SUMMER TRAINING REPORT

EVALUATION of TRAINING
On

GUTERMANN INDIA PVT. LTD, BAWAL

Submitted in the partial fulfillment for the award of the degree of

MASTER OF BUSINESS ADMINISTRATION

Submitted To Submitted By

Naveen Sharma

Asst. Professor MBA (3rdSem)

SESSION: 2017-2018

DEPARTMENT OF MANAGEMENT
CH. BANSI LAL UNIVERSITY, BHIWANI
Established by the Government of Haryana under Act No. 25 of 2014
 CH. BANSI LAL UNIVERSITY, BHIWANI

DEPARTMENT OF MANAGEMENT

CBLU/MBA/2017/ DATE:-

DECLARATION

I Naveen Sharma Roll No. 16000102003 Class MBA 3rd Sem of the Department of
Management Ch. Bansi Lal University, Bhiwani hereby declares that the Summer Training
Report entitled Evaluation of Training on Gutermann, Bawal is an original work and the
same has not been submitted to any other Institute for the award of any degree. A
presentation of the Summer Training Report was made and the suggestions as approved by
the faculty were duly incorporated.

Signature of student

Signature of faculty

Countersigned

In-Charge, MBA
 Acknowledgement

My major project on Gutermann India Pvt. Ltd. - HR has been a learning experience for me.
A fresher like me, who just knew the theoretical aspect of HRM, learned its application.
Hence, it is my duty to acknowledge those who have spared their time and extend their co-
operation to complete this report.

Progress in life, business or any projects come through taking initiatives & continuing to
progress on new concepts. The original momentum is not enough to keep you moving
forward. Your progress will grit to halt unless you refill your engine for inspiration with fuel
of fresh ideas with enthusiasm & proper guidance. I take this opportunity to acknowledge my
utmost gratitude & been linked in some way or other with the project.

I am thankful to Mr. Raman Singh for sparing his invaluable time and providing me with all
the information and helping me in preparation of my project.

I am also thankful to Mrs. Vibha Rajgarhia (MBA Deptt., Ch. Bansi Lal University,
Bhiwani) who render their support and valuable time for completion of the project.

NAVEEN SHARMA
 PREFACE

Summer training is the most vital part of a MBA course, both as a link between theory and
actual industrial practices as well as an opportunity for hands on experience in corporate
environment. As a matter of fact every management student, has undergo practical training in
an approved business or organization, under the guidance of professional managers, as to
become aware of the real life, business situation and the environment.

I therefore, consider myself fortunate to receive the training in an esteemed organization viz.
Gutermann. Yet the opportunity could not have been utilized without the guidance &
support of many individuals who although held various positions, but were equally
instrument for although completion of my summer training.

In this report I have put my best efforts to compile the data, to the highest level of accuracy.

Thanks to all my faculty members, my parents and my friends. However, I accept the sole
responsibility errors of omission and would be extremely grateful to readers of this project
report if they bring such mistake to my notice.

Naveen Sharma
(MBA IIIrd Sem)
 Table of Content

Introduction of Topic
Industry Profile
Company Profile
Objectives of the Study
Scope of the Study
Research Methodology
Research Instruments
Limitations of the Study
Data Analysis & Interpretation
Suggestions & Recommendations
Findings of the Study
Annexure
Bibliography
 Introduction to the Topic
TRAINING

Training is an organized procedure by which people learn knowledge, skills and attitude for a
definite purpose.

According to Edwin B. Flippo, Training is the act of increasing the knowledge and skills of
an employee for doing a particular job.

The term Training & Development are closely related and are often used as synonymous
concepts, there are some important distinctions in their meanings in the context.

The term training may be defined as A process by means of which the aptitude, skills and
capacities of individual employees to perform specific jobs are increased.

According to Dale Yoder, Training is a means of preparing rank and file workers for
promotion to supervisory position and for improving their competence and capability while
they hold such leadership assignments.

Training is a short term process utilizing a systematic and organized procedure by which non-
managerial personnel learn technical knowledge and skills for a definite purpose.

Types of Training

1. On the job training

2. Off the job training

On the job training

The on the job training types are as follows:

1. Job instruction training.

2. Coaching.
3. Mentoring.
4. Position rotation.
5. Apprenticeship.

Off the job training

The off the job training are as follows:

1. Vestibule training.
2. Classroom
3. Conferences
 4. Internship
5. Role playing
6. Transactional analysis

Other type

E- Training:

i. Audio-Visuals based
ii. Internet training
iii. Computer based

EVALUATION OF TRAINING

The process of examining a training program is called evaluation of training. Evaluation of

training checks whether training has had the desired effect. Evaluation of Training ensures
that whether candidates are able to implement their learning in their respective workplaces, or
to the regular work routines.

Purpose of Evaluation of Training

The five main purposes of evaluation of training are:

1. Feedback: It helps in giving feedback to the candidates by defining the objectives

and linking it to learning outcomes.

2. Research: It helps in ascertaining the relationship between acquired knowledge,

transfer of knowledge at the workplace and training.

3. Control: It helps in controlling the training program because if the training is not
effective, then it can be dealt with accordingly.

4. Power game: At times, the top management (higher authority employee) uses the
evaluative data to manipulate it for their own benefits.

5. Interventions: It helps in determining that whether the actual outcomes are aligned
with the expected outcomes.
 Feedback

Control Research

Purpose Of
Evaluation Of
Training

Power Intervention

Thus, these are the main purposes of the evaluation of the training program which
helps in succession of this program.

Principles of Evaluation of Training:

Training need should be identified and reviewed concurrently with the business and personal
development plan process.

a) Evaluation must be continuous.

b) Evaluation must be specific.
c) Evaluation must be based on objective methods and standards.
d) There should be correlation to the needs of the business and the individual.
e) Organizational, group and individual level training need should be identified and
evaluated.
f) Techniques of evaluation should be appropriate.
g) The evaluation function should be in place before the training takes place.
h) The outcome of the evaluation should be used to inform the business and training
process.
Need of evaluation of training:

Training cost can be significant in any business. Most organizations are prepared to incur
these costs because they expect that their business to benefit from employees development
and progress. Whether business has benefited can be assessed by evaluation of training.

There are basically four parties involved in evaluating the results of any training:

i. Trainer: The Trainer was to confirm that the course has met personal expectations
and satisfied any learning objective set by the T & D department at the beginning of
the programme.

ii. Trainee: The Trainee concern is to ensure that the training that has been provided is
effective or not.

iii. Training & Development department: Training & Development department want
to know whether the course has made the best use of resource available.

iv. Line Manager: The Line Manager will be seeking reassurance that the time trainee
has spent in attending training results in to value and how deficiency in knowledge
and skill redressed.

