A

SUMMER INTERNSHIP PROJECT REPORT

ON

‘‘MANAGERIAL EFFECTIVENESS THROUGH TRAINING AND DEVELOPMENT’’

FOR

THE PARTIAL FULFILLMENT OF THE REQUIREMENT

FOR THE AWARD

OF

MASTER OF BUSINESS ADMINISTRATION

(UP Technical University, Lucknow, Uttar Pradesh)

UNDER THE SUPERVISION OF- SUBMITTED BY-

Mr. Deepak Kaushik SURAJKUMAR (Manager Business Development Roll. No. 1319270056 & Recruitment) Session : 2013-2015 HR LINKERS

G. L. BAJAJ INSTITUTE OF TECHNOLOGY & MANAGEMENT

(Approved by A.I.C.T.E. & affiliated to Uttar Pradesh Technical University)

Plot No: 2, Knowledge Park III, Greater Noida

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ACKNOWLEDGEMENT

I would like to begin my report by extending a sincere word of thanks to department of

HR LINKERS for giving me an opportunity to work on this project. It had been a very

knowledgeable experience for me working on this project. This project helped me in

enhancing my level of self-confidence, practical knowledge, polishing my skills as well

as uplifting my personality development. Working with such dynamic heads instilled in

me self-confidence and a vision to grow in the practical world.

I would like to give sincere thanks to Mr. Deepak Kaushik, Manager Business

Development & Recruitment HR LINKERS.

I would like to thank him for giving me invaluable suggestion and priceless guidance

without which, my project would have been incomplete. His contribution extends

beyond the project, in that he instilled in me a disciplined, systematic and a logical

approach.

I am profoundly grateful all my faculty who guided me by providing their valuable

suggestion and instruction in completion of the project. It has been a pleasure and

wonderful experience to get the opportunity to be guided by them.

I am highly grateful to my friends and colleagues who helped me in the collection of

data and guided me through the way and last but not the least I am greatly indebted to

my parents for providing me the opportunity to come a long way in my life.

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HR LINKERS

34, Omaxe Arcade, Noida Expressway, Greater Noida, G B Nagar – 201308

Phone – 0120-4307882/87

E-mail – careers@hrlinkers.com

Date: - 6th August, 2014

TO WHOM SO EVER IT MAY CONCERN

This is to certify that Mr. Suraj Kumar, student of MBA from G. L. Bajaj Institute of Technology & Management, Greater Noida, had worked as Summer Intern for the period 20th June 2014 to 5th August 2014 in our Organization.

The title of his project was “Managerial effectiveness through training and development”. He has submitted his project report and his project have been found useful for the company. His behavior and performance during the summer internship was appreciable.

We wish his all success in future.

For HR Linkers

(DEEPAK KAUSHIK)

Manager Business Development & Recruitment

_______________________________________________________________________

Regd. Office: HR LINKERS, 34, 1st Floor, Opp. Expo mart, Expressway, Greater Noida

3

DECLARATION

I Suraj Kumar to declare that the project report entitled “Managerial effectiveness

through training and development” being submitted to the “Uttar Pradesh

Technical University” for the partial fulfillment of the requirement for the degree of

Master of Business Administration is my own research and it has not been submitted

earlier to any institution/university for any degree.

Place: Greater Noida SURAJ KUMAR

Date:

4

TABLE OF CONTENTS

SERIOL NO. PARTICULARS PAGE NO.

1. Introduction of the study Introduction Training and development Statement of research problem Need of the study Significance of the study Objectives of the study Methodology

8-12

2. Concept Introduction Meaning Definition Responsibility for the evaluation of

the training Managerial effectiveness Management theories and concepts Theories of training and

development Theory X and Theory Y Theory Z

Transactional analysis Johari Window Model Maslow’s Hierarchy of needs model Institutional training Needs of training Purpose of training Importance of training Features of training Steps involved in training Methods and types of training and

their advantages and disadvantages

13-49

3. Company profile 50

4. Research methodology Introduction Topic of study

51-62

5

Sources of data Tools used for data collection Research design Sampling Selection of sample respondents Tools used for data analysis Definition of important terms Hypothesis Period of the study Limitations of study

5. Data analysis and interpretation 63-110

6. Summary and findings Observation and findings Suggestions Conclusions

111-113

7. Appendix Questionnaire

114-117

8. Bibliography 118

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CHAPTERISATION

Chapter 1:

The first chapter deals about the Introduction Objectives, Scope, Need and Limitations of the

Study.

Chapter 2:

The second chapter deals about the concept of the study.

Chapter 3:

The third chapter reveals about company profile.

Chapter 4:

The fourth chapter deals about the research methodology.

Chapter 5:

The fifth chapter deals about the data analysis and Interpretation.

Chapter 6:

The sixth chapter deals about the findings, suggestions and conclusions.

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CHAPTER – 1

INTRODUCTION OF THE STUDY

1.1 Introduction

William James of Harvard University estimated that employees could retain their jobs by

working at a mere 20-30 percent of their potential. His study led him to believe that if these same

employees were properly motivated, they could work at 80-90 percent of their capabilities.

Behavioral science concepts like motivation and enhanced productivity could well be used in

such improvements in employee output. Training could be one of the means used to achieve such

improvements through the effective and efficient use of learning resources.

1.1.1. Training and Development

Human resources, are the most valuable assets of any organization, with the

machines, materials and even the money, nothing gets done without man-power. The effective

functioning of any organization requires that employees learn to perform their jobs at a

satisfactory level of proficiency. Here is the role of training. Employee training tries to improve

skills or add to the existing level of the knowledge so that the employee is better equipped to do

his present job or to prepare him for higher position with increased responsibilities. However

individual growth is not an end itself. Organization growth needs to be meshed with the

individual’s growth. The concern is for the organization viability, that it should adapt itself to a

changing environment. Employee growth and development has to be seen in the context of this

change. So training can be defined as:

Training is a systematic development of the knowledge, skills and attitudes required by

employees to perform adequately on a given task or job

The need for improved productivity in organization has become universally accepted and

that it depends on efficient and effective training. However, the need for organizations to embark

on staff development programme for employees has become obvious. Absence of these

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programme often manifest tripartite problems of incompetence, inefficiency and ineffectiveness.

So training and development aim at developing competences such as technical, human,

conceptual and managerial for the furtherance of individual and organization growth which

makes it a continuous process

1.2. Statement of Research Problem

Training and development play vital role in any given organizations in the modern day. It

is aimed at preparing employees for future or current jobs. The efficiency and productivity of the

firm can be increased considerably with right training methods. This is the reason why HR

department gives Training such a huge importance. So it is essential that we conduct studies and

experiment s to improvise our training methods.

The motive behind this study is to understand the effectiveness of training and

development programs on the employees of HR LINKERS Greater Noida.

The training cannot be measured directly but the change in attitude and behavior that

occurs as a result of training. By studying and analyzing the response of employees regarding

training, we can make scientific conclusions, which is the core idea of this study.

Problem Statement

The intention of this research is to analyze and evaluate the effectiveness of training and

development process in HR LINKERS Greater Noida.

1.3. Need for the study

Training is the act of increasing the knowledge and skills of an employee for doing a

particular job. It utilizes a systematic and organized procedure by which employee learns

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technical knowledge and skills. Training refers to the teaching and learning activities carried on

for the primary purpose of helping members of an organization.

Training is closely related with education and development but needs to be differentiated

from these terms. It is aimed at improving the behavior and performance of a person.

Training is a continuous and life long process. Training provides an atmosphere of

sharing synthesizing with the help of the trainers, the information already available on the

subject.

1.4. Significance of the study

The development of any organization depends on its employees. For organizational

productivity training and development assumes great significance. Training aims at increasing

the knowledge and skills of the employee whereas organizational development on the other hand

refers to overall improvement of the organization such as its structure, objectives, policies and

procedures including managers and employees. Organizational development can be achieved by

hiring the services of the professionals consultants. Training and development programs are

often viewed as part of organizational development.

A better knowledge about these things can facilitate the trainer as well as the trainee in

conducting and benefiting from the training. But training being a very complex process makes it

a bit difficult. So the best way to achieve it is by studying and analyzing the feedback of

employees as well as managers. The project includes collecting information from staffs of HR

LINKERS, analyzing it, interpreting it, and concluding useful suggestions from it.

Some of the benefits of project are listed below.

Our project is conducted to know the level of knowledge and skills imparted into

employees.

This will help the management to know the efficiency of their training programs as well

as the satisfaction level of employees and thus take necessary managerial decisions.

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The inferences made out of the project can help the employer and employee to contribute

for the better training facilities.

Any training and development program should meet both primary and secondary

objectives of the organization. The study will give light in the designing of better training

programs aiming solely at the desired results.

1.5. Objectives of Study

Primary Objective

To study the effectiveness of training and development programs in Srivirad Systems and

Services, Chennai.

Secondary Objectives

To study the methods used in training the employees

To analyze whether the quality of training and satisfaction of respondents related.

To analyze whether the employees are satisfied with their current training methods.

To collect and analyze the views of the participants and superior on the training.

To study the training program on the basis of relevance, implementation and outcomes.

1.6. Methodology

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

understood as a science of studying how research is done scientifically. In it we study the various

steps that are generally adopted by a researcher in studying his research problem along with the

logic behind them.

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Methodology gives us the blueprint of activities to be carried out systematically in order

to complete the study successfully. The methodology of our study has several steps [listed

below] each of them are explained in chapter IV.

Formulating the Research Problem

Extensive Literature Review

Developing the objectives

Preparing the Research Design including Sample Design

Collecting the Data

Analysis of Data

Generalization and Interpretation

Preparation of the Report or Presentation of Results-Formal write ups of

conclusions reached.

