A STUDY ON EFFECTIVENESS OF TRAINING ON EMPLOYEES PERFORMANCE

A Project report submitted to Jawaharlal Nehru Technological University, Hyderabad, in partial fulfillment of the requirements for the award of the degree of

MASTER OF BUSINESS ADMINISTRATION

By

CHITRA LOKHANDE Reg. No. 10241E0025

Under the Guidance of N LATHA

Associate Professor

Department of Management Studies Gokaraju Rangaraju Institute of Engineering & Technology (Affiliated to Jawaharlal Technological University, Hyderabad) Hyderabad 2010-2012
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CERTIFICATE

This is to certify that the project entitled A Study on Effectiveness Of Training on Employees Performance has been submitted by Ms.Chitra Lokhande (Reg. No. 10241E0025) in partial fulfillment of the requirements for the award of Master of Business Administration from Jawaharlal Nehru Technological University, Hyderabad. The results embodied in the project has not been submitted to any other University or Institution for the award of any Degree or Diploma.

(N Latha) Internal Guide Associate Professor Department of Management Studies GRIET

(KVS Raju) Professor & HOD DepartmentofManagement tudies GRIET

(S. Ravindra Chary) (Project Coordinator) Associate Professor Department of Management Studies GRIET

DECLARATION

I hereby declare that the project entitled A Study on

Effectiveness of

Training on Emplo yees Performance at Axis IT&t Ltd submitted in partial

fulfillment of the requirements for award of the degree of MBA at Gokaraju Rangaraju Institute of Engineering and Technology, affiliated to Jawaharlal Nehru Technological University, Hyderabad, is an authentic work and has not been submitted to any other University/Institute for award of any degree/diploma.

CHITRA LOKHANDE (10241E0025) MBA, GRIET HYDERABAD

ACKNOWLEDGEMENT

Firstly I would like to express our immense gratitude towards our institution Gokaraju Rangaraju Institute of Engineering & Technology, which created a great platform to attain profound technical skills in the field of MBA, thereby fulfilling our most cherished goal. I would thank all the HR department of Axis IT&T specially Mrs. Sukanya KManager HR, and the employees in the HR department for guiding me and helping me in successful completion of the project

I am very much thankful to our N Latha (Internal Guide) Madam for extending his cooperation in doing this project.

I am also thankful to our project coordinator Mr. S. Ravindra Chary for extending his cooperation in completion of Project..

I convey my thanks to my beloved parents and my faculty who helped me directly or indirectly in bringing this project successfully.

CHITRA LOKHANDE (10241E0025)

INDEX

Chapte I

Content Introduction
1.1 The Need for Study 1.2 Objectives of Study 1.3 Scope of Study 1.4 Sources of Information 1.5 Research Methodology

Page No. 4
5 5 6 6 6

II

Literature Review
2.1 Definition of Training 2.2 Nature of Training 2.3 Objectives of Training 2.4 Inputs in Training and Development 2.5 Benefits of Employee Training 2.6 Methods of Training 2.7 Types of Training based on Content type 2.8 Training Process 2.9 Training and Development in Axis IT & T

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9 9 9 10 12 14 23 24 24

III

The Company/ Organisation/ System

6

32

3.1 Industry Profile 3.2 Company Profile

33 35

IV V

Data Analysis and Inferences

5.1 Findings 5.2 Suggestions 5.3 Summary

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62 63 64

CHAPTER 1 INTRODUCTION

THE NEED FOR STUDY

Good communications and consultation are essential for efficient operation in any organisation. However, their impact is often diminished by a lack of skill or knowledge on the part of the participants. It is important, therefore, to provide both managers and employees with training in the skills and techniques required for communication and consultation. Training can help employees better understand the information they are given and can encourage them to play a fuller part in the way of organisation conducts its affairs. Training courses in particular can be a useful way of giving employees factual information about their employment because they necessarily include a substantial element of explanation and provide opportunities for questions to be answered. Managers have an important role to play in communicating and consulting and good training can enable them to: Become more aware of the importance of good communication and consultation practice Understand their roles and responsibilities as communicators Support those who are less outspoken and improve their ability to communicate. Training is particularly important for supervisors who have important communications responsibilities but often limited experience. Communication and consultation skills should have a place in any development programme for them as well as for other managers. Trade unions should also ensure that they provide adequate training for their representatives to enable them to take a full part in employee communications and consultation. Wherever possible training should be participative and trainees should be encouraged to exchange views, take part in discussions and share ideas and experiences. Such participation not only makes for more effective training but also helps to foster the idea of employee involvement which is an underlying principle of consultation and communication. It is good practice to evaluate periodically the effectiveness of any training undertaken.

OBJECTIVES OF STUDY
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1. To understand the process of training in Axis IT & T. 2. To understand the performance of employees before training and after training. 3. To know about the perception of employees about the training program. 4. To analyse that whether the organisation is providing incentive to trained employees or not.

SCOPE OF THE STUDY

The scope of study is limited to Axis IT & T and to understand the training need and process in the organisation.

SOURCE OF INFORMATION
The methodology adopted for this study deserves a special mention. The study includes various secondary source of information and sample size of the questionnaire. The study is based on secondary information based on the secondary information from the companys website.

RESEARCH METHODOLOGY
DATA COLLECTION: The methodology adopts for this study deserves a special mention. The research study includes various secondary source of information. The data collection methods include both the primary and secondary collection method. The study is mostly based on the secondary information. Primary data was collected through survey method by distributing questionnaires to employees. The questionnaires were carefully designed for employees at different positions.

SAMPLING: 10

As this survey is limited to few employees at Axis IT & T, sampling technique selected to conduct the survey is probability sampling. Research design that is used here is descriptive and the research method is survey method.

SAMPLE SIZE: The sample size is 50 and Quota sampling is used to collect the data.

STATISTICAL TECHNIQUES: The data collected, modified and summarised in the form of tables by using of the percentage method and are further elicited by the means of chart diagram.

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CHAPTER 2 LITERATURE REVIEW

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DEFINATION OF TRAINING
It is a learning process that involves the acquisition of knowledge, sharpening of skills, concepts, rules, or changing of attitudes and behaviours to enhance the performance of employees.

NATURE OF TRAINING
In simple terms, training and development refers to the imparting of specific skills, abilities and knowledge to an employee. A formal definition of training & development is it is any attempt to improve current or future employee performance by increasing an employees ability to perform through learning, usually by changing the employees attitude or increasing his or her skills and knowledge. The need for training & development is determined by the employees performance deficiency, computed as follows: Training need = Standard performance Actual performance.

OBJECTIVES OF TRAINING
The fundamental aim of training is to help the organization achieve its purpose by adding value to its key resource the people it employs. Training means investing in the people to enable them to perform better and to empower them to make the best use of their natural abilities. The particular objectives of training are to:

Develop the competences of employees and improve their performance Help people to grow within the organization in order that, as far as possible, its future needs for human resource can be met from within Reduce the learning time for employees starting in new jobs on appointment, transferor promotion, and ensure that they become fully competent as quickly and economically as possible.

