CHAPTER 1

INTRODUCTION
1.1 RESEARCH BACKGROUND
Training need analysis process is a series of activities conducted to identify
problems or other issues in the workplace, and to determine whether training is an
appropriate response. In a business, Human Resource is one of the disciplines which
drives business for competitiveness. To achieve this training is very important.
Competent employees will not remain competent forever. Their skills can deteriorate;
technology may make their skills obsolete; the organization may move into new areas,
changing the type of jobs that exist and the skills necessary to do them. Management has
not overlooked this reality. In order to train the employees the training need analysis is a
must for enabling them to provide quality services to the customers both inside and
outside .In order to assess the training needs, it is also necessary to derive the job
contents and job descriptions for each category and cadre in respect of Employees
working in all the Departments.
An analysis of training need is an essential requirement to the design of effective
training. The purpose of training need analysis is to determine whether there is a gap
between what is required for effective performance and present level of performance.
1.1.1 WHY TRAINING NEED ANALYSIS?
Training need analysis is conducted to determine whether resources required are
available or not. It helps to plan the budget of the company, areas where training is
required, and also highlights the occasions where training might not be appropriate but
requires alternate action
1
Figure 1.1 LEVELS OF TRAINING NEED
Corporate need and training need are interdependent because the organization
performance ultimately depends on the performance of its individual employee and its
sub group.
1.1.1.1 ORGANIZATIONAL LEVEL Training need analysis at organizational level
focuses on strategic planning, business need, and goals. It starts with the assessment of
internal environment of the organization such as, procedures, structures, policies,
strengths, and weaknesses and external environment such as opportunities and threats.
After doing the SWOT analysis, weaknesses can be dealt with the training interventions,
while strengths can further be strengthened with continued training. Identifying the areas
where training is required can reduce threats. And, opportunities can be exploited by
balancing it against costs. For this approach to be successful, the HR department of the
company requires to be involved in strategic planning. In this planning, HR develops
strategies to be sure that the employees in the organization have the required
Knowledge, Skills, and Attributes (KSAs) based on the future KSAs requirements at
each level.
1.1.1.2 INDIVIDUAL LEVEL Training need analysis at individual level focuses on
2
each and every individual in the organization. At this level, the organization checks
whether an employee is performing at desired level or the performance is below
expectation. If the difference between the expected performance and actual performance
comes out to be positive, then certainly there is a need of training.
However, individual competence can also be linked to individual need. The
methods that are used to analyze the individual need are Appraisal and performance
review, Peer appraisal, Competency assessments, Subordinate appraisal, Client
feedback,Customer feedback and Self-assessment or self-appraisal.
1.1.1.3 OPERATIONAL LEVEL Training Need analysis at operational level focuses
on the work that is being assigned to the employees. The job analyst gathers the
information on whether the job is clearly understood by an employee or not. He gathers
this information through technical interview, observation, psychological test;
questionnaires asking the closed ended as well as open ended questions, etc. Today,
jobs are dynamic and keep changing over the time. Employees need to prepare for
these changes. The job analyst also gathers information on the tasks needs to be done
plus the tasks that will be required in the future. Based on the information collected,
training Need analysis (TNA) is done.
The purpose of a training needs analysis is to identify performance requirements
or needs within an organization in order to help direct resources to the areas of greatest
need, those that closely relate to fulfilling the organizational goals and objectives,
improving productivity and providing quality products and services. It is used as the
foundation for determining instructional objectives, the selection and design of
instructional programs, the implementation of the programs and the evaluation of the
training provided. These processes form a continuous cycle which always begins with a
needs assessment.
1.1.2 ABOUT COMPANYSONY PICTURES IMAGEWORKS INDIA
3
Sony Pictures Imageworks is an Academy Award-winning, state-of-the-art
visual effects and character animation company headquartered in Culver City,
California, USA. SPI is a division of Sony Pictures Digital Production, which oversees
the digital production and online entertainment assets of Sony Pictures Entertainment.
SPI has provided visual effects for several films, including Contact, Cast Away, The
Polar Express, Monster House, Click, Beowulf ,Spider man ,Hancock ,Watchmen ,G-
Force and more recently Alice in wonderland. SPI's president, Ken Ralston, collaborated
with Zemeckis on the Back to the Future Trilogy, Death Becomes Her and Forrest
Gump while working at Industrial Light & Magic. Sony Pictures Imageworks (SPI)
began operations in 1993. In 2002, Imageworks proved its all-CG character animation
and production capabilities with the animated short, The ChubbChubbs! which won an
Academy Award and paved the way for the establishment of Sony Pictures Animation to
produce animated feature films. SPI completed its first feature animation project in
2006 with the release of Open Season.
In 2007, SPI acquired the majority of the shares of FrameFlow, an Indian visual
effects studio based in Atlanta with most of its work being done at its Chennai (Madras)
centre. The company has been renamed Imageworks India. SPI has announced that it
will establish new satellite production facilities in Novato, California and Albuquerque,
New Mexico. The Chennai facility has about 160 artists and technical experts and would
be scaled up to 180 workers. It also has seven animation experts.
Imageworks is a community of innovative digital artists and technologists who
collaborate creatively with filmmakers, helping them to bring their vision to the screen
to the delight of audiences around the globe. Imageworks most recently completed
projects include 2012, CLOUDY WITH A CHANCE OF MEATBALLS, G-FORCE,
ALICE IN WONDERLAND and WATCHMEN. Upcoming projects include CATS
AND DOGS 2, and ZOOKEEPER. It is the imagination and passion of Imageworks
artists that have made the company what it is today. Imageworks prides itself on its
commitment to the development and advancement of its artists, and remains committed
to assembling the finest team of visual effects and character animation artists in the
4
industry. Sony Pictures Imageworks is a proven industry leader in the creation of award
winning character animation and is renowned for expertise in the highly specialized
work of creating photo-real CG characters.
From subtle and seamless to stunning and spectacular, Imageworks is one of the
foremost visual effects and digital character animation companies in the business.
Imageworks has quickly grown into an industry innovator in its 16-year history and has
continued to expand the possibilities for demanding life-like visual effects.
1.2 IDENTIFIED PROBLEM
A lack of training in the employees can make the difference between maintaining
success, and ultimate failure. Furthermore, without providing proper training among
workers at the lower levels of the company, it is becoming increasingly challenging
to find competent people to promote or hire for positions higher up in the corporate
hierarchy.
There is a growing gap between the actual skill levels that an employee has, and
the skills that are actually required in order to properly and effectively perform the
job for which s/he has been hired.
Though people are constantly and actively training in order to prepare
themselves for a new or improved job, a great deal of this training involves general
industry knowledge and skills, and nothing that is actually specific to an individual
position within a business.
The imbalance between a persons skills and required levels of training shows
through improperly followed procedures, shortcuts, errors in judgment and improper
maintenance and operations. This translates into decreased productivity, increased
errors, and low employee morale.
1.3 NEED FOR THE STUDY
5
Training Needs Assessment determines the purpose and learning objectives of tailor-
made training in organizations. It forms the basis of focused design and evaluation of
training sessions. The diagram shows the steps that lead to finding training needs, which
goes parallel to the analysis of the organization like of the structures and systems.
An analysis of training need is an essential requirement to the design of effective
training. The purpose of training need analysis is to determine whether there is a gap
between what is required for effective performance and present level of performance.