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CHAPTER – 2

CONCEPT

Introduction

Training is the process of assisting a person for enchanting his efficiency and

effectiveness at work by improving and updating his professional knowledge by developing

skills relevant to his work and cultivating appropriate behavior and attitude towards work and

people.

Training could be designed either for improving present at work or for preparing a person

for assuming higher responsibilities in further which would call for additional knowledge and

superior skills.

Training is different education particularly formal education. While education is

concerned mainly with enhancement of knowledge, training aims essentially at increasing

knowledge, stimulating attitude and imparting skills related to a specific job.

It is a continuous and life long process. Training provides an atmosphere of sharing and

synthesizing, with the help of the trainers, the information already available on the subject.

Training is a time bound activity program. Thus there is a separate specialized discipline of

trainers socializing in the field of human activity.

2.1. Meaning

A business' most important asset is often its people. Training and developing them can be

one of the most important investments a business can make. The right training can ensure that

your business has the right skills to tackle the future. It can also help attract and retain good

quality staff, as well as increasing the job satisfaction of those presently with you - increasing the

chances that they will satisfy your customers.

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Thus Training is the act of increasing the knowledge and skills of employee. It is a

universal truth that the human resources available in an organization have to be managed more

efficiently than the material resources comprising of machines and money.

Eloquently putting “Training is a systematic development of the knowledge, skills and

attitudes required by employees to perform adequately on a given task or job”.

2.2. Definition

“Training is the continuous, systematic development among all levels of employees of that

knowledge and those skills and attitudes which contribute to their welfare and that of the

company”.

- M.C Lord and Efferson

“Training may be defined as a process of developing an understanding of some organized body

of facts, rules and methods. This information concerns largely the operative phases of an applied

knowledge”.

- R.C Davis

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Responsibility for the evaluation of training

Traditionally, in the main, any evaluation or other assessment has been left to the trainers

"because that is their job."

'Training Evaluation Quintet' should exist, each member of the Quintet having roles and

responsibilities in the process. Considerable lip service appears to be paid to this, but the actual

practice tends to be a lot less.

The 'Training Evaluation Quintet' advocated consists of:

senior management

the trainer

line management

the training manager

the trainee

Senior management - training evaluation responsibilities

Awareness of the need and value of training to the organization.

The necessity of involving the Training Manager (or equivalent) in senior management

meetings where decisions are made about future changes when training will be essential.

Knowledge of and support of training plans.

Active participation in events.

Requirement for evaluation to be performed and require regular summary report.

Policy and strategic decisions based on results and ROI data.

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The trainer - training evaluation responsibilities

Provision of any necessary pre-program work etc and program planning.

Identification at the start of the program of the knowledge and skills level of the

trainees/learners.

Provision of training and learning resources to enable the learners to learn within the

objectives of the program and the learners' own objectives.

Monitoring the learning as the program progresses.

At the end of the program, assessment of and receipt of reports from the learners of the

learning levels achieved.

Ensuring the production by the learners of an action plan to reinforce, practice and implement

learning.

The line manager - training evaluation responsibilities

Work-needs and people identification.

Involvement in training program and evaluation development.

Support of pre-event preparation and holding briefing meetings with the learner.

Giving ongoing, and practical, support to the training program.

Holding a debriefing meeting with the learner on their return to work to discuss, agree or

help to modify and agree action for their action plan.

Reviewing the progress of learning implementation.

Final review of implementation success and assessment, where possible, of the ROI.

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The training manager - training evaluation responsibilities

Management of the training department and agreeing the training needs and the program

application

Maintenance of interest and support in the planning and implementation of the programs,

including a practical involvement where required

The introduction and maintenance of evaluation systems, and production of regular

reports for senior management

Frequent, relevant contact with senior management

Liaison with the learners' line managers and arrangement of learning implementation

responsibility learning program for the managers

Liaison with line managers, where necessary, in the assessment of the training ROI.

The trainee or learner - training evaluation responsibilities

Involvement in the planning and design of the training program where possible

Involvement in the planning and design of the evaluation process where possible

Obviously, to take interest and an active part in the training program or activity.

To complete a personal action plan during and at the end of the training for

implementation on return to work, and to put this into practice, with support from the line

manager.

Take interest and support the evaluation processes.

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Managerial Effectiveness

To varying degrees, the aim of organization and management theory has always been to gain

practical knowledge, or to generate normative theories. This is also manifested in the

effectiveness concept, which lies at the heart of many organization theories (Lewin and Minton,

1987). At the same time the literature shows an uneasiness with the fact that, when scrutinized

more closely, effectiveness keeps proving to be an elusive concept.

Difficulties pertain to definitions, levels of analysis, criteria for measurement, and predictors for

effectiveness (Goodman, Atkin and Schoorman, 1983; Shenhav, Shrum and Alon, 1994). The

quest for universal theories of effectiveness seems doomed to failure in the face of the

complexity of organizations.

According to the principal agents theory (e.g. MacDonald, 1984) managers pursue value-

maximizing ends in proportion to the buffers they can secure for themselves against the demands

and pressures put on them. Here, managerial effectiveness is evaluated from an external,

economic perspective. Managerial leadership theory stresses the competing values that are

concurrently put forward. This approach (e.g. Quinn, Faerman, Thompson, and McGrath, 1990)

does explicitly acknowledge different (competing) effectiveness criteria and specifies

accompanying effective managerial roles, but exclusively focusses on shifting managerial

emphasis among these roles. Neither theory generates insights into why or how the concept of

managerial effectiveness changes.

A social constructivist view approaches effectiveness from a different point of view. It helps to

concentrate on the ways in which skilful practitioners make sense of their organizational

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situation, and how they come to define the content of effectiveness. From this perspective, the

body of knowledge is to be seen as part of the institutionalized context in which managers

operate . Effectiveness is no longer considered as a predetermined, externally defined construct,

independent of the subject. Instead it is seen as emerging and developing within a specific social

context through interaction processes (Maas, 1988). In the terms of Weick and Daft (1983), the

content of effectiveness is socially negotiated.

Nevertheless, while on the one hand the outcome of this negotiation is not predetermined, on the

other the negotiation itself is not value- and power-free, and existing practices will influence the

interaction. In the appraisal of managerial effectiveness a great deal of attention is generally paid

to the positive choices of managers, while in reality the individual, societal and institutional webs

of relations they are embedded in influence, constrain, and even define their range of choices

(Neu 1992). A structuration’s framework acknowledges both the socially constructed nature of

‘effectiveness’ and the institutional influences on this construction process.

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Management Theories and Concepts

Management

Traditionally, the term "management" refers to the activities (and often the group of people)

involved in the four general functions: planning, organizing, leading and coordinating of

resources. These four functions recur throughout the organization and are highly integrated.

Managing is one of the most important human activities. From the time human beings began

forming social organizations to accomplish aims and objectives they could not accomplish as

individuals, managing has been essential to ensure the coordination of individual efforts.

Definition of Management

Management is the art, or science, of achieving goals through people. Since, managers also

supervise, management can be interpreted to mean literally “looking over” – i.e., making sure

people do what they are supposed to do. Managers are, therefore, expected to ensure greater

productivity or, using the current jargon, ‘continuous improvement’.

More broadly, management is the process of designing and maintaining an environment in which

individuals, working together in groups, efficiently accomplish selected aims.

Management Functions

Planning involves selecting missions and objectives and the actions to achieve

them. It requires decision-making – i.e., choosing future courses of action from

among alternatives.

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Organizing is that part of management that involves establishing an intentional structure

of roles for people to fill in an organization.

Staffing involves filling, and keeping filled, the positions in the organization structure.

This is done by identifying work-force requirements; inventorying the people available;

and recruiting, selecting, placing, promoting, appraising,

Leading is the influencing of people so that they will contribute to organization and group

goals; it has to do predominantly with the interpersonal aspect of managing.

Controlling, for example, budget for expense, is the measuring and correcting of

activities of subordinates to ensure that events conform to plans. It measures performance

against goals and plans, shows where negative deviations exist, and, by putting in motion

actions to correct deviations, helps ensure accomplishment of plans. coordination is the

essence of manager-ship for achieving harmony among individual efforts toward the

accomplishment of group goals.

Managerial Skills and the Organizational Hierarchy

Mangers require four main kinds of skills, namely: technical, human, conceptual

and design.

Technical skill is knowledge of and proficiency in activities involving methods,

processes, and procedures. Thus, it involves working with tools and specific

techniques.

Human skill is the ability to work with people; it is cooperative effort; it is

teamwork; it is the creation of an environment in which people feel secure and

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free to express their opinions.

Conceptual skill is the ability to serve the “big picture”. It is also about

recognizing significant elements in a situation, and to understand the

relationships among the elements.

Design skill is the ability to solve problems in ways that will benefit the enterprise. To be

effective, particularly at upper organizational levels, managers must be able to do more

than see a problem. In addition, they must have the skill of a good design engineer in

working out a practical solution to a problem.

Why Study Management Theory?

Theories are perspectives with which people make sense of their world experiences. Theory is a

systematic grouping of interdependent concepts (mental images of anything formed by

generalization from particulars) and principles (are generalizations or hypotheses that are tested

for accuracy and appear to be true to reflect or explain reality) that give a framework to, or tie

together, a significant area of knowledge.

This project will attempt to provide you with a broad understanding of management (including

traditional and emerging views), and the areas of knowledge and skills required to carry out the

major functions of management.