INPUTS IN TRAINING AND DEVELOPMENTS

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Any training and development programme must contain inputs which enable the participants to gain skills, learn theoretical concepts and help acquire vision to look into distant future. In addition to these, there is a need to impart ethical orientation, emphasize on attitudinal changes and stress upon decision-making and problem-solving abilities. Skills Training, as was stated earlier, is imparting skills to employees. A worker needs skills to operate machines, and use other equipments with least damage or scrap. This is a basic skill without which the operator will not be able to function. There is also the need for motor skills. Motor skills refer to performance of specific physical activities. These skills involve training to move various parts of ones body in response to certain external and internal stimuli. Common motor skills include walking, riding a bicycle, tying a shoelace, throwing a ball and driving a car. Motor skills are needed for all employees from the clerk to the general manager. Employees, particularly supervisors and executives, need interpersonal skills popular known as the people skills. Interpersonal skills are needed to understand one self and others better, and act accordingly. Examples of interpersonal skills include listening, persuading, and showing an understanding of others feelings.

Education The purpose of education is to teach theoretical concepts and develop a sense of reasoning and judgement. That any training and development programme must contain an element of education is well understood by HR specialist. Any such programme has university professors as resource persons to enlighten participants about theoretical knowledge of the topic proposed to be discussed. In fact organizations depute or encourage employees to do courses on a part time basis. Chief Executive Officers (CEOs) are known to attend refresher courses conducted by business schools. Education is important for managers and executives than for lower-cadre workers.

Development 14

Another component of a training and development is development which is less skill oriented but stressed on knowledge. Knowledge about business environment, management principles and techniques, human relations, specific industry analysis and the like is useful for better management of the company. Ethics There is need for imparting greater ethical orientation to a training and development programme. There is no denial of the fact that ethics are largely ignored in businesses. Unethical practices abound in marketing, finance and production function in an organization. They are less see and talked about in the personnel function. If the production, finance and marketing personnel indulge in unethical practices the fault rests on the HR manager. It is his/her duty to enlighten all the employees in the organization about the need of ethical behaviour. Attitudinal Change Attitudes represent feeling and beliefs of individuals towards others. Attitude affects motivation, satisfaction and job commitment. Negative attitudes need to be converted into positive attitudes. Changing negative attitudes is difficult because 1.Employees refuse to changes 2.They have prior commitments 3.And information needed to change attitudes may not be sufficient Nevertheless, attitude must be changed so that employees feel committed to the organization, are motivated for better performance, and derive satisfaction from there jobs and the work environment

Decisions Making and Problem Solving Skills Decision making skill and problem solving skills focus on method and techniques for making organizational decisions and solving work-related problems. Learning related to decisionmaking and problem-solving skills seeks to improve trainees abilities to define structure problems, collect and analysis information, generate alternative solution and make an optimal decision among alternatives. Training of this type is typically provided to potential managers, supervisors and professionals.

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BENIFIT OF EMPLOYEE TRAINING

How Training Benefits the Organization: Leads to improved profitability and/or more positive attitudes towards profit orientation. Improves the job knowledge and skills at all levels of the organization Improves the morale of the workforce Helps people identify with organizational goals Helps create a better corporate image Fosters authenticity, openness and trust Improves relationship between boss and subordinate Aids in organizational development learns from the trainee Helps prepare guidelines for work Aids in understanding and carrying out organizational policies. Provides information for future needs in all areas of the organization Organization gets more effective decision-making and problem-solving skills Aids in development for promotion from within Aids in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display Aids in increasing productivity and/or quality of work Helps keep costs down in many areas, e.g. production, personnel, administration, etc. Develops a sense of responsibility to the organization for being competent and knowledgeable Improves Labour-management relations Reduces outside consulting costs by utilizing competent internal consultation Stimulates preventive management as opposed to putting out fires 16

Eliminates suboptimal behaviour (such as hiding tools) Creates an appropriate climate for growth, communication Aids in improving organizational communication

METHODS OF TRAINING
1. ON THE JOB TRAINING 2. OFF JOB TRAING i. CLASSROOM TRAINING Ii.VESTIBULE TRAINING iii. MENTORING iv. PROGRAMMED INSTRUCTIONS v. COMPUTER ASSISED INSTUCTION Vi.AUDIO VISUAL TECHNIQUE vii. SIMULATIONS viii. BUSINESS GAMES

ON THE JOB TRAINING Managers have two powerful ways of improving the performance and productivity of their subordinates, which are counselling and on the job training. Counselling is the process of helping a subordinate define and resolve personal problems that effect performance or in order to develop a good attitude to work. On the job training is the process of explaining, demonstrating and the structured supervision of specific skills or particular tasks. It is similar to the teaching process. On the job training is often referred to as OJT. These are highly effective in three situations, which are:

A. Resolving people problems 17

All managers are faced with problem people from time to time. Counselling and training are always the first considerations in these cases but they do not always result in success and sometimes more radical action is required. This is covered in the Problem People and Positive Discipline modules.

B. Maintaining group standards

The management of people both as individuals and groups is a dynamic process as nothing remains static ? problems are always arising. A good manager must be aware of this and be constantly ready to use counselling and training to maintain standards.

C. To achieve continuous improvement

The best way to avoid problems is to keep ahead of them by being proactive. You must have a plan for each individual in your group and for the group as a whole. In particular new and inexperienced group members need special treatment so that they can meet required levels of performance.

The main methods of one-the-job training include: Demonstration / instruction - showing the trainee how to do the job Coaching - a more intensive method of training that involves a close working relationship between an experienced employee and the trainee Job rotation - where the trainee is given several jobs in succession, to gain experience of a wide range of activities (e.g. a graduate management trainee might spend periods in several different departments) Projects - employees join a project team - which gives them exposure to other parts of the business and allow them to take part in new activities. Most successful project teams are "multi-disciplinary"

Steps included in On-the-job training: 18

Step 1 Prepare the worker Put the worker at ease State the job and find out what the worker already knows about it Stimulate the worker's interest in learning the job Place the worker in the correct position Step 2 Present the operations Tell, show and illustrate one important point at a time Stress each key point Instruct clearly, completely and patiently, but teach no more than the worker can master Step 3 Try out the worker's performance Have the worker do the job, and correct errors Have the worker explain each key point to you as he or she does the job again

Step 4 Follow up Put the worker on his or her own Designate to whom he or she should go for help Check frequently Encourage questions Taper off extra coaching and reduce follow-up 19

The advantages and disadvantages of this form of training can be summarised as follows: Advantages 1.Generally most cost-effective 2.Employees are actually productive 3.Opportunity to learn whilst doing 4.Training alongside real colleagues Disadvantages 1.Quality depends on ability of trainer and time available 2.Bad habits might be passed on 3.Learning environment may not be conducive 4.Potential disruption to production

OFF THE JOB TRAINING This occurs when employees are taken away from their place of work to be trained. Common methods of off-the-job training include: Day release (employee takes time off work to attend a local college or training centre) Distance learning / evening classes Block release courses - which may involve several weeks at a local college Sandwich courses - where the employee spends a longer period of time at college (e.g. six months) before returning to work Sponsored courses in higher education Self-study, computer-based training

The employee is sent to another location outside the business to learn a skill or acquire important knowledge. Off-the-job training may include (1) lectures and demonstrations; (2) simulations, role-plays and games; (3) self-study 20

(4) attending external courses, for example, on day-release; (5) secondment, which means that the employee is temporary taken away from his/her routine job in order to gain further experience elsewhere.