Figure 1.2 STEPS TO DETERMINE TRAINING NEEDS
Training need also develops the employee friendly work environment with high
learning curve and leadership mentoring.
6
QuickTime and a
decompressor
are needed to see this picture.
Training need analysis is conducted to determine whether resources required are
available or not. It helps to plan the budget of the company, areas where training is
required, and also highlights the occasions where training might not be appropriate
but requires alternate action.
The need for training mainly to retain and promote employee who are strategic to
the companies success. It leads to a strong sense of direction coupled with
responsibility boosts motivational level and hence performance.
The objective of this assessment is not that of selecting future promotes, but
rather to help employees to improve their skills to achieve their performance.
1.4 OBJECTIVES OF THE STUDY
1.4.1 PRIMARY OBJECTIVES:
To study the training needs of the employees in order to increase the number of
competent person and retain them in the organization.
1.4.2 SECONDARY OBJECTIVES:
To bridge the gap between the actual and expected performance and behavior.
To attain the level of performance this leads to the fulfillment of objectives.
To increase the level of motivation among the employees in the organization.
To develop their skills in interpersonal group communication.
To develop potential knowledge and skills of the trainees to carry out defined tasks
and responsibility.
To assists in removing mental blocks, dispelling those doubts or misconceptions that
may be preventing a participant from realizing the full range of his potential.
1.5 SCOPE OF THE STUDY
7
This study proves to be beneficial both for the organization and the employees.
Help the organization to analyze training needs of workers to enhance their
performance. It enables organization to easily adopt to change in technology. It
shows the performance and non-performance.
To know the reasons for non-performance of employees.
To create a platform for employees to fill the gaps in knowledge, competency,
skill and experience.
To create an opportunity for employees to interact with each other apart from job
purposes.
To help in strengthening the team spirit.
To help in applying knowledge, developing core competencies, and reducing
work load.
To help in developing focused and inspired staff.
To know about the number of competent person and retain them in the
organization.
To know about the growth opportunities of employee.
1.6 DELIVERABLES
This project summarizes the findings, recommendations and suggestions for
analyzing the training needs of employees in Sony Pictures Imageworks India.
A description of the objectives and activities undertaken by the organization.
A brief description of the environment in which the organization is presently
operating. The job descriptions and present tasks of all professional employees.
A profile and analysis of the performance of each employee.
Recommendations for informal and formal training to be undertaken by
employees and immediate follow-up activities to be organized.
CHAPTER 2
8
LITERATURE SURVEY
2.1 REVIEW OF LITERATURE
In the paper Effectiveness of training and development the authors - Gould
D, Kelly D, White I, Chidgey J. say that training aims to develop potential knowledge
and skills of trainees to carry out defined tasks and responsibilities. Training enhances
efficiency and develops a systematic way of performing duties and assigned tasks. From
the above literature we derive that training is a process of learning and unlearning, to
acquire/enhance skills, knowledge and to apply them in practice, to enable the trainee to
do his job effectively.
The author of Training Journal: Human Resource Management Marsh,
describes about the relationship between the training and management activities. The
HR function is changing with time and with this change, the relationship between the
training function and other management activity is also changing. The training and
development activities are now equally important with that of other HR functions. Gone
are the days, when training was considered to be futile, waste of time, resources, and
money. Training is an investment because the departments such as, marketing & sales,
HR, production, finance, etc depends on training for its survival. If training is not
considered as a priority or not seen as a vital part in the organization, then it is difficult
to accept that such a company has effectively carried out HRM. This paper helps us
understand that training actually provides the opportunity to raise the profile
development activities in the organization.
In the paper Importance of Training and Development the author Ndunuju
Adiele Ezine, explains the importance of training and development as they both play a
vital role in the growth of an organization. This paper talks about optimizing the
utilization of human resource that further helps the employee to achieve the
organizational goals as well as individual goals. It provides opportunities and broad
structure for the development of human resources technical and behavioral skills in the
9
organization. It expands the horizons of human intellect and an overall personality of the
employees. It helps inculcating the zeal to learn amongst employees. This paper has
helped analyzing organization culture and importance of team spirit.
Indias famous job site Naukri (http://traininganddevelopment.naukrihub.com/)
talks about Models of Training. Training has been identified as a sub-system of an
organization as all departments depend on training for its survival. It establishes
relationship between the sequential stages in the process of training need analysis
(TNA), formulating, delivering, and evaluating. There are 4 necessary inputs i.e.
technology, man, material, time required in every system to produce products or
services. Every system must have some output from these inputs in order to survive. The
output can be tangible or intangible depending upon the organizations requirement. A
system approach to training is planned creation of training program. This approach uses
step-by-step procedures to solve the problems. Under systematic approach, training is
undertaken on planned basis. This study has helped in learning about the various models
involved in the training process.
The paper The Four Basic Steps In The Training Process has the author Dr. Al
Infande explaining the four major steps involved in the training process. Training is one
of the most profitable investments an organization can make. These steps are mutually
necessary for any training program to be effective and efficient. A need analysis on
training has to be established as the first step after which training programs and manuals
should be developed. The training program should be delivered and finally evaluated to
determine how effective and profitable your training program has been. Thus the four
major steps involved in the training process were studied.
The paper How to assess staff training needs by Andrew Knowles talks
about identifying and addressing an organizations learning needs. Staff training needs
are assessed through a process called a training needs analysis. A training needs
assessment can be conducted in a variety of ways. It may be through an interview with
the employee, although this method should not be used in isolation. Individuals'
10
perception of their own learning needs might different from that of their manager, and it
may not meet the requirements of the job. Observing employees at work is another way
to gather information about learning needs, particularly in a manual working
environment. Training need questionnaires can be useful, particularly when the
requirements of a group are being assessed. The various assessment methods involved in
identifying training needs were studied through this paper.
The website www.hr-guide.com has done a study titled Need analysis
How to determine training needs that talks about the different need assessments
available for use in employment. Context analysis analyses the business needs and
reasons for the need of training. User analysis analyses the potential participants and
instructors involved in the training process. Work analysis analyses the job and
requirements necessary for performing the work. Content analysis analyses documents,
laws, procedures used on the job. Training suitability analysis analyses if training is the
desired solution. Cost benefit analysis analyses the Return on Investment (ROI) that
training can provide. Through this, the various need analysis methods were studied.
The study Management Development Method published by Emerald
Insight has identified two parts of methods involved in management development of
which On the Job Training deals with development of managers abilities that can take
place on the job, and Off the Job Training deals with management development
techniques that an employee can take off the job. The four On the Job Training
techniques identified are Coaching, Mentoring, Job Rotation and Job Instruction
Technique. Four Off the Job Training techniques identified are Sensitivity Training,
Transactional Analysis, Lecture Method and Simulation Exercises. Thus the
Management and Development skills acquired through training were analyzed.
Above are the various literature surveys analyzed to study the importance of
training need analysis of employees in an organization.
2.2 RESEARCH GAP
11
Various points have been observed in the review of literature. The training need
analysis is very important for any organization to succeed in their business. It is found
that the performance level of the employees should be monitored and training should be
provided to employees in order to obtain better results.
A TNA works by first considering those skills deemed essential for the
successful completion of research, and identifying where there are any gaps. The
employees and supervisor should then consider the best way to address the skills gap,
and plan training accordingly.
Training need analysis is conducted to determine whether resources required are
available or not. It helps to plan the budget of the company, areas where training is
required, and also highlights the occasions where training might not be appropriate but
requires alternate action.
A needs analysis often reveals the need for well-targeted training areas. Training
is not always the best way to try to close a particular gap between an organizations
goals and its actual performance. Those conducting the needs analysis must get a clear
idea of the problem, look at all possible remedies and report on their findings to
management before deciding on the best solution.
Process of conducting a training needs analysis is a systematic one based on
specific information-gathering techniques. Needs analysis proceeds in stages, with the
findings of one stage affecting and helping to shape the next one. There is no easy or
short-cut formula for carrying out this process. Each particular situation requires its own
mix of observing, probing, analyzing and deducting.
In many ways, the needs analysis is like detective work; we need to follow up on
every lead, check every piece of information and examine every alternative before
drawing any solid conclusions. Only then we can ensure of having the evidence on
which to base a sound strategy for problem solving.
A needs analysis is not a one-time event. Professional organizations administer
needs analysis at regular intervals, usually every year or two.
CHAPTER 3
12
METHODOLOGY
3.1 TYPE OF PROJECT
This project is a study on the training need analysis of employees in an
organization. This project is conducted in Sony Pictures Imageworks India .
3.2 TARGET RESPONDENTS
The target respondents are the entry level, middle level and some top
management employees who are the part of the organization.
3.3 ASSUMPTIONS AND LIMITATIONS
Limitations of the study allow us to know, to what extent the findings can be
generalized. In our study some of the limitations are:
1. It is difficult to know whether the respondents opinion is exactly genuine as
people perception may change from time to time.
2. Since the time given to the researcher was very limited, it was not possible to
meet sufficient number of employee.
3. Access to record and files to know about the employee was not possible all the
time.
4. The respondent may be biased in their respondents.
5. Interaction with higher-level official was limited since they were highly engaged
in their work.
6. The data collected from respondents are qualitative in nature.
3.4 PREPARATION OF VARIOUS DATA COLLECTION TOOLS
13
The task of data collection begins after a research problem has been defined and
research design / plan chalked out. While deciding about the method of data collections
to be used for the study the researcher should keep in mind 2 types of data viz., primary
data and secondary data. The data collected for this study is both primary and secondary
in nature.
3.4.1 TOOLS USED
Chi Square
Percentage Analysis
Weighted Average
Correlation
Interval Estimation
CHI-SQUARE:
The Chi Square test is a fairly, simply and definitely the most popular of all the
other tools, the chi square test is most widely non-parametric tests in statistical work. It
makes no assumption about being sampled. The quantity chi-square describes the
magnitude of discrepancy between theory and observation.

