CHAPTER 1

INTRODUCTION
INTRODUCTION OF TOPIC
Integration of Information and Communication Technology (ICT) tools in
training and development has been at the forefront of the many
manufacturing, service and education sector in the recent years. There are
many definitions of ICT. The definition of ICT from whatis.com is an
umbrella term that includes any communication device or application,
encompassing: radio, television, cellular phones, computer and network
hardware and software, satellite system and so on, as well as the various
services and applications associated with them, such as video conferencing
and distance learning.
Another definition of ICT is given as: ICT are a diverse set of technological
tools and resources used to communicate, and to create, disseminate, store and
manage information.
In simple way it means the study of the technology used to handle
information and aid communication

SIGNIFICANCE OF THE PROJECT

The topic was selected mainly due to following reasons
1. This study of usefulness of ICT tools in the training and development
practices is a very important aspect of the todays world.
2. There is a scope of getting proper training through use of such kind of
tools can be identified by this survey.
3. Many aspects about the different types of the tools used as IT tool for
training and development can be identified.

4. The trainers in the organization will be consider this study for using
the ICT tools for better training sessions.

RATIONALE / REASON BEHIND THE PROJECT

Although these benefits and challenges apply in a general sense, ICT in fact is an
umbrella term that encompasses multiple delivery modes and methods, with each
having particular strengths given certain contexts and learning objectives. For
example, TBL includes tutorials, web conferences, online forums, simulations,
and gaming, among other methods. The learning can be synchronous, when
delivery occurs when instructors and learners meet at a specific time in a physical
or virtual classroom, or it can be asynchronous, when the learning does not occur
at a pre-specified time and thus can be self-paced. Further, different applications
can be predominately instructor-centric, which have an expert at the core who
delivers a lecture, either synchronously or as an asynchronous narrated tutorial;
or they can be content-centric, where learners interact with content that is
embedded in a learning system and experience little instructor-learner or learnerlearner interaction; or they can be learner-centric, where the learner is the
navigator, the learners interests and needs drive the learning, and the learning
environment is open. In actuality, much ICT mixes these different methods and
modes. Furthermore, ICT is increasingly seen as being most effective when it is
used in concert with, rather than as a replacement for, more traditional face-toface instruction, in a style that has come to be known as blended learning.

SCOPE OF THE PROJECT

The trainers will be used this study to determine the effectiveness of

using the ICT Tools in The training and development.

The need of the use of modern techniques at the training session is

actually help to increase the use of IT tools and this study will helpful
in use of this tools.

What is Technology-Based Learning (TBL)?

For the purpose of this report, we are using the widely accepted definition of
technology-based learning as the learning of content via all electronic
technology, including the Internet, intranets, satellite broadcasts, audio and
video tape, video and audio conferencing, Internet conferencing, chat rooms,
e-bulletin boards, webcasts, computer-based instruction, and CD-ROM.3 TBL
also encompasses related terms, such as online learning and web-based
learning that only include learning that occurs via the Internet, and computerbased learning that is restricted to learning using computers. E-learning is
synonymous with TBL and has largely replaced it in scholarship and industry
as the term of choice. Therefore, the report uses these terms interchangeably
Technology-Based Learnings Potential
Whereas even ten years ago, the majority of TBL depended on shipping video
tapes or on expensive satellite upload and downloads in selected sites, most
TBL content today is distributed via CD-ROMs or the Internet cannot only

view all types of content from text to pictures to music; they can also interact
with it, alter it, create new content, and disseminate it back to a wider community.
In addition, the medium is well matched to the new requirements of education
and training in the knowledge-based economy.

Benefits
There are numerous advantages to TBL in comparison to face-to-face
learning. Five of the primary benefits are the following:

Accessibility, offering anytime and anywhere delivery

Training that is self-paced and matched to the learners needs
Full scalability
Timely dissemination of up-to-date information
Streamlined and effective learning delivery

CHAPTER 2

RESEARCH METHODOLOGY
AIMS AND OBJECTIVES
The objectives of the study are as follows
1. To analyze the use of the ICT tools in training and development
program.
2. To study the effectiveness of the use of IT tools in the training
program.
3. To study the role of ICT tools for the betterment of the training
program.

