New Training Need Analysis in Nex Gen (1)

PROJECT REPORT

ON

“TRAINING NEED & ANALYSIS.”

Submitted To:

COLLEGE OF MANAGEMENT AND COMPUTER APPLICATION, MORADABAD

In Partial Fulfillment of the Requirement of the Degree of BBA

SESSION: 2011-2012

TEERTHANKER MAHAVEER UNIVERSITYDELHI ROAD, MORADABAD

Project Guide:Miss. Kanika JainParitosh Sharma

Project Incharge: Mr. Abhinav Srivastava

& Mr. Avinash Raj Kumar

(Course Coordinator BBA)

Submitted By:Pooja NarangBBA- V Sem.

R0912011249185

ACKNOWLEDGEMENT

It gives me immense pleasure and privilege to acknowledge my deepest sense of

gratitude towards all those who helped me in the successful execution of this

project.

I would like to thanks Chairman Sir, Mr. Suresh Jain, Vice Chairman

Mr. Manish Jain, Executive Director Prof. A.K. Garg for their able guidance.

I also extend my gratitude towards the H.O.D. Mr. M.P. Singh and my course

co-ordinator Mr. Abhinav Srivastava who entrusted me for the completion of

this project. I am highly indebted to my project guide, Mr. Paritosh Sharma

whose constructive counseling and able guidance helped me immensely in

bringing out this project in the present form. And lastly the entire faculty

member & the entire Lab staff for providing me this opportunity and expose me

to industrial culture.

The acknowledgement would be incomplete without thanking my family and

friend who were a big support throughout.

POOJA NARANGBBA V Sem

TABLE OF CONTENTS

1. INTRODUCTION

2. SCOPE OF STUDY

3. OBJECTIVE OF THE RESEARCH

4. COMPANY PROFILE

5. RESEARCH PROBLEM

6. LITERATURE REVIEW

7. ASSUMPTION

8. RESEARCH METHODOLOGY

9. DATA ANALYSIS / INTERPRETATION

10.FINDINGS

11.SUGGESTIONS

12.LIMITATIONS

13.CONCLUSION

14. BIBLIOGRAPHY

15.ANNEXURE( QUESTIONNAIRE)

INTRODUCTION

INTRODUCTION

An explanation of Train the Trainer as a technique for the development

of employees by Derek Stockley. Derek has conducted Train the Trainer

courses in Melbourne, country Victoria, Sydney, other parts of Australia

and overseas.

A public two day course is available, see: Train the Trainer -

Melbourne, Train the Trainer - Brisbane or Train the Trainer - Sydney.

Training development involves developing the skills of individuals so

that they can train others in their areas of expertise, either on-the-job or

in groups.

Trainer Development Skills Essential

Trainer development is essential if the learning needs of organisations

are to be met. Organisation success depends on keeping people up-to-

date and skilled in the latest concepts and techniques. Mastering

knowledge is essential. Using the most effective and efficient processes

is critical.

Organisations can achieve these requirements through a number of

methods, one of the main ones being training and learning programs.

There are many ways for people to learn.

People need the skills to conduct and co-ordinate training and/or learning. Train the

Trainer programs provide these skills. Developing training skills is also one of the

best forms of management development. It is not just for training officers or

consultants. It applies to all levels of staff.

Trainer Course Content

The content and format of these skills training courses is as diverse as the

people and organisations they serve. Each should be based on specific

training needs.

Typical content would cover the assessment of needs, training design,

preparing training material, presentation and assessment/evaluation.

These are just examples of the learning content that may be necessary to

develop trainers.

A more comprehensive explanation is provided at: Trainer Development

Options.

Certificate IV in Training and Assessment or specialist training?

Train the Trainer (TTT) is a generic name that covers a wide range of

programs and courses that teach training techniques.

In Australia, one specific program is the Certificate IV in Training and

Assessment. This nationally recognised training program is often cited as

the minimum qualification required for full-time tutors or training

officers. The certificate’s framework has been reviewed, see:Training

and Assessment (TAA) Training Package..

In partnership with a Registered Training Organisation (RTO), Derek

Stockley offers an online Certificate IV in Training and Assessment.

For others (individuals or organisations), a specifically designed "train

the trainer" program can be an attractive alternative to the formal

certificate course, particularly if the course is specifically designed to

meet the needs of the organisation and the individuals to be trained.

As an additional bonus, Train the Trainer programs provide excellent

management development, as they focus on human communication and

relationships. The ability to pass on knowledge and skills is an essential

feature of managing others.

Training alternatives

In summary, Derek Stockley has been conducting train the trainer

programs for many years. Alternatives available for your trainer

development needs include:

Training Development Options - explains the wide variety of training

options available, including the Cert IV in Training and Assessment.

Inhouse training or corporate training - information about the inhouse or

corporate training service where training is conducted specifically for the

one organisation or group.

On-demand Training - a new training service that caters for organisations

requiring training for one, two or three people - not enough for inhouse

training (even a small group).

Training Consulting - explains the range of consulting services available.

Effective training or development depends on knowing what

INTERPRETATIONs are required--for the individual, the department and the

organisation as a whole. With limited budgets and the need for cost-effective

solutions, all organisations need to feel secure that the resources invested in

training are targeted at areas where training and development is needed and a

positive return on the investment is guaranteed. Effective TNA is particularly

vital in today's changing workplace as new technologies and flexible working

practices are introduced, leading to corresponding changes in the skills and

abilities needed. Analysing what the training needs are is a vital prerequisite for

any effective training programme or event. Simply throwing training at

individuals may miss the priority needs, and even cover areas that are not

essential. Analysing training needs is not a task for specialists alone. Managers

today are responsible for all forms of people management, including the training

and development of their team, and should therefore have an understanding of

training needs analysis and be able to implement it successfully.

NEED FOR TRAINING

To impart to the new entrants the basic knowledge and skills they need for

definite tasks.

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

exposing them to new concepts.

To build a line of competent people and prepare them to occupy more

responsible positions.

To reduce the supervision time, wastage and spoilage of new material.

To reduce the defects and minimize the industrial accidents.

To ensure the economical output of the required quality.

To prevent obsolescence.

To promote individual and collective morale, responsibility and cooperative

attitudes etc.

PRINCIPLES OF TRAINING

MOTIVATION

Learning is enhanced when the learner is motivated. Learning experience must

be designed so learners can see how it will help in achieving the goals of the

organization. Effectiveness of training depends on motivation.

