rm report(final)

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A Report

On

EVALUATING TRAINING EFFECTIVENESS

Submitted to

PUNJAB TECHNICAL UNIVERSITY

JALANDHAR

In the partial fulfillment of the requirements for the

award of degree of

Master of Business Administration (MBA)

Submitted by: Project Guide:

Shruti Thakur (2069) Mrs. Sukhmani

Monika (2056) Lecturer in Management

SESSION (2009-2011)

APEEJAY INSTITUTE OF MANAGEMENT

JALANDHAR


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CERTIFICATE

This is to certify that the project report entitled Evaluating training effectiveness: A

Exploratory Study submitted by Shruti Thakur and Monika is a bonafide piece of work

conducted under my supervision and guidance. No part of this work has been submitted for any

other degree of any other university. The data sources have been duly acknowledged. It may be

considered for evaluation in partial fulfillment of the requirement for the award of degree of

Master of Business Administration.

Date: Mrs. Sukhmani

Lecturer in Management

Apeejay Institute of Management

Jalandhar


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PREFACE

The study is related with performance appraisal in Milk Plant Verka. Performance appraisal is a

formal, structured system of measuring and evaluating an employees job related behaviors andoutcomes to discover how and why the employee is presently performing on the job and how the

employee can perform more effectively in the future so that the employee, organization, and

society all benefit.

This study has detailed analysis regarding evaluation of performance appraisal. The report is split

into various sections, which concern the various tasks that form an integral part of report.

ACKNOWLEDGEMENT


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The accomplishment of this project was not being possible individually without the

encouragement, assistance and valuable support from various sources. Thus our wholehearted

thanks to Almighty. Knowledge and Co-operation are essential for success in any project field.

No creative work can be done in isolation. We got guidance, motivation at every step of our

progress. We would like to add a few heartfelt words for the people who were the part of this

project in numerous ways.

My heartfelt gratitude to Dr. Balram Dogra, Director, Apeejay Institute of Management,

Jalandhar who has given us the opportunity to emerge as professionals in the field of

management.

We owe a great debt of gratitude to Mrs. Sukhmani, Lecturer in Management, our project guide

for his support. She guided us to bring the project to its completion.

In the end we would like to thank our parents who helped us directly or indirectly in the

completion of this project and the respondents who gave their time to fill the questionnaires to

complete the study.

DATE: SHRUTI THAKUR

MONIKA

TABLE OF CONTENTS


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Certificate i

Preface ii

Acknowledgement iii

CHAPTER NO. CHAPTER TITLE PAGE NO.

1 Introduction 2-18

2 Review Of Literature 20-24

3 Need, Scope And Objectives Of The Study 26

4 Research Methodology 28-31

5 Data Analysis And Interpretation 33-47

6 Findings Of The Study 49

7 Conclusion And Recommendations 51-52

References 54-55

Annexure

(a)Questionnaire

(b)Excel Sheet

57-61

LIST OF TABLES


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TABLE NO. TABLE TITLE PAGE NO.

5.1 Demographic Profile of People 33

5.2 Awareness to Male and Female 34

5.3 To know the component of training 35

5.4 Awareness 36

5.5 Methods occupation Cross tabulation 37

5.6 Chi-Square Tests 37

5.7 Need of training 38

5.8 Changes bring by these programs 39

5.9 Effective training programs 40

5.10 Ranking of the Various types 48

5.11 Satisfaction Level of Respondents 49

LIST OF FIGURES


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FIGURE NO. FIGURE TITLE PAGE NO.

5.1 Awareness to Male and Female 34

5.2 To know the component of training 35

5.3 Awareness about the types of training

programs

37

5.4 need of training 39

5.5 effective training programs 45

5.6 Success of programs 47


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Chapter 1

INTRODUCTION

INTRODUCTION


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1.1 TRAINING

Training can be defined as any attempt to improve performance of employees by increasing

ability of employees through learning. Need for training is estimated by any deficiency in

performance of employees.

TRAINING NEED = STANDARD PERFORMANCE ACTUAL

PERFORMANCE

There is always a difference among training, education and development. Training generally

refers to impartation of specific skills. Development refers to the learning opportunity that helps

the employees to grow. Education is normal classroom learning.

Training is a systematic attempt which is practiced to develop human resources that is mainly a

main component in any organization. Main purpose of is to obliterate gap between employees,

potential employees and job requirements. Training is a short term process that utilizes

systematic and organized procedure by which employees learn technical knowledge and skills

that are required in the work environment of any organization. Training helps an individual to

learn how to perform his job satisfactorily. Training is mostly initiated by management of

organization. It might be the result of some outside motivation, where as development is result of

internal motivation.

Development can complement training because individuals can exert their full potential only

when leaning process is very crucial.

1.2 NEED AND IMPORTANCE OF TRAINING AND DEVELOPMENT

INCREASED PRODUCTIVITY- Training and development help the workforce to get

familiar with work environment. This helps the organization to achieve its objectives and

increase productivity.

HIGH EMPLOYEE MORALE- When employees have such sort of training and

development programs then they feel much involved with the work environment which leads to

the high employee morale.

LESS SUPERVISION- As training is formal so it doesnt require any specific supervision.

Hence it can be said that training and development programs dont need any supervision or less

supervision.


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LESS WASTAGE- During training and development there is not any kind of wastage

because it is not concerning about any formal production. It only takes care of developing

employees.

EASY ADAPTABILITY- In the training programs much emphasis is given to make the

human resources familiar with work culture of the organization. So it helps the human resources

to adapt easily to the work environment.

REDUCED ABSENTEEISM- When a employee is given training then he/she feel much

involved with work and their absenteeism rate would be less.

EMPLOYEE DEVELOPMENT- It has been noticed that training programs play very

relevant role in the overall development of employees.

1.3 BENEFITS OF TRAINING

BENEFITS OF TRAINING TO ORGANIZATION

y Leads to improved profitability.y Attitudes towards profit orientations.y Improve the job knowledge and skills.y Improve morale of work force.y Help in organizational activities.y Required for good corporate image.y Helps in organizational development.

