Introduction to Management Consulting Career

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1 INTRODUCTION OF TRAINING Training is nothing but to train the person who dont know about the specified job. Training is concerned with importing and developments specific skills for a particulars process. For
example flippo has defined training as the act a of increasing the skills of an employee for doing a particular job those training process of learning a sequence of programmed behavior. This behavior being programmed is relevant to a specific phenomenon that is a job.
TRAINING NEEDS: To match the employee specifications with job requirements and organizational needs. Organizational viability and transformation process. Technological advances. Organizational complexity. Human relations Change in the job assignment.
Training is given to the employee by two methods. 1. On- the job training. 2. Off- the job training.
1. On the job training On the job training method are experience on specified on specific the job. It is most common and important used for training the rank and file workers in a factory, under this methods the workers or employee are coached and instructors. The employees are not learning his work but also produce the goods and service. i. ii. iii. iv. demonstration job instruction training vestibule training supervisory training
2. Off the job training This training is usually given away from the work spot. It is given in particular trades. It provides instruction in both theoretical and practical aspect of the job; it is particularly useful to acquire certain skills like interpersonal abilities to know some production jobs like assembly line operation and acquaint oneself with technical job which require expertise.
i. ii. iii. iv. v. vi. vii.
sensitivity training conference method case study method role playing method programmed instruction method management game Transnational analysis.
EVALUATION OF TRAINING: The process of training evaluation has been defined as any attempt to obtain information on the effects of training performance, and assets the value of training in the light of that information. Evaluation leads on controlling and correcting the training programmed.
TRAINING FEED BACK: Training evaluation information should be provided to the trainer and instructors
trainees activities. Further the training evaluator should follow it up to ensure implementation of the evaluation report at every stage. Feedback information can be collected on the bases of questionnaire or through interview.
MODEL FOR FEEDBACK ON TRAINING:
Employees performance present job
Employees identified for training Training program
Measurement of actual job performance
Employees after training
EMPLOYEES FOR NEW ASSIGNMENT
2.1 INDUSTRY PROFILE CONSULTANCY:Experienced professional who provides expert knowledge (often packaged under a catchy name) for a fee. He or she works in an advisory capacity only and is usually not accountable for the outcome of a consulting exercise. Some consultants (like Peter Ducker and W. Edward Deming) have brought dramatic shifts in management thinking and improvements in the performance of organizations. Job Consulting is one of the popular and competitive career options today. Basically there are two types of consulting positions the generalist and the specialist. Specialists offer process or functional knowledge to clients. Most aspiring consultants are interested in the generalist firms such as Bain, McKinsey and BCG. These firms offer advice to corporate clients on to operating more efficiently, or opening new markets, etc. These firms prefer hiring experienced candidates or MBAs for the positions that lead to partnership within the firm. Typically they hire undergraduates to act as research analysts or research associates for their support centers popularly known as knowledge centers, firms like McKinsey, Bain and BCG have their knowledge centers located in India. These knowledge centers provide support to various ongoing consulting engagements through research and analytics. Consulting firms have traditionally been among the largest employers of top MBA and college graduates. Management Consulting Jobs provide you with:
Opportunity to understand wide variety of business issues. Learning and networking with some of the brightest minds. Excellent pay and perks provide prospective consultants with a brief background on the Consulting Industry in India.
A Brief Introduction on Management Consulting:Management Consulting is one of the popular and competitive career options today. Basically there are two types of consulting positionsthe generalist and the specialist. Specialists offer process or functional knowledge to clients. Many firms vouch for specialists in various diverse fields such as computers, human resources, corporate communications, mobile communications, health care, financial services, real estate-commerce, fraud investigations etc to advise their clients on various issues IT services specialists were extremely popular from the year 2000 to 2008, consulting firms, including IBM Global Services, Cap Gemini, and Accenture, derive a significant portion of their revenue through systems integration and outsourcing engagements. These firms work with a client to develop hardware and software solutions and then often manage the systems. Some of the leading consulting firms are:1. McKinsey & Company 2. Bain & Company 3. Booz Allen Hamilton (not present in India) 4. Boston Consulting Group 5. Ernst & Young 6. Deloitte 7. KPMG 8. Accenture 9. PwC
10. IBM Global Services 11. IIPM 12. Cap Gemini 13. A.T. Kearney 14. Mercer Management Consulting 15. Hewitt Associates Other than the firms mentioned above there are also a number of Boutique Strategy Firms. These firms specialize in a particular industry, process, or type of consulting. For people interested in a particular industry or type of consulting, these firms offer excellent career opportunities. It is important to know your target firms and their areas of expertise; Firms like McKinsey, Bain, and BCG are famous for their strategy work. Booz Allen is particularly strong in organizational work. Accenture has traditionally had a strong information technology and systems focus. Listed below find a brief set of the most common questions that an aspiring management consultant can honestly ask themselves before committing to a career in management consulting. How To Break Into Management Consulting Firms:-
Most Global Management Consulting Firm such as McKinsey, BCG and Bain & Company, recruit at only the top undergraduate and MBA schools, In India, these firms prefer students from leading schools in the country such as Indian Institute of Technology (IIT), Indian Institute of Management (IIM), Indian School of Business (ISB), Indian Institute of planning management (IIPM)etc.
The easiest path into top consulting firms is through campus recruitment, the interview process is highly competitive and only a small percentage of applicants from these top schools end up with job offers. Some of the other options (besides campus recruitment) include: - Online application submission companies ranging from McKinsey to Deloitte & Touches provide this option - Direct application submission through Contact Us links and public email addresses this may be the only online option available at smaller boutique firms - Headhunters and job placement firms If you have not graduated from a top school, youre chances of breaking into the top consulting firms go down. But there are always ways to work around problems; following are some of the tried and tested tips to break into the glamorous career of management consulting. 1. Networking: It may sound like a clich, but it extremely effective, build relationships using networking sites such as Linked in, or consultants specific portals such as CNI. You can also reach out to school alumni contacts that work in the industry and at that firm. Reach out to current or former work colleagues that work in the industry themselves or are well connected. Ask your family and friends. Tell people about your goal, as number of people who know about your goal increases, so do your chances of being referred to HR contacts and current consultants. 2. Think beyond your circle: If your an undergraduate, consider attending the MBA job fairs to establish contacts, If youre an MBA student, look into the law school job fair and/or job fairs for nearby MBA schools. While youre not guaranteed success, you need to take risks given the limited options in front of you. Contact headhunters, particularly if you have a few years of work experience. Headhunters have industry contacts and a broad view of available options. Be specific about 7
your career goals, but not close-minded, Mafia and Manpower are some of the leading HR consultants operating in India catering to the Management Consulting Clients in India. 3. Build relationships by being direct and specific: Now you know a recruiter in Bains Indian office. And you know a school alumnus whos a consultant in BCGs Mumbai office. Email them first remind them of who you are, what your goals are, and the one or two areas where they can help. Keep the email short (no more than 5-10 lines of body text). Provide multiple contact channels. If you receive no response within one week, its OK to call and leave a brief voicemail What are the areas where they can help you out? - Provide you with the right internal recruiting contacts to submit your resume/CV - Introduce you to firm contacts with shared interests, backgrounds, etc - Answer your questions about the industry, the firm, etc
How to crack the case Interview One of the most critical part of the entire interview process is the case interviews, firms such as McKinsey, Bain and BCG extensively rely on case interviews, whereas reliance on the case interview method is relatively less for the big four audit firms (Ernst & Young, Deloitte, KPMG and PwC) Case interviews can give the interviewer great insight into the students ability to organize his or her thoughts, pursue a well reasoned line of inquiry, and assemble theories on possible solutions to the problems presented in the case. It is to be noted that the method is as important as the answer. In many cases, especially the short type, (How many bottles of Coca Cola were sold in India last year?), the method is all that matters.
Bain & Companys How to ace an Case Interview guide offers the following advice. To effectively crack a case, the interviewee must have the ability to: - Break a complex problem into its component parts - Apply business judgment to identify value - Generate a creative range of solutions to a problems component parts - Identify the most likely/attractive solutions through logical reasoning - Generate thoughtful questions and ask for clarification of case data, as necessary - Translate analysis into actionable recommendations - Effectively communicate solutions in a concise and persuasive manner List of Consulting Firms in India:He list of consulting firms in India can be segregated into three categories:

Strategy and general business consulting firms in India IT consulting firms in India HR consulting firms in India Strategy and general business consulting firms in India :-
McKinsey & Company Boston Consulting Group Bain Consulting India Private Limited AT Kearney Accenture Tata Strategic Management Group A F. Ferguson & Co. 9
Arshiya International Limited Deloitte KVP Business Solutions Madras Consultancy Group Noesis Strategic Consulting Services RAMMS Resonate Consulting Private Ltd Sampling Research Sathguru Management Consultants Technopak Advisors Private Limited Vision Consulting Pristine Ventures Lakshy Management Consultant Private Limited TECNOVA Synovate Business Consulting Breakthrough Management Group Feedback Ventures BMR & Associates Axience Market Gate Consulting Qimpro Consultants Private Limited i2m Management Services Private Limited Avalon Consulting Global e Procure HR Consulting Firms in India
Mitcon Consultancy Services Limited Vruksham Talent Group ALP Management Consultants Synergetics Omam Consultants 10
Ma Foi Management Consultants Limited ABC Consultants Private Limited HR Planman Consultants Private Limited List of Strategy Consulting Firms in India and their brief Introductions:We have compiled a list of consulting firms in India over here, however, in this section would focus on Strategy Consulting Firms in the Indian consulting area, these are we
McKinsey & Company Bain & Company Boston Consulting Group AT Kearney McKinsey & Company :McKinsey & Company is a global management consulting firm that focuses on solving issues of concern to senior management. McKinsey serves as an advisor to the worlds leading businesses, governments, and institutions. It is widely recognized as a leader and one of the most prestigious firms in the management consulting industry. It has been ranked No.1 for 6 consecutive years in the Vault.com list of top consulting firms, and has been the first or second most desired employer for recent MBA graduates since at least 1996. Organization :McKinsey operates under a practice of up or out, in which consultants must either advance in their consulting careers within a pre-defined time-frame, or else be fired. A controversial aspect of McKinseys practice is that it is non-exclusive, and thus a conflict of interest could arise as different teams of consultants might work for direct competitors in an industry. This works to the companys advantage, as it does not require it to rule out working for potential clients; furthermore, knowing that a competitor has hired McKinsey has historically been a strong impetus for companies to seek McKinseys assistance themselves. The policy also means McKinsey can keep its list of clients confidential. However, because of this 11
there is great emphasis placed on client confidentiality within the firm, and consultants are forbidden to discuss details of their work with members of other teams. Consultants are also prohibited from serving direct competitors unless they wait 3 or more years between the date they cease serving one competitor and begin serving the next. In some cases, consultants are forbidden from ever serving a competitor. History:James O.McKinsey & Company was founded in Chicago in 1926 by James O.(Mac) McKinsey, a professor at the University of Chicago who pioneered budgeting as a management tool. Marshall Fields became a client in 1935, and soon convinced McKinsey to leave the firm and become its CEO; however, he died unexpectedly in 1937. Marvin Bower, who had joined the firm in 1933, succeeding McKinsey when he left, oversaw the firms rise to global prominence and established many of its guiding principles. When McKinsey died, the Chicago and New York branches of the firm split up. In 1939, with the help of the New York partners, Bower resurrected the New York office and renamed it McKinsey & Company. One of the first partners at McKinsey, Andrew T. Kearney, retained the Chicago office and renamed the branch after himself, marking the start of the competing management consulting firm A.T. Kearney. Practice Areas :McKinsey serves clients across industries and functions, but to put more focus on some, it has created practice areas in six functional areas (the business technology office, corporate finance, marketing and sales, operations, organization and strategy) and 18 industry practices, ranging from banking, high tech, pharmaceutical and private equity to health care, public sector, retail and telecommunications. While most of the firms practice areas have remained consistent through the years, the business technology practice, or BTO, established in 1997, is a relative newcomer. The BTO helps clients align technology to the management of their businesses in the areas of IT governance, architecture and infrastructure.
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Recruitment Trends: McKinsey looks for professionals who have the following skills:

Distinctive intelligence Expertise Analytical mind Leadership potential Creativity Team work Indian Operations:In September 2007, the firm was hired by IDBI Bank, one of Indias leading publicsector banks, to assist in smoothing out legacy issues resulting from the banks 2006 merger with United Western Bank. McKinseys work will involve restructuring the banks branches, reengineering processes and implementing business strategy. In June 2007 McKinsey consultants teamed with the Confederation of Indian Industry to present an in-depth report on rural growth to Dr. Man Mohan Singh, Indias prime minister. McKinsey and CII are working together to advise the Indian government on Bharat Nirman, an ambitious initiative launched in 2005 to strengthen the countrys rural infrastructure. One objective of the project (which has been called Indias New Deal) is to ensure electrification of all villages by 2009. McKinseys Knowledge Center India Private Ltd. (McKC) in Gurgaon is the largest hub of knowledge management professionals within the firm. Created in 1998, McKC is made up of a practice research group that supports McKinseys global industry and functional practices; an analytics group that works on site and remotely with the firms consulting teams; and a Knowledge-on-Call group that specializes in meeting business research needs on short notice. The Gurgaon office is also home to the firms IT India team, which is a major supporter of McKinseys global IT group
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Bain & Company :Bain & Company is a management consulting firm headquartered in Boston, Massachusetts. History Bain & Company was established in 1973 by seven former partners from the Boston Consulting Group headed by Bill Bain. Under Bains direction, the firm implemented a number of unconventional practices, by traditional consulting standards, in its early years. Notably, Bain would only work with one client per industry to avoid potential conflicts of interest. Partners did not carry business cards and clients were referred to only in code names, further demonstrating its reputation for enforcing client confidentiality. And the company preferred to win work by boardroom referrals rather than marketing itself, sometimes landing clients by offering several weeks of work at no cost until proving the results of its services. Bain consultants preferred to work on increasing a companys market value rather than simply handing clients a list of recommendations. To win business, Bain showed clients the increase in stock price of Bain clients relative to the Dow Jones industrial average After a successful start, the company found itself facing a growing list of challenges in the late 1980s. In the middle of sluggish business conditions and overstaffing, Bain also faced the dilemma of having to turn away business due to its one-client-per-industry restriction. Competition increased as other firms copied Bains implementation-focused strategy. However daunting these external challenges were, it was internal infighting that threatened to tear the firm apart. Bain was incorporated in 1985 and over the course of two years, the Employee Stock Ownership Plan (ESOP) was established, after which senior executives borrowed against their equity for cash, leaving the firm with a heavy load of debt. As business slowed, the debt load began to squeeze the firm. In 1997, the consulting firm Value Partners brought a suit against Bain regarding the defection of its Brazilian partners and office. The case went to trial in federal court in Boston. 14
After a five-week trial, the jury found Bain liable for unfair competition and interference, and awarded Value Partners $10 million in compensatory damages (the full award requested). The trial court, after awarding another $2.5 million of interest, denied all of Bains post-trial motions. The 2000s began with Bain guiding its clients through the New Economy of ecommerce. The collapse of the dotcom, coupled with a general slowdown in the economy as had been faced in the early 1990s. The slowdown was painful on all of the major consulting players; however, Bains previous experiences with contraction left the firm zealous in avoiding layoffs. The firm weathered the economic downturn and emerged from it in a position of strength by investing in its leadership ranks with internal promotions and key external hires. Subsequently, the economic recovery has been followed by another period of sustained growth. In 2007, the firm expanded its number of worldwide offices to 37, with the opening of offices in Kyiv, Moscow, Helsinki, and Frankfurt in Europe, and worldwide consulting staff increased to approximately 2,700. The new millennium also brought changes to Bains traditional generalist approach to solving clients business issues. The firm developed areas of specialization with its deep industry Practice Areas in order to better serve the varying needs of its increasingly diverse multinational and local client base. Through targeted industry hires, Bain added industry experts to each of these new Practice Areas, significantly raising its profile in fields such as Financial Services, Healthcare, IT and Media and Entertainment industries
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2.2 COMPANY PROFILE
The skills gap, professionalism and the productivity of the workforce are the biggest problems facing employers in every location, in every industry across our country and other developing and developed knowledge economies. A number of recent surveys highlighted this to be one of the major challenges hampering our country's growth. We believe that not only could our education system do more to prepare young people for employability, so that they are industry ready but we as businesses should do more ourselves too. Welcome to InFI. We are team of professionals and business entrepreneurs with a proven success record, and InFI, Institute for Industry is our key initiative to address the above challenge. We are a world-class professional development organization built on rich global industry experience, modern infrastructure and thoughtful role specific competency building program, for each industry, covering both technical and soft-skills to consistently produce, readily deployable productive workforce. We help employers maximize the potential of their employees, and their businesses, by providing a comprehensive program to analyze the current competencies & productivity gaps and solve them by re-skilling and mentoring. We also help people maximize their potential by providing a re-skilling and mentoring programs to realize their career aspirations and career transitions.
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Our Goal is to develop and mentor readily deployable productive workforce by bridging the gap between the formal education and the industry needs; thereby reducing ramp up time and improve productivity from the day one. Our Mission is to be the most preferred Human Capital Development partner for industry leaders to help their businesses remain competitive in the marketplace. Management
InFI (Institute for Industry) is a creation of IT industry experts with 100+ man years of experience in India, UK and US. The team has firsthand experience of the problem "Talent Shortage" and the magnitude of its impact on Indian economy. InFI is a well researched, effective solution for "Ready to Deploy" work force development. PV Rao, Director PV, Brings in 20+ Yrs of IT and IT Service industry experience to the team. Prior to InFI PV was with HCL as Business Unit head and understood the need of the industry first hand. Before joining HCL, PV worked for well known companies like Chrysler, Bank of America, and Transamerica in US. Exposure to US and UK corporations gave clarity to the situation beyond skills shortage talked in industry circles to very specific cultural and behavioral attributes. Seriously motivated by Talent shortage and its impact on Indias service lead economy; InFI is launched and its success is more than business. Ravi Kumar, Director Ravi was the former Chairman of iSOFT R&D India, Member of Board of Directors and Chief Technology Officer of iSOFT Group. At iSOFT, Ravi was primarily responsible for product & technology strategy and played a key part in building and growing the business from a start-up to over $500m business. Ravi was responsible for leading a number of product teams designing and delivering products, running some of the largest healthcare systems in the world today. 17
Prior to that, Ravi was CEO of Product division at iSOFT and prior to that he was Director responsible for product development at KPMG Health systems business. Ravi has over 20 years of international experience in software technology and management. Ravan Boddu, Director Ravan Boddu has over 20 years of international experience in software technology and management with entrepreneurial spirit coupled with hands-on approach and ability to focus on strategy, people and execution. Ravan started the Offshore Product Development centre for iSOFT Group, UK as a joint venture (JV) where he worked as CEO of Indian operations between Oct 2000 and March 2007 delivering innovative products from the R&D centre and grew the company from start-up to over 1500 employees. Ravan started his career as a software engineer and worked in India, UK and USA for companies like KPMG, WorldCom, Dell at various levels including Director of Data Architecture prior to joining iSOFT. Advisory team, Non-executive Board, Thangavel P, Mr. Thangavel with over 20 years of experience in Information Technology is the Founder and Managing Director of Origin Infosys based in Chennai, India. Origin Infosys with a turnover of over USD 50 million is a leader in providing IT services and Infrastructure. Origin has Business Partnership with leading companies like IBM, Lenovo, HP, LG, HCL infinity and Sony and also authorized resellers of Microsoft, Intel, IBM, Wipro, HP, D-Link, Samsung, APC and other reputed brands. Satya Kaliki, A seasoned technical entrepreneur with extensive global experience in IT and high-tech product businesses. Satyas product knowledge spans Healthcare Informatics, Networks and Network management and security, Service Oriented Architecture, Enterprise Application Integration and Computer Services.
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Prior to ZANEC, Satya was with iSOFT, one of the worlds leading healthcare product and solutions provider, and held several leadership positions, including Chief architect, Director of product management and Director of Product Engineering.
The InFI Edge Benefits