2

( )

1
1
]
1

n
i i
i i
E
E O
1
2
Where O
i
refers to observed frequency
E
i
refers to expected frequency N = No. of samples
PEARSONS CORRELATION TEST:
The concept of correlation which is one of the methods of studying the relationship
between variables. Two variables may have a positive correlation; a negative correlation
or they may be uncorrelated. The correlation between two variables is called as simple
correlation.
14
Correlation Coefficient
( )( )
( ) ( )

2
2
2
2
r
PERCENTAGE ANALYSIS:
The data collected was converted into 10% the percentage was analyzed.
Percentage = d / n x 100 .Where d = is the no. of respondents & n is the base sample
WEIGHTED AVERAGE:
The weighted arithmetic mean is used in the cases where the relative importance of
the different items is not the same. The term `weight' stands for the relative importance
of the different items. The formula for computing weighed Arithmetic Mean is
Weighted Average =
t TotalWeigh
spondent NumberOf rColumn WeightedFo Re
*10

W
FW
X w

Where, F is Frequency, W is Weight

INTERVAL ESTIMATION:
An estimation of a population parameter given by 2 numbers between which the
parameter may be considered to lie is called as interval estimation of the parameters.
Interval estimation indicates the precision or accuracy of estimation and therefore if it is
preferable to part estimate.
p (z/2 * Standard error)
where Standard error= ((p*q) / n)
Where P is the sample proportion of success, q is the sample proportion of failure,
n is the sample size and Z is the standard variant for a given confidence level.
15
3.4.2 DIAGRAMMATIC REPRESENTATION
BAR DIAGRAM
Bar diagram is a popular form of diagrammatic representation. This diagram
consists of a series of rectangular bars standing on a common base. The bars are all of
equal width and equi spaced. The lengths of the bars are proportional to their magnitude.
The comparison among the bars is based only on lengths. This type of diagram is called
one dimensional diagram.
MULTIPLE BAR DIAGRAM
Multiple bar diagram is used for comparing two or more sets of statistical data.
Bars are constructed side by side to represent the sets of values for comparison.
PIE DIAGRAM
A Pie diagram is a pictorial representation of a statistical data with several sub-
divisions in a circular form. Pie diagram is more appealing to eyes for comparison. A pie
diagram consists of a circle sub-divided into several sectors by radius. The area of the
sector is proportional to the values of the components.
3.5 COLLECTION OF BOTH PRIMARY AND SECONDARY DATA
3.5.1 PRIMARY DATA
Primary data consists of original information collected for specific purpose. The
Primary Data are collected for the first time and thus happened to be original in
character. The primary data is usually obtained using the various surveys made. The
primary data is collected using sources such as interviews or questionnaire.Such data are
collected with specific set of objectives. they are used to access the current status of any
problem. The primary data are collected through structured questionnaire.
16
3.5.1.1 DEVELOPMENT OF QUESTIONAIRE:
The type of questions use by the researcher is non-disguised structured questionnaire.
OPENENDED QUESTION:
Open-ended questions are the type of questions is the type of questions used to get
suggestions from the respondents in order to give feed back to the organization.
CLOSE ENDED QUESTION:
Close-ended questions are the type of questions with a clear delineated set of
alternatives that confines the respondent to choose one of them.
MULTIPLE CHOICES:
Multiple-choice questions are the type of questions which consists of multiple
choices for the respondent to choose one of them.
DICHOTOMOUS QUESTION:
There will be two answers out of which the respondents has to choose one.
3.5.2 SECONDARY DATA:
Secondary Data are those which have already been collected by some others and
which have already been processed. Such data are collected and used for some other
purpose with the objective of understanding the past status of any problem.
3.5.2.1 SAMPLE DESIGN:
A sample design is a definite plan for obtaining a sample from a given
population. It refers to the technique or the procedure the researcher would adopt in
selecting items for the sample. Sample design may as well lay down the number of
items to be included in the sample i.e., the size of the sample. Sample design is
determined before data are collected. The sample design chosen is non-probability
sampling.
17
SAMPLING POPULATION:
Population is the universe that can be defined as the complete set of items included
in any particular situation.
SAMPLING UNIT:
This answer is to be surveyed. The researcher must define target population that will
be sampled; once this is determined a sampling frame is developed so that everyone in
the target population has an equal chance of being selected.
SAMPLE:
Sample denotes only a part of the universe, which is studied and conclusions are
drawn on this basis for the entire universe.
SAMPLE SIZE:
An important decision that has to be taken in adopting the sampling techniques is
about the size of the sample. Size of the sample means the number of sampling units
selected from the population
3.5.2.2 SAMPLING TECHNIQUES:
NON-PROBABILITY SAMPLING:
Non-Probability sampling method is those, which do not provide every item in
the universe with known chances of being included in the sample. The selection process
is at, at least, partially subjective.
CONVENIENCE SAMPLING:
In this method desired number of sample unit is selected deliberately or
purposely depending upon the object of the enquiry, so that only the important items
representing the true characteristics of the populations are included in the sample.
18
CHAPTER 4
DATA ANALYSIS
4.1 DATA ANALYSIS & INTERPRETATION
TABLE 4.1 -THE AGE OF RESPONDENTS
OPTIONS NO OF RESPONDENTS PERCENTAGE OF
RESPONDENTS
<25 7 6
25-35 35 29
36-45 44 37
>45 34 28
Total 120 100
FINDINGS: The above table shows that 6% of respondents are below 25, 29% of
respondents are between 25-35, 37% of respondents are between 36-45 and 28% of
respondents are above 45.
INFERENCES: From the above findings it is inferred that majority of the respondents
are between the age group of 36-45.
INDICATING THE AGE COMPOSITION
OF RESPONDENT
6
29
37
28
0
10
20
30
40
<25 25-35 36-45 >45
Age
P
e
r
c
e
n
t
a
g
e

o
f

r
e
s
p
o
n
d
e
n
t
s
PERCENTAGE OF
RESPONDENTS
FIGURE 4.1 THE AGE OF RESPONDENTS
TABLE 4.2 -INDICATING THE GENDER OF RESPONDENTS
19
OPTIONS NO. OF
RESPONDENTS
PERCENTAGE OF
RESPONDENTS
Male 109 91
Female 11 9
Total 120 100
FINDINGS: The above table shows that 91% of the respondents are male and 9% of
the respondents are female.
INFERENCES: From the above findings it is inferred that majority of the respondents
are male.
INDICATING THE GENDER
COMPOSITION OF RESPONDENT
Male, 91
female, 9
Male
female
FIGURE 4.2 INDICATING THE GENDER OF RESPONDENTS
20
TABLE 4.3- INDICATING THE WORKING PERIOD OF RESPONDENTS
OPTIONS NO. OF
RESPONDENTS
PERCENTAGE OF
RESPONDENTS
<5 40 33
5 to 10 35 29
11 to 20 22 19
>20 23 19
Total 120 100
FINDINGS: It is found that 33% of the respondents are below 5years of experience,
29% of the respondents are 5-10 years of experience, 19% of the respondents are 11-15
years of experience and 19% are above 20 years of experience.
INFERENCES: From the above findings it is found that majority of the respondents are
having below 5 years experience.
INDICATING THE WORK EXPERIENCE OF THE
RESPONDENT
33
29
19
19
0 10 20 30 40
<5
5 to 10
11 to 20
>20
E
x
p
e
r
i
e
n
c
e

l
e
v
e
l
Percentage of respondent
FIGURE 4.3 INDICATING THE WORKING PERIOD OF RESPONDENTS
TABLE 4.4 - INDICATING THE TYPE OF TRAINING PROGRAMME
PROVIDED TO EXECUTIVES
21
OPTIONS NO OF RESPONDENTS PERCENTAGE OF
RESPONDENTS
Class room training 89 74
Simulation exercises 5 4
Workshops and seminars 10 9
E-learning 11 9
Under study assignments 5 4
Total 120 100
FINDINGS: The above table shows that 74% of respondents are of opinion that class
room training are provided to them during their training, 4% of the respondents referred
simulation exercises are provided, 9% of the respondents referred workshops and
seminars are provided, 9% of the respondents referred E- learning are provided and 4%
of the respondents referred under study assignments are provided during their training
programme.
INFERENCE: From the above findings it is inferred that majority of respondents
referred class room training methods is provided to them during their training
programme.
INDICATING THE TYPE OF TRAINING METHODS PROVIDED IN
THE ORGANISATION
74
4
9
9
4
13
Class room training
Simulation exercises
Workshops and seminars
E-learning
Under study assignments

