Full Report

CHAPTER 1
INTRODUCTION
1.1 Introduction to the Study:
Training is an expensive and time consuming task that companies consider

being essential to the performance of their business. However, neither do the
organizations know whether their training is effective nor do they have
sufficient time to enquire the participant’s satisfaction level of the training
programme, content and trainer. Companies should evaluate their
programme in terms of learning and transfer that takes places once the
person returns to his job. The present study is to evaluate whether or not the
training programme is hand is effective from the point of view of the
participants. This chapter discussed the methodology used to evaluate the
effectiveness of the pre-employing training.
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Need and Importance of the Study
• This study is important because effectiveness of training is a major

issue.
• The impact is assessing to see whether training contributes to the
organization’s objectives and goals.
• Specifically the findings of this research can be used to correct
performance discrepancy in the training process. More over it
reinforce the utility of the training function in allsec technologies
limited.
• The findings of this study can be used to justify the existence of the
training department by showing how it contributed to the
organization’s objectives of goals.
• Thereby training can be projected not as a luxury but as an ideal

investment in people.
• Besides it could be used to decide whether or not to continue or

change training program and gain insight to improve future training
programmes.
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1.1.2 Scope of the Study
 The purpose of this study is to access the impact of pre-

employment training using Descriptive Research.
 This impact assessment is carried out using summative
evaluation research.
 This summative evaluation research is concerned with the
training program’s effects. It is done to access to see what
effects, if any it is producing, typically, the goals of the training
programme are identified, and the programme is measured in
terms of how well it achieves those goals.
 The results of the imp ail assessment are then used to make
policy decisions regarding whether to expand or to change the
training programme.
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1.1.3 Objectives of the Study
The study of this nature on training programme has never been executed at
ALLSEC TECHNOLOGIES LIMITED. The following encompass the
objectives, which will be achieved as a result of this study at ALLSEC
TECHNOLOGIES Ltd.,
Primary Objective:
To assess the Evaluation of Training Effectiveness in ALLSEC
TECHNOLOGIES Ltd
Secondary Objectives:
 To study the employees’ Perception about Training given in the

organization
 To analysis the contents and Training methods used in the Training

Programme
 To analysis the Impact of training given to employees.
 To analyze the satisfaction level of employees regarding Training and

Development.
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1.1.4 Research Methodology
The term research describes an entire collection of information about

a particular subject. According to Clifford woody “Research comprises
defining and redefining problems, formulating hypothesis or suggested
solutions, collecting , organizing and evaluating data; making deductions
and reaching conclusions to determine whether they fit the formulating
hypothesis”.
Research Design
Descriptive research study is undertaken when the researcher wants to know

the
Characteristics of certain groups such as age, sex, educational level,
occupation, income etc. in contrast to exploratory study, Descriptive studies
are well structured.
Descriptive design is used when the purpose of research is
To describe the characteristic of certain group.

To estimate the proportion of people in specified population who have in a
certain way.
To make specific predictions.
To determine whether certain variations are associated.
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1.1.4.2 Sources of Data
This study is basically upon primary data for which a questionnaire

was used. The questionnaire comprised of close ended question, open ended
question.
The first part of questionnaire comprised of the personnel details of

the employees and the next part comprised of question s on the way of
content of training, Impact of Training and Training delivery to employees.
The questionnaires edited and approved by the organization were

handed to the employees on obtaining prior permission from the
management.
Primary Data
The primary data are collected through questionnaire method. The

collected data is used in analyzing and interpretation of the information
obtained through questionnaire. The findings and conclusions are also given
based on the primary data.
Secondary Data
Secondary data for the study has been compiled from the report and
official publication of the organization, which have helped in getting an
insight of the present scenario existing in the operation of the company. The
literature data collected from the net source, articles from journals and
magazines were used for review of literature for the research.
Population and Sample
When the fields studies are undertaken are cant study the whole
population because of time and cost constrains. So we will select few
respondents for our study or survey the respondent selected should be the
representation of total population in order to get exact result the selected
should be the representation of total population in order to get exact result
the selected respondent is called “Sample” and the selection process is called
as “Sampling Technique”.
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The researcher should plan how the sample is to be selected and
size of the sample. In designing the sample, the research must specify three
things,
The selection of the Sample
The Process of Selection
Size of the Sample
Sampling Design
A sample design is a definite plan for obtaining a sample from a given
population. It refers to the technique on the produce the researchers were
adopting in selecting items for the sample.
Sample
A part of the population or subset from a set of units, which is provided by

some process or the other , usually by deliberate selection with the object of
investigating the properties of the present population or set.
The sample size is 120.

Sampling Methods and selection of samples
There are two type of sampling
Probability sampling
Non Probability sampling
In the present research, the researcher has used convenient sampling.
Convenient Sampling
Convenient sampling is a sampling which carries out according to the

convenience of the researcher.
Types of questions
To collect the accurate data from the respondent and also to make the
convenient, open-ended questions, closed- ended questions with multiple
choices has been given.
Processing and analysis the data
After the field study was completed a number of tables were prepared
to focus on the main characteristics with the help of statistical tool.
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Questionnaire Preparation
A questionnaire consists of a number of questions in a definite order.

This method of data collection is quite popular, particularly in case of big
enquires.
Thus on four types of questionnaire.
Structure disguised
Constructed disguised
Structured disguised
Unstructured disguised
The research deals with undisguised structured question.
Hypothesis
Hypotheses’ testing is a statistical decision – making process in which

inferences are made about the population from a sample. A probability
statement is made regarding the population. Thus, hypotheses’ testing is
subject to error. No difference, change, guilt, and so forth, is assumed
between the samples until shown otherwise.
Primarily, hypotheses testing is concerned only with whether or not two

samples from identical populations differ-that is, whether or not their
respective means differ.
Alternative hypotheses are quantified by assigning a risk to the relative

degree of type 1 or 2 errors. The degree of risk in making a decision can be
alternatively stated as the confidence in a decision.
When decisions are needed on process or system improvement , product

improvement , and new products, the consequences of the decision need to
be evaluated and as-signed an appropriate risk and / or confidence.
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1.4.4.5 Tools and Techniques
PERCENTAGE ANALYSIS
After the data have been collected, it is necessary to analyze the

data that has been collected. The analysis of data requires a number of
closely related operations such as establishment of categories, the
application of these categories to raw data through coding, tabulation and
then drawing statistical inferences. Coding operation is usually done at this
stage through editing is the procedure that improves the quality of the data
for coding. Tabulation is a part of the technical procedure wherein the
classified data are put in the form of tables.
Percentage analysis:
No of Respondents x 100
Total No of Respondents
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CHI – SQUARE TEST
The chi-square value is often used to judge the significance of

population variance that is we can use the test to judge if a random sample
has been drawn from a normal population with (µ) and with a specified
variance. It can also be used to make comparisons between theoretical
populations an actual data when actual categories are used,
As a test of independence the null and alternative hypothesis are:
HO – The two categories variables are independent.
HI – The two categorical variables are dependent.
Chi-Square = ∑ (Oij – Eij )Λ 2 / Eij

