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ABSTRACT

A STUDY ON SATISFACTION OF TRAINING AND DEVELOPMENT


PROGRAM CONDUCTED AT TVS TRAINING AND SERVICES
The project title A study on satisfaction of Training and Development
program in TVS Training and Service Ltd aims to find out the general opinion and
satisfaction of the candidates on the training program attended by them in TVS
Training and Service Ltd.
The aims of training and development can be teaching candidates new skills
that are relevant to their current job position or refreshing the skills that they already
possess. To have a good training and development program enables firms to develop
individual candidates and the organization itself as training is one of the best forms of
motivation
The research design is descriptive research with the sample size of 150 and
hence the sampling type is stratified random sampling. The primary data is collected
through questionnaire.
The research describes that maximum of the respondents agreed that the
training was very effective and they are very much satisfied with the training program
offered by TVS. From the research it has been identified that, the training material
and the content of the training should be improved.
Thus the training program conducted in TVS Training and Services helps the
trainees to develop their potential skills to achieve their given task effectively and
efficiently.

TABLE OF CONTENTS
LIST OF TABLES
TABLE
NO
5.1.1

TITLE

PAGE NO

Age group of the respondents

31

5.1.2

Years of experience of the respondents

32

5.1.3

Income of the respondents

33

5.1.4

Trainees opinion on training

34

5.1.5
5.1.6

Type of training attended in their organization


Trainees opinion on the satisfaction of training given in their
organization
Employee opinion on the training need suggested by the authority

35
36

Candidates opinion about the duration of the training program by


TVS TS
Type of training in TVS TS

38

40

5.1.12

Employees agreement level towards the relevancy & helpfulness of


training
Opinion regarding the satisfaction level of training program by
TVS TS
Candidates opinion about the job before the training program

5.1.13

Candidates opinion about the job after the training program

43

5.1.14

44

5.1.15.1

Opinion regarding knowledge and skills acquired through the


training program
Feedback about the trainer

5.1.15.2

Feedback about the course content

46

5.1.15.3

Feedback about the course material

47

5.1.15.4

Feedback about Discussion/Exercise/Case study

48

5.1.15.5

Feedback about the venue arrangements

49

5.1.16

Opinion about the opportunities for giving suggestion

50

5.1.17

Opinion about the recommendation of training to other employees

51

5.1.18

Opinion regarding superior guidance during the training program

52

5.1.19

Opinion regarding the relationship between trainer and trainee

53

5.1.20

Feedback about the training

54

5.1.21.1

Extent of attitude acquired by the respondents - Knowledge

55

5.1.21.2

Extent of attitude acquired by the respondents Efficiency

56

5.1.7
5.1.8
5.1.9
5.1.10
5.1.11

37

39

41
42

45

5.1.21.3
5.1.21.4

Extent of attitude acquired by the respondents - Skills


Extent of attitude acquired by the respondents Communication
Skill
Extent of attitude acquired by the respondents Team work

57
58

5.1.22

Opinion about the effectiveness of training

60

5.2.1

Candidates feedback on the various aspects of the training program

61

5.2.2

Candidates attitudes acquired from various aspects of the training


program
Experience and satisfaction level

62

5.1.21.5

5.3.1

LIST OF CHARTS

59

63

TABLE
NO

TITLE

PAGE NO

5.1.1

Age group of the respondents

31

5.1.2

Years of experience of the respondents

32

5.1.3

Income of the respondents

33

5.1.4

Trainees opinion on training

34

5.1.5
5.1.6

Type of training attended in their organization


Trainees opinion on the satisfaction of training given in their
organization
Employee opinion on the training need suggested by the authority

35
36

Candidates opinion about the duration of the training program by


TVS TS
Type of training in TVS TS

38

40

5.1.12

Employees agreement level towards the relevancy & helpfulness of


training
Opinion regarding the satisfaction level of training program by
TVS TS
Candidates opinion about the job before the training program

5.1.13

Candidates opinion about the job after the training program

43

5.1.14

44

5.1.15.1

Opinion regarding knowledge and skills acquired through the


training program
Feedback about the trainer

5.1.15.2

Feedback about the course content

46

5.1.15.3

Feedback about the course material

47

5.1.15.4

Feedback about Discussion/Exercise/Case study

48

5.1.15.5

Feedback about the venue arrangements

49

5.1.16

Opinion about the opportunities for giving suggestion

50

5.1.17

Opinion about the recommendation of training to other employees

51

5.1.18

Opinion regarding superior guidance during the training program

52

5.1.19

Opinion regarding the relationship between trainer and trainee

53

5.1.20

Feedback about the training

54

5.1.21.1

Extent of attitude acquired by the respondents - Knowledge

55

5.1.21.2

Extent of attitude acquired by the respondents Efficiency

56

5.1.21.3
5.1.21.4

Extent of attitude acquired by the respondents - Skills


Extent of attitude acquired by the respondents Communication
Skill
Extent of attitude acquired by the respondents Team work

57
58

Opinion about the effectiveness of training

60

5.1.7
5.1.8
5.1.9
5.1.10
5.1.11

5.1.21.5
5.1.22

37

39

41
42

45

59

5.2.1

Candidates feedback on the various aspects of the training program

61

5.2.2

Candidates attitudes acquired from various aspects of the training


program
Experience and satisfaction level

62

5.3.1

1. INTRODUCTION
TRAINING:

63

Employee training is the most important sub-system of Human Resource


Development. After an employee is selected, placed and introduced in an organization
he or she must be provided with training facilities in order to adjust him to the job.
Training can be described as the acquisition of knowledge, skills, concepts or
attitudes that result in improved performance within the job environment. Training
analysis looks at each aspect of an operational domain so that the initial skills,
concepts and attitudes of the human elements of a system can be effectively identified
and appropriate training can be specified.
Training analysis as a process often covers:

Review of current training

Task analysis (of new or modified system)

Identification of training gap

Statement of training requirement

Assessment of training options

Cost benefit analysis of training options

Training Analysis is most often used as part of the system development process.
Due to the close tie between the design of the system and the training required, in
most cases it runs alongside the development to capture the training requirements.
Training is an organized process for increasing knowledge and skills of people
for a definite purpose. The purpose of training is to improve the employees current
job performance.
An organization that aspires to grow must be in tune with the changing need of
the society. Training reduces the gap by increasing employees knowledge, skill,
ability and attitude. For the proper functioning of any business organization, the
management of the organization concerned must employ a training program to groom
its associates with business skill and practical knowledge. In addition to a standard
training program, there must be a certain measure of training performance.

Training makes a very important contribution to the development of the


organizations Human Resource and hence to the achievement of its aims and
objectives. It improves changes and moulds the employees knowledge, skill,
behavior and attitude towards the requirement of the job and the organization.
The importance of the training and development are many in number. Primarily
it helps in the optimization of the utilization of human resources that ultimately
provides the candidates as well as the individuals to achieve the goals. It also helps in
improving the human resources technical and behavioral skills which leads in
attaining personal growth of the candidates.
BENEFITS OF TRAINING:
Training enables the employee to attain the following benefits,
1. QUICK LEARNING:
Training helps to reduce the learning time to reach the acceptable level
of performance.
2. HIGHER PRODUCTIVITY:
Training increases the skill of the new employee in his performance of
a particular job.
3. STANDARDISATION OF PROCEDURES:
With the help of training, the best available methods of performing the
work can be standardized and taught to all candidates.
4. LESS SUPERVISION:
Training does not eliminate the need for supervision, but it
reduces the need for detailed and constant supervision.
5. ECONOMICAL OPERATIONS:
Trained personnel will be able to make better and economical use of
materials and equipments.

