INTRODUCTION

Training is the act of exploring the knowledge and skills of an employee for doing a particular job. After an employee is selected, placed and introduced in an organization. He or she must be provided with the training facilities in order to adjust him to the job. It is concerned with improving general knowledge and understanding of trainees total environment. Training is short process utilizing a systematic and organized Process procedure by which non managerial personnel learn technical knowledge and skill for a definition purpose. The term training means a process by means of which the aptitudes, skills and capabilities of an individual person to perform specific job are increased. Thus training is concerned with the importing specific skills or increasing specific qualification of particular person for a particular purpose. It is a process of learning a sequence of programmed behavior. It is the application of knowledge. It gives people awareness of the rules and procedures to guide their behavior. It attempts to improve on the current job or prepare them for an intended job. It is related process. It covers not only activities covered which improve Job performance but also those which enhance growth to their personality.

DEFINITIONS
According to Flippo, Training is the act of increasing the knowledge and skills of an employee for doing a particular job. According to C.Subbarao, Training is a method of evaluating the skill and effect of t he employees in the work spot, normally including both qualitative and quantitative aspects of training effectiveness.

ON-THE-JOB TRAINING

ON-THE-JOB TRAINING

JOB DESCRIPTION

APPRENTICESHIP & WATCHING

JOB RELATION

COMMITTEE ASSIGNMENTS

OFF-THE-JOB TRAINING

off-the-job training

classroom lectures

simulation exercise

programmed instruction

case study

experimental exercise

computer modelling

vestibule training

role playing

TRAINING METHODS
Training method refers to the specific means by which training is imported to the individuals. There are various methods of training, which can be broadly classified two types, 1. On the job training methods 2. Off the job training methods 3. Vestibule training

1. On the job training method Under this method, the worker is given training at the work place. By his/her immediate superior. In other words, the worker learns in actual work environment. It is based on the principles of learning by doing. a) Job rotation b) Apprenticeships and coaching c) Job instruction d) Committee assignments 2. Off the job training method It requires the works to undergo training for a specific period away from the work place. Off the job methods are concerned with both knowledge and skills in doing certain jobs. The workers are free of tension of work when they are learning. a) Special lecture cum discussion b) Conference training c) Case study 3. Vestibule training The term vestibule training is used to designate training in a class-room for semi skilled jobs. It is more suitable where a large number of employees must be trained at the same for the same kind of work.

Evaluation of Training: Evaluation involves the assessment of the effectiveness of the training programs. This assessment is done by collecting data on whether the participants were satisfied with the deliverables of the training program, whether they learned something from the training and are able to apply those skills at their workplace. There are different tools for assessment of a training program depending upon the kind of training conducted. Since organisations spend a large amount of money, it is therefore important for them to understand the usefulness of the same. For example, if a certain technical training was conducted, the organisation would be interested in knowing whether the new skills are being put to use at the workplace or in other words whether the effectiveness of the worker is enhanced. Similarly in case of behavioural training, the same would be evaluated on whether there is change in the behaviour, attitude and learning ability of the participants. Benefits of Training Evaluation Evaluation acts as a check to ensure that the training is able to fill the competency gaps within the organisation in a cost effective way. This is specially very important in wake of the fact the organisations are trying to cut costs and increase globally. Some of the benefits of the training evaluation are as under:

Evaluation ensures accountability - Training evaluation ensures that training programs comply with the competency gaps and that the deliverables are not compromised upon.

Check the Cost - Evaluation ensures that the training programs are effective in improving the work quality, employee behaviour, attitude and development of new skills within the employee within a certain budget. Since globally companies are trying to cut their costs without compromising upon the quality, evaluation just aims at achieving the same with training.

Feedback to the Trainer / Training - Evaluation also acts as a feedback to the trainer or the facilitator and the entire training process. Since evaluation accesses individuals at the level of their work, it gets easier to understand the loopholes of the training and the changes required in the training methodology.
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INDUSTRY PROFILE
The Confederation of Indian Industry states that the insurance sector of the country has been witnessing a consistent growth rate of late and its present worth is 41 billion US dollars. The industry has of late achieved a yearly growth rate within 32 and 34 percent and this makes it the 5th best among emerging economies around the world. The various entities of the industry are also bringing out newer products on a regular basis to attract their customers. As per rules, the upper limit of foreign direct investment permitted in this sector is 26 percent. However, this has to be done through the automatic route and the investor needs a license from Insurance Regulatory and Development Authority (IRDA).

At present there are 22 life insurers in India. The IRDA has recently taken away the tariffs of the interest rates and this has provided insurers greater independence when it comes to deciding the price of their insurance policies. The insurance industry has also become more competitive as a result. Yet another important factor affecting this sector has been the recent financial meltdown.

India insurance industry growth in last few years The life insurance companies have performed the best when it comes to growth with an increase of almost 70% in new premium that has been collected in the initial 5 months of 2012. As per IRDA data, in April-August 2010 the insurance companies earned $11.73 billion in new premium - in the corresponding period in the previous year the amount stood at 6.9 billion dollars.

LIC, a state held insurer, had been the biggest profit maker at that time with an addition of 88% to their existing business. The privately owned insurers together had seen a leap of 34% to their policy sales. ICICI Prudential earned 576.60 million dollars at that time. During April-August 2009 SBI Life had earned $379.20 million in sales of new policies and that figure went up to $531.87 million in the corresponding period in 2010 making it an increase of 40%. HDFC Standard Life also experienced a good growth of 54% in new sales.

IRDA data shows that between April and October 2010 the general insurance industry
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experienced a year-on-year growth of 22.76% with regards to underwritten gross premium. The total value of that premium was 5.29 billion dollars while the same figure stood at $4.31 billion in April-October 2009. For the public sector companies the year-on-year growth rate was 21.09 percent between April-October 2010 and April-October 2009.

