Human resource Training & development


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Human resource Training & development

  1. 1. A STUDY ON EFFECTIVENESS OF TRAINING AND DEVELOPMENT IN WHIRLPOOL COMPANY OF INDIA LTD PONDICHERRY, CHENNAI BONAFIDE CERTIFICATE Certified that this project report titled A STUDY ON EFFECTIVENESS OF TRAINING IN AND DEVELOPMENT IN WHIRLPOOL COMPANY OF INDIA LTD PONDICHERRY, CHENNAI is the bonafide work of Mr. / Ms. PRIYADHARSHINI.B (Registration Number :12007631037) who carried out the research under my supervision. Certified further, that to the best of my knowledge the work reported herein does not form part of any other project report or dissertation on the basis of which a degree or award was conferred on an earlier occasion on this or any other candidate. Internal Guide Head of the Department Mrs.SHANTHI
  2. 2. Submitted to Project and Viva Examination held on ____________ Internal Examiner External Examiner Anna University, Chennai � 600 025 ACKNOWLEDGEMENT We inhale pleasure in thanking our Chairman Mr.V.Muthuramalingam and our CEO M.V.M. Velmurugan for having given us this wonderful opportunity to implement our idea on HR. We also express our heartiest thanks to our Principal Dr.Jai Prakash Narain and professor and Head of MBA Department Ms.Kalaiselvi who helped us in making this project a successful one. We also thank my Internal guide Mrs.Shanthi and External guide Mr. K.PRAKASH whose valuable suggestions have helped us to complete the project successfully. Last but not the least we extend our sincere thanks to all our staff members who have contributed their ideas for the betterment of the project.
  3. 3. 1.4. ABSTRACT Training is the provision of guided experience to change behavior, attitudes or opinions. Training needs analysis identifies specific gaps which training is designed to fill Benefits of training. It enhances confidence, commitment & motivation in oneself, which leads to recognition, greater responsibility, pay improvements, personal satisfaction, achievement and enhanced career prospects. It improves availability & quality of staff also enhances mobility from the trainee’s perspective. Training takes place either on or off-the-job. Development is the need to enhance competencies beyond those required by the immediate job, for example, values & ethics of organization and professional group. It is a source of enthusiasm. So training and development must help the organization to equip each employee with the knowledge and skill needed to perform his/her job effectively at present and in future. The project was undertaken to evaluate the effectiveness of the training and development programs conducted at Whirlpool Company of India Ltd, Pondicherry.
  5. 5. 5 FINDING AND SUGGESTIONS 44 6 CONCLUTION 46 ANNEXURE A. QUESTIONNAIRE 46 B. EXPERTS INTERVIEW 49 C. BIBLOGRAPHY LIST OF TABLES 1 Research Design 13 2 Age Details 18 3 Experience Details 19 4 Interest on Training 20 5 Interested Training Program Type 21 6 Type of training Program Attended 22 7 Skill get through Soft skill program 23 8 Perception on existing training program 24 9 Program Competence 25 10 Perception on training program 26 11 Training environment 27 12 Design of Training Program 28 13 Methodology of Training 29 14 Benefit 30 15 Benefits get through training program 31 16 Game activity 32 17 Perception on role play concept 33 18 Extensions on role play 34 19 Refreshing activity 35
  6. 6. 20 Need of refreshing activity 36 21 Monitoring system in training 37 22 Training instruments 38 23 Process through training program 39 24 Chi square test 40 25 Chi square calculation 41 26 Anova 42 27 Analysis of variance 43 LIST OF FIGURES 1 Age Details 18 2 Experience Details 19 3 Interest on Training 20 4 Interested Training Program Type 21 5 Type of training Program Attended 22 6 Skill get through Soft skill program 23 7 Perception on existing training program 24 8 Program Competence 25 9 Perception on training program 26 10 Training environment 27 11 Design of Training Program 28 12 Methodology of Training 29 13 Benefit 30 14 Benefits get through training program 31 15 Game activity 32 16 Perception on role play concept 33 17 Extensions on role play 34 18 Refreshing activity 35 19 Need of refreshing activity 36 20 Monitoring system in training 37
  7. 7. 21 Training instruments 38 22 Process through training program 39 1. INTRODUCTION