6. REDUCED ACCIDENTS:
Proper training in both job skills and safety attitudes should contribute
towards a reduction in the accident rate.
7. HIGHER MORALE:
A good training program will mould candidates attitudes towards
organizational activities and generate better co-operation and greater
loyalty.
TYPES OF TRAINING:
On the basis of purpose, several types of training programs are offered to the
candidates. They are,
1. INDUCTION OR ORIENTATION TRAINING:
Induction is concerned with introducing or orienting a new employee
to the organization and its procedures, rules and regulations.
2. JOB TRAINING:
Job training is the most common in plant training programs. It
relates to specific job which the worker has to handle. It develops
skills and confidence among the workers.
3. APPRENTICESHIP TRAINING:
This training program tends more towards education than merely
on the vocational training. Under this, both knowledge and skills are
developed.
4. INTERNSHIP TRAINING:

Under this method, an educational or vocational institute enters into


arrangement with an industrial enterprise for providing practical
knowledge to its students.
5. REFRESHER TRAINING OR RETRAINING:
Basic purpose of refresher training is to acquaint the existing
workforce with the latest methods of performing their jobs and
improve their efficiency further.
6. TRAINING FOR PROMOTION:
The talented candidates may be given adequate training to make them
eligible for promotion to higher jobs in the organization.
7. REMEDIAL TRAINING:
This training is required to remove defective way of doing work and
teach them correct methods and behavior patterns.
8. SAFETY TRAINING:
To prevent industrial accidents, training is necessary. Instructions to
use safety devices can be given.
METHODS OF TRAINING:
There are three different types of methods to train the candidates. They are as
follows.
1. ON THE JOB TRAINING:
2. OFF THE JOB TRAINING.
3. VESTIBULE TRAINING.

ON THE JOB TRAINING

The worker is given training at the work place by his immediate


supervisor. Worker learns in an actual work environment. The different types of on
the job training are,
a. COACHING:
Supervisor gives direct instruction and guidance to the trainee. He
demonstrates how to do the job.
b. UNDERSTUDY:
Candidate becomes an assistant to current job holder. He learns by
experience and observation.
c. JOB ROTATION:
Trainee is periodically rotated from job to job. He learns a variety of
tasks and develops a better view of the organization.
d. POSITION ROTATION:
Used by many organizations to develop all round workers.
OFF THE JOB TRAINING:
It requires workers to undergo training for a specific period away from the
work place. Concerned with both knowledge and skills in doing certain jobs. The
different types of off the job training are,
a. SPECIAL LECTURE CUM DISCUSSION:
Some executives of the organization or specialists from vocational and
professional institutes may deliver special lectures.
b. CONFERENCE TRAINING:

A conference is a group meeting conducted according to an organized


plan in which the members seek to develop knowledge and
understanding by oral participation.
c. CASE STUDY:
The trainees are given a problem or case, which is more or less related
to the concepts and principles already taught.
d. ROLEPLAY:
Conflict is artificially created and the trainees are assigned different
roles to play. Trainees are given a description of the situation and role
they are to play.
VESTIBULE TRAINING:
Vestibule training is used to designate training in a class room for semi-skilled
jobs, where large number of candidates must be trained at the same time for the same
kind of work.
A vestibule school is established in an industrial plant. An attempt is made to
duplicate as nearly as possible, the actual material, equipment and conditions found in
the real workplace. Qualified instructors are employed. Initial nervousness of the
trainees is also removed.
Trainees do not contribute to production during the training period. Line
managers will blame the instructors if trainees performance is poor. Since it is an
expensive method, it cannot be applied in small organizations. It is used to give
training to candidates in large numbers.

2. COMPANY PROFILE
2.1 INDUSTRY PROFILE
AUTOMOBILE INDUSTRY:
A well developed transport network indicates a well developed economy. For
rapid development a well-developed and well-knit transportation system is essential.
As Indias transport network is developing at a fast pace. Indian automobile Industry
is growing too. Also, the Automobile Industry has strong backward and forward
linkages and hence provides employment to a large section of the population. Thus
the role of Automobile Industry cannot be overlooked in Indian economy. All kinds of
vehicles are produced by the Automobile Industry. Indian Automobile Industry
includes the manufacture of trucks, buses, passenger cars, defense vehicles, twowheelers, etc. The industry can be broadly divided into the car manufacturing, twowheeler manufacturing and heavy vehicle manufacturing units. The major car
manufacturers are Hindustan Motors, MarutiUdyog, Fiat India Private Ltd., Ford
India Ltd., General Motors India Private Ltd., Honda Siel Cars India Ltd., Hyundai
Motors India Ltd., Skoda India Private Ltd., ToyatoKirloskar Motor Ltd., to name a
few. The two-wheeler manufacturing is dominated by companies like TVS, Honda
motorcycle & scooter India ( Pvt.) Ltd., Hero Honda, Yamaha, Bajaj, etc. The heavy
motors like buses, tucks, defense vehicles, auto rickshaws and other multi-utility
vehicles are manufactured by Tata- Telco, Ashok Leyland, Eicher Motors, Bajaj,
Mahindra and Mahindra, etc.
AUTOMOBILE TECHNOLOGY IN INDIA:
Automobile Technology in India is one of the essential parts of the
automobile industry of India. There are a large variant of vehicles available in the
automobile market of India and all these needs diverse technologies to operate.
It can be said that the history of technologies started from the period of steamdriven engines and today have reached to the stage of jet motivated aircraft. Each
component that makes an automobile operates on the basis of a certain technology. It
should be noted that if any of these auto parts malfunctions, then the entire

automobile will get stranded. Hence, the owner and the driver of the vehicle should
have a clear idea regarding the Automobile Technology in India.
The major change that took place in the automobile industry in India and in
the technology of the automobile in India is in the development of engines. In the cars
using petrol, the carburetor engines are no longer in use and these have been replaced
by Multi Point Fuel Injection engines. Similarly, in the use of the diesel engines also
there is a change observed from Rudolf Diesel being used in the 19th century to the
use of common rain direct injection technology.
The latest automobile technology in India used for the petrol driven vehicles
is the MPFI or the Multi Point Fuel Injection, which helps in keeping the pollutants at
minimum levels to derive the maximum functional performance from a vehicle. The
main benefits of the use of this Automobile Technology in India are:
o Superior fuel combustion.
o Engine performance.
o Better fuel management.
o Reduced pollution.
Two Major companies namely TATA and ASHOK LEYLAND have
dominated commercial vehicle industry. Tatas market Share is 45% and that of
Ashok Leyland is 38%, Volvo, Tetra, Mitsubishi, Toyota etc., Share the remaining
17%. The Commercial

vehicle picked up for the first time in the past few years

where both Ashok Leyland and Telco were


busy in expanding their operations to meet the expected growth in the demand for the
vehicles.
Commercial Vehicle segment has been diverted into three divisions, LDV
(Light Duty Vehicle), MDV (Medium Duty Vehicle), and HDV (Heavy Duty
Vehicle). Tata and Ashok Leyland have been engaged in manufacturing all these kind
of vehicle. Volvo manufactures MDV and HDV and heavy-duty vehicles are
manufactured by tetra.

