Evaluation of degree of synchronization between the employee learning capabilities and training a

EVALUATION OF DEGREE OF SYNCHRONIZATION BETWEEN
EMPLOYEE LEARNING CAPABILITIES AND TRAINING ACTIVITIES
A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE AWARD
OF
MBA DEGREE OF BANGALORE UNIVERSITY
SUBMITTED
BY
VARSHA RAMESH
Reg. No – 04XQCM6114
UNDER THE GUIDANCE
OF
Prof. KASI NAGARAJAN
Professor, MPBIM
(INTERNAL GUIDE)
M. P. BIRLA INSTITUTE OF MANAGEMENT
(ASSOCIATE BHARATIYA VIDYA BHAVAN)
# 43, Race Course Road, BANGALORE – 560001
Tel: 080-22382798, 080-22389635
(2004-2006 Batch)

DECLARATION
I hereby declare that the research work embodied in this dissertation titled “Evaluation
of degree of synchronization between the employee learning capabilities and
training activities” has been carried out by me under the guidance and supervision of
Prof. Kasi Nagarajan (Internal Guide), M.P.Birla Institute of Management, Bangalore. I
also declare that this dissertation has not been submitted to any other university/
Institution for the award of any other Degree/Diploma.
Place: Bangalore (Varsha Ramesh)
Reg No: 04XQCM6114

GUIDE’S CERTIFICATE
This is to certify that this report titled “Evaluation of degree of synchronization
between the employee learning capabilities and training activities” has been prepared
by Ms. Varsha Ramesh of M. P. Birla Institute of Management, Bangalore in partial
fulfillment of the award of the degree, Master of Business Administration at Bangalore
University, under my guidance and supervision.
I have to state that Ms. Varsha Ramesh has shown lot of diligence, application and
commitment in this particular research. In my opinion project report can stand the
scrutiny of any person in the academic field as well as the corporate field.
I take this opportunity to wish Ms. Varsha the very best in all her future endeavors.
Place: Bangalore
(Prof. Kasi Nagarajan)
Date: 9 th June 2006 Professor, MPBIM,
Bangalore

PRINCIPAL’S CERTIFICATE
This is to certify that this report titled “Evaluation of degree of synchronization
between the employee learning capabilities and training activities” has been prepared
by Ms. Varsha Ramesh of M. P. Birla Institute of Management in partial fulfillment of
the award of the degree, Master of Business Administration at Bangalore University,
under the guidance and supervision of Prof. Kasi Nagarajan (Professor), MPBIM,
Bangalore.
Place: Bangalore (Dr. Nagesh. S Malavalli)
Date: 9 th June 2006 Principal, MPBIM
Bangalore

ACKNOWLEDGMENT
I sincerely thank Dr.Nagesh. S. Malavalli (Principal), M.P.Birla Institute of Management,
Bangalore for granting me the permission to do this Research Project.
I extend my gratitude to Mr. P.C. Rajiv, Head HR, ABB India, for giving me an
opportunity to carry out the project at ABB, Bangalore and Mrs. Leena Swamy, and Ms.
Deepa Devraj who kindly spared their valuable time giving information without which
this report would have been incomplete.
I extend my deep sense of gratitude to my parents who have encouraged and helped me to
complete this project successfully.
I would like to extend my thanks to all the unseen hands that have made this project
possible.
Place: Bangalore
(Varsha Ramesh)

CHAPTERS CONTENTS PAGE
NO’S
EXECUTIVE SUMMARY 13
1 INTRODUCTION 14
1.1 Introduction to research topic
1.2 Introduction to industrial sector connected with
research
1.3 Problem statement and Background of the
study
1.4 Justification and significance of research
1.5 Theoretical background of the study
2 RESEARCH OBJECTIVES 26
2.1 Research objectives
2.2 Hypotheses
3 COMPANY PROFILE 28
3.1 Organization Details
3.2 Product Details
4 REVIEW OF LITERATURE 46
Source of the literature reviewed
Relevant portion of the literature that has a
bearing on the current research
Researcher’s opinion
5 RESEARCH DESIGN 54
5.1 Hypotheses

5.2 Type of research
5.3 Research Method
5.4 Research Technique
5.5 Types of data
5.6 Data gathering procedure
5.7 Population of the study
5.8 Sample frame
5.9 Sample size
5.10 Sampling technique
5.11 Sample profile
5.12 Statistical tool
5.13 Limitation of study
5.14 Operational definition of concepts
6 DATA ANALYSIS AND
INTERPRETATION
58
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
7 LIST OF FINDINGS 90
8 CONCLUSIONS 92
9 RECOMMENDATIONS 94
10 ANNEXURES 96
10.1 Unfilled Copy of Questionnaire
10.2 Bibliography

LIST OF TABLES
PART A
Table No. Title Page No.
1 Name profile 59
2 Age profile 59
3 Sex profile 60
4 Qualification profile 60
5 Department profile 61
6 Designation profile 61
7 Experience profile 62
8 Number of training program attended
Before joining ABB
62
9 Number of training program attended
after joining ABB
63

LIST OF TABLES
PART B
L
I
S
T
O
F
T
A
B
L
E
S
P
A
R
T
B
Table
No.
Title Page
No.
1 Showing conducive atmosphere at ABB 64
2 Showing the commitment of management to training
activity
65
3 Showing the existence of training cell in the company
that boosts learning
66
4 Showing the congenial learning environment created by
training cell
67
5 Showing presence of appropriate training environment 68
6 Showing opportunity for employees’ to learn
irrespective of age
69
7 Showing the interest of employees towards learning 70
8 Showing the effectiveness of functional training 71
9 Showing the interest of employees in behavioral
learning.
72
10 Showing the role of training contents in increasing the
learning interests
73
11 Showing the degree of trainers’ competencies 74
12 Showing the interest of management in assessing
employee learning
75
13 Showing application of learning at job 76
14 Showing the opportunity of employees to improve their
learning curve
77
15 Showing the extent of support provided by training
programs in improving the job knowledge
78
16 Showing the interest of employees in learning at training
program
79
17 a Showing the trainers have not been able to present the
new concepts effectively
80
b Showing trainers have dragged the subjects too long 80
c Showing longer duration of sessions 81
18 Showing the degree of individual attention received by
employees
82

