCE

From the table it is inferred that 60% of respondents say they have undergone training program,
40% of respondents say they have not undergone any training program.
TABLE 4.1b SHOWING RESPONDENTS SPECIFYING “YES” FOR THE ABOVE
QUESTION

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS
Technical skills 20 33.33

Soft skills 5 8.33

Process training 30 50

Both 5 8.33

Total 60 100

CHART 4.1b SHOWING RESPONDENTS SPECIFYING “YES” FOR THE ABOVE

QUESTION

INFERENCE

From the table it is inferred that 60 respondents say they have undergone training program out of
which 50% of respondents undergone process training, 33.33% of respondents undergone
training program on technical skills, and 8.33% of respondents undergone soft skills.
TABLE 4.2 SHOWING TRAINING IS NECESSARY FOR ANY NEW EMPLOYEE

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS
Required 70 70

Somewhat required 20 20

Must 5 5

Not at all required 5 5

Total 100 100

CHART 4.2 SHOWING TRAINING IS NECESSARY FOR ANY NEW EMPLOYEE

INFERENCE

From the table it is inferred that 70% of respondents feel training is necessary, 20% of
respondents feel somewhat training is required, 5% of respondents feel not required.
TABLE 4.3 SHOWING KIND OF TRAINING IS GIVEN IN THE ORGANIZATION

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS
In-house training 75 75

External training 20 20

Both 5 5

Total 100 100

CHART 4.3 SHOWING KIND OF TRAINING IS GIVEN IN THE ORGANIZATION

INFERENCE

From the table it is inferred that 75% of respondents say in-house training is given in the
organization, 20% of respondent say external training is given in the organization, and 5% of
respondents say both kinds of training is provided.
TABLE 4.4 SHOWING THE ORGANIZATION HAVE ANY SET OF PROCEDURE
FOR IDENTIFYING TRAINING NEEDS

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS
Yes 85 85

No 10 10

Not aware 5 5

Total 100 100

CHART 4.4 SHOWING THE ORGANIZATION HAVE ANY SET OF PROCEDURE

FOR IDENTIFYING TRAINING NEEDS

INFERENCE

From the table it is inferred that 85% of respondents say organization has a set of procedures to
identify training needs, 10% of respondents say organization does not have a set of procedures to
identify training needs, 5% of respondents are not aware.
TABLE 4.5 SHOWING TRAINING NECESSARY FOR IMPROVING PERFORMANCE

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS
Yes 90 90

No 10 10

Total 100 100

CHART 4.5 SHOWING TRAINING NECESSARY FOR IMPROVING PERFORMANCE

INFERENCE

From the table it is inferred that 90% of respondents say, training is necessary to improve their
performance, 10% of respondents say, training is not necessary to improve their performance.
TABLE 4.6 SHOWING THE METHOD OF TRAINING PROGRAMS THAT YOU
HAVE ATTENDED

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS

Theoretical Method 5 5

Audio Visual Method 10 10

Group Interaction Method 25 25

On the Job Training 60 60

Total 100 100

CHART 4.6 SHOWING THE METHOD OF TRAINING PROGRAMS THAT YOU

HAVE ATTENDED

INFERENCE

From the table it is inferred that 60% of respondents say they have undergone on the job training,
25% of respondents say they have undergone group interaction method, 10% of respondents say
they have undergone audio visual method, 5% of respondents say theoretical method.
TABLE 4.7 SHOWING THE AVERAGE DURATION OF THE TRAINING SESSIONS

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS
1 day only 20 20

1 week 30 30

2-5 days 50 50

Total 100 100

CHART 4.7 SHOWING THE AVERAGE DURATION OF THE TRAINING SESSIONS

INFERENCE

From the table it is inferred that 50% of respondents say, the average duration of the training
sessions was 2-5 days, 30% of respondents say, the average duration of the training sessions was
1week, and 20% of respondents say, for 1 day only.
TABLE 4.8 SHOWING MANAGER HELPS IN SELECTING THE TRAINING
PROGRAM YOU REQUIRE

