Evaluation of Training

Evaluation of training of class III employees of cochin port trust
“EVALUATION OF TRAINING OF CLASS III EMPLOYEES OF COCHIN

PORT TRUST, WELLINGDON ISLAND”
1| Department of management studies, TIST

ABSTRACT
The project entitled “The Evaluation of training in meeting the competency

requirements of class III employees of Cochin Port Trust” is conducted among
employees who belong to different departments/sections. This study throws light on
various training programs that the employees had undergone in the past years.
The employee views and ideas are collected through questionnaire. Interview
scheduling method has been used for this purpose. Since training is a significant part in
every organizations development, this study is aimed at increasing the effectiveness of
training programs by analyzing employee outlook on training. To achieve the objective of
a research, the primary data was collected with the help of questionnaire. Responses were
gathered from the class III employees of Cochin Port Trust. A descriptive study was
conducted among these sample size selected for the purpose of study through a structured
questionnaire. The collected data was analyzed with the help of some statistical tools.

ACKNOWLEDGEMENT
First and foremost I would like to give my whole hearted and sincere thanks to the
almighty god for helping me throughout the project.
I express my earnest and pro-founded thanks to the management of Cochin Port Trust.
I express my deep sense of gratitude to Mr. George C Mathew, head of the HR
department.
I also express my whole hearted gratitude to, Mr. Lalmohan, my project guide
who gave their fullest support throughout my project, guided me and helped to learn
above theoretical knowledge.
I also thank all the staff members and respondents who took their valuable time to
co-operate with me to complete the project.
I thank my parents, teachers and friends who gave me fullest support to complete
the project work successfully.

chapter INDEX Page

No.
I Introduction 8-9
II Research Methodology 10-15
2.1 Need of the study 11
2.2 Objectives of the study. 12
2.3 Sources of Data. 13
2.4 Scope of the study 14
2.5 Limitations of the study 15
II Literature Review 16-22
3.1 Training definition 17
3.2 Concept of training effectiveness 18
IV The company/Organization/System 23-28
4.1 Industry Profile 24
4.2 Company Profile 25
V Data analysis and interpretation 29-59
VI Findings and Suggestions 60-67
6.1 Findings 61
6.2 Suggestions 66
6.3 Conclusion 67
VII Bibliography 68
VIII Annexure 70-73
9.1 Questionnaire 71

CHAPTER I

INTRODUCTION
Organizations are made up of people and function through People. Without

people organization cannot exist. It is a human grouping in which Work is done for the
accomplishment of some specific goals or missing. The resources of men, money,
materials and machinery are collected, coordinated and utilized through people. These
resources by themselves cannot fulfill the objectives of an organization. They need to be
united into a team. It is through the combined efforts of people that material and
monetary resources are effectively utilized for the attainment of common objectives.
Without united human efforts no organization can achieve its goals. All the activities of
an organization are initiated and completed by the person who makes up the
organization. Therefore, people are the most significant resource of any organization.
This resource is called human resource and it is the most important factor of production.
Human resources the people at work. It also represents the quantitative and
qualitative measurement of the work force required in an organization. HRM may be
defined as a set of policies, practices and programs designed to maximize both personal
and organization goals. It is the process of building people and organization together so
that the objectives of each are achieved.
Human resource management is that part of management concerned with the

people at work and with their relationships within the organization. HRM seeks to bring
together men and women who make up an enterprise, enabling each to make his own best
contribution to its success both as an individual and as a member of a working group.
Human resource management is a distinctive approach to manage people. People make a
business function efficiently and yet they cause the greatest difficulties. Especially in the
new information based economy, people, not physical assets, are now critical. But
people, unlike coalmines and factories, can’t be owned. Organization therefore must
create an environment that makes the best people want to stay.
The increased role of training in every organization irrespective of the nature, size
and structure and leadership pattern to bring desired change is deeply felt and
practiced. Training of different concept ( technical, conceptual, human, design
provided at different levels ( strategic, tactical, operational ) have marked a significant
growth and effectiveness in working style of employees.
The realized significance of role of training as an important component of

organization development has led to a well defined position of T&D as a separate entity
demanding time, resources, planning, control and evaluation.
According to the recent review by Harvard Business Review, there is a direct link
between training investment of the companies and the market capitalization. Those
companies with higher training investment had higher market capitalization. It clearly
indicates that the companies which have successfully implemented training programs
have been able to deliver customer goals with effective results.
Since the very effectiveness of any organization depends on the competencies and
motivation level of the employees present in it. The effectiveness of manpower planning
lies in how well the quantity and quality of the manpower is maintained in the
organization. Once the recruitment and selection is over on the part of the organization
which is determined by the personal capabilities and the prior experience of the
employees the future utility and the optimal utilization of the employees depends on how
well the organization trains and develops its manpower.
Aligning Training To Business Strategy: Management Perspective
For today's organization training is although not a panacea for all the ills nor is a
remedy which can work miracles but is an approach which reflects an organization
commitment towards its employees not only for present but also for future
Thus, in such turbulent environment where competition is not only inter product
or inter market at national or global level but intra – product or intra – organization
competition also exists. Thus to retain its hard fetched Human capital a well planned
training policy, department and expectations should be so designed that it could lead
way to better organization culture and climate.
The other benefits which the management foresee are -
* Better career progression

* Reduction in rejections
* Technology aggradations
* Less grievances
* Employee empowerment
* Effective HRP
* Employee retention
* Optimal resource utilization