In this module we will be studying the following theories/concepts:-

2.3. Theories of training and development

2.3.1. Kirkpatrick evaluation model

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The Kirkpatrick evaluation model or theory was developed in 1959 by University of

Wisconsin professor emeritus Donald Kirkpatrick. It consists of four levels of evaluation:

reaction of participants; learning, or the knowledge and skills gained; behavior, or the ability to

apply the new skills; and results, or the organizational impact. Each level of evaluation builds

upon and adds precision to the previous level.

The reaction:

The reaction level measures how training participants react, including their level of

participation; ease and comfort of experience; and the level of effort required to make the most

of the learning. A reaction evaluation is inexpensive and simple to administer using interaction

with the participants, post-training surveys and online questionnaires. The evaluation can be

done immediately after the training ends. It is important that participants have a positive reaction

to the training sessions because a negative reaction leads to poor learning.

The learning:

Learning evaluations are usually conducted before and after a training program to assess

the impact the program has had on the learning process. Evaluations assess whether participants

have advanced in knowledge, skills and intellectual capacity as a result of the training. Learning

evaluation tools include self-assessment using online questionnaires and tests, and formal

assessment through interviews and observations. Learning evaluation is especially relevant for

technical training because technical skill level changes are usually more quantifiable.

Behavior:

Behavior evaluation assesses the extent to which training participants apply the learning

in their jobs. The evaluation is usually done over a period of time to determine if the participants

use the new skills and knowledge on the job, improve their performance and transfer the

knowledge to their peers. Tools include observations, questionnaires, tests and interviews.

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Behavior evaluations take more time and effort than reaction and learning evaluations. It is

important to involve the line managers and immediate supervisors in the process because they

are in the best position to observe and assess participant behavior changes.

Results:

Results evaluation determines the success of a training program in operational and

strategic terms, such as increased sales, reduced expenses, improved quality and reduced cases of

workplace injuries. However, it may not always be possible to correlate improved operational

performance with training. For example, improvements in product quality may be due to better

design tools and more qualified staff, not just a new quality training program. External factors,

such as changes in the economy and the competitive environment, may also influence

operational results.

2.3.2. Theory X and Theory Y

Theory X and Theory Y are theories of human motivation created and developed by

Douglas McGregor at the MIT Sloan School of Management in the 1960s that have been used in

human resource management, organizational behavior, organizational communication and

organizational development. They describe two contrasting models of workforce motivation.

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Theory X

In this theory, which has been proven counter-effective in most modern practice,

management assumes employees are inherently lazy and will avoid work if they can and that

they inherently dislike work. As a result of this, management believes that workers need to be

closely supervised and comprehensive systems of controls developed. A hierarchical structure is

needed with narrow span of control at each and every level. According to this theory, employees

will show little ambition without an enticing incentive program and will avoid responsibility

whenever they can. According to Michael J. Papa, if the organizational goals are to be met,

theory X managers rely heavily on threat and coercion to gain their employees' compliance.

Beliefs of this theory lead to mistrust, highly restrictive supervision, and a punitive

atmosphere. The Theory X manager tends to believe that everything must end in blaming

someone. He or she thinks all prospective employees are only out for themselves. Usually these

managers feel the sole purpose of the employee's interest in the job is money. They will blame

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the person first in most situations, without questioning whether it may be the system, policy, or

lack of training that deserves the blame. A Theory X manager believes that his or her employees

do not really want to work, that they would rather avoid responsibility and that it is the manager's

job to structure the work and energize the employee. One major flaw of this management style is

it is much more likely to cause diseconomies of scale in large businesses.

Theory Y

In this theory, management assumes employees may be ambitious and self-motivated and

exercise self-control. It is believed that employees enjoy their mental and physical work duties.

According to Papa, to them work is as natural as play. They possess the ability for creative

problem solving, but their talents are underused in most organizations. Given the proper

conditions, theory Y managers believe that employees will learn to seek out and accept

responsibility and to exercise self-control and self-direction in accomplishing objectives to which

they are committed.

A Theory Y manager believes that, given the right conditions, most people will want to

do well at work. They believe that the satisfaction of doing a good job is a strong motivation.

Many people interpret Theory Y as a positive set of beliefs about workers. A close reading of

The Human Side of Enterprise reveals that McGregor simply argues for managers to be open to a

more positive view of workers and the possibilities that this creates. He thinks that Theory Y

managers are more likely than Theory X managers to develop the climate of trust with

employees that is required for human resource development.

It's human resource development that is a crucial aspect of any organization. This would

include managers communicating openly with subordinates, minimizing the difference between

superior-subordinate relationships, creating a comfortable environment in which subordinates

can develop and use their abilities. This climate would include the sharing of decision making so

that subordinates have say in decisions that influence them.

Theory X and Theory Y combined

For McGregor, Theory X and Y are not different ends of the same continuum. Rather

they are two different continua in themselves.

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Theory z (Wiiiiam Ouchi )

Theory Z is not a McGregor idea and as such is not McGregor's extension of his XY theory.

Theory Z was developed by William Ouchi, in his book 1981 'Theory Z: How

American Management can Meet the Japanese Challenge'. William Ouchi is professor of

management at UCLA, Los Angeles, and a board member of several large US organizations.

Theory Z is often referred to as the 'Japanese' management style, which is essentially what it is.

It's interesting that Ouchi chose to name his model 'Theory Z', which apart from anything else

tends to give the impression that it's a McGregor idea. One wonders if the idea was not

considered strong enough to stand alone with a completely new name... Nevertheless, Theory Z

essentially advocates a combination of all that's best about theory Y and modern Japanese

management, which places a large amount of freedom and trust with workers, and assumes that

workers have a strong loyalty and interest in team-working and the organization.

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Theory Z also places more reliance on the attitude and responsibilities of the workers, whereas

McGregor's XY theory is mainly focused on management and motivation from the manager and

the organization’s perspective. There is no doubt that Ouchi's Theory Z model offers excellent

ideas, albeit it lacking the simple elegance of McGregor's model, which let's face it, thousands of

organizations and managers around the world have still yet to embrace. For this reason, Theory Z

may for some be like trying to manage the kitchen at the Ritz before mastering the ability to cook

a decent fried breakfast.

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Transactional Analysis

As a theory of personality, transactional analysis gives us a picture of how people are structured

psychologically using the three-part ego-state model. Transactional analysis also provides a

theory of communication that can be extended to analyse systems and organizations.

Kinds of transactions

There are basically three kinds of transactions:

1. Reciprocal/Complementary (the simplest)

2. Crossed

3. Ulterior – Duplex/Angular (the most complex)

Reciprocal or complementary transactions

A simple, reciprocal transaction occurs when both partners are addressing the ego state the other

is in. These are also called complementary transactions. Example 1:

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The philosophical assumptions of transactional analysis are:

People are OK.

Everyone has the capacity to think.

People decide their own destiny, and these decisions can be changed.

From these assumptions follow two basic principles of transactional analysis practice:

i. The contractual method: emphasizes that the transactional analysis practitioner and the client take joint responsibility for achieving whatever change the client wants to make

ii. Open communication: means that the client as well as the practitioner should have full information about what is going on in their work together.

A: "Have you written the report?" (Adult to Adult)

B: "Yes - I'm about to email it to you." (Adult to Adult)

Example 2:

A: "Would you like to skip this meeting and go watch a film with me instead?" (Child to Child)

B: "I'd love to - I don't want to work anymore, what should we go and see?" (Child to Child)

Example 3:

A: "You should have your room tidy by now!" (Parent to Child)

B: "Will you stop hassling me? I'll do it eventually!" (Child to Parent).

Communication like this can continue indefinitely. (Clearly it will stop at some stage - but this

psychologically balanced exchange of strokes can continue for some time).

Crossed transactions

Communication failures are typically caused by a 'crossed transaction' where partners address

ego states other than that their partner is in. Consider the above examples jumbled up a bit.

Example 1a:

A: "Have you written that report?" (Adult to Adult)

B: "Will you stop hassling me? I'll do it eventually!" (Child to Parent)

This is a crossed transaction likely to produce problems in the workplace. A may respond with a

Parent to Child transaction. For instance:

A: "If you don't change your attitude, you'll get fired."

Example 2a:

A: "Is your room tidy yet?" (Parent to Child)

B: "I'm just going to do it, actually." (Adult to Adult)

This is a more positive crossed transaction. There is however the risk that A will feel aggrieved

that B is acting responsibly and not playing their role, and the conversation will develop into:

A: "I can never trust you to do things!" (Parent to Child)

B: "Why don't you believe anything I say?" (Child to Parent)

... which can continue indefinitely.

Ulterior transactions

Another class of transaction is the ulterior transactions, where the explicit social conversation

occurs in parallel with an implicit psychological transaction. For instance:

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A: "I need you to stay late at the office with me." (Adult words), body language indicates sexual intent (flirtatious Child)

B: "Of course." (Adult response to Adult statement), winking or grinning (Child accepts the hidden motive).

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Johari Window Model

The Johari Window, named after Joseph Luft and Harry Ingham, is based on a

disclosure/feedback model of awareness. The Johari Window is a very popular and easily

understood model of communication. The Johari Window is essentially an information-

processing model. The model employs a four-part figure to reflect the interaction of two sources

of information - self and others. The squared field, representing the "interpersonal space," is

partitioned into four "regions" with each region representing particular information-processing

elements that have significance for the quality of relationships. Let us look at one of the regions

for a better understanding of their implications as they relate to interpersonal process and

communication.

It is through Asking (disclosure) and Telling (feedback) that our open pane is expanded and that

we gain access to the potential within us represented by the unknown pane. The KnowMe™

game provides players with an opportunity to disclose their personal beliefs, values and attitudes

and to receive feedback about how others see them.