BENEFITS OF TRAINIG TO INDIVIDUALS

y Increase job satisfaction and recognition.y Helps in encouraging all achieving self-development.y Provides bases of learning.


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1.4 REASONS FOR WHICH TRAINING AND DEVELOPMENT

REQUIRED

Training and development programs are introduced in the organizations because of following

reasons-y When after a performance appraisal it is found that performance improvement is

required.

y To provide a benchmark for the performance improvement.y It is required for overall development of the human resources.y It is also required for making succession planning to help any employee to be eligible for

planned change in organization.

y It also helps in testing the operation of a new performance management system.y It helps in training employees about any specific topic.

1.5 TYPES OF TRAINING

The following types of training are generally in use:1. Induction training- this type of training is given to help a entrant for adapting himself to

new environment. The employee is given a full description of the job he is expected to

do. He is also informed about the policies, procedures and rules which are related to his

work.

2. On-job training- this is one of the commonly used type of training. It is also an effectivemethod of training the operative personnel. In this method the worker is trained on-job

and at his work place.

3. Off-job training- this type of training can be given a number of ways. Off-job trainingconsists of lectures, conferences, group discussions, case studies etc.


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4. Apprenticeship training- in this type of training, a worker is attached to an experiencedor senior worker. The worker learns while observing his senior and helping him in the

task.

5. Refresher training- it is helpful in acquainting personnel with latest improvements intheir work. Such training helps in refreshing the memory of employees.

6. Vestibules- the term vestibule training is used to impart training in a class room in theplant. It means that workers trained at some place in the factory.

1.6 METHODS OF TRAINING

A number of methods of training are employed to train workforce within the organization.

Training methods are categorized into two groups-

(a)On-the job(b)Off-the job

On the job methods- mainly refers to the methods that employed in the work place, during

the services of the employees. Whereas off-the job methods are generally employed for the

people who are not working.On-the-job trainingis delivered to employees while they perform

their regular jobs. In this way, they do not lose time while they are learning. After a plan is

developed for what should be taught, employees should be informed of the details. A timetable

should be established with periodic evaluations to inform employees about their progress. On-

the-job techniques include orientations, job instruction training, apprenticeships, internships and

assistantships, job rotation and coaching.

Off-the-job techniques include lectures, special study, films, television conferences or

discussions, case studies, role playing, simulation, programmed instruction and laboratorytraining. Most of these techniques can be used by small businesses although, some may be too

costly.


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Training techniques are the means that are mainly employed in the training methods. Among the

above shown techniques lectures, films, audio cassettes, case studies, role playing, video tapes

and simulation are most commonly employed

1.7 IMPORTANT TRAINING METHODS FOR EMPLOYEES-

(a) LECTURES- present training material verbally and are used when the goal is to present a

great deal of material to many people. It is more cost effective to lecture to a group than to train

people individually. Lecturing is one-way communication and as such may not be the most

effective way to train. Also, it is hard to ensure that the entire audience understands a topic on

the same level; by targeting the average attendee you may under train some and lose others.

Despite these drawbacks, lecturing is the most cost-effective way of reaching large audiences.

(b) ROLE PLAYING AND SIMULATION- These are training techniques that attempt to

bring realistic decision making situations to the trainee. Likely problems and alternative

solutions are presented for discussion. The adage there is no better trainer than experience is

exemplified with this type of training. Experienced employees can describe real world

experiences, and can help in and learn from developing the solutions to these simulations. This

method is cost effective and is used in marketing and management training.

(c) AUDIOVIUAL METHODS- such as television, videotapes and films are the most

effective means of providing real world conditions and situations in a short time. One advantage

is that the presentation is the same no matter how many times it's played. This is not true with

lectures, which can change as the speaker is changed or can be influenced by outside constraints.

The major flaw with the audiovisual method is that it does not allow for questions and

interactions with the speaker, nor does it allow for changes in the presentation for different

audiences.

(d) JOB ROTATION- involves moving an employee through a series of jobs so he or she can

get a good feel for the tasks that are associated with different jobs. It is usually used in training

for supervisory positions. The employee learns a little about everything. This is a good strategy

for small businesses because of the many jobs an employee may be asked to do.


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(e) APPERENTICESHIPS- develop employees who can do many different tasks. They

usually involve several related groups of skills that allow the apprentice to practice a particular

trade, and they take place over a long period of time in which the apprentice works for, and with,

the senior skilled worker. Apprenticeships are especially appropriate for jobs requiring

production skills.

(f) INERNSHIPS- are usually a combination of classroom and on-the-job training. They are

often used to train prospective managers or marketing personnel.

(g) PROGRAMMED LEARNING- computer-aided instruction and interactive video all have

one thing in common: they allow the trainee to learn at his or her own pace. Also, they allow

material already learned to be bypassed in favor of material with which a trainee is having

difficulty. After the introductory period, the instructor need not be present, and the trainee can

learn as his or her time allows. These methods sound good, but may be beyond the resources of

some small businesses.

(h) LABORTORY LEARNINGS- is conducted for groups by skilled trainers. It usually is

conducted at a neutral site and is used by upper- and middle management trainees to develop a

spirit of teamwork and an increased ability to deal with management and peers. It can be costly

and usually is offered by larger small businesses.

1.8 IMPLEMENTATION OF TRAINING PROGRAMS

Once the training technique has been selected and designed, then it needs to be implemented.

However implementation of training faces certain problems. In most of the cases managers say

that they are very busy and they cant engage themselves in these training programs. Sometime

there is not availability of trainers. Training and development require higher degree of creativity

and proper knowledge about the work culture of organization. Trainer should have the proper

knowledge of goals of training programs. Proper knowledge may help to evaluate the progress of

trainee in the company that helps a lot in the success of training programs.

Program implementation involve following actions-

1. Deciding the location for training programs.


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2. Scheduling that training program.3. Conducting training programs.4. Monitoring the progress of training.