ADVANTAGES (1)specialists can be used to instruct the employees; (2) training can be more concentrated; (3) it is more suitable for theoretical instruction; (4) it can be less stressful. (5) A wider range of skills or qualifications can be obtained and Can learn from outside specialists or experts (6) Employees can be more confident when starting job

DISADVANTAGES (1) there may be no direct link between the training and the job; (2) it can be artificial; (3) trainers may not know the specific conditions of the employment; (4) it is usually more expensive; (5) employees cannot work whilst they are being trained. (6) More expensive e.g. transport and accommodation (7) Lost working time and potential output from employee (8) New employees may still need some induction training (9) Employees now have new skills/qualifications and may leave for better jobs

Classroom training

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The traditional type of training with lecture as the chief method of imparting learning. Vestibule training Training in a simulated setting which lets the trainee acquire the skills and knowledge with a allowance for making mistakes. Also called laboratory training. A vestibule is a large entrance or reception room or area. Vestibule Training is a term for near-the-job training, as it offers access to something new (learning). There are many advantages of vestibule training. The workers are trained as if on the job, but it does not interfere with the more vital task of production. Transfer of skills and knowledge to the workplace is not required since the classroom is a model of the working environment. Classes are small so that the learners received immediate feedback and ask questions more easily than in a large classroom. Its main disadvantage is that it is quite expensive as it duplicates the production line and has a small learner to trainer ratio. A procedure used in operator training in which the training location is separate from the main productive areas of the plant; includes student carrels, lecture rooms, and in many instances the same type of equipment that the trainee will use in the work station. Mentoring "Mentoring is to support and encourage people to manage their own learning in order that they may maximise their potential, develop their skills, improve their performance and become the person they want to be." Its an in-house coaching method where no trainer is employed but a successful and competent employee is appointed as a mentor to the mentee, who coaches the mentee over a period of time to become successful. Mentoring is an informal relationship between 2 people who are not related as a boss and subordinate. Mentoring is a powerful personal development and empowerment tool. It is an effective way of helping people to progress in their careers and is becoming increasing popular as its potential is realised. It is a partnership between two people (mentor and mentee) normally working in a similar field or sharing similar experiences. It is a helpful relationship based upon mutual trust and respect.

Programmed Instruction (PI) 22

These devices systematically present information to the learner and elicit a response; they use reinforcement principles to promote appropriate responses. When PI was originally developed in the 1950s, it was thought to be useful only for basic subjects. Today the method is used for skills as diverse as air traffic control, blueprint reading, and the analysis of tax returns. Although Skinners initial programmed instruction format has undergone many

transformations, most adaptations retain three essential features: (1) an ordered sequence of items, either questions or statements to which the student is asked to respond; (2) the student's response, which may be in the form of filling in a blank, recalling the answer to a question, selecting from among a series of answers, or solving a problem;

(3) provision for immediate response confirmation, sometimes within the program frame itself but usually in a different location, as on the next page in a programmed textbook or in a separate window in the teaching machine. Programmed instruction is a method of presenting new subject matters to students in a graded sequence of controlled steps. Students work through the programmed material by themselves at their own speed and after each step test their comprehension by answering an examination question or filling in a diagram. They are then immediately shown the correct answer or given additional information. Computers and other types of teaching machines are often used to present the material, although books may also be used. Programmed instruction consists of a network of statements and tests, which direct the student to new statements depending on his pattern of errors. It is based on a particular tool which is called teaching machine Computer-Assisted Instruction (CAI) With CAI, students can learn at their own pace, as with PI. Because the student interacts with the computer, it is believed by many to be a more dynamic learning device. Educational alternatives can be quickly selected to suit the student's capabilities, and performance can be monitored continuously. As instruction proceeds, data are gathered for monitoring and improving performance.

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A self-learning technique, usually offline/online, involving interaction of the student with programmed instructional materials. Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place. CAI uses a combination of text, graphics, sound and video in enhancing the learning process. The computer has many purposes in the classroom, and it can be utilized to help a student in all areas of the curriculum. CAI refers to the use of the computer as a tool to facilitate and improve instruction. CAI programs use tutorials, drill and practice, simulation, and problem solving approaches to present topics, and they test the student's understanding. Types of Computer Assisted Instruction 1. Drill-and-practice Drill and practice provide opportunities or students to repeatedly practice the skills that have previously been presented and that further practice is necessary for mastery. 2. Tutorial activity includes both the presentation of information and its extension into different forms of work, including drill and practice, games and simulation. 3. Games Game software often creates a contest to achieve the highest score and either beat others or beat the computer. 4. Simulation software can provide an approximation of reality that does not require the expense of real life or its risks. 5. Discovery approach provides a large database of information specific to a course or content area and challenges the learner to analyze, compare, infer and evaluate based on their explorations of the data. 6. Problem Solving- This approach helps children develop specific problem solving skills and strategies. Advantages of CAI one-to-one interaction great motivator freedom to experiment with different options 24

 instantaneous response/immediate feedback to the answers elicited Self pacing - allow students to proceed at their own pace Helps teacher can devote more time to individual students Privacy helps the shy and slow learner to learns Individual attention learn more and more rapidly multimedia helps to understand difficult concepts through multi sensory approach self directed learning students can decide when, where, and what to learn

Limitations of CAI may feel overwhelmed by the information and resources available over use of multimedia may divert the attention from the content learning becomes too mechanical non availability of good CAI packages lack of infrastructure

Audiovisual Techniques Both television and film extend the range of skills that can be taught and the way information may be presented. Many systems have electronic blackboards and slide projection equipment. The use of techniques that combine audiovisual systems such as closed circuit television and telephones has spawned a new term for this type of training, teletraining. The feature on " Sesame Street " illustrates the design and evaluation of one of television's favorite children's program as a training device. Audiovisual education or multimedia-based education (MBE) is instruction where particular attention is paid to the audio and visual presentation of the material with the goal of improving comprehension and retention.

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After the use of training films and other visual aids during World War II, audiovisual technology gradually developed in sophistication and its use became more widespread in educational establishments such as schools, colleges, universities, museums and galleries, as well as at tourist destinations, such as the purpose-built circular cinema. Equipment used for audiovisual presentations Dioramas Magic lanterns Planetarium Film projectors Slide projectors Opaque projectors (episcopes and epidiascopes) Overhead projectors Tape recorders Television Video Camcorders Video projectors Interactive whiteboards Digital video clips

Simulations Training simulations replicate the essential characteristics of the real world that are necessary to produce both learning and the transfer of new knowledge and skills to application settings. Both machine and other forms of simulators exist. Machine simulators often have substantial degrees of. physical fidelity; that is, they represent the real world's operational equipment. The main purpose of simulation, however, is to produce psychological fidelity, that is, to 26

reproduce in the training those processes that will be required on the job. We simulate for a number of reasons, including to control the training environment, for safety, to introduce feedback and other learning principles, and to reduce cost. The greatest constraint for many organizations is the ability to attract, retain, engage and develop talent. At the same time, the practical impact of near continuous change and complexity in business environments has meant that people in organizations must constantly adapt. On order to adapt quickly, organisations their workforces and leaders must develop the capacity to learn continuously. Many organizations are finding it increasingly difficult to produce the necessary meaningful learning using traditional training methods. Simulation learning offers huge advantages over traditional training methods such as lectures, handbooks and assessments. It engages participants interactively helping them to practice, retain and apply what they have learned.

Benefits of Simulation Learning: Accelerates knowledge transfer through learning by doing in a risk-free environment Provides participants with realistic and relevant contexts in which to test and develop their understanding, knowledge and competence Practice inherent in simulations, enhances transfer of knowledge to on-the-job performance Enables participants to develop and internalize knowledge by applying new skills in a riskfree environment Provides real time feedback allowing participants to assess their current situation, analyse options for moving forward and measure results of past decisions and actions Interactive, dynamic, engaging and fun through design elements such as graphics, video, audio, storytelling, grounded learning and recognizable environments Provides a flexible user driven experience that lifts motivation

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Business games They are the direct progeny of war games that have been used to train officers in combat techniques for hundreds of years. Almost all early business games were designed to teach basic business skills, but more recent games also include interpersonal skills. Monopoly might be considered the quintessential business game for young capitalists. It is probably the first place youngsters learned the words mortgage, taxes, and go to jail. Awards you International recognition for your previous academic, and life experience in the form of a degree. The Asian European University assess your experience using the Internationally recognized APEL method. For a complimentary assessment to see if you qualify for an International Degree.

