51433433-Proj-type-dd

INTRODUCTION

Training is systematic programme of the organization, which aims at increasing the aptitudes,

skills and abilities of the workers to perform specific jobs. By training the employee will acquire

new manipulative skills, technical knowledge, problem solving ability etc.

Organization and individual should and progress simultaneously for their survival and

attainment of mutual goals. So every modern management has to develop the organization

through human resource development. Employee training is a specialized function and is one of

the fundamental operative functions for human resources management.

CONCEPT

Henrich defines training as ‘organizationally initiated procedures’ which are intended to

faster learning among organizational member in a direction contributing to organizational

effectiveness.

Training can be defined as the modification of behavior through experience, the transfer of

skills and knowledge for those who have them, to those who do not have or bringing about a

significant improvement in performance as a result of instrumentation, practice and experience.

MEANING

After an employee is selected, placed and introduced he or she must be provided training

facilities. Training is the act of increasing the knowledge and skill of an employee for doing a

particular job. Training is a short term educational process and utilizing a systematic and

organized procedure by which employees learn technical knowledge and skills for a definite

purpose. Dale S. Beach defines the training as the organized procedure by which people learn

knowledge and/or skill for a definite purpose.

GLOBAL VIEW

The first training program was developed by professor Roethlisburg of Howard business

school one important conclusion was that productivity of a group of workers depend on the

attitude of the supervisor and his skill in handling his men. He further identified this attitude as

friendly and democratic and this skill human relation skill and formulated I supervisory training

program to help supervisors to develop necessary attitude and skill. It was however during the

Second World War, that at first, the British government, and a little later the government of USA

realized the importance of training supervisors in large numbers and so training within Industry

(TWI) program was developed and thousands of were trained under this program.

The rapid change over in the industry from peace to war, led to training schemes for

semi-skilled workers, for workers transferred to new and for women newly brought in to

industry. Thereafter, the rapid advancement of technological change made training a necessity in

almost all walks of life. At the operating level in industry and in public utilities, new techniques,

new methods, new tools, new synthesis, new sources of power and increased uses of automation

have brought extensive changes in the past decades and the rate of changes tends to increase as

time goes on.

All of this brought a new approach to training. Since changes are frequent with

technological advancement, refresher training has become common in clerical as well as in

industrial work.

INDIAN VIEW:

Industrial organization can no long ignore the training and development needs of its

employee without seriously inhibiting its performance. Even the most careful selection does not

eliminate the need for training, since people are not moulded to specifications and rarely meet

the ends of their job adequately. In a rapidly changing society, employee training and

development is an activity in an organization must commit resources to, if it is maintaining a

viable and knowledgeable work force.

The basic aim of training programs is always to satisfy specific training need s of the

business community which is ascertained through research conducted among the member-

enterprises but also through the close monitoring of the developments and changes in the

economic, legal and business environment both in Cyprus and abroad.

All the programs are conducted by Cypriot or foreign Instructors have extensive

experience and knowledge in the specific topics but also Dire generally in the field of

training/education.

To ensure the success of the programs, all modern training approaches are used such as

multimedia projections, case studies examples real “business life”, discussion, etc.,

Importance of Training:

The importance of Human Resource management to a large extent depends on human

resource development. Training is the most important technique of human resource development.

As stated earlier, no organization can get a candidate who exactly matches with the job and the

organizational requirements. Hence, training is important to develop the employee and make him

suitable to the job.

Job and organisational requirements are not static, they are changed from time to time in

view of technological advancement and change in the awareness of the Total Quality and

Productivity Management (TQM & TPM).

The objectives of the TQM and TPM can be achieved only through training, as training

develops human skills and efficiency. Trained employees would be a valuable asset to an

organization. Organisational efficiency, Productivity, progress and development to a greater

extent depend on training. Organizational objectives like viability, stability and growth can also

be achieved through training. Training is important as it constitutes significant part of

management control.

IMPORTANCE OF EMPLOYEE TRAINING

Effective training can solve many management’s most vexing problems. Difficulty in

getting experienced and skilled workers, quality standards not being met, customers complaints

because of poor service, leads to low morale throughout the organization. All these are senior’s

management problems and are within the scope of a well-planned training programme. Some of

the benefits are:-

Helps a person handle stress, tension, frustration and conflict.

Helps eliminate fear in attempting new tasks.

Develops a sense of growth in learning.

Provides trainee an avenue for growth and a say in his/ her future.

Helps a person develop speaking and listening skills.

Increases job satisfaction and recognition.

REQUISITES FOR EFFECTIVE TRAINING

1. It should be a systematic process with some planning and control rather than random

learning from experience.

2. It should be concerned with changing concepts or attitudes of people treated both as

individuals and as groups.

3. It should be intended to improve performance in both the present and the future period.

TRAINING OBJECTIVES

Generally line managers ask the personnel manager to formulate the training policies.

The personnel manager formulates the following training objectives in keeping with the

company’s goal and objectives:

a) To prepare the employee both new and old to meet the present as well as the changing

requirements of the job and the organization.

b) To prevent obsolescence.

c) To impart the new entrants the basic knowledge and skill they need for an intelligent

performance of definite job.

d) To prepare employees for higher level tasks.

e) To assist employees to function more effectively in their present positions by exposing

them to the latest concepts, information and techniques and developing the skills they

will need in their particular fields.

f) To build up a second line of competent officers and prepare them to occupy more

responsible positions.

g) To broaden the minds of senior managers by providing them with opportunities for an

interchange of experiences within and outside with a view to correcting the narrowness of

outlook that may arise from over-specialization

h) To develop the potentialities of people for the next level job.

i) To ensure smooth and efficient working of a department.

j) To ensure economical output of required quality.

k) To promote individual and collective morale, a sense of responsibility, cooperative

attitudes and good relationships.

Principles of Training

Providing training in the knowledge of different skills is a complex process. A number of

principles have been evolved which can be followed as guidelines by the trainees. Some of them

are as follows:

Motivation:

As the effectiveness of an employee depends on how well he is motivated by

management, the effectiveness of learning also depends on motivation. In other words, the

trainee will acquire a new skill or knowledge thoroughly and quickly if he or she is highly

motivated. Thus, the training must be related to the desires of the trainee such as more wages or

better job, recognition, status, promotion, etc. The trainer should find out the proper ways to

motivate experienced employees who are already enjoying better facilities in case of re-training.

