LIST OF TABLES

Table No. 1 2

Table name Training and development Advantages and disadvantages of different training methods Overview: Research methodology Gender of respondent Age of respondent Educational qualification Work experience Time period Training necessity Opinion of getting trained Kind of training Adequate time given to reflect improvement Effectiveness of organizing Efficiency of performance Opportunity to bring out hidden skills Selection procedure Development in personality Whose interest considered while setting objectives Training as organizational strategy Barriers in T & D Mode of training method Problems during training
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Page No. 27 35-38

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

63 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85

LIST OF GRAPHS

Fig No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Figure name Theory X and Theory Y Maslows hierarchy needs Gender of respondent Age of respondent Educational qualification Work experience Time period Training necessity Opinion of getting trained Kind of training Adequate time given to reflect improvement Effectiveness of organizing Efficiency of performance Opportunity to bring out hidden skills Selection procedure Development in personality Whose interest considered while setting objectives Training as organizational strategy Barriers in T & D Mode of training method Problems during training

Page No. 20 24 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85

EXECUTIVE SUMMARY

The objective of the project is to know the Effectiveness of Training and Development. The report contains a brief introduction about Training. This report clearly mentions objective of the study and the research methodology utilized, both primary data and secondary data. The data collection method used is structured non disguised questionnaire in which the types of questions used are open ended, multiple choice and close ended. The report contains a detailed view of the tasks, which have been undertaken to analyze the effectiveness of training and development. A questionnaire has been prepared to know the effectiveness of training and development. It was found that most employees consider training as an important necessity. The project also reveals one of the important finding that majority of employees agree that training help them develop their work as well it also help them to develop their personality and skills. Also it was found that most organisations consider training as an important strategy. From the study conducted I suggest that it is very important for the management to give more focus on training their employees. So the company should be conducting more effective and efficient training programs in order to help their employees develop their performance as well as their skills which in turn will help the organisation to achieve its goal.

INTRODUCTION

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Training and Development is the framework for helping employees to develop their personal and organizational skills, knowledge, and abilities. The focus of all aspects of Human Resource Development is on developing the most superior workforce so that the organization and individual employees can accomplish their work goals in service to customers. All employees want to be valuable and remain competitive in the labour market at all times, because they make some demand for employees in the labour market. This can only be achieved through employee training and development. Hence employees have a chance to negotiate as well as employer has a good opportunity to select most suitable person for his vacancy. Employees will always want to develop careerenhancing skills, which will always lead to employee motivation. There is no doubt that a well trained and developed staff will be a valuable asset to the company and thereby increasing the chances of his efficiency in discharging his or her duties. Trainings in an organization can be mainly of two types; Internal and External training sessions. Internal training involves when training is organized in-house by the human resources department or training department using either a senior staff or any talented staff in the particular department as a resource person.

The game of economic confutation as rules. This requires responding to customers needs for quality, variety, customization convince timeliness. Meeting these new standards requires a workforce that is technically trained in all respects. It requires people who are capable analyzing solving job related problem working comparatively in teams and changing hats and shifting from job as well. Training has in increased in importance in todays environment where jobs are complex and change rapidly. Companies that pay slip-service to the need for training, by lazily setting aside a few hours a year, will soon find themselves at the receiving end when talented employees leave in frustration
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and other employees find it difficult to beat rivals with new products, sophisticated designs and improving ways of selling. 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. For any company that stops injecting itself with intelligence is going to die. Every organization needs to have well trained and experienced people to perform the activities that have to be done. The effective functioning of any organization requires that employees learn to perform their jobs at satisfactory level of proficiency. An effective organization wishes to have amongst its ranks individuals that are qualified to accept increasing responsibilities. So that organization needs in their present jobs, but also to develop their capabilities of other jobs, for which they might later be considered. Training enables the employee to get acquainted with jobs and also increase their aptitude, skills and knowledge. It makes newly recruited employees fully productive in the minimum of time. Even for the old workers, it is necessary to refresh them and to enable them to keep up with new methods and techniques as well as new machine and equipments for doing the work. Thus, training is not a One step process but it is a continuous or never ending process because it increase the knowledge and skills of new employees in performing their jobs and serves as a refresher course for the old employees training job will never be finished as long as organization remains operation. Training can be introduced simply as a process of assisting a person for enhancing his efficiency and effectiveness to a particular work area by getting more knowledge and practices. Also training is important to establish specific skills, abilities and knowledge to an employee.

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For an organization, training and development are important as well as organizational growth, because the organizational growth and profit are also dependent on the training. But the training is not a core of organizational development. It is a function of the organizational development.

Training is different form education; particularly formal education. The education is concerned mainly with enhancement of knowledge, but the aims of training are increasing knowledge while changing attitudes and Competences in good manner. Basically the education is formulated within the framework and to syllabus, but the training is not formed in to the frame and as well as syllabus. It may differ from one employee to another, one group to another, even the group in the same class. The reason for that can be mentioned as difference of attitudes and skills from one person to another.

Even the situation is that, after good training programme, all different type skilled one group of employees can get in to similar capacity, similar skilled group. That is an advantage of the trainings .In the field of Human Resources Management, Training and Development is the field concern with organizational activities which are aimed to bettering individual and group performances in organizational settings. It has been known by many names in the field HRM, such as employee development, human resources development, learning and development etc. Training is really developing employees capacities through learning and practicing.

On the other hand external training is normally arranged outside the firm and is mostly organized by training institutes or consultants. Whichever training, it is very important for all staff and helps in building career positioning and preparing staff for greater challenges in developing world. However the training is costly. Because of that, people who work at firms do not receive external
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trainings most of times. The cost is a major issue for the lack of training programmes in Sri Lanka. But nowadays, a new concept has come with these trainings which is Trainers through trainees. While training their employees in large quantities, many countries use that method in present days to reduce their training costs. The theory of this is, sending a little group or an individual for a training programme under a bonding agreement or without a bond. When they come back to work, the externally trained employees train the employees who have not participated for above training programme by internal training programmes.

Employers of labour should enable employees to pursue training and development in a direction that they choose and are interested in, not just in company-assigned directions. Companies should support learning, in general, and not just in support of knowledge needed for the employee's current or next anticipated job. It should be noted that the key factor is keeping the employee interested, attending, engaged, motivated and retained.

For every employee to perform well, especially Supervisors and Managers, there is a need for constant training and development. The right employee training, development and education provides big payoffs for the employer in increased productivity, knowledge, loyalty, and contribution to general growth of the firm. In most cases external trainings for instance provide participants with the avenue to meet new set of people in the same field and network. The meeting will give them the chance to compare issues and find out what is obtainable in each others environment. This for sure will introduce positive changes where necessary. It is not mentioned in any where that the employers, managers and supervisors are not suitable for training programmes. They also must be highly trained if they are expected to do their best for the organization.
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Through that they will have best abilities and competencies to manage the organization. Training employees not only creates a more positive corporate culture, but also add a value to its key resources.

Raw human resources can make only limited contribution to the organization to achieve its goals and objectives. Hence the demands for the developed employees are continuously increasing. Thus the training is a kind of investment.

CONCEPTUAL FRAMEWORK

Training often has been referred to as teaching specific skills and behavior. It is usually reserved for people who have to be brought up to performing level in some specific skills. The skills are almost always behavioral as distinct from conceptual or intelligence. Development, in contrast is considered to be more general than training and more oriented to individual needs in addition to organizational needs and it is most often aimed towards management people. There is more theory involved with such education and hence less concern with specific behavior than is the case with training. Usually the intent of development is to provide knowledge and understanding will enable people to carry out non technical organizational functions more effectively such as problem solving, decision making and relating to people.

Meaning: The term Training is concerned with impacting specific skills for a particular purpose. Training refers to a planned effort by a company to facilitate employees learning of job-related competencies. These competencies include
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knowledge, skills, or behaviors that are critical for successful job performance in the immediate term or near future. This is in contrast with development, which is training that provides employees with competencies for anticipated future jobs and roles. The goal of training is for employees to master the knowledge, skill, and behaviors emphasized in training programs and to apply them to their day-to-day activities.