FEEDBACK

Training requires feedback. It is required so the trainee can correct his mistakes.

Only getting information about how he is doing to achieve goals, he can correct

the deviations.

REINFORCEMENT

The principle of reinforcement tells the behaviours that are positively reinforced

are encouraged and sustained. It increases the likelihood that a learned behavior

well be repeated.

PRACTICE

Practice increases a trainee’s performance. When the trainees practice actually,

they gain confidence and are less likely to make errors or to forget what they

have learned.

INDIVIDUAL DIFFERENCES

Individual training is costly. Group training is advantageous to the organization.

Individuals vary in intelligence and aptitude from person to person. Training

must be geared to the intelligence and aptitude of individual trainee.

SCOPE OF STUDY

SCOPE OF STUDY

Technology - Multi skilling programs

Organisation - continuous improvement programs

People - changing attitudes & behaviours

Festo Didactic is in a position to support clients in all three areas.

Our Consultants are on hand to help you decide which route best meets your needs. Whether it's selecting training places from our Open Course Program, designing tailored or in-company training programs to meet your needs or working closely with you to define and implement business improvement projects.

The success of any learning intervention or business improvement program is ultimately reflected in the day to day habits of the people in the organisation and the processes by which the business runs.

Our experience has taught us that to make improvements that stick and have a real impact organistations must focus on the three key dimensions of:

OBJECTIVES OF TRAINING

TO INCREASE PRODUCTIVITY

An instructor can help employees increase their level of performance on their

assignment. Increase in human performance leads to increase in the operational

productivity and also the increase in the profit of the company.

TO IMPROVE QUALITY

Better-trained workers are less likely to make operational mistakes. It can be in

relationship to the company or in reference to the intangible organizational

employment atmosphere.

TO HELP A COMPANY FULFILL ITS FUTURE PERSONNEL

NEEDS

The organizations having good internal training and development programmes

will have to make less changes and adjustments. When the need arises, vacancies

can be easily staffed.

TO IMPROVE ORGANIZATIONAL CLIMATE

An endless chain of positive reactions INTERPRETATION from a well planned

training programme.

TO IMPROVE HEALTH AND SAFETY

Proper training can prevent industrial accidents. A safer atmosphere leads to

more stable attitudes on part of the employees.

PERSONAL GROWTH

Employees on a personal basis gain individually from their exposure to

educational expressions. Training programmes give them wider awareness and

skills.

TYPES OF TRAINING

Training is required for several purposes. Accordingly training programmes may

be of the following types:

Orientation training: Induction or orientation training seeks to adjust newly

appointed employees to the work environment. Every new employee needs to

be made fully familiar with his job, his superiors and subordinates and with

the rules and regulations of the organization. Induction training creates self-

confidence in the employees. It is also knows as pre-job training. It is brief

and informative.

Job training: It refers to the training provided with a view to increase the

knowledge and skills of an employee for performance on the job. Employees

may be taught the correct methods of handling equipment and machines used

in a job. Such training helps to reduce accidents, waste and inefficiency in the

performance of the job.

Safety training: Training provided to minimize accidents and damage to

machinery is known as safety training. It involves instruction in the use of

safety devices and in safety consciousness.

Promotional training: It involves training of existing employees to enable

them to perform higher-level jobs. Employees with potential are selected and

they are given training before their promotion, so that they do not find it

difficult to shoulder the higher responsibilities of the new positions to which

they are promoted.

Refresher training: When existing techniques become obsolete due to the

development of better techniques, employees have to be trained in the use of

new methods and techniques. With the passage of time employee may forget

some of the methods of doing work. Refresher training is designed to revive

and refresh the knowledge and to update the skills of the existing employees.

Short-term refresher courses have become popular on account of rapid

changes in technology and work methods. Refresher or re-training

programmes are conducted to avoid obsolescence of knowledge and skills.

METHODS OF TRAINING

Fig - Methods of Training

ON-THE-JOB TECHNIQUES

On the job techniques enables managers to practice management skills, make

mistakes and learn from their mistakes under the guidance of an experienced,

competent manager. Some of the methods are as:

Job Rotation: It is also referred to as cross straining. It involves placing an

employee on different jobs for periods of time ranging from a few hours to

several weeks. At lower job levels, it normally consumes a short period, such as

few hours or one or two days. At higher job levels, it may consume much larger

periods because staff trainees may be learning complex functions and

responsibilities.

METHODS OF TRAINING

ON- THE- JOB METHODS

OFF- THE- JOB METHODS

Job rotation for managers usually involves temporary assignments that may

range from several months to one or more years in various departments, plants

and offices. Job rotation for trainees involves several short-term assignments,

that touch a variety of skills and gives the trainees a greater understanding of

how various work areas function.

For middle and upper level management, it serves a slightly different function.

At this stage, it involves lateral promotions, which last for one or more years. It

involves a move to different work environment so that manager may develop

competence in general management decision-making skills.

Enlarged and enriched job responsibilities:

By giving an employee added job duties, and increasing the autonomy and

responsibilities associated with the job, the firm allows an employee to learn

a lot about the job, department and organization.

Job instruction training:

It is also known as step-by-step training. Here, the trainer explains the

trainee the way of doing the jobs, job knowledge and skills and allows him to

do the job. The trainer appraises the performance of the trainee, provides

feedback information and corrects the trainee. In simple words, it involves

preparation, presentation, performance, and tryout and follow up.

Coaching:

The trainee is placed under a particular supervisor who functions as a coach

in training the individual. The supervisor provides the feedback to the trainee

on his performance and offers him some suggestions for improvement. Often

the trainee shares some duties and responsibilities of the coach and relives

him of his burden.

A drawback is that the trainee may not have the freedom or opportunity to

express his own ideas.

Committee assignments:

Here in, a group of trainees are given and asked to solve an actual

organizational problem. The trainees solve the problem jointly. This develops

team work and group cohesiveness feelings amongst the trainees.

OFF-THE-JOB TRAINING

It includes anything performed away from the employee’s job area or

immediate work area.

Two broad categories of it are:

IN HOUSE PROGRAMMES

These are conducted within the organizations own training facility; either

by training

specialists from HR department or by external consultant or a

combination of both.