Progress Information:

It has been found by various research studies there is a relation between learning rapidly

and effectively and providing right information specifically, and as such the trainer should not

give excessive information or skill without much difficulty and without handing too much or

receiving excessive information or wrong type of progressive information. So the trainer has to

provide only the required amount of progressive information specifically to the trainee.

Reinforcement:

The effectiveness of the trainee in learning new skills or acquiring new knowledge

should be reinforced by means of rewards and punishments. Examples of positive reinforcement

are promotions, rise in pay, praise etc. Punishments are also called negative reinforcements.

Management should take care to award the successful trainees.

Practice:

Trainee should actively participate in the training programmes in order to make learning

programmes an effective one. Continuous and long practice is highly essential for effective

learning. Jobs are broken down into elements from which are fundamental, physical, sensory and

mental skills are extracted. Training exercises should be provided each skill.

Full Vs. Parti:

It is not clear whether it is best to teach the complete job at a stretch or dividing job into

parts and teaching each part at a time. If the job is complex and requires a little too long to learn,

it is better to teach part of the job. Generally the training process should start from the known

and proceed to unknown and from the easy to the difficult when parts are taught. However, the

trainer has to teach the trainees based on his judgment on their motivation and convenience.

Individual Differences:

Individuals training are costly, and group training is economically viable and

advantageous to the organization. But individuals vary in intelligence and aptitude from person

to person. So the trainer has to adjust the training programme to the individual abilities and

aptitude. In addition, individual teaching machines and adjustments of differences should be

provided.

TRAINING NEEDS:

The need for the training of employees would be dear from the observations made by the

different authorities.

Increase Productivity

Instruction can help employees increase their level of performance on their present

assignment. Increased human performance often directly leads to increased operational

productivity and increased company profit. Again, “ increased performance and productivity,

because of training, are most evident on the part of new employees who are not yet fully aware

of the most efficient and effective ways of performing their jobs.

Improve Quality:

Better informed workers are less likely to make operational mistakes. Quality increases

may be in relationship to a company product or service, or in reference to the intangible

organizational employment atmosphere.

To Help a Company Fulfill its Future Personnel Needs:

Organisations that have a good internal educational programme will have to make less

drastic manpower changes and adjustments in the event of sudden personnel alternations. When

the need arises, organizational vacancies can more easily be staffed from the internal sources if a

company initiates and maintains an adequate instructional programme for both its non-

supervisory and managerial employees.

Improve Organisational Climate:

An endless chain of positive reactions results from a well planned training programme.

Production and product quality may improve financial incentives may then be increased, internal

promotions become stressed, less supervisory pressure ensure and base pay rate increases result.

Increased morale may be due to many factors, but one of the most important of these is the

current state of an organization’s educational endeavour.

To improve Health and Safety:

Proper training can help prevent industrial accidents. A safer work environmental leads to

more stable mental attitudes on part of the employees. Managerial mental state would also

improve if supervisors know that they can better themselves through company-designed

development programmes.

Obsolescence Prevention:

Training and development programs foster the initiative and creativity of employees and

help to prevent manpower obsolescence, which may be due to age, temperament or motivation,

or the inability of a person to adapt himself to technological changes.

Personal Growth:

Employees on a personal basis gain individually from their exposure to educational

experiences Again” Management development programmes seem to give participant a wider

awareness, and enlarged skill and enlightened altruistic philosophy, and make enhanced personal

growth possible.

TRAINING METHODS

The forms and types of employee training methods are inter-related. It is difficult, if not

impossible; to say which of the methods or combination of methods is more useful than the

other. In fact, methods are multifaceted in scope and direction, each is suitable for a particular

situation. The best technique for one situation may not be best for different groups or tasks. Care

must be used in adapting the technique/method to the learner and job. An effective training

technique generally fulfills these objectives; provide motivation to the trainee to improve job

performance, develop a willingness to change, provide for the trainee’s active participation in the

learning process, provide a knowledge of results about attempts to improve (i.e. feedback), and

permit practice where appropriate.

CLASSIFICATION OF TRAINING METHODS

Training programme

On the job Demonstration Apprenticeship Other training

Methods

Vestibule training Stimulation Classroom methods

Lectures Conference Case study Role play Programmed

Instruction

Association Audio visual

Aids

1.2 TRAINING DONE AT NTTF OF INDIA LTD.

Training done at NTTF has two parts. The first part starts with the training plan and

the second part starts with sharing of the learning outcome.

I a. TRAINING PLAN

Firstly, a training plan is designed every year, which shows the allocation of the

training programs to each category of employees. Employees include managers, executives

and shop floor employee. The programs can be related to Innovation, Creativity, Leadership,

Self managed teams etc.

b. TRAINING CALENDAR

A training calendar is also prepared quite similar to the training plan, which

shows the training programs given to the managers, executives and shop – floor employees.

Some of the programs conducted for the managers are time management, stress management etc.

programs related to creativity, negotiation skills, leaderships are some that are conducted for the

executives. Organization culture, self- managed team skills are some of the programs that are

being conducted for the shop floor employees.

C. TRAINING PROGRAMS

Two kinds of training are been provided – on the job training and off the job training.

On the job training methods

I. Orientation training

II. Job instruction training

III. Apprentice training

IV. Coaching

Off the job training methods

I. Lectures

II. Case study

III. Stimulation

IV. Laboratory training

V. Conferences or discussions

C. CONDUCT OF THE TRAINING PROGRAMS

A final consideration is where the training and development programme is to be

conducted. A decision is made from the following choices:-

I. At the job itself

II. On site but not on the job– like a training room in the company.

III. Off the site, such as in other companies, conference halls or universities etc.

D. FEEDBACK

After the training program has been implemented, feedback has to be obtained from

the employees in order to rate the effectiveness of the program. For this purpose, a course

evaluation form is being given to the employees after the program, which shows the employees

perception on the program and the faculty.