High-leverage training is linked to strategic business goals and objectives, uses an instructional design process to ensure that training is effective, and compares or benchmarks the companys training programs against training programs in other companies. High-leverage training practices also help to create working conditions that encourage continuous learning. Continuous learning requires employees to understand the entire work system, including the relationships among their jobs, their work units, and the company. Employees are expected to acquire new skills and knowledge, apply them on the job, and share this information with other employees. Managers take an active role in identifying training needs and help to ensure that employees use training in their work. To facilitate the sharing of knowledge, managers may use informational maps that show where knowledge lies within the company (for example, directories and/or skills inventories that list what individuals do as well as the specialized knowledge they possess) and use technology such as groupware or the internet that allows employees in various business units to work simultaneously on problems and share Information. Training is used to improve employee performance, which leads to improved business results. Training is seen as one of several possible solutions to improve performance. Other solutions can include such actions as changing the job or increasing employee motivation through pay and incentives. Today there is a greater emphasis on:
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 Providing educational opportunities for all employees. An ongoing process of performance improvement that is directly measurable rather than organizing one-time training events. The need to demonstrate to executives, managers, and trainees the benefits of training. Learning as a lifelong event in which senior management, trainer managers, and employees have ownership. Training being used to help attain strategic business objectives, which help companies, gains a competitive advantage.

Measuring the return on investment in research and development, marketing, sales, and human resources is the key for demonstrating the value to the business. Each of Medtronics businesses uses a scorecard to measure success and return on investment. Medtronic is currently developing metrics to measure how training contributes to the companys success.

Definitions: Edwin. B. Ellppo has defined Training as the cut of increasing the knowledge and skills of an employee for doing a particular job. Michael Armstrong defines Training as the systematic development of the knowledge skills and attitudes acquired by an individual to perform adequately a given task or job. Michael.J.Jucious defines Training is any process by which the attitude, skills and abilities of employees to perform specific jobs are improved.

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Michael Armstrong Training is the systematic modification of behavior through learning which occurs as a result of education, instruction, development.

The above definition suggests that training enhance the skill and capabilities of the individuals in an organization. For training to be successful, the employees have to be convinced of its utility and effectiveness. A successful training program will enhance the organizational performance.

Theories of training and development Kirkpatrick evaluation model The Kirkpatrick evaluation model or theory was developed in 1959 by University of Wisconsin professor emeritus Donald Kirkpatrick. It consists of four levels of evaluation: reaction of participants; learning, or the knowledge and skills gained; behavior, or the ability to apply the new skills; and results, or the organizational impact. Each level of evaluation builds upon and adds precision to the previous level. Reaction: The reaction level measures how training participants react, including their level of participation; ease and comfort of experience; and the level of effort required to make the most of the learning. A reaction evaluation is inexpensive and simple to administer using interaction with the participants, post-training surveys and online

questionnaires. The evaluation can be done immediately after the training ends. It is important that participants have a positive reaction to the training sessions because a negative reaction leads to poor learning.
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Learning: Learning evaluations are usually conducted before and after a training program to assess the impact the program has had on the learning process. Evaluations assess whether participants have advanced in knowledge, skills and intellectual capacity as a result of the training. Learning evaluation tools include self-assessment using online

questionnaires and tests, and formal assessment through interviews and observations. Learning evaluation is especially relevant for technical training because technical skill level changes are usually more quantifiable. Behavior: Behavior evaluation assesses the extent to which training participants apply the learning in their jobs. The evaluation is usually done over a period of time to determine if the participants use the new skills and knowledge on the job, improve their performance and transfer the knowledge to their peers. Tools include observations, questionnaires, tests and interviews. Behavior evaluations take more time and effort than reaction and learning evaluations. It is important to involve the line managers and immediate supervisors in the process because they are in the best position to observe and assess participant behavior changes. Results: Results evaluation determines the success of a training program in operational and strategic terms, such as increased sales, reduced expenses, improved quality and reduced cases of workplace injuries. However, it may not always be possible to correlate improved operational performance with training. For example, improvements in product quality may be due to better design tools and more qualified staff, not just a new quality training program.

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External factors, such as changes in the economy and the competitive environment, may also influence operational results. Theory X and Theory Y Theory X and Theory Y are theories of human motivation created and developed by Douglas McGregor at the MIT Sloan School of Management in the 1960s that have been used in human resource management, organizational behavior, organizational communication and organizational development. They describe two contrasting models of workforce motivation. Fig 1.Theory X and Theory Y

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Theory X In this theory, which has been proven counter-effective in most modern practice, management assumes employees are inherently lazy and will avoid work if they can and that they inherently dislike work. As a result of this, management believes that workers need to be closely supervised and comprehensive systems of controls developed. A hierarchical structure is needed with narrow span of control at each and every level. According to this theory, employees will show little ambition without an enticing incentive program and will avoid responsibility whenever they can. According to Michael J. Papa, if the organizational goals are to be met, theory X managers rely heavily on threat and coercion to gain their employees' compliance. Beliefs of this theory lead to mistrust, highly restrictive supervision, and a punitive atmosphere. The Theory X manager tends to believe that everything must end in blaming someone. He or she thinks all prospective employees are only out for themselves. Usually these managers feel the sole purpose of the employee's interest in the job is money. They will blame the person first in most situations, without questioning whether it may be the system, policy, or lack of training that deserves the blame. A Theory X manager believes that his or her employees do not really want to work, that they would rather avoid responsibility and that it is the manager's job to structure the work and energize the employee. One major flaw of this management style is it is much more likely to cause diseconomies of scale in large businesses.

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Theory Y In this theory, management assumes employees may be ambitious and self-motivated and exercise self-control. It is believed that employees enjoy their mental and physical work duties. According to Papa, to them work is as natural as play. They possess the ability for creative problem solving, but their talents are underused in most organizations. Given the proper conditions, theory Y managers believe that employees will learn to seek out and accept responsibility and to exercise self-control and self-direction in accomplishing objectives to which they are committed. A Theory Y manager believes that, given the right conditions, most people will want to do well at work. They believe that the satisfaction of doing a good job is a strong motivation. Many people interpret Theory Y as a positive set of beliefs about workers. A close reading of The Human Side of Enterprise reveals that McGregor simply argues for managers to be open to a more positive view of workers and the possibilities that this creates. He thinks that Theory Y managers are more likely than Theory X managers to develop the climate of trust with employees that are required for human resource development. It's human resource development that is a crucial aspect of any organization. This would include managers communicating openly with subordinates, minimizing the difference between superior-subordinate

relationships, creating a comfortable environment in which subordinates can develop and use their abilities. This climate would include the sharing of decision making so that subordinates have say in decisions that influence them.

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Theory X and Theory Y combined For McGregor, Theory X and Y are not different ends of the same continuum. Rather they are two different continua in themselves. Abraham Maslow's Hierarchy of Needs motivational model Abraham Maslow developed the Hierarchy of Needs model in 1940-50s USA, and the Hierarchy of Needs theory remains valid today for understanding human motivation, management training, and personal development The Maslow's Hierarchy of Needs five-stage model below (structure and terminology - not the precise pyramid diagram itself) is clearly and directly attributable to Maslow; later versions of the theory with added motivational stages are not so clearly attributable to Maslow. These extended models have instead been inferred by others from Maslow's work. Specifically Maslow refers to the needs Cognitive, Aesthetic and Transcendence (subsequently shown as distinct needs levels in some interpretations of his theory) as additional aspects of motivation, but not as distinct levels in the Hierarchy of Needs. Where Maslow's Hierarchy of Needs is shown with more than five levels, those models have been extended through interpretation of Maslow's work by other people. These augmented models and diagrams are shown as the adapted seven and eight-stage Hierarchy of Needs pyramid diagrams and models below. There have been very many interpretations of Maslow's Hierarchy of Needs in the form of pyramid diagrams. The diagrams on this page are my own interpretations and are not offered as Maslow's original work. Interestingly in Maslow's book Motivation and Personality, which first introduced the Hierarchy of Needs, there is not a pyramid to be seen.

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Fig 2. Maslows Hierarchy Needs

1. Biological and Physiological needs - air, food, drink, shelter, warmth, sex, sleep, etc. 2. Safety needs - protection from elements, security, order, law, limits, stability, etc. 3. Belongingness and Love needs - work group, family, affection, relationships, etc. 4. Esteem needs - self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility, etc.
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5. Cognitive needs - knowledge, meaning, etc. 6. Aesthetic needs - appreciation and search for beauty, balance, form, etc. 7. Self-Actualization needs - realizing personal potential, self-fulfillment, seeking personal growth and peak experiences. 8. Transcendence needs - helping others to achieve self actualization.

THEORETICAL FRAME WORK The Efficiency of an organization depends on the capacity and talents of its personnel and how motivated they are. The capability depends on his ability to work and the type of training he receives. After the employees have been selected for various positions in an organization, training them for the specific tasks to which they been assigned assumes great importance.

It is true in many originations that before employees are fitted into a harmonious working relationship with the other employees, he is given adequate training. Training is the act of increasing the knowledge and skills of an employee for performing a particular job. The major outcome of training is learning. Trainees learn new habits, refined skills and useful knowledge during the training that helps him improve performance. Training enables an employee to do his present job more efficiently and prepare himself for a higher level job.