OFF-SITE PROGRAMMES

It is held elsewhere and sponsored by an educational institution, a

professional association, a government agency or an independent training and

development firm.The various off- the- job-training programmes are as

follows:

Vestibule training: Herein, actual work conditions are simulated in a

classroom. Material, files and equipment those are used in actual job

performance are also used in training. This type of training is commonly used

for training personnel for clerical and semiskilled jobs. The duration of this

training ranges from few days to a few weeks. Theory can be related to

practice in this method.

Role-playing: It is defined as a method of human interaction that involves

realistic behaviour in imaginary situations. This method involves action

doing and practice. The participants play the role of certain characters, such

as production manager, HR manager, foreman, workers etc. This method is

mostly used for developing interpersonal interactions and relations.

Lecture method: The lecture is a traditional and direct method of

instruction. The instruction organizes the material and gives it to the group of

trainees in the form of a talk. To be effective, the lecture must motivate and

create interest among the trainees. An advantage of this method is that it is

direct and can be used for a large group of trainees.

Conference or discussion: It is a method in training the clerical,

professional and supervisory personnel. It involves a group of people who

pose ideas, examine and share facts and data, test assumptions and draw

conclusions, all of which contribute to the improvement of job performance.

It has an advantage that it involves two-way communication and hence

feedback is provided. The participants feel free to speak in small groups.

Success depends upon the leadership qualities of the person who leads the

group.

Programmed instruction: This method has become popular in recent years.

The subject matter to be learned is presented in a series of carefully planned

sequential units. These units are arranged from simple to mere complex levels

of instructions. The trainee goes through these units by answering questions

or filling the blanks. This method is expensive and time consuming.

STEPS IN TRAINING NEED ANALYSIS-

1. Plan to integrate the identification of training needs

Training needs that exist in one department are likely to exist in others. It is

pointless for individual managers to throw their own limited resources at each

problem as it arises, duplicating efforts and dissipating energy.

Most organisations have a personnel function which organises training delivery.

You may not be the person who coordinates the system, but you have an

important role to play in collecting the best information you can on the training

needs of the people who work for you and passing it up the line.

At the very least, liaise with other management colleagues to aggregate training

need information, so that a range of appropriate training and development

activities can be planned

2 .Anticipate problems or gaps in your own span of control

Anticipated needs often appear at the organisational or activity level. So a new

machine coming into a workshop or office is almost certainly going to have

training implications for everyone using it.

Alternatively, an organisation that decides to enhance its level of customer

service as part of a corporate strategy knows that a programme of training and

development is an essential contributor to its success.

3. Develop monitoring techniques

Some problems that fall into the category of training needs can go unnoticed

while they creep up on the organisation. Active monitoring systems are essential

to spot these.

Variance analysis is one approach to monitoring. This sounds technical but is a

simple tool used by managers to monitor budgets. It translates neatly to the

identification of training needs. When a budget is agreed, expected monthly

expenditure is detailed. Any major variance from the forecast--upwards or

downwards--triggers an investigation into why it happened and what the

INTERPRETATIONs will be.

In TNA, the budget numbers are replaced by performance standards and

indicators which are as specific as possible. It could be, for instance, that even in

a `soft' issue like customer satisfaction, a standard can be set that says 95% of

customers feel they received excellent service (the 5% allows for the small

number who will always find something wrong, and those who always rate an

experience as less than 100%, on principle). Carrying out customer satisfaction

surveys allows you to measure any deviation.

Asking questions in appraisal interviews is a form of survey, as the same basic

issues are being addressed throughout the organisation. A fundamental purpose

of appraisal is to identify individuals' training needs.

In addition to training needs that emerge as a INTERPRETATION of an

appraisal interview, a worthwhile approach to investigating one-off problems is

to interview staff and customers. Regularly ask a random sample of people for

their views on the same set of questions relating to general performance--for

instance customer satisfaction levels.

4. Keep an open mind on unexpected problems

Monitoring will indicate where gaps and problems exist. However, it is possible

to make the wrong assumption when faced with a particular set of

circumstances. For instance, unusually rapid staff turnover in a small section

may lead to a conclusion that the unsocial hours worked there are the issue.

However, exit interviews with staff may indicate that turnover is a

INTERPRETATION of cramped working conditions and poor ventilation--

something that training cannot resolve, even though the monitoring process has

helped you identify the problem.

On the other hand, it could be that:

* the behaviour and approach of the section head are the root cause

* errors at recruitment stage mean that the wrong people are being taken on.

In either of these cases there is a training need--in the first case with the section

head and in the second with those doing the recruiting. This could include you.

5. Identify the level

It could be that a training need is limited to an individual or an activity but it is

more likely to impact on at least two, and perhaps all three levels.

If the organization trditionally treats customers as a nuisance, it needs to change

its overall approach. Giving one or two people training addresses the training

need at the wrong level; organisation development is needed rather than

individual training sessions.

6. Take appropriate action

If the training needs are within your own span of control, probably at individual

or maybe at activity level, you can plan action to meet the needs.

If the needs appear to be at a wider level than the one you control, you need to

make recommendations and proposals on a wider front.

Advantages of training needs analysis

* Resources are targeted at identified priorities.

* TNA will increase organisational ability to plan for and adapt to changes in the

workplace.

* Individuals and teams are helped to perform better, enhancing their levels of

job satisfaction, morale and motivation.

* Having a TNA process in place enhances the organisation's progress towards

Investors in People, as TNA is one of the key standards.

* It is a natural function of an appraisal system, where discussions take place on

what skills need to be improved, and how.

* It provides a constructive base for improving performance.

Disadvantages of training needs analysis

There are no disadvantages to the process, but it does require:

* time and energy to plan the analysis systematically, and to analyse the

INTERPRETATIONs

* coordination of the INTERPRETATIONs between different managers, to

ensure that an organisational plan reflects the priorities across the whole

company, allowing for economies of scale and avoiding duplication in different

departments

* the full involvement of, and discussion with, potential trainees, rather than the

subjective evaluation of their managers.

EVALUATING THE EFFECTIVENESS OF TRAINING

An Investor in People evaluates the investment in training and development to

assess achievement and improve future effectiveness. Kearns (1994) suggests

that there are four groups of ‘measures’ of training effectiveness, which are used

by organization.

The groups are as follows:

- No Measurement

- Subjective Measures

- Qualitative Measures

- Objective Measures

The first group, in which no real measurement occurs, includes activities

undertaken as an “Act of Faith”, where no form of measurement is attempted,

such as initiatives to improve communications in organization, which seem to

make people feel good and appear to have worked in some intangible manner.