II a. SHARING OF THE LEARNING OUTCOMES

Here, the employees share with their departmental heads what they have gained through

the program in their respective departments. This helps them to bring out their opinions

regarding the program and if the program has helped them improve their job performance. This

in turn improves the relationships between the superiors and the subordinates.

b. FORM CROSS-FUNCTIONAL TEAMS

Cross – functional teams are formed where employees from different departments

come together to evaluate of the existing training program.

c. REVIEW MECHANISM

Here, reviews are being conducted to keep a check on the employee’s performance,

which would help in bringing about improvements with necessary.

d. CHECK ON THE EFFECTIVENESS OF THE TRAINING PROGRAM- PLAN

VERSUS ACTUAL

Here, a comparison is made on the already planned training program and existing

training program. This helps in finding which of the training programs are effective and

accordingly improvements are being made.

FOUR FACTOR COMPARISION METHOD

This method is proposed by Kirpatrick and others. According to this method, evaluation

of following four factors is essential to determine effectiveness of training programme.

1. Reactions

Happy trainees would focus on the training principles. They would give insight into the

content and techniques they find most useful.

Some of the questions that can be asked are.

1. What were your learning goals for this programme?

2. Did you achieve them?

3. Did you like this programme?

4. Would you recommend it to others who have similar learning goals?

5. What suggestions do you have for learning the programme?

6. Should the organization continue to offer if?

2. Learning

Learning measures assess the degree to which trainees have mastered the concepts,

knowledge and skills of the training.

3. Behaviour

Transfer of training refers to the effective application of principles learned to what is

required on the job.

Approaches to maximize transfer of training are –

a. Feature identical elements – conditions should be similar to the job.

b. Focus on general principles.

c. Establish a climate for transfer.

d. Give employees transfer strategies.

4. Results

Here, the final results of the programme are looked at. In other words, things like

whether there was an improvement reject rate, degrees in scrap page cost and so forth

need to be looked at. The main purpose of collecting organizational results is to examine

the impact of training on the work group or the entire company.

THREE FACTOR COMPARISION METHOD:

In this method, the training effectiveness is determined by analyzing following three factors:

Cost factor

Change factor

Impact factor

Cost Factor:

In this method the cost of training is computed which involve training cost on men.

Materials, training aids which might include rentals, salaries, cost of stationery and other

consumables which are directly and indirectly involved in imparting training. Based on total

outlay ‘cost per trainee’ is estimated and compared.

Change factor:

Here a comparison is made on knowledge/skill or attitude of a trainee as he possessed

both before and after the training and the change is normally expressed as a ratio. Changes are

recorded on performance, and behavioral aspects as well. These figures are measured by

conducting pre-testing and post-testing.

Impact Factor:

This factor measures the change of results before and after training on aspects such as

productivity, rejection rates, number of accidents, number of defectives, morale indications, and

motivational factors wherever such attributes can be qualified directly or indirectly. Wherever

quantifiable changes are positive it indicates ‘effectiveness’ of training and negative when

training is not effective.

Organization and individual should develop progress simultaneously for their survival

and attainment of mutual goals. So every modern management has to develop the organization

through human resource development. Employee training is a specialized function and is one of

the fundamental operative functions for human resources management.

In other words training improves, changes, mould’s the employee knowledge, skill,

behavior, aptitude, and attitude towards the requirement of the job and organization. Training

refers to teaching and learning activities carried on for the primary purpose of helping members

of an organization, to acquire and apply the knowledge, skills, abilities, attitudes needed by a

particular job and organization.

Thus, training bridges the differences the differences between job requirements and

employee’s present specifications.

Essential Ingredients for a Successful Evaluation

There are three essential ingredients in a successful evaluation. They are supports

throughout the evaluation process. Support items are human resources, time, finance equipment

and availability of data source, records etc. Existence of open communication channels among

top management, participants and those involved in providing data etc. and existence of sound

management process.

Bases of Evaluation:

Training programme can be evaluated on the basis of various factors like production

factor, general observation, human resource factor, performance, tests, cost value relationship

etc.

TRAINING EVALUATION

Objectives of training evaluation is to determine the ability of the participant in the

training programme to perform jobs for which they were trained, the specific nature of training

deficiencies, whether the trainees required any additional on the job training, and the extent of

training not needed for the participants to meet job requirements.

PRINCIPLES OF EVALUATION

1. Evaluation of the training programme must be based on the following principles:

2. Evaluation specialist must be clear about the goals and purpose of evaluation

3. Evaluation must be continous.

4. Evaluation must be specific.

5. Evaluation must provide the means and focus for trainers to be able to appraise

themselves, their practices, and their products.

6. Evaluation must be based on objective methods and standards.

OBJECTIVES:

Evaluation of training is intended to serve the following objectives:

To check effectiveness of training to improve performance of employees on the jobs.

To ascertain how the training is useful to improve career prospects of individual

employee in the organization

To identify the deficiencies of training for the purpose it is intended, in order to

incorporate additional to the training programme.

To identify unnecessary aspects in the training for the purpose of deleting such things

from the training programme.

To improve cost effectiveness of training programme.

EVALUATION TECHNIQUES:

A number of techniques have been developed for evaluating effectiveness of training

programme. These are listed below:

Factor comparision method

Test-retest methods

Pre-post performance test method

Experimental-control group testing methods.

REVIEW OF LITERATURE

Compton (2007) in his study stated that audio visuals form an important pack of the

training material and are mainly for use in animating courses and seminars. They play an

important role in posing questions, generating discussions and generally stimulating a critical

attitude towards problem being discussed.

Sadri and Sinha (2007) conducted a study on evaluation training program

in western Engineering Limited Aurangabad, and that the aim of training is to support the

forces and systems that favors wide spread spontaneous learning. The company has

progressively stepped its investment in terms of time and money, in training and

developing their people at levels based on individual and organization needs. He reason

that, the company believes that the ability to learn and transform themselves faster than

their competitors is the only sustainable competitive advantage.

Visagam and Vijaya Banu (2007) made a study on the evaluation of training organized

by the welding training center at B H E L., and that after the training there has been

modified work behavior improved productivity. The employees had become self-inspective

at work.