CHAPTER II

2.1 Need of the study
The increased role of training in every organization irrespective of the nature, size
and structure and leadership pattern to bring desired change is deeply felt and
practiced. The realized significance of role of training as an important component of
organization development has led to a well defined position of T&D as a separate entity
demanding time, resources, planning, control and evaluation. Since the very effectiveness
of any organization depends on the competencies and motivation level of the employees
present in it. The effectiveness of manpower planning lies in how well the quantity and
quality of the manpower is maintained in the organization. There are many challenges
that have taken place in the working environment. In order to face challenges effectively
organizations have realized the importance of providing training to its employees. As
employees need certain competency & skills to accomplish the jobs, to full fill such
needs employees are trained by the organization

2.2 Objectives of the study
Primary objective
 To understand the effectiveness of training in meeting the competency

requirements of employees of Cochin port trust.
Secondary objectives
 To study whether the employees have improved the quality and performance of
their work after training.
 To study whether training programs have bridged the gap between standard and
actual performance.
 To study whether training helped to increase the confidence of employees.
10 | D e p a r t m e n t o f m a n a g e m e n t s t u d i e s , T I S T
2.3 Sources of Data
 POPULATION
o The population consists of class III employees [managerial] of five

different departments of Cochin port trust.
 SAMPLE SIZE
o From about 500 class III employees of four 4 departments, the sample size
chosen is 100
 SOURCES OF DATA
o PRIMARY DATA
 Using questionnaire
o SECONDARY DATA
 Company website and journals
 TOOLS FOR ANALYSIS
o Chi-square, weighted average method, % analysis method
2.4 Scope of the study

There are many challenges that have taken place in the working environment. In
order to face challenges effectively organizations have realized the importance of
providing training to its employees. Training is about acquisition of knowledge, skills
and abilities through professional development.
Organizations have started to accept its HR as its assets and is recognized as

dynamic factor of production. Hence all org provide training to its employees in order to
improve the overall productivity of the org and also enhance the skills and talents hidden
in employees. Providing training has been effective in harnessing human potential.
The methods of training vary from one company to another. Different methods of
training are provided to employees based on their requirements. So the main problem in
the study is to analyze the effectiveness of training in meeting the competency
requirements of employees of Cochin Port Trust.
2.5 Limitations of the study
 The findings are based on the information's given by the respondents which may
be biased.
 The respondents were very reluctant to provide accurate information.
 The limitations of an interview method are likely to affect the dependability of the
results of the study.
CHAPTER III
3. Literature Review
This literature review was undertaken to provide a conceptual basis for developing
a framework for measuring internal training. To this end, the section considers
information from literature on definitions of training, various ways of categorizing
training and measurement issues. It also outlines briefly some key findings about training
from the literature.
Examining the literature was an iterative program throughout the research, as

successive interviews and feedback consideration of additional ideas and sources which
then fed into revised framework and conclusions. Optimum utilization of Human
Resource Management helps the organization to achieve its goals. It also helps to
enhance the productivity, team spirit, organization culture and profitability of the
organization. One of the important ways of doing this is providing training activities.
Training is a process of increasing the knowledge and skills for doing a particular
job. It is an organized procedure by which people learn knowledge and skill for a definite
purpose. The purpose of training is basically to bridge the gap between job requirements
and present competence of an employee. Training is aimed at improving the behavior and
performance of a person. It is a never ending or continuous process.
3.1. TRAINING DEFINITION
Activities designed to facilitate the learning and development of new and existing
skills, and to improve the performance of specific tasks or roles. Training may involve
structured programs or more informal and interactive activities such as group discussion
or role playing, which promote experiential learning. A wide variety of activities,
including classroom-based courses, on-the-job training, and business or simulation
games, are used for training. Audio-visual and multimedia aids such as videos and CD-
ROMs may also be employed. Training may be provided by an internal training officer or
department, or by external training organizations. The effectiveness of training can be
maximized by conducting a training needs analysis beforehand and following up with
evaluation of training. Training should result in individual learning and enhanced
organizational performance.
A training scorecard that evaluates training programs on ROI and other

performance metrics. The training scorecard becomes a much more powerful tool to
manage interdependent activities and performance if it provides an easy-to-use "drill-
down" capability that provides supporting data, so training professionals can identify
how cost and performance results contribute to a training program's score.
Predictive analytical tools that allow organizations to perform what-if scenarios to

make resource allocation decisions that maximize desirable organizational performance.
Training is a critical component in any organization's strategy, but organizations

don't always evaluate the business impact of a training program. Given the large
expenditures for training in many organizations, it is important to develop business
intelligence tools that will help companies improve the measurement of training
effectiveness. These tools need to provide a methodology to measure, evaluate, and
continuously improve training, as well as the organizational and technical infrastructure
(systems) to implement the methodology. Cross-functional and reporting and learning
analytics provide important connections between the measures of learning effectiveness
offered by a learning management system (LMS) and the larger enterprise metrics that
indicate whether learning is transferred and positively affects business results.
3.2. CONCEPT OF TRAINING EFFECTIVENESS:
Training effectiveness is the degree to which trainees are able to learn and apply
the knowledge and skills acquired in the training program. It depends on the attitudes,
interests, values and expectations of the trainees and the training environment. A training
program is likely to be more effective when the trainees want to learn, are involved in
their jobs, have career strategies. Contents of a training program, and the ability and
motivation of trainers also determine training effectiveness.
Measuring the effectiveness of training programs consumes valuable time and

resources. As we know all too well, these things are in short supply in organizations
today. Why should we bother? Many training programs fail to deliver the expected
organizational benefits. Having a well-structured measuring system in place can help you
determine where the problem lies. On a positive note, being able to demonstrate a real
and significant benefit to your organization from the training you provide can help you
gain more resources from important decision-makers.
TRAINING EFFECTIVENESS:
Kirkpatrick (1994) has developed a model for evaluating the effectiveness of

training within organization. It has four levels:
Level 1: reaction- a measure of how participants feel about various aspects of the
program.
Level 2: learning- a measure of the knowledge acquired, skills improved or attitudes

changed during training.
Level 3: behavior - a measure of the extent to which participants change their behavior
because of training and
Level 4: results- a measure of the final results for the organization that occur due to
training, including increased sales, higher productivity, and reduced employee turnover.
The difficulty of standardizing measurement increases from the level on the