Access to Ready to deploy workforce just as described in job posting Focused mentoring and coaching to fit into a role defined by the customer Familiarity with Tools, Utilities and Methodologies used by the customer HR Time is freed from recruitment and induction Effective utilization of customer SMEs in professionalizing the new team. Domain aware workforce from day one Industry, business & customer orientation and induction Professionalizing the work force; setting the expectations Actual cost savings to the extent of 75% to ramp-up ROI of 300% or more. InFI confidently commits that the fresher coming out of Professionalization program is as good as 2 yrs experienced professional in the industry. Differentiators
Creates 100% Job ready workforce Guarantees Employability Mentors against open positions at partner companies Professionalization customized to employers requirement Transforms the graduate to fit for a Role (job), earn it and excel in it Provides multiple opportunities to choose from Exposure to real job environment Gain 2 yrs job experience in 4 to 6 months 19
Work with Industry experts to understand and prepare for a specific job Learn Domain, Soft and Behavioral skills Intensive Productive Professionalization Be productive from day one, exceed employers expectation
Career Programs for Freshers
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Success Stories We have successfully concluded the 2nd batch of "IT Infrastructure Support" Engineer Professionalization Program. All the candidates have been absorbed by "Origin Infosys" - this is 100% employment. Registrations for "IT Infrastructure Support" Engineer Professionalization Program is OPEN.
Careers@InFI Moodle & PHP Developer 2 to 4 years experience in customizing and configuring Moodle application on UNIX or Windows platform. Hands on good PHP coding skills to enhance open systems functionality built on WAMP or LAMP platforms. Strong Analytical and Aptitude skills. Java Developer 2 to 4 years hands on Java, J2EE expertise. Good understanding of open systems architectures. SDLC process and tools familiarity. Should be a good Mentor. Admin Manager Manage a Professionalization facility of 50 people. Support the team with all logistics and operational resource planning and provisioning. Sales and Account Management
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Successful business development experience in a service industry. Comfortable selling to senior HR management of leading corporations. Mentor and coach a team to be effective in Account management. Develop business for InFI services. Partners
Origin IT and Facility Solutions Pvt. Ltd. (formerly known as Origin Infosys Pvt. Ltd.) started operations in 1993 and helps organizations optimize their resources by providing a complete portfolio of solutions and services for managing enterprise IT infrastructure. It has carved a niche for itself in this area by thoughtful creation of IT infrastructure catering to various needs, which has paved way for attracting the who's who of the IT industry. Leading IT giants including Cognizant, Siebel, Oracle and Sun utilize facilities at ORIGIN for their corporate training. This has in turn opened up doors for creation of plug-and-play development centers.
ZANEC believes in transforming your ideas into new products and services through leading edge technology expertise and business domain knowledge. ZANEC is an innovative software product development company founded and run by a management team with a successful track record of delivering enterprise class software products. Our Programs