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS
Yes 80 80

No 20 20

Total 100 100

CHART 4.8 SHOWING MANAGER HELPS IN SELECTING THE TRAINING

PROGRAM YOU REQUIRE

INFERENCE

From the table it is inferred that 80% of respondents say, manager help in selecting the training
program, 20% of respondents say, manager will not help in selecting the training program.
TABLE 4.9 SHOWING THE SATISFACTION LEVEL OF THE TRAINING SESSION
WAS ORGANIZED

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS

Satisfied 60 60

Not Satisfied 10 10

Average 30 30

Total 100 100

CHART 4.9 SHOWING THE SATISFACTION LEVEL OF THE TRAINING SESSION

WAS ORGANIZED

INFERENCE

From the table it is inferred that 60% of respondents are satisfied with the training session
organized, 10% of respondents are not satisfied with the training session organized, 30% of
respondents are satisfied in average way.
TABLE 4.10 SHOWING THE DURATION OF THE TRAINING PROGRAM
SUFFICIENT

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS
Yes 90 90

No 10 10

Total 100 100

CHART 4.10 SHOWING THE DURATION OF THE TRAINING PROGRAM

SUFFICIENT

INFERENCE

From the table it is inferred 90% of respondents feel sufficient with the training program, 10% of
respondents not feel sufficient with the training program.
TABLE 4.11 SHOWING THE TEACHING METHODOLOGY ADOPTED IS
EFFECTIVE

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS
Yes 90 90

No 10 10

Total 100 100

CHART 4.11 SHOWING THE TEACHING METHODOLOGY ADOPTED IS

EFFECTIVE

INFERENCE

From the table it is inferred that 90% of respondents feel teaching methodology adopted is
effective, 10% of respondents feel teaching methodology adopted is not effective.
TABLE 4.12 SHOWING TRAININGS SHOULD INCLUDE PROGRAMS FOR
DEVELOPING INTERPERSONAL SKILLS & HUMAN VALUES

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS
Relevant 80 80

Irrelevant 15 15

Neutral 5 5

Total 100 100

CHART 4.12 SHOWING TRAININGS SHOULD INCLUDE PROGRAMS FOR

DEVELOPING INTERPERSONAL SKILLS & HUMAN VALUES

INFERENCE

From the table it is inferred that 80% of respondents prefer training should include programs for
developing interpersonal skills & human values, 15% of respondents prefer training should
include programs for developing interpersonal skills & human values.
TABLE 4.13 SHOWING FREQUENCY OF TRAINING PROGRAMS SHOULD BE
CONDUCTED

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS
Weekly 10 10

Monthly 50 50

Quarterly 40 40

Total 100 100

CHART 4.13 SHOWING FREQUENCY OF TRAINING PROGRAMS SHOULD BE

CONDUCTED

INFERENCE

From the table it is inferred that, 50% of respondents feel monthly training programs should be
conducted, 40% of respondents feel quarterly training programs should be conducted, and 10%
of respondents feel weekly training programs should be conducted.
TABLE 4.14 SHOWING THE TRAINING PROCESS IS ROUTINE

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS
Retraining 20 20

Need based training 80 80

Total 100 100

CHART 4.14 SHOWING THE TRAINING PROCESS IS ROUTINE

INFERENCE

From the table it is inferred that, 80% of respondents say need based training process is routine,
and 20% of respondents say retraining process is routine.
TABLE 4.15 SHOWING THE AWARENESS ON THE OBJECTIVES OF THE
PROGRAM AT THE TIME OF YOUR NOMINATION