  8. 8. 1.1 INTRODUCTION TRAINING AND DEVELOPMENT ‘Training is the formal and systematic modification of behaviors through learning which occurs as a result of education, instruction, development and planned experience.’ (Armstrong, 2001: 543) Development is any learning activity, which is directed towards future, needs rather than present needs, and which is concerned more with career growth than immediate performance. Nature of Training and Development: In simple terms, training and development refer to the imparting of specific skills, abilities and knowledge to an employee. A formal definition of training and development is - it is any attempt to improve current or future employee performance by increasing an employee’s ability to perform through learning, usually by changing the employee’s attitude or increasing his her skills and knowledge. Importance of Training and Development: Training and development programmes, as was pointed out earlier, help remove performance deficiencies in employees. This is particularly true when – (i) The deficiency is caused by a lack of ability rather than a lack of motivation to perform,
  9. 9. (ii) The individuals involved have the aptitude and motivation need to learn to do the job better, and (iii) Supervisors and peers are supportive of the desired behaviors. The purpose of training: The aim of training is to help the organisation achieve its purpose by adding value to its key resource – the people it employs. The purpose of training is to: (i) To increase productivity and quality (ii) To promote versatility and adaptability to new methods (iii) To reduce the number of accidents (iv) To reduce labors turnover (v) To increase job satisfaction displaying itself in lower labor turn-over and less absenteeism (vi) To increase efficiency Advantages of training: 1.Leads to improved profitability and/or more positive attitudes toward profits orientation. 2. Improves the job knowledge and skills at all levels of the organization. 3. Improves the morale of the workforce. 4. Helps people identify with organizational goals. 5. Helps create a better corporate image. 6. Fasters authentically, openness and trust. 7. Improves the relationship between boss and subordinate. 8. Aids in organizational development. 9. Learns from the trainee. 10. Helps prepare guidelines for work. 11. Aids in understanding and carrying out organizational policies. 12. Provides information for future needs in all areas of the organization. 13. Organization gets more effective decision-making and problem solving. 14. Aids in development for promotion from within.
  10. 10. 15. Aids in developing leadership skill, motivation, loyalty, better attitudes, and other aspects that successful workers and mangers usually display. 16. Aids in increasing productivity and/or quality of work. Helps keep costs down in many areas, e.g. production, personnel. Administration, etc. 18. Develops a sense of responsibility to the organization for being competent and knowledgeable. 19. Improves labor-management relations. 20. Reduces outside consulting costs by utilizing competent internal consulting. Disadvantages of training: 1. Can be a financial drain on resources; expensive development and testing, expensive to operate? 2. Often takes people away from their job for varying periods of time; 3. Equips staff to leave for a better job 4. Bad habits passed on 5. Narrow experience
  11. 11. 1.2. OBJECTIVES Primary objectives: To study on the effectiveness of training and development at Whirlpool company of India Ltd, Pondicherry. Secondary objectives: • To study about the employees perception on training programs. • To study on the training needs and satisfaction of the employees and to find the best method of training.
  12. 12. 1.3. LIMITATIONS • Sample size is small. • Sample may be biased. • Non-response error. • Huge Space between what people say and what they actually do. • More structured questionnaire would have limited there options.
  13. 13. 1.4. NEED FOR TRAINING Analyzing training needs: For training to be effective, it is important to not only discern the training needs of the individual/group but also how their needs fit the overall objectives of the organization. Many organizations invest considerable resources in training and development but never really examine how training and development can most effectively promote organizational objectives, or how developmental activities should be altered in the light of business plans. (Beardwell et al, 2001: 329) When does the need for training arise? (i)The installation of new equipment or techniques (ii) A change in working methods or products produced (iii) A realization that performance is inadequate (iv) Labor shortage, necessitating the upgrading of some employees (v) A desire to reduce the amount of scrap and to improve quality (vi) An increase in the number of accidents (vii) Promotion or transfer of individual employees. (viii) Ensures availability of necessary skills and there could be a pool of talent from which to promote from.