Web2 Application Developer for ZANEC PMP Chennai | Project Management Professional training & certification IT Desktop Support Engineer for OriginITFS Finance and Accounts Executive development Program chennai RIM Professional for leading IMS Company Red Hat Professional for a leading RIM Company
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Employability and Job Guarantee program Industry ready graduates wanted. Productive, professionalization programs for a specific job or role that exist with our customer to be filled by InFI Professional. Our partner MNCs are looking for productive and immediately deployable employees for their projects.InFI Guarantees 100% employability and assured job assistanceJob specific 360 degree development programs assures you employment InFI Employability Commitment Employability is a persons capability to be productive and work to the satisfaction of employers. InFI commitment to millions of youth and the industry is to provide support to the fresh work force to instill confidence by roviding required technical, soft, process and domain skills targeting a specific job and customer. Mailing address: InFI (Institute for Industry) Type-II, 12 Dr.V.S.I Estate, Thiruvanmiyur, Chennai India - 600 041, info@in4i.com
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3.1 OBJECTIVES OF THE STUDY
Primary objectives ; o To study the training effectiveness of trainees at InFI, CHENNAI.
Secondary objectives ; o To study the methods of training followed in InFI. o To study the training needs of trainees in InFI o To evaluate the degree of effectiveness of training programs conducted at various levels in InFI. o To find out the satisfaction of the trainees about training.
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3.2 SCOPE OF THE STUDY o The entire project study is designed to cover the whole organization. o The study helps to use the InFI trainee opinion offered for the organization. o It promotes more effective decision making and problem solving skills in the trainees. o The study helps to know the present performance level of trainees during the training programme. o It is done to access to see the effects of training programme.
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3.3 NEED OF THE STUDY o To develop social relationship among the trainees at all levels. o The purpose of study is to know the trainees opinions about the perfect (i.e. Effectiveness of training program) in the organization. o Increasing use of fast changing technique requires training into newer methods. o The study helps to know how to make the future training programme more effective.
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3.4 LIMITATIONS OF THE STUDY o Validity of information obtained from the respondents is subject to bias and prejudice. o Some of the respondents refused to answer due to unnecessary fear and hesitation. o Sample number is 100 only o Access to records and files to know the trainee were not possible all the time. o Most of the respondents were in favour of biased answers. o Interaction with higher level officials was limited since they were engaged in their work all times.
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3.5 REVIEW OF LITERATURE 1.Mukul Sanwal*(17 April 2002) says that Initiating the process for the successful introduction of microcomputers in developing countries requires a methodology, both at the conceptual and practical level, for integrating information technology into administrative functions. In the paper a comparison has been made between the experience in developed countries and efforts in developing countries, including the effect of industrial and information technology innovation, and also of change at the local level with end user computing. The criteria for priority setting has been identified; this looks at the role of the key actors and goes beyond a need to merely spread awareness of the potential benefits or look at the technology itself. The paper concludes that strategic use of end user computing requires a conceptual analysis of the decisions that must be taken at various levels in development administration, developing a process of planning to match this with the information technology strategy and setting up support services to build up a knowledgeable end user to design and implement the necessary organizational changes. The paper stresses the need for training to develop a knowledgeable end-user 2. Anna Kyprianou and Jacqui Kasket(9 October 2009) refers that Training is a continuing investment in the most valuable of all our national resources the energies of our people and many consider it, along with education, to be imperative to the industrial success of the UK. This chapter examines training from a number of different perspectives. First, it attempts to place the importance of training into a broader national context and to highlight its benefits to both organizations and individuals. It goes on to use a training framework to explore how organizations can systematically train their trainees. 3. Phyllis Tharenou, Alan M. Saks and Celia Moore (30 August 2007) states that
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This paper aims to advance understanding of the effects of training on organizational-level outcomes by reviewing the results of previous studies that have investigated the relationship between training and human resource, performance, and financial outcomes. The results of meta-analysis from 67 studies suggest that training is positively related to human resource outcomes and organizational performance but is only very weakly related to financial outcomes. The relationship between training and firm performance may be mediated by trainee attitudes and human capital. Furthermore, training appears to be more strongly related to organizational outcomes when it is matched with key contextual factors such as organization capital intensity and business strategy, in support of the contingency perspective. Further, training is related independently to organizational outcomes in support of the universalistic perspective of strategic human resource management rather than a configurationally perspective. The paper concludes with a critique of previous studies and directions for future research. Particular emphasis is given to the need for future research to integrate individual-level (micro) and organizational-level (macro) training research, models, and theory. 4. Deborah Wells, and Marshall Schminke (20 April 2001) refers that This article draws on the training and business ethics literatures to craft a framework for creating and maintaining effective ethics training programs. We identify four themes in the recent training literature trainee characteristics, training design, transfer of trained skills, and evaluation issues and use these as the basis for creating a model of ethics training. As an illustrative example, we explore the research on individuals' cognitive moral development and examine how a framework built on sound training principles might enhance the efficacy of ethics training. Finally, we present a series of research questions that arise from this integration of ethics and training research. 5. Eric Anthony Day, Cassie Blair, Suzie Daniels, Vykinta Kligyte and Michael D. Mumford (10 July 2006) indicates that The purpose of this article is to present a system, referred to as the Integrative Training Design Matrix (ITDM), for streamlining the design of instructional environments in a way that integrates the instructional design elements commonly discussed in the scientific literature. This system
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expands the use of job-analytic information to better link needs assessment to the design of instructional environments. Specifically, the ITDM shows how determining an instructional objective's standing along four training issuesextensiveness of training, location of training, nature of transfer performance, and learning difficultyyields a comprehensive plan for designing instructional environments. These plans involve design elements such as trainee-totrainer ratio, feedback delivery, hands-on practice, and modeling, structure of practice, amount of training, meaningfulness, pre- and post-training interventions, and general training methods. The ITDM then shows how organization and person analyses can be targeted to support these design elements. 6. Neset Hikmet is the Director of the Center for Research in Healthcare Systems & Policies and an Associate Professor of Information Systems in the College of Business at the Nicholls State University. His research interests are the use of information technology and the economics of information technology investments in healthcare organizations. Dr. Hikmet is a member of the Association for Computer Machinery (ACM), Decision Sciences Institute (DSI), and the Association for Information Systems (IS). His research has been published in European Journal of Information Systems, Information Systems Management, Journal of Computer Information Systems, Communications of the ACM, International Journal of Medical Informatics, and various other peer reviewed journals. Neset holds MBA and PhD degrees from the University of Rhode Island and BS degree from Middle East Technical University, Ankara, Turkey. 7. Christopher J. Davis is an Assistant Professor of Information Systems at the University of South Florida Saint Petersburg. He received his BA with Honors from the University of Glamorgan, UK in 1988. He received a MSc with Distinction in Information Technology in 1991 and a Postgraduate Certificate in Higher Education in 1997, both from the University of the West of England. His PhD in Information Systems was awarded in 2001. Dr Davis is a member of the Association for Computer Machinery (ACM) and was elected to Senior Membership by the Institute of Electrical and Electronics Engineers in 2004. He is an active member of the Academy of Management and the Association for Information Systems. In 1990 he was elected to Fellowship of the Institute of Supervisory Management. Dr Davis is a Chartered Information Technology Practitioner (CITP) and a member of the British Computer
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Society. His research has been published in a range of journals including Communications of the ACM, International Journal of Technology and Human Interaction, Systems Research and Behavioural Science, Journal of Computer Information Systems, Journal of Organizational Change Management, Systemist and the MIS Quarterly. 8. Manuel London, and James W. Smither (14 December 2001) states that This paper conceptualizes feedback as part of a longitudinal performance management process influenced by, and contributing to, the individual's feedback orientation and the organization's feedback culture. Feedback orientation refers to an individual's overall receptivity to feedback, including comfort with feedback, tendency to seek feedback and process it mindfully, and the likelihood of acting on the feedback to guide behavior change and performance improvement. Feedback culture refers to the organization's support for feedback, including nonthreatening, behaviorally focused feedback, coaching to help interpret and use feedback, and a strong link between performance improvement and valued outcomes. Critical events direct attention to the value of feedback and thereby start a performance management cycle of receiving, absorbing, and applying feedback in the following days, weeks, and months. Human resource research and practice need to measure feedback orientation and culture and capture longitudinal feedback processes to better understand and influence the effects of feedback on self-awareness, selfconfidence, and job performance. 9. Simon Knox, Stan Maklan, Adrian Payne, Joe Peppard and Lynette Ryals September 2009) refers that As we have seen, there are two aspects to the strategy development process: Business strategy and customer strategy. Business strategy concerns the type of organization, its vision, style and corporate brand; customer strategy is about the type of customers that the organization wants to attract and how to segment them. Development of business strategy The business strategy often originates in the vision of a charismatic founder or business leader, such as that of Hans Snook, the former chief executive of Orange and the subject of the first case 31 (2
study in this chapter. A business vision is a view of how the future might look and the role the organization might play in that future. Sometimes the vision seems unreasonable or far-fetched to outsiders. For example, Microsofts vision of a computer on every desk seemed extra ordinary in an industry accustomed to thinking about computers as room sized machines that needed an army of technicians to tend them. Yet these unreasonable visions can often be the most powerful of drivers, stimulating organizations to achieve remarkable successes.Oranges vision that mobile telephony is the technology of the future has been successfully translated into advertising campaigns, The Futures Bright 10. Linda Holbeche (15 September 2009) states that There may be no such thing as an ideal way to restructure an organization.So often, approaches which are tried and tested in one organization do not work so well in another. An approach which combines both emergent practices and conventional planning has been used byThresher, the UK-based drinks retailer which is part of Whitbread Plc. In this chapter we will explore the introduction of the Operations Development Project (ODP) at Thresher, and examine some of the learning which the company has acquired through the process of implementing the change programme. The context at the beginning of the 1990s Thresher was in a period of slow but steady growth. There were five established shop brands: Thresher Wine Shop, Drinks Cabin, Bottoms Up, Wine Rack and Huttons. In 1991 Thresher acquired Peter Dominic wine merchants, expanding the number of trainees in its operations team. The 9500 trainees who worked in these teams, as well as the managers to whom they report, were based in 1600 branches. Unlike many other organizations, Thresher was not driven to introduce a major change programme by immediate financial pressures- the operating figures were more than adequate. They were looking instead to develop strategic and long-term solutions to strengthening the business. Competition within the drinks retailing industry is intense, with competitors to be found from a range of sources, including supermarkets and cross-Channel 11. Tony Grundy and Laura Brown (10 September 2009) refers that
32
Even before the recession of the early 1990s, managers were becoming increasingly alert to the need to take more control and to have more influence over their development. Previously there was more emphasis on the individuals organization being the primary guardian of development. For example, when one of the authors worked for the BP Group in the early 1980s, each new manager had an individual programme of development laid out in keeping with the organizational hierarchy (of the time). At that time self-development was not on the radar map. For example, the very idea of individuals deciding to put themselves on an MBA was almost unthinkable. One of the authors used to joke at the time (of that hierarchy): By the time I get into a really senior position at BP and get a company car I will probably have to drive a Reliant Robin. Since then organizations and careers have changed and become far more uncertain, generating a surge of interest in the individuals driving their own development. Since the mid-1990s there has been a surge in growth of public courses (especially short courses which mean that managers do not have to catch up too much with their work when they go back). These changes have mixed benefits/costs, and successful individual development is often accompanied by organization-wide support for learning and development and as part of a coherent strategy. Although a wide variety of development strategies for the individual exist (courses, projects, MBAs, secondments, coaching and monitoring), the default solution is very often still the training course. In many ways this is a pity, because it is not always the case that training generates significant learning and it is learning that produces a real change in capability and in action, thus developing the individual, the group, and the wider organization.
