A STUDY ON EFFECTIVENESS OF TRAINING AND DEVELOPMENT PROGRAMS AT DELPHI-TVS AT CHENNAI

A PROJECT REPORT Submitted by B.SRIKANTH (Reg. No. 21408631050)

In partial fulfillment for the requirements for the award of the degree IN MASTER OF BUSINESS ADMINISTRATION OF ANNA UNIVERSITY

Submitted to DEPARTMENT OF MANAGEMENT STUDIES

SAKTHI MARIAMMAN ENGINEERING COLLEGE [Affiliated To Anna University Approved by AICTE] 55, NARAYANASWAMY NAGAR, THANDALAM, CHENNAI 602 105 JUNE-2010

BONAFIDE CERTIFICATE

This is to certify that this project report titled A STUDY ON FFECTIVENESS OF TRAINING AND DEVELOPMENT PROGRAMS AT DELPHI-TVS IN CHENNAI is the bonafide work of B.SRIKANTH who carried out the research under my supervision. certify further, that to the best of my knowledge the work reported here in does not form part of any other project report of dissertation on the basis of which a degree or award was conferred on any other candidate on earlier occasion.

Internal Guide (Mr.C.Ganesan)

Head of the Department

Submitted for the project viva voice examination held on..

DECLARATION

I hereby declare that the project entitled A STUDY ON EFFECTIVENESS OF TRAINING AND DEVELOPMENT PROGRAMS AT DELPHITVS IN CHENNAI submitted in partial fulfillment of requirements for the award of the degree of MASTER OF BUSINESS ADIMINISTRATION, to ANNA UNIVERSITY is my original work and not submitted for the award of any other degree, diploma or other similar title or prizes

(B.SRIKANTH)

Date: Place:

ACKNOWLEDGEMENT

I express my sincere thanks and sense of gratitude to my respected Chairman Thiru.K.N.Ramachandran for having granted permission to do the project work. Its with real pleasure that I record my indebtedness to my Princi Dr.Vijaya Baskar Raju for extending his support to complete my project report. My most sincere thanks are due to my respected HOD Dr.Sita Neelakantan who has given her valuable suggestions and guidance for successful completion of this project. My sincere thanks to my Internal guide Mr.C.Ganesan who has given his valuable suggestions and guidance for successful completion of this project. I wish to thank our department staff Mr.S.Selvaraju, Mr.E.Iyyappan, Ms.M.Kavitha, Mr.J.Rajashaker, Mr.P.Murugan and Mr.A.Gokulakrishnan for their guidance and cooperation in the completion of the project work. I am grateful to MR.SAMRAJ (HR) for allowing me to do this project in this esteemed organization I am obligated to all the respondents without whom I could not have completed this survey. My thanks to all of them with whom I interacted. I wish to thank my beloved parents, friends, senior students and those who have helped me directly or indirectly to complete the project work successfully.

TABLE OF CONTENTS

CHAPTER NO. 1 INTRODUCTION

CONTENTS

PAGE NO.

1.1 Introduction 1.2 Need for the study 1.3 Scope of the study 1.4 Review of literature 1.5 Organization of project

COMPANY PROFILE

RESEARCH METHODOLOGY AND DESIGN 3.1 Types of Research 3.2 Data Collection 3.3.1 Primary Data 3.3.2 Secondary Data 3.5 Pilot Survey 3.6 Sample Size 3.7 Sampling Procedure 3.8 Period of Study 3.9 Limitation of the Study

DATA ANALYSIS AND INTERPRETATION 4.1 Data Analysis 4.2 Statistical Analysis

CONCLUSION 5.1 findings 5.2 conclusion

APPENDIX

Questioner Bibliography

ABSTRACT

The study entitled EFFECTIVENESS OF TRAINING PROGRAM was conducted in DELPHI-TVS. This study was undertaken to know the training program and its effectiveness in the company.

Training is an application of knowledge which 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.

Development is related to the all-round progress of an employee. A development program enables executives to acquire skills in their present jobs and capabilities to perform future jobs better. Training is essential for operative workers. On the other hand, a development program is required for executives. The capabilities of the trainer determine the success of training. The success of a development program depends much on the capabilities of the executive to pick up things fast.

Training is meaningful only if its effectiveness is measured. The performance of the employee, who has undergone training, is the most important indicator of training effectiveness. All that the manager would do is to compare the employees performance before and after training. Obviously, if there is a significant improvement in performance it should mean that the training has really been effective.

In order to prepare effective questionnaire pilot survey of 10 respondents was undertaken in DELPHI-TVS. During pilot survey most of the respondents were convenient in answering the questionnaire. Hence the same questionnaire was used for analyzing the main survey.

The research study is of descriptive in nature. The descriptive study helps research to find out various characteristics of the population.

Convenience sampling technique was adopted for selecting sample units from the population. A sample size of 50 respondents was selected.

The Statistical tool such as chi-square method was used for analyzing and interpreting the data.

LIST OF TABLES TABLE NO. 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.16 TITLE Gender Wise Classification Age Wise Classification Classification on the Basis of Educational Qualification Designation Wise Classification Classification on the Basis of Period of Service Classification on Awareness of Training Programs in the Organization Awareness on Kinds of Training Programs Offered by the Organization Opinion of Training Program Attended Opinion on Usefulness of the Training Programs Attended Usefulness of training program Opinion on the Features that makes Training Program Ideal and Valuable Opinion on Training Programs Relation to Job Opinion on Application of Training Knowledge on the Job Opinion on the Facilities Provided During the Training Programs Opinion about their productivity after training program Opinion on Training Programs PAGE NO.

Duration 4.17 4.18 Opinion on Factors to be Improved Training Programs Attended by Employees After Induction Training Program Opinion on Need of Training Impact of Training Programs on Individual Performance

4.19 4.20

LIST OF CHARTS TABLE NO. TITLE PAGE NO.

4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15

Gender Wise Classification Age Wise Classification Classification on the Basis of Educational Qualification Designation Wise Classification Classification on the Basis of Period of Service Classification on Awareness of Training Programs in the Organization Awareness on Kinds of Training Programs Offered by the Organization Opinion of Training Program Attended Opinion on Usefulness of the Training Programs Attended Usefulness of training program Opinion on the Features that makes Training Program Ideal and Valuable Opinion on Training Programs Relation to Job Opinion on Application of Training Knowledge on the Job Opinion on the Facilities Provided During the Training Programs Opinion about their productivity after training program

4.16 4.17 4.18

Opinion on Training Programs Duration Opinion on Factors to be Improved Training Programs Attended by Employees After Induction Training Program Opinion on Need of Training Impact of Training Programs on Individual Performance

4.19 4.20

CHAPTER 1 1. INTRODUCTION 1. 1. INTRODUCTION

Training is a process of learning and understanding the sequence of programmed activities. It is the 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.

