C

HAPTER 1
INTODUCTION

1.1 INRODUCTION:
Human Resource refers to the talents and energies of people who are available to an organization
as potential contributors to the creation and realization of the organizations mission, vision,
values and goals. Development refers to a process of active learning from experience, leading to
systematic and purposeful development of the whole person: body, mind and spirit. Thus, Human
Resource Development is the integrated use of training, organizational development, and career
development efforts to improve individual, group and organizational effectiveness.
The reaction of employees is determined by attitude and perception development by the
employees within themselves. The attitude and perception have a significant impact on their
performance which in turn decides the performance of the organization. There is a necessity for
fulfilling the needs and wants of the employees which would be the outcome of their enthusiasm
shown by them towards their work accomplishment.

1.2 DATA COLLECTION:

Sample of study:The sample for this study consisted of 15 respondents. The selected respondents in the age group
of 25-55 years belonged to varied employment, gender and income groups. Convenient sampling
technique was applied in selecting respondents as sample.
Data source:The study is based on primary and secondary data.
1) Primary data:A self-designed questionnaire consists of 13 questions, which deals with the respondents
perception, was used for the purpose of primary data collection.
2) Secondary data:Secondary data have been collected from the different books and websites.
3) Data analysis:The data collected from various sources have been analyzed by using the techniques of
simple percentages, averages etc.

C
HAPTER 2
CONCEPTUAL DATA

2.1 MEANING OF TRAINING AND DEVELOPMENT:

Training and development is vital part of the human resource development. It is assuming
ever important role in wake of the advancement of technology which has resulted in ever
increasing competition, rise in customers expectation of quality and service and a subsequent
need to lower costs. It is also become more important globally in order to prepare workers for
new jobs. In the current write up, we will focus more on the emerging need of training and
development, its implications upon individuals and the employers.
Noted management author Peter Drucker said that the fastest growing industry would be training
and development as a result of replacement of industrial workers with knowledge workers. In
United States, for example, according to one estimate technology is de-skilling 75 % of the
population. This is true for the developing nations and for those who are on the threshold of
development. In Japan for example, with increasing number of women joining traditionally male
jobs, training is required not only to impart necessary job skills but also for preparing them for
the physically demanding jobs. They are trained in everything from sexual harassment policies to
the necessary job skills.

2.2 THE NEED FOR TRAINING AND DEVELOPMENT:

Before we say that technology is responsible for increased need of training inputs to employees,
it is important to understand that there are other factors too that contribute to the latter. Training
is also necessary for the individual development and progress of the employee, which motivates
him to work for a certain organisation apart from just money. We also require training update
employees of the market trends, the change in the employment policies and other things.
The following are the two biggest factors that contribute to the increased need to training and
development in organisations:
1. Change: The word change encapsulates almost everything. It is one of the biggest factors
that contribute to the need of training and development. There is in fact a direct
relationship between the two. Change leads to the need for training and development and
training and development leads to individual and organisational change, and the cycle
goes on and on. More specifically it is the technology that is driving the need; changing
the way how businesses function, compete and deliver.
2. Development: It is again one the strong reasons for training and development becoming
all the more important. Money is not the sole motivator at work and this is especially
very true for the 21st century. People who work with organisations seek more than just
employment out of their work; they look at holistic development of self. Spirituality and
self-awareness for example are gaining momentum world over. People seek happiness at
jobs which may not be possible unless an individual is aware of the self. At ford, for
example, an individual can enrol himself / herself in a course on self-awareness, which
apparently seems inconsequential to ones performance at work but contributes to the
spiritual wellbeing of an individual which is all the more important.

2.3 TRAINING AND DEVELOPMENT (T&D) METHODS:

There are several T&D methods available. The use of a particular method
depends w hich method accomplis hes the training needs and objectives. Training
methods can be classified into two categories:
I. ON-THE-JOB METHODS
This refers to the methods of training in which a person learns a job by actually
doing/performing it. A person works on a job and learns and develops expertise at the
same time.
1. Understudy
In this the employee is trained by his or her supervisor. The trainee is attached
with his or her senior and called understudy or assistant. For example, a future
manager might spend few months as assistant to the present manager.
2. Job rotation
This refers to shifting/movement of an employee from one job to another on
regular intervals.
3. Special projects
The trainees' may ask to work on special projects related with departmental
objectives. By this, the trainees will acquire the knowledge of the assigned work and
also learn how to work with others.
4. Experience
It refers to learning by doing. This is one of the oldest methods of on-the-job training.
Although this is very effective method but it also very time-consuming and wasteful.
Thus it should be followed by other training methods.
5. Committee assignment