Kirkpatrick scale.
The American society of Training and Development (ASTD) benchmarking

survey also includes questions around “initial skill change” as result of training, and
“follow-up evaluation of performance on course objectives” (with assessments being
obtained from participants and supervisors).These measures are similar but not identical
to levels one and three on Kirkpatrick’s scale for measuring training effectiveness.
Various correlations between learning effectiveness and institutional factor and learning
effectiveness and organization outcomes may then be examined (Bassi & Ahlstrand,
2000. p12-13)
The scales described above for looking at effectiveness of training focus on effects
at the individual and organizational level. However, participation in training and
development may also have effect for the economy as a whole. The OCED (1997)
summarizes the nature of these effects as follows:
For individuals: qualification, employment, job satisfaction, earnings, career

progression:
For organization: employee morale, absenteeism, labor turnover, productivity,

quality of output, production costs, sales and profit; and
For economies: level of structural unemployment, inflation, international

competitiveness and economic growth (OCED, 1997, p20)
Most of these effects are measurable, either directly according to some (relatively)
standard classification system (e.g. qualifications) or through a specially designed rating
scale or other instrument (e.g. for job satisfaction).While some research focuses on the
effects of training on these variables, other research looks at my increase skill levels, and
higher skill levels are associated with higher participation in training.
NEED FOR TRAINING
Need for training arises on account of the following reasons:
1. New Environment
2. Lack of Trained Personnel
3. Advancements in Technology
4. Faulty Methods
5. Prevention of Accidents
6. Career Development
7. Improves Quality
8. Organisational Climate
9. Health & Safety
ADVANTAGES OF TRAINING
The main benefits of training are given below.
1. Increased Productivity
2. Job Satisfaction
3. Reduction in Accidents
4. Better Use of Resources
5. Reduced Supervision
6. Greater Flexibility
7. Management by Exception
8. Stability and Growth
WHAT MAKES TRAINING EFFECTIVE?
Training is widely understood as communication directed at a defined population

for the purpose of developing skills, modifying behavior, and increasing competence.
Generally, training focuses exclusively on what needs to be known. Education is a
longer-term process that incorporates the goals of training and explains why certain
information must be known. Education emphasizes the scientific foundation of the
material presented. Both training and education induce learning, a process that modifies
knowledge and behavior through teaching and experience. The research model described
here pertains to both training and education. Therefore, in this document, "training"
refers to both processes.
In contrast to informal training (which is embedded in most instances of human

exchange), formal training interventions have stated goals, content, and strategies for
instruction. Our intent is to offer a general approach to intervention effectiveness
research that addresses formal training across settings and topics. The model integrates
primary and secondary data collection with qualitative and quantitative analyses so that
the benefits of each research technique can be applied to the evaluation of training
effectiveness.
Training intervention effectiveness research is needed to (1) identify major

variables that influence the learning process and (2) optimize resources available for
training interventions. Logical and progressive study models are best suited to identify
the critical elements and causal relationships that affect training effectiveness and
efficiency.
In training research, it is often difficult to arrive at definitive answers. Typically,

many variables minimize effects and make results difficult to interpret. Furthermore, the
amount of variance attributed to any one variable is usually small. Therefore, if training
is to be an essential component of planned interventions, a uniform system of research is
needed to explain how training is made effective and to indicate how resources for
training should be organized.
The model described here recognizes that formal training interventions are
affected by several real-world factors such as uneven resource availability across training
settings and differing levels of experience and expertise among instructors. Accordingly,
training evaluation research should be conducted in the field where possible in order to
incorporate these variables into the study of effectiveness.
Established techniques (such as qualitative study methods and quasi-experimental

research designs) are available to deal with the difficulties of field research [Miles and
Huberman 1984; Tuckman 1972]. These techniques enable researchers to develop
evaluation designs appropriate for investigating many of the critical elements of effective
training. As presented, the model provides a framework in which to practice these