4. To suggest the some measures in use of ICT tools in making the

training program more effective.

HYPOTHESIS
H01: After using the ICT tools the training and development program become
more successful.
H02: The modern ICT tools are more important in the success of Training
program.

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. A survey will be conducted for the assessment of
the use of ICT tools is useful in the training and development program.

SAMPLE DESIGN
Sampling design refers to the technique or procedure the researcher would
adopt in selecting items from the sample.
A survey of Employees is conducted after different training session.
STUDY AREA For carrying out the survey, I will choose different
professionals in Nagpur City.
UNIVERSE: Professional, Nagpur City
POPULATION: Trainees in the training session
SAMPLE SIZE, : 100 persons
SAMPLING TECHNIQUE: Convenience method of sampling is used to
collect the data from the respondents

TOOLS TECHNIQUES OF DATA COLLECTION

a) Primary Data: Structured non-disguised Questionnaire for Employee.

b) Secondary Data: Books, magazines. Training Reports. Historical
documents and other sources of published information Journals, Booklets, etc.

DATA ANALYSIS
a) The collected data has been analyzed by using Percentage analysis
b) The results displayed by using percentage method, tables and piediagrams.

LIMITATION OF STUDY
This study will not be conducted for all type of training program
This study is limited to the less number of trainees
Also important constrain of time and cost

CHAPTER 3

TRAINING PROGRAMS
INTRODUCTION
For any Organization to perpetuate itself and achieve growth, there is a basic
need for ping its manpower resources. It is one thing to possess knowledge
but yet another thing to put it to effective use. It is essential to help develop
skills and also update the je. Especially, in a rapidly changing society,
employee training and development is an activity that is desirable but also an
activity that an organization must commit resources to if it is to maintain a
viable and knowledgeable work force.
MEANING AND OBJECTIVES OF TRAINING
Training is a process of learning a sequence of programmed behaviour. It is
application of knowledge. It gives people an awareness of the rules and
procedures to guide their behaviour. It attempts to improve their performance
on the current job or prepare them for an intended job. According to Edwin D
Flippo, "The purpose of training is to achieve a change in the behaviour of
those trained and to enable them to do their jobs better." In order to achieve
this objective, any training programme should try to bring positive changes in:
Knowledge It helps a trainee to know facts, policies, procedures
and rules pertain to his job.
Skills It helps him to increase his technical and manual efficiency
necessary to the job and
Attitude It moulds his behaviour towards his co-workers and
supervisor a creates a sense of responsibility in the trainee.
IMPORTANCE OF TRAINING
The reasons why training is important are:
1. Training enables the management to face the pressure of
changing environment.

2. Training usually results in an increase of quantity and quality

of output.
3. Training leads to job satisfaction and higher morale of the
employees.
4. Trained workers need lesser supervision.
5. Trained workers enable the enterprise to face competition from
rival organization
6. Training enables employees to develop and rise within the
organization and increase their earning capacity.
7. It moulds the employees' attitudes and helps them to achieve
better co-operatic within the organization.
8. Trained employees make better economic use of materials and
equipment resulting! reduction of wastage and spoilage.
9. Training instructs the workers towards better job adjustment
and reduces the rate i labour turnover and absenteeism.
BENEFITS OF TRAINING
To Organization
A programme of training becomes essential for the purpose of meeting the
specific problems of a particular organization arising out of the introduction
of new lines of production, changes in design, the demands of competition
etc. The major benefits of training to an organization are:
1. Higher Productivity: Training can help employees to increase their level
of performance on their present assignment. Training increases the skill of an
employee in the performance of a particular job. Increased performance and
productivity, because of training, are most evident on the part of new
employees who are not yet fully aware of the most efficient and effective
ways of performing their job. An increase in skill usually helps to increase
both quantity and quality of output.