It us needless to say that every organization needs to have well-trained and experienced people to perform the activities that have to be done. If the current or potential job occupant can meet this requirement, training may not be necessary and important. But when this is not the case, always it is necessary to develop the employees skill level and increase the versatility and adoptability of the employees to perform their jobs much better. In rapidly changing society employee training and development is not only an activity that is desirable but also an activity that an organization must commit resources to maintain a viable and knowledgeable work force.

If a systematic training is imparted to the employees which result in, 1. Low dissatisfaction, complaints, grievances. 2. Less absenteeism. 3. Reduced employee turnover. 4. Accident reduction. 5. Eliminating bad workmanship. 6. Less spoilage of tools and materials.

So the efficiency of the organization depends directly on how well its members are trained.

THE IMPORTANCE OF TRAINING IS AS FOLLOWS: 1. It increases productivity. 2. Better and economic use of materials and equipments by trained employees. 3. Supervision and direction costs are reduced. 4. It satisfies the manpower needs. 5. It heightens the morale of the trained employees. 6. Standardization of methods becomes possible. 7. It gives an idea to reduce accidents and absenteeism. 8. Better management. 9. Versatility and adaptability.

1.2. NEED OF THE STUDY:

1. This study can reveal the effectiveness of training program of the organization. 2. This study can ascertain how training programs is in link with the objectives of organization. 3. This study may be able to provide the guidance in adopting suitable training strategy to improve training system of the organization

1.3. SCOPE OF THE STUDY:

1. The study helps to understand the importance and purpose of training and development. 2. It gives valuable suggestion for the development of employees. 3. It helps to find whether the training and development program motivates the employees.

1.4. REVIEW OF LITERATURE

Training and development Concept:

Every employee regardless of his previous training, education and experience need to teach how to perform specific tasks. Moreover, specific occasions for training arise when an employee is transferred or promoted or when jobs change and new skills are learnt. The training is valuable to the employee in terms of better job security and grade opportunity for advancement, a still thus acquired by employee through training is an asset to the organization and to employer.

Definition
Training and development is any attempt to improve current or future employees performance by increasing an employees ability to perform through learning . usually by changing the employees attitude (or) increasing his/her skills and knowledge Training need = standard performance actual performance

Training needs may be a raised at three levels in the organization 1. Organization as whole:
Some training needs may apply to the organization as a whole for example, where the development and perhaps survival of a business depends upon much greater willingness on the part of its, managers and employees to accept change.

2. Individual:
The second category of training needs are related o particular individual or person specific learning needs include the training required to prepare and employee for a next job, remedial training for an individual relations manager to keep up-to-date knowledge with recent court and tribunal decisions.

3. Groups of people:
The third category of training needs which is less in its scope, related to specific groups of people with in the organization. For example, the introduction of new technology in production working in the production department

Principles and concepts of training:

A sound training program should be based on the following principles. 1. Training program should be designed to achieve the predetermined objectives, goals and needs of the organization. 2. Training program should be proposed for preplanned and well organized taking in the view the objective of the training program. 3. Training program should be designed according to size, nature and financial position of the concern. 4. A senior and experienced officer of the concern must conduct training programs. 5. Training program must be flexible enough. 6. Theoretical and practical aspects of training must be given due consideration while preparing a training program. 7. Training program should be designed taking into view of interest of both employee and employer

8. The main purpose of the training program should be to motivate the employees to learn some thing to improve his performance

Training policies:
The purpose of training policy is to increase organizational efficiency through organizational knowledge/sales etc., and the second purpose is to develop individual capacities. Specific policies in training policies may be.

y y y y y

To met job requirements and agree standards of performance To provide vocational skills, hence ensuring eligibility for transfer/promotion. Induction to be carried out. To carryout initial training for new staff. To ensure appraisal and counseling system are maintained.

Methods & techniques of training:

Multitude methods of training are used to train employees. The most commonly used methods are. 1. Lectures. 2. Audio visuals. Training methods: The training programmer commonly used to train operative and supervisory personal in the organization. These training programs are classified into on the job & off the job programs.

Training methods
y y On-the-job method Off-the-job method

On the job method  Job rotation  Coaching  Job instruction  Training through step by step  Committee assignments

Off-the job method  Vestibule train  Replaying  Lecture method  Conference  Programmed instruction

Case study It is written description of an actual situation in business. Which provokes, in the redder, the need to decide what is going on what the situation really is or what the problems are and what can and should be done. Role play: Generally focuses on emotional issues rather than actual ones. This essence of role paying is to create a realistic saturation as in case study and then have the trainees assume the parts of specific personalities in the situations.

Sensitivity training: Sensitivity training uses small number of trainees usually fewer than 12 in a group they meet with a passive trainer and gain insight in to their own and other behavior. The objectives of sensitivity training are to provide the participants with increased awareness of their own behavior and how others perceive them greater sensitivity to the hehavior of the others and increased understanding of group process.

Conduct of training:  It is the final consideration where the training and development program is to be conducted. Actually, the decision comes down to the following choices.  At the job itself  On site but not on the job example in a training room in the company.  Off the site such as in a university or college classroom, hotel or a conference and center.

Identifying appropriate training needs: Although a fully rational means of identifying training aids has yet to be developed, there are important considerations to contemplate when selecting the most appropriate aids for given training needs. Research indicates that most aids can perform most instructional functions, but that some are better than others or for achieving certain other objectives. The starting point for planning any training must be established. What objectives are to be achieved and whether these are best achieved by mass instructions, group or individual learning. Only then, can the trainer start to consider the most appropriate aids.

Implementation of training program:

Once a training program has been designed , it needs to be implemented. Implementation is best with certain problems, in first place, most managers are action oriented and frequently say that are too busy to engage in training efforts. The program implementation involves action on the following cases.

Deciding the location and organizing training and other facilities.

 Scheduling the training program.  Conducting the program.  Monitoring the progress of trainees.

