JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY KAKINADA

A STUDY ON TRAINING AND DEVELOPMENT AT CAPITAL IQ HYDERABAD Submitted to Jawaharlal Nehru Technological University, Kakinada. In partial fulfillment of the requirements for the award of degree of MASTER OF BUSINESS ADMINISTRATION Submitted by S. ASHISH 10H71E0004 Under the guidance of Mr. J. VENKATA RAMANA Assistant Professor DEPARTMENT OF MANAGEMENT STUDIES
Devineni Venkata Ramana & Dr. Hima Sekhar

MIC College of Technology

Kanchikacherla, Krishna district, pin: 521180 .A.P.India 2010-2012

Devineni Venkata Ramana &Dr.Hima Sekhar

MIC COLLEGE OF TECHNOLOGY

(An ISO 9001-2000 Certified Institution) Kanchikacherla, Krishna District, Pin: 521180.A.P.India.

MASTER OF BUSINESS ADMINISTRATION CERTIFICATE

Certified that the project work entitled A STUDY ON TRAINING AND

DEVELOPMENT AT CAPITAL IQ, HYDERABAD which is a bonafide work

presented by S.ASHISH, bearing register number 10H71E0004, in partial fulfillment of the requirements for the award of degree of Master of Business Administration by Jawaharlal Nehru Technological University, Kakinada during the academic year 2010-2012. It is certified that all corrections indicated during the internal assessment have been incorporated in the report. The project report has been approved as it satisfies the academic requirements in respect of the project work prescribed for the said degree.

Guide Mr. J. VENKATA RAMANA Assistant Professor Principal Dr K.B.K.RAO

Head of the Department Dr.T.S.NAGESWARA RAO Professor

Examiner-1

Examiner-2

ACKNOWLEDGEMENT I am highly thankful to Mr. J. VENKATA RAMANA, Assistant Professor of Department of Management Studies for his inspiring guidance and for providing the background knowledge in every phase of my project in a systematic manner and in completion of the project. With immense respect, I express my sincere gratitude to Dr.T.S.Nageswara Rao, Professor and Head, Department of Management Studies for encouraging me at every stage. I would like to thank Dr.K.B.K Rao, Principal, MIC College of Technology, Prof N.Krishna, Director, MIC College of Technology, Prof.D.Pandurangarao, Secretary, MIC College of Technology, for permitting me to take up my project work and to complete the project successfully. I would also like to thank Mr. Ayappa Raju, HR MANAGER and other officials of CAPITAL IQ HYDERABAD for permitting me to do the project in their organization and guiding me at every step. I would like to express my sincere and heartful thanks to all the faculty members of the Department for their continuous co-operation, which has given me the clarity and motivation to push forward to buildup adamant aspiration over the completion of my project Finally I thank one and all directly and indirectly that helped me to complete my project successfully.

S.ASHISH (10H71E0004)

DECLARATION

I, S.ASHISH, bearing register number 10H71E0004, do hereby declare that this project work entitled A STUDY ON TRAINING AND DEVELOPMENT AT

CAPITAL IQ, HYDERABAD was carried out by me under the guidance of Mr. J.
VENKATA RAMANA, Asst Prof. This project work is submitted to Jawaharlal Nehru Technological University, Kakinada in fulfillment of the requirement for the award of Master of Business Administration during the academic year 2010-2012.

S.ASHISH (10H71E0004)

CONTENTS

CHAPTER-I INTRODUCTION

CHAPTER-II INDUSTRY & COMPANY PROFILE

CHAPTER-III RESEARCH METHODOLOGY

CHAPTER-IV DATA ANALYSIS & INTERPRETATIONS

CHAPTER-V FINDINGS & SUGGESTIONS

BIBLIOGRAPHY

CHAPTER-I

INTRODUCTION:
An organization either Business or Industrial Enterprises needs many factors for its growth, further development and for its very survival. The most important factors are Capital, Materials, Machineries and Human Resources as the success or failure of any organization depends on the effective combination of these factors. Managing all other factors is comparatively easier than managing Human Resources. The Human Resources are most important and need to be handled carefully. Since all the others factors are handled by the human resources, they have to be trained in an effective manner to utilize the resources at optimal level to get the desired output and thereby to reach the organization goals. The effective combination of all these factors results to way for success. Training is defined as learning that is provided in order to improve performance on the present job. A person's performance is improved by showing how to master a new or established technology. The technology may be a piece of heavy machinery, a computer, a procedure for creating a product, or a method of providing a service. Oliver Sheldon says No industry can rendered efficient so long as the fact remains unrecognized that the in principally human not a mass of machines and technical process but a body of men. If manpower is properly utilized it causes the industry to run at its maximum optimization getting results and also work for as an climax for industrial and group satisfaction in the relation to the work formed. Competitive advantage is therefore depends on the knowledge and skill possessed by employee more than the finance or market structure by organization. The employee training not only serves the purpose to develop their employers but also safe guard organizational objectives of survival and success through competitive advantages. The training function now popularly called as Human Resource Development, coordinates the provision of training and development experiences in organization. Organization and individual should develop and progress simultaneously for their survival and attainment of mutual goals. So every modern management has to develop the organization through human resources development. Employee training is the important sub system of human resources development. Employee training is a specialized function and is one of the fundamental operative functions for human resources management.

In recent years, the scope of Training and Development has broadened from simply providing training programs to facilitating learning throughout the organization in a wide variety of ways. There is increasing recognition that employees can and should learn continuously, and that they can learn from experience and from each other as well as from formally structured training programs. Nevertheless, formal training is still essential for most organizations or teaches them how to perform in their initial assignment, to improve the current performance of employees who may not be working as effectively as desired, to prepare employees for future promotions and increased responsibilities. The Computer Application Training and New Employee Training are most popular training topics. Various Management and supervisory skills such as leadership, performance appraisal, interviewing, and problem solving were also commonly taught. Many organizations provide Train-the trainer courses for superiors or peers who will in turn provide on-the-job training to others. Besides being one of the most important HRM functions, Training and Development is also one of the most expensive. MEANING: TRAINING After an employee is selected, placed and introduced, he or she needs to be provided with training facilities. The training is the act of increasing the knowledge and skill of an employee for doing the particular job. Training is a short term educational process and utilizing systematic and organized procedure by which an employee is learning the technical knowledge. Training is part of Human Resource Development. It is concerned with training, development, and education. Training has been defined as an organized learning experience, conducted in a definite time period, to increase the possibility of improving job performance and growth. Although learning can be incidental, training is concerned with the worker learning clear and concise standards of performance or objectives. Training is the acquisition of technology which permits employees to perform their present job to standards. It improves human performance on the job the employee is presently doing or is being hired to do. Also, it is given when new technology in introduced into the workplace.

DEVELOPMENT Executive Development consists of all activities by which executives learn to improve behavior and performance. It is designed to improve the effectiveness of managers in present jobs and to prepare them to the higher jobs in future. Executive or Management Development is systematic process of Learning and Growth by which managerial personnel gain and apply skills and knowledge. Development is training people to acquire new horizons, technologies, or viewpoints. It enables leaders to guide their organizations onto new expectations by being proactive rather than reactive. It enables workers to create better products, faster services, and more competitive organizations. It is learning for growth of the individual, but not related to a specific present or future job. Unlike training, which can be completely evaluated, development cannot always be fully evaluated. This does not mean that we should abandon development programs, as helping people to grow and develop is what keeps an organization in the cutting edge of competitive environments. Development can be considered the forefront of what many now call the Learning Organization. Development involves changes in an organism that are systematic, organized, and successiveand are thought to serve an adaptive function. Training could be compared this metaphor -if I miss one meal in a day, then I will not be able to work as effectively due to a lack of nutrition. While development would be compared to this metaphor -if I do not eat, then I will starve to death. The survival of the organization requires development throughout the ranks in order to survive, while training makes the organization more effective and efficient in its day-today operations.

DEFINITIONS: TRAINING

According to Staimez Training is a short term process utilizing a systematic and organized procedure by which non-managerial personnel to learn technical knowledge and skill. According to S. P. Robbins Training is a learning process which seeks a relatively permanent change in behavior that occurs as a result of experience. According to Hessking (1971) Training is defined as a sequence of experiences or opportunities designed to modify behavior in order to attain a stated objective. According to Advice Saint Training includes any efforts within the organization to teach, instruct, coach, develop employees in technical skills knowledge principles and to provide insight into attitudes towards the organization. According to Oatey Training is defined as any activity, which deliberately attempts to improve a persons skill at work. This training is defined as systematic development at attitude, knowledge and skilled behavioral pattern required by individual in order to perform adequately and efficiently a given task or job. According to Edwin.B.Flippo Training is the act of increasing the knowledge and skill of an employee for doing a particular job.

DEVELOPMENT According to Micheal J.Jucius

Executive Development is the programme by which Executives capacities to achieve desired objectives are increased. According to Mamoria Development covers not only the activities which improve job performance, but also those which bring about growth of personality, helps individual in the process towards maturity and actualization of this potential capacities so that they become not only good employees but also both good men and women. According to Edwin B.Flippo Management Development includes the process by which the managers and executives acquire not only skills and competency in the jobs but also capabilities of future managerial tasks of increasing the difficulty and scope.