Types of training based on content type :

Knowledge (Cognitive learning) Training with knowledge as its content base, is usually a lecture type of training where facts and methodology are discussed. These trainings can be reinforced with quizzes, flow charts, diagrams, discussions etc. For eg. bank training programs for old bankers, who have been working with paper files and cabinets, Introduction to Computers will be a knowledge training, where the trainer will have to take them through the history of computers, parts of a computer, benefits of using computers over paper files etc.

Skills (Psycho-motor learning)In skills training, emphasis is given to application of the acquired knowledge, either in a real or simulated setting, also called hands on experience. This type of training usually results in improvement in speed or quality of tasks performed. To take the above example further, bank training programs to coach on how to start a computer, create files and folders etc. on a computer is an example of Skills training.

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Attitude (Affective learning)This type of training aims to bring about a change in values, attitudes, interests, opinions and emotions. It is the most difficult training of all, specially as it is difficult to determine its effectiveness. So while its relatively easy to explain facts of computing to the bankers and teach them how to operate the machine, it is a humongous task to motivate them to rely on computers. It takes time and enormous amount of reinforcement. Ask any 90s trainer who was instrumental in Computer trainings for companies.

TRINING PROCESS
As we have already discussed the concept of training and development in detail, let us now go through the six steps in the training process. All those involved in training need to be aware of the key stages in the training process often referred to as the training cycle:

ORGANISATION

HRM

TRAINING & DEVELOPMENT

ANALYSIS

OF

MONITOR

&

DELIVERY

OF

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Steps in the Training Process 1. Organizational objectives 2. Assessment of Training needs 3. Establishment of Training goals 4. Devising training programme 5. Implementation of training programme 6. Evaluation of results

Let us go through the steps in training process in detail: 1. Organizational Objectives and Strategies: The first step in the training process in an organization is the assessment of its objectives and strategies. What business are we in? At what level of quality do we wish to provide this product or service? Where do we want to be in the future? It is only after answering these related questions that the organization must assess the strengths and weaknesses of its human resources.

2. Needs Assessment: Needs assessment diagnosis present problems and future challenges to be met through training and development? Organizations spend vast sums of money(usually as a percentage on turnover) on training and development. Before committing such huge resources, organizations that implement training programs without conducting needs assessment may be making errors. Needs assessment occurs at two levels- group and individual. An individual obviously needs training when his or her performance falls short of standards, that is, when there is performance deficiency. Inadequacy in performance may be due to lack of skill or knowledge or any other problem. The problem of performance deficiency caused by absence of skills or knowledge can be remedied by training. Faulty selection, poor job design, improving quality of supervision, or discharge will solve the problem. Assessment of training needs must also focus on anticipated skills of an employee. Technology changes fast and new technology demands new skills. It is necessary that the employee be trained to acquire new 30

skills. This will help him/her to progress in his or her career path. Training and development is essential to prepare the employee to handle more challenging tasks. Individuals may also require new skills because of possible job transfers. Although job transfers are common as organizational personnel demands vary, they do not necessarily require elaborate training efforts. Employees commonly require only an orientation to new facilities and jobs. Jobs have disappeared as technology, foreign competition, and the forces of supply and demand are changing the face of our industry. Assessment of training needs occurs at the group level too. Any change in the organizations strategy necessitates training of groups of employees. Needs Assessment Methods: How are training needs assessed? Several methods are available for the purpose. As shown below some are useful for organizational-level need assessment and others for individual need assessment. Methods used in Training Needs assessment: Group or organizational analysis Individuals Analysis Organizational goals and objectives. Personnel /skills inventories Organizational climate indices Efficiency indices Exit interview MBO or work planning systems Quality circles Customer survey/satisfaction data Consideration of current and projected changes Performance appraisal Work sampling Interviews Questionnaires 31

Attitude survey Training progress Rating scales.

Benefits of Needs assessment: As pointed above, needs assessment helps diagnose the causes of performance deficiency in employees. Causes require remedial actions. This being a generalized statement there are certain specific benefits of needs assessment. They are: Trainers may be informed about the broader needs of the training group and their sponsoring organizations The sponsoring organizations are able to reduce the perception gap between the participant and his or her boss about their needs and expectations from the training programmes. Trainers are able to pitch their course inputs course inputs closer to the specific needs of the participants.

3. Training and Development objectives Once training needs are assessed, training and development goals must be established. Without clearly set goals, it is not possible to design a training and development programme and, after it has been implemented there will be no way of measuring its effectiveness. Goals must be tangible, verifiable, and measurable. This is easy where skills training is involved. For example, the successful trainee will be expected to type 55 words per minute with two or three errors per page. Nevertheless, clear behavioural standards of expected results are necessary so that the programme can be effectively designed and results can be evaluated.

4. Designing Training and Development Programme Every training and development programme must address certain vital issues 1. Who participates in the programme?

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2. Who are the trainers? 3. What methods and techniques are to be used for training? 4. What should be the level of training? 5. What learning principles are needed? 6. Where is the program conducted? Who are the trainers: Trainers should be selected on the basis of self-nomination, recommendations of supervisors or by the HR department itself. Whatever is the basis, it is advisable to have two or more target audience. For example, rank-and-file employees and their supervisors or by the HR department itself. Several people, including the following may conduct training and Development programes: 1. Immediate supervisors 2. Co-workers, as in buddy systems, 3. Members of the personnel staff, 4. Specialists in other parts of the company, 5. Outside consultants, 6. Industry associations, and faculty members at universities.

5. Methods and Techniques of training A multitude of methods of training is used to train employees. Training methods are categorized into two groups (i) on the job training and (ii) off-the job methods On the job training refers to methods that are applied in the workplace, while the employees is actually working.

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On-job training Training that is planned and structured that takes place mainly at the normal workstation of the trainee- although some instruction may be provided in a special training area on site - and where a manager, supervisor, trainer or peer colleague spends significant time with a trainee to teach a set of skills that have been specified in advance. Advantages Tailor-made course content with use of REAL company situations/examples. It is usually less expensive than off-job training Learning will take place using the equipment which will be actually used Trainees acclimatize more rapidly

Disadvantages Possibility of poor instruction and insufficient time. Trainee may be exposed to bad work practices. A large amount of spoiled work and scrap material may be produced. Valuable equipment may be damaged. Training takes place under production conditions that are stressful,i.e. noisy, busy, confusing and exposing the trainee to comments by other workers.

Off-job training Advantages A specialist instructor enables delivery of high quality training. Wider range of facilities and equipment are available. The trainee can learn the job in planned stages. 34

It is free from the pressures and distractions of company life. It is easier to calculate the cost of off-job training because it is more self-contained Cross-fertilisation of ideas between different companies.

Disadvantages Can result in transfer of learning difficulties when a trainee changes from training equipment to production equipment. No training can be entirely off-job as some aspects of the task can only be learned by doing them in the normal production setting, with its own customs and network of personal relationships. Can be more expensive. Carrying out the training

Everyone involved in the training should be informed well in advance of the training session(s). It is equally important that the person(s) delivering the training whether in-job or off-job training - are well versed in what has to be achieved and the most suitable techniques to adopt.

