A

RESEARCH PROJECT REPORT

ON

“EFFECTIVENESS OF TRAINING AND DEVELOPMENT

PROGRAMME”

Submitted in partial fulfillment for the award of

MASTER OF BUSINESS ADMINISTRATION

(Session 2021-2023)

SUBMITTED BY
Utkarsh Yadav
ROLL NO: 2101160700167
Under the supervision of
Dr.NIDHI MATHUR

FOR THE ACDEMIC YEAR

(2020-22)

JAIPURIA INSTITUTE OF MANAGEMENT,

GHAZIABAD

1
 DECLARATION

I UTKARSH YADAV completed the Study Project titled “EFFECTIVENESS OF

TRAINING AND DEVELOPMENT PROGRAMME” under the guidance of NIDHI
MAM in partial fulfillment of the requirement for the award of Master of Business Administration
(MBA) from JAIPURIA INSTITUTE OF MANAGEMENT. This is an original piece of work and
I have not submitted it earlier elsewhere for any award of any degree or diploma.

Students Signature

CERTIFICATE OF ORIGIN

2
This is to certify that the Study project titled “EFFECTIVENESS OF TRAINING AND

DEVELOPMENT PROGRAMME” is an academic work done by “UTKARSH YADAV”in the

partial fulfillment of the requirement for the award of the Degree of “Master of Business

Administration” from “AKTU, Lucknow, “JAIPURIA INSTITUTE OF MANAGEMENT” under

my guidance & direction. To the best of my knowledge and belief the data & information

presented by him/her in the project has not been submitted earlier.

Dr. NIDHI MATHUR

ASSOCIATE PROFFESOR

ACKNOWLEDGEMENT

3
I deem it a time bound privilege and function to dedicate a page of mine to a number of helping

hands for their cooperation and guidance that enabled me to dedicate time and effort in framing

any study into a conceivable analysis

It is my proud privilege to express my sincere gratitude to all those who helped me directly or

indirectly in completion of this project report.

I would like to express my immense thanks to my respectful internal guide NIDHI MAM faculty,

Jaipuria institute of management, Gzb..whose invaluable guidance and advice nourished my every

step which eventually leads to the successful completion of the work.

4
 PREFACE

It gives great pleasure to present this Corporate Report on the topic of “EFFECTIVENESS OF

TRAINING AND DEVELOPMENT PROGRAMME” as part of my practical work wherein I

applied theoretical concepts which I studied in my academic education to compare the difference

between theoretical knowledge ----acquired from reference and text books with efficacy of

practicality of those concepts in real life of corporate management.

The purpose of such a study is to make management student learn about how an organization

actually work and how they plan their strategies to satisfy the need of the market and man power

planning strategies against their competitors. I sincerely believe that road to improvement is never

ending and one always learn from new experiences. This project is a step forward towards gaining

knowledge about real world and where – how to put-in the theoretical knowledge into practice.

5
 CONTENTS

1. Executive summary …………………………………………………7

2. Introduction of the Study…………………………………………8- 39
3. Objective of the Study ……………………………………………40 - 41
4. Literature Review……………………………………………….. .42 - 48
5. Research Methodology……………………………………………49 – 52
6. Data analysis and interpretations………………………………….53 - 68
6. Findings…………………………………………………………....69 - 70
7. Conclusions………………………………………………………..71 - 72
8. Recommandations and Suggestions…………………………….....73 - 74
9. Limitations…………………………………………………………75 - 76
10. Bibliography……………………………………………………. ..77 - 78
11. Appendix………………………………………………………….79 - 84

6
 EXECUTIVE SUMMARY

The game of economic competition has new rules. Firms should be fast and responsive. This
requires responding to customer’s needs for quality, variety, customization, convenience and
timeliness. Meeting these new standards requires a workforce that is technically trained in all
respects. To survive and flourish in the present day corporate jungle, companies should invest time
and money in upgrading the knowledge and skills of their employees constantly. Here arises the
necessity of Training and Development since any company that stops injecting itself with
intelligence is going to die.

This report is intended to give an insight to one of the primary Human Resource function i.e.
Training and Development being followed in organisations. The document begins with a brief
 Overview
 objectives of the study and goes on to elaborate the significance of the study.

It proceeds further with the methodologies being followed and how the data is collected,
analyzed and interpreted. Organisations policies is elaborated followed by the Human Resource
analysis, Statistical analysis and is concluded with Recommendations and suggestions.

In this project, Researcher has learned many things about training and development programmers
carried out at organisations

7
INTRODUCTION
OF
THE
STUDY

8
 WHAT IS TRAINING AND DEVELOPMENT

Successful candidates placed on the job need training to perform their duties effectively Workers

must be trained to operate machines, reduce scrap and avoid accidents It is not only workers but

executives and supervisors who need training as well in order to enable them to acquire maturity of

thought and action Training and development constitute an ongoing process in any organization.