In this, the trainees become members of a committee. The c o m m i t t e e

is

a s s i g n e d a p r o b l e m t o d i s c u s s a n d m a k e recommendations.
6. Coaching
In this, the supervisor or the superior acts as a guide and instructor of the trainee.
This involves extensive demonstration and continuous critical evaluation and correction.
II. OFF-THE-JOB METHODS:
These methods require trainees to leave their workplace and concentrate their entire time towards
the training objectives. These days off-the-job training methods have become popular due to
limitations of the on-the-job training methods such as facilities and environment, lack of group
discussion and full participation among the trainees from different disciplines, etc. In the off-thejob methods, the development of trainees is the primary task rest everything is secondary.
Following are the main off-the-job training methods:
1. Special courses and lectures
These are the most traditional and even famous today, method of developing personnel. Special
courses

and

lectures

are

either

designed

by

the

company

itself

or

by

the

management/professional schools. Companies then sponsor their trainees to attend these courses
or lectures. These are the quick and most simple ways to provide knowledge to a large group of
trainees.
2. Conferences and seminars
In this, the participants are required to pool their thoughts, ideas, viewpoints, suggestions and
recommendations. By attending conferences and seminars, trainees try to look at a problem from
different angles as the participants are normally from different fields and sectors.
3. Selected reading

This is the self-improvement training technique. The persons acquire knowledge and awareness
by reading various trade journals and magazines. Most of the companies have their own libraries.
The employees become the members of the professional associations to keep abreast of latest
developments in their respective fields.
4. Case study method
This technique was developed by Harvard Business School, U.S.A. It is used as a supplement to
lecture method. A case is a written record of a real business situation/problem faced by a
company. The case is provided to the trainees for discussion and analysis. Identification and
diagnose of the problem is the aim in case study method. Alternate courses of action are
suggested from participants.
5. Programmed instruction/learning
This is step-by-step self-learning method where the medium may be a textbook, computer or the
internet. This is a systematic method for teaching job skills involving presenting questions or
facts, allowing the person to respond and giving the learner immediate feedback on the accuracy
of his or her answers."
6. Brainstorming
This is creativity-training technique, it helps people to solve problems in a new and different
way. In this technique, the trainees are given the opportunity to generate ideas openly and
without any fear of judgement. Criticism of any idea is not allowed so as to reduce inhibiting
forces. Once a lot of ideas are generated then they are evaluated for their cost and feasibility.
7. Role-playing
In this method, the trainees are assigned a role, which they have to play in an artificially created
situation. For example, a trainee is asked to play the role of a trade union leader and another
trainee is required to perform the role of a HR manager. This technique results in better
understanding of each other's situation by putting foot in other's shoes.

8. Vestibule schools
Large organisations frequently provide what are described as vestibule schools a preliminary to
actual shop experience. As far as possible, shop conditions are duplicated, but instruction, not
output is major objective." A vestibule school is operated as a specialised endeavor by the
personnel department. This training is required when the amount of training that has to be done
exceeds the capacity of the line supervisor; a portion of training is evolved from the line and
assigned to staff through a vestibule school." The advantage of a vestibule school is
specialisation.
9. Apprenticeship training
This training approach began in the Middle Ages when those who wanted to learn trade skill
bound themselves to a master craftsman and worked under his guidance. Apprenticeship training
is a structured process by which people become skilled workers through a combination of
classroom instruction and on-the-job training.
10. In-basket exercise
In this technique, the trainees are provided background information on a simulated firm and its
products, and key personnel. After this, the trainees are provided with in-basket of memos,
letters, reports, requests and other documents related with the firm. The trainee must make sense
out of this mass of paperwork and prepare memos, make notes and delegate tasks within a
limited time period."

11. Business games

Business games involve teams of trainees. The teams discuss and analyse the problem and arrive
at decisions. Generally, issues related with inventories, sales, R&D, production process, etc. are
taken up for consideration.
12. Behaviour modeling
This is structured approach to teach specific supervisory skill. This is based on the social
learning theory in which the trainee is provided with a specific model of behaviour and is
informed in advance of the consequences of engaging in that type of behaviour.
13. Sensitivity (T-group) training
In this type of training, a small group of trainees consisting of 10 to 12 persons is formed which
meets in an unstructured situation. There is no set agenda or schedule or plan. The main
objectives are more openness with each other, increased listening skills, trust, support, tolerance
and concern for others. The trainers serve a catalytic role. The group meets in isolation without
any formal agenda. There is great focus on inter-personal behaviour. And, the trainer provides
honest but supportive feedback to members on how they interacted with one another.
14. Multiple management
This technique of training was first introduced by McCormick, President of McCormick & co. of
Baltimore in 1932. He gave the idea of establishing a junior board of directors. Authority is given
to the junior board members to discuss any problem that could be discuss in senior board and
give recommendations to the senior board. Innovative and productive ideas became available for
senior board.