6. Points in Planning Training Evaluation Why Evaluate? To monitor the quality of training Provide feedback To appraise the overall effectiveness of the investment in training To assist the development of new methods of training To aid the individual evaluate his or her own learning experience 35

.John Dopyera and Louise Pitone identified eight decision points in planning training evaluation. They are: 1. Should an evaluation be done? Who should evaluate? 2. What is the purpose of evaluation? There are mainly two purposes of doing evaluation. They are justification evaluation and determination evaluation. Justification evaluations are undertaken as reactions to mandates. Other purposes that will make evaluation efforts more fruitful. These purposes include training needs assessment, programme improvements and impact evaluation. 3. What will be measured? The focus of the evaluation will be on training and delivery, programme content, materials, impact of training on individuals through learning, behavior or performance change. Learning can be measured through pre-test and post-test. Evaluate the effects of training after the trainee returns to the work place using changes in between or the work results as indicators. 4. How comprehensive will the evaluation be? The scope or the duration and comprehensiveness of the evaluation is influenced by available support, communication and evaluation purpose. 5. Who has the authority and responsibility? Who has the authority and responsibility at different stages of evaluation will be determined by the factors like personnel, credibility of internal staff, communication, objectivity of internal staff to do an evaluation regardless of results. 6. What are the sources of data? The most common sources of evaluation data are reactions, opinions and/ or test results of the participants, managers, supervisors, production records, quality control, financial records, personnel records, safety records, etc. 7. How will the data be collected and compiled? Data can be collected before training for needs analysis or pre-testing purpose, during training programme to make improvements along the way and after training for evaluation. Next step is selection of treatment or control groups and determination of nature of samples. Data can be complied either manually or by computers. How will the data be analysed and reported? First reporting issue is concerned with audiences like participants or trainees, training staff, managers, customers etc. Second and third issues are concerned with analysis and results and accuracy, policies and format respectively. 36

CHAPTER 3 THE COMPANY/ORGANIZATION/ SYSTEM

37

INDUSTRY PROFILE
Engineering industry primarily deals with the design, manufacture and operation of structures, machines or devices. Engineering industry primarily comprise of sectors like civil, industrial, mechanical and chemical. Engineering industries are some of the most important industries of India after Cotton Textiles and Iron and Steel Industry. India has taken a considerable leap in the manufacture of a variety of machinery and equipment since the independence of the country. Engineering industries produces the basic raw materials like foundry-grade iron special steels and alloys for further fabrication into a wide range of machine tools, equipment and machinery. Like for instance, special alloy steels for forging industry are made at Kolkata, Durgapur and Bhadravati. Interestingly, most of the engineering goods, industrial equipment and machinery are being manufactured in India in collaboration with reputed foreign firms and consortiums.

At a certain point India was wholly dependent on other countries for all kinds of refined goods. Then the country started manufacturing articles in its own land. Even for this India had to import the total machinery from overseas. But now, the situation has altered extensively. The country now manufactures the entire machinery for textile, sugar, paper, tea, cement, mining and petrochemical plants. The heavy engineering plant at Ranchi has been designing and manufacturing enormous machines required for iron and steel industry. Reasonably vast ranges of engineering goods are produced not only for domestic but for international market also. The industry earns the hard-needed foreign exchange. Hindustan Machine Tools (HMT) produces an extensive variety of machines and precision tools, preserving extremely lofty international standards. It has umpteen production centres in the country. In light engineering, the country tops the developing world. It has set up `Industrial Estates` in several Afro-Asian countries too. Goods manufactured by the engineering industries of India are exported by other countries. The major production of this industry includes machine tools that form the basis for the manufacture of industrial machinery, automobiles, defence equipment, railway engines and electrical machinery. In India, the modern machine tool manufacturing factories started after independence. First large scale modern industry was established by the Government of India at Bengaluru. However, to some extent, India is not yet self sufficient in machine tools. Bengaluru is the leading machine tools manufacturing centres in the country followed by other centres like Kolkata, Mumbai, Ludhiana and Ranchi. 38

Heavy plates and vessel equipment are manufactured at Vishakhapatnam. Heavy plates are used in the construction of distillation columns, tanks and various other types of vessels. The general mechanical engineering industries include the production of diesel engines, pumps, nuts, bolts, nails, razor blades, bicycles, lifts, metallic capsules, sewing machines, razor blades, etc. It also comprises the manufacture of industrial machinery and heavy electrical equipment. Further, manufacturing of transformers, switchgear and motor control gear equipment, household electrical machines and appliances, winding wires, cables, electric motors and more is a part of the engineering industries.

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COMPANY PROFILE
Welcome to Axis Axis IT&T Limited is a pure play Engineering Design Services (EDS) Company that delivers design based solutions to global engineering majors. Axis IT&T Limited is organized into two divisions EDS and Software Development Services, with development centres in North America, Europe and Asia. The companys clients include several Fortune 50 companies in the Aerospace, Aviation, Automotive, Manufacturing, Military, Semiconductor and Medical industries. Axis IT&T EDS unit offers such services as product design, design support and design validation. The Software Development Services comprise of providing interactive voice response applications. Axis IT&T Limited provides its clients with cost-efficient, cuttingedge solutions and quality without compromise. All the engineering centres of Axis-IT&T Limited in India are ISO 9001:2008 certified. Axis IT&T Limited is listed on the two premier stock exchanges of India The National Stock Exchange of India and The Bombay Stock Exchange. (Symbol: AXIS-IT&T).

VISION Axis' global presence and comprehensive Engineering Services with a strong force of more than 1000 engineers enables it to meet or exceed customer expectations. MISSION Efficient, responsive cost-effective services that are innovative and tailored to clients requirements - On-site and offshore teams that are highly experienced and skilled A global presence that facilitates quick solutions, and their rapid application, for clients worldwide Prompt, pertinent and proactive service.

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ABOUT US Axis IT&T Limited has grown stronger, extending its services beyond Mechanical and Manufacturing Engineering to include Electrical and Electronics, Aviation, Media, and Entertainment. Axis has a strong force of more than 450 Engineers located over the globe, serving diverse industries, with specialized teams that work on-site or offshore to cater to the specific requirements of clients. Autonomous teams are delegated and dedicated to each customer in each case, able to run operations and empowered to take strategic decisions to ensure smooth coordination.

1987

Incorporation of Axis Inc., Mechanical Engineering and services provider

2003

IT&T Ltd, India acquires Axis Inc, USA

2005

IT&T Ltd became Axis-IT& T Ltd. on change of its name

2005

IT&T Learning Solutions Ltd and Axis Computers (Inida) Pvt. Ltd got merged with Axis-IT&T Ltd.

2008

Tayana Software Solutions Pvt. Ltd. acquires majority holding and control in Axis IT&T Ltd. by virtue of which Axis-IT& T Ltd. became subsidiary of Tayana Software Solutions Pvt. Ltd.

2009

Axis IT&T Ltd. acquires majority holding in CADES, a specialists in product design and engineering services

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2011

Tayana Software Solutions Pvt. Ltd. got demerged and the investment business is transferred to Tayana Digital Pvt. Ltd. consequently Axis-IT&T Ltd. became subdiary of Tayana Digital Pvt. Ltd.

Axis has 6 development centers in the USA, Europe and Asia. Axis incorporates the onsiteoffshore model to provide effective cost saving to customers across diverse industries.