TRAINING:

Training thus means to turn members into productive insiders It is the second step after

recruitment, screening and selection The principles of learning make training work, thus how a

person learns should be the guiding principle in explaining how a person should be trained Thus

training requires

 Practice

 Feedback

 Motivation to learn

Thus training is systematic and intentional basically involving the felicitation of the learning

process further training enhances three broad classes of skills

9
 Motor skills: manipulation of physical environment based on certain patterns of bodily

movements

 Cognitive skills: acquisition of mental and attitudinal functions

 Interpersonal skills: enhancing interactions with other people

10
 DEVELOPMENT

The development of the executives or managers has becomes one of the most important and

complex tasks of personnel management. Tremendous emphasis has been given to it since the end

of the Second World War and it has been named as the ‘management revolution’ because a sudden

dramatic change took place in the area of the management development. There is recognition that

qualified executives needs throughout the industry do not just emerge from labor-force without

consciously planned action on the part of the organizations.

Executive or management development consists of all activities by which executives learn to

improve their behavior and performance. According to Chhabra, development whether

management or organization development is the process by which managers acquire not only skills

and competencies in their present jobs but also capabilities for future managerial tasks of

increasing difficulty and scope.

11
 IMPORTANCE OF EMPLOYEES TRAINING:

 Reduction in cost of production

 Maximum utilization of materials and machines

 Minimum possibility of accident

 Stability in organization

 High morale improvement in the quality and quantity of production

 Difference between efficient and inefficient employees

 Minimum need of supervision

 Helpful to managers

 Increase in understanding

12
 IMPORTANCE OF TRAINING AND DEVELOPMENT

Reasons for emphasizing the growth and development of personal include

1. Creating a pool of readily available and adequate replacements for personnel who may leave or

move up in the organization.

2. Enhancing the company’s ability to adopt and use advances in technology because of a

sufficiently knowledgeable.

3. Building a more efficient, effective and highly motivated team, which enhances the company’s

competitive position and improves employees morale.

4. Ensuring adequate human resources for expansion into new programs.

Research has shown specific benefits that a business receives from training and developing its

workers, including:

1) Increased productivity.

2) Reduced employee turnover.

3) Increased efficiency resulting in financial gains.

4) Decreased need for supervision.

13
 Why should training be imparted to employee?

Modern organizations arrange for the training of their human resources to achieve the following

benefits:

i) Quick learning- Training helps to reduce the learning time to reach the acceptable

level of performance. The employees need not learn by observing other and waste time

if the formal training program exists in the organization.

ii) Higher productivity- Training increases the skills of the new employee in the

performance of a particular job. It helps them to increase their level of performance on

their present job assignments and prepares them for future assignments.

iii) Standardization of procedures- With the help of the training the best available

methods of performing the work can be standardized and taught to all employees.

iv) Less supervision- If the employees are given adequate training, the need of

supervision will be lessened. Training does not eliminate the need for supervision, but it reduces

the need for detailed and constant supervision. A well-trained employee is self-reliant in his work

because he knows that what to do & how to do and where to do, or why to do.

v) Economical operation- Trained personnel will be able to make better and economical

use of materials and equipment. Wastage will also be low. In addition, the trained

14
employees will keep the rate of accidents and damage to machinery and equipment to the

minimum.

vi) Higher morale- The morale of employees is increased if they are given proper training.

A good training program will mould employees’ attitudes towards organizational

activities and generate better cooperation and greater loyalty.

vii) Preparations of the future manager- when totally new skills are required by an

organization, it has to face great difficulties in the selection process. It is better to select

and train from within the organization rather than seek skilled employees from the

outside sources.

viii) Better management- a manager can make use of training to manage in a better way.

To him, training the employees can assist improve his planning, organizing, directing,

controlling and commanded or forecasting. For instance, maintaining higher standards

of quality, building a satisfactory organization structure, delegating authority and

stimulating employees are all assisted by effective training.

15
 NATURE OF TRAINING AND DEVELOPMENT

In simple terms training and development refer to imparting of specific skill abilities and

knowledge to an employee a formal definition of training and development is

“ …………It is any attempt to improve current or future employee performance by increasing an

employee’s ability to perform through learning, usually by changing the employees attitude or

increasing his or her skills and knowledge The need for training and development is determined by

employee’s performance deficiency which is computed as under:

16
 EDUCATION, TRAINING AND DEVELOPMENT: DIFFERENCE

The processes of training and development are often confused Training means learning of basic

skills and knowledge necessary for a particular job or a group of jobs But development on the

other hand means growth of the individual in all respects However education is afar broader term

in comparison to the above two Its purpose is to develop the individuals It is concerned with

increasing the general knowledge and understanding of the environment as a whole Education is

more formalized then development and is in general imparted in schools and colleges The

distinction between the three can be made as under:

1. TRAINING VERSUS DEVELOPMENT

According to Dale Yoder” the use of terms training and development in today’s employment

setting is far more appropriate than training alone since human resources can exhibit their full

potential only when the learning process goes far beyond the simple routine”

17
TRAINING DEVELOPMENT

Training means learning skills and Development means the growth of an employee in
knowledge for doing a particular job It all respects It shapes attitudes
increases the job skills

The term training is generally used to The term development is associated with the
indicate imparting specific skills among overall growth of the executives
operative workers and employees

Training is concerned with maintaining and Executive development seeks to develop

improving the current job performance competence and skills for future performance Thus
Thus it has a short term perspective it has a long term perspective

Training is job centered in nature Development is career centered in nature

The role of trainer or supervisor is very All development is ‘self development’ The
important in training executives have to be internally motivated
for self development

18
2. TRAINING VERSUS EDUCATION

According to Carnegie “Training refers to the process of imparting specific skills Education on the

other hand is confined to theoretical learning in class rooms”

TRAINING
EDUCATION

Application oriented Theoretical orientation

Job experience Classroom learning

Specific task General concepts

Narrow perspective Broad perspective

To conclude, in order to bring about a distinction, amongst training development and education in

sharp focus it can be said that training is offered to operatives, whereas development programs are

meant for employees in higher position Education however is common to all employees their grade

not withstanding

19
INPUTS IN TRAINING AND DEVELOPMENT

Any training and development program must contain inputs which enable the participants to gain

skills, learn theoretical concepts and help acquire vision to look into the distant future In addition

to these there is a need to impart ethical orientation, emphasize on attitudinal changes and stress

upon decision making and problem solving abilities.

 SKILLS

There are three kinds of skills that need to be imparted these are

 Basic skills/technical skills

 Motor skills

 Interpersonal skills

It also enables to operate machines and use other equipment with least damage and scrap Without

the basic skill an operator will not be able to function properly Motor or psychomotor skills on the

other hand refer to performance of specific physical activities These skills involve learning to

move various parts of one’s body in response to internal and external stimuli Lastly employees

particularly supervisors and executives need interpersonal or the people skill to understand oneself

better.

20
  EDUCATION

The purpose of education is to teach theoretical concepts and develop a sense of reasoning and

judgment that any T&D programs must contain an element of education is well understood by the

HR professionals any such programs has university professors as resource person to enlighten

participants about theoretical knowledge of the topics proposed to be discussed.

 DEVELOPMENT

Another component of training and development programs is development, which is less skill

oriented but stresses on knowledge an organization expects the following from its mangers when

they are deputed to attend training and development programs

 How to make managers self-starters How to imbue them with a sense of commitment and

motivation so that they become self-starters?

 How to make them subordinate their parochial, functional loyalties to the interests of the

organization as a whole?

 How to make them result oriented? How to help them to see and internalize the differences

between activity and results between efficiency and effectiveness?

21
TRAINING
PROCESS

22
FLOW CHART OF TRAINING PROCEDURE

Identification of Needs

Preparation of Training Plan

Imparting Training

Feedback

Induction Training

Training Effectiveness

23
 IMPARTING OF TRAINING

Actual training is imparted with the help of in-house and outside agencies. The selection of

these agencies is done on the basis of reputation; programmes offered by them, past experience

and feedback received from the earlier participants.

Training is also imparted by nominating the concerned employee for an external training

program. All records of the training are maintained at branch as per Record of Training in the

Personnel folder and the same is intimated to the Executive Office Personnel through the Monthly

Personnel Report.

FEEDBACK

A feedback is taken from the participants through a questionnaire on the programmes and

their impressions in order to further improve upon the same. There are three such questionnaires

available and one of these is used depending upon the nature of the training programmes and the

level of participants. Also, a person from the personnel department sits through the final session of

the programmes and takes the verbal feedback about the programmes.

24
 INDUCTION TRAINING

Staff/ Officers/ Managers

This is carried out as the very first step for any new entrant into the branch at the Staff/

Officer/ Manager Level.

The department prepares a schedule for the employee as per which he is required to spend specific

time in each department. During such period, he is reporting to the respective department head.

The objective of the induction program is to familiarize the participant to the function of

different department. The copies of the same are sent to the General Manager and all concerned.

At the end of the induction, the trainee has to submit a report to the Personnel Department.

Workers
In the case of a new entrant, he is called in General shift for 2 days for training under a

senior worker to familiarize him with the welfare facilities like card punching, canteen, public

conveniences, rules and regulations, standing orders, shift timings, spell outs, medical facilities,

leave procedures etc. After two days of training, he is deployed in the concerned department. The

Personnel Officer organizes this.