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS

Very little 15 15

Little 20 20

Fully 55 55

Not aware 10 10

Total 100 100

CHART 4.15 SHOWING THE AWARENESS ON THE OBJECTIVES OF THE

PROGRAM AT THE TIME OF YOUR NOMINATION

INFERENCE
From the table it is inferred that, 55% of respondents are Fully aware of the objectives of the
program at the time of their nomination, 20% of respondents are little aware the objectives of the
program at the time of their nomination, 15% of respondents are very little aware of the
objectives of the program at the time of their nomination.
TABLE 4.16 SHOWING THE EXTENT TO WHICH THE PROGRAM WAS IN LINE
WITH YOUR EXPECTATION

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS
Very little 10 10

Little 20 20

Fully 60 60

Nil 10 10

Total 100 100

CHART 4.16 SHOWING THE EXTENT TO WHICH THE PROGRAM WAS IN LINE
WITH YOUR EXPECTATION

INFERENCE

From the table it is inferred that, 60% of respondents feel the extent to which the program was in
line with their expectation, 20% of respondents feel the extent to which the program was in line
with their expectation is little.
TABLE 4.17 SHOWING TYPE OF TRAINING IS GIVEN TO YOU

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS
Technical 40 40

Non- technical 60 60

Total 100 100

CHART 4.17 SHOWING TYPE OF TRAINING IS GIVEN TO YOU

INFERENCE

From the table it is inferred that, 60% of respondents are provided with non technical training
and 40% f respondents are provided with technical training.
TABLE 4.18 SHOWING THE EXTENT TO WHICH LEARNING FROM THE
PROGRAM APPLIED IN YOUR WORK

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS
Very little 10 10

Little 20 20

Fully 70 70

Total 100 100

CHART 4.18 SHOWING THE EXTENT TO WHICH LEARNING FROM THE

PROGRAM APPLIED IN YOUR WORK

INFERENCE

From the table it is inferred that, 70% of respondents say learning program is fully applied in
work, 20% of respondents say learning program is applied in a little way.
TABLE 4.19 SHOWING THE IMPROVEMENT IN THE TRAINING PROGRAM BEEN
NOTICED BY YOUR COLLEAGUES AND MANAGER

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS
Yes 50 50

No 30 30

Partially 20 20

Total 100 100

CHART 4.19 SHOWING THE IMPROVEMENT IN THE TRAINING PROGRAM BEEN

NOTICED BY YOUR COLLEAGUES AND MANAGER

INFERENCE

From the table it is inferred that, 50% of respondents say improvement in the training program
been noticed by colleagues and manager, 30% of respondents say no improvement in the training
program been noticed by colleagues and manager
TABLE 4.20 SHOWING THE OVERALL RATING OF THE TRAINING PROGRAM

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS
Outstanding 30 30

Excellent 50 50

Very good 15 15

Fair 5 5

Total 100 100

CHART 4.20 SHOWING THE OVERALL RATING OF THE TRAINING PROGRAM

INFERENCE

From the table it is inferred that, 50% of respondents say excellent about the training program,
30% of respondents say outstanding about the training program, and 15% of say very good about
the training program.
TABLE 4.21 SHOWING THE SKILLS YOU EXPECT FROM THE TRAINER

PARTICULARS NUMBER OF PERCENTAGE OF

RESPONDENTS RESPONDENTS

Motivational skill 21 21

Subject knowledge 50 50

Communication skill 20 20

Leadership skill 9 9

Total 100 100

CHART 4.21 SHOWING THE SKILLS YOU EXPECT FROM THE TRAINER

INFERENCE

From the table it is inferred that, 50% of respondents expect subject knowledge from the trainer,
20% of respondents expect communication skill from the trainer, 21% of respondents expect
motivation skill from the trainer.
 FINDINGS