The problem for many organizations is not so much why training should be evaluated
but how. Most of the organizations overlook evaluation because financial benefits are
difficult to describe in concrete terms.

The process of evaluation is central to its effectiveness and helps to ensure that:

Whether training budget is well spent.

To judge the performance of employee as individual and team.
To establish culture of continuous learning and improvement.

Stages of Evaluation of Training

1. Describe the output: Outputs are the descriptive data about the training programs
and participants, including demographic data.

2. Before Training: The learners skills and knowledge are assessed before the training
program. During the start of training, candidates generally perceive it as a waste of
resource because at most of the times candidates are unaware of the objectives and
learning outcomes of the program. Once aware, they are asked to give their opinions
 on the methods used and whether those methods confirm to the candidates preferences
and learning style.

Describe the Outputs

Before Training

During Training

After Training

Follow-Up

3. During Training: It is the phase at which instruction is started. This phase usually
consist of short tests at regular intervals and monitoring their daily performances.

4. After Training: It is the phase when learners skills and knowledge are assessed
again to measure the effectiveness of training. This phase is designed to determine
whether training has had the desired effect at individual department and
organizational levels.
5. Follow up: This process may include several methods to assess the outcomes and
effect of training programs over time.

Techniques of Evaluation

There are various evaluation techniques for after training phase which are as follows:

1) Observation:
The work behavior of the trainees is observed before, during and after the training.
The trained observer observes and records the behavior of the trainees. The evaluation
would be regarding communication and speaking, presentation skills, time
 management and productivity, customer service, negotiation, creativity and critical
thinking etc.

2) Questionnaire:
It consists of some questions in the form of multiple choices or rating scales which
would be given to both the trainer and learner. In some cases this would also be given
to the supervisors in order to evaluate the effectiveness of training regarding the
learner.

3) Interview:
Interview can be either structured or unstructured. Structured interviews consist of
predetermined questions whereas unstructured questions start with basic questions
and would go on depending on the interviewer in response of the learner. Though it is
time consuming it gives the exact mind map of what the learner thinks. At times
interviews can also be done in groups of 5-12 in order to obtain qualitative
information.

4) Self diaries:
In the method the employees himself keeps a record of his own activities over a
specified period, often by ticking the appropriate columns on a pre-designed form at
frequent intervals.

5) Self recording of specific incidents:

This is another method though which the trainee can himself record details in which
he performs certain incidents.

Models for Evaluation of training

Donald Kirkpatrick developed four level models to assess training effectiveness. According
to him evaluation always begins with level first and should move through other levels in
sequence.

Reaction: The purpose is to measure the individual reaction to the training activity.
The benefit of reaction level evaluation is to improve the efficiency and effectiveness
of Training and Development activity.

Learning: The basic purpose is to measure the learning transfer achieved by the
training and development activity. Another purpose is to determine to what extent
individual increased their knowledge, skills and changed their attitudes by applying
quantitative or qualitative assessment methods.
 4.
Result

3.Behavior

2.Learning

1.Reaction

Behavior: The basic purpose is to measure changes in behavior of the individual as a

result of the training and development activity and how well the enhancement of
knowledge, skills and attitudes has prepared than for their role.

Result: The purpose is to measure the contribution of training and development to the
achievement of the business/operational goals.

TRAINING & DEVELOPMENT DEPARTMENT, GUTERMANN INDIA PVT. LTD.

The department is responsible for development of HR as well as training of fresh young

professional to meet the companys need for adequately trained manpower. Constant
training is an essential process which is accomplished through in-house, in-country and
overseas training in the field of higher specialization. The Department has two training
house at present, The Management training and development centre (MTDC) and
Employee training and development centre (ETDC). The training foe Executive is
conducted in MTDC whereas the workmen training are conducted in ETDC.

INFRASTRUCTURE & FACILITIES OF THE TWO HOUSE:

The Company has two training centers:

1. MTDC for Executives:

MTDC has two 3 classrooms and 1 auditorium and 1 library.
It also has:
i. Guest house facility for faculty and participants
ii. Executive trainees hostel
 iii. Dining hall with canteen service

2. ETDC for work person:

ETDC has 4 classrooms & 1 workshop facility

Gutermann India Pvt. Ltd. Training Subjects

Job Knowledge, job planning, job performance

Time management
Communication and cooperation
Leadership personality
Employees motivation.
Industrial safety
Discipline
Health awareness first aid
Total Quality Management
Behavior and skill development
Values engineering and cost consciousness
Transactional analysis

Types of Training Programs

1. In-house Training
Training organized in house with reputed external facilities and internal facilities. In
house training may be technical, behavioral, managerial, safety related and it includes
statutory and non statutory training.
Two in-house institutes MTDC & ETDC have been set up to cater the companys
operational requirements.

In- House trainings are organized through any one or more of the followings:

By in house faculty form different departments.

Faculties from other related organizations in the vicinity may be invited from time
to time for transfer of professional knowledge.
External faculties of reputed from within and outside the country will be engaged
from imparting training.
Retire personnel with proven skills will be invited as and when considered
necessary subject to availability.
Evaluation:
Immediate feedback: participants to give verbal feedback and fill in a feedback form
assessing the training course and faculty. T&D department shall also assess the course and
faculty independently.

2. In-Country Training
Based on need, technical as well as behavioral & managerial, employees are trained at
various reputed agencies or institutions within the country. Nominations will be made
to different In-Country programs (training/conferences/seminars) for skill
enhancement & maintenance. In-Country programs are for both executives and work
person. Apart from acquisition of skill through specific training module, exposure to
such programs, gives opportunity to learn from interaction and case studies from other
organizations and throssugh valuable contacts.

Evaluation:

There are two separate sets of standard forms for In-Country feedback for executives and
workmen. They fill in a feedback form assessing the training course after returning from
training and submit it to T&D department.

3. Overseas Training
For specialized technical managerial course employees are sending to overseas for
training. To keep abreast of the fast changing technologies being deployed worldwide
and to keep abreast with the latest methods & systems, it is imperative that HR have
to be exposed through overseas conferences, seminars, workshops or training
programs both in their technical areas of specialization and in managerial aspects.
Overseas programs are only for executives. Medical test is done for overseas trainees.
Since the training program is cost intensive additional justification is made through
every GM/HOD.

Evaluation: Participants to fill in a feedback-form assessing to training course and faculty.