Development
Development can be defined as significant event, occurrence or change in a system. For all the who have authority and are responsible for the activities and for the operations of an enterprise are for the operations of enterprise are mangers. In a business organization the coordination and direction of the efforts of others is a major part of the management. The mangers have to deal not only with other outside group, and have a decided influence on the organization. In any organization. In any organization. In any organization, each superior, Forman, executive is a manager in the area of this responsibility. The titles of managers are not standardized; but in abroad sense all supervisors, foremen executives and administrators are mangers. The management is a dynamic life-giving element in a business. The caliber and the performance of manager will large determine the success of a business. If the business wants to improve the quality of its mangers, it must spend money and efforts to introduce imaginative and systematic development schemes for them in which mangers themselves play a crucial role. All enterprises need to devote great attention to the continues supply of their future managers both functional and general.

The managers tasks include certain skills that can be improve, even perfected or nearly so. The major and more elusive task of management development is to mould and fashion the behavior components into a virile and unmixed weapon of enterprise achievement. The secret of effective management lies in vitality, a conception attitude of mind concerned with profitable result matched by determination and integrity in management and manager.

Technical skill
Technical skills are those that enable a manager to use effectively techniques, methods, processes and equipments in performing specific jobs. To a large extents these skills are developed therough experience and education. Tercnical skills are most important for operating manager because many of the jobs,they are called upon to perform, require them to have some knowledge of how things work. In every organization, managers in lower level supervise their sub-ordinates effectively to understand the mechanisms of the job. However, as they move up the hierarchy technical skills become less important..

Human skills
These refer to the ability of work effectively with others on a person-to-person basis,and to build up corporate group relations to accomplish the organization goals. Such skills include the ability to communicate, motivate and lead which enables a manger to handle human resources in such a way that not only personal satisfaction is achieved, but organizational goals are also easily obtained.

Conceptual goals:
These are those, which make it possible for a manger to condider an enterprose as whole and evaluate the relationship that exists between various parts and fuctions of a business. Top managers in particular need these skills, because they are of the maximum importance in long range planning. Such skills are considered with realm of ideas and creativity. The higher one raises in the management hierarchy, the greater the need of conceptual skills.

Executive development is an attempt at improving an individuals managerial effectiveness through a planned and deliberate process of learning. For an individual this means a change through a process of planned learning. The change in the individual must teke place in those crucial areas that can be considered as output variables such as.

 Knowledge change.  Attitude change.  Behavior change  Performance change and  End-operation result.

The success of development efforts, to be marked as effective depends upon the following inputs. y y Trainees personal characteristics Trainesss actual learning efforts influenced by formal organization,leadership climate and cultural factors.

Top management
y To improve though processes and analytical ability in order to uncover and examine problems and take decisions in the best interest in the organization. y To broaden the outlook of the executive in regard of his role,position and responsibilities in the organization and outside. y To understand economics, technical and institutional forces in order to solve business problems. y To acquire knowledge about the problems of human relations.

Middle-line management:
 To establish a clear picture of executive functions and responsibilities.  To bring about an awareness of the broad aspects of management problems, and in acquaintance with, an appreciation of , interdepartmental relations.  To develop familiarity with the managerial uses of financial accounting, psychology, business law and business statistics.  To inculcate knowledge of human motivation and relationship.  To develop responsible leadership.

Distinction between training and development:

y The training and development are closely related but their meanings have important distinctions. y Training is short-term process utilizing a systematic and organized procedure by which non-managerial personnel learn technical knowledge and skills for a definite purpose. y Development is along term educational process utilizing a systematic and organized procedure by which managerial personnel learn conceptual and theoretical knowledge for general purpose. y y y y Training refers only to instruction and mechanical operations Development refers to philosophical and theoretical education concepts. The aim of training is to develop some specific skills in an individual. The aim of training is to develop some specific skills in an individual.

1.5. ORGANIZATION OF PROJECT

The

projects

classified

in

to

five

chapters

the

first

chapter

deals

with

INTRODUCTION to topic need for the study. Scope of the study, review of past findings and the organization of the project.

The second chapter deals with INDUSTRY PROFILE AND COMPANY PROFILE.

The third chapter deals with the RESEARCH METHODOLOGY which includes statement of the problem, objectives, hypothesis, hypothesis, limitation, research design, sampling techniques and tools, data analysis.

The forth chapter is DATA ANALYSIS AND INTERPRETATION in which data here analyzed using percentage analysis and chi-square test. The fifth chapter is conclusion which includes summary of findings from the study

CHAPTER 3 RESEARCH METHODOLOGY

Research methodology is a way to systematically solve the research problem. It may be understood as a science of studying how research is scientifically. Scope of research methodology is wider that of research methods thus, we talk of research methodology we use in context of our research study and explain why we are using a particular methods or techniques why we are not using others, so that research result are capable of being evaluated either by the researcher him self or by others.

Research Design

Descriptive research, experimental research, and exploratory research.

Methods of data collection Sampling size Research tool Contact made

: : : :

Non-probability sampling. 136 Structured questionnaire. Direct

RESEARCH DESIGN
A research design is the specification of methods and procedures for acquiring the needs data to solve the problem.

DESCRIPTIVE RESEARCH
Descriptive research has been used. It involves surveys and fact-findings enquirer of different kinds. The major purpose of descriptive research is the description of the state of affairs, as it exists at present. The main characteristics of this method are that the researcher has control over the variable he can only report what happened or what is happening. The methods of researcher utilized in descriptive research are survey methods of all kinds, including comparative and correlation methods.

MEANING OF RESEARCH
Whether they research methodology is a way to systematically solve the research problem. It may be understood as a science how research is scientifically. The scope of research methodology is wider that of research methods thus, we talk of research methodology. We not only talk of the researcher himself or by others.

According to Clifford Woody research comprises of defining and re-defining problems, formulating hypothesis or suggested solutions, collecting, organizing and evaluating data, making deductions and reaching conclusions and at last carefully testing the conclusions to determine fit the formulating hypothesis.

3.1. STATEMENT OF THE PROBLEM:

All training activities must be related to the specific needs of the organization and the individual employees. A training program should be launched only after the training needs are assessed clearly and specifically. The effectiveness of the training program can be judged only with the help of training needs identified in advance. In order to identify training needs the gap between the existing and required levels of knowledge, skills, performance and aptitudes should be specifies. The problem areas that can be resolved through training should also be identified.