o 60% of respondents say they have undergone training program, 40% of respondents say they
have not undergone any training program.
o 60 respondents say they have undergone training program out of which 50% of respondents
undergone process training, 33.33% of respondents undergone training program on technical
skills, and 8.33% of respondents undergone soft skills.
o 70% of respondents feel training is necessary, 20% of respondents feel somewhat training is
required, 5% of respondents feel not required.
o 75% of respondents say in-house training is given in the organization, 20% of respondent say
external training is given in the organization and 5% of respondents say both kinds of
training is provided.
o 85% of respondents say organization has a set of procedures to identify training needs, 10%
of respondents say organization does not have a set of procedures to identify training needs,
5% of respondents are not aware.
o 90% of respondents say, training is necessary to improve their performance, 10% of
respondents say, training is not necessary to improve their performance.
o 60% of respondents say they have undergone on the job training, 25% of respondents say
they have undergone group interaction method, 10% of respondents say they have undergone
audio visual method, 5% of respondents say theoretical method.
o 50% of respondents say, the average duration of the training sessions was 2-5 days, 30% of
respondents say, the average duration of the training sessions was 1week, and 20% of
respondents say, for 1 day only.
o 80% of respondents say, manager help in selecting the training program, 20% of respondents
say, manager will not help in selecting the training program.
o 60% of respondents are satisfied with the training session organized, 10% of respondents are
not satisfied with the training session organized, 30% of respondents are satisfied in average
way.
o 90% of respondents feel sufficient with the training program, 10% of respondents not feel
sufficient with the training program.
o 90% of respondents feel teaching methodology adopted is effective, 10% of respondents feel
 teaching methodology adopted is not effective.

o 80% of respondents prefer training should include programs for developing interpersonal
skills & human values, 15% of respondents prefer training should include programs for
developing interpersonal skills & human values.
o 50% of respondents feel monthly training programs should be conducted, 40% of
respondents feel quarterly training programs should be conducted, 10% of respondents feel
weekly training programs should be conducted.
o 80% of respondents say need based training process is routine, and 20% of respondents say
retraining process is routine.
o 55% of respondents are fully aware of the objectives of the program at the time of their
nomination, 20% of respondents are little aware the objectives of the program at the time of
their nomination, 15% of respondents are very little aware of the objectives of the program at
the time of their nomination.
o 60% of respondents feel the extent to which the program was in line with their expectation,
20% of respondents feel the extent to which the program was in line with their expectation is
little.
o 60% of respondents are provided with non technical training and 40% f respondents are
provided with technical training.
o 70% of respondents say learning program is fully applied in work, 20% of respondents say
learning program is applied in a little way.
o 70% of respondents say learning program is fully applied in work, 20% of respondents say
learning program is applied in a little way.
o 50% of respondents say excellent about the training program, 30% of respondents say
outstanding about the training program, and 15% of say very good about the training
program.
o 50% of respondents expect subject knowledge from the trainer, 20% of respondents expect
communication skill from the trainer, 21% of respondents expect motivation skill from the
trainer.
 SUGGESTION:

o Learners must be willing to grow, to experience

o If available, have human resources representative play major role
o Provide ongoing feedback and support
o When assessing results of learning, maximize feedback about performance
o Set Aside Regular Times for Supervisor and Learner to Meeting
o Document Training needs identification (Goals, Methods and Evaluation)
o Remember that Development is a Process
o Integrate results expected from the learner with goals in the performance plan.
o Give more practical training for employees .
o Motivate the employees for effectively do their work.
o Need based training can be given.
o Ensure that the employee should know the objective of the training program.
o Monitor the employee travel in the right path to reach your organization goal.
 CONCLUSION

o This study contributes to HR practice in several ways. First, it conforms those HRD
practitioners do recognize the importance and power of effective needs assessments in
helping them plan and strategize for effective HRD activities. Second, it observes a lack
of effective resources to help HRD practitioners in conducting needs identification.
o Most of the studies on HRD and training are researched in Western countries. Limited
empirical evidence can be obtained in Malaysia, particularly from the manufacturing
industry.
o This study presents a comprehensive empirical survey and interviews on HR training
need identification in manufacturing firms.
o The results of this study were obtained from HRD practitioners’ perspective. Caution is
advised when generalizing the results, as the employees’ stance was not obtained. Hence,
it is suggested that a research to include the employees’ stances is recommended.