SERVICE OVERVIEW Axis is working with several Fortune 50 clients around the globe, assisting them in their strategies for improving products, reducing their costs, and getting products to market faster. As a technology partner, Axis assists clients in the Mechanical, Manufacturing, Electrical and Electronics Engineering sectors. As an end-to-end service provider, from concept to manufacturing, Axis has delivered over 5000 man-years of service in various engineering fields. Axis implements the lean-service principle and offers services that are cost-effective with no compromise on quality. This is borne out by the repeat business Axis has been receiving from existing clients. The core engineering services from Axis include (list not exhaustive): Mechanical o Product Design o Design Support o Design Validation o Reverse Engineering o Engineering Customization & PLM

42

Manufacturing o Virtual Manufacturing o Supply Chain Management o Quality Documentation

Electrical & Electronics o Hardware Engineering o Digital Signal Processing o Software Engineering o Modelling & Simulation o Verification & Validation

Software Engineering o IVR Development o Java Development o Testing & Quality Assurance

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SERVICES Mechanical Engineering Axis provides premium engineering and product development solutions to our clients in the Manufacturing, Industrial, Automotive, Aerospace and Defense sectors. Axis' high-quality, cost-effective and business-focused approach to engineering services has helped our clients reap significant year-on-year benefits. The Axis offer includes (list not exhaustive): Product Design o Component Design o Tool Design o Jigs & Fixture Design o Concept Generation o Hydraulic / Harness Routing o Tolerance Analysis o DFSS-FMEA o Value Engineering o Re-Engineering Design Support o 3D Modeling o Large Assembly Management o Manufacturing Drawing o Legacy Mylar Conversion o Technical Writing / illustrations 44

Design Validation o Static Analysis o Dynamic Analysis o Thermal Analysis o Thermo Mechanical Analysis o NVH Analysis o Fatigue Evaluation o CFD o Correlation (Test vs. FEA)

Engineering Customization & Product Life-Cycle Management o Engineering Tools Customization o Engineering Application Development, Maintenance & Support o PLM

Manufacturing Engineering Axis has extensive knowledge in lean manufacturing implementation and services. Apart from lean implementation in supply chain management of production lines, Axis has capabilities in Virtual (Digital) Manufacturing Quality Support and Manufacturing support. Brief list of Manufacturing / Production Engineering services offered: Virtual / Digital Manufacturing o Virtual Build o Facility Design o Assembly Validation o Ergonomic & Safety Analysis o Simulation: Throughput 45

Supply Chain Management o Standard Calculation o Line Balancing o Capacity Management o Should Costing o Cost Estimation o Value Stream Mapping o Pull Implementation

Quality Support o APQP o PPAP o PFMEA o Control Plans o Quality Data Analysis o Quality Certification Support

Manufacturing Support o NC/CNC/CMM Programming (online and offline) o Tool Path Generation o Jigs & Fixture Design o Tool Design and 3D Modeling & Detailing o Robotics Programming

46

Electrical & Electronics Axis has been providing Electrical and Electronics Engineering services to clients since 1984. Commencing with the development of Automated Test Equipment, Axis rose to a Tier-1 aerospace electronics services provider to major aerospace and defense organizations. Below is a brief list of services that Axis offers in Electrical and Electronics Engineering. Hardware Engineering o Library Management o Schematic Capture o Circuit Simulation o FMEA o Reliability Analysis o PCB Layout Designing o Prototype Manufacturing o Silicon Design (ASIC, FPGA, SOC etc.) Digital Signal Processing o Audio / Video Compression o Domain-Specific DSP Applications o Modulation & De-modulation Algorithms o Speech Processing o Image Processing Software Engineering o Device Driver Development o Firmware Development o HM/IDE Development o RTOS Based Application Development 47

Modeling and Simulation o HIM Simulation o Co-Simulation o Algorithm Development o Mathematical Modeling

Verification and Validation o Black-box Testing o Code Coverage Analysis o Conformance Testing o GUI Based Test Solutions o Run-time Analysis o Stack-Analysis o Software FMEA o Tool-based Testing o Environmental Testing

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Software Service Overview Axis is working with several Fortune 50 clients around the globe, assisting them in their strategies for improving products, reducing their costs, and getting products to market faster. As a technology partner, Axis assists clients in the Mechanical, Manufacturing, Electrical and Electronics Engineering sectors. As an end-to-end service provider, from concept to manufacturing, Axis has delivered over 5000 man-years of service in various engineering fields. Axis implements the lean-service principle and offers services that are cost-effective with no compromise on quality. This is borne out by the repeat business Axis has been receiving from existing clients. The core engineering services from Axis include (list not exhaustive):

Mechanical

Product Design Design Support Design Validation Reverse Engineering Engineering Customization & PLM

Manufacturing

Virtual Manufacturing Supply Chain Management Quality Documentation

Electrical & Electronics

Hardware Engineering Digital Signal Processing Software Engineering Modelling & Simulation Verification & Validation

Software Engineering

IVR Development Java Development Testing & Quality Assurance

49

Axis Provides: Requirements gathering service, system design and documentation IVR application development services Web services development (.Net) Web Application development (Java or .Net with Ajax) Advanced Java Development Testing and Quality Assurance

HR Policies at Axis IT&T

(A) Personal Benefits Leaves Onsite return leave policy Loans for house rental deposit Telephone at residence Compensatory off Personal leave off Home PC

(B) Travel Related International Travelling Domestic Travelling Conveyance reimbursement Car Hire Relocation policy Relocation allowance

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(C)Work place Basis Working Hours Dress code Identity card Business card Late/Holliday working Work ethics Shift allowance

(D) Other policies Reward and Reorganisation Staff welfare allowances Associate referral Work ethics Shift allowances

Designation Matrix
Technical 1.Trainee 2.Asst. Designer/Analyst 3.Designer/Analyst 4.Sr. Designer/Sr. Analyst 5.Specialist/Lead Engineer 6.Sr.Specialist/Sr. Lead Engineer 51 Non-Technical 1.Coordinator/Trainee Officer 2.Executive 3.Sr. Executive 4.Asst. Manager 5.Ddeputy Manager 6.Manager

7.Asst. Project Manager 8.Project Manager 9.Sr. Project Manager 10.Principal Consultant 11.Asst. Vice President 12.Vice President 13.Sr. Vice President

7.Sr. Manager 8.Deputy General Manager 9.General Manager 10.Asst. Vice President 11.Vice President 12.Sr. Vice President

TRAINING AND DEVELOPMENT IN AXIS IT & T

Training plays a vital role in every organisation whether it is a manufacturing or a service sector. It has a comprehensive place in the activities of the organisation. Training helps in improving the skills to higher levels and leads to the important in the performance of the job by the individual. Training is a learning process and it enhance the individuals to perform the job better.

PURPOSE The purpose of training in AXIS IT & T is to plan and execute the training programmes as per Axis IT & T Engineering services requirement. SCOPE - This procedure covers all the training program delivered to other department in Axis IT & T in India.