In the same period the privately held insurers saw an increase of 25.19 percent in terms of premium collected. Among the publicly owned entities, New India Insurance was one of the better performers with a premium income of 916.77 million dollars in April-October 2010. At the same period in 2009 they had earned 770.25 million dollars which implies a growth rate of 19.04%. The IRDA Summary Report of Motor Data of Public and Private Sector Insurers 2009-10 states that in the same period almost 28.4 million policies were sold and the aggregate worth of premium collected was $2.31 billion.

The health insurance sector, according to the RNCOS' research report named "Booming Health Insurance in India" posted unprecedented growth rates in 2008-09 and 2009-10. The report also estimates that between the 2009-10 and 2013-14 the sector would see a compound annual growth rate (CAGR) of at least 25%.

India insurance industry - some key findings

Following are some important findings from World Bank regarding the condition of insurance industry in India:

Between 2005 and 2010 the yearly GDP growth was approximately 8.56% At the same time, the ratio of gross savings to GDP was 33% Middle class saw the quickest growth The life expectancy rate of people went up and urban development happened at almost 54%.

In 2010 rate of premium growth came down to 4.2% and compared to global standards the premium share was pretty low

Major operational issues for insurers were expenditure control, claims settlement procedures, improving investment yields, and capital requirements

In the 2010-11 fiscal the life insurance industry grew by 4.20% while the general insurance industry increased by 8.10%.

During that time the paid-up capital (private total) for the life insurance sector was INR 236.57 billion while the paid-up capital (industry total) was INR 236.63 billion.

In 2010-11 the paid-up capital (private total) for the general insurance sector was INR 39.56 billion while the paid-up capital (industry total) was INR 67.06 billion.

In 2010-11 the operating costs of privately owned life insurers was INR 159.62 billion while the total life insurance industry expense was INR 329.42 billion.

In the same time the privately owned general insurers spent INR 39.32 billion from an industry total of INR 106.20 billion.

In 2010-11 the privately held life insurers paid benefits and claims worth INR 312.51 billion while the industry aggregate was INR 1425.24 billion.

At the same time the private general insurers paid benefits and claims worth INR 99.37 billion while the industry total was INR 295.36 billion. India insurance industry contributions to GDP

Experts are of the opinion that around the world the insurance industry contributes around 4.5% to national GDPs. They have questioned the logicality of opinions that in India the contribution can be higher saying that there are other important sectors like education, defense, and health that cannot be undermined in this context.

They have ruled out possibilities that the sector can contribute 10% to India's GDP. The Chairman of IRDA, Hari Narayan has ruled out any such possibility asking if India's GDP growth will be that much in the next few years ahead.

The IRDA states that in India land and gold are more preferred as forms of investment. Narayan feels that if the insurance sector is to do well in terms of contribution to GDP

then more people should be convinced about its capability to provide good ROI (return on investment).

List of General Insurance Companies Bajaj Allianz General Insurance Bharti AXA General Insurance. Cholamandalam MS Future Generali India Insurance. HDFC ERGO General Insurance. ICICI Lombard IFFCO Tokio Liberty Videocon General Insurance Co Ltd L & T General Insurance

COMPANY PROFILE
The Oriental Insurance Company Ltd was incorporated at Bombay on 12th September 1947. The Company was a wholly owned subsidiary of the Oriental Government Security Life Assurance Company Ltd and was formed to carry out General Insurance business. The Company was a subsidiary of Life Insurance Corporation of India from 1956 to 1973 ( till the General Insurance Business was nationalized in the country). In 2003 all shares of our company held by the General Insurance Corporation of India has been transferred to Central Government. The Company is a pioneer in laying down systems for smooth and orderly conduct of the business. The strength of the company lies in its highly trained and motivated work force that covers various disciplines and has vast expertise. Oriental specializes in devising special covers for large projects like power plants, petrochemical, steel and chemical plants. The company has developed various types of insurance covers to cater to the needs of both the urban and rural population of India. The Company has a highly technically qualified and competent team of professionals to render the best customer service. Oriental Insurance made a modest beginning with a first year premium of Rs.99,946 in 1950. The goal of the Company was Service to clients and achievement thereof was helped by the strong traditions built up overtime. ORIENTAL with its head Office at New Delhi has 30 Regional Offices and nearly 900+ operating Offices in various cities of the country. The Company has overseas operations in Nepal, Kuwait and Dubai. The Company has a total strength of around 15,000+ employees. From less than a lakh at inception, the Gross Premium went up to Rs.58 crores in 1973 and during 2010-11 the figure stood at a mammoth Rs. 5569.88 crores. Corporate Vision: To be the most respected & preferred non-life insurer in the markets we operate.

Corporate Objectives
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to ensure that we 1) act as a financially sound corporate entity with high business ethics 2) implement best human resource development practices to build a highly efficient, dedicated and motivated workforce with high morale and moral values 3) optimally utilize the information technology infrastructure 4) provide excellent customer service 5) run the business profitably through prudent underwriting and efficient & proper claim management 6) effectively manage our reinsurance operations 7) effectively manage our investments for optimizing yield 8) have effective risk management systems 9) improve the penetration of non-life insurance by proper underwriting, innovation & marketing 10) to evolve as a vibrant & dynamic leading non-life insurer Management Oriental Insurance is a professionally managed independent Board-run Company. Illustrious personalities like Shri T.A.Pai ( who later became Cabinet Minister in the Union Government ), Shri K. R. Puri, who rose to be the Governor of RBI and Shri B.D.Pande (who later became the Governor of West Bengal) were among our past Chairmen.