Table
No.
Title Page
No.
19 Showing the opportunity for training abroad as a factor
for boosting learning
83
20 a Showing the effectiveness of lecture method of training 84
b Showing the effectiveness of case study method of
training
84
c Showing the effectiveness of computerized training
program
85
d Showing the effectiveness of business games and role
play method
85
21 Showing the extent to which modern techniques helps
increasing the learning attitude
86
22 Showing the effect of duration on the learning interests 87
23 Showing the commitment of employees towards learning 88
24 Showing training programs contribution to career
development
89

L
I
S
T
O
F
G
R
A
P
H
S
Graph
No.
Title Page
No.
1 Showing conducive atmosphere at ABB 64
2 Showing the commitment of management to training
activity
65
3 Showing the existence of training cell in the company
that boosts learning
66
4 Showing the congenial learning environment created by
training cell
67
5 Showing presence of appropriate training environment 68
6 Showing opportunity for employees’ to learn
irrespective of age
69
7 Showing the interest of employees towards learning 70
8 Showing the effectiveness of functional training 71
9 Showing the interest of employees in behavioral learning. 72
10 Showing the role of training contents in increasing the
learning interests
73
11 Showing the degree of trainers’ competencies 74
12 Showing the interest of management in assessing
employee learning
75
13 Showing application of learning at job 76
14 Showing the opportunity of employees to improve their
learning curve
77
15 Showing the extent of support provided by training
programs in improving the job knowledge
78
16 Showing the interest of employees in learning at training
program
79
17 Showing the degree of individual attention received by
employees
81

EXECUTIVE SUMMARY
Graph
No.
Title Page
No.
18 Showing the opportunity for training abroad as a factor
for boosting learning 83
19 Showing the extent to which modern techniques helps
increasing the learning attitude 84
20 Showing the effect of duration on the learning interests 87
21 Showing the commitment of employees towards learning 88
22 Showing training programs contribution to career
development
89

This project at ABB Ltd; Bangalore has been undertaken pursuant to the requirement of
the MBA program being done at M.P. Birla Institute Of Management, Associate
Bharatiya Vidya Bhavan, affiliated to Bangalore university. The project has enabled me
to understand the realities of a training program and how far it helps in increasing the
learning capabilities of employees.
This project undertaken at ABB, Bangalore aims at evaluating the degree of
synchronization between the employees’ learning capabilities and training activity.
Adequate detail about the company, its business and practices has been presented in the
company profile.
A review of the literature has been done to identify the research gap. The researcher has
collected the data through questionnaire and interacted with the various members of the
organization. The sample size is limited to 32 and a stratified random sampling technique
is being used.
The findings of this research was that a highly conducive environment exists in ABB
which helps in providing better training to the employees which in turn helps in the
growth of the company.
The research concludes saying that the learning capabilities of the employees synchronize
with the training activity conducted in ABB, Bangalore.
The researcher recommends the company to give more opportunities for the employees to
apply their learning in real job situation.

CCHHAAPPTTEERR II
INTRODUCTION
INTRODUCTION
1.1 INTRODUCTION TO RESEARCH TOPIC
To maximize the effectiveness of a training program, an organization needs to use
ongoing assessment to establish learning outcomes, link them to a performance plan,

define measures and finally evaluate learning—and this must be an integral part of the
corporate strategic plan.”
There is a huge gap between the learning programs that produce results and many of
those being implemented today. Certainly, there are many reasons for this gap to exist,
including failure to link training to core business strategies, uncertain business and
economic conditions, lack of acknowledgement or reward for training accomplishments
and failure to make training an integral part of an employee’s job. These and many other
factors can hinder the development of a learning program that produces results.
The 'learning curve' has entered into everyday usage. We hear that people have a 'steep
learning curve' when they need to take up new knowledge, particularly when dealing with
a new job or activity. At an organizational level, studies in pace of learning can orient
companies towards the best ways of learning, to boost economies of scale or unit cost
reductions. Inversely, such studies can show where an organization has gone wrong and
how initiatives relying on learning to succeed may fail due to a misguided focus on where
and how learning takes place.
With the above as the backdrop, the researcher has taken up the following topic for a
detailed study – “Evaluation of degree of synchronization between employee learning
capabilities and training activities”. This research is important in that it definitely would
add value to the various training programs currently operational in the company and also
to the employees in enabling them to increase their learning capabilities. Thus the overall
training program in ABB is likely to improve manifold in terms of the results and
recommendation of this research.
1.2 INTRODUCTION TO INDUSTRIAL SECTOR CONNECTED WITH
RESEARCH
The engineering industry is the largest segment of the overall Indian industry. The
industry can be divided into electrical and non-electrical segments. The focus of the

report is on the demand and supply of engineering equipment. Since Independence, India
has achieved a good measure of- self-sufficiency in the manufacture of a variety of basic
and capital goods.
Automation is emerging as a focus area for not just large integrated manufacturing
industries but even for medium and small units, the Rs 4,000-crore Indian automation
industry is hopeful of growing at 20-25 per cent per annum. While large new industries
are totally focused on automation, existing large industries and downstream units are
starting to catch up. These units are ramping up their automation initiatives on a Level I,
Level II and Level III basis. The smaller units, though, have just realized the imperatives
for automation, thanks to low productivity and high rate of rejections now faced by them.
The generation of power has increased impressively in recent years. The installed
capacity, which was 1400 MW at Independence in 1947, has risen to 80000 MW. An
important feature has been the improved investment and management profile, resulting in
greater efficiency. Among the Third World countries, India is a major exporter of heavy
and light engineering goods, producing a wide range of items. The country makes
construction machinery, equipment for irrigation projects, diesel engines, tractors,
transport vehicles, cotton textile and sugar mill machinery. The engineering industry has
shown its capacity to manufacture large-size plants and equipment for various sectors like
power, fertilizer and cement. Lately, air pollution control equipment is also being made in
the country. The heavy electrical industry meets the entire domestic demand.
1.3 PROBLEM STATEMENT AND BACKGROUND OF THE STUDY
How do we co relate the result of a Training assessment to the learning capability of a
learner and direct him/her to the right kind of training?