2. Better Organizational Climate: An endless chain of positive reactions

result from a well planned training programme. Increased morale, less
supervisory pressures, improved product quality, increased financial
incentives, internal promotions etc., result in better organizational climate.
3. Less Supervision: Training does not eliminate the need for supervision, but
it reduces the need for constant supervision.
4. Prevents Manpower Obsolescence: Manpower obsolescence is prevented
by training as it fosters the initiative and creativity of employees. An
employee is able to adapt himself to technological changes.
5. Economical Operations: Trained personnel will make economical use of
materials and equipment. This will reduce wastage in materials and damage to
machinery and equipments.
6. Prevents Industrial Accidents: Proper training can help to prevent
industrial accidents.
7. Improve quality: Trained employees are less likely to make operational
mistakes thereby k quality of the company's products.
8. Greater loyalty A common objective of training programme will mould
employees' attitude to achieve support for organizational activities and to
obtain better cooperation and greater loyalty. Thus, training helps in building
an efficient and loyal work force.
9. To fulfill Organizations Future Personnel Needs: When the need arises,
organizational vacancies can be staffed from internal sources, if an
organization initiates and maintains an adequate training programme.
10. Standardisation of Procedures: Trained employees will work
intelligently and make fewer mistakes when they possess the required knowhow and have an understanding of their jobs.
To EMPLOYEES

1. Personal Growth: Employees on a personal basis gain individually from

training. They secure wider awareness, improved skill and enhanced personal
growth.
2. Development of New Skills: Training improves the performance of the
employees and makes them more useful and productive. The skill developed
through training serves as a valuable personal asset to the employee. It
remains permanently with the employee.
3. Higher Earning Capacity: By imparting skills, training facilitates higher
remuneration and other monetary benefits to the employee. Thus, training
helps each employee to utilise and develop his full potential.
4. Helps adjust with Changing Technology: Old employees need refresher
training to enable them to keep abreast of the changing methods, techniques
and use of sophisticated tools and equipment.
5. Increased Safety: Proper training can help prevent industrial accidents.
Trained workers handle the machines safely. Thus, they are less prone to
industrial accidents. A safe work environment also leads to a more stable
mental attitude on the part of the employees.
6. Confidence: Training creates a feeling of confidence in the minds of
employees. It gives safety and security to them in the organization.

TRAINING NEED IDENTIFICATION.

In order to determine the training needs of an organization the personnel
manager should seek information on the following points:
a. Whether training is needed?
b. Where training is needed?
c. Which training is needed?
a. Whether training is needed? Early hints that training is necessary
probably result from problems such as:

10

 Standards of work performance not being met;

Accidents;

Excessive scrap;

Frequent need for equipment repair;

High rate of transfer and turnover;
Too many low ratings on employee evaluation reports;
Many people using different methods to do the same job;

Excessive fatigue, fumbling, struggling with the job;

Bottlenecks

and deadlines not being met.

Various sources from which evidence of training needs may be gathered are as
follows:
1. Informal observation
2. Merit ratings
3. Suggestion system
4. Group discussions
5. Questionnaire to trainees or to supervisors
6. Morale surveys
7. Tests
8. Interviews with union officials
9. Selection or exit interviews
10. Analysis of reports to costs, turnover, grievances, etc.
11. Employee counseling.
In many organizations the determination of training needs is predominantly
done through observations. One common method for recording observations
is the checklist of training needs. IT provides for indicating by a "yes" or "no"
check whether o not each check-list statement has been observed by the
employee whose training needs are being determined.
b. Where training is needed?

11

Once the need for training has been established in terms of the gap between
the current and desired level of 'proficiency of each individual the second step
lies in stating the areas needing training. Areas needing training are generally
broken down into:
Knowledge

for the person who does not know.

Skill

for the person who knows but cannot do.

Attitudes

for the person who does not care.

Habits

for the person who knows, can do, cares but just has no: made the desired

Understanding

behaviour part of his daily routine.

for the person who is not properly motivated to accept what he is told. The
result hoped for is the removal of the person's tendency to block, delay or fail to

co-operate with certain people.