FEATURES OF TRAINING: Increases knowledge and skills for doing a particular job. It bridges the gap between job needs and employee skills, knowledge and behavior. It is oriented towards short-term performance concerns. It helps to focus attention on current job.
NEED AND IMPORTANCE OF THE TRAINING: NEED FOR TRAINING Training must be tailored to fit the organizations strategy and structure. It is seen as pivotal in implementing organization-wide culture-change efforts, such as developing a commitment to customer service, adopting total quality management, or making a transition to self-directed work teams. Pace-setting Human Resource Development departments have moved from simply providing training on demand to solving organizational problems. Trainers see themselves as internal consultants or performance improvement specialists rather than just

instructional designers or classroom presenters. Training is only one of the remedies that may be applied by the new breed of Human Resource Development practitioners. In an age of network organizations, alliances, and long-term relationships with just-in-time suppliers, leading companies are finding that they need to train people other than their own employees. Some organization offer quality training to their suppliers to ensure the quality of critical inputs. Organizations with a strong focus on customer service may provide training for purchasers to their product. IMPORTANCE OF TRAINING IN RECENT YEARS Recent changes in the environment of business have made the Training and Development function even more important in helping organization maintain competitiveness and prepare for the future. Technological innovations and the pressure of global competition have changed the ways organizations operate and the skills that their employee need. The tight labor market has increased the importance of training in several ways. First higher employee turnover means that more new employees need training. Second, it has been suggested that frequent and relevant development experiences are an effective way to gain employee loyalty and enhance retention of top-quality staff. To increase the productivity of the Organization. To create higher employee morale in the Organization. A trained employee may require less supervision than an untrained employee. A trained worker may have experience in order to reduce wastages in the process of production.

BENEFITS OF TRAINING:
Leads to improve profitability and more positive attitudes towards profit organization. Improves the job knowledge and skills at all levels of the organization. Improves the morals of the workforce. Helps people to identify with organizational goals. Helps to create a better corporate image. Openness and trust. Improves labour - management relations. Reduces outside consulting costs by utilizing competent internal consulting. Helps employee adjust to change. Creates an appropriate climate for growth and communication.

TRAINING OBJECTIVES:
Generally line manager ask the personnel manager to formulate the training policies. The personnel manager formulates the following training objectives in keeping the companys goals and objectives: To prepare the employees, both new and old to meet the present as well as the changing requirements of the job and the organization. To prevent obsolescence. To impart the new entrants the basic knowledge and skills they need for an intelligent performance of a definite job. To develop the potentialities of people for the next level job. To ensure smooth and efficient working of a department. To ensure economical output of required quality.

DISTINCTIONS BETWEEN TRAINING AND DEVELOPMENT:

LEARNING DIMENSION TRAINING DEVELOPMENT

Meant for Focus Scope Goal Initiated by Content Time frame

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

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

AREAS OF TRAINING:
Knowledge Technical Skill Social Skill Techniques

WHO ARE THE TRAINEES? Trainees should be selected on basis of self-nominations recommendations of supervisors or by the Human Resource Department. Whatever is the basis it is advisable to have two or more target audience. WHO ARE THE TRAINERS? Training and development programs may be conducted by several people including the following: Immediate supervisors. Co-employees as in buddy systems. Members of the personal staff. Specialist in other parts of the company. Outside consultants. Industry association. Faculty members at universities.

Who among these are selected to teach often depends on where the program is held and the skilled that is being thought. On the other hand, inter personal and conceptual skills for managers or taught at the universities.

Training procedure:

Preparing the Instructor.

Preparing the Trainee.

Getting ready to teach.

Presenting the operation.

Try out the trainees performance.

Feedback/ Follow up.

BENEFITS OF TRAINING: Leads to improved profitability and / or more positive attitude towards profit orientation. Improves the Job knowledge and skills at all levels of the organization. Improves the morale of the workforce. Helps people identity with organizational goals Helps create a better corporate image Fasters authenticity, openness and trust Improves the relationship between boss and subordinate Aids is organizational development

Learn from the trainee Helps prepare guide lines for work Aids in understanding and carrying out organizational policies Provide information for future needs in all areas of the organization Organization gets more effective decision making and problem solving Aids is development for promotion from within Aids in developing leadership skills, motivation, locality, better attitudes, and other aspects that successful workers and managers usually display. Aids is increasing productivity and / or quality of work Improves labor management relations Creates an appropriate for growth, communication Helps employees adjust to change. Aids in handling conflict, thereby helping to prevent stress and tension.

TYPES OF TRAINING: Skill Training:

Skill Training is needed for training in basic skills such as reading, writing, computing, speaking, listening, problem solving, managing oneself, knowing how to learn, team work, leadership skill, etc.,

Refresher Training:
Rapid changes in technology may force companies to go in for this kind of training. By organizing short-term courses which incorporate the latest development in a particular field.

Cross Functional Training:

It involves training employees to perform operations in the areas other than their job assigned.

 Team Training:
It generally covers two areas: Content tasks and Group processes. Content task specify the teams goals such as cost control and problem solving. Group processes reflect the way of the members function as a team, for example, how they interact with each other.

Creativity Training:
Some companies encourage their employees to think differently for a new creativity. In creativity training, trainers often focus on breaking away, generate new ideas and delaying judgment.

Diversity Training:
It considers all of the diverse dimensions in the work place like race, gender, age, disability, life style, culture, education, ideas and back grounds. It aims to create better cross-cultural sensitivity.

Literacy Training:
Inability to write, speak and work well with others could often creates problems in the way of discharging duties, especially at the lower levels. Functionally literacy programs focus on the basic skills required to perform a job

TYPES OF TRAINING PROGRAMS: Preliminary Training Programmer

These training programmers are specially designed & conducted for all the new employees joining the organization. The training is conducted for the period of 2 days in which the trainee can be rejected from employment, due to poor performance. The training curriculum is prepared by the HR dept. DBT (Department Based Training) is given to all those who have successfully completed the preliminary training. It includes department

wise training after which the employees are allocated with their respective departments, based on their performance.

Individual Development Plan:

Training requirement recommend for an employee during the performance appraisal by his/her reporting manager. This training could be expected internally. Individual development plan is tuned for primarily meeting the employee's developmental needs identified by the reporting manager during the Half-yearly performance appraisal. These training are consolidated and the Training In-charge ensures that the employees attend the recommended training.

Organizational initiative:
Is the training need forecasting by the senior management from the perspective of the organizational development, Organizational initiative are strategic initiatives taken by the senior management address specific issues concerning the overall development of the employees in the organization. Training Methods: 1. On the Job Training 2. Off the Job Training

1. ON THE JOB TRAINING Methods of On the Job Training under the present organization are a. Job Rotation b. Job Instruction Training c. Coaching

d. Apprenticeship Training e. Committee Assignments

JOB ROTATION Job Rotation implies systematic, planned and co-ordinated effort to transfer an executive

from job to job or from plant to plant. The main aim of job rotation is to broaden the general background of the training business. A junior entrant who is new to the organization requires a considerable degree of specialized knowledge and skill but a man can never acquire the diversified skill unless he is put in different types of situations. In the job rotation, management trainee/employee is made to move from one function to another at planned intervals. Job rotation is widely used as a management executive development program which makes the employee or management trainee, a multi-tasking individual. It can be done either vertical or horizontal. JOB INSTRUCTION TRAINING Under this method instruction is being given by the senior or the instructor and the employee or the junior will follow the instruction laid by the senior in order to arrive their task or to co-operate with the management so as to increase the productivity. COACHING Under this method the immediate superior guides the subordinates about various methods and skills of job. He briefs the trainees what new is expected from him and also guides him how to get it. He also watches their performance. Training under experienced worker they are coached and instructed by skilled co-worker by supervisor by special trainee instructor. Advantages: i. Excellent for supervisor.

ii. Quick and economical. iii. Sequences in logical and simple. iv. Instructions are clear and concise. APPRENTICESHIP TRAINING This training is combination of On and Off the job training. The department of Labor regulates apprenticeship programs, and often management and a union jointly sponsor apprenticeship training. This training is normally given to artisans, electricians, plumbers, bricklayers etc., the duration is normally varied from 2 to 6 years. Apprenticeship training is carried out under the guidance and intimate supervision of master craftsman or expert worker/supervisor. During apprenticeship training period, the trainees are paid less than that of a qualified worker. Advantages: i. Workmanship is good. ii. Immediate returns from training. iii. Economical, better loyalty. iv. Feed back is given quickly about the correctives of performance. Disadvantages: i. It takes times to learn the skill. ii. Required job knowledge is too complex. COMMITTEE ASSIGNMENTS Under this method ad-hoc committee is constructed and is assigned a subject related to make recommendations. Through the discussion in the committee meetings the performance of the members are reviewed and grade is given according to the performance.

2. OFF-THE-JOB METHOD 1. VESTIBULE TRAINING 2. ROLE PLAYING 3. LECTURE AND VIDEO PRESENTATION 4. CASE STUDY 5. SIMULATION 6. MANAGEMENT GAMES 7. IN-BASKET EXERCISE 8. SELF STUDY 9. LABORATORY TRAINING

1. VESTIBULE TRAINING: In this method, actual work conditions are simulated in a classroom. Material, files and equipment that are used in actual job performance are also used in training. This type of training is commonly used for training personnel for electrical and semi-skilled jobs. The duration of this training ranges from a few days to a few weeks. Theory can be related to practice in this method. 2. ROLE PLAYING: The role-play method requires participants to enact roles on the basics of a written script or oral description of a particular situation. The enactment process provides an insight and Understanding of the demand and situations of the assigned role, Thereby facilitating empathy with another (actual) role. The main Interpersonal problem and attitude change. If not handled well, However, It could degenerate into a childish exercise, where, Instead of focusing on the problem to be understood the situation 3. LECTURES AND VIDEO PRESENTATION : Lecture and other off-job techniques ten to rely more heavily on communication rather than modeling, which is used in on-the-job programs. These approaches are applied in both training and development. Lecture is a organization of materials. However, participation, can be improved when discussion is permitted along with the lecture process.