The participants shall also give presentation their topic of training. HOD also submits a
feedback form after evaluating the learning. Test scores before & after training showing
the change in knowledge & skill-attitudes of the participants of a program.
 Evaluation Methods used in Gutermann India, Bawal

Training evaluation shall be done in four levels:

Feedback Output Time & Responsibility

Level 1: Participants to fill in a Done immediately at the

Immediate Feedback
Level 2:
Evaluating learning
feedback form assessing the
training course & faculty.
T&D department shall also
assess the curse and faculty
independently.
Test scores before & after
training showing the change
in knowledge, skills, attitudes
of the participants of a
program.
conclusion of the training by
the course director and
concerned person from T&D
department.
Done prior to the training and
just after the training by the
course director & concerned
person from T&D
department.

Level 3: Post training feedback on Three months after to be

Evaluating changes in changes observed in on-the
behavior job behavior.
Level 4: A comparison of process and
Evaluating results business results (e.g. machine
down time) before & after undertaken & reported 3-6
training, assess likely impact
of the training.
assessed by supervising
officer or the concerned
person underwent training.
Report to be sent to T&D
department.
Depending on the subject, the
assessment shall be
months after the training, by
the supervising officer &
HOD. Report to be sent to
T&D department.
 INDUSTRY PROFILE

Background

Textile plays a major role in Indian economy:

i. It contributes 14% to industrial production and 4% to GDP.
ii. With over 45 million people, the industry is one of the largest sources of
employment generation in the country.
The industry accounts for nearly 15% of total exports.
The size of Indias textile market in 2016 was around US$ 137 billion, which is
expected to touch US$ 226 billion market by 2023, growing at a CAGR of 8.7%
between 2009-23E.
As of June 2017, the central government is planning to finalize and launch the new
textile policy in the next 3 months. The policy aims to achieve US$ 300 billion worth
of textile exports by 2024-25 and create an additional 35 million jobs.
Production of Raw Cotton in India grew from 28 million bales in FY07 and further
increased to 35.1 million bales in FY17.
During FY07-17, raw cotton production expanded at a CAGR of 2.3%.
During FY16 (1), of the overall amount of raw cotton produced in the country,
domestic consumption totaled to 30 million bales, while FY15 (1), the domestic
consumption of raw cotton stood at 30.4 million bales.
Raw cotton and man-made fibers are major segments in this category.
The textile sector is the second largest provider of employment after agriculture.
India has overtaken Italy, Germany and Bangladesh to emerge as the worlds second
largest textile exporter.

Various Categories

Indian textile industry can be divided into several segments, some of which can be listed as
below:

Cotton second largest cotton and cellulosic fibres producing country in the world.
Silk India is the second largest producer of silk and contributes about 18% to the
total world raw silk production.
Wool India has 3rd largest sheep population in the world, having 6.15 crores sheep,
producing 45 million kg of raw wool and accounting for 3.1% of total world wool
production. India ranks 6th amongst clean wool producer countries and 9th amongst
greasy wool producers.
Man-Made Fibres the 4th largest in synthetic fibres/yarns globally.
Jute India is the largest producer and second largest exporter of the jute goods.
Major Players in Indian Textile Industry

Chirpal Group
The Victoria mills Ltd.
Digjam
The Ruby mills Ltd.
Bombay dyeing
Arvind mills
Alok industrial Ltd.
Raymond Ltd.

Foreign Investors in Indian Textile Industry

Rieter (Switzerland)
Zambiati (Italy)
Monti (Italy)
CMT (Mauritius)
Terram (UK)
Strata Geosystem (USA)
Zara (Spain)
Promod (France)
Benetton (Italy)
Spirit (USA)
Levis (USA)
Gutermann (Germany)

Thread Manufacturing Process

1. Spinning/Twisting
2. Dyeing
3. Winding
4. Stock
5. Distribution
 COMPANY PROFILE

HISTORY

The history of a family-run company is always about 2 things: the chronicle of a

developing company as it changes according to the economic and social situations
and a testimonial to those who have led and developed the company over generations.

1864: Foundation by Max Gutermann in Vienna, Production of 100% silk threads.

1891: Foundation of the company Nims Manufacturing by Egbert Hutchison with 6

investors. Production of 100% cotton threads.

1920: Consolidation with other textile factories. American Yarn & Processing
Company.

1920/1930: Start of internationalization and expansion.

1935: A patent solution for the sale of sewing threads the SVK.

1947: Through the purchase of majority interests in Efird Manufacturing, production

of synthetic sewing threads was started.

1952: Merger between American Yarn Processing and Efird Manufacturing.

1955: Launch of Polyester production Mara T 38 and Tera.

1968: Ruddick Corporation as the parent company enabled an ongoing global

expansion.
 1970: New technologies in dyeing/winding. Production increase with weekly 10,000
sewing thread colors and types in total.

1995: Christo covered the Reichstag palace in Berlin with Gutermann threads.

2000: Zwicky merges with Gutermann. Activities in the automotive sector are
intensifying.

2006: Acquisition of the company TSP Maribor in Slovenia, expansion of A&E in

Europe.

2008: A quantum leap in the production of sewing threads Micro Care

Technologies.

2013: Successful introduction of the Gutermann fabric collection.

2014: A&E Gutermann together into the future. And the company anniversary 150
years Gutermann.

2016: Launch of the A&E COLORLINK App and of COLORCATCH Nano. And
also the company anniversary American & Efrid (A&E).

INTRODUCTION

The group is into manufacturing of threads and has its production units in
Gutach/Germany and its subsidiaries in Spain and Mexico.

The other Group Companies is located in Paris/France, Barcelona/Spain, Turin/Italy,

London/Great Britain, Zurich/Netherlands, Istanbul, Australia, Russia and USA
besides India.
 In India its manufacturing units are in Karnataka, Tamilnadu and Haryana etc.

In 2014, A&E announced that it has entered into definitive agreements with
Gutermann Holding SE to acquire its subsidiaries and certain assets that constitute its
entire industrial and consumer thread business.

A&E is the worlds 2nd largest manufacturing & distributor of premium quality
industrial and consumer sewing and embroidery thread. Its products are manufactured
in 20 countries, distributed in 44 countries & sold in over 95 countries. It has nearly
10,000 associates employed worldwide (2014).

Gutermann India Private limited is a Private incorporated on 14th February 2005.

It is classified as Non-govt. Company and is registered at registrar of companies, New

Delhi.

Its authorized Share capital is Rs. 800,000,000 and its Paid up capital is
Rs.740,559,330.

Its Annual General Meeting (AGM) was last held on 30 September 2016 and its
Balance Sheet was last filed on 31 March 2016.