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Training is needed to serve the following purposes. Newly recruited employees require training so as to perform their tasks effectively. Instruction, guidance, coaching help them to handle jobs competently without any wastage. Training is necessary to prepare existing employees for higher level jobs (promotion). Existing employees require refresher training so as to keep updating about the latest development operation. In face of rapid technological changes, this is an absolute necessity. Training is necessary when a person moves from one job to another (transfer). After training the employee can change jobs quickly, improve his performance levels and achieve career goals comfortable. Training is necessary to make employees mobile and versatile. They can be placed on various jobs depending on organizational needs. Training is needed to bridge the gap between what the employees have and what the job demands. Training is needed to make employees more productive and useful in the long run. Training is needed for employees to gain acceptance from peers. (learning a job quickly and being able to pull their own weight is one of the best ways for them to gain acceptance)
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Thus, training is meant for operatives and development is meant for managers. Training tries to improve a specific skill relating to a job whereas development aims at improving the total personality of an individual. Training is one-shot deal; whereas development is an ongoing continuous process. The scope of training is on individual employee, whereas eth scope of development is on the entire work group or the organization. Training is mostly the result of initiatives taken by management. It is the result of some outside motivation. Training seeks to meet the current recruitment of the jobs and the individual; whereas development aims at meeting the future needs of the job and the individual. In other words, training is a reactive process whereas development is a proactive process. Development is future oriented training, focusing on the personal growth of the employee.

Learning Dimension Meant for Focus Scope Goal Initiated by Content Time Frame

Training

Development

Operatives Current job Individual employee Fix current skill deficit Management Specific information Immediate job

Executives Current and future jobs Work group or organization Prepare for future work demands The individual related General knowledge

Long term

Table 1. Training and Development

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AREAS OF TRAINING: The areas of training in which training is offered may be classified into the following categories. Knowledge: Here the trainee learns about a set of rules and regulations about the job, the staff and the products or service offered by the company. The aim is to make the new employee fully aware of what goes on inside and outside the company. Technical skills: The employee is taught a specific skill (e.g. operating a machine, handling computer etc) so that he can acquire that shill and contribute meaningfully. Social skills: The employee is made to learn about him and others, and to develop a right mental attitude towards the job, colleagues and the company. The principal focus is on teaching the employees hoe to be a teach member and get ahead. TYPES OF TRAINING: There many approaches to training. We focus here on the types of training that are commonly employed in present day organizations. Skills Training: This type of training is most common in the organization. The process here is fairly simple. The need for training in basic skills (such as reading, writing, computing, speaking, listening, problem soloing, man gaining oneself, knowing how to learn, working as part of a team, leading others) is identified through assessment. Specific training objectives are set and training content is developed to meet those objectives. Several methods are available for imparting
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these basic skills in modern organization (such as lecture, apprenticeship, onthe job, coaching etc). Refresher Training: Rapid changes in technology may force companies to go in for this kind of training. By organizing short term course which incorporate that latest development in a particular field, the company may keep its employees up-todate and ready to take on emerging challenges. It is conducted at regular intervals by taking the help of outside consultants who specialize in a particular descriptive. Cross functional Training: Cross functional training involves training employees to perform operations in areas other than their assigned job. There are many approaches to cross functional training. Job rotation can be used to provide a manager in one functional area with a broader perspective than he would otherwise have. Department can exchange personnel for a certain period so that each employee understands how other department functions. Team Training: Team training generally covers two areas: content task and group processes. Content tasks specify the teams goal such as cost control and problem solving. Group processes reflect the way the member function as team. For example how they interact with other, how they sort out difference, how they participate etc.

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Diversity Training: Diversity training considers all of the diverse dimensions in the work place race, gender, age, lifestyles, culture, education, ideas, and background- while designing training programmes. It aims to create better cross cultural sensitivity with the aims of fostering more harmonious and fruitful working relationship among firms employees. TRAINING METHODS: Training methods are usually classified by the location of instruction. On the job training is provided when the workers are taught relevant knowledge, skill and abilities at the actual workplace. Off-the-job training on the other hand, requires that trainees learn at a location other than the real work spot. 1. Job Instruction Training (JIT) The JIT method is a four step instructional preparation, presentation, and performance try out and follow up. It is used primarily to teach workers how to do their current jobs. A Trainer, supervisor or co- worker acts as the coach. The four steps followed in the JIT methods are:

i.

The trainee receives an overview of the job, its purpose and its desired outcomes, with clear focus on the relevance of training.

ii.

The trainer demonstrates the job in order to give the employee a model to copy. Next, the employee is permitted to copy the trainers way. Demonstrates by the trainer and practice by the trainee are repeated until the trainee masters the right way to handle the job.

iii.

iv.

Finally, the employee does job independently without supervision.

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1. Coaching : Coaching is a kind of daily training and feedback given to employee by immediate supervision. It involves a continuous process of learning by doing. It may be defined as an informal, unplanned training and development activity provided by supervisor and peers. In coaching, the supervisor explain things and answer questions; he throws light on why things are done the way they are; he offers a model for trainees to copy ; conducts lot of decision making meeting with trainees; procedure are agreed upon and the trainees is given enough authority to make divisions and even commit mistakes. Coaching can be taxing job in that the coach may not possess requisite skills to guide the learner in a systematic way. Sometimes, doing a full days work may be more important than putting the learner on track.

2. Mentoring: Mentoring is relationship in which a senior manager in organization assumes the responsibility for grooming a junior person. Technical, interpersonal

and political skills are generally conveyed in such a relationship from the more experienced person. A mentor is a teacher, suppose, counselor, developer of skills and intellect, host, guide exemplar and most importantly, supporter and facilitator in the realization of the vision the young person has about the kind of life he wants as an adult. The main objective of mentoring is to help an employee attain psychological maturity and effectiveness and get integrated with the organization.

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3. Job rotation: This kind of training involves the movement of trainee one job to another. This helps him to have a general understanding of how the organization functions. The purpose of job rotation is to provide trainees with a larger organizational perspective and a greater understanding of different functional areas as well as a better sense if their own career objectives and interests.

Apart from reliving boredom, job rotation allows trainees to build rapport cooperation among departments. The cross-trained personnel offer a great amount of flexibility for organizations when transfers, promotions or replacement become inevitable.

4. Apprenticeship Training: Most croft workers such as plumbers and carpenters are trained through formal apprenticeship programmes. Apprentices are trainees who spend a prescribed amount of time working with an experienced guide, coach or trainer. Apprenticeships and internships are similar to apprenticeship because that also demand high levels of participation from the trainee. An internship is a kind of on the job training that usually combines job training with classroom instruction in trade schools, colleges or universities. It is also likely that it in these of rapid changes I technology, old skills may get outdated quickly. Trainees who spend years learning specific skills may find, upon completion of their programmes, that the job skills they acquired are no longer appropriate.

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OFF-THE- JOB METHODS: Under this method of training, the trainee is separated from the job situation ad his attention is focused upon learning the materials related to his future job performance. There is an opportunity for freedom of expression for the trainees. Off-the-job methods are as follows:

a) Vestibule Training: In this method, actual work conditions are simulated in a class room. Material, files and equipment- those that are used in actual job performance are also used in the training.

This type of training is commonly used for training personnel for clerical and semi-skilled jobs. The duration of this training, range from a few days to a few weeks. Theory can be related to practice in this method.

b) Role playing: It is defined as method of human interaction that involves realistic behavior in imaginary situations. This method of training involves action, doing and practice.

The participants play the role of certain characters such as the production manager, mechanical engineer, superintendents, maintenance engineer, quality control inspector, foremen, workers and the like. This method is mostly used for developing interpersonal interactions and relations.

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c) Lecture method: The lecture is a traditional and direct method of instruction. The instructor organizes the material and gives it to a group of trainees in the form of a talk. To be effective, the lecture must motivate and create interest among the trainees.

An advantage of lecture method is direct and can be used for a large group of trainees. Thus, costs and time involved are reduced. The major limitation of the lecture method is that it does not provide for transfer of training effectively.

d) Conference / discussion approach: In this method, the trainers deliver a lecture and involve the trainee in a discussion so that his doubts about the job get clarified. When big organization use this method, the trainer uses audio-visual aids such as black board, mock ups and slides; in some cases the lecture are videotapes or audio taped. Even the trainees presentation can be taped for self confrontation and self-assessment.

The conference is, thus a group-centered where there is a clarification of ideas, communication of procedures and standards to the trainees. Those individuals who have a general educational background and whatever

specific skills are required- such as typing, shorthand, office equipment operation, filling, indexing, recording etc- may be provided with specific instructions to handle their respective jobs.