Television, Films presentation is similar to lectures. A meaningful organization of materials is a potential strength, along with initial audience interest. 4. CASE STUDY: The case us an actual situation, which is written for discussion purpose. Analysis would need problem identification, analysis of the situation and of its causes. These would be several solutions to problem, and each of these alternatives and their implications need to examine. In the real world, on many occasions, a manager may not have all the relevant information with him before taking decision. Similarly, the case method approximates this reality and in many situations decisions are taken with limited data. The managerial response in such a situation is understood and as such case analysis helps the trainees to develop problem-solving skills. 5. SIMULATION: A simulation exercise involves a mechanical simulator that replicates the major features of the work situation. Driving Simulators used in drivers education programs are example. This training method is similar to vestibule training, except the more often provides instantaneous feedback on performance. 6. MANAGEMENT GAMES: The game is build around the model of a business situation and Trainees are divided into teams representing the management of competing companies. They simulate the real-life process of taking Operating decisions. Decisions taken are analyzed by a computer, or manually, and the implications of these decisions are feedback. The Game is played in several rounds.

7. IN-BASKET EXERCISE: This is a simulation training technique designed around the incoming mail of a manager. A variety of situations is presented which would usually be dealt with by an executive in his working and then analyzed. Feedback on his decision forces him to re-consider only his administrative actions but also his behavioral style. A Variation of

this is the incident method where significant incidents having behavioral implications are used as a training method. 8. SELF STUDY: Carefully planned instructional materials can be used to train and develop employees. These are practically useful when employees are dispersed geographically or when learning requires little interaction. Self study techniques range from manuals to prerecord cassettes or videotapes. Unfortunately, few learning principles are included in this type of training. 9. LABORATORY TRAINING: Laboratory training is a form of group training primarily used to enhance interpersonal skills. It too can be used to develop desired Behavior for future job responsibilities. Participants seek to improve their human relations skills by better It involves sharing experience and examining the understanding themselves and others.

Feelings, behavior, perception, and reactions that result. Usually a Trained professional serves a facilitator. The process relies on Participations, feedback and repetition. One popular form of Laboratory training is sensitivity training, which seeks to improve Persons sensitivity to the feelings of others.

DATA SOURCES USED IN TRAINING NEEDS ASSESSMENT:

ORGANISATIONAL ANALYSIS Organizational goal objectives Personnel inventories Skills Organizational climate Efficiency Sub system

TASK ANALYSIS and Job description Job specifications Performance Performing the job Work sampling Job literature

PERSON ANALYSIS Performance data Work samplings Interviews Questionnaires Tests Employees attitude

Management requests Exit interviews MBO

Questions about job Training committees Operating problems

Training process Rating skills CIT

TRAINING AND DEVELOPMENT IN CAPITAL IQ:

Training in Capital IQ helps its employee in their individual growth, which in turn results in organizational growth. HR consolidates all the needs and prepares training calendar. Programs are conducted as per the calendar.

Training process at CIQ:

In process, 3 weeks to 3 months training is given which depends on their respective department. As 80% of the technology is experienced, buddy systems are used where the seniors explain about the work process to juniors/new joiners. The return on investment is good as there is better learning.

Induction and orientation:

The goal is to provide an appropriate orientation for each new person. Beginning with the orientation program and continuing through out ones development, the firms strive to reinforce CIQ shared values.

Orientation includes:
Information about the firm's history. Mission and values. Objectives. Organizational structure.

Range of services. Benefit programs. Professional matters. Introduction to numerous people.

Probation and conformation:

A probation period helps the company to monitor the performance of new employees and to take corrective actions at the initial stage of employment. All newly hired employees of CIQ will be on probation for a period of 3 months from the date of their appointment. If the management considers it necessary, the probation period can be extended and if employee's performance were still not found satisfactory, the services of the employees would be discontinued.

Appreciation sharing:
There is team appreciation rather than individual appreciation.

Job discrimination:
CIQ recruits hire and promise for all job classifications without regard to race, religion, color, creed, national origin, age, sex, marital status, sexual orientation, disability and citizenship status. All staffing decisions are base solely on the qualifications of each individual. Promotion and growth is the result of performance. It encourages better performance of employees. Where promotions are not possible, CIQ will try and offer opportunities through expansion of roles and higher responsibilities within the same role.

TRAINING PROCEDURE IN CAPITAL IQ: Objective:

The objective of the procedure is to define the activities performed for effective identification, development and delivery of trainings within CIQ.

To define goals & objectives of training. To ensure that trainings provided to each new existing employee as per his/her need on a proactive basis.

Scope:
This procedure applies to all kinds of training required within CIQ this includes approved technical, non-technical training needs. The scope of the training may include; the preliminary training (Induction), on the job training (departmental specific), project specific training needs or employee's developmental requirements.

Responsibilities:
Training In-charge (Manager-HR). Responsible for carrying out all training activities, implementing training policies organize the group manager's review and implementation of their action points and suggestions towards production improvement. Managing all training related communication and activities of conceptualizing, defining and designing new course. Identifying, selecting and designing new course. Assessment and monitoring attendance of employees during the training programs.

Faculty/Trainers:
To facilitate the transfer of knowledge and skills, on the assigned training topic. Preparation of courseware and assessment of trainees. Senior management (management review team). Responsible to give strategic direction

Depute the internal faculty for conducting in-house trainings, which can evaluate the course requirement. The training in-charge to coordinate these activities.

Inputs:
Following inputs (one or more) will be required to start the training process. Training plan authorized by the Sr.Director. Training needs identification form. Training curriculum for the compulsory trainings (Preliminary training/ induction). Course Materials.

Outputs:
Following outputs (one or more) are expected. Attendance sheet. Training record of individual employees. Training effectiveness measurement/ evaluation form.

Procedure:
Training plan development and revision. Training plan development and revision is done through the combination of the following. Yearly, as per Training Needs identified in the Business Plan, Half yearly, as per the inputs given by the HOD's (Head of the Department) of the employee during performance appraisal through development plan. Training needs felt during the review meetings. The Training plan will be controlled and managed by the HR department and any changes made to the same should be reviewed and approved by the Sr.Director.

NEW EMPLOYEE TRAINING IN CAPITAL IQ:

Preliminary training:
Preliminary training is a two-day introductory session for all the newly joined employees. It is platform where the employee gets an opportunity to acquaint themselves with the company.

Objective and scope of preliminary training:

To introduce capital IQ to the new employee, with information about us as regards the nature of business of our company and scope of our work production flow process. To explain certain terms that is specific to our organization/industry but commonly used in all departments. To explain certain cases the nomenclature used in India differs from US.GAAP. To evaluate the employees on grounds of: Communication skills. Ability to grasp. Subject knowledge. Computer familiarity. Participation in the training session. Nature of doubts asked.

PLANNING TRAINING PROGRAMME: Training program design:

A course curriculum for each program offered in the Training Calendar will be prepared in consultation with the divisional Heads. Based on the feedback; these course outlines are periodically modified. Menu of training programs shall be developed for the preliminary training& Departmental training. The senior management will review the same twice in a year, to provide feedback for further improvement.

TRAINING METHODOLOGIES:

 On the job training: This methodology will be utilized depending on the departmental requirements. This method will provide on the job work experience & role-playing to employees. This is generally after the preliminary training or when employees are shifted to new departments. Class room training: Classroom as training vehicle shall be utilized depending on of the skilled faculty. requirement and availability

Nominating employees for training The nominating for the ELTP (Entry-level training program] will be sent by the recruitment in-charge to the training in-charge. The Divisional Managers/Team leaders are authorized to nominate his Cancellation of nominations to external training programme where financial team member for department based training or individual development plan (IDP). commitment is already made is not possible. However, alternative nominations as approved by the reporting manager may be allowed.

IMPLIMANTATION OF TRAINING PROGRAMME: Checklist:

The progress of all training programs planned will be tracked with the help of the checklist.

Attendance:
The attendees of a training program need to sing an attendance form, which shall be maintained as a record of training program attended.

Feedback on training:

The participants will fill up a feedback at the end of the training program.

Absentee
Details of employees who have been nominated for the training and have not reported or were absent shall be recorded. The list of absentees shall be communicated to the reporting manager.

Performance Assessment:
Assessment of the trainee is mandatory in case of entry-level training programme & other technical training programs. The faculty will use different methods like tests to evaluate the participants. Training division will record the assessment details made by faculty.

MAINTENANCE OF TRAINING RECORDS:

The training coordinator is responsible for maintaining all the training records and the database. The hard copy of training database shall be maintained for the period of six months. The training database will be updated once in a month with the various training data.

Training programme review:

The training In-charge shall report the status of the training program, which will be reviewed by the senior management. It would review the training plan that has been implemented and plan for the future periods. The strategies, plans, action points decided in this meeting are recorded.

Training materials:
All the internal training materials will be managed and controlled and will follow the organization standards. All the training material, both internal and external will be maintained in a centralized repository.

Department specific training:

This marks the beginning of actual training in the department, which the employee has been recruited. Department specific training is pertaining to the three-production department being income statement, cash flow and balance sheet& footnotes data only. Certainly, this is for longer duration around 3-4 weeks differing from one department to another based upon level of intricacies involved in each department.

Feedback from the employee:

Once the training is completed for a new trainee, his performance report during the training period including the test from reports hall be reviewed by the Sr.Director and necessary feedback is taken from him before he is moved to the data- extraction departments.