methodologies. Consequently, routine implementation of the model will lead to increased
consistency and logic across training evaluation studies—and to generalization of
research findings to multiple training circumstances.
CHAPTER IV
4. The company/Organization/System
4.1. INDUSTRY PROFILE
Ports are major players in the shipping industry. India is serviced by 12 major
ports and 185 notified minor and intermediate port. Presently these ports handle about
75%of maritime cargo of the country. They play a major role in the import and export of
materials via sea route from and to various destinations around the globe. In India, India
has 11 major ports, which handle around 90 per cent of the sea borne trade. These are
managed by Port Trusts under the Central Government. In addition there are 139 minor
operable ports which are under the State Governments.
 Mumbai Port Trust, Mumbai
 Cochin Port Trust, Cochin
 New Mangalore Port Trust, Mangalore
 Chennai Port Trust, Chennai
 Vishakapatnam Port Trust, Vishakapatnam
 Tuticorn Port Trust, Tuticorn
 Calcutta Port Trust, Calcutta
 Pipavav Port Trust, Saurashtra, Gujarat
 Mormugao Port Trust, Goa
 Jawaharlal Nehru Port Trust, Mumbai
 Kandla Port Trust , Kandla
 Paradip Port Trust, Paradip
The growth in the port industry poses tremendous challenges in the HRD. There has
been an increasing requirement for well qualified, trained quality manpower not only to
manage the shipping and ports but also the entire logistics chain of industry.
4.2. COMPANY PROFILE
The Mission of the Cochin Port Trust is to provide dependable, cost-effective Port
services through modern and efficient infrastructure coupled with high quality,
customer friendly services. Amongst all major Indian ports, Cochin is the closest to the
International East West Shipping routes. This geo-strategic location of Cochin gives it a
distinct advantage. An all-weather natural Port, Cochin is located strategically close to
the busiest international sea routes. The Port of Cochin is located on the South West
Coast of India, in the state of Kerala. The Port is situated on the Wellington Island which
is an artificial Island tucked inside the Backwaters.
The Geo-Strategic Advantage: The Port of Cochin is located on the South West
Coast of India, in the state of Kerala at 9o 58’ N, 76o 16’ E. The Port is situated on the
Willingdon Island which is an artificial Island tucked inside the backwaters. An all-
weather natural Port, Cochin is located strategically close to the busiest international sea
routes:
(1) Gulf to Singapore and Far East (Distance from Cochin Port -11 Nautical Miles)
(2) Suez to Singapore / Far East (Distance from Cochin Port -74 Nautical Miles)
Amongst all major Indian ports, Cochin is the closest to the International East West
Shipping routes. This geo-strategic location of Cochin gives it a distinct advantage.
History: The modern Port of Cochin was developed during the period 1920-1940
due to the untiring efforts of Sir Robert Bristow. By 1930-31 the Port was formally
opened for vessels up to 30 feet draught. Cochin was given the status of a Major Port in
1936. The Administration of the Port got vested in a Board of Trustees on 29th February
1964 under the Major Port Trusts Act, 1963.
Organizational structure: Cochin Port Trust is an Autonomous Body under

Govt.of India and is managed by Board of Trustees constituted by the Govt. of India. The
Board is headed by the Chairman who acts as the Chief Executive Officer. The Govt.of
India may from time to time nominate the Trustees in the Board representing various
interests. Chairman is assisted by the Dy. Chairman who in turn is assisted by
Department Heads and officials of the following departments functioning in the Port.
1. General Administration Department

2. Traffic Department
3. Accounts Department
4. Marine Department
5. Civil Engineering Department
6. Mechanical Engineering Department
7. Medical Department
8. Stores.
9. Fisheries harbor
ORGANISATIONAL CHART
VISION, MISSION, GOAL AND OBJECTIVE OF CoPT
VISION.
The vision of the Cochin Port is to serve the country as
∗ A public service provider
∗ An economic development facilitator
∗ A Business enterprise
∗ An environmental conservator
MISSION
The Mission of the Cochin Port Trust is to provide dependable, cost-effective Port
services through modern and efficient infrastructure coupled with high quality,
customer friendly services.
The Port shall manage its assets and resources for optimal economic use to the Nation
and the community.
The Port shall strive to be the main catalyst for the economic development of the region,
with a strong commitment to environmentally sound policies and safe practices.
The Board of Trustees, the employees and all stakeholders of the Port shall work as a
team in an open, positive, collaborative and cooperative manner.
In pursuit of this Mission, the Port Trust shall be guided by the principles of integrity,
ethical behavior, professional excellence, service to the community and respect for every
individual.
GOALS
∗ Strengthening our competitive position
∗ Maximizing space and infrastructure utilization
OBJECTIVES
∗ To provide adequate services to trade and commerce so as to observe the

promotion of international trade and to catalyze the techno-economic development
of port by providing important infrastructural facility.
∗ To ensure efficient handling of cargo at minimum unit cost and to facilitate quick
turnaround of ship.
∗ To optimize the utilization of human and material resources with the due regards
to safety quality of output and efficiency.
∗ To facilitate effective and meaningful participation of all the interest concerned in

the port’s work.
∗ To afford to it workers and staff facilities, which take ease of their medical
recreational and other welfare needs.
∗ To optimize the return of investment and to maintain economy in expenditure all

spheres of port work.
CHAPTER V
DATA ANALYSIS AND INTERPRETATION
Part A: Personal details.
TABLE REGARDING GENDER OF THE RESPONDENTS
Gender Percentage
Male 63
Female 37
total 100
INTERPRETATION
The above details indicates that among the respondents 37% were females and 63 % were males
TABLE REGARDING RESPONDENT’S AGE
Age percentage
21-30 yrs 13
31-50 yrs 56
Above 50 31
Total 100
INTERPRETATION
The above table indicates that out of 100 respondents, 31% of them are above 50 years, 56% are
between 31-50 yrs of age and 13% is between 21-30 yrs
TABLE REGARDING RESPONDENT’S EXPERIENCE
Experience percentage
Below 10 yrs 7
10-25 yrs 21
Above 25 yrs 72
total 100
INTERPRETATION
From the above table it is clear that most of the employees have more than 25 years experience.
Less than7% has less than 10 years of experience.
TABLE REGARDING RESPONDENT’S QUALIFICATION.
Qualification Percentage
graduate 68
Post graduate 9
ITI/Diploma 10
SSLC/HSC 13
Total 100
INTERPRETATION
From above table, out of 100 respondents 13% of respondent’s qualification is below HSC, 68%
are graduates, 9% are post graduates, and 10% have done ITI/diploma.
Part B: Evaluation Questionnaire
A. Objectives of the Training Course
Opinion Percentage
Strongly agree 9
Agree 82
Neutral 8
Disagree 1
Strongly disagree Nil
Total 100
Q1. I was given sufficient information on the objectives of the training course before the training
program.
INTERPRETATION
82% of employees agree that they were given sufficient information on the objectives of the
training course before. Only 1% respondents disagreed.
Q2. The training course encouraged exchange of information and expression of ideas
successfully.
Opinion Percentage
Strongly agree 4
Agree 63
Neutral 23
Disagree 10
Strongly disagree Nil
INTERPRETATION
4% strongly agreed that course encouraged exchange of information and expression of ideas
successfully, 63% agreed, 23% were neutral, only 10% disagreed.
Q3. The course covered the topics I needed to learn about.
Opinion Percentage
Strongly agree 29
Agree 65
Neutral 6
Disagree Nil
Highly disagree Nil
Total 100
INTERPRETATION
Among the sample size selected 29% strongly agree that the course covered the required
topics.65% agreed and no one disagreed.
Q4. Do you think the objectives of the course were achieved?