The second group includes subjective responses from trainees/course delegates,

as exemplified by the “Happy Sheet”. The main question asked is about how

individuals feel after the training. Organizations often make the assumption that

positive responses indicate training success and therefore value to the

organization. However, course delegates may well give strong positive response

scores for a number of reasons, including the presentational skills of the trainer,

the quality of the venue, and the “feel good” factor of indulging in a creative

work group, and so on. Quality measures appear to be more objective than the

previous group, but are often flawed by subjectivity as well. They are typified by

questionnaires asking delegates to “put a value on” the likely benefits of a

training programme objective measures are the only really meaningful ones.

However, they challenge the provider of training to demonstrate how their

training activities feed through to the “bottom line”: in terms of return on

investment and return on the capital employed. There has often been an

assumption, in times past, that training somehow “justifies itself”, because it is

all about developing people.

However, it is incumbent on organizations to look critically at the ways in which

they evaluate their training activities, lest they fall prey to the subject approach

and are badly caught out when a rigorous analysis of all the functions of the

organization’s business is called for. A desirable, if not essential, characteristic

of all training programmes is a built-in provision for evaluation. The four main

dimensions of evaluation are:

EVALUATION OF TRAINING INPUTS

This involves the evaluation of the training curriculum and its sequencing.

EVALUATION OF THE TRAINING PROCESS

The climate of the training organization, the relationship between participants

and trainers, the general attitude, and approaches of the trainers, training

methods, etc are some of the important elements of the training process which

also needs to be evaluated.

EVALUATION OF TRAINING OUTCOMES

Measuring the carry-home value of a training programme in terms of what has

been achieved and how much is the main task of evaluation. This, however, is a

complex technical and professional task. Benefits of a training programme are

not obvious and they are not readily measurable. Payoffs from training are

intangible and rather slow to become apparent.

In job-related training, the objective is to train people for specific job skills so

that their productivity may increase. Evaluation can be done either to the direct

criterion of increase in output or to the indirect criteria of decrease in cost,

breakage or rejects. Even more indirect are measures that point out changes in

absenteeism or turnover. The most difficult problems of evaluation lie in the area

of human relations skill training, which is given to the supervisors and middle-

level managers. Supervisory and managerial training programmes are, for this

reason, less amenable to objective review procedures. Much subjectivity enters

into evaluations of these programmes, since exact standards and criteria are hard

to devise.

THE EVALUATION MODELS

The process of evaluating the training effectiveness involves the consideration of

various constraints. Many researchers have developed various methods and

models in order to facilitate this process. Some of the models are described as

below: -

CIRO MODEL OF EVALUATION

Developed originally by WARR (1978), this theoretical model is based on

evaluation being carried out at four different levels:

Context Evaluation: Obtaining and using information about the current

operational context i.e. about individual difficulties, organizational deficiencies

etc. in practice, this mainly implies the assessment of training needs as a basis

for decision. This involves:

Examining the expectations and perceptions of the people.

Examining whether the training needs were accurately identified.

Putting the specific training event in the wider context of other training

activities.

Establishing whether the trainers enjoyed the confidence of the trainees and

whether the latter are comfortable with the level and focus of the training.

Input Evaluation: Determine using factor and opinion about the available

human and material training resources in order to choose between alternative

training methods.

This involves:

Establishing the adequacy of the resource base and its cost.

Considering the choice and effectiveness of the training methods and

techniques.

Identifying the numbers who successfully completed the program compared

with those who started and draw appropriate inferences.

Establishing whether the trainers were perceived to be credible as far as the

trainees are concerned.

Establishing whether the psychological and emotional climate of learning

was appropriate.

Reaction Evaluation: Monitoring the training as it is in progress. This involves

continuous examination of administrative arrangements and feedback from

trainees. This involves:

Looking at the reactions of trainees to the content and method of training.

Establishing the reaction of other people, particularly line managers to the

early INTERPRETATIONs of the training program.

Discussing the views and observations of the trainers.

Outcomes: It implies the measuring of the consequences of training. This

involves:

Establishing whether expectations of INTERPRETATIONs were met.

Identifying whether all or some of the learning objectives were met.

Finding out what were the end course views about the training.

The three levels of outcome evaluation may be distinguished:

Immediate Outcomes: The changes in the trainee’s knowledge, skills and

attitude that can be identified immediately after the completion of training. The

aim here is to find out the extent to which positive transfer of learning has taken

place from the training to the workplace. This type of evaluation may be done in

several ways such as behaviourally anchored rating scales or self repots

supplemented by reports of subordinates, peers and supervisors or critical

incidents etc.

Intermediate Outcomes: These are the changes in trainee’s actual work

behaviour, which INTERPRETATION from training. The assumption here is

that effective training should be reflected in the trainee’s increased job-

proficiency.

Ultimate Outcomes: These are the changes in the functioning of part or the

entire organization, which have INTERPRETATIONed from changes in work

behaviour. For this purpose, indexes of productivity, labour turnover etc, studies

of organizational climate and human resource accounting are taken as the

ultimate INTERPRETATIONs achieved by the trainee.

HAMBLIN’S MODEL

Hamblin (1974) said, “The purpose of evaluation is control”. A well controlled

training program is one in which the weakness and failures are identified and

corrected by means of the negative feedback and strengths and successes and

corrected by means of the positive feedback. The processes, which occur as a

INTERPRETATION of a successful training programme, can be divided into 4

levels. The evaluation can be carried out at any of the following levels:

Reaction Level: It measures the reactions of the trainees to the content and

methods of the training, not the trainer, and to any other factors perceived as

relevant. It determines what the trainee thought about the training.

Learning Level: It measures the learning attitude of the trainees during the

learning period. It collects information that did the trainees learn what was

intended.

Job Behavior Level: The job behavior of the trainees in the work

environment at the end of the training period i.e. did the training got

transferred to the job?

Effect on the Department: Has the training helped the trainees in improving

the department’s performance?

The Ultimate Level: It measures that has the training affected the ultimate

well being of the organization in terms of the business objectives.

