A

RESEARCH REPORT
ON
IMPACT OF TRAINING & DEVELOPMENT PROGRAMS
ON EFFECTIVENESS OF EMPLOYEES
Submitted in partial fulfillment of the requirements
For the degree of
Master of Business Administration
Under the Guidance of:DR.AMIT SHISHODIA
Assistant Professor
(IPEM)

Submitted By:KOMAL MALIK

(Roll: 1311470011)

INSTITUTE OF PROFESSIONAL EXCELLENCE AND

MANAGEMENT

(A -13/1, S.S.G.T.ROAD, INDUSTRIAL AREA, NH -24, GHAZIABAD)

U.P. Technical University, LUCKNOW (2013-2015)

CERTIFICATE

I, KOMAL MALIK declare that the project report entitled Impact of Training &
Development Programs on Effectiveness of

Employees being submitted to the

UTTAR PRADESH TECHNICAL UNIVERSITY for the fulfillment of the

requirement for the degree of MASTER OF BUSINESS ADMINISTRATION is my
own endeavors and it has not been submitted earlier to any institution/university for any
degree.

Dr. DOLLY PHILIPS

Head, Department of Management Studies,
IPEM, GHAZIABAD

ACKNOWLEDGEMENT

I would like to take this opportunity to thank the following people who have directly
or indirectly contributed towards the completion of this dissertation and without their
help this in the present form would have not been possible.

I am thankful to Dr. Amit Shishodia for giving me opportunity to work on such a

nice project as my project. And last but not the least my special thanks to my parents
without their support my MBA course would not have been possible.

KOMAL MALIK
MBA (4th Sem)
Roll No. 1311470011

EXECUTIVE SUMMARY

ABOUT THE TOPIC

Training & Development programs is most important factor of the organization for
improving the efficiency & performance of the employees as well as increase the
productivity and turnover of the organization. It is organized for the fresher and also for
existing employees. These programs are helpful in enhancing job satisfaction,
opportunity in future, increasing morale and motivation.
Training is the process of increasing the knowledge and skills for doing a particular job.
It is an organized procedure by which people learn knowledge and skill for a definite
purpose. The purpose of training is basically to bridge the gap between job requirements
and present competence of an employee.
The researcher has done a study on the impact of Training and Development on the
effectiveness of employees.

Table of Content
1. INTRODUCTION
CONCEPT OF TRAINING
TRAINING & DEVELOPMENT
NEED FOR TRAINING
IMPORTANCE OF TRAINING
BENEFITS OF TRAINING EMPLOYEES
TYPES OF TRAINING
TRAINING METHODS & TECHNIQUES
EVALUTION CRITERIA
CONCEPT OF EXECUTIVE DEVELOPMENT
LITERATURE REVIEW
2. RESEARCH OBJECTIVES

51

3. RESEARCH HYPOTHESIS

53

4. RESEARCH METHODOLOGY

55

RESEARCH DESIGN
DATA COLLECTION
SAMPLE DESIGN
5. DATA ANALYSIS & INTERPRETATION

60

6. FINDINGS
7. LIMITATIONS

75
77

8. RECOMMENDATIONS & SUGGESTIONS

79

9. CONCLUSIONS

81

10. BIBLIOGRAPHY

83

11. QUESTIONNAIRE

85

INTRODUCTION

Todays investment environment is complex, dynamic, and challenging. Its not

superior infrastructure or technology or the deposits which keep it ahead of competition,

but its ability to manage investments markets. The banks ability to manage its
investments requires knowledge of investment markets and instruments, as well as an
understanding of the regulatory, accounting, financial and economic forces that affect
investment performance and how they all interrelate to each other. Having understood
this to be a prerequisite the greatest resource of any organization is the potential of its
people.
But the fact is that employees do not come ready made, fitting to the
organizational requirements. They have to be shaped and developed and tailored in terms
of their skills, attitudes and behaviors in order to say compatible with the organizations
culture and goals, thus, contributing to its productivity and profitability .Precisely
speaking they have to be trained . Beginning from the policy of the organization the basic
rules of the job to key concepts to team performance to catering to the rising customers
demands training is a necessary tool without which viability if not success is impossible
in this era of cutthroat competition .
Though this fact is universally know the conventional wisdom says that strangely
there is very little organization that attaches the commensurate level of importance to
training in their concerns. The interesting fact is that a majority of them belong to the
public sector. It is a known fact that despite the huge amounts of state spending on staff
college and universities for training employees in the banks the most frequent names
which figure out in the top 10 belong to the private sector this continues necessitating
emergence of many question in the mind as to how training is being done how much is
the tentative spending on each employees for training programs what is the general
perception of employees towards training how is ROI calculated if it is being done at all a

common perception exists that though a lot of investment made is not being made on
training the return
Private sector enterprises play a very crucial role in developing the industrial base
of an economy .Training and development was deemed necessary in view of lack of
trained manpower (pant 2000) .After the implementation of new economy policy in 1991,
private sector enterprises need to improve overall organizational effectiveness and
productivity, and also need to ensure competitive edge .These changes necessitate the
training and development of personnel in the private sector enterprises.
Today organization is passing through massive changes due to advancement in
science and technology and due to competition from global players .India has nearly one
sixth of the world population. This overabundant human resource needs to be converted
into asset which is only possible through proper training and development. Our former
prime minister, Rajeev Gandhi rightly sensed this need had established a separate
ministry for human resource development in1985 .he stressed on the development of
human resources and because of his initiatives, training occupied a front seat in the
national economy. Later on, most of the business organization realized the need and
importance of training their employees for better and improved results. The human
resource development approach is essential in order to have optimum utilization of
manpower for the benefit of both, the employees and the organization.
After the opening up of economy, talent is moving from one organization to
another search of high paying jobs in private and multinational companies, which leads to
scarcity of trained manpower. This again emphasizes the need and importance of training
and employee retention.

A major study was conducted taking 575US-based publicly traded firms

during1996,1997and1998.the American society for training and development (ASTD)
found that companies which invested $680 more in training per employee than the
average company had an increase of 6% in their total stakeholder return in the following
year (even after considering other factors). ASTD researchers also found a similar pattern
while comparing gross profit margin, income per employee, and price to book ratios for
firms in the top quarter of the study group who invested on average $1,595 per employee
in training with firms who invested average $128 per employee. It was found that the
former experienced 24% higher gross profit margins, 218% higher income per employee,
and 26% higher price to book ratios (ASTD, 2000)
This paper will review and analyze the training and development policies and
practices of a few private sector enterprises. The outline framework for any training and
development activity should be linked with the organizations vision and mission so as to
make it more effective. The framework should comprise:

Training to be treated as one of the tools for increasing organizational

effectiveness.

Creating environment for self-motivation towards training and development.

Learning through training should be transferred to the job/work.