At present Dr.A.K.Saxena is Chairman-Cum-Managing Director of our Company. The Board of Directors of our Company include eminent personalities in various fields. Financials The Company's Gross Direct Premium Income in India during the year 2011-12 (Audited) was Rs.6047.89 crores and the Premium Income outside India was Rs.146.71 crores. The Gross Direct Premium in India & abroad showed a growth of 11.22%. The Net Premium Income (Domestic and Foreign), on the other hand grew by 13.55% from Rs 4611.58 crores in 2010-11 to Rs. 5236.65 crores in 2011-12.

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Management Structure

Chairman cum Managing Director (Chief Executor)

Directors

General Manager s

Financial Advisor

Chief Vigilanc e Officer

Compan y Secretary

TRAINING ACTIVITIES IN ORIENTAL INSURANCE

Organizational Structure of Training College Corporate Office

Corporate Training Centre

Regional Training Centre

Regional Training Centre

Regional Training Centre

Regional Training Centre

Regional Training Centre

The Corporate Training Center of the Oriental Insurance Company is located at Faridabad in Haryana. The Corporate Training Centre is giving training for various channels like program Direct Recruit Offices, regular updating on Technical insurance, Behavioral/Managerial,
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Strategic Marketing programs, Consumer Services etc & Mandatory programs like pre promotional training for the special category of employees (SC/ST/OBC). These Corporate Training Centers are exclusively for officers from scale one onwards. The Corporate training Centre is named as Oriental Staff Training College (OSTC); under this more than 20 Regional Training Centers are functioning to take care of the training activities for junior Management Executives, Clerical staffs & other service staffs. The role of OSTC is Drawing of Annual Training Calendar based on their need & requirements keeping in mind the corporate objectives Conducting the various programs throughout the calendar Guidance and supervision of Regional Training Centers in their functioning. Reporting to the corporate office on training and other administrative matters. Conducting of mobile trainings. Offering consultancy services on product design, pricing pattern and marketing strategy keeping up of MIS & other general administration with regard to the state establishment & personnel. Bringing out monthly newsletters on various aspects of insurance and information trends and happenings in India and other countries. Regional Training Centre (RTC): There are about 20 Regional Training Centers functioning throughout India as an extended arm of the Corporate Training College (Oriental Staff Training College OSTC) Role of RTC-Chennai: RTC is conducting three types of training programs Training for employees Training for Agents Training for Corporate Clients

Training Program for Employee

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RTC is conducting different types of training for employees from LMG (Lower Management Grade), Clerical Staffs and other service staffs. Training for Agents The types of trainings conducted for Agents are: Agents pre recruitment training as per IRDA (Insurance Regulatory and Development Authority) recruitment. Agents Renewal training for renewal of license Technical Updation Program Annual performance based program Other training programs

Corporate Training This is the training given to selected corporate clients on product specific; this program is conducted on need basis of the clients. Infrastructure and Amenities in Training Centre The training centre is located at NO.115, Oriental House, Prakasam Salai, Broadway, Chennai600115 The total area of Training centre is 1600 sq. ft. with two classrooms (Collapsible Partition). One class room is exclusively for computer lab with 20 systems connected with Internet. The training centre is functioning since 1980. This is the one of the oldest training centers of The Oriental Insurance Company in India. The Oriental Regional Training Centre, Chennai has been adjudged as the Best Regional Training Centre consecutively for years, 2007-07, 2008-09 and 2009-10.

Management Team

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Chairman-Cum-Managing Director Dr.A.K.Saxena

Directors S.L.Bansal

Lalit Kumar

Kaushalya Roy

Vijay Garg

S. K. Chanana

N.K.Singh

General Managers S.K.Chanana

Niraj Kumar

N.K.Singh

K. K. Rao

P Senthilkumar

B.N.Prasad

A.K.Mittal

Financial Adviser A.K.Mittal

Chief Vigilance Officer

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Nawang Tobdan, GM

Company Secretary Rashmi Bajpai

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REVIEW OF LITERATURE

Wexley and Baldwin (1986) criticised the traditional training and development for its lack of accountability. The lack of accountability and rigorous evaluation may be attributable in part to an unfounded belief that training and development is good for the employees and the organisation; so let there be training budget and training programmes. This target-based (e.g., a specific number of employees to be trained during a given year) or budget-driven (influenced by the availability of time, energy, and resources) training and development efforts will ultimately lead to the result that training is only a paid perquisite or free time for the employees devoid of daily stressors and distractions of the workplace on the one hand, and a wasteful expenditure for the management on the other. Mumford (1988) observes that prior to participating in any training and development experience, participants implicitly ask themselves a variety of questions: Do I believe this training and development will help me or my subordinates? Are there risks for me if I perform poorly? How does this experience relate to my job performance? Not surprisingly, the yield from training and development initiatives will be maximised when employees perceive that desirable outcomes (or avoidance of undesirable outcomes) are attained as a result of their full commitment to a training and development programme. Grider et. al (1990) Conducted a study to determine which training evaluation method were perceived to be the most effective by training professionals, and which methods were most frequently used . For this purpose they selected members of American Society for Training & Development (ASTD). The findings of the study suggested:

Integrate T&D into the strategic plan of the firm. Provide necessary resources to evaluate the training activity effectiveness. Establish an information network to facilitate access to necessary data for before and after measurement

The most important benefit to be gained from successful evaluation will be improvement in organisational performance and increased employee satisfaction.
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Bramely (1992) believes that behavioural change is introduced through training evaluation presents a, three part approach:

Evaluation of training as a process Evaluation of changes in knowledge, skills, attitudes and levels of effectiveness Various approaches to evaluation such as interviews, surveys, various methods of observing behaviour and testing.