12. Lauren E. McEntire, Lesley R. Dailey, Holly K. Osburn and Michael D. Mumford (18 July 2006) states that Job analysis is an integral part of any human resource function. Recent advancements in technology and changing worker environments have drastically altered the means by which job analysis data are collected and stored. These changes have led to an increase in the amount of data that is collected and the potential for the data to inform complex decision making. However, due to a lack of tools available for configuring and analyzing data, human resource professionals are often unable to keep themselves abreast of changes in their workforce, make complex 33
decisions using job data, and facilitate communication across jobs, job families or departments in their organization. As a result, advanced methods for analysis of job data are needed. Metrics are quantitative algorithms applied to job data that aid in decision making in areas such as recruitment, selection, transferability, promotion, training, and development. Metrics are a sophisticated, user-friendly approach to analyzing job data that have the potential to meet the needs of human resource professionals in today's dynamic workplace. The development of metrics, their application and benefit to human resource professionals, and their use of O NET are discussed. 13. Karen L. Medsker and Larry R. Medsker(27 April 2002) states that Success and failure patterns of information systems development are widely discussed. However, the potential of education and training to address these problems has not received adequate attention. Managers and other information systems professionals need to be aware of the best technologies both for development of information systems and for the associated training of developers and end users. The best way to produce effective, efficient training is through instructional technology. Although derived from system science, as are information system development methods, the processes and techniques of instructional technology are often unknown to information systems professionals. This paper discusses the parallels between these two disciplines and points out where each could benefit from the other. 14. Harry J. Martin and Mary W. Hrivnak(28 August 2009) states that Business realities demand that organizations place a strategic emphasis on developing knowledge workers and becoming a learning organization. Numerous programs of organizational change and renewal must also be undertaken to keep firms competitive. This requires ongoing training for all trainees to succeed in today's global marketplace. While external consultants and professional staff are often called upon to provide this training, many organizations are turning to their own trainees as an effective, lower cost alternative. There are several benefits to using this strategy, but significant support must be provided to realize these benefits. Herein, we describe a systematic process to turn novice trainee trainers into a powerful force for organizational change. By transforming trainees into disciples, organizations can give training the impact it needs.
34
15. Keith Goffin(11 June 1998) refers that Anyone who has struggled with a balky computer understands the importance of product support. Useful support for a high-tech product may take various forms, including installation, documentation, field service, user training, and product upgrades. All these forms of support share a common goal: achieving customer satisfaction with the product. To increase the likelihood of customer satisfaction with a high-tech product, a firm must carefully consider the product's support requirements during the design stage of the new-product development (NPD) effort. As Keith Goffin points out, however, relatively little research has been published about the manner in which product design influences product support. He suggests that firms may benefit from considering product support requirements during the design stage, in much the same way as design for manufacturability (DFM) techniques enable firms to increase ease of manufacture. In a survey of high-tech firms, he explores the ways in which companies evaluate product support requirements during the design stage. The study also examines whether firms use quantitative goals to focus the design team's attention on a product's support needs. To provide deeper understanding of the interrelationship between support requirements and product design, he also presents a case study involving Hewlett-Packard's development of a complex medical device. With responses from 66 companies, the survey offers the first empirical data on how companies plan for product support. Whereas DFM techniques involve consideration of manufacturability during the early stages of design, more than two-thirds of the companies in the study begin planning for support during the second half of the product development process. Only slightly more than one-half of the respondents report the use of a formal product support plan, although use of this type of document is more prevalent among the computer firms in the study. The companies in this study do not consider all aspects of support during product planning. The respondents also do not set quantitative goals for all aspects of support during the design stage. They typically set quantitative goals for service-related aspects of supportfor example, product reliability targets such as annual failure raterather than for such support areas as user training.
35
The survey responses identify a range of measures which could be used for performing a more comprehensive evaluation of support requirements during the design stage. 16. L. -L Tung and E Turban(23 February 1999) states that One of the most interesting changes in business practices is telecommuting, namely doing work in places other than the corporate offices. The extent of telecommuting has been on the rise during the 1990s and it is expected to rise rapidly during the next few years. A major driving force in the spread of telecommuting is the increased availability of cost-effective supportive information technologies. The tasks performed by telecommuters are expanding. While the early telecommuters performed repeated transactions (such as processing insurance claims at home), today's telecommuters can perform at home, or on the road, almost any task that they do at the office. Thus, their information needs have been changed. This paper examines the various tasks performed by telecommuters and surveys the major supporting information technologies. Special attention is given to electronic mail, accessibility to databases and networks, desk top teleconferencing, personal digital assistants (PDAs), screen sharing, workflow systems, idea generation, and distributed group decision making. Also, Lotus Notes is viewed as a major computing environment that will facilitate telecommuting. Technological developments in an integrated services digital network (ISDN), an asynchronous transfer mode (ATM), wireless communication, and local area network (LAN) connectivity will have a major impact on the growth of telecommuting and so will the resolution of managerial issues such as appropriate controls and security, cost-benefit justification, training and ownership and maintenance of the necessary equipment at home. 17. Andrew L Zacharakis and G.Dale Meyer (11 June 1998) What decision criteria do venture capitalists (VCs) use to make their investment decisions? This question has received much attention within entrepreneurship literature (i.e.,Wells 1974; Poindexter 1976; Tyebjee and Bruno 1984; MacMillan, Seigel, and Subba Narasimha 1985; MacMillan, Zeman, and Subba Narasimha 1987; Robinson 1987; Timmons et al. 1987; Sandberg, Schweiger, and Hofer 1988; Hall and Hofer 1993; Zacharakis and Meyer 1995) for a number of reasons. First, VC-backed ventures achieve a higher survival rate than non-VC-
36
backed businesses (Kunkel and Hofer 1990; Sandberg 1986; Timmons 1994). Second, a better understanding of the decision process may lead to even better survival rates. Finally, entrepreneurs seeking venture funding benefit if they understand what factors are most important to the VC.Although past research has greatly contributed to our understanding of the decision, it may be biased and somewhat misleading. The majority of past studies rely on post hoc methodologies (e.g., interviews and surveys) to capture the decision process. Post hoc methods assume that VCs can accurately relate their own decision processes, but studies from cognitive psychology suggest that people, in particular experts, are poor at introspecting. Introspection is subject to rationalization and post hoc recall biases. Using social judgment theory and the associated lens model as a framework, the current study investigates how well VCs introspect about their own decision process and, by extension, whether the past research efforts are biased. The current research uses policy capturing, a real-time method common in cognitive psychology, to capture the VC's actual theories in use versus their espoused theories (Hitt and Tyler 1991). Policy capturing requires that VCs make a series of real-time decisions based on various information factors. Regression analysis of each VCs' decision captures how important each of the information factors is to her/his actual decision process. After the VCs make their decisions, they provided a weighting of how they believe they used the information factors. Comparing the captured decision policies to stated decision policies provides a measure of VC insight. The findings suggest that VCs are not good at introspecting about their own decision process. Even within the confines of a controlled experiment, which greatly reduces the amount of information considered, VCs lacked strong understanding of how they made decisions. Most decision-makers would like to have all relevant information available for their decision. However, as more information becomes available, insight diminishes. Finally, this study finds that VCs are very consistent in their decision process, even though they do not necessarily understand how they make their decisions. VCs face a plethora of information when making an investment decision (i.e., business plan, outside consultants, due diligence, etc.). It may be difficult for VCs to truly understand their intuitive decision process because of all the noise caused by this information overload. This lack of systematic understanding impedes learning. VCs cannot make accurate adjustments to their evaluation process if they do not truly understand it. Therefore, VCs may suffer from a systematic bias that impedes the performance of their investment portfolio. The methodology used in this experiment can be modified and used as a training tool for active 37
VCs. In addition, the consistent nature of VC decision-making (even if they do not have a strong understanding of that process) is favorable to the development of decision aides. Decision aides can minimize the danger of salient information (e.g., the lead entrepreneur is a winner) clouding the VC's judgment. Past research also needs to be interpreted in a new light. Although VCs undoubtedly use some of the information cited in past studies, the relative importance of that information needs to be reevaluated. VCs may not, for instance, rely most on the background of the entrepreneurial team. In addition, it is likely that the past studies provide more information factors than VCs actually use. People have a tendency to overstate the information they believe they relied upon and to use far less information (typically three to seven factors) to make a decision than they actually think they use. The methodology used in this experiment has the potential to identify the more relevant information factors cited in previous work. Even though VCs are experts in the new venture funding realm, their decision process has room for improvement. Almost 40% of all backed ventures fail to provide a return to the VC. Considering the billions invested each year, a modest improvement in the failure rate can have a substantial impact on venture portfolio returns. That improvement starts by better understanding the decision process. This study is a step in that direction.
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3.6 RESEARCH METHODLOGY MEANING:
A research cannot be conducted abruptly. Researcher has to proceed systematically in the already planned direction with the help of a number of steps in sequence. To make the research systemized the researcher has to adopt certain methods. The methods adopted by the researcher for completing the study are called research methodology. In other words Research Methodology is simply the plan of action for a research which explains in detail how data is to be collected, analyzed and interpreted.
Data becomes information only when a proper methodology is adopted. Thus we can say Methodology is a tool which processes the data in to reliable information. The present chapter attempt to highlight the research adopted in this project.
COMPONENTS OF RESEARCH METHODOLOGY:
Research Design Type of Data Data Collection Sampling Plan Statistical Tools used
RESEARCH DESIGN: 39
According to Gohada, Deutish and Cook, 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. The research design adopted in the study is descriptive.
TYPE OF DATA:
Primary Data:
The primary data is collected from the trainees of the company. For this purpose direct personal interview and a questionnaire was prepared.
Secondary Data:
The secondary data and the extensive literature on selection procedure were collected from journals, articles, magazines and various websites. Information was also collected from company records, company data base, brochures and catalogues.
DATA COLLECTION:
Keeping in mind the aims, objectives and the fact that all the respondents for the study were educated, mostly questionnaire is used for data collection. Direct personal interview is also used to some extent for the study. The questionnaire was given to the trainees for responses. The questionnaire consisted various aspects like open ended, close ended, multiple choice etc.,
SAMPLING PLAN:
40
Sampling may be defined as the selection of some part of an aggregate or totality. On the basis of which a judgment of inference about the aggregate or totality is made. Research conducted by considering only a few units of population is called sampling. Sampling is an important and persuasive activity. Sampling techniques has got its own advantages: Reduce cost owing to a study of selected units from the population Greater speed is there due to smaller units to be studied Greater accuracy in results Reservation of units for reuse in destructive nature of experiments is possible. SAMPLE SIZE:
The sample consists of 100 trainees of the company who had undergone the training programme.
SAMPLING TECHNIQUE:
Non probability convenience sampling was used in the study and sampling units are chosen primarily in accordance to the convenience.
STATISTICAL TOOLS USED: Percentage Analysis & Graphs: Percentage refers for every hundred. It is used to make easy comparisons of fractions. In the study, fractions of respondents choosing different answers are converted into percentages and interpretations are made. Formula: % of Respondents = No of respondents No of Total Respondents Weighted Average method Weighted average is used when the relative importance of the items is not the same. Different weights are assigned to different and calculation is made. The weights assigned may be actual, or arbitrary. * 100
41
Weighted average = WX X
Chi- Square Method: It is a non parametric test used most frequently to test the hypothesis. This aims at determining whether significant difference exists among groups of data or whether differences are due to sampling. It describes the discrepancy theory and observation. This test is done to find the dependence of one factor over the other.
Formula: X2 = (O-E)2/ E. Where E is the expected frequency O is the observed frequency Degree of Freedom = (r-1) (c-1)
Properties of Chi- Square: X2 cannot be negative in value, it is Zero or Positive X2 are not symmetrical, it is skewed to the right There is a different X2 distribution for every number of degree of freedom For degree of freedom exceeding 30, the X2 distribution is approximated by normal distribution.
42
S. No
Gender
No. respondents
of Percentage respondents 74
of
1 Table 2
Male Female TOTAL
74 26 100
4.1 26 100
DISTRIBUTION OF RESPONDENTS BY GENDER
43
INFERENCE: 74% of respondents are Male. 26% of respondents are Female.
Chart 4.1
DISTRIBUTION OF RESPONDENTS BY GENDER