1.9 EVALUATION OF TRAINING

One of the most important steps in any training and development process is the evaluation of

training. Evaluation helps in determining the result of training and development programs.

Training should be evaluated several times during the process. Determine these milestones when

you develop the training. Employees should be evaluated by comparing their newly acquired

skills with the skills defined by the goals of the training program. Any discrepancies should be

noted and adjustments made to the training program to enable it to meet specified goals. Many

training programs fall short of their expectations simply because the administrator failed to

evaluate its progress until it was too late. Timely evaluation will prevent the training from

straying from its goals.

NEED FOR TRAINING EVALUATION

1)

To determine if they are accomplishing specific training objectives which arecorrecting performance deficiencies or not.

2) To ensure that there is any change in caliber of trainee due to training programs.3) To determine cost effectiveness of the training program.

Evaluation is required to know whether training program is successful or not. Creditability of

training and development is mainly enhanced when it is proved that firm is benefited from it or

not.

PRINCIPLES OF EVALUATION

Evaluation of training program should be based on the following principles.

1. Evaluation specialist must be clear about the goals and purposes of evaluation.


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2. Evaluation must be continuous.3. Evaluation must be specific.4. Evaluation must provide the means and focus for trainer to be able to appraise

themselves, their practices and their product.

5. Evaluation must be based on objective methods and standards.6. Realistic target dates must be set for each phase of the evaluation process. A sense of

urgency must be developed, but deadlines that are unreasonably high will result in poor

evaluation.

CRITERIA FOR EVALUATION

1. Training validity: did the trainee learn during training?2. Transfer validity: what has been learnt during training, has it been transferred on the job?

Has it enhanced performance in workplace?

3. Intra-organizational validity: is performance of the new group of trainees, for which thetraining programs were developed, consistent with the performance of original training

group?

4. Inter- organizational validity: can a training program validated in one firm be usedsuccessfully in another company.

These questions generally results in different evaluation techniques.

1.10 FEATURES OF SUCCESSFUL TRAINING PROGRAMS

After the evaluation of training and development programs it is concluded that whether theseprograms are successful or failure.

PRE- COURSE AND ON- COURSE CONFIRMATION


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If it is possible to contact any of the potential learner at the planning and development stage

of the training program, it is estimated that something is done at a stage when program is

being introduced. Two principle methods are in general use for this:

1) Pre- course questionnaire2) An on-course activity

1) PRE-COURSE QUESTIONNAIRE

This is a very common approach that is generally employed in most of the organizations. A

fortnight to a month prior to the start of programs, when persons are sent a questionnaire, usually

via line managers, who may also be asked to comment. In the document the program is detailed

and the key or important learning points or subjects are listed. The learner is asked to comment

on inclusion of these subjects and their personal needs for these skills, whether any of the

subjects are relevant and should be excluded and whether any of the omitted subjects is included.

If responses to this questionnaire are received in reasonable time then modifications in the

programs can be made. This takes less time at this stage than later on.

2) ON- COURSE ACTIVITES

A number of activities are generally introduced at the beginning of the training program:

Some time when it is required to know key needs of learners. Some activities are required to

modify training content and which is generally done by gathering views of learners.

1.11 PURPOSE OF EMPLOYEES TRAINING AND DEVELOPMENT

PROCESS

Reasons for emphasizing the growth and development of personnel include


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y Creating a pool of readily available and adequate replacements for personnel who mayleave or move up in the organization.

y Enhancing the company's ability to adopt and use advances in technology because of asufficiently knowledgeable staff.

y Building a more efficient, effective and highly motivated team, which enhances thecompany's competitive position and improves employee morale.

y Ensuring adequate human resources for expansion into new programs.

Research has shown specific benefits that a small business receives from training and developing

its workers, including:

y Increased productivity.y Reduced employee turnover.y Increased efficiency resulting in financial gains.y Decreased need for supervision.

Employees frequently develop a greater sense of self-worth, dignity and well-being as they

become more valuable to the firm and to society. Generally they will receive a greater share of

the material gains that result from their increased productivity. These factors give them a sense

of satisfaction through the achievement of personal and company goal.

Once you have determined where training is needed, concentrate on the content of the

program. Analyze the characteristics of the job based on its description, the written narrative of

what the employee actually does. Training based on job descriptions should go into detail about

how the job is performed on a task-by-task basis. Actually doing the job will enable you to get a

better feel for what is done.

Individual employees can be evaluated by comparing their current skill levels or performance

to the organization's performance standards or anticipated needs. Any discrepancies between

actual and anticipated skill levels identify a training need.


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1.12 SELECTION OF TRAINEES

Once you have decided what training is necessary and where it is needed, the next decision is

who should be trained? For a small business, this question is crucial. Training an employee is

expensive, especially when he or she leaves your firm for a better job. Therefore, it is important

to carefully select who will be trained.

Training programs should be designed to consider the ability of the employee to learn the

material and to use it effectively, and to make the most efficient use of resources possible. It is

also important that employees be motivated by the training experience. Employee failure in the

program is not only damaging to the employee but a waste of money as well. Selecting the right

trainees is important to the success of the program.

1.13 GOALS OF TRAINING

The goals of the training program should relate directly to the needs determined by the

assessment process outlined above. Course objectives should clearly state what behavior or skill

will be changed as a result of the training and should relate to the mission and strategic plan of

the company. Goals should include milestones to help take the employee from where he or she is

today to where the firm wants him or her in the future. Setting goals helps to evaluate the

training program and also to motivate employees. Allowing employees to participate in setting

goals increases the probability of success.

1.14 TRAINER

Who actually conducts the training depends on the type of training needed and who will be

receiving it. On-the-job training is conducted mostly by supervisors; off-the-job training, by

either in-house personnel or outside instructors.


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In-house training is the daily responsibility of supervisors and employees. Supervisors are

ultimately responsible for the productivity and, therefore, the training of their subordinates.