Cross department training:

The total training programmed that we have mentioned from the beginning was considering new employees. However, HR division also handles Inter-Dept Training program for an existing employee. Upon the request placed by the concerned division manager.

Identification of subject for teaching:

A teaching session would be held with a group of RAs (Research Associates) in the following situations on the topics identified. Based on the results the testing it is found necessary to have a testing session.

New tag introduced:

Change in policy as explained by the R&D department. Any request coming from the production managers. Any request directly from the RAs that they need more clarification on some topics.

Procedure:
Before conducting a class, the concerned trainer shall go through the relevant data items help manual. Also after having discussed with the concerned manager, shall identify the areas which are mostly error prone or which involves considerable amount of confusion.

They shall make the material as simple as possible to understand giving all information required with good examples incorporated to facilitate easy and proper understanding during the class the decided topic would be discussed in detail, giving the employees and opportunity to put forth all their doubts and seek clarifications from the training manager. A printout of the material prepared is made available to all. More than a class of it would be an interactive session with a group of employees giving them a platform to express their opinions and doubts. We undertake to resolve all issues in this interactive session.

EVALUATION OF TRAINING PROGRAMME:

The specification of values forms a basis for evaluation. The basis of evaluation& the mode of collection of information necessary for evaluation should be determined at the planning stage. The process of training evaluation has been defined as "any attempt to obtain information on the effects of training the light of that information". Evaluation leads to controlling & correcting training programme. Hamblin suggested five levels at which evaluation of training can take place.

Reactions:
Training programme is evaluated based on the trainee's reaction to the usefulness of coverage of the matter, depth of the course content, method of presentation, teaching methods etc.

Learning:
Training programme trainers ability are evaluated based on quantity of content learned and time in which it is learned and the learners ability to use or apply the content he learned.

Job Behavior:
This evaluation includes the manner and extent to which the trainee has applied his learning to his job.

Organization:

This evaluation measures the use of training, learning and change in the job behavior of the department/organization in the form of increased productivity, quality, morale, sales turnover and the like

Ultimate value:
It is the measurement of the ultimate result of the contributions of the training programme to the company goals like survival, growth, profitability etc. and to the individual goals like development of personality and social goals like maximizing social benefit.

VARIOUS METHODS OF TRAINING EVALUATION:

Knowing trainees expectations regarding the attainment of the expectations after training. Seeking opinion of the trainee's superior regarding his/her job performance and behavior before and after training. Evaluation of trainee's skill level before and after sometime of the training program. Measurement of improvement in trainees on the job behavior. Examination of the testing system before and after sometime of the training programme.

SOFT SKILLS TRAINING IN CAPITAL IQ:

RECENT DEVELOPMENT IN TRAINING: Employee self initiative:

Employee has realized that change is the order of the day and they have started playing the role of a change agent. Consequently, employees identify their own training needs. Select appropriate training programmes. Thus, employees in recent times started taking proactive learning measures on their own.

On-line Training:
Companies started providing on-line training. Trainees can undergo training by staying at the place of their work. Participants complete course work from whenever they have access to computer and internet. Different types of media are used for on-line training.

On-Site Training:
Companies started providing onsite training. Trainers visit trainees place and conduct sessions involving as few as one to as many as several hundred professionals dispersed over multiple cities.(training with in organization in last page)

Capital IQ Modeling Team:

The Capital IQ Modeling Team is highly skilled at reviewing client Excel models, converting them to Capital IQ formulas, helping with model customization, and training clients on how to build models themselves on a going forward basis. Led by former investment bankers, our Modeling Team has a track record of successfully completing models within 24-72 hours

Measuring the effectiveness of training:

In order to find out the effectiveness of training program, feedback will be obtained from the participants at 3 levels.

REACTION LEVEL AND LEARNING LEVEL:

At the end of training program, a test (post test) will be conducted to measure the learning of the participant. Reaction level feedback form is filled by the participants on various aspects. The rating of effectiveness is measured on a 5-point scale. In case, the effectiveness is less than "3" on a 5-point scale, the program will be reviewed to take necessary corrective action.

The summary of the reaction and learning level of a particular program is prepared and put up to the HOD (Head of the Department) of the training for review. The remarks or suggestions of the participants will be projected for consideration. After the participants return to their departments from the training program the controlling officer has to conduct a briefing section and guide them to implement the knowledge gained through the training program.

BEHAVIOR LEVEL:
After 1 month of conducting the program the post training evaluation form will be, send to the department manager of the concerned departments. This is designed to find out the knowledge and skill gained during the training program and its implementation status on the job. The department Manager in turn gets the forms filled by the respective controlling officers and sends them back to the training department. The PTE (Performance Training Evaluation) forms are designed on a 5 points scale. All the data collected through PTE forms are summarized. If the average rating is more than 3 on 5-point scale it will be assumed that the program is effective. In case if it is less than 3 the respective coordinators will discuss with respective controlling officers to find out the reasons. If the controlling officers feel that the knowledge and skill gained by the participants through the training programme is insufficient the participant may be nominated to the same programme again.

COMPANY PROFILE:

HISTORY OF CAPITAL IQ INFORMATION SYSTEMS (INDIA) PVT.LTD: Capital IQ had its modest beginning as Smart Software Development Inc. in San Diego, California by a group of entrepreneurs headed by Dr.Kmara Prathipati in 1993. The Indian operation was started, as Smart Software Technology Development Company Pvt. Ltd along with Mr.Madan Mohan, successful entrepreneur with excellent business process. In 1997, Smart Software became the subsidiary of Simply Stocks, Inc., San Diego, California. In year 2003, Simply Stocks, the parent company of Smart Software was merged with Capital IQ Inc, moving further. CIQ has been merged with Standard & Poors in the year 2004.Ths presently they are known s Capital IQ-A Division of Standard & Poors. In year 2005 Capital IQ became a Subsidiary of STANDAD & POORS, THE MCGRAW-HILLS COMPANIES. MCGRAW-HILL COMPANIES: The McGraw-Hill Companies, Inc., incorporated in Dec.1925, it is a global information services provider serving the financial services, education and business information market with information and products and services. The company has three operating segments: Financial services Educational services Information and Media service

COMPANY STRUCTURE:
MCGRAW-HILLOPERATING SEGMENTS

MCGRAW-HILL FINANCIAL SERVICES

MCGRAW-HILL EDUCATION SERVICES STANDARD & POORS

MCGRAW-HILL INFORMATION & MEDIA SERVICES

CREDIT RATINGS

EQUITY RESEARCH

FUNDS

DATA & INFORMATION

INDICES

RISK SOLUTIONS

CAPITAL IQ

WHAT CAPITAL IQ DOES? The company provides comprehensive fundamental and quantitative research solutions to over 4,000 Investment Managers, Investment banks, Private equity funds, advisory firms and corporations worldwide. The company specializes in collecting financial and business intelligence information on thousand of companys worldwide. It provides high impact information and work flow solutions to over 1200 leading financial institutions advisory firms and combination of global private and public capital market data and technology that enables end-users to draw deep market insights, generate better ideas, leverage relationships and simplify workflow. Clients can either deploy the Capital IQ platform as a standalone solution or seamlessly integrate its components into existing business applications and portals via systems integration and custom data feeds. The information is extracted from company filings, reports, websites, news and other sources. It precedes into client-ready information at the industries highest quality standards. They further provide the client with a competitive edge by creating custom designed tools that enable them effectively analyze companies and market as required by them. CAPITAL IQ HEAD QUARTER: U CIQ head quarter is in New York.

REGIONAL OFFICE: San Francisco. Chicago. Los Angeles. Houston. Boston. London.

 Various locations in India.

VARIOUS DIVISONS OF CIQ: Financials. Earnings Estimates. Supple & Segments. FA & DI. BIRD. External Quality Assurance (EQA). Securities Data. Technology Corp. Human Resource & Administration. Finance.

CAPITAL IQ STRATEGY: Our solutions are based on the capital IQ platform, a unique combination of global private and public capital market data and technology that enables end users to draw deep market insights, generate better ideas, leverage relationships and simplify workflow. Clients can either deploy the capital IQ platform as standards-alone solution or seamlessly integrate its components in to existing business applications and portals via systems integration and custom data feeds. The capital IQ platform consists of the following integrated components.

VISION:

To achieve a leading position in the field of fundamental data services by developing Top-quality customer solutions and by providing finest financial data products and tools based on cutting-edge technology and advanced quality assurance processes.

MISSION: To provide clients with consistently superior quality fundamental data and innovative research tools. To bring a fresh approach to the financial information supply business, provide exemplary work environment and culture to attract, retain & motivate the best talent and make corporate citizen.

VALUES: Our success depends entirely on the performance and achievements of our associates at all levels. We value client orientation, Knowledge sharing, Leadership, Integrity, Performance, Teamwork approach. Organization that is continuously learning and changing to suit the dynamic business environment.

MARKET INTELLIGENCE: Comprehensive information on over 42,000 public companies, 3,99,000 private companies, 9,200 private capital firms, 1, 62,000 transactions, and 7, 30, 000 professionals worldwide.

FINANTIAL ANALYTIC Easy to use tools for financial statement analysis, comparable analysis, financial modeling, sector analysis and charting.

IDEA GENERATION: Screening and targeting tools for identifying potential investments, investors, buyers, acquisition, sales percepts as well as financial transactions and corporate actions.