IDENTIFICATION OF TRAINING NEEDS

The training needs are based on Performance appraisal Individual training needs 52

Organisational need and initiatives Project need Customer requirement Skill gaps identified through associates skill/competency mapping

STEPS IN TRAINING Training needs are identified by the HR department based on the performance appraisal report. Prepare the Annual training calendar/monthly training calendar based on the identified training need as per budget. In case of need base training or client requirements training requirement from to be obtained from the concerned Head of Department. Training calendar (TC) should plan the schedule and identified faculty. Organisation of resources to support program. Ensure that program do not get cancelled because of lack of proper infrastructure by leasing with corporate services. Receive nominations from other departments for all training programs. Consolidate nominations and send confirmation mail to all participants. Collect, organise and distribute the training material to the participants. Maintain attendance sheet. Collect, consolidate and forward feedback to all concerned. Prepare and fill all program related documents Act as a one point contract. Update database and intimate to HOD(HR)

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Arrange for infrastructure as per specifications given by HR training coordinator. Organise for copies of training material as per the requirement. Book the venue and arrange for training aids like seminar halls etc. Organise accommodation and transportation to the external faculty. Organise the transportation to the participations on need base.

Process of HRD in Training and Development

1. Assessment This is the first stage of process. The need of the training efforts needs to identify by a training needs assessment done scientifically, when the assessment is being carried there would arise a list of need for many things. The HRD department needs to do a thorough analysis of the need. The analysis would provide data for prioritizing those needs. The prioritizing would be based on increase in the immediate productivity levels of the employees, increase in the level of motivation, cost involved in that particular training based on these criteria, the need have to be prioritized. 2. Design (a) Development of objectives of the training program. (b) Development of the lesson plan for training program. (c) Design of the program. (d) Selection of trainer. (e) Method of training (f) Choice of the techniques of training (g) Schedule the program. The schedule so developed will be calculated inside the organisation for people to go thorough and make work assignments in case of outbound training programs. The selection of the trainer, content and preparation of the schedule forms the primary work during this phase. 54

The design has to be done with proper care because it forms the primary data for the implementation of the same. 3. Implementation Delivering HRD program has numerous challenges such as the delivering the program according to the schedule, creating an environment of learning, work adjustment and resolving the issues in implementation. 4.Evaluation Evaluation is the stage where the HRD department is giving an opportunity to assess the effectiveness of training. There can be numerous criteria based on which one can evaluate an HRD effort. The professionals need to make choice of the criteria and implement the same. Interpretation on the effectiveness of the HRD activity would provide data for deciding on the: (a) Continuance on the usage of the same technique. (b) Deciding on the quality of the program. (c) The value for the effort and cost. (d) Offering the particular program in the future.

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CHAPTER 4 DATA ANALYSIS AND INFERENCES

56

1. Frequency of Training programs Criteria Frequently Twice in a year Rarely Not at all Total Respondents 29 10 11 00 50 Table 4.1 % of respondents 58 20 22 00 100

Column1
70 60 50 40 30 20 10 0 frequency twice in a year rarely not at all Column1

Diagram 4.A Interpretation Training helps employees to increase their knowledge, skills or attribute. Hence organisation should provide minimum training programs to their employees in every year. From the above table, It was found that 58% of respondents are happy with frequency of training programs followed by 20% of respondents felt that training programs are held twice in an year and remaining respondents may felt that training programs are not sufficient and in their opinion training programs will be conducted rarely. 57

2. Importance of training program in the organisation Criteria Very Important Important Neutral Not much Important Total Respondents 25 16 09 00 50 Table4.2 % of Respondents 50 32 18 00 100

Diagram 4.B

Interpretation Training improves efficiency of employees and tunes the skills of new interns thus resulted in higher productivity. From the above table it was found that 82% of feel that training is need for organisation, 18% of respondents were neutral about the training programs.

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3. By whom the training needs are identified? Criteria Technical Non Technical Head of Department HR Total Respondents 32 00 15 03 50 Table 4.3 % of Respondents 64 00 30 06 100

Diagram 4.C Interpretation The success of training, helps in identifying right participants and effective training. From the above table, most of the respondents found that training needs were identified by technical people and some of felt that by Head of Department and 06% of respondents felt from HR.

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4. How the training needs are identified? Criteria Self Appraisal Previous Method Feedback Form Feedback from Trainees Total 07 27 50 Table 4.4 50.4 194.4 360 Respondents 09 Appraisal 07 Angles 64.8 50.4

Response Rate

Self Appraisal Previous Appraisal Method Feedback Form Feedback from Trainees

Figure 4.D Interpretation Training consumes lot of time and money, and it is very challenging task for HR Manager to identify the training needs. In this connection this question was posed to all respondents to know how the company will identified the training needs. From the above table, 28% of respondents felt that training needs are identified by appraisal method and feedback form, where as 18% of respondents said as self appraisal and 51% of respondents as feedback form trainees.

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5.Satisfaction with existing training program Criteria Fully Satisfied Satisfied No Opinion Partially Satisfied Dissatisfied Total Respondents 02 35 04 07 02 50 Table4.5 % of Respondents 04 70 08 14 04 100

Diagram4.E Interpretation The above Table states that 74% of the respondents were satisfied with existing training programs and 18% of respondents showed dissatisfaction towards training programs and 7% of respondents have no poinion on this.

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6. Is infrastructure facilities sufficient for training program Criteria Strongly Agree Agree Neutral Disagree Strongly Disagree Total Respondents 04 35 07 04 00 50 Table 4.6 % of Respondents 08 70 14 08 00 100

Diagram4.F Interpretation Infrastructure facility plays an important role in any training program. Above table shows that ,positive response is given to the adequate infrastructure(i.e.78%) facility during training programs and 14% of respondents were neutral about it, 8% showed disagreeness towards the infrastructure facilities.

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7. Training Program increases the performance level. Criteria Strongly Agree Agree Neutral Disagree Strongly Disagree Total Respondents 08 34 06 01 01 50 Table4.7 % of Respondents 16 68 12 02 02 100

Figure 4.G Interpretation Training aims at improving skills or knowledge are changing attitude for the benefit of the organisation changing attitude for benefit of the organisation. In the survey the 84% of respondents who are in the opinion that training will improve the work efficiency and only 4% of them express that there is no value addition with training program.

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8. Post training Feedback. Criteria Continuously Frequently Sometimes Rarely Never Total Respondents 07 27 11 03 02 50 Table 4.8 % of Respondents 14 54 22 06 04 100

% of respondents
% of respondents

Never Rarely Sometimes Frequently Continuous

4 6 22 54 14

Figure 4.H Interpretation Post training feedback will help the organisation to overcome the bottlenecks of the post training programs and can make the future training programs more effective. Above chart shows that 14% of employees felt that continuously management is taking feedback after attending training and 54% of employees felt that frequently and 22% of employees said as sometimes management is taking feedback and 6% as rarely ,4% of respondents expressed that the organisation never looks any feedback on the effectiveness of training program. 64

9. Training help self as well as organisation. Criteria Yes To Some extent Neutral No Total Respondents 37 11 02 00 50 Table 4.9 % of Respondents 74 22 04 00 100

Figure 4.I Interpretation Individual betterment leads to organisation effectiveness. Here 96% of respondents felt happy that training programs help the individual as well as organisation to achieve its goal where as 4% of respondents were neutral about it.

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10. Evaluation of training effect on Individual. Criteria Continuously Frequently Sometime Rarely Never Total Respondent 05 12 18 06 09 50 Table 4.10 % of Respondents 10 24 36 12 18 100

Figure 4.J Interpretation Management should evaluate the benefits from organizing training program. From the above table ,10% of employees felt that training effect on individual performance, 24% as the frequently and 36% of respondents felt that sometimes training effect on individual performance,12% as rare and 18% has given negative response to it. 66

11.Feedback as an input for future training programs. Criteria Yes To some Extent Neutral No Total Respondents 32 10 06 02 50 Table 4.11 % of respondents 64 20 12 04 100

Figure 4.K Interpretation Trainees feedback on training programme on, decision of training program, Quality of infrastructure, Effectiveness of trainer and over all process and cons is highly helpful in organisation future training program effectively, 84% respondents agreed that feedback will make the training program effective.