The three major skills which the employees of any organization need to
successfully discharge their duties are: the conceptual skill, the human
relations skill and the technical skill. Conceptual skill deals with ideas,
technical skill with things and human skill with people.
The conceptual skill refers to the ability of an employee to take a broad and
farsighted view of the organization and its future, his ability to do abstract
thinking, his ability to analyse the forces working in a situation, his creative
and innovative ability, and his ability to assess the environment and change
taking place in it. The technical skill is the employee's understanding of the
nature of job he has to perform. It refers to his knowledge and proficiency in
any type of process or technique. Human relations a skill is the ability to
interact effectively with people, and to build team work at all levels.
The relative need of an employee for conceptual skill increases and for and
for technical skill decreases as he moves to higher levels in the organizational
hierarchy. His need for human skills, however, remains consistently the same
at all levels.
c. Which training is needed? After determining the need for and the area of
training manager must finally decide the method of training. Generally the

12

methods, which are used for training operatives are different from those used
for managers
TRAINING AND DEVELOPMENT METHODS
Broadly, the training and development methods can be classified into the
following two categories:
1. On-the-job Method
2. Off-the-job Method
1. On-the-job Method
The most common method used by industry to train individuals is on-the-job
training. Virtually every employee, from clerk to general manager, gets some
"on-the-job training". Under this method, the employee is given training at his
workplace by his immediate superior who knows exactly what the trainee
should learn to do. To be effective, training instructions should be helpful,
friendly and personal. The management should also keep a close watch and
check up on the training from time to time. On-the-job training may take any
one of the following forms:
(a) Coaching: Under coaching or understudy method, the employee is trained
on the job by his immediate superior.
(b) Job-rotation: The purpose of position rotation is to broaden the
background of the employee in various positions. The employee is made to
move from job to job at certain intervals.
(c) Special Assignments are used to provide the employees with first hand
experience in working on the actual problems.
Merits of On-the-job Training:
(a) It permits the trainee to learn on the actual equipment and environment on
the job.
(b) It is relatively cheaper and less time consuming as no additional personnel
or facilities are required for training.

13

(c) As the trainee gets a feeling of actual production conditions, it increases

the effectiveness of training.
Demerits of On-the-job Training:
(a) The instruction in On-the-job training is often highly disorganized and
haphazard.
(b) Trainees are often subjected to distractions of a noisy shop or office.
(c) There is low productivity.
Vestibule Training: This method attempts to duplicate on-the-job situations
in a company room. The trainees are taken through a short course under
working conditions that approximate actual shop, sales or office conditions.
This technique enables the trainee to concentrate on learning the new skills
rather than on performing an actual job. Vestibule training is suitable where it
is not advisable to put the burden of training on line supervisors where special
coaching is required. However, trainees have to face the adjustment problem
when they are placed in the actual work place.
Class Room or Off-the job Method
Off-the job training simply means that training is not a part of everyday job
activities, company or off-the-job instructions are useful when concepts,
attitudes, theories and m-solving abilities are to be taught. It is associated
more with knowledge than skill.
Off-the-job method consists of:
(a) Lecture Method: This is most commonly used to address large groups
about general topics. The lecturer possesses a considerable depth of
knowledge on the subject at hand. He seeks to communicate his thoughts in
such a manner as to interest the class and cause them to retain what he has
said. The trainees generally take notes as an aid to learning.
(b)The Conference Method: In this method, the participating individuals
'confer' to discuss points of common interest to each other. It is an effective
training device for persons in the positions of both conference member and

14

conference leader. As a member, a person can learn from others by comparing

his opinions with those of others. As a conference leader, a person can
develop the skill to motivate people through his direction of discussion. There
are three types of conferences:
(i) Direct Discussion: The trainer guides the discussion in such a way that
the facts, principles or

concepts are explained.