Today, private sector enterprises in India are passing through a phase of metamorphosis.
On one hand they are facing tough product market competition with the advent of global
players and on the other; there are threats of closures due to inefficient operation. in this
scenario , organizations are under pressure to improve organizational effectiveness by
finding ways to become cost-conscious and resource-efficient (joshi,2000).most of

todays business are still using labor intensive technology and large scale as well as long
term cost reductions can be achieved by improving the productivity of employees through
effective training and development.
Participants perceptions about training program are very important because they
directly affect the acceptance and later implementation of the learning from these
programs.
Success of any training program largely depends upon various factors like content method
instructor work environment external support and above all employees motivation
.Motivation to learn and then transfer it to job can be considered as one of the major
components of training., it generally reflected in the employees attitude towards
participation in training .motivation and successful implementation of training to practice
are interdependent. Motivation creates a better learning environment that leads to better
training and later successful implementation of learning from programs and successful
practice of the learning from training programs is a great motivator to generate interest
among the employees (Craig & bittel 1969)

According to Clark, Dobbins and Ladd (1993) career utility is the perceived
utility of training in achieving career goals .Career goals can be promotion or increment
in salary improvement in personal skills and better job prospects. Noes (1986) model of
training effectiveness proposed that rewards resulting from successful completion of
training influence an individuals motivation to undergo training and to learn from it.

10

It is quite common in organization that the training activities are largely measured
by number of training programs conducted per year or number of training programs per
employee per annum to highlight fancy figures.
Training transfer climate (support for learning to the job) is also equally important
for transferring learning to job. Noes (1986) model proposed that environmental
favorability affects transfer of newly learned skills or knowledge to the job. Environment
favorability comprises task constraints (e.g., lack of resource), the perceived social
support for training i.e., support provided (with opportunities and reinforcement

for

practicing newly learned skills or knowledge acquired in training) by other employees

(either by top management, immediate boss, peers or subordinates).
It is also necessary to evaluate training programs periodically. Current research
scenario concerning evaluation of training through sophisticated research design is not
very encouraging in Indian context. The evaluation of job behavior is generally sidelined.
This is needed to bridge the gap between training and work practices.

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CONCEPT OF TRAINING

Training is the process of increasing the knowledge and skills for doing a
particular job. It is an organized procedure by which people learn knowledge and skill for
a definite purpose. The purpose of training is basically to bridge the gap between job
requirements and present competence of an employee. Training is aimed at improving the
behavior and performance of a person. It is a never ending or continuous process.
Training is closely related with education and development but needs to be differentiated
from these terms.

Training and Education:

Training should be distinguished from education Training is any process by

which the aptitudes, skills and abilities of employees to perform specific jobs are
increased. On the other hand, education is the process of increasing the general
knowledge and understanding of employees. Thus education is wider in scope and more
general in purpose than training .Training is job-oriented or occupational having an
immediate utilitarian objective and the major burden of training falls upon the employers.
Training is vocational whereas education is general and major burden of education falls
on the Government. Education is person oriented while training is job oriented.
Training is essentially practical consisting of knowledge and skills required to perform
specific tasks. On the contrary, education is theoretical consisting of concepts aimed at
stimulating analytical and creative faculties of the individual.

12

TRAINING & DEVELOPMENT

Employee training is distinct from management development. Training is a short
term process utilizing a systematic and organized procedure by which non managerial
personal learn technical knowledge and skills for a definite purpose. It refers to
instructions in technical and mechanical operations like operation of a machine. It is
designed primarily for non managers. It is for a short duration and for a specific job
related purpose.

On the other hand, development is a long term educational process utilizing a systematic
and organized procedure by which managerial personnel learn conceptual and theoretical
knowledge for general purpose. It involves philosophical and theoretical educational
concepts and it is designed for managers. It involves broader education and its purpose is
long term development. In the words of Campbell, training courses are typically
designed for a short term stated set purpose, such as the operation of some piece(s) of
machinery while development involves a broader education for long term purposes.
Training involves helping an individual learn how to perform his present job
satisfactorily. Development involves preparing the individual for a future job and growth
of the individual in all respects. Development complements training because human
resources can exert their full potential only when the learning process goes far beyond
simple routine.

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NEED FOR TRAINING

Training is required on account of the following reasons:

1. Job Requirements: Employees selected for a job might lack the qualifications required
to perform the job effectively. New and inexperienced employees require detailed
instruction for effective performance on the job. In some cases, the past experience,
attitudes and behavior patterns of experienced personnel might be inappropriate to the
new organization. Remedial training should be given to such people to match the needs of
the organization.

2. Technological changes:

Technology is changing very fast. Now automation and

mechanization have are being increasingly applied in offices and service sector.
Increasing use of fast changing techniques requires training into new technology. For
instance, staffs in public sector bank are being trained due to computerization of banking
operations. No organization can take advantage of latest technology without well trained
personnel.

3. Organizational Viability: In order to survive and grow an organization must continually

adopt itself to the changing environment. With increasing economic liberalization and
globalization in India, business firms are experiencing expansion, growth and
diversification. In order to face international competition, the firms must upgrade their

14

capabilities. Existing employees need refresher training to keep them abreast of new
knowledge.

4. Internal mobility: Training becomes necessary when an employee moves from one job
to another due to promotion and transfer. Employees chosen for higher level jobs need to
be trained before they are asked to perform the higher responsibilities. Training is widely
used to prepare employees for higher level jobs.
Thus, there is an ever present need for training people so that new and changed
techniques may be taken advantage and improvements in old methods are affected.

IMPORTANCE OF TRAINING

A well planned and well executed training program can provide the following
advantages:

1.

Higher Productivity: Training helps to improve the level of performance. Trained

employees perform better by using better method of work. Improvements in manpower
productivity in developed nations can be attributed in no small measure to their
educational and industrial training programs.

2.

Better quality of work: In formal training, the best methods are standardized and
taught to employees. Uniformity of work methods and procedures helps to improve the

15

quality of product or service. Trained employees are less likely to make operational
mistakes.

3.

Less Learning Period: A systematic training program helps to reduce the time and cost
involved in learning. Employees can more quickly reach the acceptable level of
performance. They need not waste their time and efforts in learning through trial and
error.

4.

Cost Reduction: Trained employees make more economical use of

materials and

machinery. Reduction in wastage and spoilage together with increase in productivity help
to minimize cost of operations per unit. Maintenance cost in also reduced due to fewer
machine breakdown and better handling of equipments.

5.

Reduced Supervision: Well-trained employees tend to be self-reliant and motivated.

They need less guidance and control. Therefore, supervisory burden is reduced and the
span of supervision can be enlarged.

6.

Low Accident Rate: Trained personnel adopt the right work methods and make use of
the prescribed safety devices. Therefore, the frequency of accidents is reduced. Health
and safety of employees can be improved.

16

7.

High morale: Proper training can develop positive attitudes among employees. Job
satisfaction and morale are improved due to a rise in the earnings and job security of
employees.

8.

Personal Growth: Training enlarges the knowledge and skills of the participants.
Therefore, well trained personnel can grow faster in their career. Training prevents
obsolescence of knowledge and skills. Trained employees are a more valuable asset to
any organization. Training helps to develop people for promotion to higher posts

BENEFITS OF TRAINING TO EMPLOYEES

Training is useful to employees in the following ways:

1.

Self-confidence: Training helps to improve the self confidence of and employee. It

enables him to approach and perform his job with enthusiasm.

2.

Higher Earnings: Trained employees can perform better and thereby earn more.

3.

Safety: Training helps an employee to use various safety devices.