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e) Programmed Instruction: This method has becomes popular in recent years. The subject matter to be learned is presented in a series of carefully planned sequential units. These units are arranged from simple to more complex levels of instructions. The trainee goes through these units by answering questions or filling the blanks. This method is, thus, expensive and time-consuming. Following chart illustrates advantages and disadvantages for the different training methods. Table 2. Advantages and disadvantages of different Training methods Training Method Instructor-Led Classroom Training Developed quickly Face-to-face contact On-line Group Training Differences from class to class Revised easily Scheduling is difficult Travel costs Type of Training Advantages Disadvantages

No travel costs Requires computer equipment Developed quickly No face-to-face contact High equipment costs

Videoconferencing Video/On-line

and Supports large groups and multiple sites

No travel costs Logistically challenging

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On-the Job Coaching

Effective knowledge transfer

Differences from instructor to instructor, session to session.

Related to trainee's job

Costly in terms of instructor-totrainee ratio

Face-to-face contact On-line Directed Training Self- All On-line Training Consistent training content Convenient access to training Trainee sets own pace High development costs Lengthy development time Requires computer equipment Reuse does not require trainer participation Web-Based Training Easy to modify Limited bandwidth causes slow download times. CD-ROM/DVD Supports complex Difficult to modify

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multimedia Off-line SelfDirected Training Trainee sets own pace Developed quickly Video DVD or audio CD Consistent training content Can share copies Trainee sets own pace Just-In-Time Training Electronic Performance Available when needed at trainee's convenience Related to trainee's job Requires computer equipment Continuous Improvement Promotes employee involvement Requires training resources that are readily available on a continuous basis Requires playback equipment Can be costly to develop Difficult to modify Costly to develop Difficult to modify Printed Material Portable Less Interesting

Support System (EPSS)

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Promotes creative solutions Computer-Mediated Asynchronous Collaboration Accessible at the trainee's convenience Promotes creative solutions Promotes employee involvement

Differences from instructor to instructor Requires computer equipment Can require computer software

NEED FOR TRAINING: Training is the act of improving ones knowledge and skill to improve his/her job performance. Training is job oriented. It bridges the gap between what the employee has and what the job demands. For that matter, imparting to employees working in all organized sectors of human activity is longer a matter of debate. The need for training has been recognized as essential activity not only in the business organizations, but also in academic institution, professional bodies and the government department.

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IMPARTANCE OF TRAINING: The importance of training can best be appreciated with the help of various advantages it offers to both employees and employer.

1. Better performance: Training improves employees ability and skills, in turn improves employees performance both in quality and quantity. Better or increased employee performance directly leads to increased operational productivity and increased organizational profits. Improvements in employee

performance / productivity in development countries lend support to this statement.

2. Improved Quality: In formal training programmes, the best methods of performing jobs are standardized and then taught to employees. This offers two fold benefits. Firstly uniformity in work performance helps improve the quality of work or service. Secondly better informed or say trained workers are less likely to make operational mistakes.

3. Less supervision: A trained worker is self reliant. He knows his work and way to perform it well. Therefore, his work requires less supervision. The supervision can devote his time on more urgent works.

4. Less learning period: A well planned and systematically organized training programmes reduces the time and cost involved in learning. Training enables to avoid waste of time and efforts in learning through trial and error method.

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5.

High morale: Training not only improves the ability and skills of the employees, but also changes employees attitude towards positive. Higher performance, job satisfaction, job security and avenues for internal promotion lead to high morale among the employees. High morale, in turn, makes employees more loyal to the organization. 6. Personal Growth: Training improves employees ability knowledge and skills and thus, prevents employees obsolesce. This makes employees growth- oriented.

7. Favorable Organizational Climate: The aforesaid advantage combined lead to improves and favorable organizational climate characterized by better industrial relation and disciplines, reduced resistance to change, reduced absenteeism and turnover of employees and improves stability of organization. STEP IN TRAINING PROGRAMMES The various step activities involved in developing training programmes can be broadly classified into five steps as follows;

1. Identification of training needs 2. Setting training objectives 3. Designing training methods 4. Administration of training programmes 5. Evaluation of training

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Training could be traced far back at the Stone Age when people used to transfer knowledge in particular activity through signs and deeds to others. It was only during industrial revolution the formal and vocational training was started to instruct the apprentices about the about the operation of machines. Since then there is no looking back in this regard. Today training has become the most important organizational activity not only in the business organizations but in the educational institution also. It is fact that many organizations have realized the need of the training created infrastructure and provided financial support. The result of many training programmes have been far less than the desired ones because of non-alignment of training programmes with the overall human resources development (HRD) strategies of the organization.

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REVIEW OF LITERATURE

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A review of literature on evaluation of training was conducted to identify methods of effectiveness evaluation for training programs. Five definitions of evaluation were identified in the literature. Kirkpatrick (1971) Kirkpatricks first level of measurement, reaction, is defined as how well the trainees liked the training program. The second measurement level, learning, is designated as the determination of what knowledge, attitudes, and skills were learned in the training. The third measurement level is defined as behavior. Behavior outlines a relationship of learning (the previous measurement le vel) to the actualization of doing. Kirkpatrick recognized a big difference between knowing principles and techniques and using those principles and techniques on the job. The fourth measurement level, results, is the expected outcomes of most educational training programs such as reduced costs, reduced turnover and absenteeism, reduced grievances, improved profits or morale, and increased quality and quantity of production.

Paquet,Kasl, Weinstein, & Waite, (1987). One study was found by a major corporation that measured change in productivity and ROI of a training program. CIGNA Corporations corporate management development and training department, which provides training for employees of CIGNA Corporations operating subsidiaries, initiated an evaluation program to prove management training made a business contribution. The research question posed was, Does management train ing result in improved productivity in the managers workplace? The team conducting the research identified that data collection needed to be built into the training program for optimal data gathering. If managers could use the evaluation data for their own benefit as part of their training, they would be more likely to cooperate.
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Paulet & Moult, 1987 British Airways assessed the effectiveness of the Managing People First (MPF) training by measuring the value shift, commitment, and empowerment of the trainees. An in-depth interview was used to measure the action potential (energy generated in the participants by the course) and level of action as a result of the course. A want level was used to measure the action potential and a do level for the action. Each measurement was assigned a value of high, medium, or low. However, high, medium, and low were not defined. Robert (1988) in his study The Pygmalion Effect personal journal describes the Pygmalion Effect or the Behavior Science Principle which states that an employees success is directly related to the companys expectation. Good management training practice is discussed. Such as recognizing employees potential for improved performance showing confidence in the staff marinating an in-going dialogue setting, high performance standards complimenting, criticizing constructively and with empathy, helping people advance and overcome self-defects. Alliger and Horowitz (1989) Numerous studies reported use of components of the Kirkpatrick Model; however, no study was found that applied all four levels of the model. Although level one is the least complex of the measures of evaluation developed by Kirkpatrick, no studies were found that reported use of level one as a sole measure of training. One application of the second level of evaluation, knowledge, was reported by. In this study the IBM Corporation incorporated knowledge tests into internally developed training. To ensure the best design, IBM conducted a study to identify the optimal test for internally developed courses. Four separate tests composed of 25 questions each were developed
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based on ten key learning components. Four scoring methods were evaluated including one that used a unique measure of confidence. The confidence measurement assessed how confident the trainee was with answers given.

Bushnell (1990) also created a modification to the Kirkpatrick Model by identifying a four-step process of evaluation. Bushnells model included evaluation of training from the development through the delivery and impact. Step one involved the analysis of the System Performance Indicators that included the trainees qualifications, instructor abilities, instructional materials, facilities, and training dollars. Step two involved the evaluation of the development process that included the plan, design, development, and delivery. Step three was defined as output which equated to the first three levels of the Kirkpatrick Model. Step three involves trainees reactions, knowledge and skills gained, and improved job performance. Bushnell separated outcomes or results of the training into the fourth step. Outcomes were defined as profits, customer satisfaction, and productivity. This model was applied by IBMs global education network, although specific results were not found in the literature.

Phillips (1991) stated the Kirkpatrick Model was probably the most well known framework for classifying areas of evaluation. This was confirmed in 1997 when the America Society for Training and Development (ASTD) assessed the nationwide prevalence of the importance of measurement and evaluation to human resources department (HRD) executives by surveying a panel of 300 HRD executives from a variety of types of U.S. organizations. Survey results indicated the majority (81%) of HRD executives attached some level of importance to evaluation and over half (67%) used the Kirkpatrick Model. The most frequently reported challenge was determining them impact of the training (ASTD, 1997).