Moreover, a research to include other industries or sector is suggested in order to generalize the
nature of needs assessment and analysis for employees’ training, learning and development in
organizations.
 BIBLIOGRAPHY

[1] Anderson, G. (1994). A proactive model for training needs analysis. Journal of European
Industrial Training, 18 (3): pp. 23-28.

[2] Baalen, P. & Hoogendoorn, J. (1998). Training and development in the Dutch context: an
overture to the knowledge society? Journal of European Industrial Training, 22 (4-5): pp.171-179

[3] Sharon Pande, Swapnalekha Basak (2012). Human Resource Management, Delhi, Pearson
publishing.

[4] Budhwar, P.S., Al-Yahmadi, S. and Debrah, Y. (2002). Human resource development in the
Sultanate of Oman. International Journal of Training and Development, 6 (3): pp.198

Website Reference

[1] www.google.com

[2] www.wikipedia.com

[3] www.businessballs.com
 QUESTIONNAIRE

This questionnaire is based on “Training Need Identification” of an Organization. We hereby to

collect some primary data as required by the course of curriculum of Human Resource
Management

Personal Data

Name :

Department :

Designation :

Experience :

Please tick on appropriate box

1. Have you undergone any training program?

A. Yes ( )

B. No ( )

If yes specify?

A. Technical Skills ( )

B. Soft Skills ( )

C. Process training ( )

D. Both ( )

2. Do you think training is necessary for any new employee?

A. Required ( )

B. Somewhat required ( )
C. Must ( )

D. Not at all required ( )

3. What kind of training is given in the organization?

A. In-house training ( )

B. External training ( )

C. Both ( )

4. Does your organization have a set procedure for identifying training needs?

A. Yes ( )

B. No ( )

C. Not aware ( )

5. Is training necessary for improving your performance?

A. Yes ( )

B. No ( )

6. What method of training programs that you have attended?

A. Theoretical Method ( )

B. Audio Visual Method ( )

C. Group Interaction Method ( )

D. On the Job Training ( )

7. What is the average duration of the training sessions?

A. 1 day only ( )

B. 1 week ( )
C. 2-5 days ( )

8. Does your manager help you in selecting the training program you require?

A. Yes ( )

B. No ( )

9. Are you satisfied with the way the training session was organized?

A. Satisfied ( )

B. Not Satisfied ( )

C. Average ( )

10. Is the duration of the training program sufficient?

A. Yes ( )

B. No ( )

11. Do you think the teaching methodology adopted is effective?

A. Yes ( )

B. No ( )

12. Do you think trainings should include programs for developing interpersonal skills &
Human Values?

A. Relevant ( )

B. Irrelevant ( )

C. Neutral ( )

13. How frequently do you think training programs should be conducted?

A. Weekly ( )
B. Monthly ( )

C. Quarterly( )

14. Is the training process routine?

A. Retraining ( )

B. Need based Training ( )

15. The extent to which you were aware of the objectives of the program at the time of your
nomination.

A. Very little ( )

B. Little ( )

C. Fully ( )

D. Not aware ( )

16. The extent to which the program was in line with your expectation.

A. Very little ( )

B. Little ( )

C. Fully ( )

D. Nil ( )

17. What type of Training is given to you?

A. Technical ( )

B. Non - Technical ( )

18. The extent to which learning from the program applied in your work.

A. Very little ( )
B. Little ( )

C. Fully ( )

19. Has your improvement in the training program been noticed by your colleagues and
manager?

A. Yes ( )

B. No ( )

C. Partially ( )

20. What is your overall rating of the training program?

A. Outstanding ( )

B. Excellent( )

C. Very good ( )

D. Fair ( )

21. What are all the skills you expect from the trainer?

A. motivational skill ( )

B. Subject knowledge ( )

C. Communication skill ( )

D. Leadership skill ( )
4