Opinion Percentage
Strongly agree 11
Agree 53
Neutral 13
Disagree 15
Highly disagree 8
Total 100
INTERPRETATION
Among the sample size selected 11% strongly agreed that objectives were achieved, 53% agreed,
13% among them did not have any opinion, 15% disagreed nd 8% strongly disagreed
B. Planning of the Training Course

Q5. I feel that training program was properly planned and the course took into account what
participants considered important to learn.
Opinion Percentage
Strongly agree 7
Agree 61
Neutral 6
Disagree 21
Highly disagree 5
Total 100
INTERPRETATION
61% agreed that the training program was properly planned and 21% disagreed
Q6. The management is taking initiatives in providing training programs to the employees.
Opinion Percentage
Strongly agree 1
Agree 72
Neutral 12
Disagree 15
Highly disagree 0
Total
INTERPETATION
72% agreed that the management is taking initiatives in providing training programs to the
employees, 15% disagreed.
Q7. The training program was properly organized
Opinion Percentage
Strongly agree 19
Agree 55
Neutral 18
Disagree 7
Highly disagree 1
Total 100
INTERPRETATION
55% agreed that training program was properly organised, 18% had no opinion and 7%
disagreed
C. Training Methods
Q8. I found the different training methods listed below to be relevant and of good quality:
Training method Strongly Agree Neutral Disagree Highly

agree disagree
Lectures 12 79 5 4 0
Whole group discussion/ brainstorming 18 81 0 1 0
Small group discussion 13 78 5 3 1
Role-play 9 65 10 13 3
Review and revision 16 72 7 5 0
INTERPRETATION
Lectures, whole group discussion/ brainstorming, small group discussion were found to
be the effective methods of training.
Q9. The language used in the training sessions was easy to understand.
Opinion Percentage
Strongly agree 44
Agree 51
Neutral 4
Disagree 1
Highly disagree 0
Total 100
INTERPRETATION
44% trainees strongly agreed and 51% agreed that the language used in the training sessions was
easy to understand only 1% disagreed.
D. The Training Atmosphere

Q10. The general atmosphere during the course enhanced the learning process.
Opinion Percentage
Strongly agree 13
Agree 65
Neutral 10
Disagree 9
Highly disagree 3
Total 100
INTERPRETATION
65%employees agreed that the general atmosphere during the course enhanced the learning
process, only 12 % had objection to that.
E. Trainers
Q11. Trainer had sufficient knowledge of the training needs.
Opinion Percentage
Strongly agree 29
Agree 32
Neutral 21
Disagree 10
Highly disagree 8
Total 100
INTERPRETATION
29% strongly agreed and 32% agreed that trainer had sufficient knowledge of the training needs.
21% neither agreed nor disagreed, 10%disagreed and 8% strongly disagreed that trainer had
sufficient knowledge of the training needs.
Q12. Trainers communicate well.
Opinion Percentage
Strongly agree 21
Agree 71
Neutral 7
Disagree 1
Highly disagree 0
Total 100
INTERPRETATION
21% strongly agreed and 71% agreed that trainers communicated well, 7% among the
respondents neither agreed nor disagreed, and only 1% disagreed.
Q13. Trainers were open, honest and fair to all.
Opinion Percentage
Strongly agree 32
Agree 34
Neutral 16
Disagree 11
Highly disagree 7
Total 100
INTERPRETATION
32% strongly agreed and 34% agreed that trainers were open, honest and fair to all. 16% among
the respondents neither agreed nor disagreed, 11%disagreed and 7% strongly disagreed that
trainers were open, honest and fair to all.
Q14. There was sufficient opportunity for interaction between the trainers and trainees during
the training program.
Opinion Percentage
Strongly agree 13
Agree 46
Neutral 27
Disagree 12
Highly disagree 2
Total 100
INTERPRETATION
13% strongly agreed and 46% agreed that there were sufficient opportunity for interaction
between the trainers and trainees during the training program. 27% among the respondents
neither agreed nor disagreed, 12%disagreed and 2% strongly disagreed.
F. Feedback
Q15.Enough time was given for feedback from the participants.
Opinion Percentage
Strongly agree 31
Agree 54
Neutral 12
Disagree 3
Highly disagree 0
Total 100
INTERPRETATION
31% strongly agreed and 54% agreed that enough time was given for feedback from the
participants. 12% among the respondents neither agreed nor disagreed, only 3% disagreed.
Q16. Sufficient action is taken for the improvement of training program based on your feedback.
Opinion Percentage
Strongly agree 11
Agree 53
Neutral 27
Disagree 9
Highly disagree 0
Total 100
INTERPRETATION
11% strongly agreed and 53% agreed that sufficient action is taken for the improvement of
training program based on your feedback. 27% among the respondents neither agreed nor
disagreed, only 9% disagreed.
G. Reaction
Q17. Do you feel that the training program sufficiently bridged the gap between the standard and
actual performance.
Opinion Percentage
Strongly agree 13
Agree 73
Neutral 10
Disagree 4
Strongly disagree 0
Total 100
INTERPRETATION
More than half of the respondents agreed that the training program sufficiently bridged the gap
between the standard and actual performance.
Q18. You could effectively implement the skills & knowledge acquired through the training in
practical situations.
Opinion Percentage
Strongly agree 19
Agree 56
Neutral 21
Disagree 4
Highly disagree 0
Total 100
INTERPRETATION
19% strongly agreed and 56% agreed that they could effectively implement the skills &
knowledge acquired through the training in practical situations. 21% among the respondents
neither agreed nor disagreed, only 4% disagreed.
Q19. Training helped to increase the confidence in dealing with the work.
Opinion Percentage
Strongly agree 4
Agree 43
Neutral 33
Disagree 20
Highly disagree 0
Total 100
INTERPRETATION
4% strongly agreed and 43% agreed that Training helped to increase the confidence in dealing
with the work. 33% among the respondents neither agreed nor disagreed and 20% respondents
disagreed.
RELATIONSHIP BETWEEN AGE AND INCREASE IN CONFIDENCE AFTER TRAINING