3.2 OBJECTIVES OF THE STUDY: Primary objectives:

To ascertain the effectiveness of training and development programs in Rane engine valve ltd Chennai.

Secondary objective:

y y y

To know the training methods provided by the company. To identify the impact off training and development in productivity To ascertain the satisfaction level of the employees regarding the quality management system in training programme.

y y

To find out satisfaction level of employee towards training and development. To study the basis of the selection of employees for the training programme.

3.3.LIMITATION OF STUDY
1. The study was restricted to 50 respondents. 2. Due to short span of time the researcher was not able to collect sufficient information from the employees. 3. The samples size chosen for the study might not be representative of total population. Data collected from the respondents are based on their opinion and knowledges which may subject to bias.

3.4. TYPES OF RESEARCH:

EXPLORATORY RESEARCH This is also called formularize research design. This aims at formulating a problem for more precise idea or hypothesis. Based on this, the subsequent stages of research could be planned.

DESCRIPTIVE RESEARCH
Descriptive research has been used. This involves surveys and fact-findings enquirer of different kinds. The major purpose of descriptive research is the description of the state of affairs, as it exists at present. The main characteristics of this method are that the researcher has no control over the variable; he can only report what happened or what is happening. The methods of research utilized in descriptive research are survey methods of all kinds, including comparative and correlation methods.

EXPERIMENTAL RESEARCH
The experimental research is mainly focused on finding out the cause and effects relationship of the phenomenon undertaken. Actually when the observation is arranged and controlled it becomes an experimental study. In this study descriptive research is used which is most appropriate.

3.5 DATA COLLECTION

Data refers to information or facts. It includes numerical figures, non numerical figures, descriptive facts and qualitative information. The task of data collection begins after research problem has been defined and research plan has been decided. The nature of data includes both primary and secondary data.

PRIMARY DATA
The primary data are those that are collected through questionnaire and direct personal interview. The questionnaire was framed in such a manner to obtain correct information graded suitably for the study.

SECONDARY DATA
The secondary data has been collected through oral communication. Secondary data is about the company profile and other details were collected from the company website.

3.6. PILOT SURVEY

A pilot survey with 10 samples from the employees was conducted for testing the validity of the questions. It was found that there was no need for changes in the questionnaire and hence the same questionnaire was used for the final survey also.

3.7. TOOLS USED

y Chi-square test

3.8. RESEARCH DESIGN

Questionnaire is the research instrument used in this survey. In this method a preprinted list of questions are arranged in sequence and the response is collected.

3.9. SAMPLE SIZE

The sample size taken for the study has been taken as 50.

3.10. SAMPLING PROCEDUR

Convenience sampling has been used in this study. This is the sampling technique used for the homogeneous sample of study. Researcher based on this cannot be generalized.

3.11. PERIOD OF STUDY

The study was undertaken for . month.

3.1 DATA ANALYSIS 3.1.1. GENDER WISE CLASSIFICATION.

TABLE NO: 3.1.1 GENDER NUMBER OF RESPONDENTS PERCENTAGE

MALE FEMALE TOTAL

67 69 136

49% 51% 100%

FIGURE 3.1.1
52% 51% PERCENTAGE 51% 50% 50% 49% 49% 48% MALE GENDER FEMALE 49%

51%

INFERENCE: From the above table, it is noted that 49% of respondents are male and 51% of
respondents are female.

3.1. 2. AGE WISE CLASSIFICATION.

TABLE NO: 3.1.2 AGE NUMBER OF RESPONDENTS BELOW 25 26-35 36-50 ABOVE 50 TOTAL 23 28 69 16 136 17% 21% 51% 11% 100% PERCENTAGE

FIGURE 3.1.2
60% PERCENTAGE 50% 40% 30% 20% 10% 0% BELOW 25 26-35 AGE 36-50 ABOVE 50 17% 21% 11%

51%

INFERENCE: From the above table, it is noted that 17% of respondents are below 25 age
group, 21% of respondents are between 26-35 age group, 51% of respondents are between 36-50 age group, 11% of respondents are above 50 age group.

3.1.3. CLASSIFICATION ON THE BASIS OF EDUCATION QUALIFICATION.

TABLE NO: 3.1.3 EDUCATION QUALIFICATION SCHOOL LEVEL ITI DIPLOMA DEGREE TOTAL NUMBER OF RESPONDENTS 10 6 13 107 136 7% 4% 10% 79% 100% PERCENTAGE

FIGURE 3.1.3
0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0 79%

PERCENTAGE

7% SCHOOL LEVEL

4% ITI

10%

DIPLOMA

DEGREE

EDUCATION QUALIFICATION

INFERENCE: From the above table, it is noted that 7% of respondents had educated till
school level, 4% of respondents had educated till ITI, 10% of respondents had educated till diploma, 79% of respondents had educated till degree.

3.1.4. DESIGNATION WISE CLASSIFICATION.

TABLE NO: 3.1.4 DESIGNATION NUMBER OF RESPONDENTS MANAGER JUNIOR ASSISTANT ACCOUNTS OFFICER JUNIOR CLERK ASSISTANT SUPERINTENDENT SENIOR ASSISTANT STAFF HUMAN RESOURCE FINANCE OFFICE ASSISTANT ASSISTANT CLERK TOTAL 7 25 1 1 1 1 1 136 5% 18% 0.7% 0.7% 0.7% 0.7% 0.7% 100% 1 65 6 7 20 0.7% 48% 4% 5% 15% PERCENTAGE

FIGURE 3.1.4
PERCENTAGE 0.6 0.5 0.4 0.3 0.2 0.1 0 48% 4% JUNIOR ASSISTANT ACCOUNTS OFFICER 5% JUNIOR CLERK 15% 18% 5% SENIOR ASSISTANT STAFF 0.70% HUMAN RESOURCE 0.70% FINANCE 0.70% OFFICE ASSISTANT 0.70% ASSISTANT 0.70% CLERK

0.70% MANAGER

ASSISTANT SUPERINTE NDENT

DESIGNATION

INFERENCE: From the above table, it is noted that 48% of respondents are junior assistants.