  15. 15. 2.1.COMPANY PROFILE: Whirlpool Of India Ltd Whirlpool India is a subsidiary of Whirlpool, a US-based company. Whirlpool was established in 1911. The company came to India in late 1980s under a joint venture with TVS Group. The company is present in more than 170 countries. In 1995, whirlpool acquired Kelvinator India Ltd.Whirlpool India has 3 manufacturing facilities located at Faridabad, Pondicherry, and Pune. The company has an employee base of 2,200. Whirlpool is world's leading manufacturers and marketer of major home appliances. Whirlpool manufactures in 13 countries and markets in more than 170 countries It claims market leadership in North and South America. It claims to have provided solutions to home making to American homes over the past 90 years. A specialist in home making, Whirlpool entered the Indian market in 1996. By 1999 Whirlpool sold over 10 lakh appliances. With a network of over 4000 dealers and 500 service centers it claims to be one of India’s largest home appliance company. Whirlpool also claims to be the first Indian Home Appliance Company to receive ISO 14000 - the international environment friendly certification. Whirlpool's Products W Refrigerators
  16. 16. Microwave Washing Machines Air Conditioners With brand names recognized by just about anyone who has ever separated dark colors from light, Whirlpool is one of the world's top home appliance makers. It makes washers, dryers, refrigerators, air conditioners, dishwashers, freezers, microwave ovens, ranges, trash compactors, air purifiers, and more. In addition to Whirlpool, the company sells its products under a bevy of brand names including KitchenAid, Bauknecht, Roper, Maytag, and Magic Chef. Whirlpool peddles its appliances in North America, Europe, Latin America, Africa, the Middle East, and Asia. Competition in the home appliances market has heated up in recent years, with Bosch Siemens, LG, Samsung, and Haier commanding equal attention. VISION AND MISSION OF THE COMPANY: Our pervasive vision, “Every Home, everywhere, with pride, passion and performance”, rests on the pillars of innovation, operational excellence, customer-centric approach and diversified talent. These are embedded within our business goals, strategy, processes and work culture. Be it our products that are the result of innovation and operational excellence to meet every need of our consumers or the people behind these products that come from a wide spectrum of backgrounds, everything we do features a distinct Whirlpool way CORE COMPETENCIES Innovation: Unique and compelling solutions valued by our customers and aligned to our brands create competitive advantage and differentiated shareholder value. Operational Excellence (OPEX): A methodology for solving problems & continuous improvement of products & processes through pursuit, acquisition, and utilization of knowledge using critical thought and planned experimentation helps us achieve operational excellence.
  17. 17. Customer Excellence: Excelling the customer expectation from the company, its brands, products and services are a three-step process. The three steps are: Know a customer, Be a customer, Serve a customer. Knowing a customer helps us know who our customers are, how to treat them, how we add value, and what the drivers of brand loyalty are. This information is gathered from the customer's data base history. This way we are better able to customize products for them and recommend the right product to solve problems. Being a customer is important to share customer knowledge and insights, drive actions based on customer insights, be passionate about our brands and customer loyalty and provide a positive voice for our brands. We show empathy for customers and seek to resolve their problems by creating consistent customer touch-points, with our endeavor always being to provide unique solutions for the customer.
  18. 18. 2.2. REVIEW OF LITERATURE (Michael S. Lane, Gerald L. Blakely, 1990) Management development programmes are increasingly being studied and evaluated, regarding their efficiency and effectiveness. Presents the results of a survey of 155 directors and vice-presidents of personnel and human resource management departments regarding the current status of their management development programmes. The results indicate that management development programmes do not seem to differentiate between levels of management. (Oladele Akin,1991) Evaluation is increasingly being regarded as a powerful tool to enhance the effectiveness of training. Three major approaches to training evaluation: quality ascription, quality assessment and quality control are highlighted. In order to enhance the effectiveness of training, evaluation should be integrated with organisational life. (Phillip C. Wright,1992),Reports on a study of current and past training literature which suggests that, to be effective and to isolate both training needs and those problems having other, non-trainable solutions, training must be preceded by a needs analysis. Proposes a needs assessment model to illustrate an optimum needs assessment process, and compares this model with the Ontario Government's. (Farhad Analoui 1995) Traditionally, the effectiveness of the senior officials within the public sector has been disproportionately associated with task instead of people-related skills. A study of 74 senior managers within Indian Railways, over three
  19. 19. years, has revealed that managers, in order to become effective, not only require task and people skills but also self-development knowledge and skills. Moreover, the above broad categories of managerial skills form a hierarchy which suggests that the more senior positions which managers occupy, the greater the need for people and self-development. Explores the implications of the above for senior management training and development in public sector briefly. (Joe Perdue, Jack D. Ninemeier, Robert H. Woods, 2002) Describes a study undertaken to assess how private club managers perceive the relative effectiveness of alternative training methods to attain specific types of training objectives. Data were obtained from 123 club managers who were members of the Club Managers Association of America. Participants rated the effectiveness of 16 alternate training methods for potential use in six different types of training situations. Training methods studied included case study, video-tape, lecture, one-to-one, role play, games, computer simulations, paper and pencil, audiotapes, self-assessment, movies/films, multi-media, audio, computer and video conferencing and sensitivity training. Training objectives studied were knowledge acquisition, changing attitudes, problem solving, interpersonal skill development, participant acceptance and knowledge retention. Analysis of data indicated that one-to-one training is the preferred method to attain all objectives except interpersonal skill development. (Diarmuid De Faoite, Colette Henry, 2002) Discusses the importance of proving the effectiveness of training. Effectiveness is the primary motive for training. Describes ways to evaluate training’s effectiveness, behaviour changes on the job being the most important. Defines an approach whereby individuals can see how they have changed and quantify the amount of change. (Diarmuid De Faoite, Colette Henry, Kate Johnston, Peter van der Sijde,2003)A growing body of academic research has examined the effectiveness of entrepreneurship training and support initiatives, with recent studies focusing on the provision of training and other skills development opportunities. An important theme that has emerged from this work is the failure of many programmes and initiatives to take on board the particular needs of the entrepreneurs in developing training and support systems.