Management Trainee’s Training

Management trainees are given a fortnight of induction programmes. Corporate HR advises

it as per Management Trainee Training programmes designed by them.

Thereafter, a detailed training program is carried out whereby the incumbent is to

25
understand in depth of working of each department at various locations as per the programmes

given by the Corporate HR. Corporate HR maintains all relevant records pertaining to

Management Trainee’s training at Bangalore.

TRAINING EFFECTIVENESS

For each training program conducted in-house for Britannia Delhi branch personnel, a
training brochure is developed.

The brochure developed consists of the following information:

- Program objectives: Need of the training and what are the objectives that this training aims to

achieve, what likely outcomes are expected to come out of impact of this training.

- Program content: Topics being covered during the training.

- Methodology adopted.

- Program faculty.

- Personnel to be covered.

- Training methodology.

- Training effectiveness criteria and scale.

The training effectiveness is measured by measurement of the achievement of the objectives. This

lists down the measurement indicators, achievement of which will ensure that programme

objectives are achieved.

A person gets nominated for the training program in the following two ways:

a) Training program flowing from the training needs.

26
b) Training program for testing out the training/ increased awareness/ general information/

omnibus training types etc.

Training programmes flowing from training needs:

The programmes are divided into three broad categories:

- Functional

- Behavioral

- General/ Omnibus programmes

1. Functional: The outcome of the training is measured by comparing the data pre-training and

post-training. A scale is developed for measuring the effectiveness of training based on the %

achievement of the objectives.

2. Behavioral: The effectiveness of the training of this nature is measured annually.

This is seen through the training need identification for the coming year for the employee. If the

training need is repeated there, then the training provided is taken as ineffective. If the training

need is repeated but with focus on a part of the need, then the training is partially effective. If not

repeated, then the training is effective.

3. General: These are the training needs flowing directly from the organizational needs. Examples

of these can be ISO 9000 training, ISO 14000 training and any awareness training. These are

omnibus training programmes, which are run for a large number of employees.

27
MODELS OF
TRAINING

MODELS OF TRAINING

28
Training is a sub-system of the organization because the departments such as, marketing & sales,

HR, production, finance, etc depends on training for its survival. Training is a transforming

process that requires some input and in turn it produces output in the form of knowledge, skills,

and attitudes (KSAs).

The three model of training are:

1. System Model

2. Instructional System Development Model

3. Transitional model

1. SYSTEM MODEL

The system model consists of five phases and should be repeated on a regular basis to make

further improvements. The training should achieve the purpose of helping employee to perform

their work to required standards. The steps involved in System Model of training are as follows:

(i) Analyze and identify the training needs i.e. to analyze the department, job,

employees requirement, who needs training, what do they need to learn, estimating training cost,

etc The next step is to develop a performance measure on the basis of which actual performance

would be evaluated.

(ii). Design and provide training to meet identified needs. This step requires developing

objectives of training, identifying the learning steps, sequencing and structuring the contents.
29
(iii) Develop- This phase requires listing the activities in the training program that will

assist the participants to learn, selecting delivery method, examining the training material,

validating information to be imparted to make sure it accomplishes all the goals &

objectives.

(iv) Implementing is the hardest part of the system because one wrong step can lead to the

failure of whole training program.

(v) Evaluating each phase so as to make sure it has achieved its aim in terms of subsequent

work performance. Making necessary amendments to any of the previous stage in order to

remedy or improve failure practices.

2. Instructional System Development Model

Instructional System Development model or ISD training model was made to answer the training

30
problems. This model is widely used now-a-days in the organization because it is concerned with

the training need on the job performance. This model also helps in determining and developing the

favorable strategies, sequencing the content, and delivering media for the types of training

objectives to be achieved.

The Instructional System Development model comprises of five stages:

(i) ANALYSIS – This phase consist of training need assessment, job analysis, and target audience

analysis.

(ii) PLANNING – This phase consist of setting goal of the learning outcome, instructional

objectives that measures behavior of a participant after the training, types of training material,

media selection, methods of evaluating the trainee, trainer and the training program, strategies to

impart knowledge i.e. selection of content, sequencing of content, etc.

(iii). DEVELOPMENT – This phase translates design decisions into training material. It consists

of developing course material for the trainer including handouts, workbooks, visual aids,

demonstration props, etc, course material for the trainee including handouts of summary.

31
(iv) EXECUTION – This phase focuses on logistical arrangements, such as arranging speakers,

equipments, benches, podium, food facilities, cooling, lighting, parking, and other training

accessories.

(v). EVALUATION – The purpose of this phase is to make sure that the training program has

achieved its aim in terms of subsequent work performance. This phase consists of identifying

strengths and weaknesses and making necessary amendments to any of the previous stage in order

to remedy or improve failure practices.