4.

Adaptability: Training enables an employee to adapt to changes in work procedures and

methods

5.

Promotion: Training employees can develop him and earn quick promotions.

17

6.

New Skills: Training develops new knowledge and skills among employees .The new
skills are a valuable asset of an employee and remain permanently with him.

TYPES OF TRAINING

Training is required for several purposes. Accordingly training programs may be of

the following types:

1. Orientation training: Introduction or orientation training seeks to adjust newly appointed

employees to the work environment. Every new employee needs to be made fully
familiar with his job, his superiors and subordinates and with the rules and regulations of
the organization. Induction training creates. Self confidence in the employees. It is also
known as pre job training. It is brief and informative.

2. Job Training: It refers to the training provided with a view to increase the
knowledge and skills ofan employee for improving performance on the job.
3. Safety training: Training provided to minimize accidents and damage to
machinery is known as safety training. It involves instruction in the use of safety
devices and in safety consciousness.

18

4. Promotional Training: It involves training of existing employees to enable them

to perform higher level jobs. Employees with potential are selected and they are
given training before their promotion,

5. Refresher Training: When exiting techniques become obsolete due to the development of
better techniques, employees have to be trained in the use of new methods and new
techniques. With the passage of time employees may forget some of the methods of doing
work. Refresher training is designed to revive and refresh the knowledge and to update
the skills of the exiting employees. Short term refresher courses have become popular
on account of rapid changes in technology and work methods.

6. Remedial training: Such training is arranged to overcome the shortcomings in the

behavior and performance of old employees. Some of the experienced employees might
have picked up appropriate methods and styles of working. Such employees are identified
and correct work methods and procedures are taught to them. Remedial training should
be conducted by psychological experts.

IDENTIFYING TRAINING NEEDS

SETTING TRAINING OBJECTIVES

Systematic approach
to training
AND POLICY

19

DESIGNINGSUP
TRAINING
PROGRAMME
AND

CONDUCTING THE TRAINING

FOLLOW EVALUATION

20

IDENTIFYING TRAINING NEEDS

All training activities must be related to the specific needs of the organization and
the individual employees. A training program should be launched only after the training
needs are assessed clearly and specifically. The effectiveness of a training program can be
judged only with the help of training needs identified in advance. In order to identify
training needs, the gap between the exiting and required levels of knowledge, skills,
performance and aptitudes should be specified...

Training needs can be identified through the following types of analysis.

1.

Organizational Analysis: It involves a study of the entire organization in terms of its

objectives its resources resource allocation and utilization growth potential and its
environment. Its purpose is to determine where training emphasis should be placed within
the organization. Organizational analysis consists of the following elements.

a) Analysis of objective: The long term and short term objectives and their relative
priorities are analyzed. Specific goals and strategies for various departments and sections
should be stated as a means for achieving the overall organizational objectives.
b) Resource Utilization Analysis: The allocation of human and physical resources and
their efficient utilization in meeting the operational targets are analyzed.

21

c) Organization image Analysis: The prevailing climate of an organization reflects the

member attitudes. It also represents managements attitude towards employee
development.
d) Environmental Scanning: The economic, political, technological and socio-cultural
environment of the organization can influence and the constraints which it cannot control.
2.

Task or Role Analysis .It is a systematic and detailed analysis of jobs to identify job
contents the knowledge skill and aptitudes required and the work behavior. On the part of
the job holder particular attention should be paid to the tasks to be performed, the
methods to be used, the way employees have learnt these methods and the performance
standards required of employees.

3.

Manpower Analysis: In this analysis the persons to be trained and the changes required in
the knowledge, skills and aptitude of an employee are determined. First of all , it is
necessary to decide whether performance of an individual is substandard and training is
needed Secondly it is determined whether the employee is capable of being trained
Thirdly , the specific areas in which the individual requires training are determined .
Other alternatives to training e.g. should also be considered.

22

Training Objectives:
Once the training needs are identified, the next step is to set training objectives in
concrete terms and do decide the strategies to be the adopted to achieves these objectives.
The overall aim of a training program is to fill in the gap between the existing and the
desired pool of knowledge, skills and aptitudes .Objectives of training express the gap
between the present and the desired performance levels. Definition of training objectives
in both quantitative and quantitative terms will help to evaluate and monitor the
effectiveness of training. Involvement of top management is necessary to integrate the
training objectives with the organizational objectives

THE MAIN OBJECTIVES OF TRAINING MAY BE DEFINED AS FOLLOWS:

(a)

To impart to new entrants the basic knowledge and skills required for efficient
performance of definite tasks.

(b)

to assist the employees them to the latest concepts , information and techniques and
developing the skills they would require in their particular fields

(c)

to build up a second line of competent officers and prepare them to occupy more
responsible position

(d)

To broaden the minds of senior managers through interchanges of experience within the
outside so as to correct the narrow outlook caused due to over specializations.

23

The above objective may be classified in terms of learning levels e.g. motor
skills, adaptation level, interpersonal understanding and values. These may alternatively
be classified into status quo objectives, corrective objective, problems solving objectives
and innovative objectives.
According to Harris, training of any kind should have as its objective the
redirection or improvement of behavior so that the performance of the trainee becomes
more useful and productive for himself and for the organization of which he a part In
other words training objectives should be stated in terms of changes required in behavior
and performance.

While setting training objectives, the following criteria may be used:

(1)

Nature and size of the group to be trained.

(1)

Roles and takes to be coined out by the target group

(2)

Relevance applicability and compatibility of training to the work situation

(3)

Identification of the behavior where change is required

(4)

Existing and desired behavior defined in term ratio, frequency, quality of interaction,
repetitiveness, innovations, supervision, etc.

(5)

Operational results to be achieved through training e.g., productivity, cost, downtime,

creativity, turnover etc.

(6)

Indicators to be used in determining changes from exiting to the desired level in terms of
ratio and frequency.

24

Designing a Training Program:

In order to achieve the training objectives, an appropriate training policy
is necessary. A training policy represents the commitment of top management to
employee training. It consists to rules and procedures concerning training a training
policy are required
(a) To indicate the companys intention to develop its employees
(b) To guide the design and implementation of training program
(c) To identification the critical are where training is to be given on a priority basis: and
(d) To provide appropriate opportunities to employees for their own betterment.

A sound training policy clearly defines the following issues:

(1)

The results expected to be achieved through training.

(1)

The responsibility for the training function.

(2)

The priorities for training.

(3)

The type of training required.

(4)

The time and place of training.

(5)

The payment to be made to employees during period.

(6)

The outside agencies to be associated with the training.

(7)

Relationship of training to the companys labor policy.

Once training objectives and policy are decided, an appropriate training program can be
designed and conducted. Decisions on the following items are required for this purpose.

25

(1)

Responsibility for Training:

Training is quite a strenuous task which cannot be

undertaken by one single department. The responsibility for training has to be shared
among:
a)

The top management, who should frame and authorize the basic training policy,
review and approve the training plans and programrs, and approve training
budgets

b)

The personnel department which should plan establish and evaluate instructional
programs

c)

The line supervisor, who should implement and apply the various developmental
plans,

d)

The employees who should be properly organized. But good organization alone is
not adequate, proper planning and training is equally important

(2)

Selecting and Motivating the Target Group: It is necessary to decide who is to trained
new or old employees; unskilled or semiskilled workers, supervisor or executives. The
type and methods to be used will depend upon the type of persons to be trained .It is also
necessary to create a desire for learning. The employee will be interested in training if
they believe that it will benefit them personally.