Tata has been able to hold its position for a very long period due to its tie up
with a US company, Cummins Engine for Manufacturing superior quality products
and its domination in the north India, where as Ashok Leyland has captured south
India market.
It is well known fact that all commercial vehicles have adopted the euro
emission control norms as laid down by the government of India. Tata and Ashok
Leyland are the first member of their Euro Emission Norms.
Recently there is fall in the commercial Vehicle segments reason for this fall is
that the escalating operating cost. There has been a 68% increase in the diesel price in
the last year. Today 58-60% of the operating cost is accounted for the diesel
consumption. Another equally important factor is the growing competition and
efficiency of the railways.

2.2 PRODUCT PROFILE


TVS TRAINING AND SERVICES LTD

Vision:
To create technically proficient individuals who meet global standards of excellence
across multiple sectors/domains.
Our mile stone:

Profile TVS TS:


TVSTS provides in-service training (Customized Skill enhancement Training)
to industrial personnel from companies (TVS and Non TVS group Company) catering
to the needs of Manufacturing and Process industries.TVS TS has a client network of
over 100 companies.

Our Business:

Industrial Training:
Junior Level Engineering Programs

Fitting practices and assembly

Metrology and measuring instruments

Machining processes

Workshop calculation & science

Engineering Drawing

Welding techniques

Heat treatment

Cutting tools

Electrical & Electronics

Soldering techniques

Computer applications

Quality systems

Plumbing

Finance & Accounts

Soft Skills
Middle Management programs for Manufacturing Industry

CNC Programming & Machining

GD &T

Maintenance of Equipments & machines

Pneumatics

Electro Pneumatics

Hydraulics

Electro Hydraulics

PLC

Micro Controller

Auto CAD

Pro E

Inventor- 2009

Tool Design

Painting

Maintenance Management and Material handling

Quality systems

Manufacturing Systems

Marketing Management

Human Resource Management

Financial Management & Accounting

General and Operational Management

Vendor Management

Personal Productivity Skills.

Case Studies
Customized training programs offered at our centre
Case Study 1:
Name of the Company : Ashok Leyland
Name of the Program : Mechatronics
Duration
Target Group

: 20 days
: Maintenance Personnel

Trained Manpower

: 30

Modules Selected:
Electrical and Electronics
PLC
Electro Pneumatics
Electro Hydraulics
CNC
Case Study 2:

Name of the Company

: Wabco India Ltd

Name of the Program

: General Technical

Competency
Duration

: 100 days

Target Group

: Company Apprentices ( +2 )

Trained Manpower

: 250

No. of Participants Undergoing Training: 20


Modules Selected:
Machining processes
Metrology and Measuring Instruments
Fitting Practice and Assembly
Cutting Tools
Engineering Drawing
Workshop Calculations
Pneumatics & Hydraulics
CNC
Quality Systems and Soft Skills
Case Study 3:
Name of the Company

: RANE Group Companies

Name of the Program

: Skill Up-gradation

Program
Duration

: 40 Days

Target Group

: Fresh Diploma Holders

Trained Manpower

: 215

Modules Selected
Machining processes
Fitting Practice and Assembly
Cutting Tools
Pneumatics
Hydraulics
CNC
Quality Systems

Soft Skills
Case Study 4:
Name of the Company

: NOKIA India Limited

Name of the Program

: ElectroPneumatics & PLC

Duration

: 5 days / module

Target Group

: Technicians

Trained Manpower

: 300

Modules Selected
Pneumatics
Electro Pneumatics
PLC
Case Study 5:
Name of the Company

: Sundaram Clayton - Padi

Name of the Program

: General Technical

Competency
Duration

: 16 Days

Target Group

: Higher Secondary Pass (+2)

Trained Manpower

: 120

Trained Manpower

: 300

Modules Selected
Machining processes
Measuring Instruments
Engineering Drawing
Workshop Calculations & Science
CNC Programming
CNC Machining
Case Study 6:
Name of the Company

: Saint Gobain Ltd - Bhutan

Name of the Program

: General Technical

Competency Training
Duration

: 24 days

Target Group

: Team Leaders

Trained Manpower

: 25

Modules Selected
Industrial Safety
Engineering Drawing
Maintenance of Equipments
Electrical and Electronics
Metrology and Measuring Instruments
Material Handling Equipments
PLC
Quality Concepts
Soft Skills
Case Study 7:
Name of the Company

: WIL Wardha, Nagpur

Name of the Program

: General Technical

Competency
Duration

: 54 Days

Target Group

: Higher Secondary Pass (+2)

Trained Manpower

: 30

Modules Selected
Measuring Instruments
Fitting Practice and Assembly
Engineering Drawing
Workshop Calculations
Welding Techniques
Quality Systems
Soft Skills
Machining processes

Case Study 8:
Name of the Company

: Visteon India Limited

Name of the Program

: Team Member Training Program

Duration

: 10 days

Target Group

: ITI Technicians

Trained Manpower

: 33

Modules Selected
Basics of Physics
Engineering Drawing
Engineering Materials
Electrical and Electronics
Pneumatics and Hydraulics
Design of Jigs and Fixtures
Welding
Plastics and Moulding Methods
Soft Skills
Case Study 9
Name of the Company

: Lucas TVS

Name of the Program

: Skill Up-gradation

Program
Duration

: 30 days

Target Group

: Graduate Engineers

Trained Manpower

: 50

Modules Selected
Machining processes
Cutting Tools
Pneumatics
Electro Pneumatics
Hydraulics
CNC
PLC

Our Customers:

3. REVIEW OF LITERATURE
William James (1998, P.18) of Harvard University reports that employee
could retain their jobs by working at mere 20-30 percent of their potential. His
research led him to believe that if these same candidates were properly motivated,
they could work at 80-90 percent of their capabilities. Behavioral science concepts
like motivation and enhanced productivity could well be used for such improvement
through the effective and efficient use of learning resources.
Jack Welch (1999, P.21) Companies can't promise lifetime employment,
but by constant training and education we may be able to guarantee lifetime
employability.

Organization

and

individual

should

develop

and

progress

simultaneously for their survival and attainment of mutual goals. So every modern
management has to develop the organization through human resource development.
Employee training is the important sub-system of human resource development.
Employee training is a specialized function and is one of the fundamental operative
functions for human resources management.

C. K. Prahalad (1997 P.8) says that mentoring requires special skills,


but it does not require hierarchical position. After an employee is selected, placed
and introduced he or she must be provided with by training facilities. Training is
the act of increasing the knowledge and skill of an employee for doing a
particular job. Training is a short-term educational process and utilizing a
systematic and organized procedure by which candidates learn technical
knowledge and skills for a definite purpose. Dale S.