Learning capabilities differ from employee to employee. As a result learning curves are
also different for different employees. But the real point is that really effective training
methods can increase learning capabilities and consequently the learning curves. The aim
of this research therefore is to establish the degree of synchronization between the
employees learning capabilities and training activities.
1.4 JUSTIFICATION AND SIGNIFICANCE OF THE RESEARCH
The effectiveness of the training activities conducted by an organization is reflected in
the learning of the employees. Without relating the learning capabilities to the training
activity it is very difficult to address the issue of higher productivity and achieving the
goals of the company. Therefore a research of this kind would enable ABB and related
companies in raising their employee productivity levels leading to increased market
share.

1.5 THEORETICAL BACKGROUND OF THE STUDY
TRAINING FOR DEVELOPMENT
Employee training and development is not only an activity that is desirable but also an
activity that an organization must commit resources to if it has to maintain a viable and a
knowledgeable workforce.
Training is the process of learning a sequence of programmed behavior. It is the act of
increasing knowledge and skill of an employee for doing a particular job. It is a short-
term educational process, utilizing a systematic and organized procedure by which the
employees learn technical knowledge and skill for a definite purpose.
Training is an attempt to improve the employees’ performance on the current job or
prepare them for an intended job. In other words training improves, changes, and moulds
the employees’ knowledge, skill, behavior, aptitude and attitude towards the requirement
of job and organization. Thus training bridges the gap between the job requirements and
employees present specifications.
TRAINING, EDUCATION AND DEVELOPMENT
These three terms are frequently used. On the face of it, there might not appear any
difference between them, but when a deep thought is given there appears some
differences between them. In all training there is some education and in all education
there is some training and these two processes cannot be separated from development.
Training gives people an awareness of the rules and procedures to guide their behavior.
On the other hand development is related process. It covers not only those activities that
improves job performance and also which bring about growth in personality, which help
individuals progress towards maturity and actualization of their potential capacities so
that they become not only good employees but also better men and women.

In organizational terms it is intended to equip persons to earn promotion and hold greater
responsibility. Training a person for bigger and higher job is development.
Education is the understanding and intervention of knowledge. The scope of education is
broader which includes acquiring technical knowledge, behavioral skills, general
knowledge and the like.
It is concerned with changing the environmental, political and social developments.
Education is not only through formal institutions in the educational institutes but also
through training, observation, awareness so on and so forth. Education has long run and
general utility, it can be said that training is part of education.
OBJECTIVES OF TRAINING
The personnel department formulates the objectives of training in accordance to the
company’s goals and objectives. Some of the training objectives are as fallows:
 To prepare the employees to meet the present as well as the changing
requirements of job and organization.
 To impart the new entrants the basic knowledge and skill they need for
intelligence performance of definite job.
 To prepare employees for higher-level tasks.
 To assist the employees to function more effectively in their present positions
by exposing them to the latest concepts, information, techniques and
developing skills necessary for their particular fields.
 To prevent obsolescence.
 To ensure smooth and efficient working of a department.
 To promote individual and collective morale, sense of responsibility, co-
operative attitudes and good relationship.
 To ensure economical output of required quality.
 To build up a second line of competent officers and prepare them for more
responsible positions.

 To broaden the minds of senior managers by providing them with
opportunities for an interchange of experiences within and outside with a view
to correcting the narrowness of outlook that may arise from overspecialization
NEED FOR TRAINING
The need for training arises due to following reasons:
 To match the employee specification with the job requirement and
organizational needs.
 To improve productivity.
 Technological advances.
 Change in job assignments.
 Organizational complexity.
 Organizational viability and transformation process.
A program of training becomes essential for the purpose of meeting the specific problems
of a particular organization arising out of introduction of new lines of production, change
in design, the demands of competition and economy, and the quality of materials
processed, individual adjustments, promotions, and career development.
Collectively, these purposes directly relate to and compromise the ultimate purpose of
organizational training program to enhance the overall organizational effectiveness.
ANALYSING THE NEED
The training needs are identified on the basis of organizational analysis, job analysis, man
analysis and department analysis.
 Organizational analysis includes analysis of objectives, resource
utilization, environmental scanning and organizational climate.
 Job analysis includes the study of job, design of jobs due to changes, job
enlargement and job enrichment.

 Department analysis includes analysis of department strength and
weaknesses including the special problems of the department.
 Manpower analysis involves analyzing the individual strength and
weakness in the areas of job, knowledge and skills.
LEARNING
Learning occurs all the time. Learning is defined as “any relatively permanent change in
the behavior that occurs as a result of experience”
We can say that changes in behavior indicate learning has taken place and that learning is
change in behavior. In other words, we infer that learning has taken place if an individual
reacts, behaves, and responds in a different manner from the way the individual formerly
behaved as a result of experience. Learning cannot be measured directly but the changes
in behavior that occur as a result of learning can only be measured.
CONDITIONING
Conditioning is the term used to designate the types of human behavioral learning. Since
the 1920s, conditioning has been the primary focus of behavior research in humans as
well as animals. There are four main types of conditioning:
 Classical Conditioning
 Operant Conditioning
 Multiple-Response Learning
 Insight Learning

LEARNING THEORIES
 Cognition Theory
 Habit
 Humanistic Theory
 Instinct
COGNITION THEORY
In the 1930s, Edward Tolman proposed a theory of learning called cognition. He did not
accept the previous theory, which stated that behavior was an automatic response to an
event. Tolman believed that behavior was goal-oriented, and had both direction and
purpose. What we do is motivated by a desire to achieve a goal or to avoid unpleasant
circumstances. His theory also proposed that there are paths, which we can follow, and
tools that we can use to achieve our goals. One of Tolman's fundamental ideas was that
we act as if a particular type of behavior will lead to a certain goal.
Tolman's theory was partially based upon his belief that we expect specific outcomes to
result from specific behavior. For example, if you pay attention in class and study, you
may expect your mark to be an A. If you do not get an A, you will continue working
towards this goal and will not be satisfied with anything less. What distinguished
Tolman's theory of cognition from most others was that it stated that learning can occur
without reinforcement. We can learn from experience, but only if we are motivated
enough to turn our expectations into behavior.
HABIT
A habit is something that we learn to do over and over again without consciously
thinking about doing it. Many of our actions are habits, such as the sequence of steps to
tie a shoelace. All habits begin as an action that we are aware of, but the more times the
action is performed, the easier and more automatic it becomes.