Where Oij – Observed frequency of the cell in ith row and jth column.
Eij – Expected frequency of the cell in ith row and jth column.
If two distributions are exactly alike, chi- square is equal to zero but
generally due to sampling errors, chi-square is not equal to zero and such as
we must know the sampling distributions.
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Limitations of the study
Data collection was not fully gathered from the senior management,
restrictions to junior management. So the higher degree of refined answers
was not justified with the collection information.
The data collected is not comparative in nature as information generated is
confirmed to only one training programme with only one category of
employees.
The time was limited and so the data collected was restricted to fewer
numbers of respondents.
Access of files and the records of the employees was restricted and is not
possible to know the employee’s behavior in details.
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CHAPTERISATION
This report consists of three chapters
 First chapter includes Introduction, Need and Importance, Scope,

Objectives, Research Methodology, Limitations, Review of Literature,
Company Profile and Product Profile.
 Second Chapter includes the Analysis and Interpretation.

Third Chapter includes the findings, Suggestions, Conclusions, Scope of
further research.
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Review of Literature
1.2.1 Theoretical Review of the concept
Training Methods & Techniques:
Training methods can be classified in three ways: Information presentation

techniques simulation methods and on- the – job training methods.
Information presentation techniques include lectures, conferences,
correspondence courses, videos, distance learning, behavior modeling and
systematic observation, programmed instruction, sensitively training and
organizational development (systematic, long range programs of
organizational improvement). Simulation methods include the case methods,
role-playing, and interactive simulation for virtual teams, virtual reality, the
In-basket techniques and business game. On- the- job training includes
orientation training, apprenticeships, near-the job training (using identical
equipments but away from the job itself), job rotation, and committee
assignments (or junior executive boards, understudy assignment, On-the-job
coaching and performance appraisal).
In the content of developing interpersonal skills, training methods are

typically chosen to achieve one or more of three objectives namely
promoting self-insight and environmental awareness i.e., an understanding
of how one’s actions affects others and how one is viewed by others.
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Employees developing methods:
Employee’s development is more future oriented and more concerned

with education than employee job specific training. The connotation
‘education’ here means that employee’s development activities attempt to
instill sound reasoning processes to enhance one’s ability to understand and
interpret knowledge – rather than imparting a body of facts or teaching a
specific set of motor skills. Hence development focuses more on the
employee’s personal growth. Successful employees prepared for positions of
greater responsibility have analytical, human, conceptual and specialized
skills.
Historically, development was reserved for potential management personnel.
But current scenario challenges the above notion because non managerial
employees do need to be trained in specific skills related to managing
planning, Organizing, Leading, controlling and decision making. The use of
work team; reducing in supervisory roles, and greater emphasis on quality
and customer focus, requires organizational to impart new employee skills,
knowledge and abilities.
The most popular training methods are generally classified as on-the job
training and Off-the-job training. The training programmes commonly used
to train and develop operative and supervisory personnel are classified into
On-the-job and Off-the-job training programmes.
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Training Methods
On-the-job Off-the-job
Methods Methods
Job rotation Vestibule Training

Coaching Role Playing
Job Instruction Lecture courses and seminars
Committee Assignment Programmed instructions
On-the-Job Training Methods
This type of training also known as job instruction training is the most
commonly used methods. Under this method, the individual is placed on a
regular job and taught the skills necessary to perform the job. The trainee
learns under the supervisor and guidance of a qualified worker or instructor.
On-the-job training has the advantage of giving first hand knowledge and
experience under the actual working conditions. While the trainee learns
how to perform a job, he is also regular worker rendering the services for
which he is paid. The problem of transfer of trainee is also minimized as the
person learns on-the job. The emphasis is placed on rendering services in the
most effective manner rather than learning how to perform the job. On-the-
Job training methods include job rotation, coaching, job, job instruction or
training through step-by-step and committee assignment.
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(a) Job rotation: Job rotation involves moving employees to
various positions in the organization in an effort to expand their
skills, knowledge and abilities. Job rotation can either be
horizontal or vertical. Vertical rotation is nothing more than
promoting a worker into a new position. Horizontal dimension of
rotation is also known as short-term lateral transfer. Job rotation
represents excellent method for broadening an individual’s
exposure to company operations and for turning a specialist into a
generalist. In addition to increasing the individual’s experience and
allowing him to absorb new information, it can reduce boredom
and stimulate the development of new ideas. It can also provide
opportunity for a more comprehensive and reliable evaluation of
the employee by his supervisor.
In the job rotation, the trainee receives job knowledge and gains
experience from his supervisor or trainer in each of the different job
assignment. Through this method of training is common in training
managers for general management positions, trainees can also be rotated
from job to job workshop jobs. This method gives an opportunity to the
trainee to understand the problems on other jobs and respect them. When
opportunity form promotions are scarce, job rotation through use of lateral
transfer may be beneficial in rekindling enthusiasm and developing
employee’s talents. When properly handled, such job rotation fosters a
greater understanding of the organization.
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Coaching:
Coaching involves a continual process of learning by doing. For

effective coaching a healthy and open relationship must exist between
employees and their supervisors or managers. In this model, development
cascades down the hierarchy I which people at each level are responsible for
developing those below.
Under this method, the trainee is placed under a particular supervisor

who functions as a coach in training the individual. The supervisor provides
feedback to the trainee on his performance and offers him some suggestions
for improvement. Often the trainee shares some of the duties and
responsibilities of the coach and relives him of his burden. A limitation of
this method of training is that the trainee may not have the freedom or
opportunity to express his own ideas.
(b) Job Instruction: This method is also known as training through

step-by-step. Under this method, the trainee explains to the trainee
the way of doing the jobs, job knowledge and skills and allows him
to do the job. The trainee appraises the performance of the trainee,
provides feedback information and corrects the trainee.
(d) Committee Assignment: Committee assignment can allow the

employee to share in decision making, to learn by watching others, and to
investigate specific organizational problems. Temporary committees often
act as a taskforce to delve into particular problem, ascertain alternative
solution, and recommended a solution. This temporary assignment can be
both interesting and rewarding to the employee’s growth. Appointment to
permanent committees increases the employee’s exposure to other members
of the organization, broadens his understanding and provides an opportunity
to grow and make recommendations under the security of other committee
members.
Off-the-Job methods: Under this method of training, the trainee is

separate from the job situation and is attention is focused upon learning the
material related to his future job performance. Since the trainee is not
distracted by job requirements, he can place his entire concentration on
learning the job rather than spending his time in performing it. There is an
opportunity for freedom of expression for the trainees.
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(a) Vestibule Training:
In this method, actual work conditions are stimulated in a
classroom. Materials, files and equipments, which are used in
actual job performance, are also used in training. This type of
training is commonly used for training personnel from skilled and
semi-skilled jobs. The duration of thus training ranges from days to
a few weeks.
(b) Role Playing:

It is defined as a method of human interaction that involves
realistic behavior in imaginary situations. This method of training
involves action, doing and practice. The participants play the role
of certain characters such as the production manager,
superintendents, maintenance engineers, quality analyst, foreman,
worker and the like. This method is mostly used for developing
interpersonal interactions and relations.
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Lecture courses and seminars:
Traditional form of instruction revolves around formal courses and
seminars. These help individual’s acquire knowledge and develop their
conceptual and analytical abilities. Many organizations offer these in-house,
through outside vendor, or both. Lecture method is a direct method of
instruction, wherein the instructor organizes the material and gives it to a
group of trainees in the form of a talk. To be effective, the lecture must
motivate and create interest among the trainees. An advantage of the lecturer
method is that it is direct and can be used for a large group of trainees. Thus
costs and time involves are reduced. The major limitation of the lecture
method is that it neither does nor provide for transfer of training effectively.
Conference or discussion:
It is a method in training the clerical, professional and supervisory
personnel. This involves a group of people who pose ideas, examine and
share facts, ideas and data, test assumptions and draw conclusions, all of
which contribute to the improvement of job performance. Discussion as the
advantage over the lecture method, in that discussion involves two ways
communication and hence feedback is provided. The participants feel free to
speak in small groups. The success of this method depends upon the
lectureship qualities of the person who leads the group.
Programmed instructions:
Under programmed instruction, the subject matter to be learned is
presented in a series of carefully planned sequential units. These units are
arranged from simple to more complex levels of instruction. The trainee
goes through these units by answering questions or filling the blanks. This
method is expensive and time consuming.
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1.10.1 Training Techniques:
S. No. Techniques Description

1 Seminar and Lectures Presentation of Introductory material
2 On-the-job Training Done at the work site under supervisor
3 Leadership Games Exercise to teach different style of
leadership
4 Communication Exercise to build bias-free Listening &
Talking
5 In-Basket Exercise Evaluating Manager response
6 Problem solving
discussion
7 Coaching Senior Manager leading a team of
recruit
8 Brain storming Discussion for developing innovative
solution
9 Stress Management Training in techniques to contain work
related stress
10 Audio-Visual Use of Films, Videos, Slides, Tapes
11 Self-directed Learning Learning at ones own pace
12 Computer Training Use of software package to learn skills
13 Skills game Tests to develop analysis abilities
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Outdoor Training:
A trend in employee’s development has been the use of outdoor (sometimes

referred to as wildness or survival) training. As a development tool,
experiences gained from this type of training can increase employee
confidence and helps then to revaluate personal goals and efforts. For
individuals in work group or teams, shared risks and challenges outside the
office environment can create a sense of teamwork. The challenges could be
anything including rock climbing. Outdoor training involves some major
emotional and physical challenges. The purpose of such training is to see
how employee’s react the difficulties that nature presents to them. Do they
face these dangers alone? Alternatively, are they controlled and successful in
achieving their goal? The reality is that today’s business environment does
not permit employees to stand –alone. This has reinforced the importance
working closely with one another, building trusting relationship and
succeeding as a member of a group.
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1.11. Training System
Training and Development
Internal Training External Training
Training for new Training for In India In other

recruits existing
Management Employee’s
Non-Executive
Executive Development development
1.11.1. Types of Training:
Depending upon the content, the training programmes can be classified as

follows:
Induction and Orientation: These programmes are designed to familiarize

new employees with job, to introduce fellow workers and to relate the work
of the recruit to that of the whole organization.
Job Training: The most common of formal In-Plant Training programmes

is training for job. It is more technical oriented. These programmes usually
emphasized knowledge of practice and development through familiarity with
the skills in the use of all tools and crafts.
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Supervisor Training: this type of training is given to foreman and
supervisors. In these programmes more emphasis is given to increase the
competence since the job has become increasingly complex.
Leadership Training: This is meant for both executive and Non-

Executives. The focus of such programmes will be the development of
effective communication skills and constructive attitudes.
Executive Training (Managerial Development): The main objective of

management development programme is to equip the existing executives for
better performance in their present job and to prepare them to shoulder
higher responsibility.
Refresher Training: Some employees must be retrained for a new and

difficult job for changing needs, with passage of time, many methods,
techniques will change, and hence this type of training is essential.
Overseas Training: With the view to meet the standard of education

and the technological advancement of the other western countries, talented
executives were sent abroad to equip various types of training.
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INDUSTRIAL PROFILE
BPO(Business process out sourcing)has been the latest mantra in India

today. as the current sources of revenue face slower growth, software
companies are trying new ways to increase their revenues.bpo is top on their
list today. it services companies are making a quick entry in to the BPO
space on the strength of their existing set of clients. An ordinary BPO center
that takes care of pure back office operation(.e.g. payroll, data entry)will not
be expensive as a call center.
The philosophy behind BPO is specific, do what you do best and leave
everythingels to business process outsourcers. Companies are moving their
non-core business processes to outsource process outsource providers.bpo
saves precious management time and resources and allows focus while
building upon core competencies. the list of functions being outsourced is
getting longer by the day.callcenters apart, functions outsourced span
purchasing and disbursement, order entry, billing and collection, human
resources admn,cash and invest management, tax complaince,internal
audit,pay roll,..the lists gets longer every day.in view of the accounting
scandals in 2002[Enron,World com,Xerox]more and more companies are
keen on keeping their investors happy. Hence,it is important for them to
increase their profits.bpo is one way of increasing their profits. if done well
BPO results in increasing shareholders value.
Typically,a customer calls the center[Usally a toll free number].after
pressing numerous numbers [1 for english,2 for spanish,3for bank
balance]the operator will answer your query by accessing the data base. Call
centers address sales support, airline/hotel reserveations,bank accounts,
client services,tele marketing, and market research.
if a bank shifts work of a 1000 people from us to India it can save about $18
billion a year due to lower costs in India. according to McKinnesy ,giant US
Pharmacy Firms can reduce the cost of developing a new drug, currently
between$600million $900 million by as much as $200 million if
development work is outsourced to India.
Benefits derived from BPO can be summarized as follows:
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1.prouctivity improvements.
2.access to expertise.
3.operational cost control.
4.cost savings.
5.improved accountability.
6.improved hr.
7.opportunity to focus on core business.
outsourcing is not new –it has been a popular management tool for
decade. One can safely say outsourcing evolved;-
*1960’s –time sharing