  20. 20. (Kate Johnston, Peter van der Sijde, 2003) Successfully measuring effectiveness in management training and development can be a difficult task. Design of a valid measurement programmed should include evaluation in key areas; including emotional reaction and knowledge gain measured after training interventions. Behavioural change and organisational impact measurements should be used on a longer time horizon to evaluate the progress and currency of the management development programme. Finally, research shows that maintaining a balance of the above measurements is the final key to success in measuring the effectiveness of management training and development. (Gary D. Geroy, 2004) A common approach towards enhancing managerial effectiveness is to focus attention on improving the knowledge and skill of the manager, (Ogundeji,2004 )The gap between evaluation theory and practice is a serious problem for training in industry and business[1]. A recent literature review of the summative evaluation on training noted: (Clinton O. Longenecker, Laurence S. Fink,2005) effective management training and consequences of ineffective training programs. Design/methodology/approach – Seasoned managers (278) working in rapidly changing organizations were surveyed on issues related to management training. Findings – Content analyses revealed a number of specific benefits associated with management training. Conversely, managers identified a series of problems caused by ineffective management training. (Ching-Yaw Chen, Phyra Sok, Keomony Sok,2007)Purpose – A previous study found that the quality of education in Cambodia is poor compared to other developing countries. However, the working performance of commercial banks in Cambodia is high. It was speculated that effective training was the main factor underlying this contradiction. Therefore, the main purpose of this article is to explore the elements of training conducted by commercial banks in Cambodia and to examine their relationship with training effectiveness. Design/methodology/approach – The research focuses on six factors: training needs assessment; training program; flexibility of training; self-efficacy; social support; and transfer of knowledge. The data came in the form of questionnaires and desk research.
  22. 22. RESEARCH METHODOLOGY Research methodology is a purely and simply the framework or a plans for the study that guides the collection and analysis of data. Research is the scientific way to solve the problems and it’s increasingly used to improve market potential. This involves exploring the possible methods, one by one, and arriving at the best solution, considering the resources at the disposal of research. 3.1. RESEARCH STEPS: • Study about organization • Setting of objectives • Instrument- design (questionnaire) • Main study • Tabulated and cross tabulation • Analysis and interpretation • Findings • Conclusion • Suggestion and recommendation 3.2. RESEARCH DESIGN
  23. 23. A research design is the specification of methods and procedure for acquiring the information needed. It is the over – all operation pattern or framework of the project that stipulates what information is to be collected from which source by what procedure. it is also refers to the blue print of the research process. Key issue Options Research design Descriptive Data Primary data Research Survey method Research instrument Questionnaire, Experts Interview Research design consists of: • A clear statement of the research problem. • Procedure & techniques to be used for gathering information. • The population to be studied. • Method to be used in processing & analyzing the data There are four types in research design: • Exploratory of formative study • Diagnostic study • Experimental study • Descriptive study 3.3. DESCRIPTIVE STUDY A study, which wants to portray the characteristic of a group of individual or situation is known as descriptive study. Universe of study The first step in developing any sample design is to clearly define the set of objects technically called the universe to be studied. In this case the universe include all employees of Whirlpool Company of India Pondicherry. Data collection The required data for the project has collected from primary data Primary data