Eventually an action that is constantly being repeated will become a "strong habit" that
requires almost no thought. It is believed that a particular stimulus must be present each
time a habit is carried out. A red traffic light, for example, is a stimulus to an experienced
driver. It triggers the driver to respond by pressing the brake pedal. Therefore learning
this habit would require practice under normal driving conditions, which would make
pressing the brake pedal more automatic.
Most psychologists agree that someone only learns a habit if it is beneficial to them. This
idea is based upon the theory of operant conditioning, or goal-directed behavior. If a
positive reinforcement (or reward) is obtained, then the behavior will be repeated more
often. If a habit offers no reward or results in negative reinforcement, then the habit will
probably be broken.
HUMANISTIC THEORY
According to humanistic theory, learning results from an individual's need to express
creativity. Almost any activity, whether academic, business, or leisure oriented, can serve
as a creative outlet. An individual must engage in creative activities to gain a sense of
control, growth, and knowledge. An inner drive encourages them to learn and express
themselves.
Humanists believe that the individual is responsible for his life and actions, and that he
can creatively change his behavior at any time through personal awareness and desire.
Behavior must satisfy the needs of the total self as the individual strives for self-
actualization, self-maintenance, and self-enhancement
INSTINCT
Instinct is behavior that is inherited rather than learned. The terms instinct and instinctive
behavior refer to activities that involve neither experience nor learning. To be instinctive,
a behavior pattern must be typical of almost all the members of that population.

Occasionally, some individuals have a slightly different depiction of an instinctive
behavior pattern. For example, goldfinches may use different amounts of certain
materials in building their nests, or carry the materials in different manners.
Most instinctive behavior occurs due to a stimulus. The stimulus affects one or more
glands of the individual's body. For example, the amount of daylight determines the
amount of hormones released by some species of birds.
A particular change in the amount of hormones being secreted stimulates the birds to
migrate. If the hormones are not secreted in the proper amount, then the bird would not
be able to enact this instinctive behavior.
LEARNING CURVE
Learning rarely takes place at a constant rate. It varies accordingly to difficulty of the task
and the ability of the individual. A popular method to demonstrate the rate of cumulative
change of specific criterion during a given period is the use of learning curves.
Melnyk defined the learning curve as an analytical tool designed to quantify the rate at
which cumulative experience of labor hours or cost allows an organization to reduce the
amount of resources it must expend to accomplish a task
The learning curves for the individuals may differ widely because of individual
differences in learning. There is a tendency of the curve to rise less and less rapidly and
finally it levels off. There are daily ups and downs in the curve because of changes in
incentives, efforts and psychological conditions of the person.
Occasionally there is leveling off in the learning curves. These curves show plateaus,
which are the areas in the learning curve, which indicate no progress in learning. They
are usually occurring when the task is complex.
Plateaus oftenn indicate crucial stages in learning when the learner has to make extra
effort and the trainer has to provide additional incentives to the learner.

Other reasons that may cause plateau are distractions, during learning, lack of motivation,
inefficient performance methods or even ineffective training.
The learning curve may have practical applications such as:
 They provide a method of establishing goals and evaluating the performance
towards these goals.
 More efficient production scheduling is possible when approximate
improvement in worker performance is predictable.
 Hiring and termination of employees over the contract period can be
controlled more efficiently.
 Strategic uses include determining volume-cost changes, estimating new
product start-up costs, and pricing of new products.
 Internal applications include developing labor standards, scheduling,
budgeting, and make-or-buy decisions.
 External uses are supplier scheduling, cash flow budgeting, and estimating
purchase costs.

CCHHAAPPTTEERR IIII
RRREEESSSEEEAAARRRCCCHHH OOOBBBJJJEEECCCTTTIIIVVVEEESSS
2.1 RESEARCH OBJECTIVES

1. To study the learning capabilities of employees at middle level management in
ABB, Bangalore
2. To study the training activity and training program for middle level management
in ABB, Bangalore
3. To study whether the learning capabilities of employees synchronize with the
training activity conducted at ABB, Bangalore
2.2 FORMULATION OF HYPOTHESES
H0: The learning capabilities of employees synchronize with the training activity at
ABB, Bangalore.
H1: The learning capabilities of employees do not synchronize with the training activity
at ABB, Bangalore.

CCHHAAPPTTEERR IIIIII
CCCOOOMMMPPPAAANNNYYY PPPRRROOOFFFIIILLLEEE
COMPANY PROFILE
ABB GLOBAL

ABB is a global leader in Power and Automation technologies that enable utility and
industry customers to improve performance while lowering environmental impact.
ABB was founded in 1988 following the merger of ASEA of Västerås, Sweden and BBC
Brown Boveri Ltd of Baden, Switzerland. The many groundbreaking technological
achievements of both companies go back almost 120 years. Head quartered at Zurich,
Switzerland ABB employs more than 1, 55,000 people. The history of ABB goes back to
the late nineteenth century, and is a long and illustrious record of innovation and
technological leadership in many industries.
Having helped countries all over the world to build, develop and maintain their
infrastructures, ABB has in recent years gone over from large-scale solutions to
alternative energy and the advanced products and technologies in power and automation
that constitute its Industrial IT offering.
HISTORY
1989
ABB acquires some 40 companies in its first year, including the power
transmission and power distribution business of Westinghouse Electric
Corporation
1990 ABB commences a large-scale program of expansion in central and eastern
Europe following the removal of form in curtain in 1989.
1993 ABB continues to focus its growth strategy in Europe, Asia and America
through a number of strategic investments, joint ventures and acquisitions.
1996
ABB acquires Elsang Bailey Process Automation the largest acquisition in
the history to become the market leader in the global market transmission
link connecting Norway and Netherlands
1999
ABB divests the nuclear power, power generation, and rail businesses in
order to focus on developing its market strengths in alternative energy.

