Effectiveness Of Training Project

8/8/2019 Effectiveness Of Training Project

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INTRODUCTION ABOUT STUDY

1. Definition:

Give a man a fish he will eat it. Train a man to fish, he will feed his

family. This is a saying which highlights the importance of training. Training is a

learning experience in that it seeks a relatively permanent change in an individual

that will improve the activity to perform on the job. It involves the changing of

skills, knowledge, attitudes or behaviour. It may mean changing what employees

know, how they work, their attitudes toward their work, or their interaction with

their coworkers or supervisor.

Training is a learning experience that is planned & carried out by the

organization to enable more skilled task behaviour by the trainee. Training

provides the ability to detect & correct error. Training provides skills & abilities

that may lie called on the future to satisfy the organizations human resource

needs.

2 .PRINCIPLES OF EFFECTIVE TRAINING:

The facility is organized, staffed and managed to provide training that

supports the facility mission Training requires a strong commitment from NPP

line management to support training programmes that contribute to fulfilling

company goals and objectives.


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The training mission must be clear, and individual roles and

responsibilities need to be defined. NPP management must effectively direct and

adequately support training activities.

A systematic approach to training is used as the primary management

tool for establishing training programmes and conducting training

activities. Once established, training programmes are used to train and

qualify personnel. Personnel entering initial training programmes possess

expected entry-level knowledge, skills, and experience.

Training activities are funded and staffed adequately to implement and

maintain the training programmes. Training facilities, equipment, and

materials effectively support training activities.

Training records are maintained to support management information

needs and to provide required historical data.

The training staff possesses the technical and instructional knowledge,

skills and attitudes to fulfill their assigned duties

Training managers, instructors, and programme development personnel

possess and maintain the educational, technical, and experience

qualifications required for their respective positions.

The instructional skills training programme develops the necessary

instructor capabilities to fulfill training programme requirements in allapplicable training settings.


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To maintain their level of skills, trainers must refresh their plant

knowledge by regular periods of work or observation in the plant.

The training programme content for competent job performance is

identified and included in the training programmes.

New or modified tasks selected for training are analyzed to identify new

knowledge and skills to be included in the training programmes.

The initial training programme incorporates the necessary knowledge and

skills to prepare trainees for task or duty area qualification. Plant

personnel, training staff, and other subject matter experts, as appropriate

and as needed, develop and maintain a valid plant specific task list as the

basis for the training programme.

A systematic process is used to determine job performance requirements,

specify training programme content, prepare supporting training

materials, and maintain the training programme.

Instructors are prepared to deliver effective and consistent training.

Trainees are evaluated regularly using written, oral, and/or performance

examinations and quizzes. Remedial training and reevaluation are

provided when performance standards are not met satisfactorily.

Training programmes are evaluated and modified to ensure they remain

consistent with the necessary job function.


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Feedback from managers, supervisors, trainees, and former trainees is

used to evaluate and modify training programmes. The conduct of training

is monitored and evaluated regularly in all settings.

Trainee performance measured during training is used to evaluate and

modify the training programmes.

3 .Measuring the effectiveness of training

Training managers are always hard-pressed to prove the effectiveness of

the training programmes they conduct. Mohan Bangaruswamy gives an update

on one of the most popular techniquesthe Donald Kirkpatrick model

One of the most popular methodologies for measuring training

effectiveness was developed by Donald Kirkpatrick. This model articulates a four-

step process.

Level 1 : Reactions:

The analysis at this level serves as inputs to the facilitator and trainingadministrator. It enables them to make decisions on continuing the programme,

making changes to the content, methodology, etc.

Level 2 : Participant learning:

Measuring the effectiveness of training at this level is important as it gives

an indication about the quantum of change vis--vis the learning objectives that

were set. It provides critical inputs to fine-tuning the design of the programme. It

also serves the important aspect of being a lead indicator for transfer of learning

on to the job context.


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Level 3 : Transfer of learning:

At this level, we measure the application of the learning in the work

context, which is not an easy task. It is not easy to define standards that can be

utilized to measure application of learning and there is always this question that

preys on the minds of various people: Can all changes be attributed to the

training? Inputs at this level can come from participants and their supervisors. It

makes sense to obtain feedback from the participants on the application of

learning on the job.

Level 4 : Results:

Many organizations would like to measure effectiveness of training at this

level; the fact remains that it is not very easy to do this, as it is improbable that

we can show direct linkage. However, it is worthwhile making the attempt even if

the linkage at this level is indirect.

4.WARNING FLAGS:

Careful analysis of deficient training programmes by INPO resulted in

identification of common problems, which were identified and grouped into the

following seven categories cited as warning flags, presented at the IAEA

Specialists Meeting on Evaluating the Effectiveness of Training for Nuclear

Facility Personnel held in Pasco, Washington, USA in 1999.


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4.1. Lack of line management ownership:

Strong involvement and participation of training and line management are

vital components of robust training programmes. Conversely, weak ownership of

training programmes has contributed to degraded training effectiveness.

An indicator of weak ownership of the training programme may be infrequent

monitoring and observation of training activities. Direct observation of training

activities is a necessary input to the manageron the health of the training

programme.

4. 2 . Weak self-assessments

Most stations perform self-assessments to identify weaknesses and areas

for improvement in their training programmes. However, problems have resulted

from these self assessments being less aggressive or less critical than necessary

to identify problems. Contributing to these problems may be that training or line

managers do not participate or properly direct the self-assessment. As a result,

problems not identified tend to grow and amplify themselves until they are self-

evident and have caused significant degradation in the training programmes.

4. 3 . Student dissatisfaction

Student dissatisfaction with training results in students not participating in

the training, not asking questions, or not providing comments. Instructors should

be aware of this sort of passive feedback. Students may provide feedback after training that the material presented was not applicable to them or to their jobs.


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4 .4 . Isolationism

L earning from others is a necessary component of a robust training

programme. Stations without benchmarking or other methods of learning from

other stations often do not recognize when degradation begins in training

content, methods, or other programme attributes. One method used to learn from

other stations is to participate in evaluations or peer reviews.

4.5. Weak use of a systematic approach

Training is not part of the strategy for improving plant performance. In

these cases, there is a poor link between known human performance problems

and training being provided. In addition, some stations created new positions as

a result of organizational. These new positions required new knowledge or skills,

but the analysis was not considered as part of the change process.

4.6. Insufficient line management training expertise

A working, practical knowledge of training processes and content by theresponsible managers is necessary to maintain a robust training programme. The

training manager is normally not able to provide this level of support for all the

training programmes.