Biswan S (2007) of Training Programme must be perceived as relevant for future career

advancement and people who have greater emotional attachment to the organization are more

likely to put on efforts than others in the organization.

Stephen Paul A J (2007) conducted a study of training programme in public sector bank

at Madras. It was found that the trainees were happy when they were maintained for training

programme because they felt that it would enhance their knowledge and skills. Another

fiding was that the individual’s need is of prime importance and this helps them to update

their technical knowledge and develop their human skills. Another identifies that learning

more about human relation and motivation would also help to bring best out of the

subordinators.

Khosh A P [2006] conducted a study and the major findings were pat the individuals

need is of prime importance and this helps them to update their technical knowledge and

develop their human skills another identifies that learning more about human relation and

motivation would also help to bring the best out of the subordinates.

Walter Dick (2006) in his study mainly focused on employee based rating and was

prepared to support the departments to disseminate formation about effective strategies and

practices for training and lining the American Workforce. Thus report synthesis information on

welfare and effects of private sector training.

Randy Hodson (2006) conducted a study to find out if labour training could be better

than vocational training so the individuals could be trained specially to achieve the

organizational goals. Tools used were in-depth interviews with Personal Directors. Trainers and

work students in tousing customaries labour training programs, large monopoly sector firms as

small sector firms.

Robert E (2005) Thompsett compared traditional and integrative learning method in

organizational training programs. They examined the effects of Integrative learning (IL) based

training in relation to Lecture-Based Training. Employees enrolled in a three day resource

planning training course were randomly assigned to either integrative learning or traditional

training.

Kenneth R.Robbinson’s(2005) training management have a detailed understanding

about the training process, methods and problems encountered in the areas of importance and

concern and provide rules and more detailed knowledge.

Rudrabasavaraj (2004) conducted a study of 12 leading organization private sector and

reported that in many organizations training is regarded non-essential or peripheral activity rather

than a central one. It is more decorative than functional. Some organization starts a training

department low status according to this activity is also revealed from the fact that the training

departments of several organizations are headed by inconvenient or anted employees rather than

employees of standing merit.

Lynton and Pareek (2004) in their book ‘Training for organisational formation’ reported

that training can significantly enhance the abilities of the organization to deal with ever changing

demands of petition, globalization and technology with the corporate plans and activity.

Manoharan T.M (2003) he conducted a study and the findings were that individual need

is of prime importance and this helps them to update. Technical knowledge and develop their

human skills. Another identifies that learning more about human relations and motivations would

help to bring the best out of the sub-ordinate.

Srinicasagam and Vijayabane(2003) made a study on the evaluation of the training

organized by Welding Training Center at BHEL, and stated that after the training, there has been

modified work behaviours and improved productivity. The employees have become self-active in

their work.

Manohar and Manikandan(2003) conducted a study on the Evaluation of training

programme for supervisors at HAL and reported that it necessary that a training program or

policy should be prepared with great thought case, as it should serve the purpose of the

establishment as well as needs of the employees and sufficient care has to be taken to discover in

which training is needed most and to create the necessary environment for its conduct.

Robert E(2002) compares traditional and integrative learning method in organizational

training programs. They examined the effects of Integrative learning( IL ) based training in

relation to Lecture-Based Training.

Sathyaraju and sasikanth(2002) conducted a study on evaluation of training in State

Bank of Hydrebad. The study stated that bank re training directly to the fresh recruits at the

training center or on the job lining. When the training is given after posting of the candidate

senior persons train juniors under on the job training. Later the trainees were trained at the banks

Training center.

Miguel A Quinones(2001) examined the effects of framing program assignment on

training outcomes. Both preceptors of past performance and expected assignments were found to

moderate the relationship between training assignments, fairness effectiveness also, motivation

to learn was a key variable linking pertaining characterizing at trainer outcomes.

Cannon and Sales(2001) conducted a study on theoretically based principles of

evaluation of training. The purpose of this research was to advance understanding of evaluation

training system designed by investigating factors that may affect the success of training

significantly in terms of performance improvement in the operational environment. Results

indicated that several non technical trainees related factors had a significant tract on training

outcomes.

RESEARCH METHODOLOGY

INTRODUCTION

Research simply means, search for knowledge. It is scientific and systematic search for

pertinent information on a specific topic. Every research should have a well defined

methodology that states the relevance of the study, the methods applied, and the evaluation

technique and so on. Thus research methodology is the blue print of the strategy to be adopted to

solve the research problem.

In this chapter, the researcher is studying the evaluation of training programmes among

executives. It explains the various stages through which the study was carried out, it aims and

objectives, the tools used, the universe of the study, the sampling method, the method of data

collection, analysis and limitations of study.

FORMULATION OF RESEARCH PROBLEM

Training is a short term educational process and utilizing a systematic and organized

procedure which all personnel learn the skills and knowledge for definite purpose. Training is

important to develop the employee and make him suitable to the job. Since the organization,

NTTF industries pvt ltd, wanted to find out the evaluation of the training programme which was

already conducted by the organization and also wanted to find whether the executives have

developed their skills and knowledge by attending the training programme. Hence the researcher

selected this problem.

NEED AND SCOPE OF THE STUDY

After employees have been selected for various positions in an organization, training

them for the specific tasks to which they have been assigned assumes great importance. It is true

in many organizations that before an employee is fitted in to harmonious working relationship

with other employees, he is given adequate training. Training is an act of increasing the

knowledge and skills of an employee for performing a particular job. The major outcome of

training is learning. A trainee learns new habits, refined skills and useful knowledge during the

training that helps him improve performance. Training enables an employee to do his present job

more efficiently and prepare himself for a higher job.

AIM OF THE STUDY

The aim of the study is to study the perception of the evaluation of training program

among executives with special reference to NTTF Industries pvt Ltd, Bangalore.

OBJECTIVE OF STUDY

To study the personal profile of the respondents.

To study the perception of employees toward the training program with reference

to NTTF Industries pvt ltd.,

To test the hypothesis framed for the study.

HYPOTHESIS

There is no significant difference among the age of the respondent with regard to

their level of perception towards training program.

There is no significant difference among the department of the respondents with

regard to their level of perception towards training program.

