IMPACT ANALYSIS OF PERSONALITY DEVELOPMENT · PDF fileIMPACT ANALYSIS OF PERSONALITY DEVELOPMENT AND ... 36 B.V.Sc. and A.H and 15 B.Tech ... Syllabus, Teaching aid,

IRJC

International Journal of Social Science & Interdisciplinary Research

Vol.1 Issue 9, September 2012, ISSN 2277 3630

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IMPACT ANALYSIS OF PERSONALITY DEVELOPMENT AND

BUSINESS MOTIVATION PROGRAMME AMONG PROFESSIONAL

STUDENTS

G. SENTHIL KUMAR*; M. PRABU**; B. SURESH SUBRAMONIAN***;

P. TENSINGH GNANARAJ****; P. THILAKAR*****

*Assistant Professor,

Department of Livestock Business Management,

Madras Veterinary College,

Chennai – 600007.

**Associate Professor,

Department of Livestock Business Management,

Madras Veterinary College, Chennai – 600007.

***Professor,

College of Food and Dairy Technology,

Koduvalli.

****Professor and Head,

University Research Farm,

TANUVAS, Chennai – 51.

*****Assistant Professor,

Department of Veterinary and AH Extension and Entrepreneurship,

MVC, Chennai – 7.

ABSTRACT

A study was carried out to assess the impact of the training programme among Tamil Nadu

Veterinary and Animal Sciences University (TANUVAS) students on “Personality

Development and Livestock Business Motivation”, which was conducted at Madras

Veterinary College, Chennai on 26.03.2011 at Madras Veterinary College. Among Third year

students, 36 B.V.Sc. and A.H and 15 B.Tech (FPT) students comprising of about 18 girls

participated in the Programme. The training was evaluated by collecting evaluation sheets at

the end of the Programme and were analyzed by the simple average and percentage analysis,

independent sample t tests and one way ANOVA. The results implied that the training was

well received by the participants. The scores given for all the sessions were above or nearly

4.00. The overall assessment on Trainer, Syllabus, Teaching aid, Training environment and

Game orientation was found to be very good as perceived by the Participants. Group-wise

self improvement assessment implied that there was no significant difference between

B.V.Sc. & A.H and B.Tech (FPT) students as well as between the students of rural and urban

locality. The variable, Gender found to have significant influence on self improvement score

for skill and personality development through this training. The variable Community had

significant influence on the self improvement score on Team Spirit. As a whole, Majority

(96.08 per cent) of the participants preferred to undergo similar training. Thus the study

clearly envisaged that the training had improved the personality and motivated the livestock

business attitude of the participants as reflected in their feedback. Hence, similar training may

be conducted specifically on need basis among student community for their betterment in

their careers.

KEYWORDS: Training, Feedback, Impact, Personality Development, Business Motivation.

___________________________________________________________________________

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INTRODUCTION

One of the ways to bring rural development is favourably altering the mental make up of the

human being by training (Sudeepkumar, 1992). Training is process by which the desired

knowledge, attitude, skill and idea are inculcated, fostered and reinforced in an organism

(Lyton and Pareek, 1967). Training is an important component in moulding the human

resources, although they have adequate qualification. Budding graduates or students who are

acquiring the education during their study will form basis for their career and the relevant

trainings during their course or end of their study would augment their performance in their

future endeavors. Training on “Personality development will improve the students in lines of

communication skill, Team spirit, Leadership quality, improvement in skill and attitude, etc.

Business Motivation training will make the graduates to become an entrepreneur instead of

going for routine Government jobs. The training might change the students from the state of

Job seeker to the state of Job providers. On the Organization point of view, imparting training

without knowing its impact is meaningless. Hence, it is essential to analyse the impact of the

training through the feedback and evaluation sheets received from the participants, which

would enable the organization to refine and improve the training module in future. Thus, the

present study was carried out to assess the impact of the training among Tamil Nadu

Veterinary and Animal Sciences University (TANUVAS) students on “Personality

Development and Livestock Business Motivation”, which was conducted at Madras

Veterinary College.

METHODOLOGY

A one day training programme on “Personality Development and Business

Motivation” was jointly organized by the Department of Livestock Business Management,

Madras Veterinary College, Chennai – 7 and Sanjivini Human Resources Institute, Chennai.

The training was conducted on 26.03.2011 at Madras Veterinary College from 9.00 Am to

7.00 PM. Among third year students, 36 B.V.Sc. and A.H and 15 B.Tech (FPT) students

comprising of about 18 girls participated in the Programme. Training comprised of four

sessions viz., Self awareness, Personality Development, Comptenance Development and

Business Motivation. The training was evaluated by collecting feed back and evaluation

sheets at the end of the Programme. The collected data were analyzed by the simple average

and percentage analysis, independent sample t tests and one way ANOVA.