The company maintains its Branch office at: D-2, 2nd Floor, Info city, Phase-ii, Sector
33 Info city, Gurgaon, 122001.

The company has its Head Office at: Plot No. 59 to 72, Sector 6, Growth Centre,
Bawal, Rewari, 123501, Haryana, India, spread over land area of 4 acres.
The company maintains its Registered Office at: 205 CA Chambers, 18/12 W E A
Karol Bagh, Delhi, 110005, New Delhi, India.

Gutermann India Pvt. Ltd. Currently have 8 active directors:

Darshan Lal Sharma, John Leslie Miller, Craig George Stover, Himanshu Mahaur,
Kristen Higbee Hughes, Robert Lardner Hallett, Christopher Lance Plemmons and
Vipin Sharma.

Dec. 6, 2012 Gutermann India Private Limited located at Plot No. 59 to 72, Industrial
Growth Centre, HSDC, Sector6, Bawal, and Haryana.

The company has 720 employees in Europe and worldwide over 10,000.
Corporate identification no. U51909DL2005PTC1329

Company Name Guetermann India Private Limited

Year of Foundation 2005

Type of Company MNC

Plot No. 59-72 Sector-6, Industrial Growth

Address Centre, Bawal/Haryana 123501

Industry Sewing threads, Yarn, Fiber, Thread, Textile

Accessories

Contact Person Mr. Himanshu Mahaur

Website www.guetermann.com

Contact (01284) 398123

Branches (in Haryana) Bawal, Gurgaon and Dharuhera

 SEWING THREADS AND ACCESSORIES

Threads from Gutermann creative are outstanding because of skilful range of colors and
exceptional quality. The most up to date production processes and the processing quality raw
materials guarantee sewing threads with optimum sewing characteristics. Practical aids round
off the range of the sewing threads.

Sew-all Thread

Gutermann sew all thread is the right thread for all fabrics and seams. It is outstandingly
suitable both for machine and hand sewing, irrespective of the type of stitch this Sew all
thread is equally to any challenge. Its high quality and the impressive selection of colors in
various yardages make the sew-all thread absolute must-buy product.

Sew-All Thread
Stitch plait Sew-All Thread
100% Polyester
100% Polyester

Sewing thread rPet

Gutermann is a global player. It provides 1,000 meters sewing thread made from your used
PET bottles. This thread is an environmentally-friendly sewing thread.

Sew-All Thread rPET Top Stitch rPET

100% Polyester 100% Recycled Polyester

Universal and Overlocking threads

The Gutermann creative Minking universal threads is thickness no. 120 are perfectly suited to
all seams and edges. Gutermann creative Tera 180 is a very fine and special overlock thread.

Tera 180
Minking 100% Polyester
100% Polyester

Natural cotton threads

Gutermann creative sewing threads made of 100% cotton are versatile and give all seams a
natural character.

Quilting Natural Cotton C Ne 40

100% Cotton 100% Cotton

Cotton 12 Natural Cotton C Ne 50

100% Cotton 100% Cotton

Silk threads

Gutermann offers sewing threads made of pure silk for fine seams with an elegant look.
Stylish and elegant closing and edging seams are created with silk S 303. Decorative seams in
Silk R 753 are particularly elegant.

Silk S 303 Silk R 753

100% Silk 100% Silk

Special threads

For special effects and applications Gutermann creative offers a professional selection of
different special threads.

Extra Fine Metallic Effect Thread W

100% Polyester Polyamide/Polyester

Jeans Thread
Darning Cotton Polyester/Cotton
100% cotton
Sewing Accessories

In addition to numerous sewing threads, Gutermann offers accessories to make any sewing
work easier. These practical helpers are indispensable for small repairs, creative craft ideas
and lots of other application.

Textile Glue HT Textile Textile Glue HT2

Hand Measuring Aid

Sewing Box

Seam-fix
 OBJECTIVES OF THE STUDY

The objectives of the study are as follows:

1. To evaluate the effectiveness of training program in Guetermann, Bawal

(Rewari, Haryana).
2. To study the need, stages and principle of the post training evaluation.
3. To study the relevancy of post training feedback/evaluation for employees as
well as organization.

SCOPE

The scope of this study covers in depth, the various training evaluation practices, formats
being followed & is limited to the company Guetermann its employees. It also judges the
enhancement of the knowledge & skills of employees and feedback on its effectiveness.
 RESEARCH METHODOLOGY

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

understood as a science of study how research is done scientifically. In it, we study the
various steps that are generally adopted by the researcher in studying his research problem
along with the logic behind them.

It is a carefully investigation or enquiry especially through search for new facts in any branch
of knowledge.

The purpose of research is to discover answers of the question through application of

scientific procedure.

Research Design

There are four types of research design which are as follows:

1. Exploratory Design.
2. Descriptive Design.
3. Diagnostic Design.
4. Casual & Experimental Design.

The research I have undertaken is of exploratory nature.

DATA COLLECTION

Data collection is a term used to describe a process of preparing and collecting business data
for example as a part of a process improvement or similar project.

Data collection usually takes place early on in an improvement project, and is often
formalized through a data collection plan which often contains the following activity.

1. Pre collection activity Agree goals, target data, definitions and methods.
2. Collection data collection.
3. Present Findings Usually involves some form of sorting analysis and/or
presentation.

There are mainly two types of collection of data which helps the researcher in studying his
research problem which are discussed below:
 DATA COLLECTION

PRIMARY DATA SECONDARY DATA

(Data Collection Technique)

INTERVIEW QUESTIONNAIRE

EXTERNAL INTERNET INTERNAL

SOURCE SOURCE
UNSTRUCTURE

Fig. :-Sources of Data

PRIMARY DATA

In primary data collection, we collect the data our self using methods such as interviews and
questionnaires. The key point here is that the data collected is unique to us and our research
and, until we publish, no one else has access to it.

I have tried to collect the data using the methods such as questionnaires and interviews. The
key point here is that the data collected is unique and research and, no one else has access to
it. It is done to get the real scenario and to get the original data of present.

Data Collection Technique

Questionnaire:

Questionnaire is a popular means of collecting data, but is difficult to design and often
require many rewrites before an acceptable questionnaire is produced.
The features included in questionnaires are:

Theme and covering letter.

Instruction for completion.
Types of questions.
Length.

Interview:

This technique is primarily used to gain an understanding of the underlying reasons

and motivations for peoples attitudes, preferences or behavior.
The interview was done by asking a general question. I encourage the respondent to
talk freely.
I have used an unstructured format, the subsequent direction of the interview being
determined by the respondents initial reply, and come to know what is its initial is.