FIGURE 4.4 INDICATING THE TYPE OF TRAINING PROGRAMME
22
PROVIDED
TABLE 4.5 - INDICATING THE INITIATOR OF TRAINING PROGRAMME IN
THE ORGANISATION
OPTIONS NO OF RESPONDENTS PERCENTAGE OF
RESPONDENTS
Supervisor 15 13
Employees 5 4
HR Department 92 77
External consultants 1 1
If others 7 5
Total 120 100
FINDINGS: From the above table it is found that 13% of the executives identified
that their supervisor initiates the training programme, 4% of the executives identified
that they themselves initiates the training programme, 77% of the executives identified
that the HR department initiates the training programme, 1% executive identified that
external consultant initiates the training programme,5% of the executives identified that
other person will initiates the training in the organization.
INFERENCES: From the above findings it is inferred that 77% of the executives
identified that the HR department initiates the training programme in the organization.
13
4
77
1
5
Supervisor
Employees
HR Department
External consultants
If others
I
n
i
t
i
a
t
o
r
s
INDICATING THE INITIATORS OF THE TRAINING
PROGRAMME
FIGURE 4.5 - INDICATING THE INITIATOR OF TRAINING PROGRAMME
IN THE ORGANISATION
TABLE 4.6 - INDICATING THE TYPE OF VISUAL AIDS USED IN TRAINING
23
PROGRAMME
OPTIONS NO OF RESPONDENTS PERCENTAGE OF
RESPONDENTS
Overhead projector
transparencies
40 33
Board 20 17
Flip charts 5 4
Hand outs 6 5
Power point presentations 49 41
Total 120 100
FINDINGS: From the above table it is found that 33% of the respondents referred over
head projectors are used in their training, 17% of the respondents referred boards are
used as the visual aids in their training, 4% of the respondents referred flip charts are
used in the training,5% of the respondents referred handouts are used in their training,
41% of the respondents referred power point presentations are used as the visual aids in
their training
INFERENCES: From the above findings it is inferred that 41% of the respondents
referred power point presentations are used as the visual aids in their training
programme.
INDICATING THE TYPE OF VISUAL AIDS USED IN THE TRAINING
PROGRAMME
33%
17%
4% 5%
41%
Overhead projector transparencies
Board
Flip charts
Hand outs
Power point presentations
FIGURE 4.6 - INDICATING THE TYPE OF VISUAL AIDS USED
TABLE 4.7 - INDICATING THE EXTERNAL TRAINING PROGRAMME
PROVIDED IN THE ORGANISATION
OPTIONS NO OF RESPONDENTS PERCENTAGE OF
RESPONDENTS
Yes 116 97
No 4 3
Total 120 100
24
FINDINGS: The above table shows that 97% of respondents are of opinion that
external training programme provided in the organization, 3% of the respondents are of
opinion that they are not accepting that statement.
INFERENCES: From the above findings it is inferred that 97% of the respondents say
that the external training programme are provided to them in the organization.
Yes, 97
No, 3
Total, 100
0
50
100
Yes No Total
INDICATING THE EXTERNAL TRAINING
PROGRAMME PROVIDED IN THE
ORGANISATION
FIGURE 4.7 - INDICATING THE EXTERNAL TRAINING PROGRAMME
PROVIDED IN THE ORGANISATION
INTERVAL ESTIMATION:
NEED FOR TEST:
To find out whether any external training programme had provided to executives.
Let p be the total no: of responses yes
Let q be the total no: of responses No
25
p=
SampleSize
s NumberOfYe
=
120
116
=0.96
q=1-p=0.04
n=120
At 95% level of confidence z=1.96

,
_

+ < <
n
pq
z p P
n
pq
z p

,
_

+ < <
120
04 . 0 * 96 . 0
96 . 1 96 . 0
120
04 . 0 * 96 . 0
96 . 1 96 . 0 P
( ) 995 . 0 85 . 0 < <P

CONCLUSION:
It is concluded that at 95% confidence level of population proportion of external training
programme provided in the organization and it lies between 0.85 and 0.995 that is 85%
to 95%.
TABLE 4.8 - INDICATING THE EFFECTIVENESS OF THE TRAINING
PROGRAMME
OPTIONS NO OF RESPONDENTS PERCENTAGE OF
RESPONDENTS
Very high 28 23
High 60 50
Neither high nor low 30 25
Low 2 2
Very low 0 0
Total 120 100
FINDINGS: It is found that 23% of the respondents have very high level of
expectations in the effectiveness of the training programme, 50% of the respondents
26
have high level of expectations in the effectiveness of the training, 25% of the
respondents have neither high nor low level of expectations in the effectiveness of the
training, 2% of the respondents have low level of expectations in the effectiveness of the
training programme.
INFERENCES: it is inferred that 50% of the respondents have high level of
expectations in the effectiveness of the training programme.
INDICATING THE EFFECTIVENESS OF THE TRAINING
PROGRAMME
23
50
25
2
0
0
20
40
60
Very high High Neither high nor low Low Very low
Level of effectiveness
P
e
r
c
e
n
t
a
g
e

o
f

r
e
s
p
o
n
d
e
n
t
FIGURE 4.8 - INDICATING THE EFFECTIVENESS OF THE TRAINING
PROGRAMME
CALCULATION SHOWING PEARSONS CORRELATION TEST
(Between effectiveness and satisfaction in the training programme)
{Combining Table No 4.10and Table No.4.16}
EFFECTIVENESS
(X)
SATISFACTION
(Y)
X
2
Y
2
XY
28 7 784 49 196
60 94 3600 8836 5640
30 16 900 256 480
2 3 4 9 6
- - - - -
X = 120 Y= 120 XY =
5288
X
2
=
9150
Y
2
=6322
Pearsons correlation coefficient (r) =

2 2 2 2
) ( ) ( Y Y N X X N
Y X XY N
27

( ) ( )
2 2
120 9150 5 120 5288 5
120 120 6322 5

= 0.886 < 1
r = 0.886
r value is positive and nearer to 1
FINDINGS: From the above table it is found that 50% of respondents feel the training
was effective.
INFERENCE: It is inferred that there exists high degree of relationship between
effectiveness and satisfaction in the training programme.
TABLE 4.9 - INDICATING THE EXECUTIVES OPINION ON FREQUENCY
OF TRAINING PROGRAMME
OPTIONS NO OF RESPONDENTS PERCENTAGE OF
RESPONDENTS
Once in 3 months 25 21
Once in 6 months 47 39
Once in a year 30 25
Once in 5 years 10 8
Training is not needed for
my job
8 7
Total 120 100
FINDINGS: From the above table it is found that 21% of the respondents feel once in 3
months the training should be conducted to them, 39% of the respondents feel once in 6
months the training should be conducted, 25% of the respondents feel once in a year the
training should be conducted, 8% of the respondents feel once in 5 years the training
should be conducted, 7% of the respondents feel training is not needed for their job..
INFERENCES: From the above findings it is inferred that 39% of the respondents feel
once in 6 months the training should be conducted in order to update their skills.
28
INDICATING THE EXECUTIVES OPINION ON FREQUENCY OF TRAINING
PROGRAMME
21
39
25
8
7
Once in 3 months
Once in 6 months
Once in a year
Once in 5 years
Training is not needed for my job
F
r
e
q
u
e
n
c
y