*1970’s-parts of it operations
*1980’s-entire it operations.
*1990’s –alliance/tie ups
*2000’s-it enabled services.
India has one of the largest pools of low –cost English speaking scientific
and technical talent.this makes India one of the obvious choices to outsource
to.Dell,Sun micro systems,lg,ford,ge, all have announced plans to scale up
their opearations in india.others like American express,IBM,and british air
waysare everlarging the cost advantage India has to offer while setting up
call centers.several foreign air line and banks have too set up business
process operations in India.Indian revenues from bpo are estimated to have
grown 107 %to $583 million and this particular area employs 750000
people in the year ending of march 31,2010.
Many european and us companies have realized that they should focus on
their main business nd outsource their human resource
department.accounting department ....
Bingo! It is here exactly India fits in! today us corporations have embraced
BPO whole heartedly.
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COMPANY PROFILE
Allsec technologies limited Chennai’s first ever outsourced multimedia

BPO centre is based in southern india.the company was founded in
1999.Allsec is currently a 700 seat center functioning from 3 facilities
located in Chennai ,a metro Politian city connected well by Rail, Road and
Air.Allsec is expanding by additional 1000 seats adjoining its existing
velachery center taking its total capacity to 1700 seats.
The facilities engage state of the art infrastructure, contemporary work
environs and features, best-of-breed-technology and a well-trained, highly
efficient work force. Our business model revolves around three key drivers-
our people, our processes and our best of breed technology. These have been
instrumental in successfully delivering our BPO services to our clients.
ISO CERTIFICATION:
To reinforce the continuous improvement and high quality

processes that Allsec practices,Allsec has required the coveted ISO
9001:2000 certification, audited and certified by KMPG in December 2002.
Allsec provides the opportunity for enterprises to concentrate on their core
business activities and outsource repetitive, man power intensive non-core
activities.Allsec has commenced its BPO service deliveries in the HR
domain.
Allsec technologies specializes in providing innovative end cost effective
HR out sourcing solutions.Allsec identifies itself as an HR solutions
provider rather than merely being a service provider.
Allsec value addition is in providing customized ,employee specific,
innovative HR solutions and web based self service portals for employees of
our customers.
Allsec currently offers the following:
*Payroll processing.
*Reimbursements processing.
*Benefits administration.
*Tax and compliance management.
*Statutory management.
*Employee self service HR portal.
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PRACTICES:
Allsec’s motto-“Building lasting relationships”- is an indicator of Allsec’s

perspective on HR. Allsec treasured its people-its most valuable resource
and isn’t shy about letting them known.Allsec recruits people who will share
the organizations vision.
SERVICES:
*Voice support :
Allsec technologies offers a state of the art voice interaction facility,

ensuring every call will be answered,evry time, making businesses more
efficient. Customer can directly speaks to agents through a pool of toll free
and have their queries resolved effectively.
*chart support:
Allsec’s top of the line web collaboration services features nables

trained agents service any request from customers including Web call back,
web assistance text chat with maximum efficiency.
*E-mail support:
Allsec provides comprehensive e-mail management services, with
well qualified and trained agents handling mails to and from clients.Allsec is
able to keep track of the series of follow up correspondences and
provide knowledge based, high quality solutions to customers.
Use of eFAQ’s –where the database holds standard responses to most
frequently asked questions and can be attached as part of the agents response
to specific FAQ’S from customers.
This along with the numerous other value added services like analytics and
reporting ensures complete client &end user satisfaction. All these
capabilities are integrated and managed by Allsec’s best of breed—e-mail
management soft ware.
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CHAPTER II
ANALYSIS AND INTERPRETATION
The level of analysis pertains to the trainee’s reaction or feedback

about the training program they have attended. A questionnaire is
administered on the trainees which specifically enable them to rate the
faculties based on certain factors. Linkert scale is used for assessing the
each component of the question. The respondents were asked to choose form
the options given namely, “Strongly Agree”, “Agree”, “Neutral”, “Disagree”
and “Strongly Disagree” . The responses thus secured presented in
percentile figures.
Percentage analysis
No of Respondents
x 100
Total No of Respondents
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Table I
Distribution of the respondents According

to Gender:
Gender No. of Respondents Percentage
Male 96 80%
Female 24 20%
Total 120 100%
CHART NO: 1
120
No. of Respondents
100
80
60 No. of Respondents
96
40
20
24
0
Male Female
INFERENCE
The above table portrays sex wise distribution of respondents, out of 120
respondents majority (80%) of the respondents are male and remaining
(20%) are female. The low percentage of female respondents probably may
be attributed to the fact that the women are less engaged in industry .So it is
inferred that the majority of the employees are male.
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Table II
Distribution of the respondents According

to Their Age:
Age No. of Respondents Percentage
18 – 20 86 72%
20 – 22 32 26%
22 – 25 2 2%
Above 25 - -
Total 120 100%
CHART NO : 2
No. of Respondents
2
32 0 18 – 20
20 – 22
22 – 25
86 Above 25
INFERENCE
The above table reveals the Age wise distribution of the respondents.
Highest percentage of respondents (72%) are belong to the age group of 18 –
20 years which is followed by 26% of them who belonged to the age group
of 20 -22 years. It is only 2% of them belong to the age group of 22 -25
years. None of the respondents are found beyond 25 years. The
Predominated of very young employees is due to the fact that all the
respondents including the entire sample are fresher.
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Table III
Distribution of the respondents according to their experience