There is no significant difference among the designation of the respondents with


There is no significant difference among the income of the respondents with


There is no significant difference among the experience of the respondents with


There is no significant difference among the field of training of the respondents

with regard to their level of perception towards training program.

There is no significant difference among the place of training of the respondents


There is no significant difference among the period of training of the respondents


RESEARCH DESIGN

The research design used in the present study “Descriptive and Diagnostic” Descriptive

research design attempts to describe the personal profile of the respondents such as age, gender,

designation and department etc. Diagnostic research design was used to find out whether the

personal profile of the respondents have any impact on evaluation of training program of the

respondents.

OPERATIONAL DEFINITION

Training evaluation:

Training evaluation is the degree to which trainees are able to learn and apply the

knowledge and skills acquired during the training programmes and analysis whether the trainees

have improved their knowledge and skills.

Training Program:

Training program conducted by the organization from the month of April to October to

the executives who were working in NTTF Industries Pvt. Ltd.

Executives:

Here executives refer to Engineer, Sr. Officer, Designer, Technicians, who were working

in NTTF Industries Pvt. Ltd.

UNIVERSE:

In NTTF Industries Pvt. Ltd, there are total of 153 executives

Inclusion Criteria

Only the executives working in tool design department, quality control department, quality

assurance department, information technology department, Component manufacturing

department, purchase department, R & D, TRD, Marketing department.

Day shift executives were included.

Exclusion Criteria

Contract workers were excluded

Night shift executives were excluded

Junior executives were excluded

Executive trainees were excluded

SAMPLING

The researcher adopted simple random sampling procedures for selecting the

respondents. The respondents were selected randomly from each department to obtain 50

respondents for the study.

METHOD OF DATA COLLECTION

The sources of data collection were classified into primary sources and secondary

sources. Both the sources were used in the study. Questionnaire method was used for primary

data collection. Secondary data were those collected from journal, magazine, articles, and the

records and brouchers of the organization.

TOOLS OF DATA COLLECTION

The questionnaire consists of 2 parts.

Personal Profile of Respondents

Personal profile consists of questions relating to respondent department, designation,

income, experience, field of training, place of training, period of training.

Evaluation Training Scale

The second part of the questionnaire deals with the perception of training program scale

devised by Cary L. Cooper (2000). It is a 5 point scale and all the questions are positive.

The response are always highly satisfied, satisfied, neutral, dissatisfied, highly

dissatisfied. The scores given to it are 5, 4,3,2,1. The maximum possible score is 120 and

minimum score is 5.

STATISTICAL ANALYSIS

After the data collection, the data was coded and transferred into a master table. By using

this table, mixed tables, were prepared. Simple percentage, ANOVA, t-test were applied for data

analysis.

DIFFICULTIES FACED BY THE RESEARCHER

The respondents were busy with their works in their organization.

The researcher was not able to meet all the respondents in one stretch and therefore had

to visit the organization frequently.

Some of the respondents had a hesitation to fill up the questionnaire because of the fear

that data will be given to management.

LIMITATIONS OF THE STUDY:

The study confined on NTTF Industries Pvt. Ltd. and the findings and suggestions at the

end of the study are applicable only to NTTF Industries Pvt. Ltd., Bangalore and no branch is

included for this study. So the study cannot be generalized.

CHAPTERISATION

The study comprises of the following chapters.

The first chapter deals with introduction, training, meaning, objectives, principles, need,

training method, training procedure. Effectiveness of training, objectives, principles,

Effectiveness technique, essential ingredients for successful effectiveness.

The second chapter deals with research methodology, formulation of the problem, need

and scope of the study, about the organization, pilot study, aim and objective, hypothesis,

research design, operational definition, inclusion criteria, exclusion criteria, universe,

sampling procedure, tools of data collection, difficulties faced by researcher, limitations

of the study and chapterisation.

The third chapter deals with data analysis and interpretation.

The fourth chapter highlights findings, suggestions, and conclusion

CHAPTER III

DATA ANALYSIS AND INTERPRETATION

TABLE NO: 1

DISTRIBUTION OF THE RESPONDENTS BY THEIR AGE

Table 1 indicates the distribution of the respondents by their age. Among the total

respondents 26.67 percent of the respondents belong to age of 25-30 year old , 33.33 percent of

the respondents belong to age of 31-35 year old, 20 percent of the respondents belong to age of

35-40 year old, 41-45 percent of the respondents belong to age of 41-45 year old.

S.No Age No Percent

1 25 – 30 16 26.67

2 31 – 35 20 33.33

3 36 – 40 12 20

4 41 – 45 12 20

Total 60 100

CHART NO: 1

DISTRIBUTION OF THE RESPONDENTS BY THEIR AGE

25 - 30 31 - 35 36 - 40 41 - 450

5

10

15

20

25

16

20

12 12

AGE

PERC

ENTA

GE

TABLE NO: 2

DISTRIBUTION OF THE RESPONDENTS BY THEIR DEPARTMENT

S.No Department No. Percent

1 CMD Plan 6 10.0

2 Electronic Data Processing 7 11.7

3 Information Technology 5 8.3

4 Marketing 6 10.0

5 Metrology 5 8.3

6 Purchase 5 8.3

7 Quality Assurance Department 8 13.3

8 Quality. Control 5 8.3

9 Research & Development 3 5.0

10 TDD 5 8.3

11 TRD 5 8.3

Total 60 100.0

Table 1 indicates the distribution of the respondents by their department. Among the total

respondents 13.3 percent of the respondents belongs to quality assurance department, 11.7 percent of

the respondents belongs to electronic data processing, 10 percent of the respondents belongs to CMD

Plan, 10 percent of the respondents belongs to marketing, 8.3 percent percent of the respondents

belongs to information technology, 8.3 percent percent of the respondents belongs to metrology, 8.3

percent percent of the respondents belongs purchase, 8.3 percent percent of the respondents belongs

to quality control, 8.3 percent percent of the respondents belongs to TDD, 8.3 percent percent of the

respondents belongs to TRD.

CHART NO: 2

DISTRIBUTION OF THE RESPONDENTS BY THEIR DEPARTMENT

CMD Plan EDP IT

Marketi

ng

Metrology

Purchase

Qty. Ass.