o
f

t
r
a
i
n
i
n
g
Percentage of respondent
FIGURE 4.9 - INDICATING THE EXECUTIVES OPINION ON FREQUENCY
OF TRAINING PROGRAMME
TABLE 4.10 - INDICATING THE REASONS FOR THE INEFFECTIVE
TRAINING PROGRAMME
OPTIONS NO OF RESPONDENTS PERCENTAGE OF
RESPONDENTS
Trainers are not skilled 16 13
Time allotment is not
according to importance
23 19
Poor training
environment
3 3
Lack of new modern
technique
6 5
Job related training not
provided
41 34
All the above 21 18
Others 10 8
Total 120 100
FINDINGS: From the above table it is found that 13% respondents feels that the
trainers are not skilled in the training programme, 19% feels the time allotment is not
according to importances,3% feels poor training environment, 5% feels lack of new
modern technique,34% s feels job related training not provided ,18% feels all the above
reasons is included, 8% feels some other reasons for the ineffective training program.
INFERENCES: From the above findings it is inferred that 34% of the respondents feels
job related training is not provided in the training programme.
29
INDICATINGTHEREASONS FORTHEINEFFECTIVETRAINING
PROGRAMME
8%
18%
34%
3%
5%
19%
13%
Trainers arenot skilled
Timeallotment isnot accordingto
importance
Poor trainingenvironment
Lackof newmoderntechnique
Jobrelatedtrainingnot provided
All theabove
Others
FIGURE 4.10 - INDICATING THE REASONS FOR THE INEFFECTIVE
TRAINING PROGRAMME
TABLE 4.11 - INDICATING THE EMPLOYEES OPINION ON THE
COVERAGE OF TOPICS IN THE TRAINING PROGRAMME
OPTIONS NO OF RESPONDENTS PERCENTAGE OF
RESPONDENTS
Ideal 19 16
Sufficient 73 61
Neither sufficient nor
inadequate
24 20
Inadequate 3 2
Highly inadequate 1 1
Total 120 100
FINDINGS: From the above table it is found that 16% of the respondents feels the
coverage of topics in the training programme are ideal, 61% of the respondents feels the
coverage of topics are sufficient, 20% of the respondents feels it is neither sufficient nor
inadequate, 2% of the respondents feels the coverage of topics are adequate, 1% of the
respondent feels the coverage of topics in the training programme are highly inadequate.
INFERENCES: From the above findings it is inferred that 61% of the respondents feels
the coverage of topics in the training programme are sufficient to enhance their skills.
30
INDICATING THE EXECUTIVES OPINION ON THE
COVERAGE OF TOPICS IN THE TRAINING PROGRAMME
16
61
20
2 1
0
10
20
30
40
50
60
70
Ideal Sufficient Neither sufficient nor
inadequate
Inadequate Highly inadequate
Level of coverage of topics
P
e
r
c
e
n
t
a
g
e

o
f

r
e
s
p
o
n
d
e
n
t
FIGURE 4.11 - INDICATING THE EMPLOYEES OPINION ON THE
COVERAGE OF TOPICS IN THE TRAINING PROGRAMME
CHI-SQUARE TEST-CALCULATION:
NEED FOR TEST: To find out the executives opinion on the coverage of topics in the
training programme.
H
0:
the coverage of topics does not found sufficient in the training programme.
H
1
:
the coverage of topics are found sufficient in the training programme.
E
i
=
n
O
i
=
5
120
==24
O
i
E
i
(O
i
- E
i
)
2
(O
i
- E
i
)
2
/ E
i
19 24 25 1.04
73 24 2401 100.04
24 24 0 0
23 24 1 0.04
1 24 529 22.04
Total 123.16

2

( )

1
1
]
1

n
i i
i i
E
E O
1
2

With (n-1) degree of freedom,
31
cal
2
123.16
At 5%, level of significance with (n-1) df , 05 . 0
2
With (n-1) df = (5-1) df = 4df = 9.49
The Calculated value is greater than table value , i.e.) cal
2
123.16 > table
2
= 9.49
Hence, H
0
is rejected.
CONCLUSION: Therefore it is concluded that the coverage of topics included in the
training programme are found to be sufficient.
TABLE 4.12 - INDICATING THE TECHNICAL TRAINING PROVIDED TO
THE EMPLOYEES
OPTIONS NO OF RESPONDENTS PERCENTAGE OF
RESPONDENTS
Yes 88 73
No 32 27
Total 120 100
FINDINGS: The above table shows that 73% of respondents are of opinion that
technical training are provided in the training programme & 27% of the respondents are
of opinion that they are not accepting that statement.
INFERENCES: From the above findings it is inferred that 73% of the respondents are
of opinion that technical training are provided in the training programme.
32
INDICATING THE TECHNICAL
TRAINING PROVIDED TO THE
EXECUTIVES
37%
14%
49%
Yes
No
Total
FIGURE 4.12 - INDICATING THE TECHNICAL TRAINING PROVIDED TO
THE EMPLOYEES
INTERVAL ESTIMATION:
NEED FOR TEST:
To find out how far technical training provided in the training programme.
H
0
: Technical training provided is not adequate.
H
1
: Technical training provided is adequate.
Let p be the total no: of responses yes
Let q be the total no: of responses No
p=
SampleSize
s NumberOfYe
=
120
88
=0.73
q=1-p=0.27
n=Sample Size=120
At 95% level of confidence z=1.96
33

,
_

+ < <
n
pq
z p P
n
pq
z p

,
_

+ < <
120
27 . 0 * 73 . 0
96 . 1 73 . 0
120
27 . 0 * 73 . 0
96 . 1 73 . 0 P
( ) 80 . 0 65 . 0 < <P
CONCLUSION:
It is concluded that at 95% confidence level , the population proportion of the
respondents found technical training provided as adequate and it lies between 0.65 and
0.80 that is 65% to 80%.
TABLE 4.13 - INDICATING THE MOST EFFECTIVE METHODOLOGY THAT
IS FOLLOWED IN THE TRAINING PROGRAMME
OPTIONS NO OF RESPONDENTS PERCENTAGE OF
RESPONDENTS
Brain storming 30 25
Group discussion 33 27
Role play 12 10
Lecture method 13 11
Case study 32 27
Total 120 100
FINDINGS: From the above table it is found that 25% of the respondents perceives
brain storming as the most effective methodology followed in the training
programme,27% of the respondents perceives group discussion as the most effective
methodology followed in the training programme,10% of the respondents perceives role
play,11% of the respondents perceives lecture method and 27% of the respondents
perceives case study as the most effective methodology followed in the training
programme.
INFERENCES: From the above findings it is inferred that 27% of the respondents
perceives group discussion and case study as the most effective methodology followed
in the training programme.
34
INDICATINGTHEMOSTEFFECTIVEMETHODOLOGYTHATIS
FOLLOWEDINTHETRAININGPROGRAMME
25
27
10
11
27
0 5 10 15 20 25 30
Brainstorming
Groupdiscussion
Roleplay
Lecturemethod
Casestudy
T
y
p
e
s

o
f

m
e
t
h
o
d
o
l
o
g
y
Percentageof respondent
FIGURE 4.13 - INDICATING THE MOST EFFECTIVE METHODOLOGY
THAT IS FOLLOWED IN THE TRAINING PROGRAMME
CORRELATION CO-EFFICIENT
A COMPARATIVE ANALYSIS OF TRAINING METHOD AND
METHODOLOGY FOLLOWED IN THE TRAINING PROGRAMME
TRAINING
METHOD (X)
METHODOLOGY
(Y)
X
2
Y
2
XY
89 30 7921 900 2670
5 33 25 1089 165
10 12 100 144 120
11 13 121 169 143
5 32 25 1024 160
Correlation efficient
( ) ( )

2
2
2
2
y y N x x N
y x xy N
p

( ) ( )
2 2
120 3326 5 120 8192 5
120 120 3258 5

= 0.0000319 < 1
FINDINGS: There is a positive correlation exist between training methods and
methodology used in training programme.
INFERENCE: It is inferred that methodology is important for effective functioning of
the training methods in the training programme.
35
TABLE 4.14 - INDICATING THE EXPECTATION OF EMPLOYEES FROM A
TRAINING PROGRAMME
OPINION 1 2 3 4 5 6 TOTAL
Expecting
additional inputs
on their skill set
39 27 15 10 6 3 100
Job knowledge 24 41 11 14 8 2 100
Awareness
about the
upcoming trends
24 24 22 11 17 2 100
Make
themselves
more
challenging in
their career
31 19 18 17 14 1 100
Improves
morale
9 12 41 13 21 4 100
Trainers should
be well
experienced
25 23 17 19 15 1 100
APPLYING WEIGHTED AVERAGE METHOD
Ranks First Second Third Fourth Fifth Sixth
Weights 6 5 4 3 2 1
TABLE 4.15 - INDICATING THE EXPECTATION OF EMPLOYEES FROM A
TRAINING PROGRAMME IN PREFERENCE OF SKILLS TO IMPROVE
UPON IN ORDER TO DEVELOP THEIR CAREER
36
OPINION 1 2 3 4 5 6 TOTAL WEIGHT RANK
Expecting
additional
inputs on their
skill set
234 135 60 30 12 3 474 22.57 1
Job knowledge 144 205 44 42 16 2 453 21.57 2
Awareness
about the
upcoming
trends
144 120 88 33 34 2 421 20.05 4
Make
themselves
more
challenging in
their career
186 95 72 51 28 1 433 20.62 3
Improves
morale among
employees
54 60 164 39 42 4 363 17.28 6
Trainers
should be well
experienced
150 115 68 57 30 1 421 20.04 5
FINDINGS: From the above table it is inferred that first preference goes to expecting
additional inputs on their skill set, second preference goes to job knowledge, third
preference goes to make themselves more challenging in their career, fourth preference
goes to awareness about the upcoming trends, fifth preference goes to trainers should be
well experienced & sixth preference goes to improves morale among employees.
INFERENCE: It is inferred that respondents first preference goes to expecting
additional inputs on their skill set to improve upon in order to develop their career.