  24. 24. It is a fresh data, which was collected from the employees and having discussions and interaction with employees. Sampling process Sampling unit: All employees of Whirlpool Company of India Pondicherry. Duration: December-February 2008 Types of sampling Types of sampling used in this survey were simple random sampling. In this method, the sampling units chosen randomly from the total employees at all the levels in the organization. Sample size determination Sample size restricted as the set of the sample is one organization. This sample Size was determined as 60 as it is selected randomly in the organization. 3.4. RESEARCH INSTRUMENT Questionnaire Questionnaire refers to a device for securing answer to a formally arranged list of Questions by using a term, which the respondents fill in himself. Questionnaire design • Open-ended • Close ended • Dichotomous questions • Multiple questions A. Open ended questions: In this question, the respondents answer in his own words. This type of questions is used rarely because it difficult to weight the result. B. Closed ended questions: This questions in which respondents is gives a limited number of alternatives from which he is select the one that most closely matches his opinion or attitude. C. Dichotomous questions: A dichotomous question refers to one. Which offers the respondents a choice between only two alternatives and reduces the issues to its simplest form
  25. 25. D. Multiple questions: A multiple – choice question refers to one. Which provides several set alternatives for its answer. These types of questions are asked are asks on demographic section by the Researcher. 3.5. STATISTICAL TOOLS: The collected data were classified and tabulated and analyzed with some of the statistical tools listed. • Percentage analysis and line graph was used to explain the tabulation clearly • ANOVA were used to test level of significant. • Chi – square test helps to find out whether two or more attribute are associated Or not. Percentage method Percentage refers to a special kind of ratio. Percentages are used in making comparison between two (or) more series of data. Percentage are used to describe relationship. Percentage can also be used to compare the relative terms, the distribution of two or more series of data. Since the percentage reduce everything to a common base and there by allow meaning comparisons to be made. The data collected through questionnaire response method was analyzed in the Following manner: • Raw data was coded and tabulated • The tabulated data was converted into percentage, to show the percentage of opinion among respondents. Percentage analysis thus involves the simple interpretation/analysis of the various items taken up in the questionnaire on a percentage basis from the data collected.
  26. 26. Interpretations of the gaps also include mean scores obtained by the organization. On every aspect/items as calculated. Chi-square test The X² test is one of the simplest and most used non-Para- metric tests in statistical work, it makes no assumption about the population being sampled. The Quantity X² describes the magnitude of discrepancy between theories and observation where, X2 = ∑ (O-E) ²/E O = Observed frequency E = Expected (or) Theoretical frequency X²= Chi-square value d.o.f =degree of freedom (n-1) Analysis of variance (ANOVA): It is a statistical technique specially designed to test whether the means of more than two quantitative populations are equal. It consists of classifying and cross- classifying statistical results and testing whether the means of a specified classification differs significantly. The analysis of variance is studied by this project are follows one-way classification In one way classification the data are classified according to only one criterion i.e., different levels of a single factor is controlled in the experiment.
  28. 28. 1.7. ANALYSIS: PIE CHART: GRIEVANCE HANDLING very important 38% somewhat important 32% not now 20% not sure 4% not important 6% INFERENCE: From the above table it is evident that the grievance handling method of training is considered to be important for the employees which is about 38%.
  29. 29. Grievance Handling 6% 4% very important 20% 38% somewhat important not now not sure not important 32%
  30. 30. Employee Performance Management very important 56% somewhat important 22% not now 12% not sure 8% not important 2% INFERENCE: From the above table it is evident that the Employee Performance Management is considered to be very important for the employees which is about 56%.
  31. 31. Employee Performance Management 8% 2% 12% very important somewhat important not now 56% not sure 22% not important
  32. 32. WORKPLACE ETHICS very important 40% somewhat important 50% not now 02% not sure 06% not important 02% INFERENCE: From the above table it is evident that Workplace Ethics is considered to be somewhat important for the employees which is about 50%.
  33. 33. Workplace Ethics 6% 2% 2% very important 40% somewhat important not now not sure not important 50%
  34. 34. CONFLICT MANAGEMENT: very important 38% somewhat important 30% not now 16% not sure 08% not important 08% INFERENCE: From the above table it is evident that conflict management is considered to be very important for the employees which is about 38%.