(3)

Preparing the Trainers: The success of a training program depends to a great extant
upon the instructors or the resource persons. The trainer must know both the job to be
taught and how to teach it. He should have an aptitude for teaching and should employ
the right training techniques .and should employ the right training techniques.

(4) Developing Training Package. The step involves deciding the content of training designing
support material for training and choosing the appropriate training methods. Training

26

course may involve specific instruction in the procedures of doing job. Training courses
may cover time period ranging from one week to facilitate choice.
(5)

Presentation: This is the action phase of training .Here the trainer tells demonstrates and
illustrates in order to put over the new knowledge and operation. However, before, it the
learner should be put at ease. It is necessary to explain why he is being taught to develop
his interest in training. The learner should be told of sequence of the entire job, the need
of each step in job, the relationship of the job to the total work flow etc. Instructions
should be clear and complete.

TRAINING METHODS & TECHNIQUES

The methods employed for training of operatives may be described as under:

(1)

On the Training (OJT): In this method the trainee is placed on a regular job and taught
the skills necessary to perform it. The trainee learns under the guidance and supervision
the superior or an instructor. The trainee learns by observing and handling the job.
Therefore, it is called learning by doing.
Several methods are used to provide on the job training e.g., coaching, job, rotation
committee assignments, etc . A popular form of on the job training is job instruction
training (JIT) or step by step learning. It is widely used in the United States to prepare
supervisors. It is appropriate for acquisition or improvement of motor skills and repetitive
operations. The jit involves the following steps:
(a)

Preparing the trainee for instruction. This involves putting the trainee at ease,
securing his interest and attention, stressing the importance of the jobs; etc.

27

(a)

Presenting the jobs operations or instructions in terms of what the trainee is

required to do. The trainee is put at work site and each step of the job is
explained to him clearly.

(b)

Applying and trying out the instruction to judge how far the trainee has
understood the instructions.

(c)

Following up the training to identify and correct the deficiencies, if any. JIT
method provides immediate feedback, permit quick correction of errors and
provides extra practice when required .But it needs skilled trainers and
preparation in advance

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ADVANTAGES

a) The main advantage of OJT is that the trainee learns on the actual machine in use and
in the real environment of the job. He gets a feel of the actual job. Therefore, he is
better motivated to learn and there is no problem of transfer of training skills to the
job.
b) This method is very economical because no additional space, equipment, personnel
or other facilities are required for training. The trainee produces while he learns.
c) The trainee learns the rules regulation s and procedures by observing their day to day
applications.
d) This is the most suitable method for teaching knowledge and skills which can be
acquired through personal observation in a relatively short time period. It is widely
used for unskilled and semi-skilled jobs e.g., machinist, clerical and sales jobs.
e) Line supervisors take an active part in training their subordinates.

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DISADVANTAGES
a)

In on the jobs training, the learner finds it difficult to concentrate due

to noise of the actual work place

a)

This method is oft method soften haphazard and unorganized. The superior or
experienced employee may not be a good trainer.

b)

In this method the trainee may cause damage to costly equipment and materials.

c)

On the job training is, however, the most widely used and accepted method of
training.

d)

It is suitable for all levels of employees, workers, supervisors and executives. It

Is appropriate for teaching knowledge and skills which can be learnt in a
relatively short period of time and where only a few persons are to be trained on
the job.
In order to make on the job training successful, some conditions must be
satisfied.

2.

(a)

What and how to teach should be carefully decided,

(b)

The instructor should be carefully selected and trained, and

(c)

A definite follow-up scheduled should be used to judge the result of training.

VESTIBULE TRAINING: in this method a training centre called vestibule is set up and
actual job conditions are duplicated or simulated in it. Expert trainers are employed to
provide training with the help of equipment and machines which are identical with those
in used at the workplace.

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MERITS:
a)

The main advantage of vestibule training is that the trainee can concentrate on
learning without disturbance of the workplace noise.

a)

The interest and motivation of the trainee are high as the real job conditions are
duplicated.

b)

This method is essential in cases where on the job training might result in a
serious injury, a costly event, or the destruction of valuable equipment and
material e.g., aeronautical industry.

c)

Correct method can be taught effectively by the trained instructor who knows how
to teach.

d)

It permits the trainee to practice without the fear of being observed and
undisturbed by the superior/co-worker.

e)

It is a very efficient method of training a large number of employees of the same

kind of work at the same time.

f)

This method is also useful when it is not advisable to put the burden of training on
line supervisors and when a special coaching is needed. It is often used to
train clerk, bank tellers, inspectors, inactive operators, testers, typists, etc.

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EVALUATING TRAINING EFFECTIVNESS NEED FOR

EVALUTION:
It is necessary to evaluate the extent to which training programs have achieved the
aims for which they were designed. Such an evaluation would provide useful information
about the effectiveness of training as well as about the design of future training programs.

CONCEPT OF TRAINING EFFECTIVNESS:

Training effectiveness is the degree to which trainee are able to learn and apply
the knowledge and skills acquired in the training program . It depends on the attitude
,interest , values ,and expectations of the trainee and the training environment . A training
program is likely to be more effective when the trainees want to learn, are involved in
their jobs, have career strategies. Contents of a training program, and the ability and
motivation of trainers also determine training effectiveness.

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EVALUTION CRITERIA

Evaluation of training effectiveness is the process of obtaining information on the

effects of a training program and assessing the value of training in the light of that
information. Evaluation involves controlling and correcting the training programe. The
basis of evaluation and mode are determined when the training program is designed.

Retraining:

Retraining is the process of providing training to persons who underwent training earlier
in their job. Retraining programs are generally arranged for employees who have long
been in the service of an organization. Such programs are designed to avoid obsolescence
of a person in terms of job requirements. Retraining is required on account of the
following factors:

I.

Some employees concentrate on a narrow task and lack all round

Knowledge and skills. Training is required to wider their knowledge and attitudes.

I.

Employees who are called back to work after layoff are given training
So as to handle highly skilled jobs.

II.

Due to technological changes some jobs may become unnecessary.

Employees working on such jobs are retrained for other jobs.

III.

Retraining is necessary to develop a versatile workforce capable of

33

Performing more than one job.

IV.

Retraining becomes necessary when the knowledge and skills of employees

Become obsolete due to rapid changes in technology. With automation and
computerization new skills become necessary.

V.

Due to changes in demand for goods and services, some new jobs are created.
Retraining of exiting staff is needed to handle new jobs.

Retraining may be required at all levels. But it is more common for rank and file workers.
This is so because technological make an immediate impact on these people. Moreover,
they are less equipped to four see their personal needs and therefore, require greater
assistance than others. Workers need refresher courses to help them recall what they have
forgotten. They require retraining when work tools and methods change due to
technological progress.