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Lookatch (1991) and ASTD (2002) reported that only one in ten organizations attempted to gather any results-based evaluation. In 1952, Donald Kirkpatrick (1996) conducted doctoral research to evaluate a supervisory training program. Kirkpatricks goal was to measure the participants reaction to the program, the amount of learning that took place, the extent of behavior change after participants returned to their jobs, and any final results from a change in behavior achieved by participants after they returned to work.

Wagner & Roland, (1992). Over 20 organizations and 5,000 participants were studied. Three measures were used to determine behavioral changes. Measure one was a questionnaire completed by participant s both before and after training. The second measure was supervisory reports completed on the functioning of work groups before and after training. The third measure was interviews with managers, other than the immediate supervisor, to obtain reactions to individual and work-group performance after an OBERT program. Results reported showed no significant changes in behavior.

Hopkins (1995) There are several ways managers can use professional development to increase the competence, skills, and leadership capacity of their employees. One way to do this involves managers encouraging employees to pursue continuing education opportunities and/or empowering employees through various leadership opportunities within the organization. Singh has conducted a study on Attitude Change through Training in 1998. The study was conducted with the thirty five officers from different central/state government/ public sector units/ nationalized banks. And the study was conducted to explore the impact of importing behavioral skill through training programme resulting impersonalized attitude and co-operative attitude.
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Results reveal that training led to change in attitudes. Experimental training and belief in the source of communication, facilitated attitude change.

Kirkpatrick, (1998) From Kirkpatricks doctoral research, the concept of the four K irkpatrick measurement levels of evaluation emerged. While writing an article about training in 1959, Kirkpatrick (1996) referred to these four measurement levels as the four steps of a training evaluation. It is unclear even to Kirkpatrick how these four steps became known as the Kirkpatrick Model, but this description persists today). As reported in the literature, this model is most frequently applied to either educational or technical training.

Holli and Calabrese (1998) defined evaluation as comparisons of an observed value or quality to a standard or criteria of comparison. Evaluation forming value judgments about the quality of programs,

is the process of products, and goals.

Kirkpatrick (1998) recommended that as many as possible of the four levels of evaluation be conducted. In order to make the best use of organizational resources of time, money, materials, space, equipment, and manpower, continued efforts are needed to assess all levels of effectiveness of training programs. Trainers from all disciplines should develop evaluation plans for training and share the results of these initiatives. Jan (1999) in his study Training and Development reveals that a majority of training programme relay that a majority of training programme relay on western technique. Traditional Vedic approaches to knowledge focusing on the
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relation of the athma, pure consciousness serves as the creativity and intelligence should be viewed as an alternative approach to conduct training. Warr, Allan and Birdie (1999) evaluated a two-day technical training course involving 123 mo tor-vehicle technicians over a seven- month period in a longitudinal study using a variation of the Kirkpatrick Model. The main objective of this study was to demonstrate that training improved performance, thereby justifying the investment in the training as appropriate. Warr et al.(1999) suggested that the levels in the Kirkpatrick Model may be interrelated. They investigated six trainee features and one organizational characteristic that might predict outcomes at each measurement level. The six trainee features studied were learning motivation, confidence about the learning task, learning strategies, technical qualifications, tenure, and age. The one organizational feature evaluated was transfer climate which was defined as the extent to which the learning from the training was actually applied on the job.

Boulmetis and Dutwin (2000) defined evaluation as the systematic process of collecting and analyzing data in order to determine whether and to what degree objectives were or are being achieved.

Phillips and Pulliam (2000) reported an additional measure of training effectiveness,return on investment (ROI), was used by companies because of the pressures placed on Human Resource Departments to produce measures of output for total quality management (TQM) and continuous quality improvements (CQI) and the threat of outsourcing due to downsizing. Great debate was found in the training and development literature about the use of ROI measures of training programs. Many training and development professionals believed that ROI was too difficult and unreliable a measure to use for training evaluation (Barron, 1997).
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A study was conducted by HUMAN CAPITAL (2001); a leading pesticides company provided excellent training for sales executives on selling techniques. The trainees felt that they could make use of the selling techniques with great advantage in the market place. Regional managers made no efforts to follow up new ideas and suggestions. Consequently, sales executives were unable to adapt techniques learned during the training program. Schalock (2001) defined effectiveness evaluation as the determination of the extent to which a program has met its stated performance goals and objectives.

Stufflebeam (2001) defined evaluation as a study designed and conducted to assist some audience to assess an object's merit and worth. Stufflebeam's (2001) definition of evaluation was used to assess the methods of evaluation found in this literature review. The reason for selecting Stufflebeams definition was based on the applicability of the definition across multiple disciplines. Based on this definition of evaluation, the Kirkpatrick Model was the most frequently reported model of evaluation.

Radhakrishna, Plank, and Mitchell (2001) used a learning style instrument (LSI) and a demographic profile in addition to reaction measures and learning measures. The three training objectives were to assess knowledge gained through a Webbased training, to determine participant reaction to Web-based material and Listserv discussions, and to describe both the demographic profile and the learning style of the participants.
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The evaluation of the training began with an on- line pretest and an on- line LSI. The pretest included seven demographic questions. The LSI, pretest and posttest, and LSI questionnaire were paired by the agent's social security numbers. Fifty- five agents of the available (106) agents completed all four instruments and were included in this study.

According to Heathfield (2001) there six tips to which helps training and development that will transfer skills back to the job. Provide information for the employee about exactly what training session will involve, prior to the training. Explain what is expected of the employees at the training session. Make clear to the employee that the training is OMS responsibility and she needs to take the training seriously. Make sure that internal or external training providers supply pre-training assignments. Reading or thought- provoking exercises in advance of the session promote thoughtful consideration of training content. Exercises or self assessment, provided and scored in advance of the session, save precious training time for interaction and new information. Train supervisors and managers either first or simultaneously so they know and understand the skills and information provided in the training session. Ask supervisors to meet with employees prior to the training session. Determine if key learning points are important for the organization in return for the investment of his time in the training. Identify any obstacles the employee may expect to experience as he transfers the training to the workplace.

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Fancsali (2002) Recommends that staff development occur on an ongoing basis. More specifically, the National Staff Development Council suggests that educators spend at least a quarter of their work time on staff development activities (Richardson 1997).

Bozionelos (2002) Placing employees in staff mentorship positions as mentors is another method that has been identified as increasing employees skills and efficiency, while also enhancing their reputation among managers, which can lead to greater career success.

Astroth (2004) Recommend that training should address what the position entails and the skills necessary for competency.

Jackson (2006) With regard to scheduling staff development, suggests that the timing of staff development can affect the success of the development program, itself. Consequently, she recommends that the timing of the training schedule be developed with consideration of staff needs and wants. In terms of strategies for effective implementation. As for the ideal format of staff development, recommends that trainings focus on the main points and take into account diverse learning modalities, by including hands on activities as well as time for discussion and questions.

Current Training Needs for Staff Given the importance of a strong staff in shaping successful youth development programs, Astroth and Taylor (2004) report on the National Collaboration for Youths (NCY) efforts to define what successful youth workers are doing.
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Essentially, NCY reviewed existing competencies circulating in the field, sought feedback from many youth-serving organizations 8 and their staff, and ultimately decided on a set of ten core competencies that entry-level workers, including part-time and full-time staff and volunteers, should possess when they begin a job or should acquire during the first few years to be effective when working with youth,

According to a report published by the Community Network for Youth Development, the fast growing need for skilled youth workers highlights the fact that there is little professional development support for these workers. Little to no new skill development, low compensation and unclear career ladders may force youth workers to move from job to job in order to obtain higher wages and/or new skills and creating barriers for recruitment. Furthermore, this high turnover detrimentally affects the youth they serve. California is among several states creating professional support groups, youth development worker mentorship programs, standards, core competencies for training, opportunities for higher education, and clearer career pathways for youth workers. In fact, the CNYD report, Moving from Knowledge to Action in San Francisco: Creating a Comprehensive Youth Work Professional Workforce System lists a number of Bay

P.C. TRIPATHI AND P.N.REDDY (2007) After the selection of people for various jobs, the next function of management is to arrange for their training and development. This is because a person, however carefully selected is not moulded to specifications and rarely meets the demands of his job adequately. Formerly, it was thought that the training of personnel was unnecessary on the ground that the new employees would gradually pick up all the particulars of the job. But as the processes and techniques of production are becoming more and more complicated, it is being
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increasingly released that the formal training is very important not only for new recruits bus also for existing employees. Training function, in fact, has become the corner stone of sound management.(Principles of Management page no 176 3rd edition Tata McGraw-Hill publishing company limited New Delhi.)