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4.7. Distractions from training

The complete text for this warning flag is Distracting activities that focus

management attention away from training. Every station has many varied

concerns and activities, in addition to training, that must be managed in

accordance with appropriate priorities. However, significant degradation in

training programmes has resulted when a major station problem or regulatory

issue caused management attention to be focused exclusively on that issue.

5. EVALUATION METHODS OF TRAINING EFFECTIVENESS:

Training evaluation is a critical component of analyzing, designing,

developing, and implementing an effective training programme. This section

addresses the key elements of determining training effectiveness through

evaluation activities.

Several key elements of training programme effectiveness that should be

addressed are:

(a) Training design and development

This element requires correctly designed and developed training.

However, even though properly designed and developed to a defined set of job

relevant criteria, if the recipients are already qualified to do the job, this training

will not be effective, resulting in a waste of time and resources.

(b) Training delivery

The second element is addressed using a defined set of activities and

methods to evaluate training delivery effectiveness.


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(c) Training implementation.

The third element is critical to help management allocate resources most

effectively. This element addresses activities and methods that will ensure that

training to be developed is needed and that it has resulted in improved

performance.

Training must be evaluated in terms of how much the participation

learned, how well they are using their new skills on the job & whether the training

program achieved its desired results.

(I) Performance based evaluation measures

a) Post Training Performance Method:

Evaluating training programs based on how well employed can

perform their jobs after they have received the training.

b) Pre- Post- Training Performance Method:

Evaluating training programs based the difference in

performance before & after one receives training.

c) Pre- Post Training Performance with control group Method:

Evaluating training by comparing pre- post training results with

individuals who did not receive the training.


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Need for Employee Training

Training is necessary for improving the quality of work of

employees. There are some other factors, giving rise to the need for training.

Effective performance

Production of quality goods & services

Fast changing technique

To keep pace with the development of technology

Change of profession.

Importance of Training:

Training is the corner stone of sound management, for its

makes employees more effective & productive.

The need for the training in part depends upon the companys

selection and promotion policies. Companies that attempt to

employ only people who already have the needed skills, place

less emphasis on training.

On the other hand, firms that stress promotion from within may

have to take special steps to ensure that employees develop

the skills which will be needed.


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There is an ever present need for training men so that new &

changed techniques may lie taken advantage & improvements

effected in the old methods, which are usefully inefficient.

Training is a practical & vital necessity because, it enables

employees to develop & rise within the organization, &

increase their market value, earning power & job security.

Conclusion:

Training is a critical component in any organization's strategy, but

organizations don't always evaluate the business impact of a training program.

Given the large expenditures for training in many organizations, it is important to

develop business intelligence tools that will help companies improve the

measurement of training effectiveness.

These tools need to provide a methodology to measure, evaluate, and

continuously improve training, as well as the organizational and technical

infrastructure (systems) to implement the methodology.


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OBJECTIVE OF THE STUDY

2 .1 Objectives of the Study

Primary Objectives

To analyze the effectiveness of the existing training programmes in

the company.

To find out the opinions & suggestions of the trainees regarding the

contents, trainers & training facilities in the company.

Secondary Objectives

To identify the extent of participation & alertness of employees during

the training programmes.

To find out the Improvement in their skills and knowledge after

attending the training programme.


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Scope of the Study

The main aim of the study is to find out the effectiveness of training

programme conducted at Congruent S olutions Pv t. L td., Chennai , focuses on

finding out the efficiency of employees after the programme & also to find out the

opinion of the trainees towards the programme, trainer, contents & organization.

The present study seeks to find out training validity (whether the trainees

have learnt during training) & transfer validity (whether what has been learnt istranslated to enhance performance in the organization).

The employees of the organization gave response during the data

collection as well as the management also gave the details which related to this

dissertation.


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Limitations of the Study

Some of the respondents were unwillingness to answer the questions.

Some of the respondents were afraid to give true information in some

cases.

There may be personal bias on the part of employees while answering to

the questions.

Due to Working time of the workers this study took some more time on

collection of the data.


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1. 2 .Industry profile

Although Irelands indigenous software industry gained international

prominence during the late 1990s, it has a history that extends back over three

decades with a particular focus on product development and selling abroad.

During the past decade Ireland has gained a reputation as a leading

European hub for software development with the majority of our indigenous firms

focusing on significant product development in market segments such as

systems software and middleware; telecommunications software; e-learning and

healthcare; and insurance and banking applications.

Irelands Strategy for Science, Technology and Innovation (2006-2013)

states that Ireland by 2013 will be internationally renowned for the excellence of

its research, and will be to the forefront in generating and using new knowledge

for economic and social progress, within an innovation driven culture.

By building critical mass to effect these changes this will ensure that

Ireland by 2013 will become a best-connected New Software Economy.

Computer software products accomplish discrete tasks and are sold as

complete packages. Categories include applications, such as word processors

and Web browsers; operating systems, such as Windows and L inux; and utilities.


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Most software purchases are made by businesses seeking better tools to

manage the complexities of running operations, record keeping, and controlling

the flow of money in and out of an enterprise. It's not always the quality of the

code that determines the most successful software, but how well that software

meets an actual business need. Probably the quickest way to talk yourself out of

a job in this segment is to make the technology seem more important than the

end user.

Innovation, Research and Development

y The technology sector accounts for over half of total business

expenditures on R&D.

y The Industrial Development Agency Ireland invested 47 0 million in

industry R&D projects in 2006.

y The Government allocated 8.2 billion to scientific research in 2006.

y Science Foundation Ireland was established in 2003 to fund centres for

specific areas of research in engineering, technology and science.

y Ireland ranks second in Europe in the Wallstreet Journal Index of

Economic Freedom.

y Ireland ranks highest in terms of global innovation capability in an

evaluation of 26 OECD countries.


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Productivity

y The sector accounts for 16% of total value added in industry and

services.

y GDP figures suggest that Irish productivity is among the highest in the

world.

Multiplying Platforms

In the old days, software developers had to develop products for just a few

different types of devices: PCs, servers, supercomputers, and the likeall of

them variations on the computer. These days, with each passing year there are

more varied types of devices that contain computer chips and need software to

tell them how to operateeverything from in-car global positioning systems

(GPS), to cell phones that allow users to play video games, to personal digital

assistants (PDAs) that can send and receive email, to "smart" household

appliances. This increasing variety means a need for more and more new

software programs. Meanwhile, the growing use of wireless networking

technologies means an even greater variety of software types. The result of all

this: Plenty of work for good software developers.