The ISD model is a continuous process that lasts throughout the training program. It also

highlights that feedback is an important phase throughout the entire training program. In this

model, the output of one phase is an input to the next phase.

32
3. Transitional model

Transitional model focuses on the organization as a whole. The outer loop describes the vision,

mission and values of the organization on the basis of which training model i.e. inner loop is

executed.

Vision – focuses on the milestones that the organization would like to achieve after the defined

point of time. A vision statement tells that where the organization sees itself few years down the

line. A vision may include setting a role mode, or bringing some internal transformation, or may be

promising to meet some other deadlines.

Mission – explain the reason of organizational existence. It identifies the position in the

community. The reason of developing a mission statement is to motivate, inspire, and inform the

employees regarding the organization. The mission statement tells about the identity that how the

organization would like to be viewed by the customers, employees, and all other stakeholders .

Values – is the translation of vision and mission into communicable ideals. It reflects the deeply

held values of the organization and is independent of current industry environment. For example,

values may include social responsibility, excellent customer service, etc.

33
TYPE AND METHOD
OF TRAINING IN
ORGANISATION

34
 TYPES AND METHODS OF TRAINING IN AND
ORGANIZATION

On the basic of purpose, several types of training programmes are offered to the employees. It

should be noted that these programmes are not mutually exclusive. They invariably overlap and

employ many common techniques. The significance types of training programs are as follows:

1. Induction or orientation training,

2. Job training,

3. Apprenticeship training,

4. Internship training,

5. Refresher training,

6. Training for promotion;

1. Induction or orientation training: induction is concerned with introducing or

orienting a new employee to the organization and its procedures, rules and regulations. When a

new employee reports for work, he must be fellow employees.

It is better to give him a friendly welcome when he join the organization, get him introduced to

the organization and help him to get a general idea about the rules regulations, working conditions,

etc. of the organization. A training which are arrange for new employee is called induction

training. Or a training which about all working condition of any organization is called induction

training.

35
2. Job training: job training relates to specific job which the worker has to handle. It gives

information about machines, process of production, instructions to be followed, and methods to be

used and so on. It develops skills and confidence among the workers and enables them to perform

the job efficiently.

3. Apprenticeship training: apprenticeship training programme tends more towards

education than merely on the vocational training. Under this, both knowledge and skills in doing a

job or a series of related jobs are involved. The governments of various countries have passed laws

which make it obligatory on certain classes of employees to provide apprenticeship training to the

young people. The usual apprenticeship programmes combine on the job training and experience

with class-room instructions in particular subjects. Some employers look upon apprentices as a

source of cheap labor.

4. Internship training: under this method, the educational or vocational institute enters into

arrangement with an industrial enterprise for providing practical knowledge to its students.

Internship training is usually meant for such vocations where advanced theoretical knowledge is to

be backed up by practical experience on the job

5. Refresher training or retraining: As the name implies, the refresher training is meant

for the old employees of the enterprise. The basic purpose of refresher training is to acquaint the

existing workforce with the latest methods of performing their jobs and improve their efficiency

further. In the words of Dale Yoder, “retraining programmes are designed to avoid personnel

obsolescence.”
36
6. Training for promotion: the talented employees may be given adequate training to

make them eligible for promotion to higher jobs in the organization. Promotion of an employee

means a significant change in his responsibilities and duties. Therefore, it is essential that he is

provided sufficient training to learn new skills to perform his new duties efficiently. The purpose

of training for promotion is to develop the existing employees to make them fit for undertaking

higher job responsibilities..

Training Methods

A) On- the-job Methods

1) On- the-job Training :

An employee is placed in a new job and is told how it is to be performed. It aims at developing

skills and habits consistent with the existing practices of an organization and by orienting him

to his immediate problems. A Variety of training aids and techniques are used such as

procedure charts, lecture manuals, sample problems, demonstrations, oral and written

explanations etc.

2) Vestibule Training or Training-

Centre Training: It involves classroom training imparted with the help of equipment and

machines identical to those in use such at the place of work. It is often used to train clerks,

bank tellers, inspectors, machine operators, typists, etc.

37
3) Demonstration and Examples:

Here the trainer describes and . demonstrates how to do a certain work. He performs the

activity himself, going through a step-by-step explanation ‘why’, ‘how’ and ‘what’, of what he

is doing.

4) Simulation:

It is an extension of vestibule training. The trainee in closely ‘duplicated’ real job conditions

5) Apprenticeship:
A major part of training time is spent on the on- the-job productive work. Each apprentice is
given a programme of assignments according to a predetermined schedule which provides for
efficient training in trade skills. This method is appropriate for training in crafts, trades and
technical areas.