Fig - Flowchart of Hamblin’s Model

Training

O1ReactionsObjectives

O2Learning

Objectives

E2LearningEffects

O3Job Behaviour

Objectives

E3Job Behavior

Effects

O4OrganizationObjectives

E4Organization

Effects

O5Ultimate Value

Objectives

E5Ultimate Value

Effects

E1ReactionEffects

Measuring Techniques atEach Level

Reaction NotebooksObserver’s RecordReaction Forms

Written ExamMultiple choice TestLearning Portfolios

Activity SamplingInterviewsQuestionnaires

Indices of ProductivityOrganisation Culture

Cost Benefit AnalysisHuman Resource

Accounting

MODEL USED IN THIS REPORT FOR EVALUATION AND

RECOMMENDATIONS

The Kirkpatrick Model establishes the effectiveness in terms of assessing the

extent to which the objectives are met. Combining the four levels of this model

and an optimum cost benefit strategy would enable the management to ascertain

the extent to which a programme is contributing to the effectiveness of the

organization. Therefore, this technique is used to identify and recommend

certain measures in order to improve the training effectiveness at BSNL. The

details of Kirkpatrick Model are explained in the succeeding paragraph.

THE KIRKPATRICK MODEL

Perhaps the most influential approach to training evaluation was developed by

D.L. KIRKPATRICK (1975) which, according to Bornbrauer (1987), despite its

age and common sense approach to the subject, remains valid: “because of its

comprehensiveness, simplicity, and applicability to a variety of training

situations.”

LEVEL ONE-REACTION

This level in the Kirkpatrick model is seen to offer some useful insights into the

early experiences of trainees, but precisely because it is concerned with

“feelings” and first reactions, the INTERPRETATIONs need to be viewed with

some caution.

Measurement can be done through:

Reaction sheets: Reaction sheets (often refereed to as ‘happy sheets’) should

ask questions about the achievement of the course objectives, about the course

material, the presentation, the activities used, the venue and the pre-course

material.

Group discussion: Build in time at the end of the course for how they will take

the learning forward. Have them record the main points of the discussion for you

to take away.

Thumbs up, thumb down: This is much focused on reaction. Ask closed

questions about the training course directed to the whole group. If participants

feel the answer to the question is ‘Yes’ they give a thumbs-up sign, if the answer

is ‘No’, it’s a thumbs down. You need to record the number of responses,

positive or negative, to each question.

Level Two- Learning

This is the level at which “new learning” is generated and which requires

evaluators to try to establish individual’s progress towards the learning of

specified skills and competencies.

Measurements can be done through:

Reaction sheets: Questions about what participants feel they have learnt during

the course can be included on the reaction sheets.

Post-courses review: Delegates should meet with their lime manager soon after

the course to discuss what learning has taken place and how this will be applied.

They should then meet at agreed intervals to review how much progress is being

made.

Action plans: By requiring delegates to complete action plans at the end of

course, we imply that we are expecting them to implement some learning from

the course and make some changes in the way they work.

LEVEL THREE- EFFECTS ON INDIVIDUAL PERFORMANCE

Recognizing that the purpose of training is to create new job capabilities means

that evaluation must be extended to the working environment. Above all, this

level of evaluation draws attention to the fact that training does not end at the

completion of the training programme, but has to embrace issues such as the

transfer of training, support for the use of new skills and competences and the

support provided by line managers.

Measurement can be done through:

Post- course review with line manager: Delegates should meet with their lime

manager soon after the course to discuss what learning has taken place and how

this will be applied. They should then meet at agreed intervals to review how

much progress is being made.

Follow-up questionnaire: The trainer circulates a questionnaire to all delegates

and their managers asking questions about how the learning from the course is

being applied.

Follow-up calls: The trainer, or a nominated person, chooses a random sample

of delegates from a course and then contacts them and their line managers to ask

a series of questions about the application of learning from the course.

Re-testing: If the training is very skills- based and has culminated with a test, it

is possible (although time-consuming) to re-test delegates on regular basis and

then to retrain if necessary.

LEVEL FOUR- EFFECTS ON ORGANIZATIONAL PERFORMANCE

The ultimate level and one that represents an attempt to establish what is often

described as the impact of training on the “bottom line” must be measured.

As with level three evaluations, in order to assess the effects of training on an

organization, measures need to be taken prior to the training being carried out.

Examples of such measures are:

Staff attitude surveys

Profit levels

Wastage

Levels of consumables used’

Accidents and damage rates

Customer complaints

Working rates

Error rates

Work outstanding

Task completed per hour/day/week

Self-assessment of performance by team members

OBJECTIVE OF THE RESEARCH

OBJECTIVE OF THE RESEARCH

To determine whether there is a gap between what is required for effective

performance and present level of performance.

To determine whether resources for conducting training are available or

not.

To know the areas where training is required.

To assess the various training options available to the organization.

COMPANY PROFILE

COMPANY PROFILE

NexGen Edusolutions Pvt. Ltd. offers specialist education solutions and software

solutions. The company has created customized solutions for clients like

Reliance, HCL, NSIC, and Delhi Police. NexGen Edusolutions Pvt. Ltd. was

formerly known as Centenary Software. The company was founded in 1989 and

is based in New Delhi, India.

About ICFe:

ICFe is the flagship brand of Nexgen Edusolutions Private Limited, a

Delhi based twelve years old educational company.

The Company is headed by Mr. Santosh Mangal backed by strong

professional team.

One of the founding promoters of ICFe, Mr. Mayank Gupta, has been

heading the operations since inception and is responsible for business

development & support.

The company has taken many steps which are path breaking for the

education sector in India.

It is an ISO 9001:2008 certified company, established since 2004.

It operates in the growing Financial Sector and imparts employment

oriented training in the fields of computerized Accounting, Banking,

Insurance, Investment, Capital Market, and Spoken English & Personality

Development with 100% placement assistance.

It has established 63+ centres across Delhi & NCR, Haryana, Himachal

Pradesh, Punjab, Uttar Pradesh, Bihar, Madhya Pradesh & Rajasthan.

It has so far trained & placed more than 12,000 students.

It has strong industry linkages and has successfully placed students in

leading companies like HCL, ICICI Bank, Axis Bank, Standard Chartered,

Citi Financial, ABN Amro, HLL, Grasim, Nestle, Hitachi etc.

Board of Directors:

Mr. Santosh Mangal- Chairman & Managing Director

Nexgen Edusolutions Private Limited is headed by Mr. Santosh Mangal,

Managing Director, who has nearly two decades of experience in various fields.

He has been associated with illustrious names like NIIT, Compucom, Intel,

Novel Onward and HCL in various capacities. He brings to the table, a clear

focus and understanding of the education sector and a single minded effort to

expand and make ICFe into a force to reckon with in the country’s financial

sector education space.