2000
ABB continues to consolidate its position as a small-scale alternative
energy solution and complete several acquisitions of key software
companies to complement its dominance in the field of industrial IT.
2001
Specific customer divisions were formed. ABB lists on NEW YORK stock
exchange. Ranks third in a row for sustainability.
2002
ABB sells majority of the financial services division and puts in Oil,
Natural Gas and Petrochemicals Division and building systems business
area. ABB streamlines its business structure to focus on two core divisions
such as power technologies and Automation technologies.
2003
ABB’s two -core divisions post improved quarterly results disinvestments
of non-core business continue. Group successfully launches three-part
capital program.
2004
ABB sells its three part divisions Oil, Natural Gas, Petrochemicals
divisions. Fred Kindle is appointed as the CEO and CFO Michel Demaré
announces that it will build the worlds longest underwater HVDC
transmission link connecting Norway and Netherlands.

ABB INDIA INTRODUCTION
ABB India serves utility and industry customers with the complete range of power and
automation technologies. The company has a vast installed base, extensive local
manufacturing at 8 units and a countrywide marketing and service presence. As a
strategic thrust to standard products business, ABB has a national channel partner
network, which ensures geographical reach and penetration of its products and services.
In order to leverage India’s intrinsic technology strengths and the vast pool of highly
qualified software professionals, ABB has set up a global R&D Centre in Bangalore,
which focuses on Industrial IT development and deployment.
ABB INDIA HISTORY
The Company was incorporated on 24th December 1949 as Hindustan Electric Company
Limited. In 1965, the Company’s name was changed to Hindustan Brown Boveri Limited
(HBB).
Pursuant to the Scheme of Amalgamation of Asea Limited with HBB with effect from 1st
January 1989, the name was further changed to Asea Brown Boveri Limited (ABB) with
effect from 13th October 1989.
Flakt India Limited was amalgamated with ABB with effect from 5th October 1995.
During 1994-95, a joint venture Company - ‘ABB Daimler-Benz Transportation AG’
(Adtranz) was established by ABB Zurich and Daimler-Benz AG, Germany, in
Germany.
A subsidiary of Adtranz was incorporated in India viz. ABB Daimler-Benz
Transportation Limited which took over the Transportation Business of the Company
effective 1st January 1996.

ABB’s power generation business was globally transferred into the new 50-50 JV with
Alstom in 1999. In India the power generation business has been demerged and
transferred to ABB Alstom Power India Ltd. with effect from 1st April 1999.
ABB IN INDIA-DEEP ROOTS
1928 Inception Asea electric funded as agency
1963 First major local manufacturing unit set up at Vadodara
1984 Automation factory set up in Bangalore
1989 Formation ABB following global merger
1999 Global acquisition of Elsang Baley; Demerger of Power business
2002 Expansion of transformer factory; First Asian global R&D Center,
Bangalore
2003 First 400 KV and HVDC transformer manufactured
2004
New manufacturing facilities & range Expansion-HT Machines & Distribution
Transformers, Vadodara; ACB, LPD and Wiring accessories, Bangalore MV
Technology Center, Nashik.

CAPITAL
The Authorized Share Capital of the Company is Rs.500, 000,000 and the paid-up share
capital of the Company as at the end of the financial year ended 31st December 1999 is
Rs.414, 183,560, consisting of 41,418,356 Equity Shares of the face value of Rs.10 each.
SHAREHOLDING PATTERN
Asea Brown Boveri Limited, India, is a partly owned subsidiary of ABB Asea Brown
Boveri Limited, Zurich, Switzerland (ABBZH). ABBZH and Fläkt AB, Sweden, a 100
percent subsidiary of ABBZH, hold 50.99% of Equity Shares in the Company. The
balance stake is held by: FIs 22.14%, FIIs 3.63%, MFs 2.32, Non-resident Individual
0.08%, Nationalized Banks 0.15%, Bodies Corporate 0.93%, Directors and their relatives
0.01%, NSDL (Transit) 1.95% and General Public 17.8%.
BUSINESS STRUCTURE
ABB BUSINESS
AUTOMATION
TECHNOLOGY
(AT) DIVISION
POWER
TECHNOLOGY
(PT) DIVISION
AT
PROCESS
AUTOMATION
BUSINESS
AREA
PT
SYSTEMS
BUSINESS
AREA AT
AUTOMATION
PRODUCTS
BUSINESS
AREA
AT
MANUFACTURING
AUTOMATION
BUSINESS
AREA
PT
PRODUCTS
BUSINESS

POWER TECHNOLOGIES
ABB India Power Technologies Division offers power and other utilities as well as
industrial and commercial customers a wide range if products, system and services from
the generating station and across the transmission and distribution network. This includes
Electrical Balance of Plant (EBoP) solutions for power generation plants, inducing
automation controls instrumentation and complete electricals.
The offering includes solutions like High Voltage Direct Current (HVDC) and Flexible
AC Transmission System (FACTS) that facilitate higher capacity utilization as well as
efficient and reliable transmission of quality power. ABB also offers turnkey solutions
for substations, distribution automation and network management. This includes
Supervisory Control & Data Acquisition (SCADA) systems. Wide Area Protection and a
host of technologies that help reduce T&D losses, increase uptime and improve the
overall reliability of the rid.
ABB’s product portfolio covers the entire voltage range and includes indoor and outdoor
circuit breakers; air and gas insulated switchgear, disconnections, capacitor banks
reactive power compensators power and distribution transformers as well as instrument
transformers.
AUTOMATION TECHNOLOGY
ABB’s automation technology division serves customers across process, manufacturing
and consumer industries as well as buildings and infrastructure. This includes turnkey
automation solutions for sectors like metals paper, cement, automotive, petroleum,
chemicals & petrochemicals pharma & life sciences, marine mining & minerals and
many more.