Experience No. of Respondents Percentage
Below 1 36 30%
1 – 2 years 41 34%
2 – 3 years 26 22%
Above 3 years 17 14%
Total 120 100%
CHART NO: 3
45
40
No. of Respondents
35
30
25
No. of Respondents
20 41
36
15
26
10 17
5
0
Below 1 1–2 2–3 Above 3
years years years
INFERENCE
The above table shows that 30% of the respondents have less than 1 year
experience, 34% of the respondents have 1 – 2 years, 22% of the
respondents have 2 – 3 years experience and the remaining 14% of the
respondents have 3 years experience.
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Table No IV
Respondents opinion about the awareness executed on the objectives of the

programme at the time of nomination
Opinion No of Respondents Percentage
Strongly Agree 64 54%
Agree 42 35%
Neutral 14 11%
Disagree - -
Strongly Disagree - -
Total 120 100%
CHART NO: 4
No of Respondents
0
14 Strongly Agree
0
Agree
64 Neutral
42
Disagree
Strongly Disagree
INFERENCE
The above table reveals that 54% of respondents strongly agrees the
objectives of the programme were made clear at the time of nomination,
35% of the respondents agreed that the objectives were made clear and 11%
of the respondents are Neutral. When they are asked about the objectives of
the programme were made clear at the time of nomination. There are no
respondents who did not Agree and Strongly Disagree.
32
Table No V
Respondents opinion On the Appropriatness of the training plan

Agree 26 32%
Neutral 18 14%
Disagree - -
Total 120 100%
CHART NO: 5
No of Respondents
18 0 Strongly Agree
Agree
26 Neutral
76 Disagree
Strongly Disagree
INFERENCE
The above table reveals that 64% of respondents strongly agreed upon the
fact that the training planning was appropriate, 22% of the respondents
agreed on the above point and 11% of the respondents are Neutral.
33
Table No VI
Respondents opinion on the suitability of the FACILITIES MADE for

training
No of Respondents
Opinion Percentage

Agree 36 30%
Neutral 29 24%
Disagree 23 20
Total 120 100%
CHART NO: 6
No of Respondents
40
35
30
25
20 No of Respondents
15
10
5
0
e
ee
re
e
n
l
e
ra
re
io
gr
ag
ut
gr
n
ag
A
is
pi
e
A
is
y
D
O
gl
y
on
gl
on
tr
S
tr
S
INFERENCE
The above table shows that 26% of the respondents Strongly Agree
the facilities available for training were suitable, 30% of the respondents
Agreed that the facilities were suitable for the training, 24% of them are
neutral agree the facilities available for training were suitable. and 20% of
the respondents are disagree the facilities were suitable for training.
34
Table No VII
Respondents opinion on the convienience of the schedule and training

Agree 40 34%
Neutral 10 9%
Disagree 4 2%
Total 120 100%
CHART NO: 7
No of Respondents
10 40 Strongly Agree
Agree
Neutral
40 66
Disagree
Strongly Disagree
INFERENCE:
The above table reveals that the 55% of the respondents strongly agree with
convenient of the schedule of training programme, 34% of the respondent’s
agreed with the convenient the schedule and 9% are Neutral.
35
Table No VIII
Respondents opinion on the Usefullness and effectiveness of the training

program

Agree 34 29%
Neutral 20 17%
Disagree - -
Total 120 100%
CHART NO :8
No of Respondents
20 0 Strongly Agree
Agree
Neutral
34 76
Disagree
Strongly Disagree
INFERENCE
The above table mentioned that 64% of the respondents strongly agree that
the programme was effective and useful, 29% of the respondents agreed and
17% of the respondents are Neutral on this matter.
It may be inferred that the training programme offered is effective and useful
in the opinion of the majority of the respondents.
36
Table No IX
Respondents opinion on the background material provided to the training

Agree 24 20%
Neutral 14 11%
Disagree - -
Total 120 100%
CHART NO: 9
No of Respondents
90
80
70
60
50
40
30
20
10 24
14
0 0 0
e
ee
re
e
al
e
re
gr
g
e
tr
a
gr
ag
A
is
e
A
y
D
is
N
gl
y
on
gl
on
tr
S
tr
S
INFERENCE
The above table shows that 69% of the respondents strongly agree the
background material was sent in advance, 20% of the respondents agreed on
this matter and the remaining 11% of the respondents who had neutral
opinion on this matter.
37
Table No X
Respondents opinion on the Relevance of the content of the training material

Agree 19 16%
Neutral 18 15%
Disagree - -
Total 120 100%
CHART NO: 10
No of Respondents
18 0 Strongly Agree
Agree
19
Neutral
83 Disagree
Strongly Disagree
INFERENCE
The above table reveals that the 69% of the respondents strongly agree that
the content of the training material was relevant to their job, 16% of the
respondents were satisfied about the content of the training material was
relevant and the remaining 15% of the respondents were neutral.
38
Table No XI
level of the satisfaction of the respondnets with regard to learning needs
Agree 28 23%
Neutral 19 16%
Disagree - -
Total 120 100%
CHART NO: 11
No of Respondents
0
19 Strongly Agree
Agree
Neutral
28
73 Disagree
Strongly Disagree
INFERENCE
The above table reveals that 61% of the respondents strongly agree that the
learning needs were satisfied through the training programme, 23% of the
respondents agreed on the above point and 16% of the respondents were
neutral answered when they are asked about the level of the satisfaction
from their learning needs.
39
Table No XII
Adequate of participants mix for the effectiveness of the training programme

Agree 31 26%
Neutral 10 8%
Disagree - -
Total 120 100%
CHART NO: 12
No of Respondents
90
80
70
60
50
Noof Respondents
40 79
30
20
31
10
10
e
e
0 0 0
re
re
e
l
g
e
re
g
a
tr
re
A
is
g
u
g
D
ly
e
A
is
N
g
ly
D
n
g
o
n
tr
o
S
tr
S
INFERENCE
participant mix was adequate and the 26% of the respondents agreed and 8%
of the respondents were neutral. It is inferred that the majority of the
respondents are strongly agreed the adequate of participants mix for the
effectiveness of the training program.
40
Table No XIII
Respondents opinion on the pace of the training programme

Agree 22 18%
Neutral 18 15%
Disagree - -
Total 120 100%
CHART NO: 13
No of Respondents
0
18 0 Strongly Agree
Agree
22 Neutral
80 Disagree
Strongly Disagree
INFERENCE
The above table portrays that the 67% of the respondents strongly agree that
the pace of the training programme was quick, 30% of the respondents
agreed the above mentioned point and 16% of the respondents were neutral.
41
Table No: XIV
Respondents opinion on the discussion of objectives at the beginning of the
session
Agree 37 30%
Neutral 19 16%
Disagree - -
Total 120 100%
CHART NO: 14
No of Respondents
19 0 Strongly Agree
Agree
64 Neutral
37 Disagree
Strongly Disagree
INFERENCE
learning objectives were adequately discussed, 30% of the respondents
agreed on the above mentioned point and 16% of the respondents were
neutral in their expression.
The respondents were asked to state whether the objectives the training
programme were discussed in the beginning of the session.
42
Table No XV
Respondents opinion on the illustration of the course material