Dept

Qty. Ctrl

R & D TD

DTR

D0

1

2

3

4

5

6

7

8

9

6

7

5

6

5 5

8

5

3

5 5

DEPARTMENT

PERC

ENTA

GE

TABLE NO: 3

DISTRIBUTION OF THE RESPONDENTS BY THEIR DESIGNATION

S.No Designation No. Percent

1 Designers 8 13.3

2 Engineers 21 35.0

3 Senior Officers 21 35.0

4 Technicians 10 16.7

Total 60 100.0

Table 3 indicates the distribution of the respondents by their designation. Among the total

respondents 35 percent of the respondents belong to engineers, 35 percent of the respondents

belong to senior officer, 16.7 percent of the respondents belong to Technicians, 13.3 percent of

the respondents belong to designers.

CHART NO: 3

DISTRIBUTION OF THE RESPONDENTS BY THEIR DESIGNATION

Designers Engineers Officers Technicians0

5

10

15

20

25

8

21 21

10

DESIGNATION

PERC

ENTA

GE

TABLE NO: 4

DISTRIBUTION OF THE RESPONDENTS BY THEIR LEVEL OF INCOME

S.No LEVEL OF INCOME No. Percent

1 Rs.10001-20000 47 78.3

2 Rs.20001-30000 13 21.7

Total 60 100.0

Table 4 indicates the distribution of the respondents by their department. Among the total

respondents 78.3 percent of the respondents draw a monthly income between 10001-20000,

21.7 percent of the respondents draw a monthly income between 20001-30000.

CHART NO: 4

DISTRIBUTION OF THE RESPONDENTS BY THEIR LEVEL OF INCOME

Rs.10001-20000 Rs.20001-3000005

101520253035404550 47

13

LEVEL OF INCOME

PERC

ENTA

GE

TABLE NO: 5

DISTRIBUTION OF THE RESPONDENTS BY THEIR EXPERIENCE

S.No Experience No. Percent

1 <5 yrs 41 68.3

2 5-10 yrs 12 20.0

3 10-15 yrs 7 11.7

Total 60 100.0

Table 5 indicates the distribution of the respondents by their experience. Among the total

respondents 68.3 percent of the respondents have below 5 years, 20 percent of the respondents

have 5-10 years and the remaining 11.7 percent of the respondents have below 10-15 years.

CHART NO: 5

DISTRIBUTION OF THE RESPONDENTS BY THEIR EXPERIENCE

<5 yrs 5-10 yrs 10-15 yrs0

5

10

15

20

25

30

35

40

4541

12

7

EXPERIENCE

PERC

ENTA

GE

TABLE NO: 6

DISTRIBUTION OF THE RESPONDENTS BY THEIR FIELD OF TRAINING

S.No FIELD OF TRAINING No. Percent

1 On the job 25 41.7

2 Off the job 10 16.7

3 Both 25 41.7

Total 60 100.0

Table 6 indicates the distribution of the respondents by their field of training. Among the

total respondents 41.7 percent of the respondents attended on the job training, 41.7 percent of the

respondents attended off the job training, 16.7 percent of the respondents attended both training.

CHART NO: 6

DISTRIBUTION OF THE RESPONDENTS BY THEIR FIELD OF TRAINING

On the job Off the job Both0

5

10

15

20

25

3025

10

25

FIELD OF TRAINING

PERC

ENTA

GE

TABLE NO: 7

DISTRIBUTION OF THE RESPONDENTS BY THEIR PLACE OF TRAINING

S.NO Place Of Training No. Percent

1 Within organisation. 23 38.3

2 Related industry 25 41.7

3 In related industry 12 20.0

Total 60 100.0

Table 7 indicates the distribution of the respondents by their field of training. Among the

total respondents 41.7 percent of the respondents attended the training within the organisation,

23 percent of the respondents attended the training in related industry, 12 percent of the training

attended in related industry.

CHART NO: 7

DISTRIBUTION OF THE RESPONDENTS BY THEIR PLACE OF TRAINING

Within orgn. Related industry Training Institutes0

5

10

15

20

25

30

2325

12

PLACE OF TRAINING

PERC

ENTA

GE

TABLENO: 8

DISTRIBUTION OF THE RESPONDENTS BY THEIR PERIOD OF TRAINING

S.No Period of Training No. Percent

1 One day 4 6.7

2 2-4 days 29 48.3

3 One week 14 23.3

4 One year 13 21.7

Total 60 100.0

Table 8 indicates the distribution of the respondents by their period of training. Among

the total respondents 48.3 percent of the respondents attended 2-4 days training, 23.3 percent of

the respondents attended one week training, 21.7 percent of the respondents attended one year

training, and the remaining 6.7 percent of the respondents attended one day training.

CHART NO: 8

DISTRIBUTION OF THE RESPONDENTS BY THEIR PERIOD OF TRAINING

One day 2-4 days One week One year0

5

10

15

20

25

30

35

4

29

14 13

PERIOD OF TRAINING

PERC

ENTA

GE

TABLE NO: 9

DISTRIBUTION OF RESPONDENTS BY THEIR PERCEPTION OF

TRAINING PROGRAM SCORE

Table 9 indicates the distribution of the respondents by their perception on training

program score training program. Among the total respondents 38 percent of the respondents have

high score in training program, 62 percent of the respondents have high score in training program

S.No Score No. Of

respondents

Percentage

1 Bad ( < = 70 ) 0 0

2 Moderate ( 70 – 100 ) 37 62.0

3 Good ( > = 100 ) 23 38.0

Total 60 100

CHART NO: 9

DISTRIBUTION OF RESPONDENTS BY THEIR PERCEPTION OF

TRAINING PROGRAM SCORE

Low ( < = 70 ) Moderate ( 70 – 100 ) High ( > = 100 )0

5

10

15

20

25

30

35

40

0

37

23

Series1

TABLE NO: 11

SHOWING SUMMARY OF THE ANOVA SCORES PERTAINING TO THE PERCEPTION OF THE

RESPONDENTS TOWARDS TRAINING PROGRAM AND AGE

VARIANCE DF MEAN SUM OF

SQUARES

MEAN

SQUARE

STATISTICAL

INFERENCE

Between

groups 3

G1 = 97.187

G2= 93.5

G3=96.5

G4=94.58

145.246 48.415F=0.465

(P>2.07)

Not

Significant

Within

Groups 565831.354 104.131

G1 = 25 – 30; G2= 31 – 35; G3=36 – 40; G4=41 - 45

Hypothesis:

There is no significant difference among the age of the respondent with regard to their

level of perception towards training program.