Fuchsberg (1993) observed that many organisations base their training and development budgets on annual projections for new initiatives that link, optimistically, with business

requirements. Now, the need to rigorously evaluate training and development initiatives in economic terms is becoming more apparent. As the training and development efforts in many organisations continue to expand and grow, many new competing programmes will be proposed, and senior management and board members will continue to ask hard questions about the projected development value or likely financial impact of training and

investments.

Evaluation of the economic and non-economic benefits, and the

investments associated with the training and development programmes is absolutely critical to determining how training and development initiatives contribute to corporate performance. Many are currently struggling to evolve a valid, reliable and operationally viable model to measure and evaluate the effectiveness of training and development programmes (Phillips, 1997, 1999; Taylor & associates, 1993; Lawson, 1993, 1994; Cronshaw & Alexander, 1991; Crawford & Webley, 1992). Sackett and Mullen, (1993) suggested a broader perspective on a variety of aspects of training process. The purpose of evaluation is to help organisations make decision about future training activities, and provide tools needed to assess the type of evaluation possible in a given situation, to conduct the most informative evaluation possible given the constraints of the situation, and to communicate to organisational decision makers both the strengths and the limitations of whatever evaluation data is obtained. Kraiger et. al (1993) Proposed cognitive, skill-based and affective learning outcomes (relevant to training) and recommended potential evaluation measures. They integrated theory and research

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from a number of diverse disciplines and have provided a multidimensional perspective to learning outcomes and advanced the theory of training evaluation by providing a conceptually based scheme of learning constructs, measurement foci, and measurement techniques. Toplis (1993) criticised Kirkpatrick model for three reasons:

The implication that level 1 might be best carried out first and level 4 last; in reality it is advisable to take initiatives aimed at level 4 without delay, even if it is difficult to evaluate them.

The individual words associated with each level (reaction, learning, behaviour and results) are easily confused if used on their own; it is important to use the full definitions of the levels to avoid confusion.

The models do not give any indication of the importance of process in introducing and sustaining the use of the model.

A literature search based on Kirkpatricks name yielded 55 articles but only 8 described evaluation results and none described correlation between levels. Lewis and Thornhill (1994) Examined the relationship between training evaluation, organisational objectives, and organisational culture. Explicit recognition of organisational objectives linked to an integrated approach to training evaluation will certainly improve the effectiveness of evaluation. The absence of or ineffective practice of training evaluation within so many organisational is directly related to the nature of organisational culture. Pearce (1995) Evaluation tends to be a neglected part of training. If it is considered at all, it is usually at a last stage in the training process. The absence of at least some evaluation can lead to an enormous waste of resources. Mann and Robertson (1996) conducted a study in Europe to answer the question What should training evaluations evaluate? They selected 29 subjects (10 female and 19 male) from a three day training seminar for European nationals run in Geneva. The results showed that the trainees did learn from the training sessions and, although they did not retain all they learned, they did know more one month after training than they did before training. They recommended that an
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effective way for practitioners to evaluate training is to measure self-efficacy regarding the trained tasks, immediately after training. Saxena (1997, a.) cited a study conducted by American Society of Training and Development (ASTD) on the practice of evaluation. It was reported that the actual practice of evaluation did not often follow the strict recommendations of evaluation literature. This was largely explained by the fact that many training practitioners had not found the literatures advice applicable or useful for their organisation. Most of the training managers who participated in ASTDs research effort believed that there was value in a concerted effort to increase the practice of employee training evaluation. All the organisations represented in the study evaluated some aspect of their training programmes. In terms of the four-level Kirkpatrick model, 75 to 100 per cent of them evaluated training programmes at the participants reaction level. Virtually all of them also evaluated participants knowledge gains in some of their training programmes. Twenty-five per cent of their training programmes were evaluated at the learning level. Behaviour change on the job was the least measured among companies surveyed, only about 10 per cent evaluated training at this level. Employee training was evaluated at the organisational results level about 25 per cent of the time, despite new pressures on training practitioners to assess the economic worth of HRD activities. Sixty-six per cent of the training managers reported that HRD professionals were under increasing pressure to show that programmes produced favourable bottom line results. Although most training programmes were evaluated at the reaction and learning levels, these levels were not always consistent with the reasons for evaluation. Impact on job performance and economic gains within organisation were evaluated the le ast. Most organisations evaluated training programmes to meet the training department demands, employee demands, and management demands. Saxena (1997, b.) undertook a study on the role of evaluation of training in designing training programmes in institutions of government, private, public and banking sectors. A total of 100 training and development programme participants were selected randomly by the investigator. They represented the four clusters: (1) Government training institutions, (2) HRD centers of private sectors, (3) HRD centers of public sectors, and (4) Training institutions of
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banks. Data were collected by administering the questionnaires. In addition, structured and unstructured interviews were conducted by the investigator with both the top managers of training institutions and the trainees. It was found that: 1. the institutions and HRD centers defined the scope of training evaluation from trainees development level to the organisational effectiveness level; 2. the training institutions were very clear about the purpose of evaluating the training programmes; 3. lack of adequate evaluation methodology, lack of expertise and fear of exposure to weaknesses were cited as the constraints for obtaining and collecting evaluation data; 4. overall impact on the performance of organisations, change in skills and attitudes of trainees, and quality of subject matter in courses were cited as the most important indicators of course effectiveness; 5. training institutions concentrated their evaluation efforts mostly on reaction and learning levels; and 6. training institutions and HRD centers were found to have plans to improve the courses by effective evaluation procedures. Campbell (1998) suggested evaluation can provide a sense of satisfaction and accomplishment to the personnel associated with a course or programme. Every one needs feedback on how they are doing, and evidence that training is worthwhile is a source of pride. Apart from this, periodic evaluations are necessary to assure optimum training relevance, effectiveness, and cost efficiency. Blanchard et al. (2000) studied training evaluation practices at both management and nonmanagement level in Canada through a survey of 202 organisations, employing a total of over 4,70,000 employees, thus representing a significant portion of the Canadian workforce. The survey data indicated that only one-fifth of the Canadian organisations evaluated their training as suggested by academic standards. The researchers presented practitioner perspective as a supporting rationale for the survey results.