Beach (1996 P.14) define the training as The organized procedure by


which people learn knowledge and /or skill for a definite purpose. In other words,
training improves changes and moulds the employees knowledge, skill behavior and
aptitude and attitude towards the requirements of the job and the organization.
Training refer to the teaching and learning activities carried on for the primary
purpose of helping members of an organization to acquire and apply the knowledge,
skill, abilities and attitudes needs by a particular job and organization.
Robert Haas (1994 P.17) suggest that You can't train anybody to do anything that
he or she doesn't fundamentally believe in. Training needs are identified on the basis
of organizational analysis, job analysis and man analysis. Training program, training
methods and course content are to be planned on the basis of training needs. Training
needs are those aspects necessary to perform the job in an organization in which
employee is lacking attitude/aptitude, knowledge, and skill.
Training needs = Job and organizational requirement Employee specifications.
Robert Louis Stevenson says it was a world almost without a feature; an empty sky,
and empty earth; front and back the line of railway stretched from horizon to horizon,
like a cue across a billiard-board.
RESEARCH PAPERS:
TRAINING AND DEVELOPING A WORK FORCE
Singara (edition 2001): This paper is a guide to companies when executing the
training of a new work force. The researcher shows how job training is crucial for the
workers as well as for the corporations. He indicates that companies are paying more

attention to the training and development then to recruiting. There are many changes
that are being made to the process of training and developing a new work force
mainly towards developing existing skills and acquiring new ones. The paper
examines several factors that affect this process such as: government intervention,
wages, diversity, globalization...and much more
EMPLOYEE TRAINING AND DEVELOPMENT
Veerabathra (Edition 2002): This paper looks at employee training as a means of
improving an organization and making it more cost-effective. It defines the different
types of training, including technical, literal, video, and other types of training used to
fulfill the needs of both employer and employee.

EFFECTIVE TRAINING
Akshara (Edition 2003): An effective training system would integrate several different
processes in order to achieve the objective of a proper training. The first step in any
sort of training would be identifying the desired level of knowledge in a measurable
form. The next step would be listing out the various qualifications or competencies
necessary for taking part in any training system to produce the desired results. After
this the trainee would have to undertake the necessary research steps by sourcing
materials and other requirements for the training method to function at its best.
TRAINING
Chamy (Edition 2004): This paper reports on a study to verify whether training can
help organizations and uses a questionnaire to collect empirical data. The author
points out that the survey will help identify specific benefits and trends because
organizations, like people, have their own individuality and style, and no blue print
can be considered a universal fit for all organizations. The paper relates that replacing
a skilled and trained employee can be very expensive for an organization in terms of
time and money; therefore, organizations are increasingly using training and higher
education options in their benefits packages to obtain and retain talent in the
organization.

TRAINING AND DEVELOPMENT


Gulathi (Edition 2005): This paper is about employee training and development. It
uses a five-step process to develop the appropriate training program that includes
training needs assessment; creation of training materials; the training medium
(internal, external); the implementation, and an evaluation plan to determine the
effectiveness of the training.
EMPLOYEE TRAINING
Ashwanthi (Edition 2006): This paper looks at the methods of and motivation for
employee training in the service industries, such as hotels and restaurants. The paper
begins with an exhaustive overview of the term training, including a detailed
recitation of Carter McNamara's six-point rationale for training in "Employee
Training and Development: Reasons and Benefits." The author also provides
background information about the importance of good trainers and training
techniques.
BOOKS:
Training is more about knowing where we stand at present and to have a
vision of where we are going to be in the future. It is when we have set goals and
dont know how to proceed; it is when we want something in life to achieve and dont
know how to reach there and it is what we are dreaming for and how we have to
acquire the knowledge to live up to our dreams.
Thus providing training opportunities is a key to promote an organization,
which will support an individual for his lifelong learning, and to work efficiently in
their respective departments.
DEFINITIONS:
G.SUBRAMANYAM defined training as,
"The trainees shall acquire new manipulative skills, technical knowledge,
problem solving ability or attitude so that they are better adjusted to their work
environment to achieve the organizational and individual goals".
C.B.MEMORIA defined training as,

"Training is a process of learning a sequence of programd behavior. It is


application of knowledge. It gives people an awareness of the rules and procedures to
guide their behavior .it attempts to improve their performance on the current job or
prepare them for an intended job."

4. RESEARCH OF METHODOLOGY
4.1 STATEMENT OF THE PROBLEM
Management was under cloud in identifying the impact of the training
program on the performance and productivity as well as in identifying the best
method of training, which enhances the job efficiency, and skills of candidates. The
management was dubious about the satisfaction level of candidates towards the
training program.
Besides enormous efforts and expectations put in by the management in
executing the training and development programs, the objectives of the company
remain seldom met.

4.2 NEED FOR THE STUDY


Training is the important factor of any company. So it requires to know the
critical area where they can implement new training method to bring the effectiveness
of training program. This study is required to find whether the training provided by
TVS Training & Development satisfies the training needs of the candidates, whether

the candidates are satisfied with

the

duration of training program, and the need to find

whether the trainer maintains a good relationship with the trainee.


All the candidates are not specialized in all areas, and thus every individual
employee lacks in some areas. There is a need to find out the personal requirement,
and based on that training should be given.
This study is necessary to identify the best training method, which assists the
candidates to implement their action plans. The fundamental need of this study is to
evaluate the satisfactory level of candidates about their training program.

4.3 OBJECTIVES OF THE STUDY


4.3.1 PRIMARY OBJECTIVES:
To study the satisfaction level of candidates towards the training program
conducted at TVS Training and Services Ltd.
4.3.2 SECONDARY OBJECTIVES:

To find out the opinion of candidates regarding the impact of training on the
organizational and personal development

To find the relationship between the trainer and the trainee.

To find out whether the existing training is relevant and helpful for the
candidates.

To suggest suitable measures to improve the existing training program.

4.4 SCOPE OF THE STUDY


This study helps to understand more about the positive & negative aspects of
the present training programs and work on enabling the effective training, which gives
high motivation to the candidates. Training given to the candidates at the earlier stage
should reflect in future also. After the long run, the company will achieve its expected
standards with the help of training. This study educates the researcher how effectively
the training process can be followed and brings out awareness on different training
strategies followed at various occasions.

4.5 RESEARCH DESIGN:


A research design is the arrangement of conditions for collection and analysis
of data in a manner that aims to combine relevance to the research purpose with
economy in procedure.
Research design is the conceptual structure within which research is conducted.
It constitutes the blueprint for the collection, measurement and analysis of data. As
such the design includes an outline of what the researcher will do from writing the
hypothesis and its operational implications to the final analysis of data.
4.5.1 DESCRIPTIVE RESEARCH:
In descriptive research, the researcher presents a description of the state of
affairs as it exists at present. The researcher can present only what has happened or
what is happening. The variables remain beyond his\her control. The descriptive study
is undertaken in order to ascertain and be able to describe the characteristics of the
variables of interest in a situation.
4.5.2 STRATIFIED RANDOM SAMPLING:

Stratified random sampling involves a process of stratification or segregation,


followed by random selection of subjects from each stratum. The population is first
divided into mutually exclusive groups that are relevant, appropriate and meaningful
in the context of the study.
The various stratum of this study is

Engineering Department

Production Department

Quality Department

Industrial Engineering

4.5.3 SAMPLE SIZE:


The sample size of this research is 150.
4.5.4 SAMPLING AREA:
The sampling is done in the TVS Training and Services Ltd, Chennai

4.5.5 DATA COLLECTION TECHNIQUES


After the research problem and design have been defined and planned the
tasks of data collection beings.
TYPES OF DATA:
1. Primary data.
2. Secondary data.
In this study both primary and secondary data collection methods have been
used to collect data. Now let us see about these two data collection methods.
PRIMARY DATA:
The primary data are those, which are collected fresh and for the first time and
thus happen to be original in character.
Primary data collection is nothing but the data that is directly collected from
the people by the researcher himself. The data shows the employees attitude,
opinions, their awareness, knowledge and other similar aspects.