Agree 48 40%
Neutral 16 13%
Disagree - -
Total 120 100%
CHART NO:15
No of Respondents
60 56
48
50
40
20 16
10
0 0
0
e
e
re
re
e
l
e
g
re
g
re
tr
a
A
is
u
g
a
e
D
ly
is
N
g
ly
n
g
o
n
tr
o
S
tr
S
INFERENCE
course material contained adequate illustration and example , 40% of the
respondents agreed on the above mentioned point and 13% of the
respondents were neutral in their expression.
The respondents were asked to state whether the course material
provided to them had enough illustration and examples.
43
Table No XVI
Respondents opinion on the balance between presentation and involvement

of training
Agree 28 23%
Neutral 21 18%
Disagree - -
Total 120 100%
CHART NO: 16
No of Respondents
0
21 Strongly Agree
Agree
Neutral
28 71
Disagree
Strongly Disagree
INFERENCE
The above table reveals that 59% of the respondents strongly agree that there
was a good balance between presentation and involvement of the trainers,
23% of the respondents agreed on the above mentioned point and 13% of the
The respondents were asked to state whether that there was a good
balance between presentation and involvement of the trainers.
44
Table No XVII
Respondents opinion on the clarity of presentation of content

Agree 32 26%
Neutral 15 13%
Disagree - -
Total 120 100%
CHART NO: 17
No of Respondents
15 0 Strongly Agree
Agree
Neutral
32
73 Disagree
Strongly Disagree
INFERENCE
contents presented were understandably, 26% of the respondents agreed on
the above mentioned point and 13% of the respondents were neutral in their
expression.
AS inquired was made with the respondents with regard to the clarity
of contents presented in the training programme.
45
Table No XVIII
Respondents opinion on the business ethics and work ethics covered in the
training
Agree 38 31%
Neutral 19 16%
Disagree - -
Total 120 100%
CHART NO: 18
No of Respondents
70
60
50
40
No of Respondents
30 63
20 38
10 19
0 0 0
e
e
re
re
e
l
e
re
g
g
re
tr
a
A
g
u
is
g
a
e
A
D
ly
is
N
g
ly
n
g
o
n
tr
o
S
tr
S
INFERENCE
contents covers the business ethics and work ethics, 23% of the respondents
agreed on the above mentioned point and 13% of the respondents were
neutral in their expression. The respondents were asked to state whether that
the contents covers the business ethics and work ethics.
46
Table No XIX
Respondents opinion on the safety programme covered in the training

Agree 39 33%
Neutral 25 20%
Disagree - -
Total 120 100%
CHART NO :19
No of Respondents
25 0 Strongly Agree
Agree
56
Neutral
Disagree
39
Strongly Disagree
INFERENCE
contents covers the safety programme, 33% of the respondents agreed on
the above mentioned point and 20% of the respondents were neutral in their
expression.
The respondents were asked to state whether that the contents cover
the safety programme.
47
Table No XX
Respondents opinion on the audio – visual effects of the programme

Agree 38 31%
Neutral 18 15%
Disagree - -
Total 120 100%
CHART NO: 20
No of Respondents
18 0 Strongly Agree
Agree
Neutral
38 74
Disagree
Strongly Disagree
INFERENCE
audio – visual aid used in the training were effectively, 31% of the
The respondents were asked to state whether that the audio – visual
aid used in the training were effectively
48
Table No: XXI
Respondents opinion on the infrastructure facilities available for the training
opinion Adequate Positive VentilatioN & Seating

space environment lighting facility arrangement
Strongly 36% 38% 35% 42%
agree
Agree 22% 18% 25% 22%
Neutral 23% 22% 19% 18%
Disagree 19% 28% 21% 18%
Strongly - - - -
disagree
Total 100% 100% 100% 100%
CHART NO: 21
120%
0
100% 0 0 0
19% 28% 21% 18% Strongly disagree
80% Disagree
23% 19% 18%
22%
60% Neutral
22%
22% 18% 25% Agree
40%
Strongly agree
20% 36% 38% 35% 42%
Ventilation &
Adequate
0%
space
lighting
facility
INFERENCE
The above table reveals that 44% of respondents strongly agreed that the
space provided for the training programme was adequate, 26% of the
respondents agreed on the above point and 23% of them were answered
neutral, 19% of their expression disagreed on the space provided for the
training programme.
49
TRAINING AND ENVIRONMENT:
Training and Environment provided for the training programme was
adequate, 18% of the respondents agreed on the above point and 22% of
them were answered neutral, 28% of their expression disagreed on the
Training and Environment for the training programme.
VENTILATION & LIGHTING FACILITY:
provided Ventilation & lighting facility for the training programme was
Ventilation & lighting facility for the training programme.
SEATING ARRANGEMENTS:
The above table reveals that 42% of respondents strongly agreed

that the provided seating arrangement for the training programme was
seating arrangement for the training programme.
50
Table No XXII
Respondents opinion on the impact of the training programme

Agree 22 18%
Neutral 12 10%
Disagree - -
Total 120 100%
CHART NO: 22
No of Respondents
12 0 Strongly Agree
22 Agree
Neutral
Disagree
86
Strongly Disagree
INFERENCE
communication skills, evaluation capacity and taking decisions was enhance
after getting the training programme, 20% of the respondents agreed on the
above mentioned point and 16% of the respondents were neutral in their
expression in this point.
51
Table No XXIII
Respondents opinion on the impact of training

on positive influence
Agree 26 22%
Neutral 21 17%
Disagree - -
Total 120 100%
CHART NO: 23
No of Respondents
80
70
60
50
40 73 No of Respondents
30
20
10 26 21
0 0 0
e
ee
re
e
al
e
re
gr
g
e
tr
a
gr
ag
A
is
e
A
y
D
is
N
gl
y
on
gl
on
tr
S
tr
S
INFERENCE
ability to take initiative was enhance after taking training programme, 22%
of the respondents agreed on the above mentioned point and 17% of the
respondents were neutral in their expression in this point.
The respondents were asked to state whether that the ability to take
initiative was enhancing after taking training programme.
52
Table No XXIV
Respondents opinion on the impact of training

on exploring one’s own abilities
Agree 27 23%
Neutral 26 21%
Disagree - -
Total 120 100%
CHART NO: 24
No of Respondents
0
26 Strongly Agree
0
Agree
Neutral
67 Disagree
27
Strongly Disagree
INFERENCE
The respondents were inquired about the impact of training of programme

on one’s capacity to explore one’s own ambitions. AS shown in the above
table about 56% of the respondents strongly agree that the training
programme. They have one has created a strong positive influences on their
capacity to explore ones own abilities. While 23% of them just agree on this
point, 21% of their had given neutral response. On the whole one can say
that the training programme had a strong positive influence.
53
Table No XXV
Respondents opinion on the impact of the training programme on the

development of skills
Agree 38 32%
Neutral 14 11%
Disagree - -
Total 120 100%
CHART NO: 25
No of Respondents
14 0 Strongly Agree
Agree
Neutral
38 68
Disagree
Strongly Disagree
INFERENCE
training programme was helpful in developing the skills, 32% of the
respondents were neutral in their expression in this point.
The respondents were asked to state whether that the training
programme was helpful in developing the skills.
54
Table No XXVI
RELATIONSHIP BEWTEEN DESIGNATION OF THE RESPONDENT &