These supervisors should be taught the techniques of good training. They must be aware of the

knowledge and skills necessary to make a productive employee. Trainers should be taught to

establish goals and objectives for their training and to determine how these objectives can be

used to influence the productivity of their departments. They also must be aware of how adults

learn and how best to communicate with adults. Small businesses need to develop their

supervisors' training capabilities by sending them to courses on training methods. The investment

will pay off in increased productivity.

There are several ways to select training personnel for off-the-job training programs. Many

small businesses use in-house personnel to develop formal training programs to be delivered toemployees off line from their normal work activities, during company meetings or individually at

prearranged training sessions.

There are many outside training sources, including consultants, technical and vocational

schools, continuing education programs, chambers of commerce and economic development

groups. Selecting an outside source for training has advantages and disadvantages. The biggest

advantage is that these organizations are well versed in training techniques, which is often not

the case with in-house personnel.

The disadvantage of using outside training specialists is their limited knowledge of the

company's product or service and customer needs. These trainers have a more general knowledge

of customer satisfaction and needs. In many cases, the outside trainer can develop this

knowledge quickly by immersing himself or herself in the company prior to training the

employees. Another disadvantage of using outside trainers is the relatively high cost compared to

in-house training, although the higher cost may be offset by the increased effectiveness of the

training.

Whoever is selected to conduct the training, either outside or in-house trainers, it is important

that the company's goals and values be carefully explained.


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1.15 TRAINING ADMINISTRATION

Having planned the training program properly, you must now administer the training to the

selected employees. It is important to follow through to make sure the goals are being met.

Questions to consider before training begins include:

y Location.y Facilities.y Accessibility.y Comfort.y Equipment.y Timing.

Careful attention to these operational details will contribute to the success of the training

program.

An effective training program administrator should follow these steps:

y Define the organizational objectives.y Determine the needs of the training program.y Define training goals.y Develop training methods.y Decide whom to train.

1.16 SECRETS OF EFFECTIVE TRAINING

1. Put emphasis on learning rather than on teaching

Put emphasis on helping the students to learn rather than merely teaching them. Because the

trainees take an active rather than passive role in their skills will be developed more quickly and

should be retained for longer.


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2. They should learn only what they need to know

Make sure that the training objectives are derived from the task analysis and relate what has

students actually need to know. This may mean leaving out what has come to be the accepted

content of the course but it does not prevent the inclusion of material for confidence and

motivation reasons. An essential part of finding out what they need to know is determining what

they already know.

3. Let them know what they need to know

Give the trainee the objectives at the beginning of the course. Without this sense of direction,

students can get hopelessly lost and frustrated. Be careful to give them same details of objectives

that you would present or developing a course.

4. Make sure that they can walk before they run

Make sure that the trainees are competent at one level before proceeding to the next.

This provides a sound basis of future learning and you can assist this by having a logical flow

that goes from

y The simple to complexy The general to specificy To known to unknown

5. Check they have learnt what they need to know

6. Expert and ensure success

Expectation is one of the strongest motivators. Obviously you should not express false

expectation. Tests should only be given to those employees who are ready for it. To do otherwise

is insufficient and could be dangerous.

7. Everyone can get an A


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Because we assess our trainee against the, there is no reason why all our trainees shouldnt get

the higher grade. We are assessing trainees against preferences against each other.

1.17 TRAINING SCORE CARD

When implementing a training score it is important to track, collect, compile, analyze and report

six different types of training data collected over different time periods. These types of data are

indicators, reactions, learning, application, business impact and return on investment.

Training score card includes:

1. Indicators:

y Employees trainedy Total training hoursy Training hours per employeey Training investment as per percentage of payrolly Cost per participant

2. Reaction

This includes the reaction of the employees after attending training program which is being

imparted to them. This reaction would make the trainee to come to know that the employee is

satisfied with the training or not

3. Learning

This includes the level of learning of the employees that they have learned those things which

were being told to them in training or not

4. Behavior application

5. Business impact


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At the level actual business results of the training program are identified. A paper based or

automated follow up questionnaire can be used together this data. Depending on the training

programs performance and business objectives.

6. Return on investment

At this level monetary benefits of the program are compared with cost of program. The cost

should be fully loaded. The methods used to convert data should be reported.

ROI% = (Benefits costs ) * 100/costs

1.18 IMPORTANCE OF TRAINING

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

organization. Training is important for following reasons:

1. Higher employee morale- a trained worker derives happiness and job satisfaction from his

work. He feels happy when his performance is up to the mark. This also gives him job security

and ego satisfaction. Employees will properly look after a worker who performs well.

2. Less supervision- A trained worker will be most disciplined and dependent. He will not like

any type of interference in his work and may not give any opportunity to the supervisor for

complaint. Such workers can take more advantage in their work. The degree of supervision

required for a employee will be less.

3. Employee development- training also helps in the development of employees. If a worker

learns fast then he will be able to develop his talent and improve his performance. Training gives

him an opportunity to show his work also.

4. Less wastage- A trained worker will know the art of operating the machine properly. He will

also use the material and equipments in a systematic way which causes less wastage. The amount

spent on training of the worker will prove to be asset to organization.


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5. Increased productivity- training improves the performance of the employees. Increased skill

and efficiency result in better quantity and quality of production.

6. Easy adaptability- A trained worker can be more adaptable to charge than on untrained one.

The trained person will adapt to new situation more easily because they have basic technical

knowledge.

7. Reduced turnovers and absenteeism- Labour turnover and absenteeism are mainly due to

job dissatisfaction. A satisfied person may not like to leave job and try at a new place. Training

helps in reducing labour absenteeism by increasing job satisfaction among them.


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Chapter - 2REVIEWS

OF

LITERATURE


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Review of literature

These studies related to effectiveness of development programs in rural india which was

conducted in the previous years, all studies are not included due to shortage of time, so some are

the following reviews of the studies conducted in past time.

Oslen(1996) studied that transfer component of training evaluation was examined in a study

conducted in 1996. 'Transfer' is the evidence that what was learned is actually being used on the

job for which it was intended. The study, through a survey technique, examined what

organisations are doing to evaluate the transfer of training (as described by the Kirkpatrick

taxonomy of the four levels of training evaluation). In addition, training and support strategies

which are judged to be the most effective in enhancing transfer were identified.