3.1 5. CLASSIFICATION ON THE BASIS OF PERIOD OF SERVICE. TABLE NO: 3.1.5

PERIOD OF SERVICE NUMBER OF RESPONDENTS 0-5 5-10 10-15 15-20 ABOVE 20 TOTAL 26 35 45 30 136 19% 26% 33% 22% 100% PERCENTAGE

FIGURE 3.1.5
0.35 0.3 PERCENTAGE 0.25 0.2 0.15 0.1 0.05 0 0-5 10-May 15-Oct ABOVE 15 PERIOD OF SERVICE 19% 26% 22% 33%

INFERENCE: From the above table, it is noted that 33% of respondents are between 10-15
years of service, 26% of respondents are between 5-10 years of service.

3.1. 6. CLASSIFICATION ON AWARENESS OF TRAINING PROGRAMMES IN THE ORGANISATION.

TABLE NO: 3.1.6 AWARENESS NUMBER OF RESPONDENTS YES NO TOTAL 131 5 136 96% 4% 100% PERCENTAGE

FIGURE 3.1.6
120% 100% PERCENTAGE 80% 60% 40% 20% 0% YES AWARENESS NO 4% 96%

INFERENCE: From the above table, it is noted that the 96% of employees are aware of the
training and development programmes conducted by the organization.

3.1.7. AWARENESS ON KINDS OF TRAINING PROGRAMMES OFFERED BY THE ORGANISATION.

TABLE NO: 3.1.7 KINDS OF TRAINING PROGRAMMES ON-THE JOB OFF-THE JOB TOTAL NUMBER OF RESPONDENTS 119 17 136 88% 12% 100% PERCENTAGE

FIGURE 3.1.7
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 88%

PERCENTAGE

12%

ON-THE JOB

OFF-THE JOB

KINDS OF TRAINING PROGRAMMES

INFERENCE: From the above table, it is noted that 88% of respondents had attended on-the
job training program.

3.1.8. OPINION ON TRAINING PROGRAMME ATTENDED.

TABLE: 3.1.8 TRAINING PROGRAMMES ATTENDED YES NO TOTAL 130 6 136 96% 4% 100% NUMBER OF RESPONDENTS PERCENTAGE

FIGURE 3.1.8
120% PERCENTAGE 100% 80% 60% 40% 20% 0% YES NO TRAINING PROGRAMMES 4% 96%

INFERENCE: From the above table, it is noted that 49% of respondents are male and 51% of
respondents are female.

3.1.9. OPINION ON USEFULNESS OF THE TRAINING PROGRAMMES ATTENDED.

TABLE: 3.1.9 TRAINING PROGRAMMES USEFUL NOT USEFUL TOTAL NUMBER OF RESPONDENTS 121 15 136 89% 11% 100% PERCENTAGE

FIGURE 3.1.9
1 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0 89%

PERCENTAGE

11%

USEFUL

NOT USEFUL USEFUL OR NOT

INFERENCE: From the above table, it is noted that 89% of respondents feel that the training
and development programmes are us

3.1.10. USEFULNESS OF TRAINING PROGRAMMES.

TABLE: 3.1.10 HOW FAR THE TRAINING PROGRAMMES ARE HELPFUL DIRECT APPLICATION ON THE JOB INCREASE IN KNOWLEDGE LEVEL INCREASE IN SKILL LEVEL ATTITUDE/BEHAVIOR CHANGES HEALTHY RELATIONS TOTAL 2 136 1% 100% 6 4% 19 14% 54 40% 55 41% NUMBER OF RESPONDENTS PERCENTAGE

FIGURE 3.1.10
0.45 0.4 0.35 0.3 0.25 0.2 0.15 0.1 0.05 0 41% 40%

PERCENTAGE

14% 4% INCREASE IN KNOWLEDGE LEVEL ATTITUDE/BEH AVIOR CHANGES DIRECT APPLICATION ON THE JOB INCREASE IN SKILL LEVEL 1% HEALTHY RELATIONS

INFERENCE: From the above table, it is noted that 41% of respondents feel that training and
development programmes are help to apply them directly in their job.

3.1.11.

OPINION ON THE FEATURES THAT MAKES IDEAL AND VALUABLE TRAINING PROGRAMME.
TABLE: 3.1.11

FEATURES MAKES UP

NUMBER OF

PERCENTAGE.

IDEAL AND VALUABLE RESPONDENTS. TRAINING PROGRAMMES. GOOD TRAINER TIME DURATION NEED FULFILLMENT COURSE MATERIAL METHOD OF TRAINING ALL TOTAL 27 136 20% 100% 57 10 20 11 11 42% 7% 15% 8% 8%

FIGURE 3.1.11
PERCENTAGE 0.45 0.4 0.35 0.3 0.25 0.2 0.15 0.1 0.05 0 42% 15% 7% GOOD TRAINER TIME DURATION NEED FULFILLMENT 20% 8% COURSE MATERIAL 8% METHOD OF TRAINING ALL

FEATURES

INFERENCE: From the above table, it is noted that 42% of respondents feel that good trainer
feature makes up ideal and valuable training and development programmes

3.1.12. OPINION ON TRAINING PROGRAMMES RELATIONTO JOB.

TABLE: 3.1.12 TRAINING PROGRAMMES DIRECTLY RELATED TO THE JOB YES NO TOTAL 108 28 136 79% 21% 100% NUMBER OF RESPONDENTS PERCENTAGE

FIGURE 3.1.12
90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

79%

PERCENTAGE

21%

YES RELATIVENESS

NO

INFERENCE: From the above table, it is not that 76% of respondents feel that training
programmes directly relate to the job.

3.1.13. OPINION ON APPLICATION OF TRAINING KNOWLEDGE ON THE JOB.

TABLE.3.1.13 TRAINING PROGRAMMES ARE ABLE TO APPLY THEM ON THE JOB YES NO TOTAL 117 19 136 86% 14% 100% NUMBER OF RESPONDENTS PERCENTAGE

FIGURE 3.1.13

100% 90% 80% PERCENTAGE 70% 60% 50% 40% 30% 20% 10% 0% YES NO 14% 86%

INFERENCE: From the above table, it is noted that 86% of respondents feel that training and development programmes help to apply them on their job.

3.1.14. OPINION ON THE FACILITIES PROVIDED DURING THE TRAINING PROGRAMMES.

TABLE: 3.1.14 FACILITIES PROVIDED DURING TRAINING PROGRAMMES ADEQUATE ENVIRONMENT FOOD REFRESHMENT TRAINING MATERIAL 105 91 106 109 99 INADEQUATE 31 45 30 27 37 77% 67% 78% 80% 73% 23% 33% 22% 20% 28% NUMBER OF RESPONDENTS PERCENTAGE %

FIGURE 3.1.14
PERCENTAGE 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0 77% 80% 73% 33% 78% 28%

67% 20%

22%

23%

FACILITIES

INFERENCE: From the above table, it is noted that 80% of respondents feel that training
facility is adequate during training and development programs. It is noted that 33% of the respondents feel food facility is inadequate.