THE TYPE OF TRAINING PREFERRED
DESIGNATION ON THE JOB OFF THE JOB PERCENTAGE

/TYPEOFTRAINNING &ASSIGNMENT &
PREFERRED OF PROJECT UNDERSTUDY
EXECUTIVE 20 10 25%
FLOOR STAFF 34 56 75%
TOTAL 54 66 100%
CHART NO: 26
60 56
DESIGNATION
50 /TYPEOFTRAINNI
40 NG
34 ON THE JOB
30
&ASSIGNMENT
20 20 OF PROJECT
10 OFF THE JOB
10
&
0 0 0 0 UNDERSTUDY
1 2 3 4 5
INFERENCE
The above table reveals that 25% of executive staff supporting on the job ,
assignment of project, off the job and under study 75% of floor staff
supporting on the job , assignment of project, off the job and under study.
55
2.2. STATISTICAL ANALYSIS
2.2.1 CHI SQUARE TEST
Statistical analysis and interpretation:
Cross Tabulation to Check the Relationship between designation of the

respondent & the type of training preferred
Designation On the job Off the job & total

/type of training &Assignment of understudy
preferred project
Executive 20 10 30
Floor staff 34 56 90
Total 54 66 120/120
STEP:1
Null hypothesis (Ho)
There is no significant relationship between designation of the respondent
and the type of training preferred
Alternative hypothesis (H1)
There is a significant relationship between designation of the respondent and
the type of training preferred
Step: 2
Level of significance = 5%
d.o.f = (r-1)(c-1)=(2-1)(2-1)
Tab value of χ2@5%level of significance
Step: 3
Applying χ2
56
Step: 4
Computation of χ2 = ∑(O-E)²/E
Where E=(RT*CT)/N
RT=row total
CT=column total
O E (O-E)²/E
20 13.5 3.1296
10 16.5 2.56
34 40.5 1.04
56 49.5 0.8583
Total 7.6179
Step: 5
Calculate χ2=7.6179
Since 7.6179> 3.841 reject Ho
There is a significant relationship between designation of the
respondent and the type of training preferred.
57
CHAPTER III
SUMMARY AND CONCLUSSION
3.1 Findings of the study
54% of the Respondents are strongly agreed with objectives of the

programme at the time of Nomination. Among that 54%, 76% are male
respondents and 26% are female respondents.
Age groups. 72% are from 18-20, 26% are from 20-22 and 2% from 22-25.
27% of the respondents are getting below 2000 and 73% of the respondents
are getting 2001-5000.
30% of the respondents are below 1 year experience, 34% of the respondents
are experienced from 1-2 years, 22% of the respondents are experienced
from 2-3 years and 14% of the respondents are experienced mare than years.
64% of the Respondents are getting training plan appropriately.
30% of the Respondents are getting suitable facilities from the organization.
5% of the Respondents are strongly agreed with the convenient schedule.
64% of the Respondents strongly agree with the effectiveness and usefulness
of the training programme.
69% of the Respondents strongly agree with the background material
provided to Trainee.
69% of the respondents strongly agree with the relevant content of the
training materials.
69% of the respondents strongly agree with the learning needs and they are
satisfied with the training programme.
47% of the respondents are strongly agreed with illustration of the course
materials.
59% of the respondents are strongly agreed with the presentation and
involved.
61% of the respondents are getting presentation of contents.
53% of the respondents are strongly agreed with the contents covers
business ethics and work behavior in the training programme.
58
47% of the respondents are strongly agreed with the contents covers safety
programme in the training programme.
54% of the respondents are satisfied with the infrastructure like, space,
ventilation, lighting facilities and seating arrangements.
47% of the respondents are strongly agreed that the trainers answering
questions.
55% of the respondents of the strongly agree with the creativity of the
trainers.
59% of the respondents are maintaining friendliness and helpful attitudes.
64% of the Respondents are having positive influencesa about the training
programme.
72% of the Respondents are getting communication skills, evaluating

capacity of the organization.
57% of the Respondents are strongly agree with the trainings are provide
helpful to develop the skills.
59
Suggestions
In a high technological firm, such as ALLSEC TECHNOLOGIES Ltd., pre

employment induction training program play a central role I closing the vital
gap between the fresher present form and the knowledge, skills and abilities
expected out of them, in order to perform their jobs effectively, New
employees are the key personnel are the key personnel besides operators,
whose performance is directly linked to the firms objectives.
In ALLSEC TECHNOLOGIES ltd the fresh employees are selected in such

a manner that they are in alignment with the organizations culture. In order
to achieve this alignment, the management prefers to recruit fresher for entry
level technical positions. There employees are fresh out of school with
higher education, and they have to be trained to work with job and other
workers. Hence it is imperative for providing pre-employment training for
the fresher. The main problem is the post-training scenario, wherein the
fresher performance is closely monitored by the departmental supervisors.
This is done to access the learning curve of every single new employee. The
sooner the fresher reach the experienced worker standard, the better it is to
the employee relation unit.
60
Conclusion
So such of any organization’s success items from the skills and abilities of
the people. The fresher pre-employment training program provides the fresh
employees skills and knowledge they need. Well trained fresh employees are
more satisfied, more productivity, and more likely to produce high quality
business results.
InALLSEC TECHNOLOGIES Ltd., has made great strides with its training
programs, especially induction program, including all the essential
components: structured materials, defines roles and responsibilities and a
perfect support system. With all these elements in place, they are in am
position for an even stronger program; the feedback collected from the
trainees will prove invaluable as ALLSEC TECHNOLOGIES Ltd. Moves
ahead I its focus on continue improvement.
61
BIBLOGRAPHY
BOOKS:
Human resource management, Decenzo David A.Robbins, Stephen.P , Third

edition, prentice hall of India, New Delhi
Personnel Management, Fourth edition, K.Aswathappa, Tata Mc rawhill

publisher, New Delhi.
Research Methology , C.R. Kothari, Second edition , New Age International