Mr. Mayank Gupta- Director( Business Development & Operations)

Mr. Mayank Gupta, Director, ICFe, has been instrumental in setting up ICFe and

is one of its founders. He is responsible for the day to day functioning of ICFe.

As a strong operations person, he has an in-depth knowledge of the environment

in which ICFe operates and has strong industry linkages.

As a bachelor of Commerce from Delhi University, he started his career in 1996

and has been associated with the education sector ever since. Being an

entrepreneur he has always seen this business from the customer's perspective

and firmly believes that customer satisfaction is the key to success.

Our Strategic Consultants:

Indian Institute of Management (IIM), Lucknow: IIM, Lucknow has redesigned the course content of ICFe after extensive discussions with the industry. IIML has done a demand-gap analysis and has structured the course according to the immediate and future needs of the Industry. The motive behind this is that the students of ICFe, when they qualify, should be able to meet the requirements of the industry. The course content will be reviewed periodically and will incorporate the necessary changes as and when required.

National Institute of Financial Management (NIFM), Faridabad: NIFM is an autonomous institution under the aegis of the Ministry of Finance, Government of India. It trains Civil Servants and Public Sector Corporate Executives in the nuances of Finance. With its experience in training and teaching IAS officers and the corporate world NIFM has established itself as one of the foremost players in the field of education and training in the finance sector. ICFe in its commitment to deliver quality education, has tied up with NIFM to train its faculty and equip them with the latest teaching methodologies.

BBC Active: ICFe has partnered with BBC Active through its Indian partner Liqvid to help impart communication and soft skills to its students. English Edge is a programme that helps students communicate in English and is a part of the curriculum.

ICFe’s – Strengths:

We prepare the students in becoming:

• PRACTICAL in approach

• EXPERTS in a specific field

• PRESENTABLE in their skills

• STREET-SMART in their work

• STABLE in their career

MOST EFFECTIVE TRAINING METHODOLOGY TO GUIDE

STUDENTS

The unique teaching methodology followed at ICFe, focuses not only on making

a student thoroughly knowledgeable but also on the execution of manual &

computerized concepts. Students practice assignments through guided practice

on live projects.

HCL Infosystems: To create a robust network of centres across the country a reliable IT infrastructure is essential. HCL Infosystems is the partner for providing the IT backbone at ICFe. They not only provide the hardware, software and networking support but also offer services like ERP and virtual classrooms to link all the centres seamlessly together so that the quality of education and training is uniform across centres.

HIGHLY QUALIFIED AND EXPERIENCED FACULTY

ICFe has the best team of highly experienced faculty members. ICFe’s faculty

members posses outstanding academic credentials, valuable subject knowledge

and true dedication to teaching.

R&D TEAM

Keeping in mind the frequent developments, the R&D team is always involved

in updating the study material in all respects to ensure that it remains relevant.

ICFe has an educational research & development team. The team members are

continuously studying the latest amendments, guidelines provided by the ICAI

and other concerned departments of Govt. and accordingly incorporate the

changes in study material.

TRACK RECORD OF EXCELLENT INTERPRETATIONS

ICFe has been showing a remarkable performance in the field of employment by

developing such skills in candidates that enable them to get a JOB. 100% job

guarantee and a life time placement support are the salient features of ICFe

placement portal.

Learning methodology:

ICFe Instructing Methodology

The instructor proceeds with a demonstration and imparts practical knowledge.

He will then explain problem solving techniques with real life case studies &

data. Students will learn concepts by observing professionals performing various

tasks in a methodical manner.

Guided Practice

Students are asked to practice assignments, live projects of similar or higher

complexity based on the knowledge they acquire during the demonstrations.

This INTERPRETATIONs in immediate application of concepts learnt and

therefore higher retention.

Placement Assistance:

Our placement cell is responsible for all the placement related activities in our

Institute. We have tie ups with various companies and this database is updated

from time to time. At first, students, after proper training are screened at our

centres to identify their strong areas. Then, the students are short listed according

to the Company’s specific requirements.

Accordingly, the companies visit our institute and conduct campus interviews or

we depute candidates with the desired profile for an interview. So, it is after a

suitable filtration process that the candidates are made available for a specific

job opportunity.

RESEARCH PROBLEM

RESEARCH PROBLEM

In this project I am going to look at the need of training in the organization.

Firstly, different company attitudes to training need, and

LITERATURE REVIEW

LITERATURE REVIEW

In this project I am going to look at the need of training in the organization.

Firstly, different company attitudes to training need, and cost and benefits

associated with it are going to be discussed.

Secondly, the stages in training process are going to be identified with a specific

focus on different training methods and consideration of its advantages and

disadvantages.

Finally, the literature on Training Need Analysis use as a motivation and

retention tool is going to be reviewed, moreover, training and development on

international scale and its possible issues are going to be discussed. To sum up, a

conclusion summarising all findings is going to be drawn.

According to Casse and Banahan (2007), the different approaches to

training need analysis required to be explored. It has come to their

attention by their own preferred model and through experience with large

Organizations. The current traditional training continuously facing the

challenges in the selection of the employees, in maintaining the

uncertainty related to the purpose and in introducing new tactics for the

environment of work and by recognizing this, they advising   on all the

problems, which reiterates the requirement for flexible approach. Usually

the managers have the choice to select the best training and development

programme for their staff but they always have to bear in mind that to

increase their chances of achieve the target they must follow the five

points highlighted by Miller and Desmarais (2007).

According to Davenport (2006), mentioned in his recent studies that it’s

easy to implement strategy with the internet supported software. Someof

the Training theories can be effective immediately on the future of the

skill and developments. The “content” and the “access” are the actual

factors for the process. It is a representation itself by the Access on main

aspect what is effective to the adopted practice in training development.

As per the recent theories to access the knowledge is changing from

substantial in the traditional to deliver the knowledge for the virtual forms

to use the new meaning of information with electronic learning use. There

is a survey confirmation for using classroom to deliver the training would

drop dramatically,(Meister,2001).A manager is that what the other

members of the organization wants them to be because it is a very popular

trend of development training for the managers in the training for the

management (Andersson, 2008, Luo, 2002).

R. Wayne Mondy, Robert M. Noe, ShaneR. Premeaux, (2002) .

Training is the heart of a continuous effort deigned to improve employee

competency and organizational performance.”

R. Wayne Mondy, Robert M. Noe, Shane R. Premeaux, 2002).  

Training and development obviously has its cost such as course material,

facilitator fees and facilities rental, for instance.