[CHI- SQUARE METHOD]
 Null hypothesis(H0)
o There is no significant relation between age and increase in confidence after

training.
 Alternative hypothesis(H1)
o There is a significant relation between age and increase in confidence after

training
Age Increase of confidence after training Total

Strongly agree Agree Neutral Disagree
21-30 years 0 9 0 4 13
31-50 years 2 18 26 10 56
Above 50 2 16 7 6 31
years
Total 4 43 33 20 100
PEARSONS VALUE DEGREE OF TABLE VALUE AT

CHI-SQURE FREEDOM 5% SIGNIFICANCE
14.20 6 12.592
14.20 > 12.592
INTERPRETATION….…
 The study had applied chi-square test to prove statistically whether there is any
significant relationship between the variables used for the study. When tested at 5% level
of significance, it is found that the table value is higher the calculated value. So null
hypothesis is rejected.
 Hence it is concluded that there is significant relationship between age and increase in
confidence after training.
Q20. There was a notable improvement of the quality of performance after training.
Opinion Percentage
Strongly agree 6
Agree 54
Neutral 28
Disagree 12
Highly disagree 0
Total 100
INTERPRETATION
6% strongly agreed and 54% agreed that there was a notable improvement of the quality of
performance after training. 28% among the respondents neither agreed nor disagreed and 12%
respondents disagreed.
RELATIONSHIP BETWEEN AGE AND ABILITY TO IMPROVE PERFORMANCE AFTER

TRAINING [CHI-SQUARE METHOD]
o There is no significant relation between age and ability to improve performance
after training
o There is a significant relation between age and ability to improve performance
after training
Age Opinion on relationship between age and ability to improve Total

performance after training
21-30 0 5 2 6 13
years
31-50 6 28 18 4 56
years
Above 50 0 21 8 2 31
years
Total 6 54 28 12 100
PEARSON CHI- VALUE DEGREE OF TABLE VALUE AT 5%

SQUARE FREEDOM SIGNIFICANCE
22.214 6 12.592
22.214 > 12.592
 Hence it is concluded that there is significant relationship between age and ability to
improve performance after training.
Q21. The training had brought improvement in your personal life
Opinion Percentage
Strongly agree 6
Agree 44
Neutral 36
Disagree 14
Highly disagree 0
Total 100
INTERPRETATION
6% strongly agreed and 44% agreed that the training had brought improvement in their personal
life. 36% among the respondents neither agreed nor disagreed and 14% respondents disagreed.
RELATION BETWEEN THE PERSONAL LIFE AND AGE OF EMPLOYEES. [CHI-SQARE

METHOD]
o There is no significant relation between age and opinion of employees on training

affecting their personal life.
o There is a significant relation between response the personal life and age of
employees.
Age group Opinion on training affecting personal life Total

21-30 years 2 6 5 0 13
31-50 years 4 26 14 12 56
Above 50 years 0 12 17 2 31
Total 6 44 36 14 100
PEARSONS CHI- VALUE DEGREE OF FREEDOM TABLE VALUE AT

SQUARE 5% SIGNIFICANT
14.425 6 12.592
14.425 > 12.592
 Hence it is concluded that there is significant relationship between age and the personal
life of employees.
Q No. Improvement after training Excellent Good Satisfying No change
22. Improvement in the performance 12 61 25 2

of existing job after training
23. Improvement in potential to take 19 57 21 3

up higher job responsibilities
24. Improvement in inter-personal 38 51 11 0

skills
25. Improvement in communication 12 32 47 9

skills
26. Visible attitudinal change after 7 25 40 28

training
Weighted Average Score of Improvement after Training
No Improvement after training Excellent Good Satisfying No weighted Rank

change average
1 Improvement in the 12 61 25 2 2.83 III
performance of existing job
after training
2 Improvement in potential to 19 57 21 3 2.92 II
take up higher job
responsibilities
3 Improvement in inter- 38 51 11 0 3.27 I
personal skills
4 Improvement in 12 32 47 9 2.47 IV
communication skills
5 Visible attitudinal change 7 25 40 28 2.11 V
after training
CHAPTER VI
FINDINGS
 Among the respondents 37% were females and 63 % were males