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Yadapadithaya (2001) studied the current practices of evaluating training and development programmes in the Indian corporate sector on the basis of data collected from written questionnaires mailed to 252 respondent companies 127 private, 99 public, and 26 multinational corporations (MNCs). The major findings of his study include the following:

High pressure for increased quality, innovation, and productivity acts as a major driving force for the Indian corporate training and development programmes.

Most of the key result areas of training and development function are related to the measurement and evaluation of training effectiveness.

Nearly 86 per cent of the private sector, 81 per cent of the public sector, and all the MNCs evaluate the effectiveness of training in one way or the other.

The major purpose of evaluation is to determine the effectiveness of the various components of a training and development programme. Organisations rely mostly on the participants reactions to monitor the effectiveness of training. An overwhelming majority of the organisations use questionnaires as an instrument to gather relevant data for evaluation.

In most of the cases, evaluation was done immediately after the training. Majority of the private and public sector organisations use one-shot programme design and more than half of the MNCs also use single group, pre-test and post-test design for evaluating the effectiveness of training and development programmes.

Absence of transfer of learning from the place of training to the workplace has been a major perceived deficiency of the corporate training and development system.

Indian corporate sector is currently facing the challenge of designing and developing more valid, reliable and operational measures to evaluate the effectiveness of training and development. Srivastava. et al. (2001) evaluated the effectiveness of various training programmes offered by the in-house training centre of Tata Steel, Shavak Nanavati Training Institute (SNTI), India. Effectiveness of training was measured in terms of various outcomes such as satisfaction level; reaction and feedback of participants; and change in performance and behavior as perceived by participants, their immediate supervisors, and departmental heads. The sample consisted of sixty departmental heads, fourteen hundred participants and thirteen hundred immediate supervisors from various departments. The data were collected through structured
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interview schedule. It was found that the satisfaction levels of participants, their superiors, and divisional heads were above average for all types of programmes. The participants were benefited from the programmes, but transfer of learning was not as expected from their supervisors. There were changes in the post-training performance ranging from 10 to 37 per cent. Training programmes could meet the objectives only to a limited extent. Ogunu (2002) in his study titled Evaluation of Management Training and Development Programme of Guinness Nigeria PLC examined the management training and development programme of Guinness Nigeria PLC, Benin City with a view to ascertaining its relevance, adequacy, and effectiveness. A convenience sampling design was adopted, whereby the researcher used all the 50 management staff of the companys Benin Brewery as subjects for the study. Data were collected by administering a questionnaire titled Management training and development questionnaire (MTDQ) developed by the researcher. Hypotheses testing in the study revealed that facilities for staff training were adequate for effective training of management staff, training programmes for management staff were relevant to the jobs they performed, and the training programmes undergone by staff did indeed improve their performance and effectiveness at works. Interestingly, much of the existing literature on training and development has lamented the failure of organisational efforts to significantly improve the knowledge, skills, and attitudes of employees or affect business performance (Campbell, Dunnette, Lawler, & Weick, 1970; Greiner, 1987; Hall, 1984). As Hall (1984, p. 159) pointed out more than a decade ago, if strategic human resource management is rare in contemporary organisations, then the strategic development of managers is virtually non-existent. Greiner (1987, p. 37) similarly concluded that entertainment without development accounts for about 75 per cent of the management development budget.

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OBJECTIVE OF THE STUDY

To analyze the effectiveness of the various training programs currently used in the company. To determine the satisfaction level of the training among the employees. To suggest the measures for improvement that can be taken by the company.

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RESEARCH METHODOLOGY
Research and experimental development is formal work undertaken systematically to increase the stock of knowledge, including knowledge of humanity, culture and society, and the use of this stock of knowledge to devise new applications.

6.1 NEED FOR STUDY

Due to the emergence of various private sector insurance companies in India in the last two decades, there has been employee attrition from the public sector insurance companies to the private in search for better compensation and career growth opportunities. The Oriental Insurance Company, a Central Government undertaking, has witnessed a significant 16.67% of attrition in the past 8 years, especially in the employee group recruited as Class I, Class II, Class III officers between 1992 and 2000. Further to this, the company is also witnessing attrition amongst the direct recruit officers recruited from the year 2002 onwards. In order to determine the various reasons for an employee to leave the company, there is a strong need to analyze the effectiveness of the various training programs followed in the company, and to suggest the areas needing improvement, to combat future employee attrition.

6.2 SCOPE OF THE STUDY

The scope of the study was conducted for employees belonging to various regions of India which included Chennai, Cochin, etc. The study was helpful to understand the effectiveness of the training programs offered to the employees of this company in order to train them for Service Excellence.

6.3 RESEARCH DESIGN

A research design encompasses the methodology and procedure employed to conduct scientific research. The design of a study defines the study type (descriptive, co relational, semiexperimental, experimental, review, meta-analytic) and sub-type (e.g.: descriptive-longitudinal case study), research question and hypotheses, independent and dependent variables, experimental design if applicable, data collection methods and a statistical analysis plan.

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6.4 RESEARCH TYPE DESCRIPTIVE RESEARCH

Descriptive research design is also called explanatory design. This is one that simply describes something, such as demographic characteristics of employees in the company. The descriptive study is typically concerned with determining frequency with which something occurs or how two variables vary together. This research design was adopted to determine the satisfaction level among the employees with regard to the company.