RESULTS AND DISCUSSION

I. PROFILE OF SAMPLE RESPONDENTS

The sample respondents comprised of the participants of the training on “Personality

Development and Business motivation. The Profile of the sample respondents is shown in

Table 1.Among the total 51 participants, 36 were B.V.Sc and A.H students and 15 were

B.Tech (FPT) students. The Profile implied that out of the total sample respondents about

one-third of the sample respondents were girls and from the rural locality. Community-wise

perusal of the participants showed that 49.02 per cent belonged to BC, 31.38 per cent from

SC and 9.80 per cent each from OC and MBC. The average percentage of marks scored by

the participants in their Higher Secondary Examination was 82.82 for B.V.Sc. and A.H

students and 75.30 for B.Tech (FPT) students. However the average Overall Grade Point

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Average (OGPA) for B.Tech (FPT) was higher (8.02) than the B.V.Sc. and A.H (7.50), with

the overall weighted average of 7.65.

II. SESSION-WISE TRAINING ASSESSMENT SCORES

The training was conducted in four sessions viz., Self awareness, Personality

Development, Competence development and Business Motivation. The sample respondents

were asked to assess the four sessions under four parameters viz., Usefulness, Motivation

experienced, Interaction and Applicability to career development. Five points scale (5-Most,

4-More, 3-Moderate, 2-Less and 1-least) was given as choice for respondents to assess the

sessions. The scores were analyzed under three categories viz., B.V.Sc. & A.H students,

B.Tech (FPT) students and overall participants and the results are displayed in Table 2. The

table explained that the respondents assigned score of 4.33 each for session I and II, 4.04 for

session III and 4.03 for session IV and overall average of 4.18 for usefulness of the training.

Session III secured the minimum score of 3.97, whereas the session I received a score of 4.22

with an overall score of 4.14 for the experiencing motivation throughout various sessions.

The interaction was found to be relatively lower during afternoon sessions i.e. Session III and

IV which were reflected by their scores 3.85 and 3.90 respectively compared to Morning

sessions (4.26 for session I and 4.24 for session II). The participants perceived that all the

sessions were relatively applicable to their career development which was reflected by their

scores given for various sessions (4.16 to 4.56) with an average score of 4.36.

III. OVERALL TRAINING ASSESSMENT

The sample respondents were asked to give scores for overall training under five point

scale and the results are shown in Table 3. The results implied that B.V.Sc. and A.H students

gave a score of 4.89 for trainer, whereas B.Tech (FPT) students gave 4.60 score with an

overall score of 4.80 which indicated higher level of satisfaction. The participants assigned a

score of 4.08, 4.47, 4.06, 4.61 for syllabus coverage, Teaching aid, Game orientation and

Training environment, respectively. The results concurred with Dhingra et al. (1996) and

contradicted with Ingle and Kude (1995) and Sharma (1995), where the respondents were

moderately satisfied for trainer, subject matter and infrastructure. The Overall score for the

training granted by B.V.Sc. and A.H students was on the higher side (4.52) than the B.Tech

(FPT) students (4.13). The results indicated that the training was well received by the

participants.

IV. GROUP-WISE SELF ASSESSMENT SCORES FOR IMPROVEMENT

THROUGH TRAINING

The participants were asked to assess their percentage of self improvement on their

Attitude, Skill, Business Motivation, Personality Development, Team spirit and Leadership

quality and the scores were analyzed on group basis viz., Course pursued (B.V.Sc. & A.H

and B.Tech), Locality (Rural and Urban), Gender (Boys and Girls) and Community (OC, BC,

MBC and SC) and the results are portrayed in Table 4. The results conveyed that the overall

self assessment score for improvement in attitude, skill, business motivation, personality

development, Team spirit and leadership were 80.10, 71.71, 72.49, 79.92, 80.23 and 71.90,

respectively. The overall assessment score in self improvement through the training was

76.06.

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The course-wise analysis of self assessment score for various aspects of the training

implied that there was no significant difference between the students of B.V.Sc. & A.H and

B.Tech (FPT) students. The results further implied that there was no significant difference

between the participants of urban and rural locality in perception of training on the basis of

self assessment scores given by the participants. The gender-wise analysis indicated the

scores given by girls (83.84) was more when compared to boys (71.81) and it was significant

at five per cent level. There was the significant difference between the parameters namely,

Improvement of skill (at one per cent level) and Personality development (at five per cent

level) among boys and girls. The assessment of training on the basis of community indicated

that self improvement scores for all the chosen parameters were found to be non-significant

except Team spirit (at five per cent level). Categorical analysis of training clearly envisaged

that Gender had significant influence on the self improvement scores of training.