34

CONCEPT OF EXECUTIVE DEVELOPMENT

Executive development or management development is a systematic process of

learning and growth by which managerial personnel gain and apply knowledge, skills,
attitudes and insights to manage the work in their organizations effectively and
efficiently. It is an educational process through which executives learn conceptual and
theoretical knowledge and managerial skills is an organized manner . Management
development involves relating experience to learning. The main aim of formal education
for manager is to increase his ability to learn from experience.
According to flippo, management development includes the
process by which managers and executives acquire not only skills and competency in
their present jobs but also capabilities for future managerial tasks of increasing difficulty
and scope . Thus, executive development is any planned effort to improve current and
future managerial performance. It is an attempt at improving an individual s managerial
effectiveness through a planned and deliberate process of learning.

An analysis of these definitions reveals the following characteristics of executive

development:

(1)

Executive development is a planned and organized process of learning rather than

a haphazard or trail an error approach

(1)

.It is an ongoing or never ending exercise rather than a one-shot affair

35

(2)

.It continues throughout an executives entire professional career because there is

no end to learning.

(3)

Executive development is a long term process as managerial skills cannot be

developed overnight.Executive development is guided self-development. An
organization can provide opportunities for development of its present and potential
managers. But the images for learning have to come from the executive himself.
Executives development is possible only when the individual has the desire to learn
and practice what he learns. No amount of coercion can lead to development .
Executive develop Executive development aims at preparing managers for better
performance and helping them to realize their full potential.

(4)

Development is eventually something that the executives have to attain him. But
he will do this much better if he is given encouragement, guidance and opportunity by
his company.

(5)

Executive development aims at preparing managers for better performance and

helping them to realize their full potential.

36

OBJECTIVES OF EXECUTIVE DEVELOPMENT

Any program of executive development aims achieving the following purpose:

1.

To improve the performance of managers at all levels in their present jobs.

1.

To sustain good performance of managers throughout their careers by exploiting

Their full potential i.e.to prepares managers for higher jobs in future.

2.

To ensure availability of required number of managers with needed skills so as

To meet the present and anticipated future needs of the organization.

3.

To prevent obsolescence of executives them to the latest concepts and Techniques

in their respective areas of specialization.

4.

To replace elderly executives who have risen from the ranks by highly competent
and academically qualified professionals.

5.

To provide opportunities to executives to fulfill their career aspirations.

Prof. A. Dasgupta has given objectives of executive development at various levels of

authority. These are stated in table 3.3. It can be seen that for top management the
objectives are mostly general and aim at developing the ability to understand and decide.
On the other hand, objectives at middle and lower levels are more specific.

37

EXECUTIVE DEVELOPMENT
OBJECTIVES AT THREE LEVELS OF AUTHORITY

a) Top management
1.

To improve thought process and analytical ability in order to uncover and

examine problems and take decisions in the best interests of the country and
organization.

2.

To broaden the outlook of the executive in regard to his role, position and
responsibilities in the organization and outside.

3.

To think through problems this may confront the organization now or in the
future.

1.

TO understand economic, technical and institutional forces in order to solve

business problems.

4.

To acquire knowledge about the problems of human relations.

b)

Middle line Management

1.

To established a clear picture of executive functions and responsibilities.

1.

To bring about an awareness of the broad aspects of management problems,

and an acquaintance with, and appreciation of, inter departmental relations.

2.

To develop the ability to analyses problems and to take appropriate action.

3.

To develop familiarity with the managerial uses of financial accounting,

psychology, business law and business statistics.

4.

To inculcate knowledge of human motivation and human relationships

5.

To develop responsible leadership.

38

a)
1.

Middle Functional Executives and Specialists

To increase knowledge of business functions and operations in specific fields
in marketing production, finance, personnel.

1.

To increase proficiency in management techniques such as work study,

inventory control, operations research, quality control.

2.

To stimulate creative thinking in order to improve methods and procedures.

3.

To understand the functions performed in a company.

4.

To understand industrial relations problems.

5.

To develop the ability to analyze problems in ones area or functions.

IMPORTANCE OF EXECUTIVE DEVELOPMENT

Executive development is necessary for the following reasons:

(i)

The size and complexity of organizations, both business and non-business are
increasing. Managers need to be developed to handle the problems of giant and
complex organization in the face of increasing competition.

(ii)

The rapid rate of technological and social change in society requires training of
Managers so that they are able to cope with these changes. Automation, cut throat
competition, growth of new markets, enlarged labor participation in management,
growing public and government interest in business activities are the major
problems that have to be handled.

39

(iii)

Business and industrial leaders are increasingly recognizing their social and
public responsibilities. They require a much broader outlook to discharge these
new responsibilitie.

(iv) Labor management relations are becoming increasingly complex. Executives

require new and better skills in union negotiations, collective bargaining,
grievance redressed, etc. Workers are better educated and more aware.
(v)

There is a noticeable shift from owner managed to professionally managed

enterprises, even in family business houses. Executive development programs are
required to train and develop professional managers.

(vi)

Executives need education and training to understand and adjust to changes in

socio-economic forces. Changes in public policy, concepts of social justice,
industrial

democracy,

ecology(pollution)

ekistics.

(Humansettlements),

ergonomics (working environment), cultural anthropology (problem of fitting

machines to men) are the main socio-economics changes. Without management
development programs, executives may become obsolete.
(vii)

Management of public utilities, state enterprises and civic bodies is being

professionalized in order to improve operational efficiency. Similarly, agriculture,
rural development and public administration require professional executives. In
the words of Peter Drucker, an institution that cannot produce its own managers
will die. From an overall point of view the ability of an institution to institution to
produce managers is more important than its ability to produce goods efficiently
and cheaply

40

PROCESS OF EXECUTIVE DEVELOPMENT

The essential ingredients of an executive development program are as follows:1

1.

Analysis of Development needs: First of all the present and future developmental needs
of the origination are ascertained. It is necessary to determine how many and what type of
executives are required to meet the present and future needs of the enterprise. This calls
for organizational planning. A critical analysis of the organization structure in the light of
future plans will reveal what the organization needs in terms of departments, functions
and key executive positions.

2.

Appraisal of Present Managerial Talent: A qualitative assessment of the existing

executives is made to determine the type of executive talent available within the
organization. The performance of every executive is compared with the standard
expected of him.

3.

Inventory of Executive manpower: this inventory is prepared to obtain complete

information about each executive. Data on the age, education, experience, health, test
result and performance appraisal results is collected. This information is maintained on
cards or replacement tables, one for each executive.

4.

Planning Individual Development Programs: each one of us has a unique set of

physical, intellectual and emotional characteristics. Therefore, development plan should
be tailor made for each

5.

Establishing training and Development Programs: The human resource department

prepares comprehensive and well conceived programs. The department identifies

41

development needs and may launch specific courses in fields of leadership, decisionmaking, human relations, etc. it also recommends specific executive development
programs organized by well-known institutes of management.
6.

Evaluating development programs: considerable money, time and efforts are spent on
executive development programs. It is therefore; natural to find out to what extent the
program objectives have been achieved. Program evaluation will reveal the relevance of
the development programs and the changes that should be made to make these more
useful to the organization. General result of development programs can be measured in
the long run. But some specific result may be assessed during the short term.