Publishers.
Statistics for management , P.N. Arora and S.Arora , Third Edition ,

S.Chand & Company Ltd, New Delhi.
NET SOURCE:
WWW.wikipedia.com
www.Answers.com
62
QUESTIONNAIRE
A study on the Evaluating the effectiveness of Induction Training in

Allsec technologies ,velacherry , Chennai-42.
S
Dear Respondent,
I am pursuing Master of Business Administration in Vel rangarajan

Sakunthala College of Management and Science in avadi. And in verge of
accomplishment of the project, I kindly request you to go through the factors
and extent your opinion on the Evaluating the Effectiveness of Induction
training Program me. The responses will be kept confidential and used only
for academic purpose. I solicit your support and co-operation in the above
regard.
Thanking you
Yours sincerely
(SUBBIAH.B)
Personal Details of the Employees:
1) Name:
2) Associated ID:
3) Designation:
4) Age: (a) 18-25 (b) 26-35 (c) 36-45 (d) Above 46
5) Gender: (a) Male (b) Female
6) Educational Qualification
(a) Graduate (b) Post Graduate (c) Technical (d) Others
7) Experience:
(a) Less than 5 Years (b) 6-10 (c) 11-15 (d) Above 15
63
Please indicate your responses by rating appropriately:
Preparation for the Training:
1) The objectives of the programme were made clear at the time of

nomination.
(a) Strongly Agree (b) Agree (c) Neutral (d) disagree(e) Strongly
disagree
2) Is the Training Plan Appropriate
disagree
3) The Facilities were suitable
disagree
4) The schedule was convenient
disagree
5) Do you think that the program would have been more effective and
useful?
disagree
6) Is some background material was sent in advance
disagree
The content of the Training
1) The content of the programme was inline with your need

(a) Strongly Agree (b) Agree (c) Neutral (d) Disagree (e) Strongly disagree
2) Your learning needs are satisfied from your Training programme
64
(a) Strongly Agree (b)Agree (c) Neutral (d) Disagree (e) Strongly disagree
3) Participant mix was adequate enough to make the programme more
effective
(a) Strongly Agree (b) Agree (c) Neutral (d) Disagree (e) Strongly disagree
4) The pace of the programme was quick
(a) Strongly Agree (b) Agree (c) Neutral (d) Disagree (e) Strongly
disagree
5) The learning objectives were adequately discussed at the beginning of
the
session
disagree
6) The course material contained adequate illustrations and examples.
disagree
7) There was a good balance between presentation and Involvement
disagree
8) Audio – Visual aid were effective
disagree
9) Do you think work ethics and Behavior Ethics are covered under the
training Programme.
disagree
10) Do you think safety programme are covered under the training
programme
disagree
65
Infrastructure:
Variable S.A Agree Neutral D.A S.D.A

Space
Training Environment
Ventilating & Lighting
Facility
Seating Arrangement
Communication of the
Trainer
Impact of Training:
1) The training programme has positive influences
disagree
2) The communication skill, Evaluating capacity, Taking Decision has
increased
disagree
3) The ability to take imitative is positive influence
disagree
66
4) Do you think that you become more efficient in exploring your own
abilities?
disagree
5) The extent up to which the training was helpful in developing the skills
disagree
6) Choose the training method you prefer
(a) On the Job Training
(b) Off the Training
(c) Assignment of the project
(d) Under study
If you want to improve the training Please give your suggestion
DATE:
PLACE:
Thank You for your co-operation
67
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CHAPTER 1

1.1 Introduction to the Study:

Training is an expensive and time consuming task that companies consider

• This study is important because effectiveness of training is a major

• Thereby training can be projected not as a luxury but as an ideal

• Besides it could be used to decide whether or not to continue or

 The purpose of this study is to access the impact of pre-

 To study the employees’ Perception about Training given in the

 To analysis the contents and Training methods used in the Training

 To analysis the Impact of training given to employees.

 To analyze the satisfaction level of employees regarding Training and

The term research describes an entire collection of information about

Descriptive research study is undertaken when the researcher wants to know

Descriptive design is used when the purpose of research is

To describe the characteristic of certain group.

This study is basically upon primary data for which a questionnaire

The first part of questionnaire comprised of the personnel details of

The questionnaires edited and approved by the organization were

The primary data are collected through questionnaire method. The

A part of the population or subset from a set of units, which is provided by

The sample size is 120.

Convenient sampling is a sampling which carries out according to the

A questionnaire consists of a number of questions in a definite order.

The research deals with undisguised structured question.

Hypotheses’ testing is a statistical decision – making process in which

Primarily, hypotheses testing is concerned only with whether or not two

Alternative hypotheses are quantified by assigning a risk to the relative

When decisions are needed on process or system improvement , product

After the data have been collected, it is necessary to analyze the

The chi-square value is often used to judge the significance of

As a test of independence the null and alternative hypothesis are:

HO – The two categories variables are independent.

HI – The two categorical variables are dependent.

Chi-Square = ∑ (Oij – Eij )Λ 2 / Eij

 First chapter includes Introduction, Need and Importance, Scope,

 Second Chapter includes the Analysis and Interpretation.

1.2.1 Theoretical Review of the concept

Training Methods & Techniques:

Training methods can be classified in three ways: Information presentation

In the content of developing interpersonal skills, training methods are

Employee’s development is more future oriented and more concerned

Job rotation Vestibule Training

On-the-Job Training Methods

Coaching involves a continual process of learning by doing. For

Under this method, the trainee is placed under a particular supervisor

(b) Job Instruction: This method is also known as training through

(d) Committee Assignment: Committee assignment can allow the

Off-the-Job methods: Under this method of training, the trainee is

(b) Role Playing:

S. No. Techniques Description

A trend in employee’s development has been the use of outdoor (sometimes

Internal Training External Training

Training for new Training for In India In other

1.11.1. Types of Training:

Depending upon the content, the training programmes can be classified as

Induction and Orientation: These programmes are designed to familiarize

Job Training: The most common of formal In-Plant Training programmes

Leadership Training: This is meant for both executive and Non-

Executive Training (Managerial Development): The main objective of

Refresher Training: Some employees must be retrained for a new and

Overseas Training: With the view to meet the standard of education

BPO(Business process out sourcing)has been the latest mantra in India

decade. One can safely say outsourcing evolved;-