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12. The quality of training provided by the organisation Criteria Very Good Good Average Bad Very Bad Total Respondents 01 37 06 05 01 50 Table 4.12 % of Respondents 02 74 12 10 02 100

Figure 4.L Interpretation Training is important for employees and employees plays an important role for making organisation successful. Here 76% of respondents feel that quality of training provided by the organisation is good, 12% as a Neutral and 12% of respondents feel bad about quality of training program. 68

13. Training practices in the organisation needs any modification Criteria Yes To Some Extent Neutral No Total Respondents 29 11 10 00 50 Angles 208.8 79.2 72 00 360

Table 4.13

Response Rate
NO 0%

Neutral 20%

To some Extent 22%

Yes 58%

Figure 4.M Interpretation All organisations performance is depend on the employees so according to the requirement they need to do modifications in their training practices,58% of respondents said there should be a chance in training program to make it more effective where as 22% as to some extent and 20% are Neutral about it. 69

14. Do you agree that training held accordingly to the calendar prepared? Criteria Strongly Agree Agree Neutral Disagree Strongly Disagree Total Respondents 04 29 08 05 04 50 Table 4.14 Angle 28.8 208.8 57.6 36 28.8 360

Response Rate
Strongly .Disagree Strongly Agree 8% 8% Disagree 10%

Neutral 16% Agree 58%

Figure 4.N Interpretation Of every thing goes systematically will yield good results. If Training Program are dividing from organisational standard may dilute its importance 60% are agree with the same and 16% of are natural.

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CHAPTER 5 SUMMARY

71

APPENDIX
Dear Sir / Madam, Kindly give your valuable opinion based on the questionnaire. Your view shall be kept confidential and shall be used for academic purpose only. Please tick the option for the following questions: 1. How frequent training programs are conducted in the organisation? a. Frequently b. Twice in a year c. Rarely d. Not at all

2. What is the importance given to the training program in the organisation? a. Very Important b. Important c. Neutral d. Not much Important

3. By whom the training needs are identified? a. Technical b. Non Technical c. Head of Department d. HR

4. How the training needs are identified? a. Self Appraisal b. Previous Appraisal Method c. Feedback Form

d. Feedback from Trainees 5. Are you fully satisfied with existing training program? a. Fully Satisfied e. dissatisfied 6. The infrastructure facilities were adequate during training programs? a. Strongly Agree b. Agree c. Neutral d. Disagree e. Strongly Disagree b. Satisfied c. No Opinion d. Partially Satisfied

7. Do you think your performance level increased after attending the training program? a. Strongly Agree b. Agree c. Neutral d. Disagree e. Strongly Disagree

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8. Is management taking any feedback after attending training? a. Continuously b. Frequently c. Sometimes d. Rarely e. Never

9. Do you think training programs help in achieving your individual as well as organisational goals? a. Yes b. To Some extent c. Neutral d. No

10. Any feedback is given on your performance after attending the training program? a. Continuously b. Frequently c. Sometime d. Rarely e. Never

11. Do you think the feedback form serves as an input for future training programs in the Organisation? a. Yes b. To some extent c. Neutral d. No

12. The quality of training provided by the organisation is sufficient? a. Strongly Agree b. Agree c. Neutral d. Disagree e. Strongly Disagree

13. Do you think training practices in the organisation needs any modification? a. Yes b. To some extent c. Neutral d. No

14. Do you agree that training held accordingly to the calendar prepared? a. Strongly Agree b. Agree c. Neutral d. Disagree e. Strongly Disagree

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Findings
1. It was found that 58% of respondents are happy with frequency of training programs followed by 20% of respondents felt that training programs are held twice in an year and remaining respondents may felt that training programs are not sufficient and in their opinion training programs will be conducted rarely. 2. It was found that 82% of feel that training is need for organisation, 18% of respondents were neutral about the training programs. 3. Most of the respondents found that training needs were identified by technical people and some of felt that by Head of Department and 06% of respondents felt from HR. 4. It was found that, 28% of respondents felt that training needs are identified by appraisal method and feedback form, where as 18% of respondents said as self appraisal and 51% of respondents as feedback form trainees. 5. It was states that most of the respondents were satisfied with existing training programs and 18% of respondents showed dissatisfaction towards training programs and 7% of respondents have no poinion on this. 6. Positive response is given to the adequate infrastructure facility during training programs and 14% of respondents were neutral about it, 8% showed disagreeness towards the infrastructure facilities. 7. In the survey the 84% of respondents who are in the opinion that training will improve the work efficiency and only 4% of them express that there is no value addition with training program. 8. The survey about post training feedback shows that 14% of employees felt that continuously management is taking feedback after attending training and 54% of employees felt that frequently and 22% of employees said as sometimes management is taking feedback and 6% as rarely ,4% of employees showed negative response for feedback system. 9. Here 96% of respondents felt happy that training programs help the individual as well as organisation to achieve its goal where as 4% of respondents were neutral about it.

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10. Evaluation of training on individual states that ,10% of employees felt that training effect on individual performance, 24% as the frequently and 36% of respondents felt that sometimes training effect on individual performance,12% as rare and 18% has given negative response to it. 11. 84% respondents agreed that feedback will make the training program effective. 12. 76% of respondents feel that quality of training provided by the organisation is good, 12% as a Neutral and 12% of respondents feel bad about quality of training program 13. 58% of respondents said yes where as 22% as to some extent and 20% are Neutral about it. 14. If Training Program are dividing from organisational standard may dilute its importance 60% are agree with the same and 16% of are natural.

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Summary
After studying and analyzing various training programmes with in questionnaire survey of the employees of Axis IT&T a brief summary is illustrated below. Axis IT&T limited as a good team of employees under going training and development programmes with minimum of 30 years age and a minimum work experience of 5 years . All the employees are graduates with most of them also holding their post graduation and technically skilled . Axis IT&T is equipped with very good HRD training team. The impact of the training on the employees of Axis IT&T is reasonably good and the reason of that employee have positive attitude . Different methods and techniques are employed to train the employees like off the job methods and on the methods Different objectives were framed basing in the T & D programmes. Improving and solving specific problems occurring during the working hours. Majority of the employees who have under gone the T & D programmes felt that the programmes were fully useful to them. Also different methods like on-the job and off-the job On-the job Job rotation coaching job instruction through training step by step committee assignment 76

off-the job vestibule training role playing lecture methods conference programmed instructions

Thus very planed and systematic steps are framed to trained the employees to develop their skills and a healthy relationship is being maintained between the superiors and sub ordinates .

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Suggestions
1. In Axis IT&T training needs should be identified more by Head of Department so that more training programs will be conducted. 2. In Axis IT&T most of employees identified training needs by feedback from trainees rather than self appraisal. Training program will be more effective when it is identified by self appraisal. 3. In Axis IT&T some employees feel that Training should be held according to the calendar prepared. 4. Management should conduct training program through which individual as well as organisation goals will fulfil.

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BIBLIOGRAPHY
BOOK REFERANCE Margaret Anne Reid and Harry Barrington- Training Interventions- Managing Employee Development

K Aswathappa- Human Resource and Personnel Management

WEB REFERANCE http://www.axisitt.com/ http://www.Six Types of Training and Development Techniques.htm http://www.scribd.com/doc/17607940/The-Training-Process

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