 Out of 100 respondents, 31% of them are above 50 years, 56% are between 31-50
yrs of age and 13% is between 21-30 yrs
 Most of the employees have more than 25 years experience. Less than7% has less
than 10 years of experience.
 Out of 100 respondents 13% of respondent’s qualification is below HSC, 68% are
graduates, 9% are post graduates, and 10% have done ITI/diploma.
 82% of employees agree that they were given sufficient information on the
objectives of the training course before. Only 1% respondents disagreed.
 4% strongly agreed that course encouraged exchange of information and
expression of ideas successfully, 63% agreed, 23% were neutral, only 10%
disagreed.
 Among the sample size selected 29% strongly agree that the course covered the
required topics.65% agreed and no one disagreed.
 Among the sample size selected 11% strongly agreed that objectives were
achieved, 53% agreed, 13% among them did not have any opinion, 15% disagreed
and 8% strongly disagreed.
 61% agreed that the training program was properly planned and 21% disagreed
 72% agreed that the management is taking initiatives in providing training

programs to the employees, 15% disagreed.
 55% agreed that training program was properly organized, 18% had no opinion
and 7% disagreed.
 Lectures, whole group discussion/ brainstorming, small group discussion were

found to be the effective methods of training.
 44% trainees strongly agreed and 51% agreed that the language used in the
training sessions was easy to understand only 1% disagreed.
 65%employees agreed that the general atmosphere during the course enhanced the
learning process, only 12 % had objection to that.
 29% strongly agreed and 32% agreed that trainer had sufficient knowledge of the
training needs. 21% neither agreed nor disagreed, 10%disagreed and 8% strongly
disagreed that trainer had sufficient knowledge of the training needs.
 21% strongly agreed and 71% agreed that trainers communicated well, 7% among
the respondents neither agreed nor disagreed, and only 1% disagreed.
 32% strongly agreed and 34% agreed that trainers were open, honest and fair to
all. 16% among the respondents neither agreed nor disagreed, 11%disagreed and
7% strongly disagreed that trainers were open, honest and fair to all.
 13% strongly agreed and 46% agreed that there were sufficient opportunity for
interaction between the trainers and trainees during the training program. 27%
among the respondents neither agreed nor disagreed, 12%disagreed and 2%
strongly disagreed.
 31% strongly agreed and 54% agreed that enough time was given for feedback
from the participants. 12% among the respondents neither agreed nor disagreed,
only 3% disagreed.
 11% strongly agreed and 53% agreed that sufficient action is taken for the
improvement of training program based on your feedback. 27% among the
respondents neither agreed nor disagreed, only 9% disagreed.
 More than half of the respondents agreed that the training program sufficiently
bridged the gap between the standard and actual performance.
 19% strongly agreed and 56% agreed that they could effectively implement the
skills & knowledge acquired through the training in practical situations. 21%
among the respondents neither agreed nor disagreed, only 4% disagreed.
 4% strongly agreed and 43% agreed that Training helped to increase the
confidence in dealing with the work. 33% among the respondents neither agreed
nor disagreed and 20% respondents disagreed.
 6% strongly agreed and 54% agreed that there was a notable improvement of the
quality of performance after training. 28% among the respondents neither agreed
nor disagreed and 12% respondents disagreed.
 6% strongly agreed and 44% agreed that the training had brought improvement in
their personal life. 36% among the respondents neither agreed nor disagreed and
14% respondents disagreed.
CHI- SQUARE METHOD
 RELATIONSHIP BETWEEN AGE AND OPINION ON INCREASE IN

CONFIDENCE AFTER TRAINING
 The study had applied chi-square test to prove statistically whether there is any
significant relationship between the variables used for the study. When tested
at 5% level of significance, it is found that the table value is higher the
calculated value. So null hypothesis is rejected.
 Hence it is concluded that there is significant relationship between age and

increase in confidence after training.
 RELATIONSHIP BETWEEN AGE AND ABILITY TO IMPROVE

PERFORMANCE AFTER TRAINING

ability to improve performance after training.
 RELATION BETWEEN OPINION ON TRAINING EFFECTING THE

PERSONAL LIFE AND AGE OF EMPLOYEES

opinion on training affecting the personal life of employees.
Weighted Average Score of Improvement after Training
 Improvement in inter-personal skills got rank I in weighted average method, i.e.

there is more improvement in interpersonal skills than other qualities.
 Improvement in potential to take up higher job responsibilities was ranked II
 Improvement in the performance of existing job after training got rank III
 Improvement in communication skills got rank IV
 Visible attitudinal change after training got the least rank V
SUGGESTIONS
 Onsite programs should be organized in local languages whenever applicable.
 Course material should be updated with latest information.
 Conduct training need analysis surveys once in 3 years to update information.
 More participative training program is suggested than lecture and class room
training.
 More training programs can be conducted, by utilizing the existing training centre
in cochin port trust
CONCLUSION
As a result of globalization, shipping and trading business is exerting pressure on

worldwide ports to reduce terminal cost and improve operational efficiency. One of the
method of achieving maximum efficiency and productivity from employees is through
proper training. Employee training has become more important as jobs have become
more sophisticated and influenced by technological changes.
CHAPTER VII
BIBLIOGRAPHY
 T N CHHABRA: HUMAN RESOURCE MANAGEMENT- CONCEPTS AND
ISSUES
 C R KOTHARI: RESEARCH MEATHODOLOGY.
 COCHIN PORT TRUST ADMINISTRATIVE REPORTS[2008-2009,2007-2008]

 OTHER COMPANY JOURNALS.
Websites
 www.cochinport.com
 www.cochinport.gov.in
 www.ipa.nic.in
CHAPTER VIII
ANNEXTURE
Questionnaire for ‘Evaluation of Trainingof Class III