2.4

EMPLOYEE

PERCEPTION

DEVELOPMENT IN IT SECTOR:

TOWARDS

TRAINING

AND

 Employees training in IT sector help companies as well as employees to improve their

performance. Hence, keeping these in mind, the companies are eager to go for the
training programs for their employees with regular intervals in the IT sector.
These training programs definitely result in skill enhancement, improved efficiency and
productivity and growth opportunities for employees. This paper attempts to study the
factors which affect the employee's perception towards training in IT sector.
In this respect different IT companies in NCR region were selected and data was
collected from 170 employees of different IT companies through a structured
questionnaire. The data collected was then subjected to Factor Analysis i.e. Principal
Component Analysis with Varimax rotation. A total of seven factors affecting employee's
perception came to the forefront from this study of IT sector.
The Indian IT industry has a prominent global presence today largely due to the software
sector. Promotion of the software industry and protection of the hardware industry from
external competition has resulted in this skewed growth. More recently however, policy
changes have led to a tremendous influx of leading multinational companies into India to
set up manufacturing facilities, R&D Centers and offshore software development
facilities.
The domestic market for both software and hardware is getting revitalized. All these
developments have had a significant impact not only on the economy but also the
environmental and social milieu.
The vision of Information Technology (IT) policy is to use IT as a tool for raising the
living standards of the common man and enriching their lives. Though, urban India has a
high internet density, the government also wants PC and Internet penetration in the rural
India. In Information technology (IT), India has built up valuable brand equity in the
global markets. In IT-enabled services (ITES), India has emerged as the most preferred
destination for business process outsourcing (BPO), a key driver of growth for the
software industry and the services sector. India's most prized resource in today's

knowledge economy is its readily available technical work force. India has the second
largest English-speaking scientific professionals in the world, second only to the U.S.
The share of hardware and non-software services in the IT sector has declined
consistently every year in the recent past. The share of software services in electronics
and IT sector has gone up from 38.7 percent in 1998-99 to 69.2 percent in 2006-07.
However, Electronic hardware exports have logged a growth rate of 38.8% at $2.1 billion
during April-December FY07, compared to $1.5 billion grossed in the corresponding
period of the previous year. IT software and IT-enabled services exports, which enjoy a
lion's share of the high-tech export booty, registered $21.5 billion during the period, a
growth of 28.2% over the year-ago period. In rupee terms, the growth in software and
BPO exports was an estimated 30.3% during the period in reference. Meanwhile, the
growth in hardware exports was an estimated 41.1%, according to export statistics by the
Electronics and Computer Software Export Promotion Council.

C
HAPTER 3
DATA ANALYSIS

1) How many training programmes have you attended in last 5 years?

No.

of No. of Respondents

Programmes

% of
Responses

0-5

40%

6-10

25%

10-15

20%

More than 15

15%

More than 15; 15%

0_5; 40%
10_15; 20%

6_10; 25%

INTERPRETATION
45% of the officers have attended 6-15 training programmes in the last 5 years, which is an
indication of an effective training policy of the organization. However, 40% of the officers have
attended only 0-5 training programmes, which needs to be evenly monitored by the organization.

2) The programme objectives were known to you before attending it.

Options

No. of Respondents

% of
Responses

Strongly agree

25%

Moderately agree

35%

Cant Say

15%

Moderately
Disagree

5%

Strongly Disagree

20%

strongly disagree; 20%

strongly agree; 25%

moderately disagree; 5%
can't say; 15%

INTERPRETATION
35% of the respondents moderately agree to the fact of knowing the training objectives
beforehand, in addition to 25% who strongly agree. But a small population disagrees as 20%
strongly disagree to this notion. Training objectives should therefore be made known
compulsorily before imparting training in the organization.

3) The training programme was relevant to your developmental needs.