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Open Source

More companies, such as Credit Suisse First Boston and Merrill L ynch,

are seeing the benefits of not having to pay for software and upgrades and

beginning to adopt L inux environments. What's more, many organizations and

even countries feel L inux adoption is a way to curb Microsofts monopolistic

power. Computer makers such as Dell and Hewlett-Packard are responding by

shipping PCs and servers loaded with L inux. And big business-software

providers such as BEA Systems, SAP, and VERITAS are making products that

run on L inux.

Gaming

Video games now take in more of Americans' money than movies on the

big screen, which are themselves less products of photography and more shifting

digital displays rendered with extremely powerful animation software. Video

game giant Electronic Arts had revenue in excess of $3 billion in 2005, and lots

of other players in this space are making a pretty penny.

Productivity

Productivity includes word processing, spreadsheets, presentations,

database management, graphic design, and other applications that help people

do their jobs. Key players: Adobe (Photoshop, Illustrator, InDesign), Microsoft

(Word, PowerPoint, Excel), Autodesk (computer-aided design applications).


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Enterprise

The term denotes the large and expensive software packages sold by the

likes of Oracle, SAP, and IBM that enable companies to organize the complex

flow of materials, payments, and data necessary for the vast cast of global

operations that keep the modern corporation working, as well as less expensive

niche software packages sold by smaller, niche players in the enterprise software

space.

Education

Educational software helps your kids learn to read, teaches you

geography or a foreign language, stimulates logical thinking, and so on. This

category also comprises children's educational games, the so-far slow-to-catch-

on electronic-book industry, teaching resources, and music instruction. Key

players: Disney, Microsoft, Scholastic.

Job Prospects

Much of the activity in computer software is happening in Silicon Valley,

but you also might check out opportunities in other high-tech regions including

Boston, Austin, Minneapolis, New York City, Denver, Dallas, Atlanta, Boca

Raton, and the Research Triangle region of North Carolina.


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Successful software businesses are of course built on more than technical

talent. Sales, marketing, and customer service provide many jobs for those who

prefer thinking and talking about software to actually writing it. On the technical

side, high-level software architecture skills are likely to become more valuable as

the nuts and bolts of software projects are outsourced overseas

Software Engineer

Software engineers are programmers who write the code that makes the

software products run. Tasks include implementing and debugging the software.

Senior software engineers do some of these same things but also make higher-

level design decisions.

Product Specialist

As a product specialist you master a specific area within the software

development process and attend to relevant projects. For instance, you might

take on the area of customer service and help develop customer service

procedures for titles published by your company.


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Graphic Artist

Some of the happiest people in this business are the visual designers.

The tools and techniques are constantly changing and improvingand though

you have to report to the same project or product manager the programmers do,

you're often given much more leeway and room for creativity. Customers also

understand and pay a lot of attention to the graphics, and if they like yours, you

have an enviable career ahead of you

Technical Support Specialist

Tech-support people staff the phones and answer questions from

consumers who recently purchased the product. If you don't have a tech

background, this is a great way to break into the industry, and recent college

grads from various backgrounds can do very well in this area of the company.


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COMPANY PROFILE

Congruent is a desired software development partner for both large and

start-up organizations. It has the resources, dedication and experience to work

well on crucial and time sensitive projects. Congruent worked like our extended

arm for the development of our direct marketing website BOGOPOD.com."

Congruent will take part in the event through booth participation (Booth

No#1309) where senior executives from the company will interact with third partyadministrators and plan provider organization detailing the services offered and

communicate Congruents value propositions.

About Congruent

SEI CMMi L evel 5 and ISO 9001:2000 certified Congruent Solutions is a

pioneer in providing IT and back-office pension plan administration services to

the retirements industry. Congruent has offices in California, New

Jersey, London, L uxembourg, and Singapore, while its delivery centre is based

in Chennai, India.

The company has an excellent track record in developing solutions on

Microsoft, Java and Open Source technologies. Its trained administrators

manage both Defined Contribution and Defined Benefit plans.


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Congruent to offer FAS 158 and Funding Valuation services

Chennai, March 10, 2009: Congruent Solutions, a pioneer in providing IT and

back-office pension plan administration services to the retirement services in the

USA. Congruent provides comprehensive plan administration for Defined Benefit

plans. Congruents trained administrators handle the entire process from data

scrubbing to liability calculations, liability change comments and analyses, and

actuarial reports. The Funding Valuation determines the plans liabilities the

amount of money needed to pay the benefits earned by the members to the date

of the valuation.

Congruent Solutions is an SEI CMMi L evel 5 and ISO 9001:2000

certified software & KPO services company with presence in United States, Asia

Pacific, Europe. To support mission critical business processes and applications,

we have put in place world-class infrastructure in our delivery center based in

Chennai, India.

strengths

y Skilled team

y L arge company maturity with the soul of a small company

y Robust Infrastructure

y Domain knowledge with industries certifications


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Congruent Solutions provides Technology Services and Pension Plan

Administration Services. We have an excellent track record in successfully

incubating offshore delivery centers for organizations looking to outsource

technology and business processes for the first time in a cost-effective manner.

Congruent is a mature IT services company with an excellent track record

in developing solutions using Microsoft, Java & Open source technologies. Our

BPO division provides comprehensive back office services to the Pension Plan

Administration industry.

Congruent focuses on providing solutions in two major domains namely

Retirement/Pensions Administration and Education. The focus gives us the ability

to speak the same language as our customers and function as an extended

delivery arm for clients worldwide.

Congruent Research Labs

The recently launched Congruent Research Lab identifies emerging

technologies in its area of focus and builds frameworks and small

products/prototypes on those technologies to develop competencies in nascent

technology areas.


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Core Values

y We put our customers first , as without them we have no reason to be in

business.

y We encourage high levels of cooperation and communication among

our customers, our suppliers and ourselves.

y We value openness and transparency in all our communication and

believe in not committing what we cannot deliver

y We deploy our resources to create value for our customers, our

stockholders, our communities and ourselves.

y We are passionate about excellence at an individual and organizational

level in everything we do

y We treat each other with the utmost respect

y We provide a safe and rewarding place to work, a place where we are

proud of our company and our work, and have fun doing what we do.y We believe that we all are caring, loyal, honest individuals ; doing our

best to further interests of our company and our colleagues.

y We work together towards building a great company, taking personal

responsibility for our tasks and our actions


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Leadership

At Congruent, a strong L eadership is working towards common goals and

a set of shared vision and values, steering the company towards exponential

growth...

Value Proposition

Congruent is the only company based out of India to be ISO 9001:2000

certified for its Pension Plan Administration ( 4 01k) Services. We have a robust

infrastructure and security practices that assures our customers of data security.