CORE ACTIVITIES OF CIQ HYDERABAD: Collecting information from US listed companies. Companies listed in different stock exchanges across the world. Collecting the information about Officers and Directors. News related. Competitors. Business relationship. Information on segments& Auditors. Press releases data. Short and long business description of the companies. Financial data analyses and excel modeling. Information about private mergers and acquisition.

KEY SERVICE AREAS: A vast array of company level analysis including prices, Financials. SEC filings, financial ratios and Business descriptions. Exporting or importing data into Excel spreadsheets. Creating reports which can be customized. Comparing companies against their peers and indices. Charting and graphing the results in bar, line, pie charts and customized colors.

ACTIVITIES OTHER THEN WORK: Intensive Training Programs. Yearly once sports meet. Anniversary celebration. Participating in external sports tournaments. Companywide outing. Departmental outings. Social service activities.

PRODUCTS OF CAPITAL IQ: Company fundamentals: Business over view. Public and private company financial. Share holders details. Credit rating and research. Legal and financial advisors. Financial analysis: Financial statement items. Industries specific templates. Supplemental items. Segment analysis. Valuation multiples. Excel Plug in: Quickly populate and update the spread sheet. Financial statement item. Credit ratings. Interest rate. Debt capital structure. Research estimates: It help to view easily mean, break downs and audit contributors sign the cheque through functionality which link to the source research report. Research report: It provide after market research (AMR). Screening and targeting: It helps to identify relevant companies, people, transactions, events and securities. It target to transaction history, industrial geography, market data, potential buyers and investors. Fixed income: Pricing. Terms and conditions. Credit ratio. Capital structure. Structured finance. Transactions: It provides detail profiles of private equity, venture capital, PIPE, IPOs, sir buyback programs.

OPERATIONAL DETAILS: CAPITAL IQ PROVIDES SOLUTIONS TO: Investment Bankers. Investment Managers. Private capital Firms. Research Analysiss. Credit Analysiss. Consultants and Advisers. Wealth Managers. Corporations.

CAPITAL IQ STRENGTH POINTS: Accurate data. Comprehensive coverage of private companies with public feelings. Dedicated team to help existing models sing Capital IQ formulas. Estimates from hundreds of contributors worldwide. Preview report and view detail documents. Receives email alert of new research report, meeting the companies criteria. Money market directories (MMD).

RESEARCH METHODOLOGY
Research can be defined as a scientific and systematic search for pertinent information in any branch of knowledge. It is the pursuit of truth with the help of study, observation, comparison and experiment. Research is, thus, an original contribution to the existing stock of knowledge making for its advancement. OBJECTIVES OF RESEARCH Research inculcates scientific and inductive thinking and it promotes the development of logical habits of thinking and organization. The purpose of research is to discover answer to question through the application of scientific procedures. The main aim of research is to find out the hidden truth, which has not been discovered yet. Though each research study has its own specific purpose, we may think of research objectives as falling not a number of following broad groupings: To gain familiarity with a phenomenon or to achieve new insights into it (Exploratory or formularize research studies) To portray accurately the characteristics of a particular individual, situation or a group (Descriptive research studies) To determine the frequency with which something occurs or with which it is associated with something else. (Diagnostic Research Studies) To test a hypotheses of a casual relationship between variables (hypothesis testing research studies) This research is an amalgamation of both formularize as well as descriptive research, as it reflects on the present satisfaction level of the employees regarding the various training and development programmes being conducted .In the process, it also aims to collect more detailed information on the subject of training and development itself.

RESEARCH APPROACHES There are two basic approaches to research, quantitative approach and the qualitative approach. The former involves the generation of data in quantitative form, which can be subjected to rigorous quantitative analysis in a formal and rigid manner. This approach is further sub-divided into inferential approach is to form a database from which to infer characteristics or relationship of a population. This usually means survey research where a sample of population is studied to determine its characteristics and it is then inferred that the population has the same characteristics. Qualitative approach to research is concerned with subjective assessment of attitudes, opinions and behavior. Research in such a situation is a function of researchers insight and impressions. Such an approach to research generates results either in non-quantitative form or in the form, which are not subjected to rigorous quantitative analysis. This research follows both the inferential quantitative and qualitative approach. The questionnaires circulated to collect the relevant information have been analyzed on the basis of rating given to each question and then, aggregate of the rating of all the questions of a group has been taken to find out the percentage of each response to that group. NEED FOR THE STUDY

To Study about the Different the type of training provide by Capital IQ. To Know the Procedure of training followed by Capital IQ. To Study recent development in training. To Basic need is to enlarge the people choices.

SCOPE OF STUDY: The Study is confined to Capital IQ Hyderabad. The Study is confined to Training and Development.

The Study is confined to organizing conferences. The study will help to know how to organize skill based training.

IMPORTANCE OF STUDY Human Resources are the most precious resource the nature has offered to this world. With the change in times, development of Human Resources has attracted the attention. Particularly in the view of changing and increasing the growth of industrialization. Rapid advances of modern technology have brought tremendous expansion of industries and economic growth. At the same time, the training and development to persons at work has been a challenge for all concerned. Efforts in this regard will have to match with the rapid industrialization. In this connection the role of safety legislations like factories act has been quite significant and would continue to be so. The legislative support by Training and Development ensures safety and healthy compensation at the place of work cannot be ignored.

OBJECTIVE OF THE STUDY:

To analyze the effectiveness of training at various job experience level at CIQ. To analyze recent development in training. To know the innumerable benefits of training. To suggest suitable changes for improvements in existing training process.

LIMITATIONS:
Sample size is limited to 5 departments (STL, TL, RA, SRA, and HR executives). Direct interaction with the employees was limited. The finding is limited only to this organization and cannot come to conclusion for all the organizations. Some data were confidential, so, could not be obtained.

METHODOLOGY OF THE STUDY

Methodology is said to be the procedure (or) way in which the project work has been done. It is a systematic procedure of collecting the data for analysis and verifies a phenomenon. The collection of information is done through 2 sources: Primary data Secondary data

PRIMARY DATA: Primary data are those that are original in character and are collected a fresh. As the primary data is the information collected for the first time. There are several methods in which the data is completed The methods are:

Questionnaire Schedule Personal Interview Observation

Of these four methods the data is collected in THE CAPITAL IQ, by using the questionnaire and personal interview with managers, technical staff, non technical staff etc. Personal Interview: It is a face-to-face systematic conversion between the interviewer and the respondents to elicit information. This method is chosen because through this, more information can be gathered easily. Bias is less & there is increased accuracy and flexibility. Questionnaire:

It is a formalized set of questions which are logically and systematically arranged to collect the information useful for the proposed study. The questionnaire in this study is structured containing a limited number of questions (20), which are easy and clear to understand. The layout of this quest is framed in such away and confusing and recording errors and minimized. The questionnaire is mainly designed to measure the effectiveness to identification of training used for executives in THE CAPITAL IQ. The study was descriptive in nature as it covers all the areas regarding the TRAINING AND DEVELOPMENT.

SECONDARY DATA Secondary data refers to the use of information already collected and published (or) unpublished. The source is basic journal, reports etc. Sources of secondary data:

Annual report of the company Leaf lets brochures Identification of training needs report Textual information available in library Employee performance

TOOLS FOR COLLECTION OF DATA: Tests, cumulative record card, schedule, questionnaire, pre-testing the questionnaire and pilot study are different tools to help for collection of data. Questionnaire was prepared and circulated to the employees to know their opinion on the training and development program in the organization. While collecting the data, a personnel interview was conducted to the employees about the functions of human resources activities implemented in the organization.

TYPES OF QUESTIONS: There are two types of questions. They are Supply type Selection type

SUPPLY TYPE The supply types of questions are open-ended questions that allow the respondents to write what he/she feels about the topic. Such questions require a high standard of literacy. These questions demand a still greater amount of energy, willingness and care on the part of the respondents. SELECTION TYPE The selection type of questions may be Yes-No or True-False or Right-Wrong or Multiple choice. These types of questions consists of statements to be answered categorically as yes or no, right or wrong, true or false. These questions are dichotomous and they are convenient or least bothered to respondents. TYPE OF RESEARCH In this project the type of research is DESCRIPTIVE in nature. Hence, it helps to get an accurate and relevant description of the situation. TYPE OF SURVEY The survey is done by the method of personal interview and questionnaire. UNIVERSE Universe refers to the items from which researcher wants to get the information. In this research the universe is defined as the total of the employees CAPITAL IQ.