Porter(1997) found that the field of diversity training, being relatively new, can be enhanced by

using some of the concepts and methods put into practice for many years by intercultural

trainers. Distinguishing between diversity and intercultural training is not always easy. Currently,

the two types of training differ more in terms of their goals than in other ways. Intercultural

trainers offer four main components to their diversity counterparts: culture, behavior, perception,

and communication. This article expands upon these components, defining them, describing the

rationale for their inclusion in diversity training, and suggesting specific training methods that

diversity trainers could use when incorporating these concepts into their training sessions or

those intercultural trainers could use when conducting diversity training.

Padhi (2003) studied thatTotal Quality Management (TQM) is a never ending process of

improving work processes. It operates according to the premise that organisations cannot rest

comfortably without continuously improving whatever is being done. There has to be a culture of

continuous improvement and everyone in the organisation must strive towards it. This could be

accomplished only through continuous training. The present study seeks to examine the role of

training as well as measuring its effectiveness for successful implementation of TQM. For this


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purpose, data have been retrieved from a public sector enterprise manufacturing crude steel in

India. The findings of the study are based purely on primary survey. Pearson's Correlation

Coefficient with their significance levels have been used to measure the effectiveness of TQM

training and the correlation between TQM training and selected factors. The authors have found

that training creates awareness, builds employees' commitment to quality policy and strategy,

facilitates teamwork, enhances performance standards, and bolsters the skills and abilities of

employees. However, the organisation needs to focus more upon improving communication

competencies, multiple skill development and customer value training. Successful TQM training

in the organisation needs more budgetary allocation and commitment, support and enthusiasm of

the top management.

Janssens(2004) studied that Impact evaluations of development programmes usually focus on acomparison of participants with a control group. However, if the programme generates

externalities for non-participants such an approach will capture only part of the programme's

impact. Based on a unique large-scale quantitative survey we estimate the direct as well as the

spillover effects of a women's empowerment programme in rural India on child immunization

and school enrollment. The survey covers both participants and non-participants living in

programme villages, as well as respondents in control villages where the programme is not yet

active. We account for participation selection bias using instrumental variables. The control

villages allow us to test the exclusion restriction and provide us with an effective control group

to analyze programme impact. We find both direct effects and significant spillovers on non-

participants. The impact of interventions might be substantially underestimated if such external

effects were not taken into account.

Gray(2007) studied experienced legal information professionals who are responsible both for

designing and delivering in-house training sessions, and for running the BIALL Training the

Trainer seminar for the last three years. The aim of this article is threefold: to explore the

rationale for providing training; to examine the groundwork and preparation necessary to create

the right training culture; and to offer practical guidance on how to deliver successful training

activities.


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Chiaburu (2008) studied that Training effectiveness is a function of trainee characteristics,

training design and contextual factors. Social exchanges in the work environment have received

less attention compared with other training effectiveness predictors. We focus on the extent to

which leaders (through their relationships and exchanges with followers) influence skill transfer,

maintenance and generalization. We also examine two intervening processes (training motivation

and outcome expectancy). Our findings, based on surveys from 495 employees, argue for the

importance of leadermember exchange for training transfer, with training motivation and

outcome expectancy as intervening mechanisms.

Scaduto et al.(2008) found that when the relationship between employees and their supervisor

(as reported by the employee) is high in quality, employees report transferring trained skills to

the workplace, maintaining those skills over time, and even utilizing those skills in work

situations other than those specifically trained (Now thats GOOD news!). So it appears that

when employees feel that their relationship with their supervisor is good (high LMX), they are

more likely to benefit from training initiatives (and this in turn benefits the organization).

Nucbe (2009) discussed various ways in which the financial sector could impact on economic

growth and development and in the process makes reference to those theoretical underpinnings.

We present the structure and characteristics of financial system in Africa. The main

characteristics of financial system in Africa that may affect economic development include weak

regulation environment, weak legal system, bank dominated financial system, wide interest rate

spreads, and poor corporate governance practices.

Black (ND) found Increased internationalization in the economic, political, and social arenas has

led to greater interpersonal cross-cultural conflict. Because much of this contact has not been

successful, cross-cultural training has been proposed by many scholars as a means of facilitating

more effective interaction. A review of the cross-cultural training literature is presented, and it is


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determined that cross-cultural training in general is effective. The article also offers a theoretical

framework based on social learning theory for understanding past research and for guiding future

research; this is important because in this context variables seem to operate differently in

international versus domestic areas.

Jones (ND) studied ascertains whether there are differences in the formality of training and

development initiatives adopted by SMEs in three business growth categories; and the level of

growth at which a more formalized approach to training and development occurs. The results

show the adoption of formal training and development initiatives increases with SME growth.

The transition toward more formal practices generally begins early in the growth process, as

evidenced by a greater significant increase between low and moderate than moderate and high

growth firms, in the proportion of SMEs that implement formal training and development

initiatives. The results also demonstrate commitment to management development increases with

business growth. There is a greater significant difference between low and moderate than

moderate and high growth SMEs, in the proportion of firms that implement management

development practices. However, differences between high compared with moderate growth

enterprises, suggest management development may be more evolutionary. Taken together,

results suggest that as SMEs progress through development pathways, they adopt a more

strategic approach to training and development, characterised by an increasing degree of

commitment of resources to formal training and development initiatives.

The perusal of literature reveals that there had been many researches regarding the

training effectiveness. From above reviews it can be said that training is very effective in

organizations and training and development programs tend to bring positive changes in

employees and these programs play important role in increase in productivity of organization and

also help in development of skill setups of employees. So, it can be concluded that training iseffective for both organization and employees


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Chapter 3

NEED, SCOPE AND

OBJECTIVES OF

THE STUDY


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NEED OF THE STUDY

The study is needed to identify the effectiveness of development and training programs in

organizations and changes which occur due to these programs. To know the different methods of

training and changes required in these existing training programs. The need of this study arises to

know whether these programs are implemented or not.