More importantly, we speak your language. Due to our single focus on

Pension Plan Administration space, we have a very short learning curve in

understanding your processes. Key members of our team are also undergoing

NIPA and ASPPA certifications to further enhance our knowledge of the industry.

y 4 years of pension administration ( 4 01k) experience

y Experience in working on SunGard Relius, Omni, SRT, ASC

y Stringent focus on security & quality: CMMi L evel 5 & ISO 9001:2000

certified

y Seasoned In-house pension administration staff

y Robust process and domain knowledge

y Reduce Operational cost

y Training in a various DC and DB related domain areas


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Application Development

Congruents application development services help organization

automate business process using technology in a very cost effective manner. We

have unmatched experience in developing web applications using Microsoft,

Java and Open Source technologies.

We have a mature software development methodology providing an

excellent framework for migration of client requirements to our development

centre, development, testing and finally transitioning of the developed application

to the clients place. SPLM , a tool built 'in-house' provides 2 4 /7 window on the

work-in-progress.

Our services include

y Customized application development

y Enhancements

y Migration

y Re-engineering


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Maintenance

Maintenance of applications is as critical to businesses as developing.

Changes in business processes and user patterns call for constant

enhancements and maintenance. Our Fixit methodology highlights our expertise

in handling such client needs.

Product Development

Product development services demands a process framework that allows

quick turn-around times, delivering multiple builds, ability to replicate product

technology platform as well as test environments and transparency in efforts

spent by the offshore team. Congruents processes are geared to address these

requirements and over the years, we have mastered the art of managing product

development services for organizations.

Microsoft

Congruent has an extremely strong Microsoft practice. One of our

applications for a leading utilities company made it to the InfoWorld Top 100 list

in 200 4 .


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We have been delivering sophisticated applications using the latest

technologies from Microsoft. Being a Microsoft Gold Certified Partner, Congruent

has extensive experience in working with Microsofts .NET family of products,

COM+, multi-threaded architecture and MSMQ (Microsoft Message Queues), etc.

Resource Correlator

Designed and developed several Web applications for an important

player in e-learning. The Resource Correlator application is a client server

application used by companies to correlate resources like books, CD-ROMs, toys

etc, with the knowledge base that provides information about the curriculum,

criteria, standards etc.

Congruent Research Labs

With a new technology appearing on the scene, the decision making

process can become a nightmare for CTOs.

Congruent Research L ab (CR L ) is a farsighted initiative undertaken by

us. CR L serves two purposes, one, it acts as a lab where we experiment newer

technologies and are tested, two, we undertake Research Outsourcing

assignments on behalf of organizations that would want to make a rational

decision on the choice of technology.CR L operates under the aegis of Mr. Dorai

Thodla, a Silicon Valley veteran.


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Work Culture

We know how important it is for our employees to strike a balance

between their work and personal lives. Our flexible working arrangements include

Flex time as well as Telecommuting (Work From Home) for employees.

The performance of an employee plays a major role in approval of his/her

telecommuting request. There is a list of specific positions that are ineligible for

telecommuting due to the nature of the job and not because of gender, race, age,

etc. Eg: Front office, System administration and General Administration are some

of the jobs in the exclusion list.

With the convenience of laptops, mobile phones, internet access to e-mail and

technological innovations, and Congruents serious commitment to flexibility in

the workplace, we offer our people a flexible approach on a need basis.


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1.4.Review of Literature

The review of related literature is an essential part of a research project.

Survey of related literature and studies implies locating, reading, evaluating

reports of research as well as reports of casual observation and opinion that are

related to the individuals planned research projects.

Several studies have been made in the effectiveness of training. Very

limited number of studies, however, could be found and attempting to find out

comprehensively the effectiveness of training programme in organization.

Many researchers have attempted to find out briefly review the work

already undertaken and methodology employed. A brief review of select studies

has been presented in the following pages.

Vocational Training of Unemployed Workers in Belgium

In this paper they estimate, for the 1989-93 period in Belgium, the effect

of vocational classroom training on the rate of transition from unemployment.

They propose a control function estimator accounting for variable treatment

effects. In the absence of interaction effects between explanatory variables this

estimator identifies treatment effects free from selection bias.


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A natural experiment induces exogenous sub-regional variation in the

training supply. This provides over-identifying restrictions that cannot be rejected.

During participation, the transition rate decreases by 23% to 30%. Afterwards it

increases by 47 % to 7 3%. Making training available for a broader population

would, however, reduce the effectiveness of the programme.

JE L Classification: C 4 1, J2 4 , J6 4 , J68

Sisson (1994) defines the strategic level contribution of HR as the overall and

coherent long term planning and shorter term management, control and

monitoring of an organizations human resources so as to gain from them the

maximum added value and to best position them to achieve the organizations

corporate goals and mission.

A Strategic HR Plan enables organizations to align resources to corporate

strategy. It provides information on how the HR functions will support the goals

and strategies of the organization and ensure that HR planning and practices are

consistent across the organization. It outlines how the gaps between future and

present capability will be addressed.

The strategic HR plan supports and is aligned to the corporate mission,

vision, values and strategies. It is an essential planning document. It is important

that the strategic HR plan is developed only after a clear direction is established

and understood. It is important that we can avoid the situation where the strategic

HR plan drives strategy.


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Jeff Hyman ( 2000 ) defines training as a planned process to modify the

attitude, knowledge or skill behavior through learning experience to achieve

effective performance in an activity or range of activities. Its purpose is to

develop the abilities of the individual and satisfy the current and future needs of

the organization. Tom Peters says the competitive edge will be maintained by

those organizations, which use their workforce more efficiently. From this it

follows that effective training is paramount for survival and growth.

Clinical supervision has a vital role in postgraduate and, to some extent,

undergraduate medical education. However it is probably the least investigated,

discussed and developed aspect of clinical education. This large-scale,

interdisciplinary review of literature addressing supervision is the first from a

medical education perspective.

To review the literature on effective supervision in practice settings

in order to identify what is known about effective supervision.

The empirical basis of the literature is discussed and the literature

reviewed to identify understandings and definitions of supervision and its

purpose; theoretical models of supervision; availability, structure and content of

supervision; effective supervision; skills and qualities of effective supervisors;

and supervisor trainin g and its effectiveness.


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The evidence only partially answers our original questions and suggests

others. The supervision relationship is probably the single most important factor

for the effectiveness of supervision, more important than the supervisory

methods used. Feedback is essential and must be clear. It is important that the

trainee has some control over and input into the supervisory process. Finding

sufficient time for supervision can be a problem.

Trainee behaviors and attitudes towards supervision require more

investigation; some behaviors are detrimental both to patient care and learning.