SAMPLE SIZE It can be defined as the number of employees to be selected from the universe to constitute a sample. The sample size is fixed at 100 respondents (employees). The sampling method used is Stratifies Random sampling technique. ANALYSIS AND INTERPRTATION OF DATA: Analysis and interpretation gives meaning to the collected information by comparing them with the existing information. ANALYSIS Analysis is placing the collected data in same order or format so that the data acquires a meaning. Raw data becomes information only when they are placed in a meaning from. Bivariate Analysis is preferred to my collected data that is to be used in the most effective manner. The Bivariate Analysis is placing the collected data into tabular from so that the real meaning of this data can be derived. The starting point of Bivariate Analysis is to develop simple dimensional data. INTERPRETATION Interpretation means drawing inferences from the collected facts after the analytical study. According to C.William, Emory interpretation has two major aspects namely establishing continuity in research through linking the results of a given study with those of another and the establishing of some relationship with the collected data. Moreover, interpretation helps the target audience to understand the real significance of his research findings. Percentages, a technique of interpretation, have been used in my research. Percentages are used in making comparison between two or more series of data. CHI-SQUARE TEST A chi-square test (also chi-squared or 2 test) is any statistical hypothesis test in which the test statistic has a chi-square distribution when the null hypothesis is true, or any in which the

probability distribution of the test statistic (assuming the null hypothesis is true) can be made to approximate a chi-square distribution as closely as desired by making the sample size large enough. Chi-Square Test for variance in a normal population If a sample size n is taken from the population having a normal distribution, then is a well known result (see distribution of the sample variance) which allows a test made the variance of the population has a pre-determined value. For example, a manufacturing process might have been in stable condition for a long period, allowing a value for the variance to be determined essentially without error. Suppose that a variant of the process is being tested, giving rise to a small sample of product items whose variation is to be tested. The test statistic T in this instance could be set to be the sum of squares about the sample mean, divided by the nominal value for the variance (i.e., the value to be tested as holding). Then T is a chi-square distribution with n-1 degrees of freedom. For example if the sample size is 21, acceptance region for a significance level of 5% is the interval 9.59 to 34.176. Definition: Pearsons chi-square is used to access two types of comparison: tests of goodness of fit and tests of independence. A test of goodness of fit establishes whether or not observed frequency distribution differs from a theoretical distribution. A test of independence assesses whether paired observations on two variables, expressed in a contingency table, are independent of each other-for example, whether people from different regions differ in the frequency with which they report that they support a political candidate. The first set in the chi-square test is to calculate the chi-square statistic. In order to avoid ambiguity, the value of the test statistic is denoted by X2 rather than x2: this also serves as a reminder that the distribution of the test statistic is not exactly that of a chi-square and a chi-square random variable. However some authors do use the x2 for the test statistic. The chi-square statistic is calculated by finding the difference between each observed and theoretical frequency for each possible outcome, squaring them, dividing each by the theoretical frequency, and taking the sum of the results.

A second important part of determining the test statistic is to define the degrees of freedom of the test; this is essentially the number of squares errors involving the observed frequencies adjusted for the effect of using some of those observations to define the theoretical frequencies. The theoretical frequency for any cell (under the null hypothesis) is calculated as Ei=N/n, The reduction in the degrees of freedom is p=1: notionally because the observed frequencies Oi are constrained to sum to N. When testing whether observations are random variables whose distribution belongs to a given family of distribution, the theoretical frequencies are calculated using a distribution from that family fitted in some standard way. The reduction in the degree of freedom is calculated as p=s+1, where s is the number of parameters used in fitting the distribution. In other words, there will be (categories-1) degree of freedom. It should be noted that the degrees of freedom are not based on the number of observations as with a students t or F-distribution. For example, if testing for categories/parameters (each number), the number of times the die is rolled will have absolutely no effect on the number of degrees of freedom. The value of the test-statistic is 2= Where, 2= the test statistic that asymptotically approaches a 2 distribution. Oi = an observed frequency; Ei = an expected (theoretical) frequency, asserted by the null hypothesis; n = the number of possible outcomes of each event. The chi-square statistic can then be used to calculate a p-value by comparing the value of static to a chi-square distribution. The number of degrees of freedom is equal to the number of cells n, minus the reduction in degrees of freedom.

TEST FOR POPULATION PROPORTION: In the sample of size n, let X be the number of persons possessing the given attribute. Then Observed proportion of successes = X /n = P (say)

E(P) = E (X/n) = 1/n E(X) = (1/n )nP = P Thus the sample proportion p gives an unbiased estimate of the population proportion P Also V (p) = V(X/n) = (1/n2) V(X) = (1/n2)nPQ = PQ/n

S.E.(p) = PQ/n Since X and consequently X/n is asymptotically normal for large n, the normal tests for the proportion of successes becomes Z = (p E (p))/ S.E(p) = (p P)/PQ/n

If we have sampling from a finite population of size N, then

S.E (p) = ((N n)/(N 1)).PQ/n

Since the probability limits for a normal variant X are E(X) 3V(X),the probable limits for the observed proportion of successes are ;

E (p) 3 S.E. (p), i.e. p 3 PQ/n

If p is not known then taking p (the sample proportion) as an estimate of P, the probable limits for the proportion in the population are

P 3 pq/n However, the limits for p at level of significance are given by

P zpq/n Where z is the significant value of z at level of significance . In particular 95% confidence limits for p are given by

P 1.96pq/n And 95% confidence limits for p are given by

P 2.58pq/n.

Limitations: The present study is undertaken with the following limitations

The informants will be given reasonable time to answer the Questionnaire. However, it is difficult to make out that the replies given represent their inner frame of mind (original thoughts) or have been manipulated.

Since the names are mentioned in some of the questionnaire copies, most of the employees may answer favorably to the company. This might lead to wrong finding in the study.

The information gathered from the individuals may not be accurate during the survey. Many of the workers are becoming resistant to change to the new training and development activities adopted by the management.

It is difficult to study all the activities of training and development in the organization. Accuracy of study is based on the information given by the respondent.

DATA ANALYSIS AND INTERPRETATIONS 1. How long have you been associated with Capital IQ? a) Less than 1 year c) 2-3 years Time Period you b) 1-2 years d) 4 Above were Number of Respondents % of Respondents

associated with Capital IQ Less than 1 year 1-2 year 2-3 year 4 Above TOTAL 3 7 37 53 100 3 7 37 53 100

INFERENCE: 3% of respondents are been with the company for less than 1 year, 7% of them are there from 12 years,37% of them are there from 2-3 years,and 53% people are working in Capital IQ since 4 year and above. 2. According to you training is a part of a) Individual growth b) Organizational growth c) Both

Training is a part of Individual growth Organizational growth Both TOTAL

Number of Respondents 13 53 34 100

% of Respondents 13 53 34 100

INFERENCE:

13% of respondents said that training is a part of individual growth, 53% of them said that it is a part of organizational growth, 34% of them said that it is a part of individual and organizational growth.

3. Is training effective to understand the job requirements? a) Strongly Agree C) Strongly Disagree B) Agree D) Disagree .

Training understand

is

effective

to Number of Respondents job

% of Respondents

requirements. Strongly Agree Agree Strongly Disagree Disagree. TOTAL 42 48 7 3 100 42 48 7 3 100

INFERENCE:

42% of the respondents strongly agree, 48% of them agree, and 3% of them disagree while 7% of them strongly disagree that training is effective to understand the job requirements.

4. Is training needed for employees to gain acceptance from peers? a) Strongly agree c) Strongly Disagree b) Agree d) Disagree

Training from peers

is

needed

for Number of Respondents

% of Respondents

employees to get acceptance

Strongly Agree Agree Strongly Disagree Disagree. TOTAL

24 63 10 3 100

24 63 10 3 100

INFERENCE:

24% of the respondents strongly agree, 63% of them agree, 10% of them strongly disagree, where as 3% of them disagree that training is not needed for employees to gain acceptance from peers. 5. Do training offers innumerable benefits to both employees and a) Strongly agree c) Strongly Disagree b) Agree d) Disagree employers?

Training offers innumerable Number of Respondents benefits to both employees and employers Strongly Agree Agree Strongly Disagree Disagree. TOTAL 56 37 3 4 100

% of Respondents

56 37 3 4 100

INFERENCE: 56% of respondents strongly agree, 37% of them agree and 3% of strongly disagree while 4% of them disagree that training offers innumerable benefits to both employees and employers.

6. Is enough time devoted to each module during training process? a) Strongly agree c) Strongly Disagree b) Agree d) Disagree

Enough time devoted to each Number of Respondents module process Strongly Agree Agree Strongly Disagree Disagree. TOTAL 10 70 3 17 100 during training

% of Respondents

10 70 3 17 100

INFERENCE: 10% of respondents strongly agree, 70% of them agree, 3% of them strongly disagree , where as 17% of them disagree that enough time is not devoted to each module during training process

7. Do you feel trainers are wide open for interactive classes?

a) Strongly agree c) Strongly Disagree

b) Agree d) Disagree

Trainers are wide open for interactive classes. Strongly Agree Agree Strongly Disagree Disagree. TOTAL

Number of Respondents

% of Respondents

13 74 3 10 100

13 74 3 10 100

INFERENCE: 13% of respondents strongly agree, 74% of them agree and 10% of them disagree while 3% strongly disagree that trainers are wide open for interactive classes. 8. Does the company asks for open feedback from the participants after every training Session? a) Strongly agree c) Strongly Disagree b) Agree d) Disagree

Does the company asks for open feedback

Number of Respondents

% of Respondents

Strongly Agree Agree Strongly Disagree Disagree. TOTAL

43 43 4 10 100

43 43 4 10 100

INFERENCE: 43% of respondents strongly agree, 43% of them agree and 10% of them disagree while 4% strongly disagree that the company ask for open feedback from the participants after every training section. 9. Does the company take corrective measures based on feedback given? a) Strongly agree c) Strongly Disagree b) Agree d) Disagree

Company taking corrective measures based on feedback given. Strongly Agree Agree Strongly Disagree Disagree. TOTAL

Number of Respondents

% of Respondents

12 66 5 17 100

12 66 5 17 100

INFERENCE: 12% of respondents strongly agree, 66% of them agree and 17% of them disagree while 5% strongly disagree that the company take collective measures based on feedback given.

10. Are the employees helped to acquire technical knowledge and skill through training process? a) Strongly agree c) Strongly Disagree b) Agree d) Disagree

Are the employees helped to Number of Respondents acquire technical knowledge and skills. Strongly Agree Agree Strongly Disagree Disagree. TOTAL 23 52 9 26 100

% of Respondents

23 52 9 26 100

INFERENCE: 23% of respondents strongly agree, 52% of them agree and 26% of them disagree while 9% strongly disagree that the employees help to acquired technical knowledge and skill though training process. 11. Is the content of training programs is prepared according to trainees job profiles? a) Strongly agree c) Strongly Disagree b) Agree d) Disagree

Content of training programs Number of Respondents is prepared according to trainees job profiles.