V. PREFERENCE TO ATTEND SIMILAR TRAINING BY THE RESPONDENTS

The data on preference of the participants to undergo similar training were collected,

analyzed and the results were illustrated in Table 5. Out of 51 participants, 96 per cent

preferred to undergo similar training. It is peculiar to note that all the participants from

B.Tech (FPT) students preferred to undergo similar training. However, meagre percentage

(5.56 per cent) of B.V.Sc. and A.H participants didn’t prefer to undergo such training. The

results concurred with the study of Senthilkumar (1999).

CONCLUSION

The impact analysis of training on “Personality Development and Livestock Business

Motivation” clearly implied that the training was well received by the participants. The scores

given for all the sessions were above or nearly 4.00. The overall assessment on Trainer,

Syllabus, Teaching aid, Training environment and Game orientation was found to be very

good as perceived by the Participants. Group-wise self improvement assessment implied that

there was no significant difference between B.V.Sc. & A.H and B.Tech (FPT) students as

well as between the students of rural and urban locality. The variable, Gender found to have

significant influence on self improvement score for skill and personality development

through this training. The variable Community had significant influence on the self

improvement score on Team Spirit. As a whole, Majority (96.08 per cent) of the participants

preferred to undergo similar training. The study clearly envisaged that the training had

improved the personality and motivated the livestock business attitude of the participants as

reflected in their feedback. Hence, similar training may be conducted specifically on need

basis among student community for their betterment in their careers.

REFERENCES

Dhingra, D., B.K. Kumar and R.K. Pandey (1996). Suitability of Vocational training of

Gahwal farmers. Agricultural Extension Review, 8(4): 26-29.

Ingle, P.O. and Kude, N.R. (1995). Evaluation of Krishi Vigyan Kendra Programmes.

Agricultural Extension Review, 7(2) : 3-8.

Lyton, P.R. and Pareek Udai (1967). Training for Development. Richard D. Irwin inc. and

Dorser Home wood, Illinois.

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Senthilkumar, K. (1999). A critical analysis of trainees perception of Krishi Vigyan Kendra.

Unpublished M.V.Sc. thesis submitted to Tamil Nadu Veterinary and Animal Sciences

University, Chennai.

Sharma, R.K. (1995). Farmers perception of infrastructural efficiency of Intensive Cattle

Development Project Organization. Indian Journal of Dairy Science, 48(6): 434-437.

Sudeepkumar, N.K. (1992). Effectiveness of training on Dairy farming technology.

Unpublished M.V.Sc. thesis submitted to Tamil Nadu Veterinary and Animal Sciences

University, Chennai.

TABLE 1

PROFILE OF SAMPLE RESPONDENTS

S.No. Particulars B.V.Sc & A.H B.Tech (FPT) Total

A. Gender

1 Boys 26

(72.22)

7

(46.67)

33

(64.71)

2 Girls 10

(27.78)

8

(53.33)

18

(35.29)

B. Locality

1 Rural 14

(38.89)

4

(26.67)

18

(35.29)

2 Urban 22

(61.11)

11

(73.33)

33

(64.71)

C. Community

1 OC 5

(13.89)

- 5

(9.80)

2 BC 18

(50.00)

7

(46.67)

25

(49.02)

3 MBC 5

(13.89)

- 5

(9.80)

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4 SC 8 (22.22) 8 (53.33) 16

(31.38)

D. Total number of students 36

(100.00)

15

(100.00)

51

(100.00)

E. Average percentage of HSC marks 82.82 75.30 80.61

F. Average OGPA upto last semester 7.50 8.02 7.65

(Figures in parentheses indicate percentages to total)

TABLE 2

SESSION-WISE TRAINING ASSESSMENT SCORES OUT OF 5.00

S.No. Particulars Session I -

Self

awareness

Session II -

Personality

Development

Session III -

Competence

development

Session IV

-Business

Motivation

Overall

B.V.Sc. & A.H

students (n =

36)

1 Usefulness 4.47 4.50 4.05 4.02 4.26

2 Motivation

experienced 4.44 4.33 4.13 4.05 4.24

3 Interaction 4.52 4.47 4.16 4.13 4.33

4 Applicability to

career

development

4.63 4.61 4.22 4.22 4.42

B.Tech (FPT)

students (n =

15)

1 Usefulness 4.00 3.93 4.00 4.07 4.00

2 Motivation

experienced 4.00 3.73 3.80 4.07 3.90

3 Interaction 4.00 4.00 3.53 3.67 3.80

4 Applicability to

career

development

4.40 4.27 4.27 4.00 4.23

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Overall

average (N =

51)