37
INDICATINGTHE EXPECTATIONOF EXECUTIVES FROMA TRAINING
PROGRAMME IN PREFERENCE OF SKILLS TOIMPROVE UPON IN ORDER TO
DEVELOP THEIR CAREER
1
2
4
3
6
5
0
2
4
6
8
Expecting
additional inputs on
their skill set
Job knowledge Awareness about
the upcoming trends
Make themselves
more challenging in
their career
Improves morale Trainers should be
well experienced
Criteria
R
a
n
k
FIGURE 4.14 - INDICATING THE EXPECTATION OF EMPLOYEES FROM A
TRAINING PROGRAMME IN PREFERENCE OF SKILLS TO IMPROVE
UPON IN ORDER TO DEVELOP THEIR CAREER
TABLE 4.16 - INDICATING THE EXTENT TO WHICH THE OBJECTIVES OF
THE PROGRAMME WERE IN LINE WITH THE NEED
OPTIONS NO OF RESPONDENTS PERCENTAGE OF
RESPONDENTS
Very high 15 13
High 64 53
Neither high nor low 35 29
Low 4 3
Very low 2 2
Total 120 100
FINDINGS: From the above table it is found that 13% of the respondents have very
high opinion to the extent to which the objectives of the programme were in line with
the need, 53% of the respondents have high opinion to the extent to which the objectives
were in line with the need, 29% of them have neither high nor low opinion, 3% of them
have low opinion and 2% of them have very low opinion to the extent to which the
objectives were in line with the need..
INFERENCES: From the above findings it is inferred that 53% of the respondents have
high opinion to the extent to which the objectives of the programme were in line with
the need.
38
INDICATINGTHEEXTENTTOWHICHTHEOBJECTIVESOFTHE
PROGRAMMEWEREINLINEWITHTHENEED
13
53
29
3 2
0
10
20
30
40
50
60
Veryhigh High Neitherhighnor
low
Low Verylow
Executive'sopinion
P
e
r
c
e
n
t
a
g
e

o
f

r
e
s
p
o
n
d
e
n
t
FIGURE 4.15 - INDICATING THE EXTENT TO WHICH THE OBJECTIVES
OF THE PROGRAMME WERE IN LINE WITH THE NEED
CHI-SQUARE TEST - CALCULATION:
NEED FOR TEST: To find out the extent the objectives of the programme were in line
with the executives need.
H
0
: The objectives of the training programme were not in line with the need.
H
1

: The objectives of the training programme were in line with the need.
E
i
=
n
O
i
=
5
120
=24
O
i
E
i
(O
i
- E
i
)
2
(O
i
- E
i
)
2
/ E
i
15 24 81 3.37
64 24 1600 66.67
35 24 121 5.04
4 24 400 16.67
2 24 484 20.16
Total 111.92

2

( )

1
1
]
1

n
i i
i i
E
E O
1
2

With (n-1) degree of freedom, cal
2
111.92
At 5%, level of significance with (n-1) df. 05 . 0
2
With (n-1) df = (5-1) df = 4df = 9.49
The Calculated value is greater than Table value i.e.) cal
2
111.92 > table
2
= 9.49
Hence, H
0 is
rejected.
CONCLUSION: Therefore it is concluded that the objectives of the programme were in
line with the executives need.
TABLE 4.17 - INDICATING THE EXTENT THE SKILLS, KNOWLEDGE AND
POTENTIALITY IMPROVED AFTER THE TRAINING PROGRAMME
39
OPTIONS NO OF RESPONDENTS PERCENTAGE OF
RESPONDENTS
Very high 14 12
High 66 55
Neither high nor low 36 30
Low 4 3
Very low - -
Total 120 100
FINDINGS: From the above table it is found that 12% of the respondents have very
high opinion to the extent the skills, knowledge and potentiality improved after the
training programme, 55% of the respondents have high opinion to the extent the skills,
knowledge and potentiality improved after the training programme, 30% of the
respondents have neither high nor low opinion to the extent the skills, knowledge and
potentiality improved after the training programme, 3% of the respondents have low
opinion to the extent the skills, knowledge and potentiality improved after the training
programme ,0% 0f the respondents have very low opinion.
INFERENCES: From the above findings it is inferred that 55% of the respondents have
high opinion to the extent the skills, knowledge and potentiality improved after the
training programme.
INDICATINGTHEEXTENTTHESKILLS, KNOWLEDGE
ANDPOTENTIALITYIMPROVEDAFTERTHETRAINING
PROGRAMME
12%
55%
30%
3%0% Veryhigh
High
Neitherhighnorlow
Low
Verylow
FIGURE 4.16 - INDICATING THE EXTENT THE SKILLS, KNOWLEDGE AND
POTENTIALITY IMPROVED AFTER THE TRAINING PROGRAMME
CHI-SQUARE TEST - CALCULATION:
NEED FOR TEST: To find out the extent the skills, knowledge and potentiality
improved after the training programme.
H
0
: Skills, knowledge and potentiality does not improve after the training
40
programme.
H
1

: Skills, knowledge and potentiality improved after the training programme.
E
i
=
n
O
i
=
5
120
=24
O
i
E
i
(O
i
- E
i
)
2
(O
i
- E
i
)
2
/ E
i
14 24 100 4.167
66 24 1764 73.5
36 24 144 6
4 24 400 16.67
- 24 576 24
Total 124.33

2

( )

1
1
]
1

n
i i
i i
E
E O
1
2

With (n-1) degree of freedom, cal
2
111.92
At 5%, level of significance with (n-1) df, 05 . 0
2
with (n-1) df = (5-1) df = 4df = 9.49
The Calculated value is greater than Table value i.e.) cal
2
124.33 > table
2
= 9.49
Hence, H
0
is rejected.
CONCLUSION: It is concluded that the skills, knowledge and potentiality had
improved after the training programme
TABLE 4.18 - INDICATING THE OPINION ON TRAINING IN WORK PLACE
BY EXTERNAL CONSULTANTS
OPTIONS NO OF RESPONDENTS PERCENTAGE OF
RESPONDENTS
Advisable 110 92
41
Not advisable 10 8
Total 120 100
FINDINGS: The above table shows that 83% of respondents are of opinion that training
on workplace by external consultants are advisable & 8% of the respondents are of
opinion that training on workplace by external consultants are not advisable.
INFERENCES: From the above findings it is inferred that 92% of the respondents say
that training on workplace by external consultants are advisable.
INDICATING THE OPINION ON TRAINING IN
WORK PLACE BY EXTERNAL CONSULTANTS
Advisable
46%
Not advisable
4%
Total
50%
Advisable
Not advisable
Total
FIGURE 4.17 - INDICATING THE OPINION ON TRAINING IN WORK PLACE
BY EXTERNAL CONSULTANTS
TABLE 4.19 - INDICATING THE METHOD OF TRAINING THE
EXECUTIVES WOULD FEEL THE MOST EFFECTIVE TO ACHIEVE THE
LEARNING GOAL CLASS ROOM
OPTIONS NO OF RESPONDENTS PERCENTAGE OF
RESPONDENTS
Not effective 8 7
Somewhat effective 21 17
Effective 77 64
Highly effective 13 11
Not applicable 1 1
Total 120 100
FINDINGS: From the above table it is found that 7% of the respondents feels the
42
classroom training is not effective,17% of the respondents feels it is somewhat
effective,64% of the respondents feels the classroom training is effective.11% of them
feels it is highly effective and 1% of them feels the classroom training is not applicable.
INFERENCES: From the above findings it is inferred that 64% of the respondents
feels the classroom training is effective in the training programme.
INDICATINGTHEMETHODOFTRAININGTHE
EXECUTIVESWOULDFEELTHEMOSTEFFECTIVE
TOACHIEVETHELEARNINGGOALCLASSROOM
7
17
64
11
1
0
20
40
60
80
Not effective Somewhat
effective
Effective Highly
effective
Not
applicable
Level of effectiveness
P
e
r
c
e
n
t
a
g
e