3.1.15. OPINION ABOUT THEIR PRODUCTIVITY AFTER TRAINING PROGRAM

TABLE: 3.1.15

OPINION ABOUT THEIR PRODUCTIVITY AFTER THEIR TRAINING PROGRAM YES NO TOTAL

NUMBER OF RESPONDENTS

PERCENTAGE

104 32 136

76% 24% 100%

FIGURE 3.1.15
80% 70% 60% 50% 40% 30% 20% 10% 0% 76%

PERCENTAGE

24%

YES

NO

INFERENCE: From the above table, it is noted that 76% of respondents feel that course
content for the training and development programme attended is adequate.

3.1.16. OPINION ON TRAINING PROGRAMMES DURATION.

TABLE 3.1.16 SUFFICIENT NUMBER OF RESPONDENTS YES NO TOTAL 99 37 136 73% 27% 100% PERCENTAGE

FIGURE 3.1.19
80% 70% 60% 50% 40% 30% 20% 10% 0% 73%

PERCENTAGE

27%

YES SUFFICIENT

NO

INFERENCE: From the above table, it is noted that 73% of respondents feel the days allotted for training and development programmes are sufficient.

3.1.17. OPINION ON FACTORS TO BE IMPROVED.

TABLE 3.1.17 AREAS OF IMPROVEMENT INFRASTURUCTURE COVERAGE PARTICIPATION TRAINING MATERIAL FACULTY TOTAL NUMBER OF RESPONDENTS 53 30 22 17 14 136 39% 22% 16% 13% 10% 100% PERCENTAGE

FIGURE 3.1.21
PERCENTAGE 0.5 0.4 0.3 0.2 0.1 0 39% 22% 16% 13% 10% FACULTY

INFRASTURU CTURE

PARTICIPATI ON AREAS

INFERENCE: From the above table, it is noted that 39% of respondents feel that
infrastructure should be improved.

COVERAGE

TRAINING MATERIAL

3.1.18. TRAINING PROGRAMMES ATTENDED BY EMPLOYEES AFTER INDUCTION TRAINING PROGRAMME.

TABLE 3.1.18 NUMBER OF TRAINING PROGRAMMES LESS THAN 3 3-5 6-8 TOTAL 47 65 24 136 35% 48% 17% 100% NUMBER OF RESPONDENTS PERCENTAGE

FIGURE 3.1.22
0.6 PERCENTAGE 0.5 0.4 0.3 0.2 0.1 0 LESS THAN 3 5-Mar 8-Jun TRAINING PROGRAMMES 17% 35% 48%

INFERENCE: From the above table, it is noted that 48% of respondents had attended
training and development programmes between 3-5.

3.1.19.OPINION ON NEED OF TRAINING.

TABLE 3.1.19 NEED OF TRAINING PROGRAMMES YES NO TOTAL NUMBER OF RESPONDENTS 77 59 136 57% 43% 100% PERCENTAGE

FIGURE 3.1.19
60% PERCENTAGE 50% 40% 30% 20% 10% 0% YES NEED NO 57% 43%

INFERENCE:From the above table, it is noted that 57% of respondents need more training
and development programmes.

3.1.20. IMPACT OF TRAINING PROGRAMMES ON INDIVIDUAL PERFORMANCE.

TABLE 3.1.20 IMPROVEMENT IN PERFORMANCE YES NO TOTAL NUMBER OF RESPONDENTS 126 10 136 93% 7% 100% PERCENTAGE

FIGURE 3.1.20
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 93%

PERCENTAGE

7% YES PERFORMANCE NO

INFERENCE: From the above table, it is noted that 93% of respondents feel that training and
development programmes help to improve their performance.

3.2 STATISTICAL ANALYSIS:

The Role of Statistics is functioning as a tool in, designing research, analyzing its data and drawing conclusion there from. The important statistical tools used in analysis are as follows,  Chi-Square test  Weighted average method

Chi-Square Test Introduction:

The Chi-Square test also, known as non-parametric test or a distribution free test it is used when it is impossible to make any assumptions about populations or when the researcher is unable to estimate the populations parameters. The main advantage of using non-parametric test is that, the researcher can analyze qualitative data. The name Chi-square is generally denoted by the symbol (X2)

Properties:
1. X2 cannot be negative value: it is 0 or positive value. 2. X2 is not symmetrical: it is skewed to the right. 3. For degree of freedom Exceeding 30, the X distribution are approximated by the normal distributions.

STEPS INVOLVED IN CHI-SQUARE TEST:

1. Calculate the expected frequencies on the basis of given hypothesis or on the basis of null hypothesis.

2. Obtain the difference between observed and expected frequencies and find out the squares of such differences i.e., calculate (Oij-Eij)2 .

3. Divide the Quantity (Oij-Eij)2 obtained as stated above by the corresponding expected frequency to get (Oij-Eij)2 / Eij and this should be done for all the cell frequencies.

4. Find out the summation of (Oij-Eij)2 / Eij values of what we call [E (Oij-Eij)2 ] / Eij

Formula:
The Chi-Square test is given by the formula X2 = (Oij-Eij)2 / Eij Where.,O E Null Hypothesis: There is no significant relationship between the two datas Accepting Null Hypothesis Alternative Hypothesis: There is a significant relationship between the two datas Rejecting Null Hypothesis. = = Observed Frequency. Expected Frequency.

WEIGHTED AVERAGE METHOD

Where the relative importance of the different items is not the same, weighted A.M is computed. The term weight stands for the relative importance of the different items. The formula for calculation is Weighted Average = wx/X Where, X= the variable values W=the weights

KOLMOGROV SMIRNOV TEST

The test is used for comparing the distribution on an ordinal scale. The test is concerned with the degree of agreement between the distribution and some specified theoretical distribution. It determines whether the scores are the sample can be reasonably thought to have come from a population having theoretical distribution.