% of Respondents

Strongly Agree Agree Strongly Disagree Disagree. TOTAL

37 47 3 13 100

37 47 3 13 100

INFERENCE: 37% of respondents strongly agree, 47% of them agree,13% of them disagree, where as 3% of them are strongly disagree that content of training program is prepared according to trainees job profile. 12. Do you think that existing employees require training so as to perform their tasks effectively? a) Strongly agree c) Strongly Disagree b) Agree d) Disagree

Do you think that existing employees require training so as to perform their tasks effectively. Strongly Agree Agree Strongly Disagree Disagree. TOTAL 37 42 5 16 100 37 42 5 16 100 Number of Respondents % of Respondents

INFERENCE: 37% of respondents strongly agree, 42% of them agree and 16% of them disagree, where as 5% of them strongly disagree that existing employees require training so as to perform their tasks effectively. 13. Do you think that a sufficient amount of both theoretical and practical content is included in training programs? a) Strongly agree c) Strongly Disagree b) Agree d) Disagree

Sufficient amount of both theoretical and practical content is included in training programs. Number of Respondents

% of Respondents

Strongly Agree Agree Strongly Disagree Disagree. TOTAL

23 63 10 4 100

23 63 10 4 100

I NFERENCE: 23% of respondents strongly agree, 63% of them agree,10% of them strongly disagree, where as 4% of them are disagree that sufficient amount of both theoretical and practical content is included in training programs. 14. Did you receive any materials during the training programme were it helpful to you? a) Yes b) No.

Did

you

receive

any Number of Respondents % of Respondents

materials during the training programme were it helpful to you. Yes No Total

92 8 100

92 8 100

INFERENCE: 92% of the employees said that the materials received during the training programme were very helpful while 8% of them felt that they were not much useful. 15. Are the trainers providing you with up to date information? a) Yes b) No.

Are the trainers providing you with up to date information Number of Respondents % of Respondents

Yes No Total

93 7 100

93 7 100

INFERENCE: 93% of the employees said that the trainers were providing them with up to date information while 7% of them felt that they were not providing upto date information. STATISTICAL ANALYSIS 1. How long have you been associated with Capital IQ? Attributes Less than 1 year 1-2 year Number of respondents 3 7

2-3 year 4 Above Total

37 53 100

Null Hypothesis (Ho): There is no significant difference between the respondents regarding the Time period been associated with Capital IQ. Alternative Hypothesis (H1):Ei=3+7+37+53=100/4=25 Oi 3 7 37 53 2 Ei 25 25 25 25 (Oi Ei)^2 484 324 144 784 (Oi Ei)^2/Ei 19.36 12.96 5.76 31.36 69.44

=69.44 Probability value: 7.82 , Since Chi-test value (69.44) > probability value (7.82), Hence reject Ho Inference: There is a significant difference between the respondents regarding the Time period been associated with Capital IQ. 2. According to you training is a part of ATTRIBUTES Individual growth Organizational growth Both TOTAL Number of respondents 13 53 34 100

Null Hypothesis (Ho): There is no significant difference between the respondents regarding their opinion about training.

Alternative Hypothesis (H1): Ei=13+53+34=100/3=33.33 Oi 13 53 34 2 =24.023 Probability value: 5.99 Since Chi-test value (24.023)> probability value (5.99), Hence reject Ho INFERENCE: There is no significant difference between the respondents regarding their opinion about training. Ei 33.33 33.33 33.33 (Oi Ei)^2 413.30 386.91 0.44 (Oi Ei)^2/Ei 12.40 11.61 0.013 24.023

3. Is training effective to understand the job requirements Attributes Strongly Agree Agree Strongly Disagree Disagree Total Number of respondents 42 48 7 3 100

Null Hypothesis (Ho): There is no significant difference between the respondents regarding the training effective to understand the job requirements. Alternative Hypothesis (H1):Ei=42+48+7+3=100/4=25

Oi 42 48 7 3 2

Ei 25 25 25 25

(Oi Ei)^2 289 529 324 484

(Oi Ei)^2/Ei 11.56 21.16 12.96 19.36 65.04

=65.04 Probability value: 7.82, Since Chi-test value (65.04) > probability value (7.82), Hence reject Ho Inference: There is a significant difference between the respondents regarding training effective to understand the job requirements

4. Is training needed for employees to gain acceptance from peers? Attributes Strongly Agree Agree Strongly Disagree Disagree Total Number of respondents 24 63 10 3 100

Null Hypothesis (Ho): There is no significant difference between the respondents regarding the training needed for employees to gain acceptance from peers. Alternative Hypothesis (H1):Ei=24+63+10+3=100/4=25 Oi 24 Ei 25 (Oi Ei)^2 1 (Oi Ei)^2/Ei 0.04

63 10 3 2

25 25 25

1444 225 484

57.76 9 19.36 86.16

=86.16 Probability value: 7.82 ,Since Chi-test value (86.16) > probability value (7.82), Hence reject Ho Inference: There is a significant difference between the respondents regarding the training needed for employees to gain acceptance from peers 5. Do training offers innumerable benefits to both employees and employers?

Attributes Strongly Agree Agree Strongly Disagree Disagree Total

Number of respondents 56 37 3 4 100

Null Hypothesis (Ho): There is no significant difference between the respondents regarding the training offers innumerable benefits to both employees and Alternative Hypothesis (H1):Ei=56+37+3+4=100/4=25 Oi 56 37 3 Ei 25 25 25 (Oi Ei)^2 961 144 484 (Oi Ei)^2/Ei 38.44 5.76 19.36 employers

4 2

25

441

17.64 81.2

=81.2 Probability value: 7.82 , Since Chi-test value (81.2) > probability value (7.82), Hence reject Ho Inference: There is a significant difference between the respondents regarding the training offers innumerable benefits to both employees and employers

6. Is enough time devoted to each module during training process? Attributes Strongly Agree Agree Strongly Disagree Disagree Total Number of respondents 10 70 3 17 100

Null Hypothesis (Ho): There is no significant difference between the respondents regarding that enough time devoted to each module during training process . Alternative Hypothesis (H1):Ei=10+70+3+17=100/4=25 Oi 10 70 3 17 2 Ei 25 25 25 25 (Oi Ei)^2 225 2025 484 64 (Oi Ei)^2/Ei 9 81 19.36 2.56 111.92

=111.92 Probability value: 7.82, Since Chi-test value (111.92) > probability value (7.82), Hence reject Ho Inference: There is a significant difference between the respondents regarding that enough time devoted to each module during training process.

7. Do you feel trainers are wide open for interactive classes? Attributes Strongly Agree Agree Strongly Disagree Disagree Total Number of respondents 13 74 4 10 100

Null Hypothesis (Ho): There is no significant difference between the respondents regarding the trainers are wide open for interactive classes. Alternative Hypothesis (H1):Ei=13+74+4+10=100/4=25 Oi 13 74 4 10 2 Ei 25 25 25 25 (Oi Ei)^2 413.30 2401 441 225 (Oi Ei)^2/Ei 12.40 96.04 17.64 9 135.08

=135.08

Probability value: 7.82,Since Chi-test value (135.08) > probability value (7.82), Hence reject Ho Inference: There is a significant difference between the respondents regarding the trainers are wide open for interactive classes.

8. Does the company asks for open feedback from the participants after every training Session? Attributes Strongly Agree Agree Strongly Disagree Disagree Total Number of respondents 43 43 4 10 100

Null Hypothesis (Ho): There is no significant difference between the respondents regarding the company asks for open feedback from the participants after every training Session company asks for open feedback from the participants after every training Session. Alternative Hypothesis (H1):Ei=43+43+4+10=100/4=25 Oi 43 43 4 10 2 Ei 25 25 25 25 (Oi Ei)^2 324 324 441 225 (Oi Ei)^2/Ei 12.96 12.96 17.64 9 52.56

=52.56 Probability value: 7.82, Since Chi-test value (52.56) > probability value (7.82), Hence reject Ho

Inference: There is a significant difference between the respondents regarding the company asks for open feedback from the participants after every training Session. 9. Does the company take corrective measures based on feedback given?

Attributes Strongly Agree Agree Strongly Disagree Disagree Total

Number of respondents 12 66 5 17 100

Null Hypothesis (Ho): There is no significant difference between the respondents regarding the company taking corrective measures based on feedback given. Alternative Hypothesis (H1):Ei=12+66+5+17=100/4=25 Oi 12 66 5 17 2 Ei 25 25 25 25 (Oi Ei)^2 169 1681 400 64 (Oi Ei)^2/Ei 6.76 67.24 16 2.56 92.56

=92.56 Probability value: 7.82, Since Chi-test value (92.56) > probability value (7.82), Hence reject Ho Inference: There is a significant difference between the respondents regarding the company taking corrective measures based on feedback given. 10. Are the employees helped to acquire technical knowledge and skill through training process?

Attributes Strongly Agree Agree Strongly Disagree Disagree Total

Number of respondents 23 52 9 26 100

Null Hypothesis (Ho): There is no significant difference between the respondents regarding the employees been helped to acquire technical knowledge and skill through training process Alternative Hypothesis (H1):Ei=23+52++9+26=100/4=25 Oi 23 52 9 26 2 Ei 25 25 25 25 (Oi Ei)^2 4 729 256 1 (Oi Ei)^2/Ei 0.16 29.16 10.24 0.04 39.6

=39.6 Probability value: 7.82, Since Chi-test value (39.6) > probability value (7.82), Hence reject Ho Inference: There is a significant difference between the respondents regarding the employees been helped to acquire technical knowledge and skill through training process.