Current supervisory practice in medicine has very little empirical or theoretical

basis. This review demonstrates the need for more structured and

methodologically sound programmes of research into supervision in practice

settings so that detailed models of effective supervision can be developed and

thereby inform practice.

J.kevin Ford (1997) explains that the concept of training

effectiveness has been expanded in recent years to incorporate notions about

trainee & organizational characteristics. Training needs to be viewed as more

central to the functioning of organizations alongside financial, strategic &

operational concerns

The challenge for training researchers is to infuse the old bottles -

current training effectiveness paradigms with new wine - expanded & enhanced

thinking about the potential offered through sound training design.


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Biswajeet Pattanayak ( 2002 ) discussed training effectiveness is to

impart new entrants the basic knowledge & skill they need for an intelligent

performance of defined tasks. To assist employees to function more effectively in

their present positions by exposing them to latest concepts, information &

techniques & developing the skills they will need in their future roles.

To broaden the minds of managers by providing them with opportunities for

an interchange of experiences within & outside with a view to correct the narrow

outlook that may arises from over specialization

1. Ensure that the management commits itself to allocate major resources &

adequate time to training.

2. Ensure that training contributes to competitive strategies of the firm.

Different strategies need different HR skills for implementation.

3 . Ensure that a comprehensive & systematic approach to training exists, &

training & retraining are done at all levels on a continuous & ongoing

basis.


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Siriporn Yamnill, Gary N. McLean deals his article reviews theories and

conceptual frameworks necessary to describe three factors affecting

transfer of training. This information helps HRD professionals understand

why people wish to change their performance after attending a training

program, what training design contributes to people's ability to transfer

skills successfully, and what kind of organizational environment supports

the transfer. This article also provides HRD implementation strategies to

help organizations achieve a high level of transfer.

According to C.B Mamoria, the principles of an effective training

programme are

The objectives & scope of a training plan should be defined before

its development is begun, in order to provide a basis for

common agreement & co-operative action.

The techniques & processes of a training programme should be

related directly to the needs & objectives of an organization.


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Dirk D.Stener, Gregory H.Dobbins, Wanda A.Trahan (July 1991)

discussed in the journal of organizational behaviour in the topic of an Attribution

model of training. In this topic author discussed about the training research is

often criticized for being a theoretical. Further, the research has typically ignored

the role of the trainer. We present a model that applies attribution theory to the

training process with a focus on the attributions that trainers make for trainee

behavior and their implications for training effectiveness. The impact of trainees

own attributions is also discussed. The model indicates how characteristics of

both trainers and trainees can influence the attribution processes. Researchable

propositions are presented in conjunction with the major points.


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CHAPTER - 2

RESEARCH METHODOLOGY

This section deals with the research design to be used, data collection

methods used, Sampling techniques to be used, field work to be carried out,

analysis and interpretation to be done, limitations inherent in the project and

finally, coverage (Scope) of the research work.

Research Design:

A Research Design is purely and simply the framework or plan for a study

that guides the collection and analysis of data. It is a blueprint that is followed

completing the study.

Descriptive Research Design:

Descriptive research design is also called explanatory design. This is the

one that simply describes something such as demographic characteristics of

employees. The descriptive study is typically concerned with determining

frequency with which something occurs or how tow variable vary together. This

study is typically guided by an initial hypothesis.


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Sample Size :

For my project work I have taken 100 samples which include top, middleand lower level management people and other staff members of the Congruent

S olutions Pv t. L td., Chennai .

Field of study:

The research has conducted the study among the employees of

Congruent S olutions Pv t. L td., Chennai.

Period of study:

The period of study consists of 1 months (August 2009)

Data Collection :

In a broader sense two types of data are available to researcher. These

are,

Primary Data and

Secondary Data


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Primary Data:

Through the secondary data are less expensive and can be collectedwithin a shorter time period yet, these data do not solve the research problems

completely. This may de due to different units of its measurement; different

classes employed to report data, data may be outdated at the time of the

publication, this data may be adequately processed, it may not be sufficient and

so on. When theses conditions prevail, logical and ultimate resort is the primary

data.

Secondary Data:

After identifying and designing the research problem and determining

specific information required to solve the problem, I looked for the data and

sources of data which may yield the desired results. Some secondary data are

often available in one or other in the exiting sources. Therefore it was worthwhile

to use these first and only when the secondary data sources are exhausted, the

next step of looking into the primary data was considered.

All the available secondary data was not usable at all. So I had to seek

primary data for the new problems as they hardly have suitable relationship with

the old problems, already explored.

Survey:

Survey is the most commonly used method of primary data collection in

research. This is widely used because of its extreme flexibility. Survey researchis a systematic gathering of data from respondents through questionnaires. The

purpose of behaviour of the population having surveyed. A questionnaire is a

formal list of questions to be answered in the survey.


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Survey technique:

The survey technique that I have chosen for my project is the personal

interview method. In the personal interview method, I questioned the

respondents in a face-to-face meeting. First I tried to identify the potential

respondent and attempted to secure the respondent's cooperation in answering a

list of predetermined questions. A chose this method because it provides critical

type of information on knowledge, intentions, demographic characteristics,

attitudes, opinion and life styles.

Questionnaire design:

The term questionnaire refers to a self-administered process whereby the

respondent himself/herself reads the questions and record his/her without the

assistance of an interviewer. A questionnaire is more structured and

standardized than the interview schedule.

I have asked some direct questions, some indirect questions, open endquestions, closed end questions and rating scale in my questionnaire.

Revising and pre-testing questionnaire:

Although re examinations, revision and pre-testing of a questionnaire

does not guarantee perfection, yet it can prevent to a great extent the loss of

time, money and effort due to poor design of questions.


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I conducted a pre-test to the test the questionnaire's preliminary draft with

a small group of sample taken for final study. I checked out the wording, number

and sequencing of questions, choices for respondent, information sought andinstruments clarity as a whole.

Sampling techniques:

It is difficult to collect information about each of the population units as is

done under complete census method or complete enumeration survey. I resorted

to the sampling approach.

Method of sampling:

Non-probability convenient sampling:

In non-probability sampling, the chance of any particular unit in the

population being selected is unknown. In this method, the sample units are

chosen primarily on the basis of my convenience.

Simple Percentage Analysis:

Simple Percentages refers to a special kind of ration. Percentages are

used in making comparisons between two or more series of data. Percentages

are used to describe relationships. Percentages can also be compare the relative

terms, the distribution of two or more series of data.