SCOPE OF THE STUDY

The scope of study conducted i.e. EVALUATING TRAINING EFFECTIVENESS is limited to

Jalandhar city. The study conducted not only provides information related to changes occur after

conducting training and development programs in organizations but also to know which of

different methods of training is most effective. This study could help the us by knowing the needof training and ideas to make it more effective.

OBJECTIVES OF THE STUDY

PRIMARY OBJECTIVE

To know the effectiveness of training and development programs.

SECONDARY OBJECTIVES

1. To know the awareness about training and development programs among people.2. To know different types of training programs.3. To know which of various training programs are more effective.4. To know the need of training.5. To know various benefits of training.6. To check whether training programs bring positive changes in employees.7. To know whether the on-job training is more beneficial or the off-job training.8. To elaborate the factors which can make training programs successful.


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RESEARCH METHODOLOGY

Research Methodology is a way to systematically solve the research problem. The Research

Methodology includes the various methods and techniques for conducting a Research.

Marketing Research is the systematic design, collection, analysis and reporting of data and

finding relevant solution to a specific marketing situation or problem. D. Slesinger and

M.Stephenson in the encylopedia of Social Sciences define Research as the manipulation of

things, concepts or symbols for the purpose of generalizing to extend, correct or verify

knowledge, whether that knowledge aids in construction of theory or in the practice of an art.

Research is, thus, an original contribution to the existing stock of knowledge making for its

advancement. The purpose of Research is to discover answers to the Questions through the

application of scientific procedures. Our project has a specified framework for collecting data in

an effective manner. Such framework is called Research Design. The research process

followed by us consists of following steps:

Research Design:-

y Conclusion Oriented Research:-Research designed to assist the decision maker in thesituation. In other words it is a research when we give our own views about the research.

y Descriptive Research:-A type of conclusive research which has as its major objectivethe description of something-usually market characteristics or functions. In other words

descriptive research is a research where in researcher has no control over variable. He

just presents the picture which has already studied.

Sample Design-Sampling can be defined as the section of some part of an aggregate or totality

on the basis of which judgement or an inference about aggregate or totality is made. The

sampling design helps in decision making in the following areas:-

y Universeof the Study-The universe comprises of two parts as theoretical universe andaccessible universe

Theoretical Universe- It includes all the people throughout the universe.

Accessible Universe- It includes all the people in India.


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y Sample Frame-Sample frame refers from where the questionnaires are to be filled. Oursample frame consists of family, friends and classmates.

y Sample Size- Sample size is the number of elements to be included in a study. Keepingin mind all the constraints 50 respondents was selected.

y Sample Unit- Sampling unit is the basic unit containing the elements of the universe tobe sampled. The sampling unit of our study is all age group.

y Sampling Techniques- The sampling techniques used are convience technique andsimple random sampling technique.

Methods of Data Collection- Research work is exploratory in nature. Information has been

collected from both Primary and Secondary data.

y Secondary Sources- Secondary data are those which have already been collected bysomeone else which already had been passed through the statistical process. Secondary

data has been collected through magazines, websites, newspapers and journals.

y Primary Sources- Primary data are those, which are collected are fresh and for the firsttime and thus happen to be original in character. Primary data has been collected by

conducting surveys through questionnaire, which include both open- ended and close-

ended questions and personal and telephonic interview.

Tools of Analysis and Presentation:-

To analyze the data obtained with the help of questionnaire, following tools were used.

y Likert Scale: These consist of a number of statements which express either a favorableor unfavorable attitude towards the given object to which the respondents are asked to

react. The respondent responds to in terms of several degrees of satisfaction or

dissatisfaction.

y Weighted Average Score: This toolis used to calculate highest and lowest rank.y Tables: This is a tool to present the data in tabular form.y Percentage, Bar Graphs and Pie Charts: These tools were used for analysis of data.


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LIMITATIONS OF THE STUDY

The limitations of the study are as follows:-

y Due to shortage of time available at disposal, we were not able to collect as muchinformation as needed for the study.

y There may be untrue information provided by the respondents for the study.y Biasness in the responses of respondents may be there.y The sample may not be a true representative, as due to location factor, the respondents

may not be representative of the whole universe.

y As there is always a cost factor involved in every research, so it is not possible to includelarge universe.


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CHAPTER-5

DATA ANALYSIS AND

INTERPRETATION


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DATA ANALYSIS AND INTERPRETATION

The data has been processed and analyzed by tabulation interpretation so that findings can be

communicated and can be easily understood. The findings are presented in the best possible way.

Tables and graphs had been used for illustration of findings of the research.

Statement 1. Demographic Profile of People

Table 5.1

Demographic Profile of People

Demographics No. of Respondents %age of Respondents

Age

18-25 years 34 68

26-35 years 12 24

36-45 years 03 06

46 and above 01 02

Total 50 100

Qualification

Graduate 28 56

Post Graduate 22 44

Total 50 100

Gender

Male 18 36

Female 32 64

Total 50 100

Analysis and Interpretation:

It was found that Majority of respondents in the age groups i.e. 18-25 years. Majority of the

sample size i.e. 56% were graduate and also it consists of 64% females.

So it can be interpreted that the sample size consisted of serviceman and students.


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sStatement 2. To know awareness among male and female about the training programs

Conducted by organizations.

Table 5.2

Awareness to Male and Female

Awareness No. of Respondents %age of Respondents

Yes 50 100

No 00 00

Total 50 100

Figure 5.1

Awareness to Male and Female


It has been analysisedfrom above figure that 100% of the respondents were aware of the training

programs.

By this we can interpret that mostly both male and female equally know about these training

programs.


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Statement 3: To know that people know about the component of the training

Table 5.3

To know the component of training

Types Number of respondents %age of Respondents

Ethics 06 12%

Skills 26 52%

Education 12 24%

Development 06 12%

Total 50 100

Figure 5.2

Analysis and Interpretation:Most of the people i.e. 52% in the favour of skills, about 24% in education, ethics and

development got 12% and 12% respectively.