In this study, Primary Data collection method has helped the researcher to a
great extent in arriving at the results.
SECONDARY DATA:
Secondary data refers to the information or facts already collected. Such data
are collected with the objective of understanding the past status of any variable, or the
data collected and reported by some source is accessed and used for the objective of
the study.
In this study, the secondary data are collected from books, magazines and
websites.

4.5.6 DESCRIPTION OF QUESTIONNAIRE


This method of data collection is quite popular. In this method a questionnaire
is issued to the person concerned with a request to answers the question and return it
back.
In this research, three different forms of questions are used in the questionnaire.
They are:
1. OPEN ENDED QUESTIONS:
Open ended questions are designed to permit a free response from the various
respondents rather than one limited to certain stated alternatives are considered
appropriate.
2. MULTIPLE CHOICE QUESTIONS:
This type of question has the advantage of easy handling, simple to answer,
quick and relatively inexpensive to analyze.
3. DICHOTOMOUS QUESTION:

A dichotomous question refers to one, which offers the respondent a choice


between two alternatives and reduces the issues.

4.5.7 TOOLS FOR DATA ANALYSIS


PERCENTAGE ANALYSIS:
Percentage analysis is the method which is used for finding the average of
collected information. Percentage analysis can be calculated as follows:
First the number of respondents is noted in a tabular form and then the
percentage is calculated by dividing the number of respondents by total number of
respondents which is then multiplied by 100.

No. of respondents
Percentage = --------------------------------------- * 100
Total no. of respondents

CHI SQUARE TEST:

The Chi-Square test is an important non parametric test in statistical work.


The symbol 2 is used to describe the magnitude of the discrepancy between theory
and observation.
It is defined as,

(O-E) 2
= --------------E

Where,
O

- Observed frequencies.

Expected frequencies.
The above formulae give the calculated value of 2. The tabulated value is

found out with the help of statistical tables.

WEIGHTED AVERAGE METHOD:


In weighted average each value of the variable is multiplied by its weights and the
products so obtained are summed up. This total is divided by the total of weights and
the resulting figure is the weighted arithmetic average.
X1W1 + X2W2 + X3W3 + .. + XnWn
Weighted Average =

------------------------------------------------------------W1 + W2 + W3 + . + Wn

Where X1, X2, X3, . ,Xn are the values of the variable and
W1, W2, W3, , Wn are their respective weights.

4.6 LIMITATIONS OF THE STUDY:


The limitations of the study are as follows:
The data collected cannot be compared with other company.
The study was conducted at smaller scale due to the companys policy.
The findings are only the result of the survey and so it is not applicable for
future.

5. DATA ANALYSIS AND INTERPRETATION


5.1 PERCENTAGE ANALYSIS
Table No: 5.1.1
Age group of the respondents
S.No
1
2
3
4

Age
25-30 years
31-35 years
36-40 years
Above 40
years
Total

Chart No: 5.1.1


Age group of the respondents

No of
Respondents
124
23
3

Percentage
(%)
83
15
2

0
150

0
100

Inference:
The above table depicts that the maximum number of respondents, 83%
belongs to the age of 25 to 30 years , 15% of the respondents belong to the age
group of 31 to 35 years and 2% belong to the age of 36 to 40 years.

Table No: 5.1.2


Year of experience of the respondents:
S.No
1
2
3
4

Experiences
< 5 years
5 - 10 years
10 - 15 years
Above 15
Total

No of
Respondents
111
17
21
1
150

Chart No: 5.1.2


Year of experience of the respondents:

Percentage
(%)
74
11.3
14
0.7
100

Inferences:
The above table depicts that the maximum number of respondents, 74%
belongs to the below 5 years of experience and 11.3% of the respondents belong
to the 5 to 10 years of experiences and 14% of the respondents belong to the 10 to
15 years .

Table No: 5.1.3


Income of the Respondents
S.No
1
2
3
4
Chart No: 5.1.3

Income
< 10000
10000
-20000
20000 30000
Above 30000
Total

No of
Respondents
104

Percentage
(%)
69.3

32

21.3

14
0
150

9.3
0
100

Income of the Respondents

Inference:
The above table clearly shows that 69.3 % of the respondents earns an income
of below 10000, 21.3 % of the respondents earns an income of 10000 to 20000
and 9.3% of the respondents earns an income of 20000 to 30000.

Table No: 5.1.4


Trainees opinion on Training:
S.No
1
2

Options
Yes
No
Total

Chart No: 5.1.4


Trainees opinion on Training:

No of
Respondents
82
68
150

Percentage
(%)
54.66
45.34
100

Inference:
The above table clearly shows that 54.66% of the respondents have undergone
training in their organization and 45.34% of the respondents did not attend
training in their organization.

Table No: 5.1.5


Type of training attended in their organization :
S.No
1
2
3
4

Options
On the
Job
Off the
job
Both
None
Total

No of
Respondents

Percentage
(%)

11

7.33

19
53
67
150

12.67
35.33
44.6666667
100

Chart No: 5.1.5


Type of training attended in their organization:

Inference:
The above table shows that 44.66% of the respondents did not attend any type
of training , 35.33% have attended both on the job & off the job, 12.66% have
attended off the job training and 7.33% have attended on the job type of training.

Table No: 5.1.6


Trainees opinion on the satisfaction of training given in their organization:
S.No
1
2
3
4
5

Options
Highly
satisfied
Satisfied
Neutral
Dissatisfied
Highly
dissatisfied

No of
Respondents

Percentage
(%)

21
60
69
0

14
40
46
0

Total

150

100

Chart No: 5.1.6


Trainees opinion on the satisfaction of Training given in their organization:

Inference:
The above table shows that 14% of the respondents are highly satisfied, 40%
of the respondents are satisfied and 46% of the candidates stand neutral.

Table No: 5.1.7


Employee opinion on the training need suggested by the authority:
S.No
1
2
3

Options
Superior
Company
Others
Total

No of
Respondents
0
150
0
150

Percentage
(%)
0
100
0
100

Chart No: 5.1.7


Employee opinion on the training need suggested by the authority:

Inference:
The above table shows that 100% of the respondents are suggested by their
company for the need of training in TVS TS .

Table No: 5.1.8


Candidates opinion about the duration of the training program by TVS TS:
S.No
1
2
3
l

Options
Too long
Too short
Just enough
Total

No of
Respondents
27
16
107
150

Percentage
(%)
18
11
71
100

Chart No: 5.1.8


Candidates opinion about the duration of the training program by TVS TS

Inference:
The above table clearly shows that 18% of the respondents feel that the
duration is just enough , 11% of the respondents feel that the duration is too short
and 71 % of the respondents feel that the duration is too long.

Table No: 5.1.9


Type of training in TVS TS:
S.No
1
2

Options
On the
job
Off the
job
Total

Chart No: 5.1.9


Type of training in TVS TS:

No of
Respondents

Percentage
(%)

150
150

100
100

Inference:
The above table shows that 100% of the respondents are attending off the job
method of training in TVS TS.

Table No: 5.1.10


Employees agreement level towards the relevancy and helpfulness of training:
S.No
1
2
3
4
5

Options
Strongly
agree
Agree
Neutral
Disagree
Strongly
disagree
Total

No of
Respondents

Percentage
(%)

78
67
4
0

52
44.7
2.6
0

1
150

0.7
100

Chart No: 5.1.10


Employees agreement level towards the relevancy and helpfulness of training:

Inference:
The above table clearly shows that 52% of the respondents strongly agree,
44.7% of the respondents agree, 2.6% of the respondents neither agree nor
disagree and 0.7% strongly disagree that the training program was more relevant
and helpful.