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The four sections in the Johari Window are :-

Open :-

The open area is that part of our conscious self - our attitudes, behaviour, motivation, values,

way of life - of which we are aware and which is known to others. We move within this area

with freedom. We are "open books".

Hidden :-

Others cannot know our hidden area unless we disclose it. There is that which we freely keep

within ourselves, and that which we retain out of fear. The degree to which we share ourselves

with others (disclosure) is the degree to which we can be known.

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Blind :-

There are things about ourselves, which we do not know, but that others can see more clearly; or

things we imagine to be true of ourselves for a variety of reasons but that others do not see at all.

When others say what they see (feedback), in a supportive, responsible way, and we are able to

hear it; in that way we are able to test the reality of who we are and are able to grow.

Unknown :-

We are richer and complex than that which others and we know, but from time to time something

happens - is felt, read, heard, dreamed - something from our unconscious is revealed. Then we

"know" what we have never "known" before.

2.3.3. Abraham Maslow's Hierarchy of Needs motivational model

Abraham Maslow developed the Hierarchy of Needs model in 1940-50s USA, and the

Hierarchy of Needs theory remains valid today for understanding human motivation,

management training, and personal development

The Maslow's Hierarchy of Needs five-stage model below (structure and terminology -

not the precise pyramid diagram itself) is clearly and directly attributable to Maslow; later

versions of the theory with added motivational stages are not so clearly attributable to Maslow.

These extended models have instead been inferred by others from Maslow's work.

Specifically Maslow refers to the needs Cognitive, Aesthetic and Transcendence (subsequently

shown as distinct needs levels in some interpretations of his theory) as additional aspects of

motivation, but not as distinct levels in the Hierarchy of Needs.

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Where Maslow's Hierarchy of Needs is shown with more than five levels these models

have been extended through interpretation of Maslow's work by other people. These augmented

models and diagrams are shown as the adapted seven and eight-stage Hierarchy of Needs

pyramid diagrams and models below.

There have been very many interpretations of Maslow's Hierarchy of Needs in the form

of pyramid diagrams. The diagrams on this page are my own interpretations and are not offered

as Maslow's original work. Interestingly in Maslow's book Motivation and Personality, which

first introduced the Hierarchy of Needs, there is not a pyramid to be seen.

1. Biological and Physiological needs - air, food, drink, shelter, warmth, sex, sleep, etc.

2. Safety needs - protection from elements, security, order, law, limits, stability, etc.

3. Belongingness and Love needs - work group, family, affection, relationships, etc.

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4. Esteem needs - self-esteem, achievement, mastery, independence, status, dominance, prestige,

managerial responsibility, etc.

5. Cognitive needs - knowledge, meaning, etc.

6. Aesthetic needs - appreciation and search for beauty, balance, form, etc.

7. Self-Actualization needs - realizing personal potential, self-fulfillment, seeking personal

growth and peak experiences.

8. Transcendence needs - helping others to achieve self actualization.

2.4. Institutional Training

Every organization needs the services of trained persons for performing the activities in a

systematic way.  It is in this regard to some extent, training for the students of business courses

in various functional areas become mandatory before entering in to the corporate Jobs.

No doubt, the employee training is required in every stage, very frequently. Since, the

fast changing technological development makes the knowledge of employees obsolete.  They

require constant training to cope with the needs of corporate sector.  They require constant

training to cope with the needs of jobs.  After selecting the employees the next task of

management is to give them proper training.  Some employees may have some previous

knowledge of jobs while others may entirely be new.  Both types of workers will need some kind

of training to acquaint themselves with the hobs though it is more necessary for the later category

of employees.

Large organizations may employ a large number of persons every year.  It may not be

possible to recruit already trained persons.  Such enterprises require separate training

departments to prepare training for preparing workers for jobs and also keeping them acquainted

with latest technological advancement.

Training of employees is essential because work force is an invaluable asset to an

organization.  Training is necessary for the following reasons.

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«     Increased Productivity

Training improves the performance of employees.  Increase skill and efficiency results in

better quantity and quality of production.  A trained worker will handle machines carefully and

will use the materials in an economical way.

«     Higher Employee Morale

A trained worker derives happiness and job satisfaction from his work.  He feels happily

when his performance is up to the mark.  This also gives him job security and ego satisfaction. 

The employees will properly look after a worker who performs well.  All these factors will

improve employee’s morale.

«     Less Wastages

Untrained worker my waste more materials, damage machines and equipments and may

cause accidents.  A trained worker will know the art of operating the machine properly.  He will

also use the materials and other equipment in a systematic way causing less wastage.   The

control of various wastes will substantially reduce the manufacturing cost.  The amount spend on

training the workers will prove an asset to the organizations.

«     Reduce Turnover and Absenteeism

Labor turnover and absenteeism are mainly due to job dissatisfaction.  When a worker is

properly trained he will take keen interest in his job and can derive satisfaction from it.  A

satisfied person may not like to leave his job and try at a new place.

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«     Employee Development

Training also helps in the development of employees. It first helps in locating talent in

them and then developing it to the maximum.  The adaptability of a worker will help him in

working on new and improved jobs.  If a worker learns fast then be able to develop his talent and

improve his performance.

2.5. Needs of Training

To enable the new recruits to understand work:

A person who is taking up his job for the first time must become familiar with it. For example, if

a fresh graduate is appointed as a clerk in a bank, he must first of all gain knowledge of work

assigned to him.

To enable existing employees to update skill and knowledge.

Training is not something needed for the newly recruited staff alone. Even the existing

employees of a concern may require training. Such training enables them to update their skill and

knowledge.

To enable an employee who has been promoted to understand his responsibilities.

Training is essential for an employee who has just been promoted to a higher level job. With an

evaluation in his position in the organization, his responsibilities are also going to multiply.

To enable an employee to become versatile.

Sometimes an employee may have to gain knowledge of several related jobs. It will not be

enough if he is only good in the work he does presently.

2.6. Purpose of training

40

One of the main purpose of training is to prevent industrial accidents. This is done by

creating safety consciousness among workers.

When the employees are trained it enables them to achieve the required level of

performance which in turns increases the productivity.

Training helps in increasing the knowledge and skills of employee

When the employees are trained it becomes easy for them to adapt themselves according

to the changes made in business.

Training reduces the cost of supervision. Trained employees needs less guidance which

in turns reduces the needs for supervision.

2.7. Importance of Training

Improvement in skill and knowledge:

Such training helps the employees to perform his job much better. This benefits the enterprise as

well.

Higher production and productivity:

If an enterprise has a team of well trained employees there will be rise in production as well as

increase in productivity. Productivity is the input- output ratio

Job satisfaction:

Trained employees will be able to make better use of the making of their skill. This increases

their level of self-confidence and commitment to work. Such employees are bound to have

higher job satisfaction.

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Better use of resources:

Trained employees will be able to make better use of materials and machines. This reduces the

rate of wastage and spoilage of materials and also breakage of tools and machines

Reduction in accidents:

Trained employees are aware of safety precautions and so they are alert and cautious. This is

bound to bring down the number of accident in the works place.

Reduced supervision:

Well trained employees do not need much supervision. They can do their work without having to

approach their superior often for guidance.

Reduction in complaints:

‘Only bad workers blame their tools’. An employee who has acquired the necessary skill and job

knowledge would certainly love his job.

Adaptability:

Trained workers have the capacity to adapt themselves to any kind of situation. They are odd in

crisis management too. This indeed is beneficial for the organization.

Scope for management by exception:

With trained workers working under them, it becomes easy for the managers to get things done

by delegating authority. This enables the managers to concentrate more on important issues

confronting the organization.

Stability:

“The employees of today are going to be the managers of tomorrow”. The retirement of key

managers may not affect the stability of an organization if it has a team of trained, efficient and

committed employees who are ever ready to take over management.

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2.8. Features of training

The features of good training programs are as follows:-

Clear purpose:

The objective of the programme should be clearly specified. The training should be result

oriented.

Training needs:

The training needs of employees should be clearly defined. The methods selected for imparting

training should be appropriate and effective.

Relevance:

The training programme and its contents must be relevant to the requirements of the job for

which it is intended.

Balance between theory and practice:

A good training programme should provide a balanced mix of theory and practice the theoretical

framework should be backed by practical application to provide all round training

Management support:

Top management must actively support the training programme so that the training programme

may help the employees to yield better results. Once the employees get the support form

management support to perform the job more effectively.

2.9. Steps involved in training:

Step1:

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Define the chart part of the organization in which the work has to be done. It is to have a focused

approach of the study. It could either be a particular department, a section, a unit, a specific

group or a staff category.

Step2:

Use various data collection measures to collect both qualitative as well as quantitative data.

Step3:

Analyze the entire data collected in order to find out causes of problem areas and priorities areas,

which need immediate attention.

Step4:

Priorities the different training programmes according to the responses collected.

Step5:

Record and file the entire data so that it can be used for future reference while designing training

programmes / training calendar.

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2.10. Methods and Types of Training and their Advantages and

Disadvantages.

Following chart illustrates advantages and disadvantages for the different training methods.

Training Method Type of Training Advantages Disadvantages

Instructor-Led

TrainingClassroom Revised easily Scheduling is difficult

Developed quickly Travel costs

Face-to-face contactDifferences from class

to class

On-line Group

TrainingNo travel costs

Requires computer

equipment

Developed quickly No face-to-face contact

Videoconferencing

and Video/On-line

Supports large

groups and multiple

sites

High equipment costs

No travel costsLogistically

challenging

On-the Job CoachingEffective knowledge

transfer

Differences from

instructor to instructor,

session to session.