FORMULA
Dmax=Maximum/Fo(x)-Fe(x)/ Where, Fo(X) = Observed cumulative frequency Fe(X) = Expected cumulative frequency For a sample(n) @5% level of significance the critical value of D can be given by, =[ 1.36/n] Decision arrived from the test is based on calculated value. Comparing with the critical value (table value), if the calculated value is higher we accept the alternative hypothesis. Similarly if the calculated value is less than the critical value we accept the null hypothesis

3.2.1.TEST I CHI-SQUARE TEST

AIM
To test the significant difference between the training programmes offered by the organization and designation of the employees.

NULL HYPOTHESIS (Ho): There is no significant difference between the training

programmes offered by the organization and designation of the employees.

ALTERNATE HYPOTHESIS (H1): There is a significant difference between the

training programmes offered by the organization and designation of the employees.

OBSERVED FREQUENCY
DESIGNATION TRAINING PROGRAM MANAGER JUNIOR ASSISTANT ACCOUNTS OFFICER JUNIOR CLERK ASSISTANT SUPERINTENDENT SENIOR ASSISTANT STAFF HUMAN RESOURCE FINANCE OFFICE ASSISTANT ASSISTANT CLERK TOTAL 1 79 1 57 1 1 136 1 1 1 1 20 5 1 25 1 7 7 2 10 5 10 7 20 2 4 6 1 35 30 1 65 ON-THE JOB OFF-THE JOB TOTAL

EXPECTED FREQUENCY
DESIGNATION TRAINING PROGRAM MANAGER JUNIOR ASSISTANT ACCOUNTS OFFICER JUNIOR CLERK ASSISTANT SUPERINTENDENT SENIOR ASSISTANT STAFF HUMAN RESOURCE FINANCE OFFICE ASSISTANT ASSISTANT CLERK 1 1 1 1 20 5 1 7 2 10 5 10 2 4 1 35 30 ON-THE JOB OFF-THE JOB

CALCULATION OF CHI-SQUARE VALUES

OBSERVED FREQUENCY (O) 1 35 2 2 10 7 20 1 1 30 4 5 10 EXPECTED FREQUENCY (E) 0.58 37.76 3.49 4.07 11.62 11.62 14.52 0.58 0.58 0.58 0.58 0.58 0.42 27.24 2.51 2.93 8.38 0.42 -2.76 -1.49 -2.07 -1.62 -4.62 5.48 -0.58 0.42 -0.58 -0.58 0.42 -0.42 2.76 1.49 2.07 1.62 0.17 7.62 2.22 4.28 2.62 21.34 30.03 0.34 0.18 0.34 0.34 0.18 0.18 7.62 2.22 4.28 2.62 0.31 0.20 0.64 1.05 0.23 1.84 2.07 0.59 0.31 0.59 0.59 0.31 0.43 0.28 0.88 1.46 0.31 (O-E) (O-E)2 (O-E)2/E

5 1 1 1 -

2.93 10.48 0.42 0.42 0.42 0.42 0.42

-2.93 -5.48 0.58 -0.42 0.58 0.58 -0.42

8.58 30.03 0.34 0.18 0.34 0.34 0.18 2=

2.93 2.87 0.81 0.43 0.81 0.81 0.43 21.18

Degree of freedom = (r-1) (c-1) = (12-1) (2-1) = 11 The calculated value = 21.18 The table value = 19.675 at 5% level of significance

RESULT
The calculated value is greater than the table value. So the null hypothesis taken is rejected.

DECISION:
There is significant relationship between training programmes offered and designation of the employees

3.2.2.TEST - II CHI-SQUARE TEST AIM:

To test the significant relationship between gender and the opinion on training programme features.

NULL HYPOTHESIS (H0): There is no significant relationship between gender and the
opinion on training programme features.

ALTERNATE HYPOTHESIS (H1): There is a significant relationship between the

gender and the opinion on training programme features.

OBSERVED FREQUENCY
GENDER COVERAGE FACULTY PARTICIPATION FEEDBACK TOTAL MALE 26 12 16 28 12 14 26 17 18 35 67 69 136

FEMALE 21 TOTAL 47

EXPECTED FREQUENCY
GENDER COVERAGE FACULTY PARTICIPATION FEEDBACK MALE 26 12 16 12 14 17 18

FEMALE 21

CALCULATION OF CHI-SQUARE VALUES

OBSERVED FREQUENCY (O) EXPECTED FREQUENCY (E) (O-E) (O-E)2 (O-E)2/E

26 12 12 17 21 16 14 18

23.15 13.79 12.81 17.24 23.85 14.21 13.19 17.76

2.85 -1.79 -0.81 -0.24 -2.85 1.79 0.81 0.24

8.12 3.20 0.66 0.06 8.12 3.20 0.66 0.06 2=

0.35 0.23 0.05 0.34 0.23 0.05 1.25

Degree of freedom = (r-1) (c-1) = (2-1) (4-1) = 3 The calculated value = 1.25 ; The table value = 7.815

RESULT:

The table value for 3 degree of freedom at 5% level of significance is 7.815. The

calculated value is lesser than the table value. So the null hypothesis is accepted. DECISION : There is no significant relationship between the gender and the positive aspects

of training programs attended.

3.2.3.TEST - III CHI-SQUARE TEST

AIM:
To test the significant difference between education qualification and usefulness of training programs.

NULL HYPOTHESIS (H0): There is no significant relationship between education

qualification and usefulness of training programmes.

ALTERNATE HYPOTHESIS (H1): There is a significant relationship between

education qualification and usefulness of training programmes.

OBSERVED FREQUENCY
EDUCATION QUALIFICATION DIRECT APPLICATION ON THE JOB INCREASE IN THE KNOWLEDGE INCREASE IN THE SKILL ATTITUDE/BEHAVIOUR 1 CHANGES HELPS TO MAINTAIN HEALTHY RELATION WITH COLLEAGUES TOTAL 11 6 14 106 136 1 1 2 2 2 2 7 1 1 3 13 18 1 2 53 56 SCHOOL LEVEL 7 2 7 38 54 ITI DIPLOMA DEGREE TOTAL

EXPECTED FREQUENCY
EDUCATION QUALIFICATION DIRECT APPLICATION ON THE JOB INCREASE IN THE KNOWLEDGE INCREASE IN THE SKILL ATTITUDE/BEHAVIOUR 1 CHANGES HELPS TO MAINTAIN HEALTHY RELATION WITH COLLEAGUES 1 1 2 2 2 1 1 3 13 1 2 53 SCHOOL LEVEL 7 2 7 38 ITI DIPLOMA DEGREE