Table No: 5.1.11


Opinion regarding the satisfaction level of the existing training program by TVS TS:
S.No
1
2
3
4
5

Options
Highly
satisfied
Satisfied
Neutral
Dissatisfied
Highly
dissatisfied
Total

No of
Respondents

Percentage
(%)

77
72
0
1

51.3
48
0
0.7

0
150

0
100

Chart No: 5.1.11


Opinion regarding the satisfaction level of the existing training program by TVS TS:

Inference:
The above table clearly shows that 51.3% of the respondents are highly
satisfied , 48 % of the respondents are satisfied and 0.7% are dissatisfied with the
existing training program.

Table No: 5.1.12


Candidates opinion about the job before the training program:
S.No
1
2
3
4
5

Options
Very easy
Easy to large
extent
Easy to some
extent
Not so easy
Difficult
Total

No of
Respondents
5

Percentage
(%)
3.3

10

6.7

56
49
30
150

37
33
20
100

Chart No: 5.1.12


Candidates opinion about the job before the training program:

Inference:
The above table clearly shows that 37% of the respondents feel that the job is
easy to some extent,33 % of the respondents feels that the job is not so easy, 20%
of the respondents feels that the job is difficult and only 6.7% of the respondents
feel that the job is easy to large extent before the training program.

Table No: 5.1.13


Candidates opinion about the job after the training program:
S.No
1
2
3
4
5

Options
Very easy
Easy to large
extent
Easy to some
extent
Not so easy
Difficult
Total

No of
Respondents
66

Percentage
(%)
44

59

39

25
0
0
150

17
0
0
100

Chart No: 5.1.13


Candidates opinion about the job after the training program:

Inference:
The above table clearly shows that 37% of the respondents feel that the job is
very easy,39 % of the respondents feels that the job is easy to large extent, 17%
of the respondents feels that the job is easy to some extent after the training
program.

Table No: 5.1.14


Opinion regarding knowledge and skills acquired through the training program:
S.No
1
2
3
4
5

Options
To full extent
To a very large
extent
To large extent
To some extent
Not at all
Total

No of
Respondents
35

Percentage
(%)
23.3

59
45
11
0
150

39.3
30
7.33
0
100

Chart No: 5.1.14


Opinion regarding knowledge and skills acquired through the training program:

Inference:
The above table clearly shows that 39.3 % of the respondents acquired
knowledge and skills to a very large extent, 30% of the respondents acquires to a
large extent, 23.3 %of the respondents acquired to a full extent and only 7.33% of
the respondents acquired knowledge and skill to some extent.

Table No: 5.1.15


Feedback about the aspects of training:
Table No: 5.1.15.1
Feedback about the trainer
S.No
1
2
3
4

Training
Faculty
Very
Good
Good
Average
Bad

No of
Respondents

Percentage
(%)

100
50
0
0

67
33
0
0

Very bad
Total

0
150

0
100

Chart No: 5.1.15.1


Feedback about the Trainer

Inference:
The above table shows that 67% of the respondents feel that the trainer was
very good and 33% of the respondents feel the training faculty are good.

Table No: 5.1.15.2


Feedback about the Course content:
S.No
1
2
3
4
5

Course
content
Very
Good
Good
Average
Bad
Very bad
Total

Chart No: 5.1.15.2

No of
Respondents

Percentage
(%)

62
83
5
0
0
150

41.34
55.33
3.33
0
0
100

Feedback about the Course content:

Inference:
The above table shows that 41.34% of the respondents feel that the course
contents are very good , 55.33% of the respondents feel the course contents are
good and 3.33% are average.

Table No: 5.1.15.3


Feedback about the course material:
S.No
1
2
3
4
5

Course
Material
Very
Good
Good
Average
Bad
Very bad
Total

Chart No: 5.1.15.3

No of
Respondents

Percentage
(%)

59
76
15
0
0
150

39.33
50.67
10
0
0
100

Feedback about the course material:

Inference:
The above table shows that 39.33% of the respondents feel that the course
material are very good , 50.67% of the respondents feel the course material are
good and 10% are average.

Table No: 5.1.15.4


Feedback about Discussion/ Exercise/ Case study:
S.No
1
2
3
4
5

Discussions
Very Good
Good
Average
Bad
Very bad
Total

No of
Respondents
70
66
14
0
0
150

Chart No: 5.1.15.4


Feedback about Discussion/ Exercise/ Case study:

Percentage
(%)
46.67
44
9.33
0
0
100

Inference:
The above table shows that 46.67% of the respondents feel that the discussion
& exercise are very good , 44% of the respondents feel the discussion & exercise
are good and 3.33% are average.

Table No: 5.1.15.5


Feedback about the Venue Arrangements:
S.No
1
2
3
4
5

Arrangements
Very Good
Good
Average
Bad
Very bad
Total

No of
Respondents
58
72
20
0
0
150

Chart No: 5.1.15.5


Feedback about the Venue Arrangements:

Percentage
(%)
38.67
48
13.33
0
0
100

Inference:
The above table shows that 48% of the respondents feel the arrangements are
good , 38.67% are very good and 13.33% of arrangements are average.

Table No: 5.1.16


Opinion about the Opportunities giving for suggestion:
S.No
1
2

Options
Yes
No
Total

No of
Respondents
150
0
150

Chart No: 5.1.16


Opinion about the Opportunities for suggestion:

Percentage
(%)
100
0
100

Inference:
The above table shows that 100% of the respondents are given opportunities
during the training for giving suggestions.

Table No: 5.1.17


Opinion about the recommendation of training to the other employees:
S.No
1
2

Options
Yes
No
Total

No of
Respondents
148
2
150

Percentage
(%)
98.67
1.33
100

Chart No: 5.1.17


Opinion about the recommendation of training to the other employees:

Inference:
The above table show that 98.67% of the respondents will recommend this
training for others and 1.33% only will not recommend this training to others.

Table No: 5.1.18


Opinion regarding superior guidance during the training program.
S.No
1
2
3
4
5

Options
Strongly agree
Agree
Disagree
Strongly disagree
Neither agree nor
disagree
Total

No of
Respondents
51
99
0
0

Percentage
(%)
34
66
0
0

0
150

0
100

Chart No: 5.1.18


Opinion regarding superior guidance during the training program

Inference:
The above table shows that 66% of the respondents agrees that they get guidance
from their superiors during the training and 34% did not get guidance from their
superior.

Table No: 5.1.19


Opinion regarding the relationship between trainer and trainee
No of
S.No
Options
Respondents
1
Strongly agree
94
2
Agree
56
3
Disagree
0
4
Strongly disagree
0
Neither agree nor
5
disagree
0
Total
150
Chart No: 5.1.19

Percentage
(%)
63
37
0
0
0
100

Opinion regarding the relationship between trainer and trainee

Inference:
The above table shows that 63% of the respondents strongly agree the
relationship is good between trainer & trainee and 37% just agree the relationship
is good between trainer & trainee.

Table No: 5.1.20


Feedback about the training:
S.No
1
2
3
4
5

Options
Very Good
Good
Average
Poor
Very poor
Total

Chart No: 5.1.20


Feedback about the training:

No of
Respondents
71
77
2
0
0
150

Percentage
(%)
47.33
51.33
1.3
0
0
100

Inferences:
The above table show that 51.33% of the respondents feel good about the training
and 47.33% of the respondents feel very good about the training.