  35. 35. Conflict Management 8% 8% very important 38% somewhat important 16% not now not sure not important 30%
  36. 36. STRATEGIC PLANNING/ORGANIZATIONAL SKILLS very important 30% somewhat important 34% not now 22% not sure 12% not important 02% INFERENCE: From the above table it is evident that training for strategic Planning/organizational Skills is considered to be somewhat important for the employees which is about 34%.
  37. 37. Strategic Planning/Organizational Skills 2% 12% 30% very important somewhat important 22% not now not sure not important 34% PRESENTATION SKILLS
  38. 38. very important 32% somewhat important 34% not now 28% not sure 06% not important 00% INFERENCE: From the above table it is evident that training for improving Presentation Skills is considered to be somewhat important for the employees which is about 34%.
  39. 39. Presentation Skills 6% 0% 32% very important 28% somewhat important not now not sure not important 34%
  40. 40. STRESS MANAGAMENT very important 26% somewhat important 42% not now 22% not sure 08% not important 02% INFERENCE: From the above table it is evident that training for managing stress is considered to be somewhat important for the employees which is about 42%.
  41. 41. Stress Management 8% 2% 26% very important 22% somewhat important not now not sure not important 42% RETENTION very important 30% somewhat important 32% not now 24% not sure 08% not important 06%
  42. 42. INFERENCE: From the above table it is evident that training for retention is considered to be somewhat important for the employees, which is about 32%.
  43. 43. Retention 6% 8% 30% very important somewhat important 24% not now not sure not important 32% SUPERVISORY SKILLS very important 28% somewhat important 36% not now 22% not sure 04%
  44. 44. not important 08% INFERENCE: From the above table it is evident that training for improving supervisory skills is considered to be somewhat important for the employees which is about 36%.
  45. 45. Supervisory Skills 8% 4% 28% very important somewhat important 24% not now not sure not important 36% AREAS OF INTEREST: OPTIONS RESPONDENTS PERCENTAGE Excel 35 23 Spreadsheets 17 11
  46. 46. Internet 35 23 Data File Management 16 11 Word Processing 14 10 Operating Win XP 11 7 Others 22 15 INFERENCE: From the above table it can be infered that, 23% of the respondent’s area of interest lies on Excel and Internet respectively. 11% on spreadsheet and Data File Management respectively. METHODS OF TRAINING ADOPTED IN ORGANIZATION: OPTIONS RESPONDENTS PERCENTAGE Classroom 27 36 Online 18 24 Audio visual media 5 7 Role play 6 8 Job rotation 9 12 Lectures 6 8 Others 4 5
  47. 47. INFERENCE: From the above table it is evident that the classroom training adopted for the employees is 34%, and 24% of the employees for online methods. ANOVA - Analysis Of Variance Null hypothesis: σ12 = σ22 , All training methods adopted are equally effective. Alternative hypothesis: σ12 ≠ σ22 ,All training methods adopted are not equally effective. A B C D E 14 23 12 2 4 13 18 8 5 1 12 16 13 8 3 16 21 7 6 4 21 18 10 3 6 13 20 8 1 2
  48. 48. 15 19 9 7 3 12 17 6 3 4 16 15 11 2 5 18 16 7 3 4 Tj A 14 13 12 16 21 13 15 12 16 18 150 B 23 18 16 21 18 20 19 17 15 16 183 C 12 8 13 7 10 8 9 6 11 7 91 D 2 5 8 6 3 1 7 3 2 3 40 E 4 1 3 4 6 2 3 4 5 4 36 Ti 55 45 52 54 58 44 53 42 49 48 500 Test Static: The test static is the F-value or F Statistics and is defined as F-value or F Statistics = (Explained variance/ Unexplained variance) = (MSC/MSE) i.e., F = (MSC/MSE), with (c-1) and c(r-1) degrees of freedom A B C D E 14 23 12 2 4 13 18 8 5 1 12 16 13 8 3 16 21 7 6 4 21 18 10 3 6 13 20 8 1 2 15 19 9 7 3 12 17 6 3 4 16 15 11 2 5 18 16 7 3 4 150 183 91 40 36 150/10 = 15 183/10 = 18.3 91/10 = 9.1 ≈ 9 40/10 = 4 36/10 = 3.6 ≈ 4 ≈18 Grand mean X = (15+18+9+4+4)/5 = 10 VARIANCE BETWEEN SAMPLES:
  49. 49. (X1 – X)2 (X2 – X)2 (X3 – X)2 (X4 – X)2 (X5 – X)2 25 64 1 36 36 25 64 1 36 36 25 64 1 36 36 25 64 1 36 36 25 64 1 36 36 25 64 1 36 36 25 64 1 36 36 25 64 1 36 36 25 64 1 36 36 25 64 1 36 36 25 64 1 36 36 250 640 10 360 360 SSC = Sum of squares between samples = 250+640+10+360+360 = 1620 VARIANCE WITH SAMPLES: A B C D E (X1 -X)2 (X2 – X)2 (X3 – X)2 (X4 – X)2 (X5 – X)2 14 16 2 169 12 4 2 64 4 36 3 13 9 1 64 8 4 5 25 1 81 8 12 4 1 36 13 9 8 4 3 49 6 16 36 2 121 7 9 6 16 4 36 1 21 121 1 64 10 0 3 49 6 16 8 13 9 2 100 8 4 1 81 2 64 0 15 25 1 81 9 1 7 9 3 49 9 12 4 1 49 6 16 3 49 4 36 7 16 36 1 25 11 1 2 64 5 25 5
  50. 50. 18 64 1 36 7 9 3 49 4 36 6 324 745 57 410 428 SSE = Sum of squares within samples = 324+745+57+410+428 = 1964 ANOVA TABLE Source of Sum of squares Degree of Mean sum of Variance Ratio variation SSC freedom squares Between SSC = 1620 (5-1)=4 MSC = varieties (SSC/d.o.f) = 405 With in SSE = 1964 5(10-1)=45 MSE = F = varieties (SSE/d.o.f) = (MSC/MSE) 43.64 = 9.279 Total SST = 3584 Cr-1=49 For ν1 = 4, ν2 = 45 and for α = 0.05, the table value of F is F0.05 = 2.60. Since the calculated value of F = 9.279 is greater than the tabulated value F0.05 = 2.60, so that the null hypothesis is rejected. Hence there is a significant difference in the means of the five samples. All training methods adopted are not equally effective.
  51. 51. CHI-SQUARE METHOD: Ho= there is no significant difference between Levels of employees and Satisfaction of training programs. H1= there is significant difference between Levels of employees and Satisfaction of training programs. Levels of organization Satisfaction Un-satisfaction Total Team leader 14 12 26 Executives 9 8 17 Manager 5 2 7 Total 28 22 50 Observed Expected Ψ2 = Σ {(O-E) 2/E} frequency ‘O’ frequency ‘E’ 14 14.56 0.0215 12 11.44 0.0274 9 9.52 0.0284 8 7.48 0.0361 5 3.92 0.2976 2 3.08 0.3787 Ψ2 = 0.7897 Critical Value: Th table value of Ψ2 = at α = 0.05 for degree of freedom (3-1)(2-1)=2 is 5.991.
  52. 52. Decision: the calculated value of Ψ2 = 0.7897 < for 2 degree of freedom = 5.991. Therefore, the null hypothesis that there is no significant difference between Levels of employees and Satisfaction of training programs is accepted.
  53. 53. FINDINGS AND SUGGESTIONS FINDINGS OF THE STUDY: • 36% of the employees refer to have classroom training. • 24% of the employees are refer on-the- job Training. • 12% of the employees would like to have job rotation. • 8% for role-play and lectures respectively • 7% for Audio visual media and 5% for others
  54. 54. • 62% of the employees have attended employer paid training course away from the work place recently. • 76% of the employees had the performance reviews and discussion on the training needs and/or Career development with their higher officials. • 72% of the employees have been satisfied by earlier training programme. • From chi-square method there is no significant difference between Levels of employees and Satisfaction of training programs. • All training methods adopted are not equally effective. SUGGESTIONS: • Training should be conducted according to the employees needs. • Trainer, training place, training method, trainee are the major things that should be considered while conducting the training program
  55. 55. • More improvement in latest knowledge should be added in the training program. • The in-house-training programs can be improved by inviting faculties From various business schools and mostly from various private agencies for conducting Training programs for the employee • According to employees perception training program was well designed and functioned in Systematic way was some what extent, it should Be changed, to great Extent. • According to employees perception the faculty’s performance, was some what good, it should be changed, to great extent. • The employee’s feedback must be getting in a proper way.