Companies have different approach towards analyzing the needs of training.

Some companies tend to minimise the training of its employees as they see it as

an unnecessary budgeted cost. On the other hand, we have companies, which see

training of employees more as a strategic investment and a very important

attribute, which may increase employees productivity and reduce human error;

such companies can be called a learning organizations Training is planned to

give trainees information and skills, they need for their job, while development

involves learning that goes beyond the knowledge needed just for current job. It

is more long-term focused as it enables employees to keep up with the

organization and its changes and growth.

ASSUMPTION

ASSUMPTION

We define a type I error as the event of rejecting the null hypothesis when the

null hypothesis was true.  The probability of a type I error () is called the

significance level.

We define a type II error (with probability ) as the event of failing to reject the

null hypothesis when the null hypothesis was false.

RESEARCH METHODOLOGY

RESEARCH METHODOLOGY

Research is search for knowledge by systematic efforts methods or in other

words the search for knowledge through objective & systematic methods of

finding solution to a problem is research. In order to accomplish the objectives

of the study, it is essential to articulate in which it is to be conducted, i.e., the

research process is to be carried-out in a certain framework. Research

Methodology is a way to systematically solve the problem. It may be understand

as a science of studying how research is done scientifically.

RESEARCH OBJECTIVES

To determine whether there is a gap between what is required for effective

performance and present level of performance.

To determine whether resources for conducting training are available or

not.

To know the areas where training is required.

To assess the various training options available to the organization.

Research Design

Plan outlining how information is to be gathered for an assessment or

evaluation that includes identifying the data gathering method(s), the instruments

to be used/created, how the instruments will be administered, and how the

information will be organized and analyzed.

Types of Research Design:

Research design is simply the framework or plan for a study, used as a guide in

collecting and analyzing data. There are three types of Research Design:-

1. Exploratory Research Design:- The major emphasis in exploratory

Research design is on discovery of ideas and insights. The objective of

this research is the development of hypothesis rather than testing. The

aim is to gain familiarity with the phenomenon.

2. Descriptive Research Design:- The Descriptive Research Design

Study is typically concerned with determining the frequency with which

something occurs or the relationship between two variables. This research

aims at findings facts with description behind the study.

STATISTICAL TOOLS

1. Percentage analysis

2. Correlation

3. The square test

4. Factor Analysis.

DATA COLLECTION SOURCES

Research work was done from two sources:-

(1) Primary data

(2) Secondary data

Primary data: It was collected by questionnaire and interview in the

organizations. The questionnaire comprised of closed and attitude

questions. The opinion on existing Training need analysis practices and

their affectivity were collected through QUESTIONNAIRE which

was circulated to all the employees at all levels and the

INTERPRETATIONs have been analysed on the basis of agree and

disagree. The methodology for collection of data also included interviews

and discussion with the top management of the organization.

Questionnaire Construction:Questionnaire Construction:

Here, a discussion is sort out about the proper questions, and its formatting

pattern was carried out by the guide and the group members. For the purpose of

data collection, following of these things have taken into consideration while

developing questionnaire-

Firstly, it was decided what sort of information is required. Questionnaire type is

mainly based on personal interview to use .It was decided that what should be

the contents of an individual question.

The type of question was also decided i.e. whether it should be open, multiple

choice or dichotomous to be used. The words of questions was also then .

decided. A preliminary draft was prepared, at last, questions were revised and

final questionnaire was prepared.

Secondary data: It was collected by reviewing different literatures, from

published books, management journals, articles published by the other

researchers on Training Need Analysis.

Sampling:

The total sample size for this project was 30employees at NexGen Edusolutions

Pvt. Ltd.

The information collected through above methods has been tabulated, analysed

and interpreted. Finally an overall assessment of the contribution of top

management, supervisory staff has been made towards improving the

effectiveness of the organization.

Sampling Technique:

Sampling methods fall under two broad categories.

1. Probability sampling.

2. Non-probability sampling.

1. Probability sampling :

It is the one in which each element has got an equal chance of being

chosen. Types of probability sampling are:

1. Sample Random sampling

2. Systemic Random sampling.

3. Stratified Random sampling.

4. Area Sampling

2. Non-probability sampling:

It is one in which all the elements of the universe are not known and chance of

choosing a particular element is also unknown.

Types of non-probability sampling are:

1. Convenience Sampling.

2. Quota Sampling.

3. Judgments Sampling.

4. Panel Sampling.

. SAMPLING PLAN:

Sample Unit – 112 employees.

Sample Size – 30 employees.

Sample Area – Laxminagar branch, New Delhi.

Duration = 45 Days

DATA PRESENTATION AND ANALYSIS:

1.    Bar graphs

2.    Pie Diagrams

DATA ANALYSIS / INTERPRETATION

DATA ANALYSIS / INTERPRETATION

1. Do you find the need of training for doing a particular job assigned to you?

(a) Yes (b) No

YES NO

39 11

1.In the above pie chart out of 50 employees 39 employee think that they need

training for better performance but 11 employee think that they are expert

enough to do their work

2. In what area, according to you training is essentially required?

(a) Academic Area (b) Official Area (c) Any other

ACADEMIC AREA OFFICIAL AREA ANY OTHER

19 19 11

2.In the above pie chart out of 50 employees 19employee suggest that training

should be given during the academic area 19 employee suggest that it should be

given in official area and 11 employee think that it should be given in other

areas.

3. Do you feel there are certain areas you need to improve upon or develop?

(a) Yes (b) No

YES NO

34 16

3.In the above pie chart about 34 employees think that there are certain areas

that they need to improve or develop while 16 employee think that they are

satisfied with their job.

4. Is there any training system brings out the training needs of the employees?

(a) Yes (b) No

YES NO

29 21

4.In the above chart 29 employees there are some training system which brings

out the training needs of the employees while 21 think that there is no training

system which brings out the training needs of the employees

5. Did you experience any gap between your present performance and standard

performance set by the organization?

(a) Yes (b) No

YES NO

21 29

5. 20 employees think that there are some gaps between the standard

performance and present performance while 30 employees think that there is no

gap between the present and standard performance.

6. If Yes, Do you think training will help in removing the deviation?

(a) Yes (b) No

YES NO

28 22

6.35 employees think that if training will be provided to them then it help in

removing the deviation.