Table No: 5.1.21.1


Opinion of the candidates about the following attributes:
Extent of attitude acquired by the respondents - Knowledge:
No of
Percentage
S.No
Options
Respondents
(%)
1
To full extent
57
38
To a very large
2
extent
63
42
3
To large extent
30
20
4
To some extent
0
0
5
Not at all
0
0
Total
150
100
Chart No: 5.1.21.1
Knowledge:

Inference
The above table shows that 42% respondents gains knowledge to a large
extents , 38% of the respondents gains knowledge to full extents and 20% of the
respondents gains to large extents.

Table No: 5.1.21.2


Extent of attitude acquired by the respondents - Efficiency:
S.No
1
2
3
4
5

Options
To full extent
To a very large
extent
To large extent
To some extent
Not at all
Total

Chart No: 5.1.21.2


Efficiency:

No of
Respondents
39

Percentage
(%)
26

73
38
0
0
150

48.67
25.33
0
0
100

Inference
The above table shows that 48.67% respondents gains efficiency to a large
extents , 26% of the respondents gains efficiency to full extents and 25.33% of the
respondents gains to large extents.

Table No: 5.1.21.3


Extent of attitude acquired by the respondents - Skills
No of
Percentage
S.No
Options
Respondents
(%)
1
To full extent
49
32.67
To a very large
2
extent
63
42
3
To large extent
35
23.33
4
To some extent
0
0
5
Not at all
0
0
Total
150
100
Chart No: 5.1.21.3
Skills

Inference
The above table shows that 42% respondents gains skills to a large extents ,
32.67% of the respondents gains skills to full extents and 23.33% of the
respondents gains to large extents

Table No: 5.1.21.4


Extent of attitude acquired by the respondents - Communication Skill:
No of
Percentage
S.No
Options
Respondents
(%)
1
To full extent
59
39.33
To a very large
2
extent
60
40
3
To large extent
30
20
4
To some extent
1
0.67
5
Not at all
0
0
Total
150
100
Chart No: 5.1.21.4
Communication Skill:

Inference:
The above table shows that 40% respondents has developed communication
skill to a very large extents ,39.33% of the respondents has developed
communication to full extents and 20% of the respondents gains to large extents

Table No: 5.1.21.5


Extent of attitude acquired by the respondents - Team Work:
S.No
1
2
3
4
5

Options
To full extent
To a very large
extent
To large extent
To some extent
Not at all
Total

Chart No: 5.1.21.5

No of
Respondents
59

Percentage
(%)
39.33

63
25
3
0
150

42
16.67
2
0
100

Team Work:

Inference:
The above table shows that 42% respondents has developed team work skill
to a very large extents ,39.33% of the respondents has developed team work skill
to full extents and 16.67% of the respondents developed to large extents

Table No: 5.1.22


Opinion about the effectiveness of training:
No of
S.No
Options
Respondents
1
Strongly agree
66
2
Agree
84
3
Disagree
0
4
Strongly disagree
0
Neither agree nor
5
disagree
0
Total
150
Chart No: 5.1.22
Opinion about the effectiveness of training:

Percentage
(%)
44
56
0
0
0
100

Inference:
The above table shows that 56% of the respondents agree the training should
be more effective and 44% of the respondents strongly the training should be
more effective from the present level.

5.2 WEIGHTED AVERAGE METHOD


5.2.1 CANDIDATES FEEDBACK ON THE VARIOUS ASPECTS OF THE
TRAINING PROGRAM
Very

Very

Description

good

Good

Average Bad

bad

Training faculty

100

50

Course content

62

83

Course material
59
Discussions/Exercise/Case

76

15

study

66

14

70

Arrangements done for


training

58

72

20

Very good = 5
Good

=4

Average

=3

Bad

=2

Very bad

=1

CALCULATION:
Training faculty

= [(100*5)+(50*4)+(0*3)+(0*2)+(0*1)]/150
= 4. 67

Course content

= [(62*5)+(83*4)+(5*3)+(0*2)+(0*1)]/150
= 4.38

Course material = [(59*5)+(76*4)+(15*3)+(0*2)+(0*1)]/150


= 4.29
Discussion

= [(70*5)+(66*4)+(14*3)+(0*2)+(0*1)]/150
= 4.37

Arrangements

= [(58*5)+(72*4)+(20*3)+(0*2)+(0*1)]/150
= 4.25

Weighted
Description

Average

Rank

Training faculty

4.66

Course content

4.38

Course material
4.29
Discussions/Exercise/Case

study
4.37
Arrangements done for

training

Interpretation:

4.25

From the above weighted average table it has been inferred that the majority
of the respondents have given first preference to the Training Faculty, the second
preference is given to Course content, the third preference is given to the Discussion,
Exercise , Case study and fourth & fifth preference given to the course material &
Arrangements done for the training respectively.

5.2.2 CANDIDATES OBTAINED FROM TRAINING PROGRAM:


Full

Very

large Large

Some

Not at

Description

extent

extent

extent

extent

all

Knowledge

57

63

30

Efficiency

39

73

38

Skills
Communication

49

63

35

skills

59

60

31

Team work

59

63

26

Very good = 5
Good

=4

Average

=3

Bad

=2

Very bad

=1

Calculation:
Knowledge

= [(57*5)+(63*4)+(30*3)+(0*2)+(0*1)]/150
= 4.18

Efficiency

= [(39*5)+(73*4)+(38*3)+(0*2)+(0*1)]/15
= 4.00

Skills

= [(49*5)+(63*4)+(35*3)+(0*2)+(0*1)]/15
= 4.013

Communication skill = [(59*5)+(60*4)+(31*3)+(0*2)+(0*1)]/15


= 4.186
Team Work

= [(59*5)+(63*4)+(26*3)+(2*2)+(0*1)]/15
=4.19

Description

Weighted Average

Rank

Knowledge

4.18

Efficiency

4.00

Skills
Communication

4.01

skills

4.186

Team work

4.19

INTERPRETATION:
From the above weighted average table it has been inferred that the majority
of the respondents have given first preference to the Team work , the second and third

preference is given to the communication skill and Knowledge , whereas the fourth
and fifth preference given to the Skill and Efficiency respectively.

5.3 CHI - SQUARE ANALYSIS


5.3.1EXPERIENCE AND SATISFACTION LEVEL:

Highly

Satisfied

Neither

Dis

Highly

satisfied

satisfied nor

satisfied

Dissatisfied

<5years
5-10yrs
10-15
Above

10
12
8
11

12
38
22
14

dissatisfied
7
6
5
5

0
0
0
0

0
0
0
0

29
56
35
30

5yrs
Total

41

86

150

23

Total

Hypothesis:
Null Hypothesis (Ho):
There is no significant association between the experience and satisfaction level
of training program conducted in TVS Training and Services
.
Alternative Hypothesis (H1):
There is a significant association between the experience and satisfaction level
of training program conducted in TVS Training and Services
.