CALCULATION OF CHI-SQUARE VALUES

OBSERVED FREQUENCY (O) 7 2 7 38 1 0 2 53 1 1 3 13 1 2 2 2 1 EXPECTED FREQUENCY (E) 4.37 2.38 5.56 42.09 4.53 2.47 5.76 43.65 1.46 0.79 1.85 14.03 0.57 0.31 0.72 5.46 0.16 2.63 -0.38 1.44 -4.09 -3.53 -2.47 -3.76 10.65 -0.46 0.21 1.15 -1.03 0.43 1.69 1.28 -3.46 0.84 6.92 0.14 2.07 16.73 12.46 6.10 14.14 113.42 0.21 0.04 1.32 1.06 0.18 2.86 1.64 11.97 0.71 1.58 0.06 0.37 0.40 2.75 2.47 2.45 2.60 0.14 0.05 0.71 0.08 0.32 9.23 2.28 2.19 4.44 (O-E) (O-E)2 (O-E)2/E

1 0 0

0.09 0.21 1.56

0.91 -0.21 -1.56

0.83 0.04 2.43 2=

9.22 0.19 1.56 43.09

Degree of freedom = (r-1) (c-1) = (5-1) (4-1) = 12 The calculated value = 43.09 The table value = 21.026

RESULT: The table value for 12 degree of freedom at 5% level of significance is 21.026. The calculated value is greater than the table value. So the null hypothesis is rejected.

DECISION: There is a significant relationship between education qualification and usefulness of training programmes.

3.2.4 TEST IV WEIGHTED AVERAGE METHOD

AIM:
To test the difference between the period of service and the positive aspects of training programme attended by employees.

NULL HYPOTHESIS (H0): There is no significant relationship between the period of

service and positive aspects of training programmes employees had attended.

ALTERNATE HYPOTHESIS (H1): There is a significant relationship between the

period of service and positive aspects of training programme employees had attended.

OBSERVED FREQUENCY
PERIOD OF SERVICE 0-5 5-10 10-15 ABOVE 15 TOTAL 41 32 29 34 136 11 8 12 10 12 6 8 6 4 5 15 5 6 10 10 8 33 29 45 29 COVERAGE FACULTY PARTICIPATION FEEDBACK TOTAL

CALCULATIONS:
POSITIVE ASPECTS W X COVERAGE 4 WX W X 4 3 2 1 8 5 6 WX 32 15 12 W 4 3 2 1 X WX W 4 3 2 1 X WX 05 YEARS 510 YEARS 10- 15 YEARS ABOVE 15 YEARS

11 44 4 12

12 48 15 45 8 16

10 40 5 6 8 15 12 8 75

PARTICIPATION 3 FACULTY FEEDBACK TOTAL 2 1

12 24 6 6 86

10 10 69

10 10 119

POSITIVE ASPECTS COVERAGE PARTICIPATION FACULTY FEEDBACK

WX/W 8.6 6.9 11.9 7.5

RANK 2 4 1 3

CFO

FO(X)

CFE

FE(X)

FO(X)FE(X)

11.9 8.6 7.5 6.9 34.9

11.9 2O.5 28 34.9

0.34 0.59 0.80 1

8.73 8.73 8.73 8.73 34.9

8.73 17.46 26.19 34.92

0.25 0.50 0.75 1

0.09 0.09 0.05 0

Calculated value = 34.9/4 = 8.73 The calculated value = 8.73 The tabulated value = 1.36 The table value of Dmax = table value/^number of respondents

= 1.36/^136 = 1.36/11.66 = 0.1166 RESULT: accepted. The calculated value is lesser than the table value. So the null hypothesis taken is

DECISION:

There is no significant relationship between the period of service and positive

aspects of training programme employees had attended.

CHAPTER 4 SUMMARY OF FINDINGS

SUMMARY AND CONCLUSION

 49% of respondents are male and 51% of respondents are female. o 17% of respondents are below 25 age group, 21% of respondents are between 2635 age groups, 51% of respondents are between 36-50 age groups, 11% of respondents are above 50 age group.

o 7% of respondents had educated till school level, 4% of respondents had educated till ITI, 10% of respondents had educated till diploma, 79% of respondents had educated till degree.

o 48% of respondents are junior assistants.

o 33% of respondents are between 10-15 years of service, 26% of respondents are between 5-10 years of service.

o 96% of employees are aware of the training and development programmes conducted by the organization.

o 88% of respondents had attended on-the job training program.

o 49% of respondents are male and 51% of respondents are female.

 89% of respondents feel that the training and development programmes are useful.

o 41% of respondents feel that training and development programmes are help to apply them directly in their job.

o 76% of respondents feel that training and development programmes help to improve the morale.

o 42% of respondents feel that good trainer feature makes up ideal and valuable training and development programmes.

o 77% of respondents feel that trainer welcome discussion and participation during training and development programmes.

o 76% of respondents feel that training programmes directly relate to the job.

o 86% of respondents feel that training and development programmes help to apply them on their job.

o 54% of respondents feel that knowledge measure could be used for trainers performance.

o 76% of respondents feel that course content for the training and development programme attended is adequate.

o 73% of respondents feel the days allotted for training and development programmes are sufficient.

o 32% of respondents feel coverage feature gives the positive aspect of training and development programmes attended.

o 39% of respondents feel that infrastructure should be improved.

o 48% of respondents had attended training and development programmes between 3-5.

o 57% of respondents need more training and development programmes.

o 93% of respondents feel that training and development programmes help to improve their performance.

CHAPTER 5 SUGGESTIONS AND RECOMMENDATIONS

SUGGESTIONS AND RECOMMENDATIONS

In this organization majority of the employees are qualified up to degree hence the company should give more training programmes for increasing their human skill and conceptual skill.

Most of the employees has felt that training programmes had not change the behavior and attitude hence the company should concentrate on behavioral training programme.

Company should get feedback for training program from employees and change according to their views and suggestions.

Training programme conducted by the company has failed to reduce the breakdown. So the company should concentrate on technical training programme.

CHAPTER - 6 CONCLUSION CONCLUSION

The study aims at understanding the effectiveness and the need for training program in Chennai port trust. Researcher had conducted a survey with help of questionnaire. The study reveals that the training program playing pivotal role in this organization. The employees are very much satisfied with the training programs offered by the organization. Moreover the organization must ascertain the suggestion from the employees frequently in order to design and implement the need based training programme and change the methods of training programme according to present situation.