It is understood from table 11 that ANOVA was applied to find out whether there is any significant difference among the age groups of the respondent with regard to their level of perception towards training program. The ANOVA result shows that the calculated F-ratio value is 0.465 which is less than the table value of 2.07 at 5% level of significance. Since the calculated value is less than the table value it is inferred that there is no significant difference among the department in the average perception of evaluation of training program scores. Hence the Hypothesis is accepted.

There is no significant difference, the mean score indicates respondents belonging to the ae

group of 25 – 30 have a high score in level on perception of training program.

TABLE NO: 11


RESPONDENTS TOWARDS TRAINING PROGRAM AND DEPARTMENT


SQUARES

MEAN

SQUARE

STATISTICAL

INFERENCE

Between

groups 10

G1 = 94.5;G2=

92.57; G3=95.40;

G4=98.17;

G5=104.20;

G6=99; G7=93.50;

G8=95.40;

G9=97.67;G10=86.

60; G11=94

999.486 99.949 F=0.984

(P>2.03)

Not

Significant

Within

Groups 49 4977.114 101.574

G1 = CMD PLAN; G2 = ELECTRONIC DATA PROCESSOR; G3 = INFORMATION TECHNOLOGY;

G4 = MARKETING; G5 = METROLOGY; G6 = PURCHASE; G7 = QUALITY ASSURANCE DEPARTMENT;

G8 = QUALITY CONTROL; G9 = RESEARCH AND DEVELOPMENT; G10 = TOOL DESIGN DEPARTMENT;

G11 = TOOL RESEARCH DEPARTMENT

Hypothesis:

There is no significant difference among the department of the respondent with regard

to their level of perception towards training program.

It is understood from table 11 that ANOVA was applied to find out whether there is any significant difference among the department groups of the respondent with regard to their level of perception towards training program. The ANOVA result shows that the calculated F-ratio value is 0.984 which is less than the table value of 2.03 at 5% level of significance. Since the calculated value is less than the table value it is inferred that there is no significant difference among the department in the average perception of evaluation of training program scores. Hence the Hypothesis is accepted.

There is no significant difference, the mean score indicates respondents belonging to the

electronic data processor department have a high score in level on perception of training

program.

TABLE NO: 12


RESPONDENTS TOWARDS TRAINING PROGRAM AND AS DESIGNATION


SQUARES

MEAN SQUARE STATISTICAL

INFERNENCE

Between

Groups

3 G1= 97.75;

G2=90.29;

G3= 97.24; G4=

99.80

857.405 285.802 F=3.126

(P>2.77)

SignificantWithin

Groups

56 5119.195 91.414

G1 = DESIGNERS; G2 = ENGINEERS; G3 = SENIOR OFFICERS; G4 = TECHNICIANS

Hypothesis:

There is no significant difference among the designation of the respondent with regard

to their level of perception towards training program

It is understood from table 12 that ANOVA was applied to find out whether there is any significant difference among the designation of the respondent with regard to their level of perception towards training program. The ANOVA result shows that the calculated F-value value is 3.126 which is higher than the table value of 2.77 at 5% level of significance. Since the calculated value is higher than the table value it is inferred that there is significant difference among the designations in the average perception of evaluation of training program scores. Hence the Hypothesis is rejected.

TABLE NO: 13

STUDENT’S ‘t’TEST AMONG THE INCOME OF RESPONDENTS WITH REGARD TO THEIR LEVEL OF

PERCEPTION TOWARDS TRAINING PROGRAM AND AS INCOME

VARIANCEScore

Mea

nS.D No.

Incom

e

Rs.10001-

20000

94.2

6

10.2

547

Rs.20001-

30000

99.0

88.67 13

TOTAL95.3

0

10.0

660

G1 = 10001-20000; G2 = 20001-30000

T-test for Equality of Means

Hypothesis:

There is no significant difference the income of the respondent with regard to their

level of perception towards training program.

It is understood from table 13 that t-test was applied to find out whether there is any significant difference among the income of the respondent with regard to their level of perception towards training program. The calculated t-test value is 1.547 which is less than the table value of 2.002 at 5% level of significance. Since the calculated value is less than the table value it is inferred that there is no significant difference between income1 and income2 in the average perception of evaluation of training program scores. Hence the Hypothesis is accepted.

T Df Sig

1.54

7

58 Ns

Though there is no significant difference, the mean score indicates respondents belonging to the

earnings of Rs20001-30000 have a high score in level on perception of training program.

TABLE NO: 14


RESPONDENTS TOWARDS TRAINING PROGRAM AND AS EXPERIENCE

Variance df Mean Sum of squares Mean Square Statistical

Inference

Between

Groups

2 G1=94.98; G2=96.58;

G3=95.00

24.708 12.354 F=0.118

(P>3.16)

Not SignificantWithin

Groups

57 5951.892 104.419

G1 = < 5 YEARS; G2 = 5-10 YEARS; G3 = 10-15 YEARS

Hypothesis:

There is no significant difference among the experience of the respondent with regard

to their level of perception towards training program.

It is understood from table 14 that ANOVA was applied to find out whether there is any

significant difference among the experience of the respondent with regard to their level of

perception towards training program. The ANOVA result shows that the calculated F-ratio value

is 0.118 which is less than the table value of 3.16 at 5% level of significance. Since the

calculated value is less than the table value it is inferred that there is no significant difference

among the department in the average perception of evaluation of training program scores. Hence

the Hypothesis is accepted.

There is no significant difference, the mean score indicates respondents belonging to the 5-10

years have a high score in level on perception of training program.