(O E)

(O - E) 2

(O - E) 2 /E

Observed

Expected

Frequency (O)
10
12
7

Frequency (E)
7.927
16.627
4.447

2.073
-4.627
2.553

18.467
21.409
6.518

2.329
1.288
1.466

0
0
12
38
6
0
0
8
22
5
0
0
11
14
5

0
0
15.307
32.107
8.587
0
0
9.567
20.067
5.367
0
0
8.2
17.2
4.6

0
0
-3.307
5.893
-2.587
0
0
-1.567
1.933
-0.367
0
0
2.8
-3.2
0.4

0
0
10.936
34.727
6.692
0
0
2.455
3.736
0.135
0
0
7.84
10.24
0.16

0
0
0.714
1.082
0.779
0
0
0.257
0.186
0.025
0
0
0.956
0.595
0.035

0
0

0
0
0
0
2
Calculated value

0
0

0
0
9.712

Degree of freedom :( c-1) (r-1) = (5-1) (4-1) =12 d. f at 5% level of significance


Tabular Value = 21.026
Tabulated value is greater than the calculated value.

RESULT:
Since the tabulated value is greater than calculated value we accept null
hypothesis. That is there is no significant association between the experience and
satisfaction level of training program conducted in TVS Training and Services
5.4 KARL PEARSONS COEFFICIENT OF CORRELATION:

OBJECTIVE:
To identify the relationship between relevance & helpfulness of training and
satisfaction on training.
Strongly

Attributes

Strongly

Agree

Agree

Neutral

Disagree

disagree

Total

Training(X)
Satisfaction on Training

78

67

150

(Y)

77

72

150

Relevancy of

(X-X)

Y-Y

(X-X)

(X-X)2

(Y-Y)2

(Y-Y)
78

77

-48

-47

2256

2304

2209

67

72

-37

-42

1554

1369

1764

26

676

29

841

29

841

150

150

-30

-60

3810

5190

4814

X= x/n = 150/5=30
Y= y/n= 150/5=30
(x-x) (y-y)

xy =-----------------------(x-x) 2 (y-y) 2
= 3810/ 5190*4814
= 3810/4995.36
r = 0.763
Inference:
The coefficient of correlation inferred that r = 0.763 is positive correlated, thus
there is relationship between relevance & helpfulness of training and satisfaction on
training.

6. FINDINGS:

From the study it is inferred that the maximum number of respondents, 83%
belongs to the age of 25 to 30 years , 15% of the respondents belong to the age
group of 31 to 35 years and 2% belong to the age of 36 to 40 years.

From the study it has been found that the maximum number of respondents,
74% belongs to the below 5 years of experience and 11.3% of the respondents
belong to the 5 to 10 years of experiences and 14% of the respondents belong
to the 10 to 15 years .

The study demonstrates that maximum of the respondents are satisfied and
few of the candidates stand neutral.

From the study it is inferred that maximum of the respondents feel that the
duration is too long.

The study shows that 48% of the respondents feel the arrangements are good ,
38.67% are very good and 13.33% of arrangements are average.

From the study it is inferred that more than 50 % of the respondents feel good
about the training and less than half of the total respondents feel very good
about the training.

The study demonstrate that maximum of the respondents agree the training
should be more effective and mast of the respondents strongly the training
should be more effective from the present level.

From the study it is inferred that 63% of the respondents strongly agree the
relationship is good between trainer & trainee and 37% just agree the
relationship is good between trainer & trainee.

7. SUGGESTIONS:

There should be more personality based programs it helps the individual in


overall development.

To familiarize workers about the concept of leadership introduces to him


leadership traits and their application.

Subject methods should be discussed thoroughly, in detail and both


extensively and intensively.

Homogenous groups should be formed for training so that they can easily and
quickly understand each others problems.

8. CONCLUSION:
Training and Development helps in optimizing the utilization of human
resource and it helps to provide an opportunity and broad structure for the
development of human resource technically and behavioral skills in an organization.
It also helps the employee in attaining personal growth and increasing the job
knowledge and skill of employees at each level. Further helps the employee to
achieve organizational goals as well as their individual goals.
The trainee who attended training program in TVS TS was highly satisfied.
The institution should not stop with the existing level of satisfaction because the
growth of any organization depends on continuous improvement. By doing this the
company can attain long term success, increase in revenue and to develop further.

9. ANNEXURE
BIBLOGRAPHY
Mamoria C.B:Personnel Management Himalaya Publishing House,
Mumbai 2002.
Subba Rao P: Personnel / Human Resource Management Konark
Publication Pvt, Ltd. Delhi 1998
Tripathi .P.C: Human Resource Development Sultan Chand & Sons,
Delhi, 2003.
C.R. Kothari : Research Methodology New age edition, 2002
WEBSITE:
www.tvsts.com
www.citehr.com
www.scribd.com

QUESTIONNAIRE
Name: ______________________________________________
Emp No: __________________
Age:

25-30

31-35

Experience:

< 5 Years

36-40

>5 Years

>40
5-10 Years

10-15years

Above 15yrs
Income:

Rs.10000

Rs.20000

Rs.30000

Rs.40000

Name of the Organization:

1. Have you undergone any training in your organization?


Yes

No

If yes mention the type of training


On the Job

Off the Job

Both

2. Duration of the training ___________________________

None

3. Mention the satisfaction level of the training given by your organization


Highly satisfied

Satisfied

Neutral

Dissatisfied

Highly dissatisfied
4. Reason for training given by your organization

5. Please mention the method of training given in your Organization.


On the job

Off the job

Job rotation

Vestibule

Coaching

Role playing

Job instruction

Conference

Training through step by step

Discussion

Committee assignment

Instruction

6. Who suggested the need of the training in TVS TS?


Superior

Company

Others

7. What do you feel about duration of the training?


Too long

Too short

Just enough

8. Mention the type of training attended in TVS TS


On the job

Off the job

9. If on the job training mention the type of training.


__________________________
10. If off the job training mention the type of training.
_________________________
11. The training was more relevant and helpful
Strongly agree

Agree

Neutral

Disagree

Strongly disagree
12. Give your satisfaction level on the existing training .
Highly satisfied
Dissatisfied

Satisfied

Neutral

Highly dissatisfied

13. How did you feel the job before the training ?
Very easy

Easy to large extent

Not so easy

Difficult

Easy to some extent

14. How did you feel the job after the training ?
Very easy

Easy to large extent

Not so easy

Difficult

Easy to some extent

15. To what extent you have acquired the knowledge and skills through the training ?
To the full extent

To a very large extent

To some extent

Not at all

To a large extent

16. Please give your sincere feedback on the following aspects of the training
S.No

Description

Very

Good

Average

Bad

good
1
2
3
4

Training Faculty
Course content
Course materials
Discussions/Exercise/Case

study
Arrangements done for

bad

training
17. I get guidance from my superior while training
Strongly agree

Agree

Disagree

Neither agree nor disagree

18. Trainer maintains a good relationship with Trainee

Very

Strongly disagree

Strongly agree

Agree

Disagree

Strongly disagree

Neither agree nor disagree


19. I get opportunities to give suggestions/express the views about the training that I
have undergone
Yes

No

20. I will recommend this training to others in my organization


Yes

No

21. To what extent you have acquired the following attributes due to the training
Attributes

Full

Very large Large

Some

extent

extent

extent

extent

Not at all

Knowledge
Efficiency
Skills
Communication
skills
Team work
Confidence
22. Overall feedback about the training
A) Very good

B) Good

C) Average

D) Not good

23. I found the training to be more effective


A) Strongly agree

B) Agree

C) Disagree

agree nor disagree


24. Any other suggestion/comments?

D) Strongly disagree

E) Neither