80 70 60 50 40 30 20 10 0 No.of respondents Percentage of respondents Male Female
74% of respondents are Male. 26% of respondents are Female.
44
Table 4.2
DISTRIBUTION OF RESPONDENTS BY AGE
S. No
Age
No. respondents
of Percentage respondents 36 38 21 5 100
of
1 2 3 4
Below 22 years 23-25 years 26-28 years Above 278years TOTAL
36 38 21 5 100
45
INFERENCE:
36% of respondents are less than 22 years of age. 38% of respondents are between 23-25 years of age. 21% of respondents are between 26-28 years of age. 5% of respondents are above 28 years of age.
Chart 4.2
DISTRIBUTION OF RESPONDENTS BY AGE
40 35 30 25 20 15 10 5 0 Below 22 years 23-25 years 26-27 years Above 27 years No.of respondents Percentage of respondents
46
36% of respondents are less than 22 years of age. 38% of respondents are between 23-25 years of age. 21% of respondents are between 26-28 years of age. 5% of respondents are above 28 years of age.
Table 4.3
DISTRIBUTION OF RESPONDENTS BY EXPERIENCE
S. No
Experience
No. respondents
of Percentage respondents 31 37 26 6 100
of
1 2 3 4
Fresher 2-5 years 6-10 years Above 10 years TOTAL
31 37 26 6 100
INFERENCE: 47
37% of respondents possess 2-5 years of experience. 31% of respondents are fresher. 26% of respondents possess 6-10 years of experience. 6% of respondents are above 10 years.
Chart 4.3 DISTRIBUTION OF RESPONDENTS BY EXPERIENCE
40 35 30 25 20 15 10 5 0 Fresher 2-5 years 5-10 years Above 10 years No.of respondents Percentage of respondents
48
37% of respondents possess 2-5 years of experience. 31% of respondents are fresher. 26% of respondents possess 6-10 years of experience. 6% of respondents are above 10 years.
Table 4.4
DISTRIBUTION PROGRAMME
OF
RESPONDENTS
BY
REGULAR
TO
THE
TRAINING
S. No
Regular in training
No. respondents
of Percentage respondents 94 6 100
of
1 2
Yes No TOTAL
94 6 100
INFERENCE: 49
94% of respondents agree that they are regular to the training programme. 6% of respondents do not agree that they are regular to the training programme.
Chart 4.4
DISTRIBUTION OF RESPONDENTS BY REGULAR TO THE TRAINING PROGRAMME
100 90 80 70 60 50 40 30 20 10 0 No.of respondents Percentage of respondents Yes No
50
94% of respondents agree that they are regular to the training programme. 6% of respondents do not agree that they are regular to the training programme.
Table 4.5
DISTRIBUTION OF RESPONDENTS AS HOW THEY WOULD LIKE TO BE THE TRAINING PROGRAMME CONDUCTED
S. No
Like be the training
No. of respondents
Percentage of respondents 24 22 38 16 100
1 2 3 4
Theoretical Practical Both Others TOTAL
24 22 38 16 100
INFERENCE:
38% of respondents would like to be the training programme conducted in both theoretical and practical. 51
24% of respondents would like to be the training programme to be Theoretical. 22% of respondents would like to be the training programme to be Practical. 16% of respondents would like to be the training programme to be conducted in other methods.
Chart 4.5
DISTRIBUTION OF RESPONDENTS AS HOW THEY WOULD LIKE TO BE THE TRAINING PROGRAMME CONDUCTED
40 35 30 25 20 15 10 5 0 Theoretical Practical Both Others Percentage of respondents No.of respondents
52
38% of respondents would like to be the training programme conducted in both theoretical and practical. 24% of respondents would like to be the training programme to be Theoretical. 22% of respondents would like to be the training programme to be Practical. 16% of respondents would like to be the training programme to be conducted in other method
Table 4.6
DISTRIBUTION OF RESPONDENTS TO KNOW WHETHER THEY CAN PRACTICALLY IMPLEMENT WHAT THEY HAVE LEARNT IN THE TRAINING PROGRAMME
S. No 1 2
Practically implement Yes No TOTAL
No. of respondents 96 4 100
Percentage of respondents 96 4 100
INFERENCE:
53
96% of respondents agree that they can practically implement what they have learnt in the training programme. 4% of respondents do not agree that they can practically implement what they have learnt in the training programme.
Chart 4.6
DISTRIBUTION OF RESPONDENTS TO KNOW WHETHER THEY CAN PRACTICALLY IMPLEMENT WHAT THEY HAVE LEARNT IN THE TRAINING PROGRAMME
120 100 80 60 40 20 0 No.of respondents Percentage of respondents Yes No
54
96% of respondents agree that they can practically implement what they have learnt in the training programme. 4% of respondents do not agree that they can practically implement what they have learnt in the training programme.
Table 4.7
DISTRIBUTION OF RESPONDENTS TO KNOW THE OVERALL EFFECTIVENESS OF TRAINING PROGRAMME
S. No 1 2 3 4
Effectiveness of training Highly effective Effective Neutral Ineffective TOTAL
No. of respondents 32 66 2 0 100
INFERENCE:
55
66% of respondents are effective with their effectiveness of training. 32% of respondents are highly effective with their effectiveness of training. 2% of respondents are neutral
Chart 4.7
DISTRIBUTION OF RESPONDENTS TO KNOW THE OVERALL EFFECTIVENESS OF TRAINING PROGRAMME
70 60 50 40 30 20 10 0 Highly effective Effective Neutral Ineffective No.of respondents Percentage of respondents
56
66% of respondents are effective with their effectiveness of training. 32% of respondents are highly effective with their effectiveness of training. 2% of respondents are neutral
Table 4.8
DISTRIBUTION OF RESPONDENTS TO KNOW IF THEY ARE PROVIDED WITH SUFFICIENT TRAINING MATERIALS
S. No 1 2
Training materials Yes No TOTAL
INFERENCE:
97% of respondents agree that they are provided with sufficient materials.
57
3% of respondents do not agree that they are provided with sufficient materials.
Chart 4.8
DISTRIBUTION OF RESPONDENTS TO KNOW IF THEY ARE PROVIDED WITH SUFFICIENT TRAINING MATERIALS
58
97% of respondents agree that they are provided with sufficient training materials. 3% of respondents do not agree that they are provided with sufficient training materials.
Table 4.9
DISTRIBUTION OF RESPONDENTS TO IDENTIFY THEIR DIFFICULTIES IN TRAINING PROGRAMME
S. No 1 2 3 4
Difficulties Language problem High standard presentation Lack of practical session Others TOTAL
INFERENCE: 59
41% of respondents are Others
Chart 4.9
DISTRIBUTION OF RESPONDENTS TO IDENTIFY THEIR DIFFICULTIES IN TRAIINING PROGRAMME
45 40 35 30 25 20 15 10 5 0 Language problem High standard presentation Lack of practical session Others Percentage of respondents No.of respondents
60
41% of respondents are Others
Table 4.10
DISTRIBUTION OF RESPONDENTS TO ACTIVELY PARTICIPATE IN THE TRAINING PROGRAMME
S. No
Actively participate
No. of respondents
Percentage of respondents
1 2
Yes No TOTAL
100 0 100
100 0 100
INFERENCE:
100% of respondents like to actively participate in the training programme.
61
Chart 4.10
DISTRIBUTION OF RESPONDENTS TO ACTIVELY PARTICIPATE IN THE TRAINING PROGRAMME
62
100% of respondents like to actively participate in the training programme.
Table 4.11
DISTRIBUTION OF RESPONDENTS TO KNOW WHETHER THE TRAINING PROGRAMME IN ACCORDANCE WITH YOUR JOB
S. No
Related to job
No. of respondents
1 2
Yes No TOTAL
99 1 100
99 1 100
INFERENCE:
99% of respondents said that the training programme is related to job. 63
1% of respondents said that the training programme is not related to job.
Chart 4.11
DISTRIBUTION OF RESPONDENTS TO KNOW WHETHER THE TRAINING PROGRAMME IN ACCORDANCE WITH YOUR JOB
64
99% of respondents said that the training programme is related to job. 1% of respondents said that the training programme is not related to job.
Table 4.12
DISTRIBUTION OF RESPONDENTS IN ACCORDANCE WITH THE TRAINING PROGRAMME IS AN EXCELLENT OPPORTUNITY TO LEARN
S. No 1 2
Excellent opportunity Yes No TOTAL
65
INFERENCE:
100% of respondents agree that the training programme is an excellent opportunity to learn.
Chart 4.12
DISTRIBUTION OF RESPONDENTS IN ACCORDANCE WITH THE TRAINING PROGRAMME IS AN EXCELLENT OPPORTUNITY TO LEARN
66
100% of respondents agree that the training programme is an excellent opportunity to learn.
Table 4.13
DISTRIBUTION OF RESPONDENTS HOW THEY CONDUCTED THE TRAINING PROGRAMME
S. No
Training programme by
No. of respondents
Percentage of respondents 27 21 52 100
1 2 3
Internal experts External experts Both TOTAL
27 21 52 100
67
INFERENCE:
52% of respondents agree that the training programme is conducted by both. 27% of respondents agree that the training programme is conducted by internal experts. 21% of respondents agree that the training programme is conducted by External experts.
Chart 4.13
DISTRIBUTION OF RESPONDENTS HOW THEY CONDUCTED THE TRAINING PROGRAMME
60 50 40 No.of respondents 30 20 10 0 Internal experts External experts Both Percentage of respondents
68
52% of respondents agree that the training programme is conducted by both. 27% of respondents agree that the training programme is conducted by internal experts. 21% of respondents agree that the training programme is conducted by External experts.
Table 4.14
DISTRIBUTION OF RESPONDENTS TO VIEW ABOUT THEIR PRESENT TRAINING PROGRAMME
S. No
View about training
No. of respondents
1 2 3 4
Highly satisfied Satisfied Neutral Dissatisfied TOTAL
68 32 0 0 100
69
INFERENCE:
68% of respondents are highly satisfied with their present training programme. 32% of respondents are satisfied with their present training programme.
Chart 4.14
DISTRIBUTION OF RESPONDENTS TO VIEW ABOUT THEIR PRESENT TRAINING PROGRAMME
80 70 60 50 40 30 20 10 0 Highly satisfied Satisfied Neutral Dissatisfied No.of respondents Percentage of respondents
70
68% of respondents are highly satisfied with their present training programme. 32% of respondents are satisfied with their present training programme.
Table 4.15
DISTRIBUTION OF RESPONDENTS SATISFIED WITH THE QUALITY OF EXTERNAL TRAINEE
S. No
Quality of external trainee
No. of respondents
Yes
98
98
No
TOTAL
100
100
71
INFERENCE:
98% of respondents are satisfied with the quality of external trainee. 2% of respondents are not satisfied with the quality of external trainee.
Chart 4.15
DISTRIBUTION OF RESPONDENTS SATISFIED WITH THE QUALITY OF EXTERNAL TRAINEE
72
98% of respondents are satisfied with the quality of external trainee. 2% of respondents are not satisfied with the quality of external trainee.
Table 4.16
DISTRIBUTION OF RESPONDENTS SATISFIED WITH THE DURATION OF TRAINING PROGRAMME
S. No 1 2
Duration of training Yes No TOTAL
73
INFERENCE:
96% of respondents are satisfied with the duration of training programme. 4% of respondents are not satisfied with the duration of training programme.
Chart 4.16
DISTRIBUTION OF RESPONDENTS SATISFIED WITH THE DURATION OF TRAINING PROGRAMME
74