Methods and Techniques of Executive Development

Various techniques of executive development may be classified into two broad
categories as shown in fig.

42

Executive Development

On the job Techniques

off the job Techniques

Coaching

Lectures

Under Study

Case Studies

Position Rotation

Group Discussions

Project Assignment

Conferences

Committees

Role Playing

On the job training is most suitable when the aim is to improve on the job
behavior of executives. Such training is inexpensive and time saving. The motivation to
learn is high as training takes place in the real job situation. The trainee can size up his
subordinates and demonstrate his leadership qualities without artificial support. But
neither the trainer nor the trainee are free from the daily routine and pressure of their
respective jobs. On the job-training is given through the following methods.

1. Coaching:
In this method, the superior guides and instructs the trainee as a coach. The coach
or counseller sets mutually agreed upon goals, suggest how to achieve these goals,

43

periodically reviews the trainees progress and suggests changes required in behavior and
performance.
Coaching method offers several advantages: (i) It is learning by doing (ii) Every
executive can coach his subordinate even if no executive development program exists
(iii) Periodic feedback and evaluation are a part of coaching. (iv) It is very useful for
orientation of new executives and for developing operative skills. Coaching method,
however, suffers from certain disadvantages: (i) it tends to perpetuate current managerial
styles and practices in the organization. (ii) It requires that the superior is a good teacher
and guide (iii) the training atmosphere is not free from the worries of daily, routine.
Coaching can be effective if the coach is a good communicator, enable motivator
and a patient listener. Coaching will work well if the coach provides a good model with
whom the trainee can identify, if both can be open with each other, if the coach accepts
his responsibility fully, and if he provides the trainee with recognition of his improvement
and suitable rewards.

2. Understudy:
An understudy is a person selected and being trained as the heir apparent to
assume at a future time the full duties and responsibilities of the position presently held
by his superior. In this way a fully trained person becomes available to replace a manager
during his long absence or illness, on his retirement, transfer, promotion or death. The
superior routes much of the departmental work through the junior, discusses problems
with him and allows him to participate in the decision making process as often as

44

possible. The junior is generally assigned tasks which are closely related to the work in
his section
Under study method provides many advantages: (i) the trainee receives
continuous guidance from the senior and gets the opportunity to see the total job (ii) it is
practical and time saving due to learning by doing (iv) the junior and the senior come
closer to each other (v) it ensures continuity of management when the superior leaves his
position.
Understudy method, however suffers from the following disadvantages (i) it perpetuates
the existing managerial practices. (ii) As one employees is identified in advance as the
next occupant of higher level managerial position, the motivation of other employees in
the unit may be affected.(iii) the subordinate staff may ignore the understudy and treat
him as an intruder without clear authority and responsibility The success of this method
depends upon the teaching skills and cooperation of the superior with whom the
understudy is attached.

3. Position Rotation:
It involves movement or transfer of executives from one position or job to another on
some planned basis. These persons are moved from one managerial position to another
according to a rotation schedule. Position rotation is also called job rotation. Or position
rotation is often designed for junior executive .IT may continue for a period ranging from
six month to two years According to Bennett . Job rotation is a process of horizontal
movements that widens the managers experience horizon beyond the limited confines of
his own.

45

Job rotation method offers the following advantage: (1) it helps to reduce
monotony and boredom by providing variety of work (2) It facilitates interdepartmental
cooperation and coordination (3)it infuses new concepts and ideas into elder personal (4)
Executive get a chance to move up to

higher position by developing them into

generalists
Job rotation method suffer from the following disadvantage ;(1) Job rotation may cause
disturbance in established operation (2) The trainee executive may find it difficult to
adjust himself to frequent moves. He may feel insecure in the absence of stable
interpersonal relationship (3) the new in cement may introduce ill conceived and hasty
innovations causing loss to the organization (4) Job rotation may demotivate intelligent
and aggressive trainee who seek specific responsibility in their chosen specialization.

4. Projects assignments
Under this method a number of trainee executives are put together to work on a
project directly related to their functional area. The group called project team or task
force will study the problem and find appropriate solutions. For instance, accounts
officers may be assigned the task of designing and developing an effective budgetary
control system. By working on this project, the trainee learns the work procedures and
techniques of budgeting. Sometimes, a syndicate or team consisting of persons of mature
judgment and proven ability is constituted. It is given a task properly spelt out in terms of
brief and background papers.

46

5. Committee Assignment:
A permanent committee consisting of trainee executives is constituted. The
entire trainee participates in the deliberations of the committee. Through discussion in
committee meetings they get acquainted with different viewpoints and alternative
methods of problem solving. They also learn interpersonal skills.

6. Multiple Management:
This technique was developed by Charles P. McCormick oh McCormick
Corporation of Baltimore, USA Under. Under it a junior board of young executives is
constituted. Major problems are analyzed in the junior board which makes
recommendations to the Board of Directors.

REVIEW OF SOME OF THE BEST PRACTICES OF TRAINING

AND DEVELOPMENT IN INDIA

There are some private sector organization which are emphasizing on training and
development to improve manpower utilization and employee development. A few good
examples are described here

Career development: Eicher group experience

Eicher believes in role model philosophy in which supervisor can set the right example
by encouraging subordinates to play leadership roles. Training in eicher emphasizes that
it is primarily the responsibility of the superior to develop, her /his subordinate and
become her/ his mentor. Each employee at eicher is a part of career development group
(CDG)
47

Which consists of her/his immediate superior , the bosss superior and a person from
another division .CDG is responsible for appraising , monitoring , training and planning
of each individual career and development path .They write down what kind of training
requirements in his annual Self-Development

Review . Training at Eicher can be

classified as discussed below

1. Behavioral Training Organizational behavior, interpersonal skills and

counseling.
2. Functional Training Finance for non-finance executives, manufacturing skills,
Quality control etc.
3. Potential related Training Managerial skills for junior management ,
development executive skills
4. Multi skills training
5. Training for Dealers Dealership management program
6. International Exposure. (business today , 1996 : dayal et al ., 1996)

Benchmarking: Ranbaxy Laboratories Experience

Ranbaxy laboratories provided works first-hand experience of global best practices. Most
of the workers in pharmaceutical industries have generally come from a background
where even a hospital did not display good hygiene and Ranbaxy was trying to train them
to achieve high quality standards. A group of workers was selected and sent on a ten-day

48

US visit clinics and hospitals. The workers got a first-hand feel of the kind of
environment in which the medicines prepared by them would be used and they came back
with memories of very high quality standards and where motivated to achieve them
(Business today 1996)

49

Learning Together: Mahindra and Mahindra Experience

Supervisors and managers should be trained with workers in the basic training philosophy
at Mahindra and Mahindra . In order to bridge the communication gap Mahindra and
Mahindra sent its workers abroad to expose them to quality manufacturing practices but
with a slightly different strategy : The workers were sent along with the supervisors and
managers (from several levels ) . It was found that at the end of the trip most
communication gaps between them had been bridged. Till 1995, 40 workers (shop floor)
along with managers and union leaders were sent to Japan, South Korea, Europe, UK,
and us to visit various automotive plants and to learn best work practices around the
world. These people were then asked to share their experience with other employees
(business today 1996)

Employee Involvement: Modi Xerox Experience

The company has invested in developing high quality training .Employees at every level
are exposed to international training. Each employee spends almost 5 man-days on
training every year which costs Rs 4000 per employee per annum. Training is not only
the responsibility of training department, but there is a continuous involvement of line
managers also. The boss and subordinates sit together and match the job profile with the
individuals skills. Once the gapes are identified, they search for solutions to bridge them
which could range from formal to informal training one to one coaching and facilitation.