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CHAPTER- 3

ANALYSIS AND INTERPRETATION

Table 1

Opinion about the Age Group of the Respondents

S.NoAge Group No of Respondents Percentage (%)

1


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Table 2

Opinion about the Gender of the Respondents

S.No Gender No. of

Respondents

Percentage of

Respondents

1 Male 68 68

2 Female 32 32

Total 1 00 100

Source: Primary Data

INTERPRETATION:

Incisive analysis of the above table reveals the following facts

1.68% of respondents are male

2. 32% of respondents Female

Inference

68% of respondents are male


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Table 3

Opinion about the Department of the Respondents

S.NoDepartment

No. of

Respondents% of Respondents

1Production 0

0

2 IT 7 3

73

3 Personnel 17

17

4 Finance 1 0

10

Total 1 00 100

Source : Primary data

INTERPRETATION:


1.7 3% of respondents are IT Department


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2. 1 7 % of respondents are Personnel Department

3. 10% of respondents are Finance Department

Inference

7 3% of respondents are IT Department


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Table 4

Opinion about the Designation of the Respondents

S.NoDesignation

No. of


1Management 1 3

13

2 Officers 32

32

3 Accountant 8

8

4Staff 47

47

Total 1 00 100


INTERPRETATION:


1.47 % of respondents are Staff


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2. 32% of respondents are Officers

3. 13% of respondents are Management

4 . 8% of respondents are Accountants

Inference:

47 % of respondents are Staff


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Table 5

Opinion about the Educational Qualification

S.NoEducational Qualification No of Respondents Percentage (%)

1Technical/Diploma 18 18

2Degree 40 40

3Professional 42 42

Total 100 100


INTERPRETATION:


1.4 2% of respondents are completed Professional

2. 4 0% of respondents are completed Degree

3. 18% of respondents are completed T echnical/Diploma

Inference

4 2% of respondents are completed Professional


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Table 6

Opinion about the Experience of the Respondents

S.NoExperience No of

RespondentsPercentage(%)

14Yrs 25 45

Total 100 100


INTERPRETATION:

Incisive analysis of the above table reveals the following facts1.51% of respondents are 2- 4 Yrs Experience

2. 2 4 % of respondents are 4 Yrs Experience

Inference

51% of respondents are 2- 4 Yrs Experience


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Table 7

Opinion about the Income of the Respondents

S.No Income No. of Respondents % of Respondents

15000 -8000 13

13

2 8000 -12000 67 67

3 12000 -20000 18

18

4>20000 2

2

Total 1 00 100


INTERPRETATION:


1.6 7 % of respondents are 8000-12000 Income option

2. 18% of respondents are 12000-20000 Income option


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3. 13% of respondents are 5000-8000 Income option

4 . 3% of respondents are


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Table 8

Opinion about the Trainers Interaction with the Trainees

S.NoOpinion

No. of


1

2

3

4

5

Highly Satisfied

Satisfied

Neutral

Dissatisfied

Highly Dissatisfied

27

68

4

1

0

27

68

4

1

0

Total 1 00 100


INTERPRETATION:


1.68% of respondents are Satisfied that there should be a Trainers

Interaction with the Trainees

2. 2 7 % of respondents are Highly Satisfied that there should be a TrainersInteraction with the Trainees

3. 4 % of respondents are Neutral that there should be a Trainers



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4 . 1% of respondents are Dissatisfied that there should be a Trainers


5. 0% of respondents are highly Dissatisfied that there should be a

Trainers Interaction with the Trainees

Inference

68% of respondents are Satisfied that there should be a Trainers



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Table 9

Opinion about the subject knowledge of Trainers

S.No Opinion No. of Respondents % of Respondents

1

2

3

4

5

HS

S

N

D

HD

19

7 0

10

1

0

19

7 0

10

1

0

Total 1 00 100


INTERPRETATION:


1.7 0% of respondents are Satisfied that there should be a subject

knowledge of Trainers

2. 19% of respondents are Highly Satisfied that there should be a subject


3. 10% of respondents are Neutral that there should be a Trainers

Interaction with the Trainees subject knowledge of Trainers


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4 . 1% of respondents are Dissatisfied that there should be a subject


5. 0% of respondents are highly Dissatisfied that there should be a subject


Inference

7 0% of respondents are Satisfied that there should be a subject



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Table 1 0

Opinion about the Relationship between trainers and trainees

S.NoOpinion

No. of

Respondents

% of

Respondents

1

2

3

4

5

HS

S

N

D

HD

36

52

10

1

1

36

52

10

1

1

Total 1 00 100


INTERPRETATION:


1.52% of respondents are Satisfied that there should be a Relationship

between trainers and trainees

2. 36% of respondents are Highly Satisfied that there should be a

Relationship between trainers and trainees

3. 10% of respondents are Neutral that there should be a Relationship



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4 . 1% of respondents are Dissatisfied that there should be a Relationship




Inference

52% of respondents are Satisfied that there should be a



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Table 11

Opinion about the ability to clear doubts and queries

S.NoOpinion

No. of


1

2

3

4

5

HS

S

N

D

HD

19

67

13

1

0

19

67

13

1

0

Total 1 00 100


INTERPRETATION:


1.6 7 % of respondents are Satisfied that there should be a ability to clear

doubts and queries

2. 19% of respondents are Highly Satisfied that there should be a ability to

clear doubts and queries


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3. 13% of respondents are Neutral that there should be a Relationship

between trainers and trainees ability to clear doubts and queries

4 . 1% of respondents are Dissatisfied that there should be a ability to clear

doubts and queries

5. 0% of respondents are highly Dissatisfied that there should be a ability

to clear doubts and queries

Inference

67 % of respondents are Satisfied that there should be a ability to

clear doubts and queries


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Table 1 2

Opinion about the Duration of Training Programmes

S.NoOpinion

No. of


1

2

3

4

5

HS

S

N

D

HD

15

7 1

10

3

1

15

7 1

10

3

1

Total 1 00 100


INTERPRETATION:


1.7 1% of respondents are Satisfied that there should be a Duration of

Training Programmes

2. 15% of respondents are Highly Satisfied that there should be a Duration

of Training Programmes


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3. 10% of respondents are Neutral that there should be a Duration of

Training Programmes

4 . 3% of respondents are Dissatisfied that there should be a Duration of

Training Programmes


Duration of Training Programmes

Inference

7 1% of respondents are Satisfied that there should be a Duration of

Training Programmes


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Table 1 3

Opinion about the Training given before implementing any change

S.NoOpinion

No. of


1

2

3

4

5

HS

S

N

D

HD

12

7 0

15

2

1

12

7 0

15

2

1

Total 1 00 100


INTERPRETATION:


1.7 0% of respondents are Satisfied that there should be a Training given

before implementing any change

2. 15% of respondents are Neutral that there should be a Training given

before implementing any change


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Training given before implementing any change

4 . 2% of respondents are Dissatisfied that there should be a Training

given before implementing any change


Training given before implementing any change

Inference

7 0% of respondents are Satisfied that there should be a Training

given before implementing any change


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Table 14

Opinion about the Training centre Infrastructure

S.NoOpinion

No. of


1

2

3

4

5

HS

S

N

D

HD

4 1

50

8

1

0

4 1

50

8

1

0

Total 1 00 100


INTERPRETATION:


1.50% of respondents are Satisfied that there should be a Training centre

Infrastructure

2. 4 1% of respondents are Highly Satisfied that there should be a Training

centre Infrastructure


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3. 8% of respondents are Neutral that there should be a Training centre

Infrastructure

4 . 1% of respondents are Dissatisfied that there should be a Training

centre Infrastructure


Training centre Infrastructure

Inference

50% of respondents are Satisfied that there should be a Training

centre Infrastructure.