96% of respondents are satisfied with the duration of training programme. 4% of respondents are not satisfied with the duration of training programme.
Table 4.17
DISTRIBUTION OF RESPONDENTS SATISFIED WITH THE INFRASTRUCTURE FACILITY OF THE COMPANY
S. No 1 2
Infrastructure facility Yes No TOTAL
INFERENCE: 75
100% of respondents are satisfied with the infrastructure facility of the company.
Chart 4.17
DISTRIBUTION OF RESPONDENTS SATISFIED WITH THE INFRASTRUCTURE FACILITY OF THE COMPANY
76
100% of respondents are satisfied with the infrastructure facility of the company.
Table 4.18
DISTRIBUTION OF RESPONDENTS DOES THE COMPANY GETS THE FEEDBACK AFTER COMPLETION OF TRAINING PROGRAMME
S. No 1 2
InFI gets feedback Yes No TOTAL
INFERENCE: 77
100% of respondents gets feedback after completion of training programme.
Chart 4.18
DISTRIBUTION OF RESPONDENTS DOES THE COMPANY GETS THE FEEDBACK AFTER COMPLETION OF TRAINING PROGRAMME
78
100% of respondents gets feedback after completion of training programme.
Table 4.19
DISTRIBUTION OF RESPONDENTS TO KNOW WHAT KIND OF SKILLS HAVE IMPROVED AFTER ATTENDING THE TRAINING PROGRAMME
S. No 1 2 3 4
Skills Improved Technical skills Communication skills Theoretical skills Attitudinal skills TOTAL
79
INFERNCE:
43% of respondents agree that technical skills have improved. 39% of respondents agree that communication skills have improved. 14% of respondents agree that Theoretical skills have improved. 4% of respondents agree that the attitudinal skills have improved.
Chart 4.19
DISTRIBUTION OF RESPONDENTS TO KNOW WHAT KIND OF SKILLS HAVE IMPROVED AFTER ATTENDING THE TRAINING PROGRAMME
60 50 40 30 20 10 0 No.of respondents Percentage of respondents
80
43% of respondents agree that technical skills have improved. 39% of respondents agree that communication skills have improved. 14% of respondents agree that Theoretical skills have improved. 4% of respondents agree that the attitudinal skills have improved.
CHI SQUARE
Difference between experience and view about training
S.no 1 2 3 4 Total
Experience 31 37 26 6 100
View about training 68 32 0 0 100
Total 99 69 26 6 200
81
Solution:
Ho: There is a significance difference between Experience and View about training H1: There is no significance difference between Experience and View about training
Level of significance: 0.05
Oi 31 37 26 6 68 32 0 0 Total
Ei 49.5 34.5 13 3 49.5 34.5 13 3 200 82
(Oi-Ei) -18.5 2.5 13 3 18.5 -2.5 -13 -3
(Oi-Ei)2 342.5 6.25 169 9 342.5 6.25 169 9 1053
CHI-SQUARE=1053 200 =5.265
Degrees of freedom = (r-1) (c-1) =8-2 =6 Tabulated value of 6 degrees of freedom = 12.59 Conclusion: Since calculated value < tabulated value So, we accept the null hypothesis H0, is a significance difference between Experience and View about training
WEIGHTED AVERAGE
Table 4.22
DISTRIBUTION OF RESPONDENTS AGREE THAT THE PERFORMANCE LEVEL HAVE IMPROVED AFTER COMPLETED THE TRAINING PROGRAMME
S. No
Performance level
No. of respondents
1 2 3 4
Strongly agree Agree Neutral Disagree TOTAL
42 58 0 0 100
42 58 0 0 100
83
INFERENCE:
58% of respondents agree that the performance level have improved. 42% of respondents strongly agree that the performance level have improved.
Chart 4.22
DISTRIBUTION OF RESPONDENTS AGREE THAT THE PERFORMANCE LEVEL HAVE IMPROVED AFTER COMPLETED THE TRAINING PROGRAMME
S. No
Performance level
No. of respondents (X)
WX
1 2 3 4
Strongly agree Agree Neutral Disagree TOTAL
42 58 0 0 100
42 58 0 0 100
4 3 2 1
168 174 0 0 342
84
Weighted Average Mean=WX/ X =342 / 100 =3.427%
58% of respondents agree that the performance level have improved 42% of respondents strongly agree that the performance level have improved.
FINDINGS Majority of the respondents 74% are male and 26% of the respondents are female. It was found that 38% of the respondents are between 23-25 years and 5% of the respondents are above 28 years of age. It was found that 37% of the respondents have 2-5 years of experience and 6% of the respondents above 10 years of experience. A number of trainees 6% disagree that they are regular to the training programme. It was found that 38% of trainees like both the practical and theoretical session in the training programme. It was found that 96% of respondents agree that they can practically implement what they have learnt in the training programme and 4% of respondents disagree. It was found that 66% of respondents agree that the training is effective and 2% of respondents are neutral. It has been found that 97% of the respondents agree that they are provided with sufficient training materials and 3% of the respondents disagree. 85
It was found that 41% of the respondents face difficulties due to personal reasons and 7% of the respondents face difficulties due to lack of practical session. It was found that 100% of respondents like to actively participate in the training programme. It was found that 99% of the respondents agree and 1% of the respondents disagree that the training programme is related to job. It has been found that 100% of respondents agree that the training programme is an excellent opportunity to learn. It has been found that 52% respondents agree that the training programme is conducted by both external and internal resource but 21% of respondents agree that the training programme is conducted by external experts. It was found that 68% of respondents are highly satisfied with their present training programme and 32% respondents are satisfied with their present training programme. It was found that 98% of respondents are satisfied with the quality of external trainer but 2% of respondents are not satisfied with the quality of external trainer. It has been found that 96% of respondents are satisfied with the duration of training programme and 4% of respondents are not satisfied with the duration of training programme. It has been found that 100% of respondents are satisfied with the infrastructure facility of the company. It has been found that 100% of respondents get feedback after completion of training programme. It was found that 100% of respondents would like to improve the training programme. It has been found that 43% of respondents agree that technical skills have improved but 4% of respondents agree that attitudinal skills have improved. It has been found that 34% of respondents agree that practical session is taking more time in training programme. It has been found that 58% of respondents agree that their performance level have improved.
86
SUGGESTIONS It may be ensured that the trainees are regular to the training programme. Other methods of training like interactive sessions, management games which make training more effective. More importance may be given so that the trainees can practically implement what they have learnt during the training programme in their job. Sufficient training materials may be provided to the trainees. Practical session may be improved so that the trainees have less difficulty. Internal sources of training programmes may be increased. Quality of external trainees may be improved. Duration of training programme may be increased depending on the job. More importance may be given to improve the behavioral skills. Training programme may be made more effective.
87
CONCLUSION The study on the Effectiveness of training at InFI, Chennai was carried out successfully. A number of suggestions in the areas training needs, training methods, new training program visual aids, measures for training effectiveness were provided to the management. The suggestions have been discussed with the management the author is proud to say that these suggestions have been accepted and the management has agreed to implement the same.
88
BIBLIOGRAPHY
Book 1. Personnel management 2. Human resource management And Personnel management 3. Human resource management -
Author Edein.B.Flippo K.Aswathappa S.S.Khanka
Websites www.google.com www.sciencedirect.com www.wikipedia.com
89
QUESTIONNAIRE
Dear sir / madam I am D.MANJUSHA doing MBA final year project in your concern, I request you to spend your spare time in answering the question regarding my project by ticking the answer.
Name: Designation: Gender: a) Male b) Female Age: a) Below 22 years b) 23-25 years c) 26-27 years d) Above 27 years 90
1. Experience a) Fresher b) 2-5 years c) 6-10 years d) Above 10 years
2. Monthly income a) Below 10,000 b) 11,000-15,000 c) 16,000-20,000 d) Above 20,000
3. Are you regular to the training programme? a) Yes b) No
If no means, why _________________
4. How would you like be the training programmes conducted by InFI? a) Theoretical b) Practical c) Both d) Others ______________________________
5. Do you agree that you can practically implement what you have learnt in the training programme in InFI? a) Yes b) No
If no means, why _______________ 91
6.
The overall effectiveness of the training programmes is a) Highly effective b) Effective c) Neutral d) Ineffective
7.
Whether InFI provide the sufficient training materials to the trainees? a) Yes b) No
8. Mention the difficulties what you have faced during the training programme? a) Language problem b) High standard presentation c) Lack of practical session d) Others ______________________
9. Are you willing to actively participate in the training programme? a) Yes b) No
10. Does the training programme is related to your job? a) Yes b) No
11. Is training an excellent opportunity to learn? a) Yes 92
b) No
12. In InFI, training programme will be taken by? a) Internal experts b) External experts c) Both
13. What is your view about the present training programme? a) Highly satisfied b) Satisfied c) Neutral d) Dissatisfied
14. Are you satisfied with the quality of external trainee? a) Yes b) No
15. Are you satisfied with the duration of training programme? a) Yes b) No
16. Are you satisfied with the infrastructure facility of InFI? a) Yes b) No
17. Does InFI gets the feedback after completion of each and every training programs? a) Yes b) No
93
18. What kinds of skills you have improved, after attended the training programme in InFI? a) Technical skills b) Communication skills c) Theoretical skills d) Attitudinal skills
e) Others____________________
19. In the training programmes, which session is taking more time? a) Theoretical b) Practical
c) Behavior aspects
20. How do you agree that the performance level have improved after completed the training programme in InFI? a) Strongly agree b) Agree c) Neutral d) Disagree
21. Give a suggestions to improve the effectiveness and quality of training programme of InFI ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Thanking you
94
95