1 Usefulness 4.33 4.33 4.04 4.03 4.18

2 Motivation

experienced 4.31 4.15 4.03 4.06 4.14

3 Interaction 4.37 4.33 3.97 3.99 4.17

4 Applicability to

career

development

4.56 4.51 4.23 4.16 4.36

TABLE 3

OVERALL TRAINING ASSESSMENT SCORES OUT OF 5.00

S.No. Particulars B.V.Sc. & A.H

n = 36

B.Tech (FPT)

n = 15

Overall

N = 51

1 Trainer 4.89 4.60 4.80

2 Syllabus covered 4.19 3.80 4.08

3 Teaching aid 4.56 4.27 4.47

4 Game oriented 4.17 3.80 4.06

5 Training environment 4.78 4.20 4.61

Overall average 4.52 4.13 4.41

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TABLE 4

GROUP-WISE SELF ASSESSMENT SCORES FOR IMPROVEMENT THROUGH TRAINING

S.No. Particulars B.V.Sc.

& A.H

B.Tech

(FPT)

t

statistic

Urban Rural t

statistic

Boys Girls t

statistic

OC BC MBC SC F

statistic

Overall

score

N 36 15 33 18 33 18 5 25 5 16

1 Attitude 79.88

(18.39)

80.60

(17.79)

-

0.129NS

78.58

(19.34)

82.89

(15.52)

-0.868

NS

76.97

(18.07)

85.83

(17.00)

-

1.740NS

73.60

(24.34)

79.24

(16.65)

88.00

(21.68)

81.00

(17.93) 0.708

NS

80.10

(18.05)

2 Skill 68.58

(24.25)

79.20

(20.98)

-

1.571NS

73.27

(21.97)

68.83

(26.85) 0.600

NS

65.75

(24.57)

82.61

(17.68)

-2.822

**

60.80

(29.55)

68.60

(25.64)

75.00

(18.71)

78.94

(19.23) 0.873

NS

71.71

(23.64)

3 Business

motivation

69.30

(24.09)

80.13

(23.41)

-

1.493NS

71.91

(27.63)

73.55

(16.74)

-

0.264NS

67.81

(22.78)

81.05

(24.94)

-1.867

NS

67.60

(23.21)

69.12

(26.14)

79.00

(16.73)

77.24

(23.91) 0.232

NS

72.49

(24.17)

4 Personality

development

76.97

(22.85)

87.00

(15.15)

-1.837

NS

80.94

(19.23)

78.06

(24.99) 0.426

NS

75.27

(22.79)

88.44

(15.17) -2.466

*

69.00

(24.60)

77.80

(22.02)

86.00

(10.84)

84.75

(21.22) 0.578

NS

79.92

(21.24)

5 Team spirit 78.01

(21.32)

85.53

(14.36)

-1.464

NS

80.30

(21.39)

80.08

(16.71) 0.041

NS

77.56

(19.84)

85.11

(19.00)

-1.335

NS

59.00

(31.70)

81.00

(15.41)

89.80

(10.96)

82.66

(20.62) 2.751*

80.23

(19.70)

6 Leadership 68.78

(25.72)

79.40

(20.83)

-1.544

NS

72.03

(27.84)

71.67

(18.16) 0.056

NS

67.48

(23.69)

80.00

(25.02)

-1.739

NS

51.80

(36.69)

74.48

(19.44)

75.00

(20.62)

73.19

(28.30) 1.277

NS

71.90

(24.67)

overall 73.59

(18.55)

81.98

(17.14)

-1.553

NS

76.17

(19.54)

75.84

(16.61) 0.063

NS

71.81

(17.54)

83.84

(17.79) -2.319

*

63.63

(25.93)

75.04

(16.52)

82.13

(12.17)

79.63

(19.82) 0.967

NS

76.06

(18.39)

(Figures in parentheses indicate standard deviation)

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TABLE 5

PREFERENCE TO ATTEND SIMILAR TRAINING BY THE RESPONDENTS

S.No. Particulars Prefer Don’t Prefer Total

1 B.V.Sc. & A.H 34

(94.44)

2

(5.56)

36

(100.00)

2 B.Tech (FPT) 15

(100.00)

- 15

(100.00)

Total 49

(96.08)

2

(3.92)

51

(100.00)

Documents

IMPACT ANALYSIS OF PERSONALITY DEVELOPMENT · PDF fileIMPACT ANALYSIS OF PERSONALITY DEVELOPMENT AND ... 36 B.V.Sc. and A.H and 15 B.Tech ... Syllabus, Teaching aid,