45

Related to trainee's

job

Costly in terms of

instructor-to-trainee

ratio

Face-to-face contact

On-line Self-Directed

TrainingAll On-line Training

Consistent training

content

High development

costs

Convenient access to

training

Lengthy development

time

Trainee sets own

pace

Requires computer

equipment

Reuse does not

require trainer

participation

Web-Based Training Easy to modify

Limited bandwidth

causes slow download

times.

CD-ROM/DVDSupports complex

multimediaDifficult to modify

Off-line Self-

Directed TrainingPrinted Material Portable Less Interesting

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Trainee sets own

paceDifficult to modify

Developed quickly

Video DVD or

Audio CD

Consistent training

content

Requires playback

equipment

Can share copiesCan be costly to

develop

Trainee sets own

paceDifficult to modify

Just-In-Time

Training

Electronic

Performance Support

System (EPSS)

Available when

needed at trainee's

convenience

Costly to develop

Related to trainee's

job

Requires computer

equipment

Continuous

Improvement

Promotes employee

involvement

Requires training

resources that are

readily available on a

continuous basis

Promotes creative

solutions

Differences from

instructor to instructor

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Computer-Mediated

Asynchronous

Collaboration

Accessible at the

trainee's convenience

Requires computer

equipment

Promotes creative

solutions

Can require computer

software

Promotes employee

involvement

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2.11. Training Design

49

CHAPTER – 3

COMPANY PROFILE

HR LINKERS is one of the India's youngest & unique HR services Providing Company, offering a wide suite of specialist services to our Clients- from Executive Search, Selection, Specialist Staffing to Training, Induction and Consulting.

HR LINKERS is started by top notch professionals having rich academic and industry background from top Institutions like IITs and IIMs and focusing on personality and career development aspects of people, it is the only HR consultancy service which has included the institutional and academic sector in its portfolio to meet the ever increasing demand of manpower in the area.

Besides providing placements facilities it has established many academies to develop sector specific manpower specially focusing on fresh candidates to improve there employability in industry and education sector.

At HR LINKERS we constantly look at improving our delivery, ensuring that we add value to our client's business at every opportunity. Our end-to-end capability and expertise across a wide spectrum of HR related services has made us the preferred partner for many Fortunes.

MISSION OF THE COMPANY

To help our clients in their endeavor to staff their business with the most skilled, competent, appropriately qualified and/or trained personnel available who will enhance and contribute to the culture in which they serve.

To help our candidates in their pursuit of meaningful and rewarding career challenges, through an open, honest and transparent approach and one that treats them with respect, dignity, compassion and provide opportunities for continuous personality development and growth.

50

CHAPTER - 4

RESEARCH METHODOLOGY

Introduction

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

understood as a science of studying how research is done scientifically. In it we study the various

steps that are generally adopted by a researcher in studying his research problem along with the

logic behind them.

Research methodology has many dimensions and research methods do constitute a part of the

research methodology. The scope of research methodology is wider than that of research

methods. Thus, when we talk of research methodology we not only talk of the research methods

but also consider the logic behind the methods we use in the context of our research study and

explain why we are using a particular method or technique and why we are not using others so

that research results are capable of being evaluated either by the researcher himself or by others.

Why a research study has been undertaken, how the research problem has been defined, in what

way and why the hypothesis has been formulated, what data have been collected and what

particular method has been adopted, why particular technique of analyzing data has been used

and a host of similar other questions are usually answered when we talk of research methodology

concerning a research problem or study.

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4.1. Topic of Study

This study focuses on the managerial effectiveness through training and development processes

in HR LINKERS Greater Noida. Training is the process of increasing the knowledge and skills

of the employee. A better knowledge about these things can facilitate the trainer as well as the

trainee in conducting and benefiting from the training. But training being a very complex process

makes it a bit difficult. So the best way to achieve it is by studying and analyzing the feedback of

employees as well as managers. The project includes collecting information from staffs of HR

LINKERS Greater Noida analyzing it, interpreting it, and making observation and providing

useful suggestions from it.

This study helps to know the impact of training process on employees in the organization. And

also it enables to know the attitude of employees towards training, satisfaction of employees,

efficiency of training programs and trainers, and impact of training on the productivity of the

organization.

This study provides the management with information regarding the effectiveness of their

training process and the satisfaction level of their employees with which they can understand the

areas of strengths and weaknesses of their training program and their by take necessary

managerial decisions.

The study mainly deals with the efficiency of training processes which has to b increased. The

objective, relevancy of training, methods, materials, environment and time duration of training,

personal satisfaction of employees all affect the effectiveness of training. The study tries to cover

as many areas as possible in order to come with the best and accurate conclusions. The feedbacks

of the participants and trainers of training process have contributed a lot to achieve this.

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4.2. Sources of Data

Data refers to information or facts however it also includes descriptive facts, non numerical

information, qualitative and quantitative information

Data could be broadly classified as

Primary data

Secondary data

4.2.1. Primary data

Primary data is the data collected for the first time through field survey. It is collected with a set

of objectives to assess the current status of any variable studied. Primary data reveals the cross-

section picture of the object under scripting. Therefore primary data are those collected by the

investigator (or researcher) himself for the first time and thus they are original in character.

Advantages of primary data

They are the first hand information.

The data collected are reliable as they are collected by the researcher for himself.

The primary data are useful for knowing opinion, qualities and attitudes of respondents.

4.2.2. Secondary data

Secondary data refers to the information or facts already collected. It is collected with objective

of understanding the part status of any variable or the data collected and reported by some source

is accessed and used for the objective of a study. Normally in research, the scholars collect

published data analyze it in order to explain the relationship between variables.

Advantages of secondary data

The information can be collected by incurring least cost.

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The time required for obtaining the information is very less.

Most of the secondary data are those published by big institutions. So they contain large

quantity of information

4.2.1 Sources of information

Primary data

i. Questionnaire or schedule

ii. Observation

iii. Feedback form

iv. Interview

v. Projective techniques

vi. Content analysis

vii. Consumer panels

Secondary data

i. Book

ii. Periodicals or journals

iii. Research thesis and dissertations

iv. Footnotes

v. Encyclopedias

vi. Statistical data sources

vii. Websites/blogs

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4.3. Tools Used for Data Collection

Data collection tools are instruments used to collect information for performance assessments,

self-evaluations, and external evaluations. The data collection tools need to be strong enough to

support what the evaluations find during research. The researcher has used the method of

interview to collect the information in that organization and other techniques like observation to

collect primary data.

4.3.1. Questionnaire

The questionnaire contains two parts; Part A and Part B. Part A contains personal questions. The

question about name is avoided to get true answers from respondents. The questions such as

marital status, age, gender are asked because they have individual influence on the study.

Part B contains 20 questions. All questions are provided with options and all of them were given

with checkbox such that the employees can easily record their response.

4.3.2. Observation technique

It is well known that observation is a method of collecting data with sensible organs in

understanding less explained or explained phenomena.

In this method researcher observes some of the data like utilization of resources, level of

performance of workers, idle time given for workers, training frequency etc.

4.4. Research design

A research design is the assignment of conditions for collection and analysis of data in a

manner that aims to combine relevance to the search purpose formidable problem that follow the

fact defining the research is the preparation in this study the researcher has made use of the

descriptive research design this is used to determine some definitive purpose with the help of

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structured questionnaire to further primary information to focus on the accurate description of

the variable present in the problem

4.5. Sampling

Sampling is concerned with the selection of a subset of individuals from within a

population to estimate characteristics of the whole population.

Researchers rarely survey the entire population because the cost of a census is too high.

The three main advantages of sampling are that the cost is lower, data collection is faster, and

since the data set is smaller it is possible to ensure homogeneity and to improve the accuracy and

quality of the data. In the study researcher has used probability sampling.

4.5.2. Sample size

The total number of population [employees] is 55. It would be time consuming as well as

difficult to interview all 55 employees. So he researcher has selected 82% of population for

sampling. The samples were selected using simple random sampling techniques is every

individual in the total population had equal chances of being selected.

4.6. Selection of Sample Respondents

4.6.1. Simple random sampling

A simple random sample is a subset of individuals (a sample) chosen from a larger set (a

population). Each individual is chosen randomly and entirely by chance, such that each

individual has the same probability of being chosen at any stage during the sampling process,

and each subset of k individuals has the same probability of being chosen for the sample as any

other subset of k individuals. This process and technique is known as simple random sampling.

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In our study the total population (employees who participated in training) is 150. Every

employee of the population had equal chances of being selected among which 45 (30%)

employees were chosen to conduct the study.

4.7. Tools Used for Data Analysis

For this research researcher has used some of the tolls like probability, graphical

methods, pie charts, bar diagram etc. for doing the data analysis.

4.7.1. Chi square

Pearson's chi-squared is used to assess two types of comparison: tests of goodness of fit and

tests of independence.

A test of goodness of fit establishes whether or not an 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 step in the chi-squared test is to calculate the chi-squared statistic. In order to avoid

ambiguity, the value of the test-statistic is denoted by Χ2 rather than χ2 (which is either an

uppercase chi instead of lowercase, or an upper case roman X); this also serves as a reminder that

the distribution of the test statistic is not exactly that of a chi-squared random variable. However

some authors do use the χ2 notation for the test statistic. An exact test which does not rely on

using the approximate χ2 distribution is Fisher's exact test: this is substantially more accurate in

evaluating the significance level of the test, especially with small numbers of observations.