6.5 DATA COLLECTION

The present study included two sources of data namely primary and secondary data. Primary data was collected by the survey method resulted is border range of information. The technique used in the survey is a very well structured and well designed feedback form. Personal interview also conducted with each individual to whom a feedback form had been given to get their thought on some specific uses. The feedback form consists of 11 questions which highlights the data identification connected with the effectiveness of training and development. The feedback form consists of dichotomy questions. The secondary data was collected from various sources like past record and report.

6.6 TOOLS FOR ANALYSIS

SPSS Correlation Regression ANOVA

Chi square

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6.7 SAMPLE DESIGN

The sample size for the present study is 150 based on the conveyance sampling technique and administered feedback form to collect the required data.

6.8 SAMPLE SIZE

The study included 150 employees of which 74 were from Class I, 26 were from Class II and 50 were from Class III.

6.9 PERIOD OF STUDY

The study is under taken for 3 months. During this period the following steps were taken, Objectives were set and feedback form was finalized. Data were collected and recorded Data were analyzed and interpreted Reports were generated

6.10 LIMITATIONS OF THE STUDY

Time constraint is the major problem The employees were pre-occupied with their busy schedule of work and some of them hesitant to fill the feedback form. This study is confined to 150 employees due to time constraint Most of the employees were unwilling to express their opinion.

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ANALYSIS AND INTERPRETATION Table 7.1.1 Classification of Employees on the basis of Category
Particulars Class- I (Senior Officers) Class II (Officers) No. of Respondents 74 26 Percentage 49 17 34

Class - III (Officers/ Clerical 50 grade) Total 150

100

Figure 7.1.1 Classification of Employees based on Category

60 50 40 30 20 10 0 Class I Class II Class III

Inference:
From the above table it is inferred that 49% of the respondents are from the Class I group. 17% of the respondents are from the Class II group. Remaining 34% of the respondents belong to the Class III group.

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Table 7.1.2 Classification of employees based on Gender

Particulars Male Female Total No. of Respondents 94 56 150 Percentage 63 37 100

Figure 7.1.2 Classification of Employees based on Gender

Male Female

37%

63%

Inference: From the above table it is inferred that 63% of respondents are male and remaining 37% of respondents are female.

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Table 7.1.3 Employees opinion about the support and courtesy extended by RTC
Particulars Very Good Good Satisfactory Average Total No. of Respondents 132 18 0 0 150 Percentage 88 12 0 0 100

Figure 7.1.3 Employee's opinion about support extended by RTC

Average 0

Satisfactory

Good

12

Very Good

88

Inference: From the above table it is inferred that 88% of the respondents opinion was that the support and courtesy extended by RTC were very good. And the remaining 12% of the respondents opinion was that the support and courtesy were good.

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Table 7.1.4 Employees opinion about facilities at RTC Chennai

Particulars Very Good Good Satisfactory Average Total No. of Respondents 131 19 0 0 150 Percentage 87 13 0 0 100

Figure 7.1.4 Employee's opinion about facilities at RTC Chennai

87

13 0 Very Good Good Satisfactory 0 Average

Inference: From the above table it is inferred that 87% of the respondents opinion was that the facilities at RTC Chennai were very good. The remaining 13% respondents opinion was that the facilities were good.

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Table 7.1.5 Employees opinion about the classroom environment

Particulars Very Good Good Satisfactory Average Total No. of Respondents 132 17 1 0 150 Percentage 88 11 1 0 100

Figure 7.1.5 Employee's opinion about the classroom environment

88

11 1 Very Good Good Satisfactory 0 Average

Inference: From the above table it is inferred that 88% of the respondents opinion was that the classroom environment was very good. 11% of the respondents opinion was that the classroom environment was good and remaining 1% of the respondents opinion was that the classroom environment was satisfactory.

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Table 7.1.6 Employees opinion about the Training materials provided

Particulars Very Good Good Satisfactory Average Total No. of Respondents 85 58 7 0 150 Percentage 57 39 4 0 100

Figure 7.1.6 Employee's opinion about Training materials provided

Very Good Good Satisfactory Averaage 4% 0%

39% 57%

Inference: From the above table it is inferred that 57% of employees opinion about the Training material provided were very good. 39% of the employees opinion was that the materials were good and the remaining 4% of the employees opinion was that the training materials were satisfactory.

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Tablen7.1.7 Employees opinion about the program content

Particulars Very Good Good Satisfactory Average Total No. of Respondents 103 45 2 0 150 Percentage 69 30 1 0 100

Figure 7.1.7 Employee's opinion about program content

Average

Satisfactory

Good

30

Very Good

69

Inference: From the above table it is inferred that 69% of the respondents opinion was that the content of the program were very good. 30% of the respondents opinion was that the content were good and the remaining 1% of the respondents opinion was that the content were satisfactory.

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Table 7.1.8 Employees opinion about the program design

Particulars Very Good Good Satisfactory Average Total No. of Respondents 113 34 3 0 150 Percentage 75 23 2 0 100

Figure 7.1.8 Employee's opinion about program design

75

23

2 Very Good Good Satisfactory

0 Average

Inference: From the above table it is inferred that 75% of the respondents opinion about the design of the program were very good. 23% of the respondents opinions about the design were good. 2 % of the respondents opinions about the program design were satisfactory.