B) Off-the-job or Classroom Methods:

Location of this training may be a company classroom, an outside place owned by the

organization, an education institution or association, which is not part of company.

These methods are:

1) Lectures:

These are formally organized talks by an instructor on specific topics. This method is useful

when philosophy, concepts, attitudes, theories and problem solving have to be discussed.

38
 2) The Conference Method:

Under this method, a conference is held in accordance with the organized plan. Mutual

problems are discussed and participants pool their ideas and experience in attempting to arrive

at better methods of dealing with these problems.

3) Seminar or Team Discussion:

The group learns through discussion of a paper on a selected subject. The paper is written by

one or more trainee’s. The material to be analyzed is distributed in advance in the form of

required reading.

4) Case Discussion:

Under this method, a real or hypothetical business problem or situation demanding solution, is

presented to the group members are trained to identify the problems present, they must suggest

various alternatives for tackling them, analyze each of these, find out their comparatives suitability

and decide for themselves the best solution.

5) Role-Playing:

This method is also called ‘role-reversal’ ‘socio-drama’ or ‘psycho-drama’. Here trainees act

out a given role as they would in a stage play. Two or more trainees are assigned roles in a given

situation, which is explained to the group.

39
OBJECTIVE

40
 OBJECTIVE OF THE STUDY

The study of the topic has some basic objectives these are follows:-

 To analysis the effectiveness of various process of training program.

 To make aware with the different methods of training that are available for the employee in
organization.

 To suggest the best and appropriate method of training.

 To suggest various measures that could be taken for further improvement.

 Also to keep in mind the other aspects of the methods this can effect the organization.

41
LITERATURE
REVIEW

42
Muhammad Zahid Iqbal et. al in the year (2011) 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 evaluation 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, the mediating 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 reactionand 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 Rotarescu in the year (2010) 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.

43
 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 ) 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.

44
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) has done their research in the topic “PROCESS–

DESIGNED 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

45
indicated that after two years the intervention group hadimproved 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.

Thomas Andersson in the year (2010) has done his research in the topic “STRUGGLES

OF MANAGERIAL BEING AND BECOMING (Experiences from manager’s personal

development training)” and has reviewed this paper to investigate the struggles of managerial

identity in relation to the process of becoming/being a manager, and the personal conflicts

involved within this process. Management training tends to be based on the idea that management

concerns the acquisition of competencies, techniques and personal awareness, while managerial

practice is more fluid and contextually based. There is a challenge for organizers of all types of

management training to bridge gap between a fixed idea of what is to be a manger and how

management is actually practiced. The methodology used in this paper is a qualitative longitudinal

project. The longitudinal and in-depth qualitative approach facilities an important contribution to

understanding issues in developing a managerial ability. On the whole 62 interviews and eight

half-day observations were conducted. The study focuses on only five managers in two

organizations.

46
David Mc Guire and Mammed Bagher in the year (2010) 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.

47
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. B in the year (2009) 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, SD 12.20 years). Self-efficacy and goal orientation were examined as

moderators.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..

48
 RESEARCH
METHODOLGY

49
 RESEARCH METHODOLOGY

Research in common parlance refers to as systematized effort to gain knowledge. Research simply

put is an endeavor to discover answers to problems (intellectual and practical) through the

application of scientific method to the knowable universe

Research methodology is a way to solve research problem along with the

logic behind them. Thus when we talk of the research methodology we not only take of research

method but also context of our research study and explain why we are using a particular method or

techniques and why we are not using other so that research result are capable of being evaluated

either by the researchers himself or by others. I basically use primary data.

Around 50 workers have been selected at random from all the departments of the organization and

feedback forms (questionnaire) have been obtained. The data has been analyzed in order to arrive

at present training practices in the organization.

50
 RESEARCH DESIGN

 EXPLORATORY RESEARCH :

This kind of research has the primary objective of development of insights into the problem. It
studies the main area where the problem lies and also tries to evaluate some appropriate courses of
action.

DATA COLLECTION TECHNIQUE

 PRIMARY DATA :

Primary data was collected through survey method by distributing questionnaires to

employees. The questionnaires were carefully designed by taking into account the
parameters of my study.

 SECONDARY DATA :

Data was collected from web sites, going through the records of the organisation, etc. It is
the data which has been collected by individual or someone else for the purpose of other
than those of our particular research study. Or in other words we can say that secondary
data is the data used previously for the analysis and the results are undertaken for the next
process.

51
 SAMPLE DESIGN

 SAMPLE SIZE :

For the study, a sample size of 50 employees was taken with having 15 questions.

METHOD OF DATA COLLECTION

The method employed in this research is the Questionnaire method. The reason for selecting the
same being the convenience of the respondents, as most of them were too busy to spare time, for
detailed interviews, and preferred to fill questionnaires. These questionnaires were prepared in
such a way so as to give them the freedom to express their views .
Hence, questionnaire help the researchers to get a give a right idea about the training programmes
in organizations.