The chi-squared test 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

57

determining the test statistic is to define the degrees of freedom of the test: this is essentially the

number of observed frequencies adjusted for the effect of using some of those

4.7.1. MS excel

Microsoft Excel is a commercial spreadsheet application written and distributed by

Microsoft for Microsoft Windows and Mac OS X. The application was used to organize and

analyze the raw data collected from survey. Excel was also helpful in making graphical

representations of the organized data.

4.7.2. SPSS

SPSS is a computer program used for survey authoring and deployment (IBM SPSS Data

Collection), data mining (IBM SPSS Modeler), text analytics, statistical analysis, and

collaboration and deployment. The program was helpful in conducting the chi square test.

4.8. Definition of Important Terms

4.8.1. Training

This term is often interpreted as the activity when an expert and learner work together to

effectively transfer information from the expert to the learner (to enhance a learner's knowledge,

attitudes or skills) so the learner can better perform a current task or job. Here's another

perspective.

4.8.2. Development

This term is often viewed as a broad, ongoing multi-faceted set of activities (training

activities among them) to bring someone or an organization up to another threshold of

performance. This development often includes a wide variety of methods, e.g., orienting about a

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role, training in a wide variety of areas, ongoing training on the job, coaching, mentoring and

forms of self-development. Some view development as a life-long goal and experience.

4.8.3. Information

At its most basic form, a piece of information about something is a "unit of awareness"

about that thing. (A field of philosophy, epistemology, includes analysis of what is really

information and what isn't. This field might visit the question: "If a tree falls in the forest, does it

make a sound?") Some people think that this awareness occurs only in the brain and, therefore,

usually comes from some form of thought. Other people also accept information as a form of

realization from other forms of inquiry, e.g., intuition.

4.8.4. Knowledge

Knowledge is gleaned by organizing information. Typically, information evolves to

knowledge by the learner's gaining context, perspective and scope about the information.

4.8.5. Skills

Skills are applying knowledge in an effective and efficient manner to get something done.

One notices skills in an employee by their behaviors.

4.8.6. Task

A task is a typically defined as a unit of work, that is, a set of activities needed to produce

some result, e.g., vacuuming a carpet, writing a memo, sorting the mail, etc. Complex positions

in the organization may include a large number of tasks, which are sometimes referred to as

functions.

4.8.7. Job

A job is a collection of tasks and responsibilities that an employee is responsible to

conduct. Jobs have titles.

4.8.8. Role

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A role is the set of responsibilities or expected results associated with a job. A job usually

includes several roles.

4.8.9. Learning

Typically, learning is viewed as enhancing one's knowledge, understanding or skills.

Some people see learning as enhancement to one's knowledge, awareness and skills. Some

professionals view learning as enhancing one's capacity to perform. Some view learning as a way

of being that includes strong value on receiving feedback and increasing understanding.

It's important to note that learning is more than collecting information -- more than

collecting unreferenced books on a shelf. Depending on the needs of the learner, knowledge is

converted to skills, that is, the learner knows how to apply the knowledge to get something done.

Ideally, the skills are applied to the most appropriate tasks and practices in the organization,

thereby producing performance -- results needed by the organization. Here's another perspective.

4.8.10. Continuous Learning

Simply put, continuous learning is the ability to learn to learn. Learning need not be a

linear event where a learner goes to a formal learning program, gains areas of knowledge and

skills about a process, and then the learning ceases. If the learner can view life (including work)

as a "learning program", then the learner can continue to learn from almost everything in life. As

a result, the learner continues to expand his or her capacity for living, including working.

4.8.11. Education

This term seems to be the most general of the key terms in employee training. Some

professionals view education as accomplishing a personal context and understanding of the

world, so that one's life and work are substantially enhanced, e.g., "Go get an education." Others

view the term as the learning required to accomplish a new task or job. Here's another

perspective.

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4.9. Hypothesis

A hypothesis is a proposed explanation for a phenomenon. The term derives from the Greek,

ὑποτιθέναι – hypotithenai meaning "to put under" or "to suppose". For a hypothesis to be put

forward as a scientific hypothesis, the scientific method requires that one can test it. Scientists

generally base scientific hypotheses on previous observations that cannot satisfactorily be

explained with the available scientific theories. Even though the words "hypothesis" and "theory"

are often used synonymously, a scientific hypothesis is not the same as a scientific theory. A

working hypothesis is a provisionally accepted hypothesis proposed for further research.

4.10. Period of the Study

This study was conducted in HR LINKERS Greater Noida with a period of 45 days.

Initial 10 days were spent on data collection.

Next 6 days were engaged with the employees to have a personal contact with

them.

The next 20 days were used to help up in the HR department concerns such as

conducting meetings, applications arranging and informing meeting etc.

The last 10 days were used to circulate the questionnaire and collect reply from

employees.

4.11. Limitations of Study

Some difficulties were encountered while doing the project. The limitations were listed below.

The employees of the HR LINKERS Greater Noida found it difficult to answer questions

properly due to their busy and heavy workload.

Some were reluctant to answer some question thinking that might affect their job

negatively.

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The primary collection of data was time consuming, as the employees were busy.

Sample size was 82% of total population.

The total time allowed by company to do the project.

Being a very lengthy and complex process it is difficult to analyze the details of training

and process.

The working personals are not proffered to give complete information

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CHAPTER – 5

DATA ANALYSIS AND INTERPRETATION

Introduction

Analysis and interpretation is the one of the important stage of a project. In this stage the

recorded responses are coded into symbols, for making counting, edited, tabulated and

represented in appropriate pictorial form.

The responses in the questionnaire have its own value in making a true interpretation.

There are 45 respondents for the study. The questions are created in a way that the ambiguity is

avoided. After preliminary scrutiny of the filled questionnaires, it is noticed that all the

respondents marked their responses to important questions which will lead the study.

The responses of the questionnaires are tabulated and represented in percentages to get a

clear cut picture about the responses. It made the interpretation quite easier on the basis of

percentages chart is drawn. The selected pie chart was very useful for the interpretation.

The interpretation for questions which seeks Yes or No answers was easy because

comparative majority can be identified by the percentage. Diagrammatic representations are

given for each question in order to make the finding s more clearly to the reader. Along with

simple bar diagrams and pie charts new 3D representation methods are also used to make the

presentation more interactive.

The questionnaire contains two parts. Part A is about personal data and Part B about the

necessary questions

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Personal Data: Part A

Table 1.1

AGE OF RESPONDANTS

Age Group No. Of Respondents Percentage Of Respondents

18-23 15 33.33

24-28 18 40

29-33 9 20

34-39 3 6.67

Total 45 100

Table 1[a] shows the age group of respondents and their respective percentage.

Table 1.2

GENDER OF RESPNDENTS

Gender No. Of Respondents Percentage Of Respondents

Male 39 86.67

Female 6 13.33

Total 45 100

Table 1[b] shows the gender of respondents and the percentage of respondents in each gender.

Table 1.3

64

MARITAL STATUS OF RESPONDANTS

Status No. Of Respondents Percentage Of Respondents

Single 30 66.67

Married 15 33.33

Total 45 100

Table 1[c] shows the marital status of the respondents and the percentage of respondents in each

group.

Table 1.4

EXPERIENCE OF RESPONDANTS IN SRIVIRAD SYSTEMS SERVICES

experience in years No. Of Respondents Percentage Of Respondents

0-3 33 73.33

4-6 9 20

7-9 3 6.67

Total 45 100

Table 1[d] shows the experience of respondents in years in HR LINKERS Greater Noida.

Part B

TABULATION OF RESPONSES OF EMPLOYEES

65

1. Opinion about the regular assessment of training needs at the company.

Table 2.0

Opinion No. Of Respondents Percentage Of

Respondents

Yes 32 72

No 13 29

Total 45 100

Inference

From the table 2.0, 71.11% of respondents agreed that training needs are assessed

regularly at HR LINKERS Greater Noida. While 28.8 percent respondents are of the opinion that

training needs aren’t assessed properly.

66

Figure 1.0

1. Opinion about the regular assessment of training needs at the company

Yes No Total0

20

40

60

80

100

120

Percentage Of Respondents

67

2. Opinion about training process as a learning experience.

Table 3.0

Opinion No. Of Respondents Percentage Of

Respondents

Very Good 5 11

Good 20 44

Satisfactory 13 29

Bad 5 11

Very Bad 2 4

Total 45 100

Inferences:

From table 3.0, we can see that 11% of respondents say that training process as a learning

experience is very good at HR LINKERS Greater Noida. While 44% are of the opinion it is

Good and 29 percent are just satisfied with the training process as far as the learning experience

is concerned. 11% percent rated training process as very bad and just 4% stated training as very

bad.

Figure 2.0

68

Opinion about the regular assessment of training needs at the company.

Very Good Good Satisfactory Bad Very Bad Total0

20

40

60

80

100

120

Percentage Of Re-spondents

69

3. Opinion about the performance of trainer/guest faculty/instructor.

Table 4.0

Opinion No. Of Respondents Percentage Of

Respondents

Very Good 5 11

Good 21 47

Satisfactory 12 27

Bad 5 11

Very Bad 2 4

Total 45 100

Inference:

From the table 4.0, we can see that 11% percent of the respondents are of the opinion

that performance of trainer/guest faculty/instructor is very good. 47% said its good and 27% find

the performance of trainer satisfactory. And 11% voted it as bad and 45 voted it as very

bad.Figure 3.0

70

Figure 3.0

Opinion about the performance of trainer/guest faculty/instructor.

Very Good Good Satisfactory Bad Very Bad Total0

20

40

60

80

100

120

Percentage Of Respondents

71

4. Achievement of learning objective from training program.

Table 5.0

Opinion No. Of Respondents Percentage Of

Respondents

Yes 31 69

Partially 8 18

No 1 2

Can't say 5 11

Total 45 100

Inference:

69% percent of the respondents claim that they have achieved the learning objective from

the training program. 18% respondents were of the opinion that they achieved the learning

objective partially. 2% percent couldn’t achieve the training objective and 13 percent of

respondents refused to answer.