  56. 56. CONCLUSION CONCLUSION: The study conducted at whirlpool company of India ltd, pondicherry. Deals with analyzing the training needs of employees of the organization. The present study conclude that majority of the employees are interested in attending training program and most of them agree that they could transfer the learning by
  57. 57. implementing new knowledge, skill, ability, and technology that they got from the training program. In general, the company provides a very well designed and widely shared trained policy to its employees. However, there could be improvement in the case of conducting feedback reviews so as to analyze the status of the employees after training. C. BIBLIOGRAPHY BOOKS: Aswathappa .k, Human resources and personnel management, Tata McGraw Hill publishing Co. Ltd. New Delhi.
  58. 58. Dr.R.Azhagaiah, Institute Of Distance Education by Faculty in Human resources management Department, Kanchi Mamunivar Centre for P.G. Studies, Pondicherry. Armstrong, M (2001) A Handbook of Human Resource Management Practice. 8th edition, Kogan Page, London. Kothari C.R., Research methodology – Methods & Technology, New age international (p) Ltd., New Delhi, WEBSITES:
  59. 59. ANNEXURE
  60. 60. A. QUESTIONNAIRE: Training & Development Questionnaire 1. How important are the following training topics Very Somewhat Not Not now Not Important Important Sure Important Grievance Handling Employee Performance Management Workplace Ethics Conflict Management Strategic Planning/Organizational Skills Presentation Skills Stress Management Retention Supervisory Skills 2. What technology areas are you interested in? (Check all that apply)
  61. 61. Email Creating and Publishing Web Desktop Publishing Documents Word Processing Operating Win XP Data File Management Operating Win NT Excel Operating Mac O/S Spreadsheets SQL Internet Scripting 3. What are all the method of training adopted in your Organization? Classroom Audio Visual Media On the Job Role Play Job rotation Lectures If any Other please specify 4. Please rate the method of training you feel would be most effective to achieve your learning goals Excellent Very Good Good Fair Poor Classroom Audio Visual Media Computer Based Training Online On the Job Programmed learning Job Rotation Role Play Lectures Orientation 5. Would you or your department be willing to pay a fee to hire outside training groups? Yes No
  62. 62. 6. Have you been to conferences or workshops that you would recommend to others? Yes No 7. Identify the three most important strengths the Company brings to its employees? a) b) c) 8. What are the three most important Training needs you would identify? a) b) c) 9. If you have had performance reviews, do you recall whether you discussed training needs and/or Career development with your supervisor? Yes No 10. What should an orientation program for new employees include? 11. What do you see as your Unit/Division's most important training needs? 12. What other three key training needs should the Company work towards improving over the next 2-3 years? a) b) c) 13. What can HR Training and Development do to address your training need(s)?
  63. 63. 14. Is your earlier training satisfies your requirements? 15. Have you attended any employer paid training course away from your workplace recently? Yes No 15. (i). If yes, in which area? What is the title of training? 16. Is there a Fast Tracking system in your organization? Yes No 17. In what way does it helps to achieve your objective and goals. 18. Please indicate your job level. Associate Senior Associate Manager Team Leader Executive If any other, please specify 19. Please indicate how long you have been working in the current company Less than a year 1-2years 3-4years 5-10years More than 10 years Details of person completing this questionnaire Name Organization Position Country Phone Fax Email Address Comments Thank you
  64. 64. B. EXPERTS INTERVIEW: 1. S.MUTHU KUMAR DEPUTY MANAGER Phone: 9442428780 E-mail: 2. D.MANOHARAN DEPUTY MANAGER Phone: 0413-2640224 E-mail: 3. K.BOOPATHY EXECUTIVE Phone: 0413-2640228-232 Fax: 0413-2640168 E-mail: 4. R.KARTHIK DEPUTY MANAGER Phone: 0413-2640228-232 Fax: 0413-2640168 E-mail: 5. DURAI KANTH
  65. 65. SENIOR LEADER 6. K.SURESH SENIOR EXECUTIVE Phone: 0413-2640228-232 Fax: 0413-2640168 7. D.G.JERBERT SAM SENIOR ENGINEER Phone: 9443477116 E-mail: 8. L.GANESH KUMAR DEPUTY MANAGER Phone: 0413-2640228-232 Fax: 0413-2640168 E-mail: 9. T.SENTHIL KUMAR SENIOR MANAGER Phone: 0413-2640228-232 Fax: 0413-2640168 E-mail: 10. K.PRAKASH KUMAR HR MANAGER Phone: Fax: 0413-2640168 E-mail:
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