7. Which training method is most convenient for you?

(a) On the job (b) Off the job (c) Both

ON THE JOB OFF THE JOB BOTH

21 15 14

7. Most of the employees think that training either to be given on the job on both

on the job and off the job So 21employees suggest on the job 15 employees

suggest off the job and 14 employees suggest both

8. Do you think training provided to you helps in your present role and to take

on a higher role?

(a) Yes (b) No

YES NO

40 10

8.45 employees think that training will obviously help in performing the present

role on to take the higher role

9. Is their any need of training for the job provided to you?

(a) Yes (b) No

YES NO

37 13

9. In the above chart out of 50 employees 37 employees think that there is need

of training for the job provided to them and 13 employees think that there is no

need of training.

10. Are you satisfied with the training program?

(a) Yes (b) No

YES NO

37 13

10.About 37 employees are satisfied with the training programs while 13

employees think that they need certain changes .

11. Does the training program provided to you helps in improving your

performance?

(a) Yes (b) No

YES NO

35 15

11.Out of 50 ,35 employees think that the training program helps in improving

the performance while 15 employees think that training is not necessary .

12. What is the worst thing that will happen if the company will not provide you

training?

(a) accidents (b)inefficient productivity

ACCIDENTS INEFFICIENT PRODUCTIVITY

NOTHING

22 20 8

12.22 employees think that if training will not provided to them number of

accidents will increase and 20 employees think that if training will not provide

efficiency of the workers will not increase and 8 employees are saying that there

will be no effect .

FINDINGS

FINDINGS

1. The most of the employees i.e. 65% employees work with Icfe because of

good salary, good working condition and better opportunity for growth.

2. About 70% employees feels that there is the need of training for doing a

particular job assigned to them.

3. Most of the employees i.e. 65% found that training is essentially required

for academic areas and rest of 35% required training for other official

work.

4. About 70% employees feels that there are certain areas like academic and

official where they need to improve upon or develop.

5. About 70% employees says that there is a training system WK fulfills the

training need of the employees.

6. About 75% employees experience gap between what is required for

effective performance present level of performance.

7. 80% employees are agreed that resources for conducting training are

properly available in the organization.

8. The employee that feels on the job method is more convenient for them

are 75% and rest of 25% are comfortable with 'off the job method'.

9. About 70% employees found that training and development provided to

them helps in their present role to take on a higher role.

10.The employees that feel, training procedure allow the trainees to express

their developmental needs are 60% and rest of 40% not feel so.

11.Most of the employees i.e. 75% are agreed that the training system

provided for a frank discussion between trainer and trainee.

12.About 60% employees says that job-rotation is practiced widely to help

people develop their potential in new areas.

13.75% employees feels that their trainer given honest feedback to them.

14.The most of the employees i.e. 75% employees feels that lack of interest

in acquiring training programme is the key factor to make a training

programme ineffective.

15.Most of the employees i.e. 65% employees says that training is provided

to them by their supervisor and rest of 35% employees get training

through other sources.

RECOMMENDATIONS

RECOMMENDATIONS

The organization may utilize both subjective and objective approach for the

training programmes.

The organization may consider deputing each employee to attend at least one

training programmes each year.

The In-house training programmes will be beneficial to the organization as

well as employees since it will help employees to attend their official work

while undergoing the training.

The organization can also arrange part time training programmes in the office

premises for short durations, spanning over a few days, in order to avoid any

interruption in the routine work.

The organization can arrange the training programmes department wise in

order to give focused attention towards the departmental requirements.

LIMITATIONS

LIMITATIONS

The following are the limitations of the study:

Some of the documents of the companies were not accessible due to

confidentiality.

Many employees did not have time to give information.

Some of the employees were not very forthcoming in the responses and

reluctant to answer the questionnaire.

Due to lack of time, I have covered only one branch of the organization.

Responses of few of the employees were biased due to privacy.

CONCLUSION

CONCLUSION

1. There is a gap between what is required for effective performance and

present level of performance.

For this purpose, various methods are used by the organization to

enhance the capabilities and skills of the employees.

2. Resources which are required for conducting training are properly

available with the organization that helps in conducting the training

programme effectively and smoothly.

3. Training is basically required for doing academic work such as for

accounting, finance etc.

4. The organization has a sound knowledge of what processes need to be

used in order to achieve efficiency in the training of the employees.

5. Various training options are available to the organization which include

on the job training, time-management training, leadership training, team-

training, motivational training and so on.

6. The training system provide frank discussion between trainer and trainees

that helps trainees in understanding the things more clearly.

BIBLIOGRAPHY

BIBLIOGRAPHY

Bibliography:-

Aswathappa K... Human Resource and Personnel Management, Fifth Edition

Dale S. Beach, the Management of People at Work,, Macmillan, Personnel,

Fourth Edition.,New York, 1980.

Kothari C. R., Research Methodology Methods & Techniques ,Third Edition.

Randall S. Schuler, Personnel and Human Resource Management, West

Publishing, New York, 1981.

Webliography:-

http://www.ICFe.co.in

http://www.hrm.co.in

http://www.pearsoned.co.in/garydessler

http:/www. en.wikipedia.org/wiki/Training.need_analysis

ANNEXURE: QUESTIONNAIRE

QUESTIONNAIRE

A Study on Training Need & Analysis

Respected Sir/ Mam

I am student of Bachelor of Business Administration (BBA). As a part of

our summer training I am conducting a study. I would request you to please

spare some of your time in answering these question :-

Personal details:

Name: Date:

Designation: Age:

1. Do you find the need of training for doing a particular job assigned to you?

(a) Yes (b) No

2. In what area, according to you training is essentially required?

(a) Academic Area (b) Official Area (c) Any other

3. Do you feel there are certain areas you need to improve upon or develop?

(a) Yes (b) No

4. Is there any training system brings out the training needs of the employees?

(a) Yes (b) No

5. Did you experience any gap between your present performance and standard

performance set by the organization?

(a) Yes (b) No

6. If Yes, Do you think training will help in removing the deviation?

(a) Yes (b) No

7. Which training method is most convenient for you?

(a) On the job (b) Off the job (c) Both

8. Do you think training provided to you helps in your present role and to take

on a higher role?

(a) Yes (b) No

9. Is their any need of training for the job provided to you?

(a) Yes (b) No

10. Are you satisfied with the training program?

(a) Yes (b) No

11. Does the training program provided to you helps in improving your

performance?

(a) Yes (b) No

12. What is the worst thing that will happen if the company will not provide you

training?

(a) accidents (b)inefficient productivity