Figure 3.0

72

Achievement of learning objective from training program

Yes Partially No Can't say Total0

20

40

60

80

100

120

Percentage Of Respondents

73

5. Relevancy of training program with the job

Table 6.0

Answer No. Of Respondents Percentage Of

Respondents

Very Good 5 11

Good 29 64

Satisfactory 8 18

Bad 3 7

Very Bad 0 0

Total 45 100

Inference:

From table 6.0 and figure 5.0 we can observe that 11percent of respondents reveal that

the training provided is very much relevant to the job while majority ie 64% revealed that it is

good and 18 percent revealed that its satisfactory. And 7% voted it as irrelevant. The above

diagram shows the opinion of employees about the relevancy of training process to the job.

Figure 5.0

74

Relevancy of training program with the job

Very Good Good Satisfactory Bad Total0

20

40

60

80

100

120

75

6. There is well designed and widely shared training policy in the company

Table 7.0

Opinion No. Of Respondents Percentage Of

Respondents

Very Good 6 13

Good 12 27

Satisfactory 20 44

Bad 5 11

Very Bad 2 4

Total 45 100

Inference:

From table 7.0 and figure 6.0 we can see that 13% percent of the respondents reveal that

the company’s training policy is designed very good. 27% said its good and 44% said its

satisfactory. 11% percent rated it as bad and Rest 4% reveal that they are very dissatisfied with

company’s training policy.

76

Figure 6.0

There is well designed and widely shared training policy in the company

Very Good

Good

Satisfactory

Bad

Very Bad

77

7. Opinion about the content and methodology used in the training program.

Table 8.0

Answer No. Of Respondents Percentage Of

Respondents

Very Good 3 7

Good 20 44

Satisfactory 15 33

Bad 5 11

Very Bad 2 4

Total 45 100

Inference:

7 percent of the respondents revealed that the content and methodology used in the

training program is very good. 44 percent were of the opinion that it was good. 33 percent

responded that training methodology and content was satisfactory. 11% said its bad and 4% said

its really very bad.

78

Figure 7.0

Opinion about the content and methodology used in the training program

Very Good

Good

Satisfactory

Bad

Very Bad

79

8. Usefulness of training materials.

Table 9.0

Opinion No. Of Respondents Percentage Of

Respondents

Very Good 6 13.

Good 21 47

Satisfactory 15 33

Bad 3 7

Very Bad 0 0

Total 45 100

.

Inference:

From table 9.0 and figure 8.0 we can see that 13 percent of the respondents revealed that

training materials were really useful, 47% stated it as good and 33 percent respondents found

training material satisfactory. Only 6 percent respondents declared training materials to be bad.

80

Figure 8.0

Opinion about Usefulness of training materials.

81

Very Good; 6

Good ; 21

Satisfactory; 15

Bad ; 3

9. Opinion about the use of audio-visual aids

Table 10.0

82

Opinion No. Of Respondents Percentage Of

Respondents

Very Good 3 7

Good 6 13

Satisfactory 24 53

Bad 12 27

Very Bad 0 0

Total 45 100

Inference:

From the above table 10.0 and figure 9.0 we can observe that 53% of respondent are

satisfied with the use of audio-visual aids. 13% were stated the use of audio-visual aids to be

good and 7% percent declared it very good. 27 percent of respondents declared the use of audio-

visual aids to be bad.

Figure 9.0

Opinion about the use of audio-visual aids

83

Very Good7%

Good 13%

Satisfactory53%

Bad 27%

10.Opinion about the practical sessions in the training program.

Table 11.0

84

Answer No. Of Respondents Percentage Of

Respondents

Very Good 4 9

Good 10 22

Satisfactory 28 62

Bad 2 4

Very Bad 1 2

Total 42 100

Inference:

From the above give table 11.0 and figure 10.0 we can observe that 9% and 22%

respondents responded that practical sessions are very good and good respectively. 62% of

respondent are satisfied with the practical sessions conducted in the training process. 4% and 2%

respondents stated practical sessions of training process at HR LINKERS Greater Noida is bad

and very bad respectively.

Figure 10.0

Opinion about the practical sessions in the training program.

85

Very Good

Good

Satisfactory

Bad

Very Bad

11.Opinion about the working environment

86

Table 12.0

Opinion No. Of Respondents Percentage Of

Respondents

Strongly satisfied 3 6

Satisfied 24 54

Dissatisfied 18 40

Strongly dissatisfied 0 0

Total 45 100

Inference:

From the above table 12.0 and figure 11.0 we can observe that 54% respondents are

satisfied about the working environment provided with training and 6% were strongly satisfied.

We can also observe that 40 percent of respondents are dissatisfied about the working

environment. None were strongly dissatisfied about the working environment of training process

conducted at HR LINKERS Greater Noida

Figure 12.0

87

Opinion about the working environment

Strongly satisfied Satisfied Dissatisfied Total0

10

20

30

40

50

60

70

80

90

100

.

12. Opinion about the time duration given for the training period.

Table 13.0

88

Opinion No. Of Respondents Percentage Of

Respondents

Sufficient 12 27

Good 24 53

Fair 8 18

Poor 1 2

Very poor 0 0

Total 45 100

Inference:

The above table 13.0 and figure 12.0 clearly shows that 26.67 percent of respondents are

satisfied with the time given for training. While 53.3% respondents explained the time allotment

as good. 17.77% found the time allotment to be fair and 2.22% respondent revealed that they

aren’t satisfied with the time given for training and voted bad.

Figure 12.0

Opinion about the time duration given for the training period.

89

Sufficient Good Fair Poor Total0

10

20

30

40

50

60

70

80

90

100

13. Opinion about the preferences given to the participants’ suggestions.

Table 14.0

Answer No. Of Respondents Percentage Of

90

Respondents

Excellent 6 13

Good 22 48

Fair 11 24

Poor 3 7

Very Poor 3 7

Total 45 100

Inference:

The above table 14.0 and figure 13.0 shows that 13% respondents said that the

participants suggestions are really taken into account. 48% respondents found that preferences

given to participants suggestion to be good, 24% opinioned it to be fair [average] but 7%

declared the acceptance of participant’s suggestion as poor another 7% said its very poor.

Figure 13.0

Opinion about the preferences given to the participants’ suggestions.

91

Excellent Good Fair Poor Very Poor Total0

10

20

30

40

50

60

70

80

90

100

Percentage Of Respondents

14. Opinion about the motivation given to the participants.

Table 15.0

92

Answer No. Of Respondents Percentage Of

Respondents

Strongly agree 1 2

Somewhat agree 24 52

Disagree 18 40

Strongly disagree 3 6

Total 45 100

Inference:

From the table 15.0 and figure 14.0 we can observe that 53.33 percent respondents

somewhat agree they have given with motivation to participate in the training process. 40%

respondents disagreed with this and 6.67 % respondents strongly disagreed.

Figure 14.0

Opinion about the motivation given to the participants.

93

Strongly agree Somewhat agree Disagree Strongly disagrree Total0

10

20

30

40

50

60

70

80

90

100

2

52

40

6

100

Percentage Of Respondents

15.Are employees permitted times off from work to attend training

94

Table 16.0

Answer No. Of Respondents Percentage Of

Respondents

Yes, with

pay

0 0

Yes, without

pay

0 0

No 27 60

No, such

thing

18 40

Total 45 100

Inference:

We can observe that, from table 16.0 and figure 15.0 , 60 percent of respondents

answered no when asked if they are permitted time offs from work to attend training. And 40%

respondents said they aren’t aware of any such thing.

Figure 15.0

Are employees permitted times off from work to attend training?

95

1 2 30

10

20

30

40

50

60

70

80

90

100

16.Does training process affect normal working hours?

96

Table 17.0

Opinion No. Of Respondents Percentage Of

Respondents

Yes 9 20

No 30 66

Can't say 6 14

Total 45 100

Inference:

From table 17.0 and figure 16.0 we can see that 20%,ie majority, of respondents are of

the opinion that training process affect the normal working hours of HR LINKERS Greater

Noida. 66% respondents don’t think working hours are affected. And 14% respondents refused

to answer.

Figure 16.0

Does training process affect normal working hours?

97

Yes No Can't say Total0

10

20

30

40

50

60

70

80

90

100

Percentage Of Respondents

17. Do you think employees apply the new concepts taught at the training program in

their job?

98

Table 18.0

Opinion No. Of Respondents Percentage Of

Respondents

Yes 9 20

Somewhat 24 53

No 0 0

Can't say 12 27

Total 45 100

Inference:

From table 18.0 and figure 17.0 we can observe that 53% respondents think employees

somewhat apply their newly learned skills. While 20 % respondents confidently stated

employees apply their new skills. 27% respondents choose not to say.

Figure 17.0

Do you think employees apply the new concepts taught at the training program in their

job?

99

Yes Somewhat Can't say Total0

10

20

30

40

50

60

70

80

90

100

Series1

18. Opinion about overall quality of the training program

100

Table 19.0

Answer No. Of Respondents Percentage Of Respondents

Very Good 14 31

Good 23 52

Poor 7 15

Very Poor 1 2

Total 45 100

Inference:

From table 19.0 and figure 18.0 we can observe that 31% employees said the quality of

training program is very good and 52% said its good. 15 and 2 percent respondents rated quality

as poor and very poor respectively.