Employees of Cochin Port Trust’
Sir/Madam
As a part of my MBA program, I am doing a
project work titled ‘Evaluation of training in meeting
the competency requirements of class III employees Strongly agree = 1
of Cochin Port Trust’ Agree = 2
I would like you to participate in the evaluation Neither disagree nor agree = 3
by answering the questions below. Please circle the
Disagree = 4
most appropriate answer to each of the questions using
the code given, which gives the extent to which you Strongly disagree = 5
either agree or disagree with the statements
Part A: Personal
details.
Name (optional): .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
Age: [ ] 21-30 [ ] 31-50 [ ] ABOVE 50
Gender: [ ] male [ ] female
Department: .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
Designation: .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
Experience: [ ] below 5 years [ ] 5-10 years [ ] 15-25 years
[ ] above 25 years
Educational qualification: [ ]ITI [ ]Diploma [ ]Graduate [ ]Post-graduate [ ] SSLC
[ ] others, specify. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
Part B:Evaluation Questionnaire
A. Objectives of the Training Course

1. Do you think the objectives of the course were achieved?
1 2 3 4 5
B. Planning of the Training Course
2. I feel that training program was properly planned and the course
1 2 3 4 5
took into account what participants considered important to learn.
3. The management is taking initiatives in providing training
1 2 3 4 5
programs to the employees.
4. The training program was properly organized
1 2 3 4 5
C. Training Methods
5. I found the different training methods listed below to be relevant

and of good quality:
Lectures
Whole group discussion/brainstorming 1 2 3 4 5
Small group discussion 1 2 3 4 5
Role-play 1 2 3 4 5
Review and revision 1 2 3 4 5
6. The language used in the training sessions was easy to understand. 1 2 3 4 5
1 2 3 4 5
D. The Training Atmosphere
7. The general atmosphere during the course enhanced the learning

process. 1 2 3 4 5
E. Trainers
8. Trainer had sufficient knowledge of the training needs

1 2 3 4 5
9. Trainers communicated well
10. Sufficient action is taken for the improvement of training 1 2 3 4 5
program based on your feedback. 1 2 3 4 5
F. Reaction
11. The training program sufficiently bridged the gap between the
standard and actual performance. 1 2 3 4 5
12. You could effectively implement the skills & knowledge
acquired through the training in practical situations. 1 2 3 4 5
13. Training helped to increase the confidence in dealing with the
work. 1 2 3 4 5
14. There was a notable improvement of the quality of performance
1 2 3 4 5
after training.
15. The training had brought improvement in your personal life 1 2 3 4 5
Please ‘ ’ the most appropriate answer to each of the questions

No. Improvement after Excellent Good Satisfying No change
training
22. Improvement in the
performance of existing
job after training
23. Improvement in potential
to take up higher job
responsibilities
24. Improvement in inter-
personal skills
25. Improvement in
communication skills
26. Visible attitudinal change
after training
16. Do you think there should be improvement in the training programs conducted by
CPT?
[ ] yes [ ] no
If yes, please provide your suggestion: .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..

Evaluation of Training

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Evaluation of training of class III employees of cochin port trust

“EVALUATION OF TRAINING OF CLASS III EMPLOYEES OF COCHIN

1| Department of management studies, TIST

The project entitled “The Evaluation of training in meeting the competency

2| Department of management studies, TIST

3| Department of management studies, TIST

chapter INDEX Page

4| Department of management studies, TIST

5| Department of management studies, TIST

Organizations are made up of people and function through People. Without

Human resource management is that part of management concerned with the

The realized significance of role of training as an important component of

Aligning Training To Business Strategy: Management Perspective

The other benefits which the management foresee are -

* Better career progression

7| Department of management studies, TIST

8| Department of management studies, TIST

2.1 Need of the study

9| Department of management studies, TIST

2.2 Objectives of the study

 To understand the effectiveness of training in meeting the competency

 To study whether training helped to increase the confidence of employees.

2.3 Sources of Data

o The population consists of class III employees [managerial] of five

 Company website and journals

 TOOLS FOR ANALYSIS

o Chi-square, weighted average method, % analysis method

2.4 Scope of the study

Organizations have started to accept its HR as its assets and is recognized as

2.5 Limitations of the study

 The respondents were very reluctant to provide accurate information.

Examining the literature was an iterative program throughout the research, as

3.1. TRAINING DEFINITION

A training scorecard that evaluates training programs on ROI and other

Predictive analytical tools that allow organizations to perform what-if scenarios to

Training is a critical component in any organization's strategy, but organizations

3.2. CONCEPT OF TRAINING EFFECTIVENESS:

Measuring the effectiveness of training programs consumes valuable time and

Kirkpatrick (1994) has developed a model for evaluating the effectiveness of

Level 2: learning- a measure of the knowledge acquired, skills improved or attitudes

The difficulty of standardizing measurement increases from the level on the

The American society of Training and Development (ASTD) benchmarking

For individuals: qualification, employment, job satisfaction, earnings, career

For organization: employee morale, absenteeism, labor turnover, productivity,

For economies: level of structural unemployment, inflation, international

NEED FOR TRAINING

Need for training arises on account of the following reasons:

The main benefits of training are given below.

WHAT MAKES TRAINING EFFECTIVE?

Training is widely understood as communication directed at a defined population

In contrast to informal training (which is embedded in most instances of human

Training intervention effectiveness research is needed to (1) identify major

In training research, it is often difficult to arrive at definitive answers. Typically,

Established techniques (such as qualitative study methods and quasi-experimental

training. As presented, the model provides a framework in which to practice these

4.1. INDUSTRY PROFILE

 Mumbai Port Trust, Mumbai

 Cochin Port Trust, Cochin

 New Mangalore Port Trust, Mangalore

 Chennai Port Trust, Chennai

 Vishakapatnam Port Trust, Vishakapatnam

 Tuticorn Port Trust, Tuticorn

 Calcutta Port Trust, Calcutta