11. Is the content of training programs is prepared according to trainees job profiles? Attributes Strongly Agree Agree Number of respondents 37 47

Strongly Disagree Disagree Total

3 13 100

Null Hypothesis (Ho): There is no significant difference between the respondents regarding the content of training programs is prepared according to trainees job profiles. Alternative Hypothesis (H1):Ei=37+47+3+13=100/4=25 Oi 37 47 3 13 2 Ei 25 25 25 25 (Oi Ei)^2 144 484 484 413.30 (Oi Ei)^2/Ei 5.76 19.36 19.36 12.40 56.88

=56.88 Probability value: 7.82, Since Chi-test value (56.88) > probability value (7.82), Hence reject Ho Inference: There is a significant difference between the respondents regarding the content of training programs is prepared according to trainees job profiles.

12. Do you think that existing employees require training so as to perform their tasks effectively? Attributes Strongly Agree Agree Strongly Disagree Disagree Total Number of respondents 37 42 5 16 100

Null Hypothesis (Ho): There is no significant difference between the respondents regarding that the existing employees require training so as to perform their tasks effectively. Alternative Hypothesis (H1):Ei=37+42+5+16=100/4=25 Oi 37 42 5 16 2 Ei 25 25 25 25 (Oi Ei)^2 144 289 400 81 (Oi Ei)^2/Ei 5.76 11.56 16 3.24 36.56

=36.56 Probability value: 7.82, Since Chi-test value (36.56) > probability value (7.82), Hence reject Ho Inference: There is a significant difference between the respondents regarding that the existing employees require training so as to perform their tasks effectively.

13. Do you think that a sufficient amount of both theoretical and practical content is included in training programs? Attributes Strongly Agree Agree Strongly Disagree Disagree Total Number of respondents 23 63 10 4 100

Null Hypothesis (Ho): There is no significant difference between the respondents regarding that a sufficient amount of both theoretical and practical content is included in training programs Alternative Hypothesis (H1):Ei=23+63+10+4=100/4=25 Oi 23 63 10 4 2 Ei 25 25 25 25 (Oi Ei)^2 4 1444 225 441 (Oi Ei)^2/Ei 0.16 57.76 9 17.64 84.56

=84.56 Probability value: 7.82, Since Chi-test value (84.56) > probability value (7.82), Hence reject Ho Inference: There is a significant difference between the respondents regarding that a sufficient amount of both theoretical and practical content is included in training programs.

14. Did you receive any materials during the training programme were it helpful to you? Attributes Yes No Total Number of respondents 92 8 100

Let X = No of respondents accepted that the Trainers are providing with update information P = sample proportion of respondents accepted that the Trainers are providing with update information = X/n=92/100=0.92 Null Hypothesis (Ho): There is no significant difference between the respondents regarding that the Trainers are providing with update information

P = population proportion respondents accepted = 0.5

Q =1-P = 0.5

.Alternative Hypothesis (H1): There is a significant difference between the respondents regarding that the Trainers are providing with update information. H1:P 0.5(two tailed alternative) Under H0, test statistics is Z = (p-P)/PQ/n ~N (0, 1), (since n is large) Now, Z = (0.92 0.50)/ (0.5* 0.5)/100 =- 0.42/0.0025=8.4 Z = 8.4 Inference: The significant value of Z at 5% level of significance for two tailed test is1.96.since computed Z = 8.4 is greater than 1.96 at 5% level of significance, Hence null hypothesis (H0) is rejected i.e. There is significant difference between the respondents regarding that the Trainers are providing with update information 15. Are the trainers providing you with up to date information? Attributes Yes No Total Number of respondents 93 7 100

Let X = No of respondents accepted that the Trainers are providing with update information P = sample proportion of respondents accepted that the Trainers are providing with update information = X/n=93/100=0.93 Null Hypothesis (Ho): There is no significant difference between the respondents regarding that the Trainers are providing with update information

P = population proportion respondents accepted = 0.5

Q =1-P = 0.5

.Alternative Hypothesis (H1): There is a significant difference between the respondents regarding that the Trainers are providing with update information. H1:P 0.5(two tailed alternative) Under H0, test statistics is Z = (p-P)/PQ/n ~N (0, 1), (since n is large) Now, Z = (0.93 0.50)/ (0.5* 0.5)/100 =- 0..43/0.0025=8.6 Z = 8.6 Inference: The significant value of Z at 5% level of significance for two tailed test is1.96.since computed Z = 8.6 is greater than 1.96 at 5% level of significance, Hence null hypothesis (H0) is rejected i.e. There is significant difference between the respondents regarding that the Trainers are providing with update information FINDINGS:

Among the respondents 53% of them said that training is the part of the organizational growth.

Among the respondents 55% of them feel that training is effective to understand the job requirements.

About 63% of the respondents said that training is needed for employees to gain acceptance from peers.

Among the respondents 60% of them strongly agree that training offers innumerable benefits to both the employees and employers.

About 70% of respondents agreed that enough time is devoted to each module during training process.

Among the respondents 74% respondents agreed that trainers are wide open for interactive classes.

Among the respondents 46% of them agreed that the company ask for open feedback from participates for every training session.

About 66% of feedback given

respondents said that company take effective measures based on the

Among the respondents 57% of them agreed that the employees are helped to acquire technical knowledge and skill through training process.

About 47% of them agreed that content of training program prepared according to trainees job profile.

SUGGESTIONS: More focus on soft skills with particular reference to communication and interpersonal skills need to be given priority by organization. Performance evaluation also needs priority attention and the data collected for training evaluation system should be analyzed and used to identify the training needs of employees It would be desirable if there is separate department for Training and Development apart from Human Resource department. Company is giving importance to internal training programs it should also go for external training.

KSA analysis must be done (Knowledge, Skills, Abilities or Personal analysis). CONCLUSION: Training is a very important priority. Training objective is to drive competitiveness and its not going to happen unless every person in the division, including the Team leaders and Senior Team Leaders, makes a personal investment in leadership, in learning and in development. Training is the central concept around building quality of work life. It is the central concept around getting the best people to come to work for you, and it is the central concept around moving to the next level. It cant be overemphasized.

BIBLIOGRAPHY:

Capital IQ Employee handbook. Training and Development Prof.P.Lynton and Udai pareek (Definitions). Human Resource Management V S P Rao. Human Resource Management & Industrial Relations- P.SUBBARAO.

WEBSITES:
Capitaliq.com (Training and development division).

www.hr.com.

www.google.com

QUESTIONNAIRE ON TRAINING AND DEVELOPMENT AT CAPITAL IQ. 1. How long have you been associated with Capital IQ? a) Less than 1 year c) 2-3 years 2. According to you training is a part of a) Individual growth b) Organizational growth c) Both b) 1-2 years d) 4 Above

3. Is Training Effective To Understand The Job Requirements? A) Strongly Agree C) Strongly Disagree B) Agree D) Disagree .

4. Is training needed for employees to gain acceptance from peers? a) Strongly agree c) Strongly Disagree b) Agree d) Disagree employers?

5. Do training offers innumerable benefits to both employees and a) Strongly agree c) Strongly Disagree b) Agree d) Disagree

6. Is enough time devoted to each module during training process? a) Strongly agree c) Strongly Disagree b) Agree d) Disagree

7. Do you feel trainers are wide open for interactive classes? a) Strongly agree c) Strongly Disagree b) Agree d) Disagree

8. Does the company asks for open feedback from the participants after every training Session? a) Strongly agree c) Strongly Disagree b) Agree d) Disagree

9. Does the company take corrective measures based on feedback given? a) Strongly agree c) Strongly Disagree b) Agree d) Disagree

10. Are the employees helped to acquire technical knowledge and skill through training process? a) Strongly agree c) Strongly Disagree b) Agree d) Disagree

11. Is the content of training programs is prepared according to trainees job profiles? a) Strongly agree c) Strongly Disagree b) Agree d) Disagree

12. Do you think that existing employees require training so as to perform their tasks effectively? a) Strongly agree c) Strongly Disagree b) Agree d) Disagree

13. Do you think that a sufficient amount of both theoretical and practical content is included in training programs? a) Strongly agree c) Strongly Disagree b) Agree d) Disagree

14. Did you receive any materials during the training programme were it helpful to you? a) Yes b) No. 15. Are the trainers providing you with up to date information? a) Yes b) No.

CHI-SQUARE TABLE VALUES

Df 1 2 3 4 5 6 7 8 P = 0.05
3.84 5.99 7.82 9.49 11.07 12.59 14.07 15.51

P = 0.01
6.64 9.21 11.35 13.28 15.09 16.81 18.48 20.09

P = 0.001
10.83 13.82 16.27 18.47 20.52 22.46 24.32 26.13

9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

16.92 18.31 19.68 21.03 22.36 23.69 25.00 26.30 27.59 28.87 30.14 31.41 32.67 33.92 35.17 36.42 37.65

21.67 23.21 24.73 26.22 27.69 29.14 30.58 32.00 33.41 34.81 36.19 37.57 38.93 40.29 41.64 42.98 44.31

27.88 29.59 31.26 32.91 34.53 36.12 37.70 39.25 40.79 42.31 43.82 45.32 46.80 48.27 49.73 51.18 52.62