K ASWATHAPPA (2008) In simple terms, training and development refer to the imparting of specific skills, abilities and knowledge to an employee. More clearly, training and development may be understood as any attempt to improve current or future employee performance by increasing an employees 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 the employees performance deficiency, computed as follows: Training and development need = standard performance Actual performance. (Human resource management page no 206, 5th edition Tata McGraw-Hill publishing company limited New Delhi.)

According to Dr. N. Venkateshwara Rao Acharya Nagarjuna University, A need for HRD, HRD times oct.(2006) Pp.23: training is another sub system. It refers to the organizations efforts to improve the individuals ability to perform a job or organizational role. Training in often conducted in order to improve productivity, quality of performance reduce in efficiency and minimize the accidents it is advisable for ever organization to arrange for its systematic training for its employees.

According to Arun Monappa and Mirz saiyadain, personal management, (1990) volume 2 Himalaya publishing house, Pp 179-180: the primary concern of on organization in its viability, and hence its efficiency and if the organization does not respond to this pressure it man find itself rapidly losing
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whatever share of the market it has, employee training, therefore imports specific skills and knowledge to employees in order that they contribute to the organization efficiency, and be able to cope with the pressures of changing environment .

Based on study conducted by Dr.K.N.Ramanuram, Annamalai Nagar, Management role in productivity HRD times may- (2006) Pp 31 denotes that training In a short- term process utilizing a systematic and organizing procedure by which non-managerial personal learn technical knowledges and skills for a definite purpose of course, all the employees entering the enterprise could not at once learn a new technology. There in a need for adequate training to employees, it is sure and certain that will increase per head productivity in the long run.

Beyond Training: Training and Development Carter (2003) reported that training is generally defines as change in behavior Yet, how many trainers and managers forget that, using the term training only as applicable to skills training? What about the human element? What about those very same people we want to train? What about their individual beliefs, backgrounds, ideas, needs, and aspiration? In order to achieve long term results through training, they broaden their vision to include people development as part of our strategic planning. Although training covers a broad range of subjects under the term training without linking it to development narrows our concept of the training function and leads us to failure.

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Cambell (1971), Training courses are typically designed for a short term, started set purpose, such as the operation of some piece of machinery, while development involves a broader education for long term purpose. Scott (1970) He told about Instruction can help employees increase their level of performance on their present assignment. Increased human performance often directly leads to increased operational productivity and increased company profit

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RESEARCH METHODOLOGY

56

Introduction 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. Research methodology has many dimensions and research methods do constitute a part of the research methodology. The scope of research methodology is wider than that of research methods. Thus, when we talk of research methodology we not only talk of the research methods but also consider the logic behind the methods we use in the context of our research study and explain why we are using a particular method or technique and why we are not using others so that research results are capable of being evaluated either by the researcher himself or by others. Why a research study has been undertaken, how the research problem has been defined, in what way and why the hypothesis has been formulated, what data have been collected and what particular method has been adopted, why particular technique of analyzing data has been used and a host of similar other questions are usually answered when we talk of research methodology concerning a research problem or study. Sources of Data Data refers to information or facts however it also includes descriptive facts, non numerical information, qualitative and quantitative information

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Data could be broadly classified as Primary data Secondary data Primary data Primary data is the data collected for the first time through field survey. It is collected with a set of objectives to assess the current status of any variable studied. Primary data reveals the cross-section picture of the object under scrutiny. Therefore primary data are those collected by the investigator (or researcher) himself for the first time and thus they are original in character. Advantages of primary data They are the first hand information. The data collected are reliable as they are collected by te researcher for himself. The primary data are useful for knowing opinion, qualities and attitudes of respondents. Secondary data Secondary data refers to the information or facts already collected. It is collected with objective of understanding the part status of any variable or the data collected and reported by some source is accessed and used for the objective of a study. Normally in research, the scholars collect published data analyze it in order to explain the relationship between variables.

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Advantages of secondary data The information can be collected by incurring least cost. The time required for obtaining the information is very less. Most of the secondary data are those published by big institutions. So they contain large quantity of information Title of Study: The study which researcher has undertaken is A study on Effectiveness of Training and Development

PROBLEM FORMULATION: Training is act of increasing the knowledge and skills of an employee for doing a particular job. Training is employed as techniques of control and also gives information for developing new skills of a job. The primary concern of any organization is to respond to this pressure, it may find itself rapidly losing whatever share of the market it has. The employee training imparts specific skills and knowledge to the employees, so that they contribute to the organization efficiency and be able to cope with the pressure of a changing environment. Research methodology is a way to systematically solve the problem. In order to find out the truth involved in or problems, certain steps must be taken. In a certain order and the ordered steps are called a method. This research methodology is very essential.

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AIM OF THE STUDY: Aim of the researcher is to find out the level of satisfaction of employee and to know about the different methods of training and the effectiveness of training and development. Objective of Study: To study the socio- demographic status of the respondents. To study the various Training programmers provided to employees. To understand the satisfaction levels of the employees towards Training programme. To study the importance of Training in maintaining good human relation. To understand the importance of Training in acquiring the skills and efficiency of employees. To draw suggestion though interpretation of employees feedback for improvement of Training programme.

HYPOTHESIS: Training is necessary for the overall development of any organization.

The purpose of the study: The purpose of the study is to gain more knowledge about Training and Development to motivate the employees and to study about the training programmes provided to the employees of the organization.

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Sampling Technique: The researcher used the simple random sampling method to collecting data. Under simple random sampling every item of the universe has equal chance of inclusion in the sample. Researcher selected this type of sampling because it gives each event in the population an equal probability of being a sample.

Sample size The total number of employees selected is 50.

RESEARCH DESIGN:

The researcher adopted the descriptive research design for the study. Description studies aim at pertaining accurately the characteristics of particular group or situation researcher want. The descriptive research design helps the researcher to get a detailed study of practice of training facilities.

DATA COLLECTION: The data and information has been collected through two sources namely primary and secondary sources.

Primary Data: The researcher collected data through questionnaire method the researcher collected responses from 50 employees belonging to various department.

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Secondary Data: The secondary data collected with the help of:
Book Periodicals or journals Research thesis and dissertations Footnotes Encyclopedias Statistical data sources Websites/blogs

INSTRUMENT: Questionnaire method was used to collect the data from the respondents.

LIMITATIONS OF THE STUDY: Every study has its own limitation due to unavailable circumstance. The duration of the study is not sufficient for an in depth study. The study is limited only to some of the employees Collected the data within the work schedule. All departments have not covered on the base of time and limitation and work procedure. Study conducted only for academic purpose and self interest. Within the time limitation the study has been conducted.

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OVERVIEW -- RESEARCH METHODOLOGY FOR EFFECTIVENESS OF TRAINING AND DEVELOPMENT:

A detailed survey of employees was carried out to find out the Effectiveness of Training and Development, the details of the methodology are stated below in the Table: Type of Research : Descriptive Research Research Question Effectiveness of Training and Development Sampling technique Sample Size Primary Data : : : Simple random sampling 50 Responses through questionnaires Conducted personal interviews with the respondents. Secondary Data : Websites, Journals News papers, Books, etc. Research Tools : Percentage analysis

Table 3.Reasearch Methodology

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DATA ANALYSIS AND INTERPRETATION

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ANALYSIS: Analysis means the computation of certain indices or measure along with searching for patterns of relationship that exist among the data groups.

Analysis, particularly in case of survey or experimental data, involves estimating the values of unknown parameters of the population and testing the hypotheses for drawing inferences. In this study, the datas are analyzed based on percentage method.

PERCENTAGE METHOD:

Percentages are often used in data presentation for they simplify numbers, reducing all of them to a 0 to 100 range.

Through the use of percentages, the data are reduced in the standard form with base equal to 100 which fact facilities relative comparisons.

While using percentages, the following rules should keep in view by researchers:

a) Two or more percentages must not be averaged unless each is weighted by the group size from which it has been derived.

b) Use of too large percentage should be avoided, since a large percentage is difficult to understand and tends to confuse, defeating the very purpose for which percentage are used.

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c) Percentage hides the base from which they have been computed. If this is not kept in view, the real differences may not be correctly read.

d) Percentage decreases can never exceed 100 per cent and as such for calculating the percentage of decrease, the higher figure should invariably be taken as the base.

Analysis and Interpretation:

In the previous chapters attempt have been made to define, discuss and identify the Effectiveness of Training and Development.

In this chapter various particulars, information and observation and their critical analysis to arrive at judicious conclusion and to finally evolve the effectiveness of training and development are given.

The study is spread over a sample size of 50 respondents for the purpose of conducting study respectively.

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1. Gender of respondents Table 4 Sex of the Respondents Male Female Total No of Respondents 30 20 50 Percent 60 40 100

Gender of respondents
Male Female

40%

60%

Inference: From the above Table out of total 50 respondents more than half, i.e., 30 respondents (60%) are males and remaining less than quarter 20 respondents (40%) are females. It is inferred from the above interpretation that majority 60 percent respondents are male.