Figure 18.0

Opinion about overall quality of the training program

101

Very Good Good Poor Very Poor Total0

10

20

30

40

50

60

70

80

90

100

Percentage Of Respondents

102

19. Have your personal goals been benefiting out of training?

Table 20.0

Opinion No. Of Respondents Percentage Of Respondents

Yes 1 2

Somewhat 9 20

No 11 25

Can't say 24 53

Total 45 100

Inference:

25% respondents said no when asked if their personal goals have been benefiting out of

company training. 20% said they somewhat achieve their personal goals through training. 2%

percent said they certainly benefit from training. And 53% choose not to answer.

Figure 19.0

Have your personal goals been benefiting out of training?

103

Yes Somewhat No Can't say Total0

10

20

30

40

50

60

70

80

90

100

Percentage Of Respondents

104

20. Opinion about the satisfaction of the training program conducted as per the

schedule.

Table 21.0

Opinion No. Of Respondents Percentage Of

Respondents

Strongly satisfied 15 33

satisfied 19 42

Dissatisfied 7 16

Strongly Dissatisfied 4 9

Total 45 100

Inference:

From the table 21.0 and figure 20.0 we can see that 33% respondents are strongly

satisfied with the training program conducted as per the schedule. 42% respondents are satisfied.

16% respondents are dissatisfied with the training program while 9% respondents are strongly

dissatisfied.

Figure 20.0

105

Opinion about the satisfaction of the training program conducted as per the schedule.

Strongly satisfied satisfied Dissatisfied Strongly Dissatisfiedee Total0

20

40

60

80

100

120

106

CHI SQUARE

Aim:

To find out whether there is an association between quality of the training program conducted

and satisfaction of the training program conducted.

Null hypothesis: [H0]

There is no significant indifference between quality of the training program conducted and

satisfaction of the training program conducted.

Alternative hypothesis: [H1]

There is an indifference between quality of the training program conducted and satisfaction of

the training program conducted.

OBSERVED FREQUENCY

Question Quality of the training provided

Satisfaction

of the

training

provided

Option Very

Good

Good Poor Very

poor

Total

Strongly

satisfied 5 8 2 0 15

Satisfied8 12 2 0 22

Dissatisfied1 3 2 1 7

Strongly

dissatisfied 0 0 1 0 1

Total 14 23 7 1 45

107

E = [ Row total∗Column total ]

Grand total

EXPECTED FREQUENCY

Question Quality of the training provided

Satisfaction

Of

the training

provided

Option Very

Good

Good Poor Very poor Total

Strongly

satisfied 4.67 7.66 2.33 0.33 15

Satisfied 6.84 11.24 3.42 0.048 22

Dissatisfied

2.17 3.57 1.08 0.156 7

Strongly

dissatisfied 0.311 0.511 0.15 0.022 1

Total

14 23 7 1 45

108

O E O-E [O-E]^2 [[O-E]^2]/E

5 4.67 0.33 0.1089 0.023319

8 6.84 1.16 1.3456 0.196725

1 2.17 -1.17 1.3689 0.630829

0 0.311 -0.311 0.096721 0.311

8 7.66 0.34 0.1156 0.015091

12 11.24 0.76 0.5776 0.051388

3 3.57 -0.57 0.3249 0.091008

0 0.511 -0.511 0.261121 0.511

2 2.33 -0.33 0.1089 0.046738

2 3.42 -1.42 2.0164 0.589591

2 1.08 0.92 0.8464 0.783704

1 0.15 0.85 0.7225 4.816667

0 0.33 -0.33 0.1089 0.33

0 0.048 -0.048 0.002304 0.048

1 0.156 0.844 0.712336 4.566256

0 0.022 -0.022 0.000484 0.022

TOTAL 13.03332

Calculated Value of X2 = 13.03

DF= [r-1]*[c-1] where r: Number of rows

c :Number of columns

= [4-1]*[4-1]

= 3*3

= 9

Table value of x2 for dof =16.91 @ 5% level of significance

109

RESULT:

Calculated Value of x2 is less than table value of x2. Hence null hypothesis is accepted.

INFERENCE:

The calculated value is 13.27 is lesser than tabulated value is 16.91. There for. we

Accept null hypothesis and alternative hypothesis is rejected and therefore there is a significance

relation between the quality of the training program conducted and satisfaction of participants.

110

CHAPTER 6

SUMMARY AND FINDINGS

6.1. Observations and Findings

Though by and large, substantial number of employees are content with the way the training is

conducted, still there is a scope to analyze at micro level whether the negatives respondents were

either non attentive confronted confused or otherwise. Based up on the data there is a scope to

take corrective action.

Majority of the employees who have attended the training program were well educated.

Their level of education was from diploma holders to engineering graduates

Majority of the employees stated that they were informed about the purpose of training,

its intended results and significance of training. This reflects that the management was

keenly interested in achieving the objective for which the training programs were

conducted.

As far as the infrastructure facilities are concerned, majority of employees have stated

that the learning atmosphere was quite all right and the facilities provided during the

process of training were adequate and conductive to learning.

Majority of the employees have expresses satisfactory opinion about the training faculty

and their ability to train but a few numbers of the respondents were neither satisfied with

the way in which the training programs were conducted by the trainer /faculty.

With regards to the enhancement of skills and knowledge of the employee who have

attended the training program, eighty percent of them have cited there was an

enhancement in their knowledge and skills compared to the other employees who have

not attended the training program. The skill and knowledge learned through training were

helpful to them in exercising on the job.

111

Only a few members of the respondents have the opinion of significance of training in

developing the personality of the individual. This shows that the training programs

conducted were related only with their job but not concerned with the personal

development of the employees.

The training expectations of the respondents were found to be moderate. It could be

observed from these facts that the employee’s expectations were not completely fulfilled

trough training

6.2. Suggestions

In today’s competitive world attitude is the factor which is the dividing line between

failure and success. Thus recruitment of the employees must be made not only on skills

and attitude but also the attitude of the employee. If an employee has a positive attitude

then training for him can be more effective, he has a positive effect on the climate.

The training needs should be assessed regularly by observing the performance of

employees and also from feedback.

The training records must be maintained, preserved properly and updated timely.

Proper care should be taken while selecting the trainers.

Trainers must be given continuous feedback and the training should be performed as a

continuous planned activity.

New and different trainers should be invited so that the maximum impact can be got from

the training programmes.

Co –ordination and interaction of the employees of all levels must be encouraged to

locate new talents among employees. Individual care should be given as much as possible

in case of practical sessions

Try to consider the personal goals of participants also when designing the training

module. By which the interest and satisfaction of participants can be increased.

112

Try to use more visual and audio aids to make trainings more interactive and active.

6.3. Conclusions

Analysis of all the facts & figures, the observations and the experience during the training

period gives a very positive conclusion/ impression regarding the training imparted by the HR

LINKERS Greater Noida trainers. The HR LINKERS Greater Noida is performing its role up to

the mark and the trainees enjoy the training imparted especially the practical sessions and

simulations.

The training imparted meets the objectives like:

o Effectiveness of the training and its resultant in the performance of the employees.

o Assists the employees to acquire skills, knowledge and attitude and also enhance the

same.

o Helps to motivate employees and helps in avoiding mistakes.

It becomes quite clear that there is no other alternative or short cut to the development of human

resources. Training when used in a planned and purposeful manner can be an extremely effective

management tool as they increase the knowledge and skills of workers and thereby increasing the

productivity and wealth of the organization.

113

APPENDIX

QUESTIONNAIRE

Name of the employee - …………………………….

Gender of employee - ………..

Age - ………………….

Duration in company - …………

1. According to you is there any requirement to regular training in the company?

Yes No

2. The training process as a learning process in your company.

Very Good Good

Satisfactory Bad

Very Bad

3. The performance of trainer / guest faculty / instructor lies under.

Very Good Good

Satisfactory Bad

Very Bad

4. Do you achieved learning objective from the training program?

Yes Partially

No Can’t say

114

5. Relevancy of training program with the job.

Very Good Good

Satisfactory Bad

Very Bad

6. Company’s training policy is widely shared and well designed.

Very Good Good

Satisfactory Bad

Very Bad

7. Content and methodology used in the training program.

Very Good Good

Satisfactory Bad

Very Bad

8. Usefulness of training materials.

Very Good Good

Satisfactory Bad

Very Bad

9. Used audio video aids in training program.

Very Good Good

Satisfactory Bad

Very Bad

115

10. Practical sessions in the training program.

Very Good Good

Satisfactory Bad

Very Bad

11. Working environment in the company.

Strongly satisfied Satisfied

Dissatisfied Strongly Dissatisfied

12. Time duration given for the training period.

Sufficient Good

Fair Poor

Very poor

13. Preferences given to the participant’s suggestions.

Excellent Good

Fair Poor

Very Bad

14. During the training program motivation provided to the participants.

Strongly agree Somewhat agree

Disagree Strongly disagree

15. Are employees permitted times off from work to attend training?

Yes, with pay Yes, without pay

No No, such thing

116

16. Does training process affect normal working hours?

Yes No

Can’t say

17. Do you think employees apply the new concepts taught at the training program in their job?

Yes No

Somewhat Can’t say

18. Overall quality of a training program.

Very Good Good

Poor Very Poor

19. Have your personal goals been benefiting out of training?

Yes Somewhat

No Can’t say

20. Training program conducted as per schedule.

Strongly satisfied Satisfied

Dissatisfied Strongly dissatisied

117

BIBLIOGRAPHY

Book Name Author

Principles Of Management T. N. Chhabra

Research Methodology C. R. Kothari

Training Instrument in HRD and OD Udai Pareek

SOURCES –

www.wikipidia.org

118