So, this can be interpreted that fewer people are in the favour of ethics and development option.

12%

52%

24%

12%

percentage

ethics

skills

education

development


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Statement 4. To know the awareness about the types training method.

Table 5.4

Awareness

Options Number of respondents %age of Respondents

Coaching and counseling 09 18%Job rotation 12 24%

Seminars 14 28%

Internships 15 30%

Total 50 100

Figure: 5.3

Awareness about the types of training programs

18%

24%

28%

30%

percentage

coaching and counselings

job rotation

seminars

internships


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Table 5.5

methods * occupation Crosstabulation

Methods of

Training

Occupation

Private Job Government

Job

Business Student

Coaching And

Counseling

0

(0.0)

2

(25.0)

0

(0.0)

3

(10.7)

Job Rotation 4

(57.1)

3

(37.5)

1

(25.0)

2

(7.1)

Seminars 1

(14.3)

3

(37.5)

2

(50.0)

10

(35.7)

Internship 2(28.6)

0(0.0)

1(25.0)

13(46.4)

The figures in the parenthesis represents the percentage.

Table 5.6

Chi-Square Tests

Value df

Asymp.

Sig. (2-

sided)

Pearson Chi-

Square

15.894(a

)9 .069

Likelihood Ratio 18.811 9 .027

Linear-by-LinearAssociation

4.343 1 .037

N of Valid Cases47

a 13 cells (81.3%) have expected count less than 5. The minimum expected count is .43.

Analysis and Interpretation:Maximum number of the sample size i.e. 30% of people know about internship programs 28%

know about the seminars, 24% knows about job rotation and few people know about the

coaching and conseling method..

So, this can be interpreted that the most influential source for training is internship and people

are not well awared about the new training methods like coaching & counselling and job

rotation.

Chi Square is applied on this statement. Pvalue>0.05. So null hypothesis is accepted and it isinterpreted that there is no relationship between occupation and methods of training.


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Statement 5. To know the need of training

Table 5.7

need of training

Options No. Of Respondents %age of Respondents

Development

in skills of

employees

20 40

Increase in

productivity

10 20

Cope up with

modern

technology

15 30

5 10

Total 50 100

FIGURE 5.4

40%

20%

30%

10%

Need

development in skills

increase in productivity

modern technology

high economic growth


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Analysis and interpretation

From the above figure we can analyse that need for training is high for developing the skills of

the employees and for high economic growth the need is minimum.


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Statement 6. To know various benefits of training program

Table 5.8

Changes bring by these programs

Benefits No. of Respondents %age of Respondents

Increases workforce

flexibility

10 20%

Improves quality and

productivity24 48%

Provides new business

opportunities8 16%

Help in taking

advantages of new

technology

18 36%

Total 50 100

Analysis and interpretation:

From the above table we can interpret that majority of the respondents think that the benefit oftraining improves quality and productivity and it provides least business opportunities.


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Statement 7. To know different kinds of programs that are effective

Table 5.9

Effective training programs

Options No. of Respondents %age of Respondents

Behavioural

training programs

8 16%

Communication

training programs

16 32%

Computer

education

programs

4 8%

Business

etiquettes and

grooming

programs

22 44%

Total 50 100

Figure: 5.5 effective training programs

16%

32%

8%

44%

effectiveness

behavioural training

communication training

computer education

business etiquettes and

grooming


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The figure above states that business etiquettes and grooming programs are more effective i.e44% and computer education programs are least effective.

By this we can interpret that majority will say that business etiquettes and grooming programs

are more effective


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Statement 8. To know the preferences of respondents regarding training programs

Table 5.10

Ranking of the Various types

Style Rank 1 Rank 2 Rank 3 Rank 4 Rank 5 Weighted

Average

Score

Audio-visual 8 6 8 12 16 172

Lectures 4 3 15 18 10 177

Job rotation 8 24 8 4 6 116

Internship 24 6 4 10 6 118

apprenticeship 6 11 15 6 12 157

Total 50 50 50 50 50 740

Number of respondents-50

Rank 1- highly preferred

Rank 5-Least preferred


The above table shows that the majority of the respondents felt that internship and job- rotationthey like most and lectures are least preferred.

So we can interpret that internship type is more preferable among the people.


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Statement 9: To check the satisfaction level of respondents

Table 5.11 Satisfaction Level of Respondents

Particulars Highly

Disagree

Disagree Neutral Agree Highly

Agree

Summated

Score

a) I think trainingprograms always bring

positive changes

0 0 2 13 35 67

b) I am highly satisfiedwith training programs

0 1 10 21 18 94

c) I feel conductingtraining programs is

just a wastage of time

46 3 1 0 0 245

d) training programare becoming popularnow a days

0 0 0 22 28 72

e) I think on the jobtraining is more

beneficial than off jobtraining

0 0 8 26 16 92

f) I think trainingshould be provided at

regular interval oftime

0 5 12 20 13 109

g) All trainingprograms provides

equal satisfaction toevery employee

12 14 10 10 4 170

h) I think trainingshould be compulsory

in the organisation

0 0 10 20 20 90

i) I think training help

the employees to copeup with new

technologies

00 0 6 18 26 80

j) training is morebeneficial to

employees than anorganisation

2 5 10 18 15 111

Total 60 28 69 168 175 1130

Number of respondents -50

Maximum Score


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Strongly Disagree (50*5) 250

Disagree (50*4) 200

Neutral (50*3) 150

Agree (50*2) 100

Strongly Agree (50*1) 50


As from the above table no 5.9 comparison was done between maximum score and summated

score. Maximum score is the score which represents the dissatisfaction level among the

respondents. So, information related to the level of sastisfaction or least satisfaction to various

factors influencing the satisfaction level of respondents was interpreted in following manner-:

The first statement has summated score as 67, which lies between 50 and 100. That means either

the people are satisfied or highly satisfied. The value is more towards 50. So, the people arehighly satisfied about this statement.