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2. Age of respondent Table 5 Age of the Respondents Below 20 years 21-25 years 26-30 years 31-40 years Above 40years Total No of the Respondents 0 3 4 13 30 50 Percent 0 6 8.0 26.0 60.0 100.0

Age of respondents
Below 20 years 21-25 years 26-30 years 31-40 years Above 40 years

6% 8%

26% 60%

Inference: From the above Table out of total 50 respondents, 30 respondents (60%) are belonging to the age group of above 40 years, 13 respondents (26%) of them are between the age group of 31-40years, 4 respondents (8%) of them are between 26-30 years and 3 respondents are in the age group of 21-25 years It is inferred from the above interpretation that Majority of the respondents are belonging to the age group of 40 years and above.

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3. Educational qualification Table 6 Educational Qualification Undergraduate Graduate Master degree ITI/Diploma Total No of the Respondents 26 23 01 00 50 Per cent 52.00 46.00 02.00 00.00 100.00

Education Qualification
2% 46% 0%

52%

Undergraduate Graduate Master degree ITI / Diploma

Inference: Above table shows that out of 50 respondents, just above the quarter i.e. 26(52%) of the respondents are Undergraduate are Graduate Holders, less than half i.e. 23(46%) of them are Master degree Holders, and remaining 1(2%) respondents are master degree holders. It is inferred from the above analysis that majority 26(52%) of the respondents are Undergraduates.

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4. Experience in years Table 7 Work experience Below 1 years 1-5years 6-10 years 11-15 years 16-20 years Total No of the Respondents 01 00 01 13 35 50 Percent 02.00 00.00 02.00 26.00 70.00 100.00

Work experience
Work experience

70%

26% 2% Below 1 years 0 1-5 years 2% 6-10 years 11-15 years 16-20 years

Inference: From above table out of total 50 respondents, 35 respondents(70%) have work experience of above 16-20 years, just above the quarter 13 (26%) respondents possess work experience of 11-15 years, 1 (2%) 0f them possess 6-10 years of work experience, and remaining 1 (2%) of the respondents have the work experience of 1 years. It is inferred the above analysis that majority 35 (70%) have the work experience of above 16-20 years.

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5. How often are you trained? Table 8 Response of the Respondents Monthly Quarterly Annually Total No of the Respondents 7 9 34 50 Percent 14.0 18.0 68.0 100.0

Time period
Monthly Quarterly Annually

14% 18%

68%

Inference: From the above table out of 50 respondents, more than half i.e. 34 respondents (68%) of the respondents are trained annually, 9(18%) of them are trained quarterly, and remaining 7(14%) of the respondents are trained monthly. It is inferred from the above analysis that majority 34 respondents (68%) often trained annually.

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6. Is training programme necessary? Table 9 Response of Respondents Fully necessary Necessary to some extent Not necessary Not at all Total No of the Respondents 16 23 09 02 50 Percent 32.00 46.00 18.00 04.00 100.00

Training necessity
25 46% 20 15 10 18% 5 4% 0 Fully Necessary Necessary to some extent Not necessary Not at all 32% Training necessity

Inference: From the above table out of total 50 respondents, (46%) respondents opinioned that training programme is necessary to some extent,16(32%) respondents need training programmes,9(18%) respondents feel training programmes are not necessary and remaining 2 (4%) respondents feel training programme are not at all necessary. It is inferred from the above analysis that majority 23 (46%) respondents opinioned that training programme is necessary to some extent

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7. Whether you have the opinion to get trained in the areas you prefer? Table 10 Response of Respondents Yes No Total No of the Respondents 37 13 50 Percent 74.00 26.00 100.00

Opinion of getting trained

26%

Yes 74% No

Inference: From above table out of 50 respondents, 37(74%) of the respondents opinioned that they are trained in their preference areas and remaining 13 (26%) of the respondents do not agree to the above mentioned statement. It is inferred from the above analysis that majority 37(74%) of the respondents opinioned that they are trained in their preference areas.

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8. What kind of training youre getting from organization? Table 11 Response of Respondents Technical Manual Official Safety Any other Total No of the Respondents 6 4 34 6 0 50 Percent 12.00 08.00 68.00 12.00 00.00 100.00

Kind of training
Any Other Safety Official Manual Technical 0 5 8% 12% 10 15 20 25 30 35 0 12% 68%

Kind of training

Inference: From above table out of 50 respondents, 34 (68%) respondents are getting official training, 6 (12%) respondents are getting technical training, 6(12%) respondents are getting safety training and the remaining 4(8%) respondents are getting manual training. It is inferred from the above analysis that majority 34(68%) respondents are getting official training.

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9. Employees returning from training are given adequate free time to reflect and plan improvement in organization? Table 12 Response of Respondents Not Agree Agree to some extent Agree Total No of the Respondents 11 28 11 50 Per cent 22.00 56.00 22.00 100.00

Adequate time given to reflect improvement

Not agree Agree to some extent Agree

22%

22%

56%

Inference: From above table out of 50 respondents, 28 (56%) respondents Agree to some extent that adequate free time is given to the employees to reflect and plan for improvement after the training,11(22%) respondents agree and disagree that adequate free time is given to the employees to reflect and plan for improvement after the training respectively. It is inferred from the above analysis that majority 28 (56%) respondents agree to some extent that adequate free time is given to the employees to reflect and plan for improvement after the training.

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10. How well the Training Programs are organized? Table 13 Response of respondents Very well Well Average Not well Very poor Total No of the Respondents 6 15 23 6 0 50 Percent 12.00 30.00 46.00 12.00 00.00 100.00

Effectiveness of organising

Very well Well Average Not well Very poor

Inference: From the above table out of 50 respondents, i.e. 23 respondents (46%) of the respondents opinioned that training programmes are organized to an average extent, 15 (30%) say that training programmes are well organized and remaining 06 (12%)respondents opinioned that training programmed is organized very well and poor respectively It is inferred from the above analysis that majority 23 respondents (46%) of the respondents opinioned that training programmes are organized to an average extent

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11. Do you feel some evident change in your performance after getting training? Table 14 Response of the respondents Yes No Total No of the Respondents 39 11 50 Percent 78.00 22.00 100.00

Efficiency of performance
Yes No

22%

78%

Inference: From above table, out of 50 respondents, 39 (78%) of the respondents say that there is an evident change in their performance after getting training, and remaining 11(22%) of the respondents say no to it. It is inferred from the above analysis that majority 39 respondents (78%) say that there is an evident change in their performance after getting training

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12. Do you think that the training programmes will provide an opportunity to bring out the hidden skills? Table 15 Response of the Respondents Yes No Total No of the Respondents 40 10 50 Percent 80.00 20.00 100.00

Opportunity to bring out hiddesn skills

Yes No

20%

80%

Inference: From above table out of 50 respondents, 40 (80%) of the respondents say that Training programmes will provide an opportunity to bring out the hidden skills, and remaining 10 (20%) of the respondents say no to it. It is inferred from the above analysis that majority 39 respondents (78%) agree that training programmes will provide an opportunity to bring out the hidden skills.

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13. Selection procedure for training is done through? Table 16 Response of the respondents Random Need based Seniority Appraisal Departments Any other Total No of the Respondents 2 15 11 8 12 2 50 Percent 04.00 30.00 22.00 16.00 24.00 04.00 100.00

Selection procedure
Any other Departments Appraisal Seniority Need based Random 0 4% 2 4 6 8 10 12 14 16 16% 22% 30% Selection procedure 4% 24%

Inference: From above table out of 50 respondents 15(30%) respondents opinioned that selection procedure for training is need based, 12 (24%) are of the opinioned that it is based on Departments, 11(22%) respondents opinioned that is based on seniority, 8(16%) respondents say it is on the appraisal and remaining 2(4%) respondents opined selection procedure for training is based on random and any other criteria respectively. It is inferred from the above analysis that majority 15 (30.00 per cent) respondents opinioned that selection procedure for training is need based.

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14. Do you observed any development in your personality after attending the training? Table 17 Response of the respondents No of the Respondents Percent

Yes No Total

43 7 50

86.00 14.00 100.00

Development in personality
Yes No

14%

86%

Inference: From above table out of 50 respondents, 43 (86%) of the respondents say that their personality developed after attending the training and remaining 7 (14%) of the respondents opinioned negative to it. It is inferred from the above analysis that majority 43 respondents (86%) say that their personality developed after attending the training.