In simply, primary data is the data collected for the first time. It is fresh and originally
collected by the surveyor.

SAMPLING METHODOLOGY

Sampling Technique:

Initially, a rough draft was prepared keeping in mind the objective of the research. A pilot
study was done in order to know the accuracy of questionnaire. The final questionnaire was
arrived only after certain important changes were done.

Thus my sampling came out to be judgmental and continent.

Sampling Unit:

The respondents who were asked to fill out questionnaires are the sampling units. These
comprise of kartvyayogis of corporate HR, Guetermann India Pariwar, who had attended the
personality development workshop.

Sampling Size: A sample size of 45 employees was chosen. It was a non-probability sample.

Sampling Method: Random Sampling

 SECONDARY DATA

All methods of data collection can supply quantitative data (numbers, statistics or financial)
or qualitative data (usually words or text). Quantitative data may often be presented in tabular
or graphical form. Secondary data is the data that has already been collected by someone else
for a different purpose to yours.

Need of using Secondary Data

1. Data is of use in the collection of primary data.

2. They are one of the cheapest and easiest means of access to information.
3. Secondary data may actually provided enough information to resolve the problem
being investigated.
4. Secondary data can be a valuable source of new ideas that can be explored later
through primary research.

Limitations of Secondary Data

The limitations of Secondary Data are as follows:

a) May be outdated.
b) No control over data collection.
c) May not be reported in the required form.
d) May not be very accurate.
e) Collection for some other purpose.

These are the types of data which are useful for every researcher while conducting a research
program. I also use both types of data and my research instruments are questionnaires and
interviews.

The limitations of the secondary data are also discussed. These limitations sometime creates
problem for the researcher.
 Tools Used For Data Analysis

For this research some of the tools like probability, graphical methods, pie charts, bar
diagram etc are used for doing the data analysis.

Chi Square:

Pearsons chi square is used to assess two types of comparison: test of goodness of fit and test
of independence.

A test of goodness of fit establishes whether or not an observed frequency distribution

differs from a technical distribution.

A test of independence assess whether paired observations on two variables,

expressed in a contingency table, are independent of each other for example,
whether people from different regions differ in the frequency with which they report
that they support a political candidate.

The 1st step in the chi square test is to calculate the chi square statistic. In order to
avoid ambiguity, the value of the test-statistic is denoted by X2 rather than x2.

This also serves as a reminder that the distribution of the test-statistic is not exactly
that of a chi squared random variable.

However, some authors do use the x2 notation for the test statistic.

An exact test which does not rely on using the approximate x 2 distribution is Fishers
exact test: this is substantially more accurate in evaluating the significance level of the
test, especially with small no. of observations.
 The chi square test is calculated by finding the difference between each observed and
theoretical frequency for each possible outcome, squaring them, dividing each by
theoretical frequency and taking the sum of the results.

A second important part of determining the test statistic is to define the degrees of
freedom of the test: this is essentially the no. of observed frequencies adjusted for the
effect of using some of those.

MS Excel

It is a commercial spreadsheet application written and distributed by Microsoft for Microsoft

Windows. The application was used to organize and analyze the raw data collected from
survey. Excel was also helpful in making graphical representations of the organized data.

Statistical tools used:

Bar diagrams
Percentage

Contact Method

All the employees from the various respective departments were approached directly and
personally.

Period of the Study

This study was conducted in Guetermann pvt. Ltd., Bawal with a period of 45 days.

Initial 7 days were spent on circulating the questionnaire.

Next 8 days were engaged with the employees to have a personal contact with them.
The next 20 days were used to help up in the HR department concerns such as
conducting meetings, applications arranging and informing meeting etc.
The last 10 days were used to collect data/reply from the employees.
 Limitations of the Study

Some difficulties were encountered while doing the project. The limitations were listed
below.

The employees found it difficult to answer questions properly due to their busy and
heavy workload.
Some were reluctant to answer some questions thinking that might affect their job
negatively.
The primary collection of data was time consuming and the employees were busy.
The size of sample was small - 45.
Being a very lengthy and complex process it is difficult to analyze the details of
training and process,
The time period of the study was only six weeks which may provide a deceptive
picture in comparison of the study based on long run.
The study is limited to the corporate HR, Guetermann India Ltd., Bawal. So the study
is subject to the limitation of area.

DATA ANALYSIS & INTERPRETATION

Introduction

Analysis and interpretation is the one of the important stage of a project. In this stage
the recorded responses are coded into symbols, for making counting, edited, tabulated
and represented in appropriate pictorial form.
The responses in the questionnaire have its own value in making a true interpretation.
There are 45 respondents for the study. The questions are created in a way that the
ambiguity is avoided.
After preliminary scrutiny of the filled questionnaires, the responses are tabulated &
represented in % to get a clear cut picture about the responses.
The interpretation for questions which seeks Yes or No answers was easy because
comparative majority can be identified by the %.
The questionnaire contains two parts. Part A is about personal data and Part B is about
the necessary questions.
Part A: PERSONAL DATA

Table 1.1: Age of Respondents

Age Group No. of Respondents % of Respondents

18-23 15 33.33
24-28 18 40
29-33 9 20
34-39 3 6.67
Total 45 100

Table 1.2: Gender of Respondents

Gender No. of Respondents % of respondents

Male 39 86.67
Female 6 13.33
Total 45 100

Table 1.3: Marital Status of Respondents

Status No. of Respondents % of Respondents

Single 30 66.67
Married 15 33.33
Total 45 100

Table 1.4: Experience of Respondents

Experience in years No. of Respondents % of Respondents

0-3 33 73.33
4-6 9 20
7-9 3 6.67
Total 45 100

This is the personal data of the employees which comes under Part-A.
Part B: TABULATION OF RESPONSES OF EMPLOYEES

1. Are training needs regularly assessed in the company?

Opinion No. of Respondents % of Respondents

Yes 32 72
No 13 29
Total 45 100

Regular Training need assessment

29%

yes
72% no

Inference:

From the table 2.1 we observed that 72% of respondents reveal that there is regular
assessment of the training needs in the company while 29% of the respondents totally denied.
2. Relevancy of training program with the job

Answer No. of Respondents % of Respondents

Very good 5 11
Good 29 64
Satisfactory 8 18
Bad 3 7
Very bad 0 0
Total 45 100

Relevancy of training program

7% 11%
18%
Very Good
Good
Satisfactory
64% Bad

Inference:

From the above table we can observe that 11% of respondents reveal that the training
provided is very much relevant to the job while majority (64%) revealed that it is good &
18% revealed that it is satisfactory. 7% voted it as irrelevant.
3. Opinion about the Practical session in the training program

Answer No. of Respondents % of Respondents

Very good 4 9
Good 10 22
Satisfactory 28 62
Bad 2 4
Very bad 1 2
Total 45 100

Opinion about practical session

4%

Very Good
22% Good
Satisfactory
62% Bad
Very Bad

Inference:

From the above table we observed that 9% & 22% respondents responded that practical
sessions are very good & good respectively. 62% respondents are satisfied while 4% & 2%
respondents responded that practical sessions are bad & very bad respectively.
4. Do you think the new concepts taught at this training program can be applied
practically in your job?