(ii) Training Conference: The instructor gets the group to pool its
knowledge and past experience and brings different points of view on the
problem.
(iii) Seminar Conference: The instructor defines the problem, encourages
and ensures full participation in the discussion.
The conference is ideally suited to learning about problems and issues and
examining them from different angles. It is considered to be the best method
for reducing dogmatism employed in supervisory and executive development
programmes.
(c) Seminar or Team Discussion: Seminar is based on a paper prepared by
one or more trainees on a subject selected in consultation with the person in
charge of the seminar. The trainee read their papers and this is followed by a
critical discussion. The chairman of the seminar summarises the contents of
the papers and discussions, which follow their reading.
(d) Case Study Method: The case study method, which was popularized by
the Harvard Business School USA, is one of the common forms of training to
the employees! This method was first developed in the 1880's by Christopher
Lang dell at the Harvard Law School to help students to learn for themselves
by independent thinking A collateral objective is to help them develop skills in
using their knowledge.
Under the case study method, the trainees may be given a problem to discuss
which is more or less related to the principles already taught. This method
gives trainee an opportunity to apply his knowledge to the solution of realistic

15

problems The case study places heavy demands upon the trainees and requires
that they she have a good deal of maturity and background in the subjectmatter concerned.
Case studies are extensively used in teaching law, personnel management,
human relations, management etc. The trainees learn that there is no single
answer to particular problem. The answer of each trainee may differ. Case
discussions will them to appreciate each other's thinking. That is why case
studies are frequently used in supervisory and executive training. In the case
study method, the trainee is expected to:
I.
II.

Master the facts and content of the case.

Define the objectives and issues in the case.

III.

Identify the problems in the case.

IV.

Develop alternative courses of action.

V.
VI.

Screen the alternatives using the objectives and issues as the criteria.
Suggest the controls needed to make the action effective.

(e) Role-Playing: This method was developed by Moreno, a Venetian

psychiatrist. Role-playing technique is used for human relations and
leadership training. Its purpose is to give trainees an opportunity to learn
human relations skills through practice and to develop insight into one's own
behaviour and its effect upon others.
Under this method, a conflict situation is artificially constructed and two or
more trainees are assigned different parts to play. The trainees act out a given
role as they would in a stage play. The role players are provided with a
description of a situation and the role they are to play. After being allowed
sufficient time to play their parts, they must then act their part spontaneously
before the group.
Role-playing primarily involves employee-employer relationships hiring,
firing, and discussing a grievance procedure, conducting a post-appraisal
interview or representation to a customer. Role-playing is especially useful in

16

providing new insights and in presenting the trainee with opportunities to

develop interactional skills.
(f) Management Games: A management game is a classroom exercise in
which teams of students compete against each other to achieve common
objectives. The game is designed to be a close representation of real-life
conditions.
(g) Sensitivity Training: Sensitivity training or T-group training means the
development of awareness and sensitivity to behavioral patterns of oneself
and others. In sensitivity training, the trainees are enabled to see themselves as
others see them and develop an understanding of others' views and behaviour.
It aims at increasing tolerance power of the individual and his ability to
understand others. The sensitivity training programmes are generally
conducted under controlled laboratory conditions.

17

CHAPTER 4

DATA ANALYSIS AND INTERPRETATION

The Respondents were asked to state their view in the agree or disagree
category. Based on their responses the satisfaction score obtained by each
respondent was found out. Points or scores were allocated based on the
response. For each of the factor three options were assigned namely:

Agree

Disagree

No comment

The total percentage of the respondents are then compared as follows

18

ICT tools are very important and useful

Agree

Disagree

No

Category
71

Category
23

comment
6

for conduct the training program.

ICT tools are very important and useful for conduct the training program.

6%
Agree Category

23%

Disagree Category
No comment

71%

19

When we asked about importance of ICT tools in training program then

replies are

71% respondents agreed and they said the ICT tools are more effective
23% respondents disagreed

Its become easy to understand the

content of training very effectively by
using ICT tools

20

Agree

Disagree

No

Category
70

Category
23

comment
7

Its become easy to understand the content of training very effectively by using ICT tools

7%
Agree Category

23%

Disagree Category
No comment

70%

Use of ICT tools in the training program is make session easy to understand.