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Table 15

Opinion about the Organization of the Training programme

S.No Opinion No. of Respondents % of Respondents

1

2

3

4

5

HS

S

N

D

HD

24

66

9

1

0

24

66

9

1

0

Total 1 00 100


INTERPRETATION:


1.66% of respondents are Satisfied that there should be a Organization of

the Training programme

2. 2 4 % of respondents are Highly Satisfied that there should be a

Organization of the Training programme

3. 9% of respondents are Neutral that there should be a Organization of

the Training programme


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4 . 1% of respondents are Dissatisfied that there should be a Organization

of the Training programme



Inference




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Table 16

Opinion about the freedom to ask questions and doubts

S.NoOpinion

No. of


1

2

3

4

5

HS

S

N

D

HD

51

4 1

6

1

1

51

4 1

6

1

1

Total 1 00 100


INTERPRETATION:


1.51% of respondents are Highly Satisfied that there should be a freedom

to ask questions and doubts

2. 4 1% of respondents are Satisfied that there should be a freedom to ask

questions and doubts


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3. 6% of respondents are Neutral that there should be a freedom to ask

questions and doubts

4 . 1% of respondents are Dissatisfied that there should be a freedom to

ask questions and doubts


freedom to ask questions and doubts

Inference

51% of respondents are Highly Satisfied that there should be a

freedom to ask questions and doubts


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Table 17

Opinion about the effectiveness of training method

S.NoOpinion

No. of


1

2

3

4

5

HS

S

N

D

HD

36

47

15

1

1

36

47

15

1

1

Total 1 00 100


INTERPRETATION:


1.47 % of respondents are Satisfied that there should be a effectiveness of

training method


effectiveness of training method


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3. 15% of respondents are Neutral that there should be a effectiveness of

training method

4 . 1% of respondents are Dissatisfied that there should be a effectiveness

of training method



Inference

47 % of respondents are Satisfied that there should be a



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Table 18

Opinion about the improvement of self-confidence

S.NoOpinion

No. of


1

2

3

4

5

HS

S

N

D

HD

56

4 0

3

0

1

56

4 0

3

0

1

Total 1 00 100


INTERPRETATION:


1.56% of respondents are Satisfied that there should be a improvement of

self-confidence

2. 4 0% of respondents are Highly Satisfied that there should be a

improvement of self-confidence


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3. 3% of respondents are Neutral that there should be a improvement of

self-confidence

4 . 1% of respondents are highly Dissatisfied that there should be a


5. 0% of respondents are Dissatisfied that there should be a improvement

of self-confidence

Inference




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Table 19

Opinion about the Development of Communication Skill

S.NoOpinion

No. of


1

2

3

4

5

HS

S

N

D

HD

55

4 1

3

0

1

55

4 1

3

0

1

Total 1 00 100


INTERPRETATION:


1.55% of respondents are Satisfied that there should be a Development of

Communication Skill

2. 4 1% of respondents are Highly Satisfied that there should be a

Development of Communication Skill


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3. 3% of respondents are Neutral that there should be a Development of

Communication Skill



5. 0% of respondents are Dissatisfied that there should be a Development

of Communication Skill

Inference




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Table 20

Opinion about the Development of skill in the particular area

S.NoOpinion

No. of


1

2

3

4

5

HS

S

N

D

HD

16

64

17

3

0

16

64

17

3

0

Total 1 00 100


INTERPRETATION:


1.6 4 % of respondents are Satisfied that there should be a Development of

skill in the particular area

2. 1 7 % of respondents are Neutral that there should be a Development of

skill in the particular area


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Development of skill in the particular area



5. 0% of respondents are Dissatisfied that there should be a Development

of skill in the particular area

Inference

64 % of respondents are Satisfied that there should be a



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Table 2 1

Opinion about the Evaluation of the Training Programme

S.NoOpinion

No. of


1

2

3

4

5

HS

S

N

D

HD

19

62

18

1

0

19

62

18

1

0

Total` 1 00 100


INTERPRETATION:


1.62% of respondents are Satisfied that there should be a Evaluation of

the Training Programme


Evaluation of the Training Programme


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3. 18% of respondents are Neutral that there should be a Evaluation of the

Training Programme

4 . 1% of respondents are Dissatisfied that there should be a Evaluation of

the Training Programme

5. 0% of respondents are Highly Dissatisfied that there should be a

Evaluation of the Training Programme

Inference

62% of respondents are Satisfied that there should be a Evaluation

of the Training Programme


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Table 22

Opinion about the field visit during training programme

S.NoOpinion

No. of


1

2

3

4

5

HS

S

N

D

HD

62

30

7

1

0

62

30

7

1

0

Total 1 00 100


INTERPRETATION:


1.62% of respondents are Highly Satisfied that there should be a field visit

during training programme

2. 30% of respondents are Satisfied that there should be a field visit during

training programme


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3. 7 % of respondents are Neutral that there should be a field visit during

training programme

4 . 1% of respondents are Dissatisfied that there should be a field visit

during training programme

5. 0% of respondents are Highly Dissatisfied that there should be a field

visit during training programme

Inference

62% of respondents are Highly Satisfied that there should be a field

visit during training programme


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Table 23

Opinion about the training is provided to develop employees

knowledge

S.NoOpinion

No. of


1

2

3

4

5

HS

S

N

D

HD

35

54

9

1

1

35

54

9

1

1

Total 1 00 100


INTERPRETATION:


1.5 4 % of respondents are Satisfied that there should be a training is

provided to develop employees knowledge

2. 35% of respondents are Highly Satisfied that there should be a training

is provided to develop employees knowledge


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3. 9% of respondents are Neutral that there should be a training is