Introduction to Management Consulting Career

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1.

i. ii. iii. iv. v. vi. vii.

MODEL FOR FEEDBACK ON TRAINING:

Employees performance present job

Employees identified for training Training program

Measurement of actual job performance

Employees after training

EMPLOYEES FOR NEW ASSIGNMENT

2.2 COMPANY PROFILE

The InFI Edge Benefits

Career Programs for Freshers

3.1 OBJECTIVES OF THE STUDY

Primary objectives ; o To study the training effectiveness of trainees at InFI, CHENNAI.

3.6 RESEARCH METHODLOGY MEANING:

COMPONENTS OF RESEARCH METHODOLOGY:

Male Female TOTAL

DISTRIBUTION OF RESPONDENTS BY GENDER

INFERENCE: 74% of respondents are Male. 26% of respondents are Female.

DISTRIBUTION OF RESPONDENTS BY GENDER

74% of respondents are Male. 26% of respondents are Female.

DISTRIBUTION OF RESPONDENTS BY AGE

of Percentage respondents 36 38 21 5 100

Below 22 years 23-25 years 26-28 years Above 278years TOTAL

DISTRIBUTION OF RESPONDENTS BY AGE

DISTRIBUTION OF RESPONDENTS BY EXPERIENCE

of Percentage respondents 31 37 26 6 100

Fresher 2-5 years 6-10 years Above 10 years TOTAL

Chart 4.3 DISTRIBUTION OF RESPONDENTS BY EXPERIENCE

of Percentage respondents 94 6 100

DISTRIBUTION OF RESPONDENTS BY REGULAR TO THE TRAINING PROGRAMME

100 90 80 70 60 50 40 30 20 10 0 No.of respondents Percentage of respondents Yes No

Like be the training

Percentage of respondents 24 22 38 16 100

Theoretical Practical Both Others TOTAL

40 35 30 25 20 15 10 5 0 Theoretical Practical Both Others Percentage of respondents No.of respondents

Practically implement Yes No TOTAL

No. of respondents 96 4 100

Percentage of respondents 96 4 100

120 100 80 60 40 20 0 No.of respondents Percentage of respondents Yes No

DISTRIBUTION OF RESPONDENTS TO KNOW THE OVERALL EFFECTIVENESS OF TRAINING PROGRAMME

Effectiveness of training Highly effective Effective Neutral Ineffective TOTAL

No. of respondents 32 66 2 0 100

Percentage of respondents 32 66 2 0 100

DISTRIBUTION OF RESPONDENTS TO KNOW THE OVERALL EFFECTIVENESS OF TRAINING PROGRAMME

70 60 50 40 30 20 10 0 Highly effective Effective Neutral Ineffective No.of respondents Percentage of respondents

Training materials Yes No TOTAL

No. of respondents 97 3 100

Percentage of respondents 97 3 100

120 100 80 60 40 20 0 No.of respondents Percentage of respondents Yes No

DISTRIBUTION OF RESPONDENTS TO IDENTIFY THEIR DIFFICULTIES IN TRAINING PROGRAMME

No. of respondents 19 33 7 41 100

Percentage of respondents 19 33 7 41 100

41% of respondents are Others

DISTRIBUTION OF RESPONDENTS TO IDENTIFY THEIR DIFFICULTIES IN TRAIINING PROGRAMME

41% of respondents are Others

DISTRIBUTION OF RESPONDENTS TO ACTIVELY PARTICIPATE IN THE TRAINING PROGRAMME

100% of respondents like to actively participate in the training programme.

DISTRIBUTION OF RESPONDENTS TO ACTIVELY PARTICIPATE IN THE TRAINING PROGRAMME

120 100 80 60 40 20 0 No.of respondents Percentage of respondents Yes No

100% of respondents like to actively participate in the training programme.

99% of respondents said that the training programme is related to job. 63

1% of respondents said that the training programme is not related to job.