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15. Whose interest will be considered while setting objectives for the Training Programme? Table 18 Response of the respondents Employees Employer Both Total No of the Respondents 15 11 24 50 Percent 30.00 22.00 48.00 100.00

Whose intrest considerd while setting objectives

Employees Employer Both

30% 48%

22%

Inference: From above table out of 50 respondents, 24 (48%) respondents opinioned that both employees and employers interest will be considered while setting the objectives of the training programme, 15(30%) are of the opinioned that only interest are considered and the remaining 11(22%) respondents opinioned that it is employers interest that is considered. It is inferred from the above analysis that majority 24 (48.00per cent) respondents opinioned that both employees and employers Interest will be considered while setting the objectives of the training programme.

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16. Your Organization considers training as a part of organizational strategy. Do you agree with this statement? Table 19 Response of the respondents Strongly agree Agree Somewhat agree Disagree Total No of the Respondents 14 22 6 8 50 Percent 28.00 44.00 12.00 16.00 100.00

Training as organisational strategy

Disagree

28%

Somewhat agree

44% Traing as organisational strategy

Agree

12%

Strongly agree 0

16%

10

15

20

25

Inference: From the above table out of 50 respondents, 22(44%) of the respondents agreed that the organization considers training as a part of organizational strategy, 14(28%) respondents strongly agree that the organization considers training as a part of organizational strategy 8(16%) of the respondents disagree for the same and remaining 6(12%) of the respondents somewhat agree for the above mentioned view. It is inferred from the above analysis that majority 22(44%) respondents agreed that the organization considers training as a part of organizational strategy.

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17. What are all the important barriers to training and development in your organization? Table 20 Response of the respondents Time Money Lack of interest by the staff Non-availability of skilled trainer Total No of the Respondents 4 19 14 13 50 Percent 8.00 38.00 28.00 26.00 100.00

Barriers in T&D
Time Money Lack of interest by the staff Non availability of skilled trainer

8% 26%

38% 28%

Inference: From the above table out of total 50 respondents, 19(38%) respondents answered that Money is most important barriers to training and development programs,14 (28%) respondents opinion that it is lack of interest by the staff, 13(26%) respondents say it is non-availability of skilled trainer, and remaining 4(8%) respondents say it is the time. It is inferred from the above analysis that majority 19 (38%) respondents opinioned that Money is Important barriers to training and development programmes.

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18. What mode of training method is normally used in your organization? Table 21 Response of the respondents Job rotation External training Conference/discussion Programmed instruction Total No of the Respondents 10 20 4 16 50 Percent 20.00 40.00 08.00 32.00 100.00

Mode of training method

20 18 16 14 12 10 8 6 4 2 0 Job rotation External training Conference / Discussion Programmed instruction

40% 32% 20%

Mode of training method

8%

Inference: From the above table out of total 50 respondents, 20(40%) respondents answered that external training is the mostly used mode of training method, 16(32%) respondents say it is Programmed instruction, 10(20%) respondents say it is Job rotation, and remaining 4 (8%) respondents say it is Conference/discussion mode is used for the training in the organisation. It is inferred from the above analysis that majority 20 (40%) respondents opinioned that External training Mode of training method used.

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19. Have you ever come across any problem during the training session conducted in your organization? Table 22 Response of the respondents Yes No Total No of the Respondents 12 38 50 Percent 24.00 76.00 100.00

Any problems during training

Yes No

24%

76%

Inference: From the above table, out of 50 respondents, 38 (76%) respondents opinioned that they havent come across any problems during the training session, and remaining 12 (24%) of the respondents opinioned that they have come across some problems during the training sessions. It is inferred from the above analysis that majority 38 (76%) respondents opinioned that they didnt come across any problems during the training session

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FINDINGS AND SUGGESTIONS

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Major Findings:

1. Majority 60 per cent respondents are male.

2. Majority of the respondents are belonging to the age group of 40 years and above.

3. Majority 26(52%) of the respondents are Undergraduates.

4. Majority 35 (70%) have the work experience of above 16-20 years.

5. Majority 34 respondents (68%) often trained annually.

6. Majority 23 (46%) respondents opinioned that training programme is necessary to some extent.

7. Majority 37 (74%) of the respondents opinioned that they are trained in their preference areas.

8. Majority 34(68%) respondents are getting official training.

9. Majority 28 (56%) respondents agree to some extent that adequate free time is given to the employees to reflect and plan for improvement after the training.

10.Majority 23 respondents (46%) of the respondents opinioned that training programmes are organized to an average extent

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11.Majority 39 respondents (78%) say that there is an evident change in their performance after getting training

12.Majority 39 respondents (78%) agree that training programmes will provide an opportunity to bring out the hidden skills.

13.Majority 15 (30%) respondents opinioned that selection procedure for training is need based.

14.Majority 39 respondents (78%) say that their personality developed after attending the training

15.Majority 24 (48%) respondents opinioned that both employees and employers interest are considered while setting the objectives of the training programme.

16.Majority 22(44%) respondents agreed that the organization considers training as a part of organizational strategy.

17.Majority 19 (38%) respondents opinioned that money is the most important barriers to training and development programmes.

18.Majority 20 (40%) respondents opinioned that external training is the mode of training method used. 19.Majority 38 (76%) respondents opinioned that they havent come across any problems during the training session.

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Suggestions:

1. Majority of respondents opinioned that training programs are organized to an average extent only. So the management should take proper measures to take some initiation in improving the training and development programs.

2. Only 12% respondents opinioned that they are trained on safety Measures. So the company needs to take some measures to train the employees relating to safety and health aspects so that employees can protect their health during the emergency situations.

3. As Majority, 39 respondents (78%) agree that training programmes will provide an opportunity to bring out the hidden skills. So the management should conduct training and development programs often.

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CONCLUSION

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Conclusion:
The success of every organization depends on its resource, if the organization is able to manage its resources well then it can excel. Training make a very important contribution to the development of the organizations human resources and hence to the achievement of its aims and objectives. To achieve its purpose, training needs to be effectively managed so the right training is given to the right people, in the right form, at the right time and it the right costs. Training has gained importance in present day environment where jobs are complex and change rapidly. Training is a learning experience designed to achieve a relatively permanent change in an individual that will improve the ability to perform on the job. Training is planned programme designed to improve performance and bring about measurable changes in knowledge, skills, attitude and social behavior of employees.

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BIBLIOGRAPHY

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BIBILIOGRAPHY:

Text Books:
SRIVASTAVA.S, Recruitment, Selection & Retention, ABS Course pack, 1999. K .ASWATHAPPA Human Resource Management 5th edition Tata McGraw-Hill publishing company limited New Delhi. (2008) pp 206.

Web sites:
https://en.wikipedia.org/wiki/Training_and_development http://www.ehow.com/how_2053808_develop-effective-employee-training.html http://www.ehow.com/info_7759144_importance-training-developmentemployees.html http://www.ehow.com/how_8213892_evaluate-effectiveness-training-employees.html

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ANNEXURE

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Questionnaire

Hello: You are invited to participate in the survey on the Effectiveness on Training and Development. It will take approximately 5 minutes to complete the questionnaire. Thank you very much for your time and support.

1) Respondent No.: 2) Gender of the respondent Male Female 3) Age of the respondent Below 20 years 21- 25 years 26-30 years 31-40 years Above 40years 4) Educational qualification Under graduate Graduate Master degree ITI/Diploma 5) Experience in years Below 1 year 1-5 years 6-10 years 11-15 years 16-20 years

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6) How often are you trained? Monthly Quarterly Annually 7) Is training programme necessary? Fully Necessary Necessary to some extent Not necessary Not at all

8) Whether you have the opinion to get trained in the areas you prefer? Yes No 9) What kind of training youre getting from organization? Technical Manual Official Safety Any other

10) Employees returning from training are given adequate free time to reflect and plan improvement in organization? Not agree Agree to some extent Agree 11) How well the Training Programs are organized? Very Well Well Average Not at all Very poor
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12) Do you feel some evident change in your performance after getting training? Yes No 13) Do you think that the training programmes will provide an opportunity to bring out the hidden skills? Yes No 14) Selection procedure for training is done through? Random Need based Seniority Appraisal Department Any other

15) Do you observed any development in your personality after attending the training? Yes No 16) Whose interest will be considered while setting objectives for the Training Programme? Employees Employer Both

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17) Your Organization considers training as a part of organizational strategy. Do you agree with this statement? Strongly agree Agree Somewhat agree Disagree

18) What are all the important barriers to training and development in your organization? Time Money Lack of interest by the staff Non availability of skilled trainer

19) What mode of training method is normally used in your organization? Job rotation External training Conference/discussion Programmed instruction Agree Somewhat agree Disagree

20) Have you ever come across any problem during the training session conducted in your organization? Yes No

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