70% respondents agreed and they said the ICT tools are make content

easy to understand
23% respondents disagreed

21

Agree

Disagree

No

Category

Category

comment

ICT tools are more interactive and it

65

28

create interest in training session

ICT tools are more interactive and it create interest in training session

7%
Agree Category
Disagree Category

28%

No comment
65%

It is found that the ICT tools are more interactive, effective and more
interesting

65% respondents agreed and they said the ICT tools are make content

interesting
28% respondents disagreed

22

ICT tools technology is too fast changing

Agree

Disagree

No

Category
57

Category
38

comment
5

and the trainers are unable to keep it.

ICT tools technology is too fast changing and the trainers are unable to keep it.

5%
Agree Category
Disagree Category
38%

No comment
57%

It is also found that the ICT tools technology is too fast changing and the
trainers are unable to keep it, they lagging in use of updated technology

57% respondents agreed

But 38% respondents disagreed.

23

It spends extra time and efforts in

Agree

Disagree

No

Category
41

Category
57

comment
2

training session after integrating ICT

tools in training programs sessions.

It spends extra time and efforts in training session after integrating ICT tools in training programs sessions.

2%
Agree Category
41%

Disagree Category
No comment

57%

24

We asked that use of ICT tools spends extra time and efforts in training
session. So surprisingly we found that 41% respondents are agreed.
But major group of 57% are disagree.

The systems like internet, displays are

creating problems during use of ICT
tools.

25

Agree

Disagree

No

Category
38

Category
59

comment
3

The systems like internet, displays are problems during use of ICT tools.

3%

38%

Agree Category
Disagree Category
No comment

59%

Yes technology and requirement of system is the problem in using ICT tools.
In the training session

38% respondents agreed that there is problem of system required for

use of ICT tools

But 59% respondents disagreed.

Agree

26

Disagree

No

The results of trainers evaluation after

Category
53

Category
37

comment
10

integration of ICT tools is more effective

The results of trainers evaluation after integration of ICT tools is more effective

10%
Agree Category
Disagree Category
53%

37%

ICT tools help in evaluation of the training program.

Major group of 53% are agreed for good evaluation.

But 37% respondents disagreed.

27

No comment

The ICT tools were not always reliable

Agree

Disagree

No

Category
36

Category
58

comment
6

The ICT tools were not always reliable

6%
36%

Agree Category
Disagree Category
No comment

58%

The uses of ICT tools are more reliable

Major group of 58% are agreed that the uses of ICT tools are more

reliable.
But 36% respondents disagreed.

28

By using ICT tools we are getting quality

Agree

Disagree

No

Category
87

Category
8

comment
5

training program.

By using ICT tools we are getting quality training program.

8%

5%
Agree Category
Disagree Category
No comment

87%

The uses of ICT tools are giving more quality to the training program.

29

Major group of 87% are agreed that the use of ICT tools are providing

more quality to training programs.

Only 8% respondents disagreed.

The integration of ICT tools is useful in

Agree

Disagree

No

Category
57

Category
31

comment
12

the long term staff development.

The integration of ICT tools is useful in the long term staff development.

12%
Agree Category
Disagree Category
No comment

31%

57%

30

The uses of ICT tools are also useful in the long term staff development.

Major group of 57% are agreed that the use of ICT tools are useful in

the long term staff development.

But 31% respondents disagreed.

Many of the trainees skills and the

knowledge is also the obstacle for using
ICT tools.

31

Agree

Disagree

No

Category
20

Category
78

comment
2

Many of the trainees skills and the knowledge is also the obstacle for using ICT tools.

2%
20%
Agree Category
Disagree Category
No comment

78%

We found one obstacle that many of the trainees having less skills and the
knowledge to understand the training program by using ICT tools.

78% respondents are disagreed that there is problem of trainees

knowledge.
Even 20% respondents agreed.

32

Trainees are giving the negative feedback

Agree

Disagree

No

Category
11

Category
84

comment
5

after using ICT tools with compare to

other training program.

Trainees are giving the negative feedback after using ICT tools with compare to other training program.

5% 11%
Agree Category
Disagree Category
No comment

84%

When we asked that trainees are giving the negative feedback after using ICT
tools with compare to other training program. Then

84% respondents are disagreed

Only 11% respondents agreed.