o
f

r
e
s
p
o
n
d
e
n
t
FIGURE 4.18 - INDICATING THE METHOD OF TRAINING THE
EXECUTIVES WOULD FEEL THE MOST EFFECTIVE TO ACHIEVE THE
LEARNING GOAL CLASS ROOM
TABLE 4.20 - INDICATING THE AREAS THE TRAINING DEPARTMENT
SHOULD CONCENTRATE IN FUTURE.
AREAS 1 2 3 4 5 TOTAL
Stress
management
4 28 36 42 10 120
Technical
update
55 36 11 8 10 120
Communication
skill
48 36 18 14 4 120
Social skill 4 8 27 26 55 120
Behavioural
skill
9 12 28 30 41 120
APPLYING WEIGHTED AVERAGE METHOD
Ranks First Second Third Fourth Fifth
Weights 5 4 3 2 1
43
TABLE INDICATING THE VIEWS OF EXECUTIVES REGARDING THE
AREA THE TRAINING DEPARTMENT SHOULD CONCENTRATE IN
FUTURE IN ORDER TO DEVELOP THEIR CAREER.
Areas 1 2 3 4 5 Total Weight Rank
Stress
management
20 112 108 84 10 334 22.27 3
Technical
update
275 144 33 16 10 478 31.9 1
Communication
skill
240 144 54 28 4 470 31.3 2
Social skill 20 32 81 52 55 240 16 5
Behavioural
skill
45 48 84 60 41 278 18.5 4
FINDINGS: From the above table it is inferred that first preference goes to technical
updates, second preference goes to communication skill, third preference goes to stress
management, fourth preference goes to behavioural skill and fifth preference goes to
social skill.
INFERENCE: It is inferred that the respondents first prefer the training department to
concentrate in future is the technical updates to improve upon in order to develop their
career.

44
INDICATING THE VIEWS OF EMPLOYEES REGARDING THE AREA THE
TRAINING DEPARTMENT SHOULD CONCENTRATE IN FUTURE IN ORDER
TO DEVELOP THEIR CAREER
3
1
2
5
4
0
2
4
6
Stress management Technical update Communication skill Social skill Behavioural skill
Areas
P
e
r
c
e
n
t
a
g
e

o
f

r
e
s
p
o
n
d
e
n
t
FIGURE 4.19 - INDICATING THE AREAS THE TRAINING DEPARTMENT
SHOULD CONCENTRATE IN FUTURE.
TABLE 4.21 - INDICATING WHETHER INTERNAL TRAINERS CAN MATCH
UP TO THE TRAINING EXPECTATIONS
OPTIONS NO OF RESPONDENTS PERCENTAGE OF
RESPONDENTS
Yes 97 81
No 23 19
Total 120 100
FINDINGS: From the above table it is found that 81% of the respondents are of the
opinion that internal trainers can match up to their training expectations & 19% of the
respondents are not accepting that statement.
INFERENCES: From the above findings it is inferred that 81% of the respondents say
that internal trainers can match up to their training expectations.
45
INDICATING WHETHER THE INTERNAL
TRAINER CAN MATCH UP TO THE TRAINING
EXPECTATION
Yes , 81
No, 19
Tot al , 100
Yes
No
Tot al
FIGURE 4.20 - INDICATING WHETHER INTERNAL TRAINERS CAN
MATCH UP TO THE TRAINING EXPECTATIONS
INTERVAL ESTIMATION:
CALCULATION
NEED FOR TEST:
To find out internal trainers can match up to your training expectations.
H
0
: The internal trainers cannot match up to your training expectations.
H
1
: The internal trainers can match up to your training expectations.
Let p be the total no: of responses yes
Let q be the total no: of responses No
p=
SampleSize
s NumberOfYe
=
120
97
=0.808
q=1-p=0.19
n=120
At 95% level of confidence z=1.96

,
_

+ < <
n
pq
z p P
n
pq
z p
46

,
_

+ < <
120
19 . 0 * 808 . 0
96 . 1 808 . 0
120
19 . 0 * 808 . 0
96 . 1 808 . 0 P
( ) 878 . 0 737 . 0 < <P
CONCLUSION:
It is concluded that at 95% confidence level of population proportion, internal trainers
can match up to the respondents training expectations and it lies between 0.73 and 0.87
that is 73% to 87%.
TABLE 4.22 - INDICATING THE SATISFACTION LEVEL OF THE TRAINING
PROGRAMME
OPTIONS NO OF RESPONDENTS PERCENTAGE OF
RESPONDENTS
Highly satisfied 7 6
Satisfied 94 78
Neither satisfied nor
dissatisfied
16 13
Dissatisfied 3 3
Very dissatisfied - -
Total 120 100
FINDINGS: From the above table it is found that 6% of the respondents are highly
satisfied with the training programme,78% of the respondents are satisfied with the
training programme,13% of them neither satisfied nor dissatisfied,3% of them are
dissatisfied with the training programme.
INFERENCES: From the above findings it is inferred that 78% of the respondents are
satisfied with the training programme provided in the organization.
47
INDICATING THE SATISFACTION LEVEL OF THE TRAINING PROGRAMME
0
20
40
60
80
100
Highly
satisfied
Satisfied Neither
satisfied nor
dissatisfied
Dissatisfied Very
dissatisfied
Level of satisfaction
P
e
r
c
e
n
t
a
g
e

o
f

r
e
s
p
o
n
d
e
n
t
FIGURE 4.21 - INDICATING THE SATISFACTION LEVEL OF THE
TRAINING PROGRAMME
TABLE 4.23 - INDICATING THE EXECUTIVES OPINION ON
IMPORTANCES OF TRAINING
OPTIONS NO OF RESPONDENTS PERCENTAGE OF
RESPONDENTS
Change in the style of
management
16 13
For career advancement 32 27
Due to non practical
college education
6 5
For higher productivity
and to cope up with the
changing needs
27 22
Introduction of new
strategies and working
methods in organization
39 33
Total 120 100
FINDINGS: From the above table i1t is found that 13% of the respondent says change
in the style of management are towards training, 27% of them says training is important
for career advancement, 5%of them says training is important due to non practical
college education, 22% of them says training is important for higher productivity and
33% of them says training is important due to introduction of new strategies and
working methods in organization.
INFERENCES: From the above findings it is inferred that 33% of the respondents says
48
training is important due to introduction of new strategies and working methods in the
organization.
INDICATING THE EXECUTIVES OPINION ON IMPORTANCES OF TRAINING
13%
27%
5% 22%
33%
Change in the style of management
For career advancement
Due to non practical college education
For higher productivity and to cope up
with the changing needs
Introduction of newstrategies and
working methods in organization
FIGURE 4.22 - INDICATING THE EXECUTIVES OPINION ON
IMPORTANCES OF TRAINING
CHAPTER 5
CONCLUSIONS
5.1 PRESENTING THE FINDINGS AND INFERENCES
Following are the findings and inferences from the research
From the study it is found that majority of the respondent i.e.) 37% of the
respondents have age composition of 36 to 45.
From the present study it is found that the majority of respondents working in the
organization i.e.) 91% of them are male. From the study it is found that majority of
the respondents are having below 5 years experience in the organization.
From the present study it is inferred that majority of the respondents are manager
and assistant manager in the organization.
74% of the respondents have responded that the organization is providing class
room training methods during training programme.
It is found that 77% of the executives identified that the HR department initiates
the training programme in the organization.
It is found that 97% of the respondents say that the external training programmes
are provided to them in the organization.
From the present study, 97% of the respondents say that training programme was
49
found effective in the organization
50% of the respondents have high level of expectations in the effectiveness of the
training programme. From the study it is found that 39% of the respondents feel once
in 6 months the training should be conducted in order to update their skills.
From the present study it is found that 34% of the respondent feels job related
training is not provided in the training programme. This have been the reason for
ineffectiveness in the training programme. From the study it is found that 61% of the
respondent feels the coverage of topics in the training programme is sufficient to
enhance their skills.
It is found that 73% of respondents are of opinion that the technical training are
provided to them in the training programme.
From the present study it is found that 27% of the respondents perceive group
discussion and case study as the most effective methodology to be followed in the
training programme.It is found that respondents first preference goes to expecting
additional inputs on their skill set to improve upon in order to develop their career.
From the present study it is found that 55% of the respondents have high opinion
to the extent the skills, knowledge and potentiality improved after the training
programme.
From the study it is found that 92% of the respondents say training on workplace
by external consultants is advisable to increase the productivity in the organization.
It is found that 64% of the respondents feel the classroom training is effective in
the training programme.
It is found that 55% of the respondents feel the workshop training is highly
effective in the training programme. From the study it is found that 61% of the
respondents feel the field study training is highly effective in the training
programme.
It is found that the respondent first prefers the training department to concentrate
in future is the technical updates to improve upon in order to develop their career.
From the present study it is found that 81% of the respondents say that internal
50
trainers can match up to their training expectations.
78% of the respondents have responded that they are satisfied with the training
programme provided in the organization. In the present study it is found that 33% of
the respondents say training is important due to introduction of new strategies and
working methods in the organization.
In the present study it is found that 67% of the respondents want the training
programme to be determined by their performance management data or interview or
discussion.
5.2 SUGGESTIONS & RECOMMENDATIONS
The following points were observed from the data collected:
Job rotation method of training is very useful to the executive persons for
understanding job linkage with varied skills.
Programmed instructions & seminars will increase the knowledge of the
executives
Behavioral training programs like role playing are necessary to improve the
psychological fitness of the executives so as to face any kind of problem at any
stage.
Some additional reinforcement programs can be conducted to chisel the skills of
the executives to remain competent enough to face the challenges of the changing
technological, social & environmental factors.
Training programs, which are necessary to improve the ethical values & moral
values of the executives should be conducted.
Field study & exposure to customers working place will be helpful for executives
to improve their performance.
Training programme should be conducted in a periodical manner and updations
of our technical and on the job training is necessary for better performance and
improves our efficiency.
More job related training will improve /streamline work related issues and
51
perform better. For technical aspect, on the job training would be highly useful.
Training programme which really suits the career will create an interest and
irrelevant topics to work areas will lead to disturbance rather than motivating.
Appraiser should personally watch the performance of his/her sub ordinates and
find out in which area, he/she needs training and should nominate to the relevant
programme to achieve maximum output in his/her day to day activities.
During a training programme, participants are not offered a package of ready
made solutions or responses to problems or situations that an individual encounters
in real life setting. It gives him insights into different dimensions of these situations
or problem. It aims to develop in him the capability to formulate appropriate
responses through a process of perception, understanding and analysis.
Thus, training is not about learning specific working methods and procedures to
manage work related or day-to-day problems or conditions. It is about acquiring
competencies to cope with a variety of complex and different situations. Frequent
interaction between management and staff; between people from different
department and conducting meeting helps to adapt changes.
Training need arises mainly due to change in the style of management,
introduction of new strategies and working methods in the organization.
5.3 CONCLUSIONS
In recent years, the important and role of training and development has increased
manifold. More and more use of training and development is being made by all
sections of the organization .These training programme has become a part of human
resource development.
Training is one of the main activities which change the behaviour of the people.
Training has become essential part not only to increase the productivity but also to
motivate and inspire workers. It increases the skills of the persons at all levels of the
organization. Human resources are the life blood of any organization .This can be
52
achieved through well trained personnel
The training programme increases the performance of the members in the
organization. It also increases the human relation skills. It also helps to stimulate
creative thinking.
Training plays a vital role in the organization performance. The training programme
conducted are satisfactory but still it should keep on conducting the training
programme to the executives which will generate interest and create innovative ideas
to take part in the training programme and in improving their knowledge & skills
along with their personality development.
The training programme should be frequently conducted so as to improve efficiency
of executives in the organization. Training leads to increase in morale among
executives, better human relations, reduced supervisions, increased organizational
viability and resilience, advancement in technology. Training need analysis arises
because of the market slow down and executives attrition rate.
5.4 DIRECTIONS FOR FUTURE RESEACRH
Due to time restriction, only limited areas of the organisation is considered in this
project.By using the various tools the present design gap in various areas like Employee
Job satisfaction, Working environment factors, Career Growth, etc. can also be
identified and included.
53
APPENDIX
QUESTIONNAIRE
1) Name :
2) Gender : ~Male ~Female
3) Age Group : ~Less than 25 years ~36 to 45 years
~25 to 35 years ~More than 45 years
4) Experience : ~Less than 5 years ~ 11 to 20 year
~ 5 to 10 years ~ More than 20 years