52
DATA ANALYSIS
AND FINDINGS

53
Q1. Does your organization have regular training programmes?

Yes 90%

No 10%

Interpretation : 10%

Out of all the

employees

surveyed 90% of 90%

the organization
Yes No
were providing

training to their employees.

Q.2. Training programmes are conducted only after identifying Training

needs?

54
 YES 88%

NO 12%

TRAINING NEED

YES
NO

Interpretation:

In the research it is observed that training programmes are conducted after the

training needs are identified.

Q.3 Training programmes are conducted in your organization to

Improve:

55
 Managerial Skills 30%

Technical Skills 35%

Administrative Skills 19%

Interpersonal 16%

40%
35%
30%
25%
20%
East
15%
10%
5%
0%
Managerial Technical Skills Administrative Interpersonal
Skills Skills Skills

Interpretation:

In Training Programmes 35% concentration is over Technical skills, while 30% on

Managerial skills, 19% on Administrative skills and 16% on Interpersonal skills.

56
Q.4 Training programmes have been able to improve interpersonal

relationship?

Strongly 05%

Agree 80%

Hardly Agree 10%

Disagree 05%

80%
80%

60%

40%
Series1
20% 10%
5% 5%
0%
Strongly Agree Hardly Disagree
agree Agree

Interpretation:

80% of employees agree that training programmes help to improve Interpersonal

skills while 10% hardly agree and rest disagree.

57
Q.5. Training programmes have always beneficial for Employees?

Strongly 25%

Agree 75%

Hardly Agree 00%

Disagree 00%

Interpretation:

25%
75%

Strongly agree Agree Hardly agree Disagree

75% of employees strongly agreed to the fact that training helps while rest 25% also

agree

Q.6 Training programmes reduce work stress?

58
 Strongly agree 15%

Agree 50%

Hardly Agree 25%

Disagree 10%

50%

25%
15%
10%

Stongly agree Agree Hardly agree Disagree

Interpretation:

50% of employees agree that training helps to reduce stress, 10% also agree while

25% hardly agree and 10% disagree.

Q.7 Training programmes reduce the monotony of job?

59
 Strongly agree 09%

Agree 55%

Hardly Agree 20%

Disagree 16%

60%

50%

40%

30%

20%

10%

0%
Stongly agree Agree Hardly agree Disagree

Interpretation:

55% of employees agree that training helps to reduce monotony of job, 9% also

agree while 20% hardly agree and 16% disagree.

Q.8 Training programmes are helpful in reducing turnover rate?

60
 Strongly agree 10%

Agree 40%

Hardly Agree 30%

Disagree 20%

10%
Strongly
20%
agree

Agree
40%
30%
Hardly agree

Disagree

Interpretation:

10% of employees strongly agree that training helps to reduce turnover, 40% also

agree while 30% hardly agree and 20% disagree.

. Q.9 Training programmes reduce absenteeism?

61
 Strongly agree 09%

Agree 36%

Hardly Agree 30%

Disagree 25%

25%
9%

Strongly agree
Agree
36% Hardly agree
Disagree

30%

Interpretation:

9% of employees strongly agree that training helps to reduce absenteeism, 36% also

agree while 30% hardly agree and 25% disagree.

62
 Q.10 Training programmes actually help in overall development of employees?

Strongly agree 09%

Agree 60%

Hardly Agree 25%

Disagree 06%

70%

60%

50%

40%
East
30%

20%

10%

0%
Stongly agree Agree Hardly agree Disagree

63
Interpretation:

9% of employees strongly agree that training help in overall development of

employees, 60% also agree while 25% hardly agree and 6% disagree.

Q.11. In which areas do you think there is more need of training?

Soft skills 26%

Employee development 30%

Technical skills 37%

Any other 07%

40%
35%
30%
25%
20%
Axis Title

15% East
10%
5%
0%
t ls er
ills en kil th
sk pm ls o
ft o ica ny
So el n A
d ev ch
ee Te
oy
pl
Em
64
Interpretation:

26% of employees think that training is needed in enhancement of soft skills, while

30% require in employee development, 37% require technical skills and rest in

others.

Q.12 Are you satisfied with the current training & development programme?

Chart Title
90
80
70
60
Axis Title

50 yes
no
40
30
20
10
0
Axis Title

Interpretation :

Out of all the employees surveyed 80% of the employees are satisfied with the

training and development programme.

65
Q.13 Which type of training have you attended?

Pre-employment training programme 27%

Post-employment training programme 19%
Both 49%
None 5%

Interpretation:
66
27% of employees have attended Pre- Placement training programme where as 19%
have attended Post-employment progamee and around 49% have gone for both of
the training progamme and only 5% have not attended any of the training progamm

Q 14.What is the Process of training of the employees?