Options

No. of Respondents

% of
Responses

Strongly agree

30%

Moderately agree

40%

Cant Say

15%

Moderately

10%

5%

Disagree
Strongly Disagree

strongly disagree; 5%
moderately disagree; 10%

strongly agree; 30%

can't say; 15%

moderately agree; 40%

INTERPRETATION
70% of the respondents feel that the training programmes were in accordance to their
developmental needs. 15% respondents could not comment on the question and 15% think that
the programmes are irrelevant to their developmental needs and the organization must ensure
programmes that satisfy the developmental needs of the officers.

The period of training session was sufficient for the learning.

Options

No. of Respondents

% of
Responses

Strongly agree

31%

Moderately agree

21%

Cant Say

21%

Moderately

16%

11%

Disagree
Strongly Disagree

strongly disagree; 11%

moderately disagree; 16%

can't say; 21%

strongly agree; 32%

moderately agree; 21%

INTERPRETATION
52% respondents feel that the time limit of the training programme was adequate but 25% feel
that it was insufficient. Also, 21% could not comment on the question. All the respondents
though felt that increase in time limit of the programmes would certainly be beneficial and the
organization should plan for this to be implemented in the near future.

5) The training methods used during the training were effective for understanding the
subject.
Options

No. of Respondents

% of
Responses

Strongly agree

20%

Moderately agree

40%

Cant Say

15%

Moderately

15%

10%

Disagree
Strongly Disagree

strongly disagree; 10%

moderately disagree; 15%

strongly agree; 20%

can't say; 15%

moderately agree; 40%

INTERPRETATION

40% of the respondents believe that the training methods used during the programmes were
helpful in understanding the subject, yet 25% disagree to this notion. The organization should
use better, hi-tech methods to enhance the effectiveness of the methods being used. 6) The
training sessions were exciting and a good learning experience.
Options

No. of Respondents

% of
Responses

Strongly agree

25%

Moderately agree

40%

Cant Say

10%

Moderately

15%

10%

Disagree
Strongly Disagree

strongly disagree; 10%

strongly agree; 25%
moderately disagree; 15%

can't say; 10%

INTERPRETATION

moderately agree; 40%

65% respondents believe that the training sessions were exciting and a good learning experience.
10% respondents could not comment on this while 25% differ in opinion. They feel that the
training sessions could have been more exciting if the sessions had been more interactive and in
line with the current practices in the market.

7) The training aids used were helpful in improving the overall effectiveness of the
programme.
Options

No.
Respondents

Strongly agree

of % of
Responses

20%

Moderately agree 5

25%

Cant Say

35%

Moderately

15%

5%

Disagree
Strongly
Disagree

strongly disagree; 5%
moderately disagree; 15% strongly agree; 20%
moderately agree; 25%

can't say; 35%

INTERPRETATION
40% of the respondents believe that the training aids used were helpful in improving the overall
effectiveness, yet 20% disagree to this notion. 35% respondents did not comment on the issue.

Yet the total mindset of the respondents was that the organization should use better scientific aids
to enhance the presentation and acceptance value of the training programme.

8) The training was effective in improving on- the- job efficiency.

Options

No.
Respondents

of % of
Responses

Strongly agree

15%

Moderately

30%

Cant Say

20%

Moderately

20%

15%

agree

Disagree
Strongly
Disagree

strongly disagree; 15% strongly agree; 15%

moderately disagree; 20%
moderately agree; 30%
can't say; 20%

INTERPRETATION
45% respondents believe that the training programmes increase their job efficiency but 35%
disagree to this. The view of the respondents were towards having more technological and

current topics for the training programmes which could help them satisfy their creative urge and
simultaneously increase their on-the-job efficiency.

9)

In your opinion, the numbers of training programmes organized during the year were
sufficient for officers of BHEL.

Options

No.

of % of

Respondents

Responses

Strongly agree

10%

Moderately agree

15%

Cant Say

25%

Moderately

10%

40%

Disagree
Strongly
Disagree

strongly agree; 10%

strongly disagree; 40%

moderately agree; 15%

can't say; 25%

moderately disagree; 10%

INTERPRETATION

25% respondents have the opinion that the frequency of the training programmes is sufficient but
50% of the respondents differ to this. They believe that the number of training programmes
organized in a year should be increased and some in house training programmes should also be
organized by the organisation regularly.

10) Please suggest any changes you would like to have in the existing training programmes.
The major suggestions for changes in the existing training programmes are as follows: The frequency of the training programmes organized in a year should be increased.
The duration of the training sessions should be amplified.
New programmes for personal as well as professional development of the officers should
be developed.
Officers should be referred for the training programmes as per their developmental needs.
The training programmes should be organized outside the office in order to avoid
disturbance in the work.
Some training sessions should also be organized in house for the officers who find it
difficult to attend them if held outside the office premises.
Better presentation technologies should be used in order to increase the effectiveness of
the programmes.
The course curriculum for the training programmes should be current in terms of the new
developments in the world.