ABB also offers a comprehensive product portfolio encompassing motors, drives, power
electronics, robotics, controls, instrumentation & analytical and a complete range of low
voltage products all supported by a world class service back up and asset management
solutions. Unparalleled domain expertise backed by cutting edge technologies and global
experiences are the hallmark of ABB’s offerings, making it a global leader in industrial
automation
INTEGARTED BUILDING SYSTEMS
ABB’S INNOVATIVE APPROACH FOR INTEGRATED BUILDING SOLUTIONS
ABB’s integrated building solutions provide a single window approach for a diverse
range of products, systems and services and help optimize efficiency and costs. As a
turnkey solution provider, ABB takes responsibility for design, supply, installation,
commissioning and maintenance, offering end-to-end solutions and working with
customers as a reliable technology provider and a dependable partner.
ABB’s range of integrated building solutions includes complete Electrical (from pole to
point), HVAC Systems, Integrated Building Management Systems, Operation and
Maintenance Services.
Power distribution and management for building applications
ABB offers a complete range of solutions for power distribution and management,
including emergency backup power and asset management services. ABB offers
products, systems and solutions for high voltage incoming supply and distribution (3.3-
400kV/415V) systems, low voltage distribution, bus bar trunking and maximum demand
monitoring. ABB auxiliary systems offer emergency backup and uninterrupted power,
general and emergency lighting, lightening protection, automatic power factor correction
and neutral and electric earthing. ABB systems focus on optimal selection of equipment
rating, life-cycle costs, minimal rework and implementation time and optimal time for
construction.

IBMS – Integrated Building Management Systems
ABB offers state-of-the-art Integrated Building Management Systems (IBMS) designed
for control, monitoring and optimization of various functions and services in a building
such as HVAC, lighting, security and safety systems.
Building Management Systems
ABB in technical tie-up with Automated Logic Corporation, USA offers WebCTRL®
range of Building Automation Systems. These systems offer the following features:
 Flexible and expandable configurations
 The web-based open architecture complying with BACNet and supporting
third party mechanical and electrical building sub systems
 Support for multiple products over TCP/IP networks
The systems are designed for following applications
 Equipment scheduling
 Automatic start/stop
 Central operation with manual over ride facility
 Trend graphs (weekly/monthly/quarterly)
 Alarm reporting
 Status indication of specialized systems like SCADA, lighting control, load
management and access control
 Energy management

TRAINING AT ABB
Mission:
 To bring all training programs in India under a single umbrella within ABB
University to create global consistency and provide a single face to customers
 To improve the infrastructure of the training centers, so we can deliver
professional and quality training as per our global standards
 Through training, help customers maximize the return on their ABB investment
Highlights:
 Qualified & certified trainers conduct training
 Classrooms have good presentation aids
 Dedicated demo equipment are available for hands-on training
 Detailed courseware is provided
 Site training will be given as per the needs of the customer
 Tailor-made training programs are also provided to meet the varying needs of
customers
ABB offers comprehensive training for engineers, operators, programmers, and
maintenance personnel, providing up-to-date technical expertise for products, processes
and technology advances. Training is available at ABB training facilities worldwide, at
the plant site or online. ABB University in India provides training on MOD 300
Systems, Master Systems, Drives, Robotics, and many other ABB products. It conducts
special in-house & site training courses upon request of employees. ABB University
offers training for all areas of professional competence such as ABB products,
technologies, business processes or personal development. Courses are offered via
different mediums such as traditional classroom training, virtual classroom training and
self paced web training.

Two basic kinds of training needs are identified at Asea Brown Boveri.
MANGEMENT TRANING
The management provides actively need based training, after identifying the training
needs of varied departments. The method of training followed here is on the job training.
It is provided to the employees over a span of one year. A management institute of repute
is identified, and then the incumbents are sent there to the institute
After about ten days or so, where in they are exposed to classroom lectures, workshops
by the eminent faculty, they are exposed to project works for a total period of 6 – 7
months. Initial project is just an exposure, while another project is given, that has to be
executed on their own.
NEED BASED TRAINING
a) Company needs
b) Location or individual needs
Training is evaluated based on
1. Training effectiveness form
2. Training feed back form.
Tools and Techniques of Training
1. On the job
a) Mentoring
b) Job rotation

2. Case Analysis
a) Workshops
b) Lecture Method
c) Conference Method
d) Seminar Method
3. Apprenticeship Training
ITI/Industrial Training Institute trainees, apprentices are encouraged and given training at
the organization. Falling under the Apprenticeship Act 1961, the company imparts
training for a period of one year to the apprentices. This training is divided into three
parts.
1. Basic Training:
This acquaints the workers with the tools etc of the trade. The workers are oriented to the
shop floor, the equipment, machinery, present there etc.
2. On the job or shop floor training:
In this part, the apprentice is actually trained on the shop floor to handle the machinery
with expertise. They are trained in various activities like welding, cutting, fitting etc.
3. Related Instruction
Here a lecture is given about the theoretical part of the jobs. A one-day lecture session is
arranged at a close by training centre and the apprentices are sent there for the session.
The apprentices are paid a monthly stipend as stipulated by the act. The company
encourages the apprentices to take up the examination conducted by the government.
These apprentices are taken every half-year, in April/May and during the month of
October.

Apprentices are also covered under the Workmen’s Compensation act 1923, and chapter
2, 4, 5 of the Factories act 1948. Disputes come under the jurisdiction of the Central
apprenticeship council or the appellate committee.
Some of the traders that come under the apprenticeship act are filter, electrician,
lineman, wireman, plumber, winder, cable jointer, carpenter etc. the minimum age for an
apprentice is 14 years.
(This research principally focus on the Integrated Building Systems division and the
samples are drawn from this business division)

EXECUTIVE COMMITTEE OF ABB
Fred Kindle President and CEO
Michel Demaré Executive committee member and chief financial officer
Gary Steel Executive committee member responsible for Human
Resources
Peter Smits Executive committee member responsible for Power
Technologies
Dinesh Paliwal Executive committee member responsible for
Automation Technologies
BOARD OF DIRECTORS
Mr. Dinesh Paliwal (Chairman)
Mr. Ravi Uppal (Vice-Chairman and Managing Director)
Mr. Peter Smits (Director)
Mr.Peter Leupp(Director)
Mr.Nasser Munjee (External Director)
Mr.N.S.Raghavan (External Director)
Mr. Tom Sjoekvist (Director)

CORPORATE MANAGEMENT COMMITTEE
RAVI UPPAL
I.K. SADHU
AMRESH DHAWAN
BIPAL MAJUNDAR
V. SWAMY
R.N BAXI
K. RAJAGOPAL
P.C. RAJIV
REGISTERED OFFICE
Plot No.22- A Shah Industrial Estate, 1st Floor
Off Veera Desai Road
Andheri (west)
Mumbai – 400 053
CORPORATE OFFICE
Khanjia Bhavan
2 nd Floor 49 Race Course Road
Bangalore – 560 001