Opinion No. of Respondents % of Respondents

Yes 9 20
Somewhat 24 53
No 0 0
Cant Say 12 27
Total 45 100

Practically application of Training Program

Yes Somewhat No Can't Say

20%
27%

0%

53%

Inference:

From the above table we can observe that 53% respondents think they somewhat apply their
newly learned skills in their job. While 20% respondents confidently stated that they apply
their new skills. 27% respondents choose not to say.
 5. Opinion about the performance of the trainer/instructor.

Opinion No. of Respondents % of Respondents

Very good 5 11
Good 21 47
Satisfactory 12 27
Bad 5 11
Very Bad 2 4
Total 45 100

Opinion about performance of Trainer

Very Good Good Satisfactory Bad Very Bad

4% 11%
11%

27%

47%

Inference:

From the above table we can see that 11% & 47% of the respondents are of the opinion of
that performance of trainer is very good & good respectively. 27% find the performance
satisfactory. 11% & 4% find the performance bad & very bad respectively.
 6. Do you think Training Evaluation method is an important step in the overall
Development of the company.

Opinion No. of Respondents % of Respondents

Strongly agree 6 13
Agree 12 27
Somewhat agree 20 44
Disagree 5 11
Strongly disagree 2 4
Total 45 100

well designed training policy

Very good Good Satisfactory Bad Very bad

4%
11% 13%

27%

45%

Inference:

From the above table we can see that 13% & 27% respondents reveal that the training
evaluation method is an important step in overall training development of the company is
designed very good & good respectively. While 11% & 4% rated it as bad & very bad
respectively. 44% rated it as satisfactory.
7. Opinion about the working environment during the training program.

Opinion No. of Respondents % of Respondents

Strongly satisfied 3 6
Satisfied 24 54
Dissatisfied 18 40
Strongly dissatisfied 0 0
Total 45 100

strongly
satisfied
6%

dissatisfied
40%

satisfied
54%

working environment

Inference:

From the above table and graph we can see that only 40% of respondents are dissatisfied
from the working environment. And 6% & 54% respondents rated it as strongly satisfied &
satisfied respectively.
8. Opinion about the time duration for the training period.

Opinion No. of Respondents % of Respondents

Too long 12 27
Too short 24 53
Appropriate 9 20
Total 45 100

Opinion about duration of time period

Too long Too short Appropriate

20%
27%

53%

Inference:

From the above graph & table we can say that 27%, 53% and 20% of respondents reveal that
the time duration given for the training period was too long, too short and appropriate
respectively. While only 2% of respondents rated it as poor.
9. Post Training Evaluation focus on result rather than on the effort expanded in
conducting training.

Answer No. of Respondents % of Respondents

Completely agree 20 44
Partially agree 22 46
Disagree 2 7
Unsure 1 3
Total 45 100

disagree unsure
7% 3%

Completely
agree
44%
partially agree
46%

preference given to participant's suggestion

Inference:

From the above figure we find that 44%, 46% and 7% of the respondents rated the preference
given to the participants suggestion in the training program as completely agree, partially
agree and disagree respectively. There are only 3% respondents who are unsure about it.
10. Did the training program motivate you?

Answer No. of Respondents % of Respondents

Yes 2 4
Somewhat 25 54
No 19 42
Total 45 100

opinion about motivation

1st Qtr 2nd Qtr 3rd Qtr

4%

42%

54%

Inference:

The level of motivation given to the employees can be understood by the above figure. Where
54% of respondents are somewhat agreed with it and 42% of respondents say No to it. And
4% say Yes to it.
11. Have your personal goals like personality grooming and increase in knowledge been
benefited out of training?

Opinion No. of Respondents % of Respondents

Yes 1 2
Somewhat 9 20
No 11 25
Cant say 24 53
Total 45 100

personal goals been benefited

Yes Somewhat No Can't Say

2%

20%

53%

25%

Inference:

From the above figure we can see that 2% and 20% of respondents say yes & somewhat
respectively regarding the benefiting of personal goals out of training. While 25% and 53%
say No & cant say respectively.
12. Opinion about the training program conducted as per the schedule.

Strongly satisfied 15 33
Satisfied 19 42
Dissatisfied 7 16
Strongly dissatisfied 4 9
Total 45 100

Opinion about the conduction of program as per

schedule
strongly satisfied satisfied
dissatisfied strongly dissatisfied

9%
16% 33%

42%

Inference:

From the figure we can see that 33% and 42% of respondents are strongly satisfied &
satisfied respectively from the opinion of conducting the training program as per schedule.
Whereas, 16% and 9% of respondents rated it as dissatisfied & strongly dissatisfied.
13. What should be the approach of post training evaluation?

Opinions No. of Respondent % of Respondent

Trainer centered 7 16%
Trainee centered 8 18%
Subject centered 18 40%
All of the above 12 26%
Total 45 100

the approach of post training evaluation

Trainer
centered
16%

All of above
Trainee
26%
centered
18%

Subject
centered
40%

Inference:

From the above figure we find that the 16% of the respondents voted for trainee centered
approach for post training evaluation. While 18%, 40% and 26% voted for trainee centered,
subject centered & all the above approaches respectively.
14. After the training have you given the feedback of it?

Answer No. of Respondent

Yes 45
No 0
Total 45

Have you given feedback after training

Yes No

0%

100%

Inference:

From the above graph & table we can understood that all the 45 respondents say Yes about
the feedback given after the training.
15. If yes, through which method?

Answer No. of Respondent % of Respondent

Questionnaire 18 34%
Interview 22 54%
Supplement test 5 12%
Any other o 0
Total 45 100

Supplement test
12%

Questionnaire
34%

Interview
54%

method of giving feedback

Inference:

From the above figure we can see that the no. of respondents voted for the method of
feedback are 34%, 54% and 12% for Questionnaire, Interview & Supplement test
respectively.
16. Which method of post training feedback according to you is more appropriate?