TABLE NO: 15


RESPONDENTS TOWARDS TRAINING PROGRAM AND AS FIELD OF TRAINING

Variance df Mean Sum Of Squares Mean Square Statistical

Inference

Between

Groups

2 G1=95.84;G2= 92.20;

G3=96.00115.640 57.820

F=0.562

(P 3.16)


Groups

575860.960 102.824

G1 = ON THE JOB TRAINING; G2 = OFF THE JOB TRAINING; G3 = BOTH

Hypothesis:

There is no significant difference among the field of training of the respondent with



significant difference among the field of training of the respondent with regard to their level of






There is no significant difference, the mean score indicates respondents who attended both on the

job and off the job department have a high score in level on perception of training program.

TABLE NO: 16


RESPONDENTS TOWARDS TRAINING PROGRAM AND AS PLACE OF TRAINING

Variance df Mean Sum of Squares Mean Square Statistical

Inference

Between

Groups2

G1=93.43; G2=96.00;

G3=97.42146.031 73.016

F=0.714

(P>3.16)


Groups57 5830.569 102.291

G1 = WITHIN THE ORGANISATION; G2 = RELATED INDUSTRY; G3 = TRAINING INSTITUTE

Hypothesis:

There is no significant difference among the place of training of the respondent with



significant difference among the place of training of the respondent with regard to their level of






There is no significant difference, the mean score indicates respondents who attended the

training in training institute have a high score in level on perception of training program.

TABLE NO:17


RESPONDENTS TOWARDS TRAINING PROGRAM AND AS PERIOD OF TRAINING

Variance df Mean Sum of

Squares

Mean

Square

Statistical

Inference.

Between

Groups3 G1=90.75;

G2=98.48;

G3=90.64;G4=94.

62

686.317 228.772 F=2.422

(P>2.77)

Not significantWithin Groups5

65290.283 94.469

G1 = ONE DAY; G2 = 2-4 DAYS; G3 = 1 WEEK; G4 = 1 YEAR

Hypothesis:

There is no significant difference among the period of training of the respondent with



significant difference among the period of training of the respondent with regard to their level of






There is no significant difference, the mean score indicates respondents who attended the

training in 2-4 days have a high score in level on perception of training program.

CHAPTER IV

FINDINGS, SUGGESTIONS AND CONCLUSIONS

This chapter compromises of major findings of the study. Besides the findings of this chapter also

includes suggestions and conclusion based on findings. The researcher has derived the following findings

of the careful anslysis of the data.

PERSONAL PROFILE:

AGE

It is inferred that of the total respondents 26.67 percent of the respondents belong to

age of 25-30 year old, 33.33 percent of the respondents belong to age of 31-35 year old, 20

percent of the respondents belong to age of 35-40 year old, 41-45 percent of the respondents

belong to age of 41-45 year old.

DEPARTMENT

It is inferred that of the total respondents 13.3 percent of the respondents belongs to quality

assurance department, 11.7 percent of the respondents belong to electronic data processing, 10

percent of the respondents belong to CMD Plan, 10 percent of the respondents belong to

marketing, 8.3 percent of the respondents belong to information technology, 8.3 percent of the

respondents belong to metrology, 8.3 percent of the respondents belong purchase, 8.3 percent of

the respondents belong to quality control, 8.3 percent of the respondents belong to TDD, 8.3

percent of the respondents belong to TRD.

DESIGNATION

It is inferred that of the total respondents 35 percent of the respondents belong to engineers,

35 percent of the respondents belong to senior officer, 16.7 percent of the respondents belong to

Technicians, and 13.3 percent of the respondents belong to designers.

INCOME

It is inferred that of the total respondents 78.3 percent of the respondents draw a monthly

income between 10001-20000, 21.7 percent of the respondents draw a monthly income between

20001 - 30000.

EXPERIENCE

It is inferred that of the total respondents 68.3 percent of the respondents have below 5 years,

20 percent of the respondents have 5-10 years and the remaining 11.7 percent of the respondents

have below 10-15 years.

FIELD OF TRAINING

It is inferred that of the total respondents 41.7 percent of the respondents attended on the job

training, 41.7 percent of the respondents attended off the job training, 16.7 percent of the

respondents attended both training.

PLACE OF TRAINING

It is inferred that of the total respondents 41.7 percent of the respondents attended the

training within the organisation, 23 percent of the respondents attended the training in related

industry, 12 percent of the training attended in related industry.

PERIOD OF TRAINING

It is inferred that of the total respondents 48.3 percent of the respondents attended 2-4 days

training, 23.3 percent of the respondents attended one week training, 21.7 percent of the

respondents attended one year training, and the remaining 6.7 percent of the respondents

attended one day training.

ANOVA FINDINGS

AGE AND PERCEPTION TOWARDS TRAINING PROGRAM

The computed calculated F-ratio value is 0.465 which is less than the table value of 2.07

at 5% level of significance. Since the calculated value is less than the table value it is inferred

that there is no significant difference among the department in the average perception of

evaluation of training program scores. Hence the Hypothesis is accepted.

DEPARTMENT AND PERCEPTION TOWARDS TRAINING PROGRAM

The computed F-ratio value is 0.984 which is less than the table value of 2.03 at 5% level

of significance. Since the calculated value is less than the table value it is inferred that there is no

significant difference among the department in the average perception of evaluation of training

program scores. Hence the Hypothesis is accepted.

DESIGNATION AND PERCEPTION TOWARDS TRAINING PROGRAM

The computed F- ratio value is 3.126 which is higher than the table value of 2.77 at 5%

level of significance. Since the calculated value is higher than the table value it is inferred that

there is significant difference among the designations in the average perception of evaluation of

training program scores. Hence the Hypothesis is rejected.

EXPERIENCE AND PERCEPTION TOWARDS TRAINING PROGRAM





FIELD OF TRAINING AND PERCEPTION TOWARDS TRAINING PROGRAM





PLACE OF TRAINING AND PERCEPTION TOWARDS TRAINING PROGRAM





PERIOD OF TRAINING AND PERCEPTION TOWARDS TRAINING PROGRAM





‘t’ TEST FINDINGS

INCOME AND PERCEPTION TOWARDS TRAINING PROGRAM

The computed t-test value is 1.547 which is less than the table value of 2.002 at 5% level


significant difference between income1 and income2 in the average perception of evaluation of

training program scores. Hence the Hypothesis is accepted.

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