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Table 7.1.9 Employees opinion about comfort level of the program

Particulars Very Good Good Satisfactory Average Total No. of Respondents 113 34 3 0 150 Percentage 75 23 2 0 100

Figure 7.1.9 Employee's opinion about comfort level of the program

Very Good Good Satisfactory Average

23% 2% 75% 0% 2%

Inference: From the above table it is inferred that 75% of the respondents opinions about the comfort level of the program were very good.23% of the respondents opinions about the comfort level were good and remaining 2% of the respondents opinions were satisfactory.

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Table 7.1.10 Employees opinion about the completeness of the program

Particulars Very Good Good Satisfactory Average Total No. of Respondents 91 47 12 0 150 Percentage 61 31 8 0 100

Figure 7.1.10 Employee's opinion about completeness of the programme

0 8 31 61

Average Satisfactory Good Very Good

Inference: From the above table it is inferred that 61% of the respondents opinions about the completeness of the program were very good. 31% of the respondents opinions about the completeness were good. Remaining 8% of the respondents opinion were that they were satisfactory.

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Table 7.1.11 Employees opinion about the utility of the program

Particulars Very Good Good Satisfactory Average Total No. of Respondents 111 34 5 0 150 Percentage 74 23 3 0 100

Figure 7.1.11 Employee's opinion about utility of the program

Very Good Good 3% 0% 23% Satisfactory Average

74%

Inference: From the above table it is inferred that 74% of the respondents opinions about utility of the program were very good. 23% of the respondents opinions about the utility were good and the remaining 3% of the respondents opinions were satisfactory.

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7.2 ANALYSIS: a. Correlation Analysis

AIM: To find out the relationship between the agreeable levels regarding the evaluation of companys training program and the facilities and support provided through the training program in the organization. SPSS software is used to do the analysis for this project.

Correlations
Particulars Very good Good Satisfactory Average Training Program (x) 103 42 4 1 Facilities Provided (y) 132 16 1 1

Manual Calculations: (d=38) Dx -65 dy -94 dx2 4225 dy2 8836 dxdy 6110

-34

-22

1156

484

748

-34

-37

1156

1369

1258

-37 -170

-37 -190

1369 7906

1369 12058

1369 9485

dx = -170, dy = -190, dx2 = 7906, dy2 = 12058, dxdy = 9485.

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R = ndxdy (dx) (dy) / R = 4 or 0.9567 (Table Value) SPSS Calculation:

ndx2 (dx)2 ndy2 (dy)2

Descriptive Statistics Mean Facilities Provided Correlations Training Program Training Program Pearson Correlation Sig. (2-tailed) Sum of Squares and 6765.000 Cross-products Covariance N Facilities Provided Pearson Correlation Sig. (2-tailed) 2255.000 4 .958* .042 12057.000 4019.000 4 1 Facilities Provided .958* .042 8648.000 2882.667 4 1 Std. Deviation N 4 4

Training Program 37.5000 47.48684 37.5000 63.39558

Sum of Squares and 8648.000 Cross-products Covariance N 2882.667 4

*. Correlation is significant at the 0.05 level (2-tailed).

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Nonparametric Correlations Correlations Training Program Spearman's rho Training Program Correlation Coefficient Sig. (2-tailed) N Facilities Provided Correlation Coefficient Sig. (2-tailed) N 1.000 . 4 .949 .051 4 Facilities Provided .949 .051 4 1.000 . 4

Inference: The variables of a data set is very highly correlated, if the correlation coefficient r whose magnitude lies between 0.9 and 1.0; highly correlated. The calculated values from both manual calculation and SPSS calculation is more than 1 so the relationship between the agreeable levels regarding the evaluation of the companys training programs and the facilities and support provided by the organization both are highly correlated.

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b. Regression Analysis
AIM: To understand the relationship between the dependent variables and the independent variables which are training program and facilities provided in the organization respectively. SPSS software has been used in the analysis of the data. Particulars Very good Good Satisfactory Average Training Program 103 42 4 1 Facilities Provided 132 16 1 1

Calculation: Regression Equation - Y = A + BX No. of Inputs = 4 Slope Co-efficient = 1.2783 X Mean = 37.5 Y Mean = 37.5 Intercept (A) = -10.4379 Regression Equation Y = -10.4379 + 1.2783 x

Variables Entered/Removedb Variables Model Entered 1 Facilities Provideda Variables Removed . Method Enter

a. All requested variables entered. b. Dependent Variable: Training Program Model Summary
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Model R 1 .958a

Adjusted R .875

Std. Error of the Estimate 16.76512

.917

a. Predictors: (Constant), Facilities Provided

Coefficientsa Unstandardized Coefficients Model 1 (Constant) Facilities Provided B 10.603 .717 Std. Error 10.151 .153 .958 Standardized Coefficients Beta t 1.044 4.698 Sig. .406 .042

a. Dependent Variable: Training Program Inference: The above regression analysis shows that the variables of Training program is dependent on the variables of facilities provided. The interpretation is done based on the coefficient of the data which is found to be less than 1.

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c. One Way Anova:

AIM: This method of analysis is used to compare the variables of two groups viz. male and female on the basis of their response on the comfort level of the program. Calculation: Career/ Gender Male 45 20 1 1 67 Very Good Good Satisfactory Average Total

Female

67

14

83

Total

112

34

150

NULL HYPOTHESIS: There is no significant difference in the comfort level during the program amongst the gender of respondents. X1 45 20 1 1 67 X2 67 14 1 1 83 X12 2025 400 1 1 2427 X22 4489 196 1 1 4687

Sum of all the items = T = 150 Correction factor = T2/N = (150)2/8 = 2812.5 Sum of squares of total (SST) = x12 + x22 + x32 + x42 T2/N = 2427 + 4687 2812.5 = 4310.5 Sum of squares of columns (SSC)
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= {(x1)2/n1 + (x2)2/n2 + (x3)2/n3} T2/N = (67)2/4 + (83)2/4 2812.5 = 1122.25 + 1722.25 2812.5 = 2844.5 2812.5 = 32 Sum of squares of rows (SSR) = SST SSC = 4310.5 32 = 4278.5 Sources variation Between Samples Within Samples SSC= 32 SSR= 4278.5 of Sum of squares Degrees freedom (v) V1 = c-1 =1 V2 = N-c =6 MSC = 32 MSR = 713.08 F = 713.08/32 = 22.28 of Mean Squares Variance rates (F)

Table values at 5% of level of significance at degrees of freedom (1, 6) is Calculated value > Table value 22.28 > 4.97 Therefore null hypothesis is rejected and hence it is proved that there is a significant difference in the comfort level of the training program conducted by the organization. Inference: From the above tables and analysis it is understood that there is difference in the comfort level of the training program amongst the genders.