The second statement has summated score as 94, which lies between 50 and 100. That means

either the persons are satisfied or highly satisfied. But this value lies more towards 100. So, we

can say that people are satisfied towards this statement.

The third statements summated score is 245, which lies between 200 and 250. That means the

persons disagree or highly disagree with this statement as it lies near to 250 therefore the option

is highly disagree.

The fourth statements summated score is 72. It also lies between 50 and 100. It means people

agree towards this statement.

The fifth statement has summated score as 92, which lies between 50 and 100. It means either

the persons are agree or highly agree. But the value is more inclined towards 100. So, the persons

are agreeing regarding this statement.

The sixth statement has summated score as 109, which lies between 100 and 150. That means

either the persons are neutral about this statement or the persons agree about this statement.

The seventh statements summated score is 170, which also lies between the 150 and 200. That

means about half of the persons neutral about this statement and about half of the persons are

disagree about this statement.


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The eighth statement has summated score as 90 which lies between 50 and 100. That means

either the person agree or highly agree with this statement. But the value is more inclined

towards 100. So the persons agreeing towards this.

The ninth statement has summated score as 80 which lies between 50 and 100. That means either

the person agree or highly agree with this statement. But the value is more inclined towards 100.

So the persons agreeing towards this.

The tenth statement has summated score as 111 which lies between 100 and 150. That means

either the person agree or neutral with this statement. But the value is more inclined towards 100.

So the persons agreeing towards this.


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Statement 10:to know by what training programs can be successful

Table.5.12

Success of programs

Options No of respondents Percentage of respondents

High motivation 16 32%

Delivering lectures 6 12%

Tell them importance of

training

8 16%

Educate them 20 40%

Total 50 100%

Figure 5..6

Analysis and interpretation

By this analysis we conclude that majority of respondents said that training programs are

successful by educating the employees in the organisation about the importance of training. Then

comes motivation, high motivation is required to the employees.

32%

12%

16%

1.2

success

motivation

lectures

importance of training

education


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CHAPTER-6

FINDINGS OF THE STUDY


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CHAPTER-7

CONCLUSION

AND

RECOMMENDATIONS


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CONCLUSION OF THE STUDY

Training is a systematic attempt which is practiced to develop human resources that is mainly

a main component in any organization. Main purpose of is to obliterate gap between employees,

potential employees and job requirements. Training is a short term process that utilizessystematic and organized procedure by which employees learn technical knowledge and skills

that are required in the work environment of any organization. There are different methods of

training.

Research revealed that training is very effective in organizations and training and

development programs tend to bring positive changes in employees and these programs play

important role in increase in productivity of organization and also help in development of skill

setups of employees. So, it can be concluded that training is effective for both organization andemployees.

Major findings of study are that mostly both male and female are equally aware of the

training programs conducted in organization. Most of the respondents are in the view of skills as

a best component among the various types i.e. skills, ethics, education and development.

Majority of the respondents think that benefits of training programs are to improve quality and

productivity. Most of the people think that business etiquettes and grooming programs are more

effective..


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REFERENCES


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REFERENCES

Oslen. (1996). Transfer component of training evaluation available athttp://www3.interscience.wiley.com/journal/119136127/abstract?CRETRY=1&SRETRY=0

Porter. (1997). Training across culture: What intercultural trainers bring to diversity trainingavailable athttp://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V7R-4J2TVPC-

Padhi.(2003). Total quality management: never ending process available at

http://papers.ssrn.com/sol3/papers.cfm?abstract_id=440239

Janssens.(2004). Impact of evaluation of development programs available athttp://www.informaworld.com/smpp/content~content=a912506753&db=al

Gray. (2007). In house training sessions available at

http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=850364

Chiaburu. (2008). Training effectiveness is a function of trainee characteristics available at

http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1224106

Scaduto et al. (2008).Relationship between employees and their supervisor available athttp://www.ioatwork.com/ioatwork/2009/06/want-to-maximize-transfer-of-training-get-leaders-

involved.html

Nucbe. (2009). The financial sector could impact on economic growth and development

available athttp://studweb.euv-frankfurt-o.de/~euv-5327/lead_big.php

Black. (ND). Cross-cultural training effectiveness: a review and a theoretical framework for

future research available at

http://www.faqs.org/abstracts/Business-general/Cross-cultural-training-effectiveness-a-review-

and-a-theoretical-framework-for-future-research.html

Jones. (ND). The adoption of formal training and development initiatives in SMEs available athttp://janicejones.cgpublisher.com/product/pub.28/prod.788


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ANNEXURE


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Topic- Evaluating training effectivenessWe Shruti Thakur and Monika are performing a survey on evaluating training effectiveness.

We want your views on this topic as your views can facilitate our survey. Kindly fill this

questionnaire so that it can help us in the same. It will not take much time.

Demographic information

Name

Age 18-25 years 26- 35years 36-45years

46 years and above

Gender Male Female

Education Under metric Metric Higher secondary

Graduate Post graduate

Occupation Private job Government job Business

Student

Contact no.

Q 1 Are you aware of training programs conducted by organizations?

Yes

No

Q 2 What according to you are the components of training?

Ethics

Skills

Education

Development


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Q 3 Which of the following types of training methods are you aware of ?

Coaching and counseling

Job rotation

Seminars

Internship

Q 4 What according to you is the need training?

For development in the skills of employees

For increase in productivity

To cope-up with modern technology

For high economic growth

Q5 What are the various benefits of training?

Increases workforce flexibility

Improves quality and productivity

Provides new business opportunity

Help in taking advantages of new technologies

Q6 What kind of training programmes is said to be effective?

Behavioural training programmes

Communication training programmmes

Computer education programmes

Business etiquettes and grooming programmes

Q7 What can be the consequences of not providing the training programmes?

High labour turnover

Job dissatisfaction

Inconsistency between job and employee

Less profit

Unawareness about new technology

Q 8 Rank the following methods of training programmes among employees ( 1 being highly

agree and 5 being highly disagree)


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