3.2 PRODUCT PROFILE
MAJOR PRODUCTS AND SERVICES
ABB is a leader in power and automation technologies that enable utility and industry
customers to improve their performance while lowering environmental impact. ABB
Power Technologies serves electric, gas and water utilities, as well as industrial and
commercial customers, with a broad range of products, systems and services for power
transmission, distribution and power plant automation. ABB Automation Technologies
blends a robust product, system and service portfolio with end-user expertise and global
presence to deliver solutions for control, motion, and plant optimization across the full
range of process, discrete and utility industries.
The different manufacturing facilities of ABB and the products manufactured by them are
as below:
MANUFACTURING FACILITY PRODUCTS MANUFACTURED
VADODARA · Power/Distribution/HVDC/Traction
Transformers
· HV Circuit Breakers
· Instrument transformers
· High Voltage machines
· Turbochargers
· Distribution Relays
BANGALORE · AC/DC Drives & Power Electronics
· High/Low voltage capacitors
· Robotics
· Low Voltage Products
· Control Products
· Force Measurement
· LV Distribution Electricals
NASHIK · Indoor MV switchgear

· Outdoor MV Circuit Breakers
· Railway Circuit Breakers
· Ring Main Units (RMU)
· Compact Substation (CSS)
FARIDABAD – Motors · Low voltage & special application motors
FARIDABAD-Instrumentation · Transmitters
· Sensors
· Analyzers
· Recorders
MUMBAI · Power Line Carrier Communication
· Fiber optic components
NATURE OF MARKETS SERVED
ABB serves electric, gas and water utilities and the oil, gas and petrochemical industries.
In the manufacturing, process and service industries ABB serves the automotive, cement,
chemical, distribution, electronics, food and beverage, life sciences, marine, metals,
mining, paper, petroleum, printing, telecommunications and turbo charging industries
with application-specific power and automation technology.
The customers of ABB are Reliance Energy, Hewlett Packard, Indian Oil, Reliance,
ONGC, Dr. Reddy’s, and ITC, JINDAL, GRASIM, HYUNDAI, INDIAN RAILWAYS,
DELHI METRO RAIL CORPORATION LTD.

CCHHAAPPTTEERR IIVV
RRREEEVVVIIIEEEWWW OOOFFF LLLIIITTTEEERRRAAATTTUUURRREEE
REVIEW OF LITERATURE
PURPOSE OF THE REVIEW
Reviews help this study in relating to the learning curve concept in a broader aspect.
Through reviews, it is possible to assimilate and deduce the relation between learning

curves of employees with the training activity. Also in order to keep up with the latest
issues in this area reviews are very informative
SOURCE: www.hbsedu.com
TITLE: AN ARTICLE ON LEARNING CURVES BY MICHAEL J.C. MARTIN
The importance of learning in organizations has been recognized since the early twentieth
century. Henry Ford implicitly applied organizational learning in developing the Model
T. This work demonstrated the existence of learning curves, whereby the time and cost
needed to assemble products decreased by a constant percentage—usually 20 to 30
percent—for every doubling of output.
The phenomenon of learning curves, also called experience curves, progress curves, or
learning by doing, became very popular in the 1960s and 1970s. At that time, many
managers were held up to (and fired for not reaching) the 80 percent mark, meaning, with
each doubling of output, costs were expected to decrease to 80 percent of the prior cost
level. This overly simplistic view of learning curves resulted in disgruntlement with them
in the 1980s.
Modern scholars realize that, although the learning curve is present in many
organizations, there is great variation in the slope of those learning curves. The disparity
in organizational learning rates clearly indicates that productivity rates are not guaranteed
to improve as experience increases.
OPINION: The researcher feels that the learning curves of the employees in the
organization differ from one employee to another.
Hence it is not possible for every employee to match expected targets of cost reduction
and productivity. Therefore the researcher agrees with the fact that there are –
1. There is a disparity in the organizational learning of employees and
2. It is extremely difficult to bring all the employees under a common umbrella of
productivity standards and output.

SOURCE: www.referenceforbusiness.com
TITLE : EXPERIENCE AND LEARNING CURVES
Experience and learning curve models are developed from the basic premise that
individuals and organizations acquire knowledge by doing work. By gaining experience
through repetition, organizations and individuals develop relatively permanent changes in
behavior or learning. As additional transactions occur in a service, or a manufacturer
produces more products, the per-unit cost often decreases at a decreasing rate. This
phenomenon follows an exponential curve. The organization thus gains competitive
advantage by converting this cost reduction into productivity gains. This learning
competitive advantage is known as the experience curve, the learning curve, or the
progress curve.
It is common for the terms experience curve and learning curve to be used
interchangeably. They do, however, have different meanings. According to definitions by
Hall and Starr, the experience curve is an analytical tool designed to quantify the rate at
which experience of accumulated output, to date, affects total lifetime costs. Melnyk
defined the learning curve as an analytical tool designed to quantify the rate at which
cumulative experience of labor hours or cost allows an organization to reduce the amount
of resources it must expend to accomplish a task. Experience curve is broader than
learning curve with respect to the costs covered, the range of output during which the
reductions in costs take place, and the causes of reduction.
Organizational learning is complex. The managers of competitive organizations often
find themselves in situations where relative position with regard to a competitor matters.
This possible competitive advantage through enhanced learning is the essence of the
study of experience and learning curves.

The analytical use of the concept for business purposes first surfaced in 1936 during
airplane construction, when Wright observed that as the quantity of manufactured units
doubled, the number of direct labor hours needed to produce each individual unit
decreased at a uniform rate.
Adler and Clark expanded the learning curve model into a learning process model. A key
conceptual difference from the prior model is that "a significant part of the effect of
experience on productivity (captured in the learning curve model) might be due to the
influence of identifiable managerial actions". First-order learning refers to the classic
learning curve model where productivity is an exponential function of experience.
Second-order learning denotes that which is driven by changes in technology or human
capital that lead to goal attainment.
The experience and learning curves rely, however, on keeping the knowledge gained
within their organization. Given rapid communication, high manager and engineer
turnover, and skills in reverse engineering, this is harder to accomplish with each passing
year.
OPINION: Every organization strives to gain competitive advantage over its competitors
.This competitive advantage is the result of both experience curve and learning curve.
Both these curves are inter-related to each other. Learning curve usually leads to
experience curve. Experience curve in turn leads to productivity gains.
The researcher fully agrees with the above premise.