5) What type of training provided to you?
~Class room training ~Simulation exercises ~E Learning
~Workshops and seminars ~Under study assignments
6) Who is the initiator of training programme?
~Supervisor ~Employees ~HR Departments
~External Consultant ~if others
7) What type of visual aids used in training programme?
~Overhead projector transparencies ~Board ~ Flip charts
~Power point presentations ~ Hand outs
8) Whether external training programme provided in the organisation?
54
~Yes ~No
10) Is training factor is effective?
~Yes ~No
11) Effectiveness of training programme?
~Very high ~High ~Neither high nor low ~Low ~Very low
12) What is the opinion of executives on frequency of training programmes?
~Once in 3 months ~Once in 6 months ~Once in a Year
~Once in 5 Year ~Training is not needed for my job
13) What are the reasons of ineffective of Training Programme?
~Trainers are not skilled ~Poor training environment
~Lack of new modern technique ~Job related training not provided
~Time allotment is not according to importance ~ All the above

14) What is your opinion on the coverage of topics in the training programme?
~Ideal ~Sufficient ~Neither sufficient nor inadequate
~Inadequate ~Highly inadequate
15) Whether technical training provided to you?
~Yes ~No
16) What is the most effective methodology that is followed in the training programme?
~Brain Storming ~Group Discussion ~Case Study
~Role Playing ~Lecture Method
17) The expectation of executives from a training programme ?
~Expecting additional inputs on their skill set
~Job knowledge
~Awareness about the upcoming trends
~Make themselves more challenging in their career
~improves morale
~Trainers should be well experienced
17) The expectation of executives from a training programme in preference of skills to
improve upon in order to develop their career ?
55
~Expecting additional inputs on their skill set
~Job knowledge
~Awareness about the upcoming trends
~Make themselves more challenging in their career
~Improves morale among employees
~Trainers should be well experienced
18) The extent to which the objectives of the programme were in line with the need
-Very high -High - Neither high nor low -Low - Very low
19) The extent the skills, knowledge and potentiality improved after the training
programme
-Very high -High -Neither high nor low - Low - Very low
20) The opinion on training in work place by external consultants?
-Advisable -Not advisable
21) The method of training the executives would feel the most effective to achieve the
learning goal class room
~Not effective ~Somewhat effective
~Effective ~Highly effective
~Not applicable
22) The areas the training department should concentrate in future.
~Stress management ~Technical update
~Communication skill ~Social skill
~Behavioural skill
23) The views of executives regarding the area the training department should
concentrate in future in order to develop their career
~Stress management ~Technical update
~Communication skill ~Social skill
~Behavioural skill
24) Whether internal trainers can match up to the training expectations
~Yes ~No
25) The satisfaction level of the training programme
56
~Highly satisfied ~Satisfied ~Very dissatisfied
~Neither satisfied nor dissatisfied ~Dissatisfied
26) The executives opinion on importance of training
~Change in the style of management
~For career advancement
~Due to non practical college education
~For higher productivity and to cope up with the changing needs
~Introduction of new strategies and working methods in an organization.
REFERENCES
Richard 1.levin 7 David S. Rubin, Statistics For Management, New Delhi,
Prentice-Hall of India, seventh edition.
GRANT, Janet, Learning needs assessment: assessing the need, British
Medical Journal, No. 324, 2002, pp. 156-159.
Umasekaran, Research Methods For Business A Skill Building Approach,
Newyork, John Wiley & Sons, fourth edition
PETERSON, Robyn, Training Needs Analysis in the Workplace, London, Kogan
Page, 1992
C.R. Kothari, Research Methodology Methods And Techniques, New delhi.,
Wishwa prakashan Publication ,second edition.
GENT, Michael J. and Gregory G. DELLOMO, The Needs Assessment
Solution: Analyzing your environment to find out how much, if any, new
training is needed, Personnel Administrator, July 1989, pp. 82-84.
McCONNELL, John H., How to Identify Your Organizations Training Needs: A
Practical Guide to Needs Analysis, New York, AMACOM, 2003.
MILLER, Janice A. and Diana M. OSINSKI, Training Needs Assessment, July
2002, http://www.ispi.org/pdf/suggestedReading/Miller_Osinski.pdf
NEWSTROM, J. and J. LILYQUIST, Selecting Needs Analysis Methods,
Training and Development Journal, Vol. 33, No. 10, 1979, pp. 52-56.
ROSSETT, Allison, Training Needs Assessment, Englewood Cliffs, Educational
Technology, Inc., 1987.
57
SIMS, Ronald R., An experiential Learning Approach to Employee Training
Systems, Westport, Quorum Books, 1990.
TRACEY, William R., Designing Training and Development Systems, New
York, American Management Association, Inc., 1971.
Training Needs Analysis Guidelines and Assessment Procedure, Carrickfergus
Borough Council, October 2004, [Consulted June 16, 2007].
WEBSITES
www.netmba.com
www.google.com
www.sciencedirect.com
www.en.wikipeida.org
www.answers.com
www.hr-guide.com
www.traininganddevelopment.nauikrihub.com
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