4 . 1% of respondents are Dissatisfied that there should be a training is


5. 1% of respondents are Highly Dissatisfied that there should be a

training is provided to develop employees knowledge

Inference

54 % of respondents are Satisfied that there should be a training is



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FINDINGS

4 6% of respondents are in 26-35Yrs of age group. 33% of respondents

are in


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67 % of respondents are Satisfied that there should be a ability to clear

doubts and queries . 19% of respondents are Highly Satisfied that there

should be a ability to clear doubts and queries

7 1% of respondents are Satisfied that there should be a Duration of

Training Programmes . 15% of respondents are Highly Satisfied that

there should be a Duration of Training Programmes

7 0% of respondents are Satisfied that there should be a Training given

before implementing any change. 15% of respondents are Neutral that

there should be a Training given before implementing any change

50% of respondents are Satisfied that there should be a Training centre

Infrastructure . 4 1% of respondents are Highly Satisfied that there should

be a Training centre Infrastructure

66% of respondents are Satisfied that there should be a Organization of

the Training programme. 2 4 % of respondents are Highly Satisfied that

there should be a Organization of the Training programme

51% of respondents are Highly Satisfied that there should be a freedom

to ask questions and doubts. 4 1% of respondents are Satisfied that there

should be a freedom to ask questions and doubts

47 % of respondents are Satisfied that there should be a effectiveness of

training method. 36% of respondents are Highly Satisfied that there

should be a effectiveness of training method


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56% of respondents are Satisfied that there should be a improvement of

self-confidence. 4 0% of respondents are Highly Satisfied that there

should be a improvement of self-confidence

55% of respondents are Satisfied that there should be a Development of

Communication Skill. 4 1% of respondents are Highly Satisfied that there

should be a Development of Communication Skill

64 % of respondents are Satisfied that there should be a Development of

skill in the particular area. 1 7 % of respondents are Neutral that there

should be a Development of skill in the particular area

62% of respondents are Satisfied that there should be a Evaluation of the

Training Programme. 19% of respondents are Highly Satisfied that there

should be a Evaluation of the Training Programme

62% of respondents are Highly Satisfied that there should be a field visit

during training programme. 30% of respondents are Satisfied that there

should be a field visit during training programme

54 % of respondents are Satisfied that there should be a training is

provided to develop employees knowledge. 35% of respondents are

Highly Satisfied that there should be a training is provided to develop

employees knowledge


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SUGGESTIONS

The organization can give more importance to the good relationship

prevailing between trainers & trainees also.

Organization For the respondents who are not having any improvements

in their job, special coaching & understudy can be given for them.

The organization the training programmes conducted can be more

practical.

The organization can welcome the employee feedback. Ask how they

feel about the training received and if it measured up to their

expectations.

The organization may encourage the employees to tell what was they

learned.

The organization may test how they intend to use this new knowledge or

skill.

The organization should try to get commitments from the employees to

apply this information to the job.

The organization may suggest that the employees share worthwhile

materials or concepts with the other staff.

The organization may check back with the employee over the following

three to six months to make certain that he or she is following through

with plans and ideas routinely.


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The organization may give the employees responsibility for the

knowledge gained through training.

The organization can provide more field visits during the training

programme.

The organization Improvement need in the availability of training

materials.

The organization should conduct more training programmes in order to

improve the employees skill.

The organization has to verify whether all employees are attending all the

training programmes conducted.


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CONCLUSION

This study reveals the employees opinions regarding the training

programmes in Congruent Solutions Pvt. L td., Chennai.

In order to improve the efficiency of employees in his present job &

prepare himself for a higher level job, the effective training programmes are

necessary. It is also needed to learn the companys policies, new technologies,

changing environments.

From the findings drawn from this study, we clearly came to know 56% of

respondents are Satisfied , 4 0% of respondents are Highly Satisfied with the

improvement of self-confidence.

The commitment of training programme towards expectation of

respondents are excellent.

The improvements are needed in some cases such as field visits,

availability of training materials, good relationship between the trainers &

trainees.

Some suggestions are given based on the findings. It is sure if the

management implements the given suggestions, the performance of the

employees will be gained.


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APPENDIX

A STUDY ON EFFECTIVENESS OF TRAINING PROGRAMME IN

Congruent Solutions Pvt. Ltd., Chennai.

1. Name: _________________________________

2. Age: Below 25 26-25 36- 4 5

3. Gender: Male Female

4 . Department : Production IT

Personnel Finance

5. Designation : Management Officers

Accountant Staff

6. Educational Qualification: Technical/diploma Degree

Professional

7 . Experience in this organization: Less than 2 years

2-4 years More than 4 years

8. Monthly income: Rs. 5000 TO 8000 Rs. 8000 TO 12000

Rs. 12000 TO 20,000 Rs. 20,000 And Above


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Please tick appropriate degree of agreement according to your choice.

HS- Highly Satisfied S-Satisfied N-Neutral Satisfied

D-Dissatisfied HD- Highly Dissatisfied

8. Interaction with the trainees

HS S N D HD

9. Subject knowledge of the trainers

HS S N D HD

10. Relationship between the trainers and trainees.

HS S N D HD11. Ability to clear doubts and queries.

HS S N D HD12. Duration of training programme

HS S N D HD

13. Training given before implementing any change

HS S N D HD

14 . Training centre Infrastructure

HS S N D HD

15. Organization of the training programme

HS S N D HD

16. Freedom to ask questions & doubts

HS S N D HD


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17 . Training methods are effective

HS S N D HD

18. Improvement of self - confidence

HS S N D HD

19. Development of communication skill

HS S N D HD

20. Development of skill in the particular area

HS S N D HD

21. Evaluation of the training programme.

HS S N D HD

22. Field visit during training programme

HS S N D HD

23. Training is provided to develop employees knowledge

HS S N D HD

24 . Suggestions, if any, ___________________________________________________________ ___________________________________________________________ ________________________

THANK YOU


98/98

98

BIBLIOGRAPHY

Books:

Personnel Management and Industrial Relationship P.C.TRIPATHI

Sultan Chand Publications 2002.

Human Resource Development( Quarterly), Siriporn Yamnill, Gary N. Mc L ean

Volume 12, Issue 2, Date: June 2001, Pages: 195-208

AIMA study. (1998). World Class Management-Benchmark for the Millenium.

B usiness Today. Feb22.

Anderson,G. (2000). Performance Appraisal. Human Resource Manual. L ondon.

Blackwell Press.

Journals:

Journal of Organizational Behavior, Dirk D. Steiner, Gregory H. Dobbins, Wanda

A. Trahan, Volume 12, Issue 4 , Date: July 1991, Pages: 2 7 1-286

WEB SITES :

www.google.com

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Effectiveness Of Training Project

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