33

CHAPTER 5

FINDINGS
In this Project an effort is being made to study and summarize the
different aspect of use of ICT tools under the heading STUDY OF
EFFECTIVENESS OF USE OF MODERN INFORMATION AND
COMMUNICATION TECHNOLOGY TOOLS IN TRAINING AND
DEVELOPMENT OF EMPLOYEES
An overall study of the above given data analysis and interpretation, I
found out that ICT tools plays a major role in success of training program.
The data analysis was taken over 100 trainees it was found that most
of the Universe, undergone technical session and the classroom trainings and
the conferences, who attended the training session where there is a use of ICT
tools.
It is found that

71% respondents agreed and they said the ICT tools are more effective
70% respondents agreed and they said the ICT tools are make content

easy to understand
65% respondents agreed and they said the ICT tools are make content

interesting
It is also found that the ICT tools technology is too fast changing and
the trainers are unable to keep it, they lagging in use of updated

technology, 57% respondents agreed

We asked that use of ICT tools spends extra time and efforts in
training session. So surprisingly we found that 41% respondents are

agreed.
Only 38% respondents agreed that there is problem of system required
for use of ICT tools

34

Major group of 87% are agreed that the use of ICT tools are providing

more quality to training programs.

Major group of 57% are agreed that the use of ICT tools are useful in

the long term staff development

We found one obstacle that many of the trainees having less skills and
the knowledge to understand the training program by using ICT tools
but 78% respondents are disagreed that there is problem of trainees

knowledge.
When we asked that trainees are giving the negative feedback after
using ICT tools with compare to other training program. Then 84%
respondents are disagreed.
CHAPTER 6

RECOMMENDATION
For the use of ICT tools we can suggest certain things
1. The technology used for the ICT tools should be very effectively
maintained and the requirement of system should be effectively
developed.
2. The uses of the ICT tools are to be more interesting by the proper
content.

3. There will be use of more number of and variety ICT tools.

35

CHAPTER7

CONCLUSION
Use of ICT tools always plays a major role in making the TRAINING
SESSION more effective. There number of tools which is more interactive
and useful to understand the content of the training.
The study shows the trainees are happier after experiencing the use of
ICT tolls in the traing sessions. They gain very easily the content of the
session by effective use of ICT tools.
It can be useful for long term staff development and the quality of the
training programs is improved by it such views are also given by the
respondents.
I hope trainers and the institutions will be benefited from this
survey and with the help of the suggestions given the training
session get improved and the use of the ICT tools are become more

36

effective.
The study of trainees of training sessions cased out with full
co-operation of the employees and management. As far as possible
with in the given limits the study is completed with the satisfaction
of many peoples. The data collected are analyzed scientifically and
the results obtained are free to nearly 80%. It is assured that the
trainers may get high boosted moral in the training session
provided some of the suggestions made in the report are carried
out.

BIBLIOGRAPHY
1. A Text book of Human Resource Management C.B. Mamoria &
S.V. Gankar. Publication Himalaya publishing House
2. Personnel and Human Resource Management Text & Cases, P.
Subba Rao, Publication Himalaya Publishing House

37

3. Research Methodology Prashant sarangi, publication Taxmann

publisher
4. Research Methodology Methods & Techniques Kothari C.R.
publication New Age International Publication

ANNEXURE
Name:

38

Contact no:
Age :

ICT tools are very important and

useful for conduct the training
program.
Its become easy to understand the
content of training very effectively by
using ICT tools
ICT tools are more interactive and it
create interest in training session
ICT tools technology is too fast
changing and the trainers are unable
to keep it.
It spends extra time and efforts in
training session after integrating ICT
tools in training programs sessions.
The systems like internet, displays are
creating problems during use of ICT
tools.
The results of trainers evaluation after
integration of ICT tools is more
effective
The ICT tools were not always
Reliable
By using ICT tools we are getting
quality training program.
The integration of ICT tools is useful
in the long term staff development.
The integration of ICT tools is useful

39

Agree

Disagree

No

Category

Category

comment

in the long term staff development.

Trainees are giving the negative
feedback after using ICT tools with
compare to other training program.

Signature of Respondent

40