Theoretical 17%
Practical 22%
Both 61%

67
Interpreatation:
10% of employees say that the training program is theoretical, 37% say thats it
practical where as 53% of employees say it both theoretical as well as practical.

Q 15.Training programme is conducted ?

In house 78%
Outside the organisation 22%

Interpretation:
Out of the employee surveyed 78% of is conducted In house and 22% of training is conducted
outside the organisation.

68
FINDINGS

69
 FINDINGS

1. In the research it is observed that training programmes are conducted only after the training

needs are identified.

2. Out of all the employees surveyed, it is observed that organisation have regular training

programme.

3. In Training Programmes, 35% concentration is over Technical skills, while 30% on

Managerial skills, 19% on Administrative skills and 16% on Interpersonal skills.

4. 80% of employees agree that training programmes help to improve Interpersonal skills

while 10% hardly agree and rest disagree.

5. As per the research it is found that most of the employees feel training program is

beneficial for them.

6. It is observed that training programme also reduces work stress, absenteeism, turnover rate,

& monotony of job.

7. Out of all the employees surveyed 80% of the employees are satisfied with the training and

development programme.

8. Out of the employee served,9% of employees strongly agree that training help in overall

development of employees, 60% also agree while 25% hardly agree and 6% disagree.

70
 .

CONCLUSION

71
 CONCLUSION

 In sum and substance, there is significant amount of impact has been found on the

employees’ performance in their day to day operation after appropriate training programs

were introduced to make them more responsible in their job profile with an aim towards

accomplishment of goals, vision and mission set forth by the mandarins of the company.

 Irrespective of rank and file in each department workers have shown significant progress

notwithstanding hurdles that crept in their day to day operational duties.

 Further there were some difference in the performance among employees in between

different departments and this is purely due to the external and internal variables.

 Analysis of results shown significant difference in the performance after the training

programs as these training programs are old and outdated.

72
SUGGESTIONS

73
 SUGGESTIONS

After doing a survey on “EFFECTIVENESS OF TRAINING AND DEVELOPMENT

PROGRAMME”, the following suggestions can be made:

1 The frequency of the training programmes organized in a year should be increased.

2 The duration of the training sessions should be amplified.

3 New programmes for personal as well as professional development of the officers should

be developed.

4 Officers should be referred for the training programmes as per their developmental needs.

5 The training programmes should be organized outside the office in order to avoid

disturbance in the work.

74
LIMITATION

75
 LIMITATIONS

 Time limitation.

 Study was confined to one department or one topic only i.e. training & development.

 Bias and irrelevant data.

 Less training and test centers.

76
BIBLIOGRAPHY

77
 BIBLIOGRAPHY
 Human Resource and Personnel Management Ashwathapa

 Human Resource Management C.B.Gupta

 Human Resource Management T.N.Chabra

 WWW.GOOGLE.COM

78
QUESTIONNAIRE

79
 APPENDIX
HR Training & Development Questionnaire

Name:

Position:

Department:

Q1. Does your organization have regular training programmes?

A) Yes

B) No

Q.2. Training programmes are conducted only after identifying Training needs?

A)Yes

B)No

Q.3 Training programmes are conducted in your organization to

Improve..?

A)Managerial skills

B)Technical skills

80
 C)administration skills

D)Interpersonal skills

Q.4 Training programmes have been able to improve interpersonal relationship?

A)Agree

B)Disagree

C)Strongly

D)Hardly agree

Q.5. Training programmes have always beneficial for Employees?

A)Agree

B)Disagree

C)Strongly

D)Hardly agree

81
Q.6 Training programmes reduce work stress?

A)Agree

B)Disagree

C)Strongly

D)Hardly agree

Q.7 Training programmes reduce the monotony of job?

A)Agree

B)Disagree

C)Strongly

D)Hardly agree

Q.8 Training programmes are helpful in reducing turnover rate?

A)Agree

B)Disagree

C)Strongly

D)Hardly agree

82
Q.9 Training programmes reduce absenteeism?

A)Agree

B)Disagree

C)Strongly

D)Hardly agree

Q.10 Training programmes actually help in overall development of employees?

A)Agree

B)Disagree

C)Strongly

D)Hardly agree

Q.11. In which areas do you think there is more need of training?

A) Soft skills

B)Employee development

C)Technical skills

D)Any other

83
Q.12 Are you satisfied with the current training & development programme?

A)Yes
B)No

Q.13 Which type of training have you attended?

A)Pre-employment training programme

B)Post-employment training programme
C)Both
D)None

Q 14.What is the Process of training of the employees?

A)Theoretical
B)Practical
C) Both

Q 15.Training programme is conducted ?

A)In house
B)Outside the organisation.

84