11) How many training programmes have you attended during the last year?

No.

of No. of Respondents

Programmes

% of
Responses

Upto 2

40%

3-5

30%

6-8

15%

More than 8

15%

More than 8; 15%

Upto 2; 40%

6_8; 15%

3_5; 30%

INTERPRETATION

45% of the workers have attended 3-8 training programmes in the last year, which is the clue of a
useful training policy of the organization. However, 40% of the workers have attended only 0-2
training programmes, which should be effectively seen by the organization. Also, every worker
should be given chances to attend as many training programmes as possible.12) The training
given is useful to you.
Options

No. of Respondents % of
Responses

Strongly agree

10

50%

Moderately agree

30%

Cant Say

10%

Moderately

5%

5%

Disagree
Strongly Disagree

moderately disagree; 5% strongly disagree; 1%

can't say; 10%
strongly agree; 52%
moderately agree; 31%

INTERPRETATION
50% of the respondents feel that the training programmes were useful. 10% respondents could
not comment on the question and 10% think that the programmes were irrelevant to their
objective of being useful. The organization must ensure programmes that are useful and prove to
cater to the developmental needs of the workers.

13) The time limit of the training programme was sufficient.

Options

No.

of % of

Respondents

Responses

Strongly agree

35%

Moderately agree

35%

Cant Say

10%

Moderately

10%

10%

Disagree
Strongly
Disagree

strongly disagree; 8%
moderately disagree; 10%
strongly agree; 36%
can't say; 10%

moderately agree; 36%

INTERPRETATION
35% respondents feel that the time limit of the training programme was adequate but 25% feel
that it was insufficient. Also, 10% could not comment on the question. All the respondents

though felt that increase in time limit of the programmes would certainly be advantageous and
the organization should take some steps in this direction.

C
HAPTER 4
CONCLUSION

4.1 CONCLUSION:
The study shows that there are seven major factors which affect the perception of employees
towards training in the IT sector. These factors include Training Duration, Training Method,
Training Impact, Training Outcome, Job Performance, Training benefit and Training
Effectiveness. These seven factors include all the factors that were aimed to study the factors
affecting perception towards training in IT sector. Moreover, the study suggests that IT
companies should be able to understand the different factors, which affects employee's
perception towards training.
As we have studied the employees of IT sector, we came to know that they support the costs of
their general training by accepting a wage below their potential current marginal product during
the training period. Further, they reap the full return from their investments through higher wages
after the training period, even if there is job turnover. The training level reached corresponds to
the socially optimal condition, although under-investment in general training may occur if
workers face wage inflexibility or are liquidity constrained. Furthermore, employees are
predicted to invest wisely according to their own expected rates of return. Concentrating training
amongst workers who perform complex tasks and have high levels of formal education may
create a virtuous circle for these high skill workers resulting in higher wages, further training
opportunities, longer tenure and greater social status.

C
HAPTER 5
ANNEXURE

5.1 BIBLIOGRAPHY:

Effective Planning in Training and Development (Leslie Rae)

World Class Training (Kaye Thorne)

Training in Practice (Blackwell)

Human Resource Management (C.B.Gupta)

Human Resource Management (T.N.Chabra)

Human Capital (Journal)

5.2 QUESTIONNAIRE:
1) How many training programmes have you attended in last 5 years?
0-5
6-10
10-15
More than 15

2) The programme objectives were known to you before attending it.

Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree

3) The training programme was relevant to your developmental needs.

Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree

The period of training session was sufficient for the learning.

Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree

5) The training methods used during the training were effective for understanding the subject.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree

6) The training sessions were exciting and a good learning experience.

Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree

7) The training aids used were helpful in improving the overall effectiveness of the programme.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree

8) The training was effective in improving on- the- job efficiency.

Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree

9) In your opinion, the numbers of training programmes organized during the year were
sufficient for officers of BHEL.
Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree

10) Please suggest any changes you would like to have in the existing training programmes.
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------11) How many training programmes have you attended during the last year?
Upto 2
3-5
6-8
More than 8
12) The training given is useful to you.
Strongly agree

 Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree

13) The time limit of the training programme was sufficient

Strongly agree
Moderately agree
Cant Say
Moderately Disagree
Strongly Disagree