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d. Chi-square Test:
AIM: To test the association between the discussions on satisfaction level from the facilities provided during the training program and the improvements requested in the training program by the respondents. SPSS software is also used for the analysis of this test. Calculation: Satisfaction Level/ Improvements

Yes

No

Total

Yes

15

30

45

No

20

85

105

Total

35

115

150

NULL HYPOTHESIS: There is no association between the satisfaction level from the facilities provided and the improvements requested during the training program by the respondents. O 15 30 20 85 E 16.5 28.5 18.5 86.5 (O - E) -1.5 1.5 1.5 -1.5 (O E)^2 2.25 2.25 2.25 2.25 (O E)^2/E 0.13 0.07 0.121 0.026 [(O E)^2/E] = 0.347

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Degrees of freedom: (r 1) (c 1) = (2 1) (2 1) = 1 Table value at 5% level of significance is 3.841 whereas the calculated value is 0.347. Table value > Calculated value Therefore the null hypothesis is accepted and hence its proved that there is no association between the discussions on the satisfaction level from the facilities provided and the improvements requested during the program by the respondents. Inference: It can be inferred that though the satisfaction level about the facilities provided is high, it is not related to the improvement requisitions made by the respondents during the training program.

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FINDINGS
49% of the respondents belong to the category of Class I (Senior Officers). 17% of the respondents are from Class II (Officers). Remaining 34% of the respondents belong to the Category of Class III (Officers/ Clerical Grade). 63% of the respondents are male and the remaining 37% of the respondents are female. 88% of the respondents said that the Support and Courtesy extended in the training program was very good. 12% of the respondents said it was good. No respondent felt the support and courtesy to be satisfactory or average. 87% of the respondents said that the facilities provided at the Regional Training program were very good. Remaining 13% of the respondents said the facilities were good. No respondent felt the facilities to be satisfactory or average. 88% of the respondents said that the classroom environment was very good. 11% of the respondents said the environment was good. Remaining 1% said that the classroom environment to be satisfactory. No respondent felt that the classroom environment was average. 57% of the respondents said that the materials provided for training were very good. 39% of the respondents said that the materials were good. Remaining 4% of the respondents said the materials were satisfactory. No respondent felt the material provided in the training program to be average. 69% of the respondents said that the content of the training program was very good. 30% of the respondents said that the content of the training program was good. Remaining 1% respondents said that the content was satisfactory. No respondents felt the content to be average.

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 75% of the respondents said that the program design was very good. 23% of the respondents said the design to be good. Remaining 2% of the respondents said the design to be satisfactory. No respondents felt the design to be average. 75% of the respondents said that the comfort level of the program was very good. 23% of the respondents said that the comfort level was good. Remaining 2% said that the comfort level was satisfactory. No respondents felt the comfort level to be average. 61% of the respondents said that the completeness of the program was very good. 31% of the respondents said that the completeness was good. Remaining 8% of the respondents said that the completeness was satisfactory. No respondents felt the completeness of the program to be average. 74% of the respondents said that the utility of the program was very good. 23% of the respondents said that the utility was good. Remaining 3% of the respondents said that the utility of the program was satisfactory. No respondents felt the utility of the program to be satisfactory.

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SUGGESTIONS
Frequent training program may be given to update the knowledge and skills. Providing study material in advance so that they can go through it and clarify doubts if any. There emphasis should be on right balance between performance management and enhancement. Organization should arrange training to improve team efforts by providing them sensitivity training: synergy building exercise, which help them, work as a team. Trainer has to interact with them directly so that they can identify the employee skills and capabilities which can further help the trained for organizational growth. The perception of the employee is to have interactive programs and case studies which would further improve the training effectiveness. Few views suggestions from the participants, Good encouragement and interaction from the faculty. Employees expect this training to be held at the beginning of their career. No lengthy lectures, good participation by employers. Rejuvenating and refreshing experience. Polite and friendly faculty. Need extended period of training. Team work appreciated. Add more advanced programs. Good and neat environment. Class and dining hall too small. Course is compact. Video clippings requested.

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CONCLUSION
Evaluation of training and development program contributes to the organizations success. It consists of three elements like learning capacity of the employees, performance of the employees and satisfaction level towards the end of the training program. Most of the employees in The Oriental Insurance Co. Ltd develop their skills and knowledge through the training program which is provided by the organization. The present training and development program is used to achieve the organization goal. The OIC employees prefer study material for the training program been conducted. The employees would prefer online training too. The OIC employees are highly satisfies with the training and development program. Employees feel that training helps them to increase their earning capacity. When it comes to overall job satisfaction. It was found that majority of the respondents were highly satisfied with it. Since respondents bias is inevitable, it is recommended that suitable precautionary measures be taken to improve the factors causing employee dissatisfaction. In conclusion, the results from the survey gave an insight into the satisfaction levels of the various tools used by the company to train their employees.

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