50

Training managers workshop is organized biannually to get feedback on the present

status and also on future training requirements.
These examples show the importance of employee involvement superior role and
accountability in training and developing the human potential and exposure to
international standards for measuring quality, to develop good training and development
practices in any organization.

51

RESEARCH
OBJECTIVE

52

RESEARCH OBJECTIVES:

1. To find out the impact of training& development programs on the performance

and attitude of employees as well as organization productivity.

2. To gain the in-depth information and knowledge about the training and
development program and its impact on the effectiveness of the employees

3. To get the information about the training and development programs and its
necessities that how it helps the organization in increasing productivity and in
achieving objectives effectively and efficiently.

4. To find out the impact of training& development programs on the performance

and attitude of employees as well as organization productivity.

53

RESEARCH
HYPOTHESIS

54

H1:

Training and Development helps in increasing the effectiveness of

Bank employees

H2:

Training and development increases the productivity level prove to be

right.

No individual or system is perfect for all times, so training and development activities
with the changed order must take place. Following suggestion have been proposed to
improve the training effectiveness of banking sector employees:

1. Technical training should be provided

2. Training must be imparted in a trainee friendly atmosphere.
3. Training and development activities should be a regular process.
4. Top management should appreciate the role of training and development.
5. Transparency should be maintained in selecting the trainees.

55

RESEARCH
METHODOLOGY

56

RESEARCH METHODOLOGY

Its aim to understand the research methodology establishing a framework of

training and development of employees through primary and secondary research and it
explains about present employees scenarios and its present base of organisation through
training and development techniques and concepts used during primary research in order
to arrive at findings; which are also dealt with and lead to a logical deduction towards the
analysis and results.

RESEARCH DESIGN
The researchers propose to first conduct a intensive secondary research to
understand the full impact and implication of the industry, to review and critique the
industry norms and reports, on which certain issues shall be selected, which the
researchers feel remain unanswered or liable to change , this shall be further taken up in
the next stage of exploratory research. This stage shall help the researchers to restrict and
select only the important question and issue, which inhabit growth and segmentation in
the industry. These set of questions are then proposed to be studied under a descriptive
research setting finally leading to formation of hypotheses and testing under causal
research.

The new data gathered to help solve the problem at hand. As compared to
secondary data which is previously gathered data. An example is information gathered by
a questionnaire. Qualitative or quantitative data that are newly collected in the course of

57

research. Consists of original information that comes from people and includes
information gathered from surveys, independent observations and test results. Data
gathered by the researcher in the act of conducting research. This is contrasted to
secondary data which entails the use of data gathered by someone other than the
researcher information that is obtained directly from first-hand sources by means of
surveys, observation.

SECONDARY DATA
Information that already exists somewhere, having been collected for another
purpose. Sources include magazines, various web sites, and subscription services. Data
that have already been collected and published for another research project. There are two
types of secondary data: internal and external secondary data. Information compiled
inside or outside the organization for some purpose other than the current investigation.
Data that have already been collected for some purpose other than the current study.
Researching information which has already been published. Market information compiled
for purposes other than the current research effort; it can be internal data, such as existing
sales-tracking information, or it can be research conducted by someone else, such as a
market research company. Mainly the secondary source of data has been used consists of
magazines, books and websites and newspapers about present employee scenarios in
banking sector.

58

DATA ANALYSIS
Based on the type of data collected and the target segment with the appropriate
statistical methods, inference should be made. The response set of one variable is
compared with another set of variable to ensure a detailed analysis of data.

It has been used the SPSS software to analyze our data accurately. After the respondents
had filled in the questionnaires, the data was entered into the software and the analysis
was made thereby.

FIELD WORK
Some important points which each member kept in mind while doing the
fieldwork. To make the respondents comfortable before questioning him by introducing
ourselves as students and ensuring the respondent that all information collected is only
for academic purpose and will be kept confidential Ensure that we fill the questionnaires
our selves Not to lead a person into any preconceived notion Not to influence the
respondents answers in any way/form. Use simple language, so that the technical
language does not intimidate the respondent.
The main objective of this chapter is limited to expressing its research results, analysis
and interpretation of the gathered data. The following chapter presents details review of
the

data

collected

and

it

relevance

in

drawing

inference.

It hence stands the valuator of the hypothesis generated in the earlier chapter.

59

PILOT TESTING
The first stage of the data gathering study was our dummy run a pilot study.
This helped the researcher to throw up some inevitable problems of converting the design
into reality. An experiment or a survey can and should be piloted on a small scale in
virtually all circumstances. We soon made changes to the questionnaire like reduce the
number of questions to reduce time, also provided income under brackets instead of
asking for absolute figures.

60

DATA ANALYSIS
&
INTERPRETATION

61

GRAPHICAL DATA INTERPRETATION

Q.1. For how long have you been working in the organization

Interpretation:
Out of 100employees interviewed 40% had an experience of less than 2years while 30%
had experience of 2-5 years while rest had experience of 5years and more.

62

Q.2. Does your organization have regular training programs

Interpretation :
Out of all the employees surveyed 90% of the organizations are providing training to
their employees.

63

Q.3. Training programs are conducted only after identifying Training needs?

Interpretation:
In the research it is observed that training programs are conducted after the training needs
are identified.88% respondent are say yes while 12% are say No.

64

Q.4.

Training programs are conducted in your organization to

Improve:

Interpretation:
In Training Programs 35% concentration is over Technical skills, while 30% on
Managerial skills,19% on Administrative skills and 16% on Interpersonal skills.

Q.5. Training programs have been able to improve interpersonal relationship

65

80%

80%
60%
40%
20%
0%

5%

10%

5%

StronglyAgree Hardly Disagree

agree
Agree

Interpretation:
80% of employees agree that training programs help to improve Interpersonal skills while
10% hardly agree and rest disagree.

Q.6. Training programs have always been beneficial for Employees?

66

Interpretation:
Out of 100 employees surveyed 75% of employees strongly agreed to the fact that
training helps while rest 25% also agree.

67

Q.7.

Training programs reduce work stress?

Interpretation:
50% of employees agree that training helps to reduce stress, 10% also agree while 25%
hardly agree and 10% disagree.

68

Q.8.

Training programs reduce the monotony of job?

Interpretation:
55% of employees agree that training helps to reduce monotony of job, 9% also agree
while 20% hardly agree and 16% disagree.

69

Q.9.

Training programs reduce absenteeism?

Interpretation:
9% of employees strongly agree that training helps to reduce absenteeism, 36% also
agree while 30% hardly agree and 25% disagree.

70

Q.10. Training programs are helpful in reducing turnover rate?

Interpretation:
10% of employees strongly agree that training helps to reduce turnover, 40% also agree
while 30% hardly agree and 20% disagree.