Answer No. of Respondents % of Respondents

Observation 7 12
Questionnaire 10 28
Interview 18 44
Self dairies 5 8
Supplement test 5 8
Total 45 100

most appropriate method for post training feedback

observation questionnaire interview
self diaries supplement test

8% 12%
8%

28%

44%

Inference:

From the above observations we find that 28% of the respondents rated for Questionnaire as
the appropriate method of post training feedback. While 44% & 12% rated for Interview and
observation method respectively. And 5% & 5% of respondents rated for self diaries and
supplement test method respectively.
17. Do you think that training & developments nomination process for in country and
overseas training is free from bias?

Answer No. of Respondent % of Respondent

Yes 22 54%
No 13 28%
Cant say 10 18%
Total 45 100

the whole feedback exercise worth time, money &

effort

Can't say
18%

Yes
54%
No
28%

Inference:

From the above figure we find that training & developments nomination process for in
country and overseas training is free from bias, the 54%, 28% and 18% of respondents say
Yes, No & Cant say respectively.
18. What should be the ideal time to evaluate the training?

Opinions No. of Respondent % of Respondent

Immediate after training 12 24%
After 15 days 19 48%
After 1 month 9 16%
Cant say 5 12%
Total 45 100

Can't say
12% Immediate after
training
After 1 month 24%
16%

After 15 days
48%

ideal time to evaluate the training program

Inference:

From the above figure we can see that 24%, 16% & 48% of respondents voted for the ideal
time of evaluation of training as immediate after program, after 1 month and after 15 days
respectively. While 12% of the respondents voted it as cant say.
19. Should the post training evaluation procedure reviewed & revised periodically?

Opinions No. of Respondent % of Respondent

Yes 28 68%
No 10 18%
Cant say 7 15%
Total 45 100

opinion about revision of post training evaluation

Yes No Can't Say

15%

18%

67%

Inference:

From the above figure we can see that 68% of respondents say yes regarding the periodically
revision of the post training evaluation procedure. While 18% and 15% of respondents voted
it as no & cant say .
20. The post training feedback can be used:

Opinion No. of Respondent % of Respondent

To identify the effectiveness &
10 18%
valuation of training program
To identify the ROI 5 12%
To identify the need of retraining 5 12%
To provide the points to improve
0 0
training
All of above 25 58%
Total 45 100

use of post training feedback

identify effectiveness &

valuation of training
program
identify Return on
Investment

identify need of retraining

all of the above

Inference: From the above table we can see that a majority of respondents (58%) in favor of
all of above opinions of the use of post training feedback. While 18% & 12% rated it as to
identify effectiveness, ROI & need of retraining respectively.
Null Hypothesis: [H0]

There is no significant indifference between quality of training program conducted and

satisfaction of the training program conducted.

Alternative Hypothesis: [H1]

There is indifference between quality of the training program conducted and satisfaction of
the training program conducted.

Observed Frequency

Question Quality of the training provided

Option Very Very Total

Poor
Good
good poor

Satisfaction
of the
Training Strongly
Provided satisfied 5 8 2 0 15

Satisfied
8 12 2 0 22

Dissatisfied 1 3 2 1 7

Strongly
dissatisfied 0 0 1 0 1

Total 14 23 7 1 45
Expected Frequency

Question Quality of the training provided

Option Very Poor Very Total

Good
good poor

Satisfaction
of the Strongly
Training satisfied 4.67 7.66 2.33 0.33 15
Provided

Satisfied
6.84 11.24 3.42 0.048 22

Dissatisfied 2.17 3.57 1.08 0.156 7

Strongly
dissatisfied 0.311 0.511 0.15 0.022 1

Total 14 23 7 1 45

O E O-E [O-E]^2 [[O-E]^2}/E

5 4.67 0.33 0.1089 0.023319

8 6.84 1.16 1.3456 0.196725

1 2.17 -1.17 1.3689 0.630829

0 0.311 -0.311 0.096721 0.311

 8 7.66 0.34 0.1156 0.015091

12 11.24 0.76 0.5776 0.051388

3 3.57 -0.57 0.3249 0.091008

0 0.511 -0.511 0.261121 0.511

2 2.33 -0.33 0.1089 0.046738

2 3.42 -1.42 2.0164 0.589591

2 1.08 0.92 0.8464 0.783704

1 0.15 0.85 0.7225 4.816667

0 0.33 -0.33 0.1.89 0.33

0 0.048 -0.048 0.002304 0.048

1 0.156 0.844 0.712336 4.566256

0 0.022 -0.022 0.000484 0.022

Total 13.03332

E = [Row Total x Column Total]

Grand Total

Calculated value of X2 = 13.03

DF = [r-1]*[c-1]
Where r: No. of Rows

c: No. of Columns

=[4-1]*[4-1]

=3*3

=9

Table value of x2 for dof = 16.91 @ 5% level of significance.

Result:

Calculated value of x2 is less than the table value of x2. Hence null hypothesis is accepted.

Inference:

The calculated value is 13.27 is lesser than tabulated value is 16.91. Therefore, we accept null
hypothesis and alternative hypothesis is rejected and therefore there is a significance relation
between the quality of the training program conducted and satisfaction of participants.
 FINDINGS

The findings of the study are as follows:

Majority of the employees who have attended the training program were well
educated. Their level of education was from diploma holders to engineering
graduates.
Majority of employees stated that they were informed about the purpose of training.
This reflects that the management was keenly interested in achieving the objective for
which the training programs were conducted.
Majority of the employees have expresses satisfactory opinion about the training
faculty and their ability to train but a few no. of respondents were neither satisfied
with the way in which the training programs were conducted by the trainer.
With regards to the enhancement of skills and knowledge of the employee who have
attended the training program, 80% of them have cited there was an enhancement in
their knowledge & skills compared to the other absent employees. These skills were
helpful to them in exercising on the job.
Only a few members of the respondents have the opinion of significance of training in
developing the personality of the individual. This shows that the training programs
conducted were related only with their job but not concerned with the personal
development of the employees.
The training expectations of the respondents were found to be moderate. So, the
employees expectations were not completely fulfilled through training.
A majority of employees have stated that the learning/working atmosphere was quite
all right and the facilities provided are conductive to learning.
Training for executives is conducted in MTDC whereas Training for workers are
conducted in ETDC.
Only executive gets opportunity to go for overseas training.
 SUGGESTIONS