71

Q.11. Training programs increase the self-worth of employees?

12%

18%

Strongly
agree
Agree

70%

Hardly
agree
Disagree

Interpretation:
18% of employees strongly agree that training helps to increase self worth of employees,
70% also agree while 12% hardly agree and none disagree.

72

Q.12. Training programs actually help in overall development of employees?

Interpretation:
9% of employees strongly agree that training help in overall development of employees,
60% also agree while 25% hardly agree and 6% disagree.

73

Q.13. In which areas do you think there is more need of training?

Interpretation:
26% of employees think that training is needed in enhancement of soft skills, while 30% require
in employee development, 37% require technical skills and rest in others.

74

FINDINGS
Out of 100employees interviewed 40% had an experience of less than 2years
while 30% had experience of 2-5 years while rest had experience of 5years
and more.
Out of 100employees interviewed 40% had an experience of less than 2years
while 30% had experience of 2-5 years while rest had experience of 5years
and more.
Out of all the employees surveyed 90% of the organizations are providing
training to their employees.
In the research it is observed that training programs are conducted after the
training needs are identified.
In Training Programs 35% concentration is over Technical skills, while 30%
on Managerial skills, 19% on Administrative skills and 16% on Interpersonal
skills.
80% of employees agree that training programs help to improve Interpersonal
skills while 10% hardly agree and rest disagree.
Out of 100 employees surveyed 75% of employees strongly agreed to the fact
that training helps while rest 25% also agree.

75

 50% of employees agree that training helps to reduce stress, 10% also agree
while 25% 9% of employees strongly agree that training helps to reduce
absenteeism, 36% also agree while 30% hardly agree and 25% disagree hardly
agree and 10% disagree.
10% of employees strongly agree that training helps to reduce turnover, 40%
also agree while 30% hardly agree and 20% disagree.
18% of employees strongly agree that training helps to increase self worth of
employees, 70% also agree while 12% hardly agree and none disagree.
26% of employees think that training is needed in enhancement of soft skills,
while 30% require in employee development, 37% require technical skills and
rest in others.
9% of employees strongly agree that training help in overall development of
employees, 60% also agree while 25% hardly agree and 6% disagree.

76

LIMITATIONS

77

LIMITATIONS

Though best efforts have been made to make the study fair, transparent and error free.
But there might be some inevitable and inherent limitation. Though outright measure
are undertaken to make the report most accurate
The limitations of the survey are narrated below.

1) It was not possible to cover each and every organization due to time contains of
the research report.
2) There may be some biased response from the respondent.
3) Some respondents did not provide fully data.
4) Restriction to disclose the organization information which is necessary for
research work.

78

RECOMMENDATIONS
&
SUGGESTIONS

79

Training is the process of increasing the knowledge and skills for doing a particular job.
It is an organized procedure by which people learn knowledge and skill for a definite
purpose. The purpose of training is basically to bridge the gap between job requirements
and present competence of an employee. Training is aimed at improving the behavior and
performance of a person. It is a never ending or continuous process. Training is closely
related with education and development but needs to be differentiated from these terms.

The overall aim of a training program is to fill in the gap between the existing and the
desired pool of knowledge, skills and aptitudes .Objectives of training express the gap
between the present and the desired performance levels. Definition of training objectives
in both quantitative and quantitative terms will help to evaluate and monitor the
effectiveness of training. Involvement of top management is necessary to integrate the
training objectives with the organizational objectives

80

CONCLUSION

81

Once the training needs are identified, the next step is to set training objectives in
concrete terms and do decide the strategies to be the adopted to achieves these objectives.
The overall aim of a training program is to fill in the gap between the existing and the
desired pool of knowledge, skills and aptitudes .Objectives of training express the gap
between the present and the desired performance levels. Definition of training objectives
in both quantitative and quantitative terms will help to evaluate and monitor the
effectiveness of training. Involvement of top management is necessary to integrate the
training objectives with the organizational objectives

From the study it has been found that 30% respondents believe that training programs
improve managerial skills, while 35% believe it is responsible for improving technical
skills. Further it is found that training programs improve interpersonal relationship. About
80% respondents are of the same view. 75% respondents believe that training programs
are always beneficial for employees. 25% respondents strongly emphasis this point..
Moreover, training programs increase the self worth of employees and are even
responsible for increasing overall efficiency level of employees, reduced monotony,
stress & absenteeism and are responsible for development & growth.

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BIBLIOGRAPHY

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MAGAZINES / NEWSPAPERS
1. Business World
2. Business Today
3. The Times of India
4. The Economic Times

WEBSITES
1. www.hrbank.co.in
2. www.bankhrdtandd.com
3. www.google.co.in
4. www.yahoo.co.in
5. www.citehr.com
6. www.hrbooks.com

BOOKS:1. RKBKs training planner and induction guide.

2. Human Resource Management : V S P Rao
3. Encyclopadeia of Management (trg. & dev) : edited by John Prior
4. Human Resource Management - L M Prasad
5. Training for Development Lynton & Pareek
6. Principles & Practices of Management
7. Training for Development R K Sahu

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QUESTIONNAIRE

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Questionnaire for Employees

Name ..

Designation

Age

Gender

..

Contact No

Male / Female

Organization

Note : All the information provided will be confidential and will only be used for
research project purpose

Q.1.

Q.2.

For how long have you been working in the organization?

A) 0-2yrs

B) 2-5yrs

C) 5-8 yrs

D) More than 8yrs

Does your organization have regular training programs?

A) Yes

Q.3.

B) No

Training programs are conducted only after identifying Training needs?

A) Yes

Q.4.

B) No.

Training programs are conducted in your organization to improve?

A) Managerial skills

B) Technical skills

C) Administrative skills

D) Interpersonal

E) Any other

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Q.5.

Q.6.

Q.7.

Training programs have been able to improve interpersonal relationship?

A) Strongly agree

B) Agree

C) Hardly agree

D) Disagree

E) Strongly disagree

Training programs have always been beneficial for employees?

A) Strongly agree

B) Agree

C) Hardly agree

D) Disagree

E) Strongly disagree

Training programs reduce work stress?

A) Strongly agree

B) Agree

C) Hardly agree

D) Disagree

E) Strongly disagree

Q.8. Training programs reduce the monotony of job?

A) Strongly agree

B) Agree

C) Hardly agree

D) Disagree

E) Strongly disagree

Q.9. Training program reduce absenteeism?

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A) Strongly agree

B) Agree

C) Hardly agree

D) Disagree

E) Strongly disagree

Q.10. Training programs are helpful in reducing turnover rate?

A) Strongly agree

B) Agree

C) Hardly agree

D) Disagree

E) Strongly disagree

Q.11. Training programs increase the self worth of employees?

A) Strongly agree

B) Agree

C) Hardly agree

D) Disagree

E) Strongly disagree

Q.12. Training programs actually help in overall development of employees?

A) Strongly agree

B) Agree

C) Hardly agree

D) Disagree

E) Strongly disagree

sQ.13. In which areas do you think there is more need of training?

A) Soft skills

B) Employee development

C) Technical skills

D) Any other

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Q.14. Suggest same ways to improve the efficiency of training programs?

89