In todays competitive world attitude is the factor which is the dividing line between
failure & success. Thus, recruitment of the employees must be made not only on skills
& attitude of the employees. If an employee has a positive attitude then training for
him can be more effective.
The training needs should be assessed regularly by observing the performance of
employees & also from feedback.
The training records must be maintained, preserved properly & updated timely.
Proper care should be taken while selecting the trainer.
Trainers must be given continuous feedback & the training should be performed as a
continuous planned activity.
Coordination & interaction of employees of all levels must be encouraged to locate
new talent among employees.
Individual care should be given as much as possible in case of practical sessions.
New & different trainers should be invited so that maximum impact can be got from
the training programs.
Training classes should carry more practical example and they should try to involve
trainee in their work for better knowledge.
As the trainee acquire new knowledge, skill and attitude and applied them in work
situation. They should be appraised ad reward for their efforts.
Try to seek the opinion of the trainees expectations before the training programme
and collect their views regarding the attainment after training.
The organization must ensure that proper training is imparted before each promotion.
Additional training should be given on the aspect of the subject upon which the
training has already given, so that it will help the executive to implement their assign
projects in an effective manner.
 RECOMMENDATIONS

For new employees, supervisors attitude should be liberal and helping so that healthy
relationship can be maintained and new employees can feel belongingness.
Executive should be transferred to another job so that they can learn more about the
job.
HR department need to find out new sources for motivating the employees so that
they can consider themselves as the part of the organization and try to retaining in the
company.
Company should conduct revised training program not only for technical but also for
all other employees.
Employees should be encouraged to discuss their difficulties & problems to their
superiors.
The results of the performance particularly in negative case should be communicated
to the employees so that they can improve their performance.
 CONCLUSION

Evaluation of Training in the context of Gutermann India Pvt. Ltd. It is a brief study to
understand about the training effectiveness and evaluation method in Gutermann, Bawal.
Analysis of all the facts & figures and the experience during the training period is overall
impressive. It becomes quite clear that there is no other shortcut for increasing the knowledge
of the human resources. Training when used in a planned & purposeful manner can be an
extremely effective management tool as it helps in increasing the productivity & wealth of
the organization.

From the report it can be well identified that the organization has adopted a well &
distinguish training and evaluation method which is unique in itself. The process is
continuously reviewed and updated as per the need. The process reflect a systematic training
need assignment in various departments, preparation for annual training calendar, nomination
for various external training programs evaluation of training etc. necessary to compete in the
marketplace and achieve the companys goal.

The study helped to obtain suggestion for the improvement of the better training evaluation
program and also helped in finding out the satisfaction and improvement of the HR.

I have carried out my study on evaluation of training in context of Gutermann, Bawal,

Haryana. I have felt that the company has come forward to apply new skills and techniques in
order to improve the training programs.

The project work is very beneficial for me and the guidance and support receive from all
during the course of my project was very encouraging.
 ANNEXURE

Questionnaire:

I am the student pursuing MBA, this questionnaire is an attempt to collect primary data for
the purpose of my research and currently undergoing a project on Evaluation of Training I
would be highly obliged by your assistance in filling up the questionnaire.

Thanking you

Yours sincerely
Naveen Sharma

Name:
Grade: Department:
Qualifications:

Q1. Are the training needs regularly assessed in the company?

Yes No

Q2. Relevancy of training program with the job

i. Very Good
ii. Good
iii. Satisfactory
iv. Bad
v. Very Bad

Q3. Opinion about the Practical session in the training program

i. Very Good
ii. Good
iii. Satisfactory
iv. Bad
v. Very Bad
Q4. Do you think employees apply the new concepts taught at the training program in their
job?

Yes
Somewhat
No
Cant Say

Q5. Opinion about the performance of the trainer/instructor

i. Very Good
ii. Good
iii. Satisfactory
iv. Bad
v. Very Bad

Q6. Do you think Training Evaluation method is an important step in overall training
development of the company?

i. Strongly Agree
ii. Agree
iii. Somewhat Agree
iv. Disagree
v. Strongly Disagree

Q7. Opinion about the working environment

i. Strongly Satisfied
ii. Satisfied
iii. Dissatisfied
iv. Strongly Dissatisfied

Q8. Opinion about the time duration given for the training period

i. Sufficient
ii. Good
iii. Fair
iv. Poor
v. Very Poor
Q9. Post training evaluation focus on result rather than on the effort expanding in conducting
training program

i. Completely agree
ii. Partially agree
iii. Disagree
iv. Unsure

Q10. Did the training program motivate you?

i. Yes
ii. Somewhat
iii. No

Q11. Have your personal goals like personality grooming and increase in knowledge been
benefited out of training?

i. Yes
ii. Somewhat
iii. No
iv. Cant Say

Q12. Opinion about the training program conducted as per the schedule

i. Strongly Satisfied
ii. Satisfied
iii. Dissatisfied
iv. Strongly Dissatisfied

Q13. What should be the approach of post training evaluation?

i. Trainer centered
ii. Trainee centered
iii. Subject centered
iv. All the above
Q14. After the training have you given the feedback of it?

Yes No

Q15. If yes, through which method?

i. Questionnaire
ii. Interview
iii. Supplement Test
iv. Any Other

Q16. Which method of post training feedback according to you is more appropriate?

i. Observation
ii. Questionnaire
iii. Interview
iv. Self diaries
v. Supplement test

Q17. Do you think that training & developments nomination process for in country and
overseas training is free from bias?

Yes No Cant Say

Q18. What should be the ideal time to evaluate the training?

i. Immediate after training

ii. After 15 days
iii. After 1 month
iv. Cant Say

Q19. Should the post training evaluation procedure reviewed & revised periodically?

Yes No Cant Say

Q20. The post training feedback can be used:

i. To identify the effectiveness & valuation of training program

ii. To identify the ROI
iii. To identify the need of retraining
iv. To provide the points to improve training
v. All the above

BIBLIOGRAPHY

BOOKS

1. Gupta C.B, Human Resource Management, Sultan Chand & Sons, New Delhi
2. Kothari C.R, Research Methodology: Methods & Techniques, New Age
International Publications (P) Ltd., New Delhi.
3. Aswathappa K., Human Resource & Personnel Management, Tata McGraw-Hill,
2002 (3rd edition), pp113-156.
4. Rao, P.L., Enriching Human Capital through Training & Development, Excel Books.
5. Blanchard, P Nick, and James W. Thacker, Effective Training Systems, Strategies,
and Practices, Pearson Education, New Delhi.
6. McGrath, Training for Life and Leadership in Industry, Prentice Hall of India, New
Delhi

WEBSITES

1. www.academia.edu
2. www.guetermann.com
3. www.skyhiker.eu
4. http://t.justdial.com/editlisting
5. www.esuppliersindia.com
6. www.slideshare.in
7. www.scribd.coms