SOURCE: ORGANIZATION SCIENCE, INFORMS November 2000,
TITLE: ORGANIZATIONAL LEARNING AND TRANSFER OF KNOWLEDGE
Where does the learning take place? In answering this question, researchers have
emphasized the important role of cognitive factors, such as search algorithms (Muth
1986), and of behavioral factors, such as engineering changes and training (Adler and
Clark 1991).
More recently, Zangwill and Kantor (1998, p. 913) have proposed that learning and
improvement, though often observed at the aggregate level, take place in numerous small
activities [such as] entering sales data, billing, contacting clients, training, telephoning.
When does organizational learning take place? This question has not been widely or
systematically addressed by the literature. This study tries to fill this gap by extending the
theoretical argument advanced by Zangwill and Kantor (1998). Specifically, this paper
argues that, when an organization's main learning processes for noticing and improving
problems are a function of time rather than accumulated production experience, then the
overall learning curve will be a function of time rather than cumulative experience.
This argument runs counter to the usual finding in the learning curve literature, where
studies have found that calendar time becomes statistically insignificant once cumulative
output is included in the analysis (Lieberman 1987, p. 442). The study explores learning
during the learning curve, but also any learning before the learning curve even begins.
OPINION: Generally it is perceived that the overall learning curve is a factor of
cumulative experience, which does not stand true always. Learning curve is also a factor
of the time involved in noticing and improving problems and not always a factor related
to cumulative experience.

SOURCE:
USING SKILLS MEASUREMENT TO REDUCE THE CRITICAL SKILL
LEARNING CURVE
Every organization that introduces change has a learning curve— a dip in productivity as
people adjusts to new systems, organizations and processes. The learning curve is also a
constant part of most knowledge workers’ career paths—whether learning new skills to
meet the evolving needs of their existing job roles, or learning skills that lead to new
positions with more responsibilities and higher pay.
Most decision-makers would agree that effort spent on developing employee skills is a
crucial investment of company time and resources. Increasingly, managers and
executives are seeking new strategies for maximizing their skills investment by using
skills measurement systems to accelerate the learning process. Skills measurement
systems are helping employees recognize and adopt new skills, focusing the learning
process on clear-cut goals, and providing a platform for continuous improvement. By
knowing how skills measurement can influence the acquisition of new skills, managers
and decision-makers can effectively establish expectations among employees and
executives for reducing the skills learning curve.
OPINION: It is true that the skills measurement helps in the improvement of the learning
curve of the employees, which in turn helps in increasing the performance of the
organization.
The researcher agrees with such a relationship between the learning curve and skills
measurement systems.

TITLE: The Learning Curve for Industry
SOURCE: WWW.ifm.eng.cam.uk
The learning curve concept for industry states that the input cost, or time, per unit
produced decreases by a set percentage every time the cumulative production output
doubles.
The roots of the learning curve concept go back more than a century to studies of how an
individual’s performance at a task improves with experience (e.g., Thorndike, 1898;
Thurstone, 1919). Wright (1936) introduced the concept to an industrial environment by
showing that the decrease in direct labour cost fell by 20% every time the cumulative
production doubled for airframe manufacture.
Since Wright’s study, a similar effect has been shown to exist in the case of a small
group; an organization and an industry (see Argote et al., 1990, for references). In the
literature the phenomenon is variously referred to as "learning curve", "experience
curve", "learning by doing" or "learning by use". Managers have used these learning
curves extensively for planning purposes
OPINION: The input cost, or time, per unit produced decreases by a set percentage
every time the cumulative production or output doubles. Also this is true only upto a
particular point – the point at which the minimum efficiency scale (MES) is reached.
The current research, among other things, is based on the above business truth.

RESEARCH GAP
The literature presented above talk about the learning curves leading to experience curves
and the experience curves helping the organizations in increasing the productivity. It
focuses on the learning curve used in reducing the cost of production. Much emphasis is
not given to match the learning curve to training activity.
The researcher (in this research) would like to concentrate on the level of synchronization
between the learning curve of the individuals in an organization and the training
activities. This aspect has not been addressed successfully in the literature review.

CCHHAAPPTTEERR VV
RESEARCH DESIGN

RESEARCH DESIGN
5.1 HYPOTHESES
H0: The learning capabilities of employees synchronize with the training activity at
ABB, Bangalore.
H1: The learning capabilities of employees do not synchronize with the training activity
at ABB, Bangalore.
5.2 TYPE OF RESEARCH
Descriptive research / qualitative research
5.3 RESEARCH METHOD
Survey method was used in this study.
5.4 RESEARCH TECHNIQE
Questionnaire and interview
5.5 TYPES OF DATA
Primary and Secondary data
5.6 DATA GATHERING PROCEDURE
Questioning, Interviewing, surfing the net and Referencing

SAMPLE DETAILS:
5.7 POPULATION OF THE STUDY
3800 employees of ABB in the city of Bangalore.
5.8 SAMPLE FRAME
200 employees of Building systems department
5.9 SAMPLE SIZE
Sample size selected for the study is 32 professionals in the City of Bangalore.
5.10 SAMPLING TECHNIQUES
Technique used in the study is stratified random Sampling
(Definition: The population can be segregated into several mutually exclusive sub
populations, or strata. The process by which the sample is selected is constrained to
include elements from each of the segments and therefore is called stratified random
sampling)
5.11 SAMPLE PROFILE
The sample selected for the research is highly educated in the middle management
category
5.12 STATISTICAL TOOLS USED
Tables, Bar Charts, Pie Charts are the statistical tools used.

5.13 LIMITATIONS OF THE STUDY
1. The concept is highly abstract and difficult to study.
2. Measuring learning of the employees and quantifying the same is very difficult.
3. Establishing the synchronization between the employees’ learning capabilities and
training activity is extremely difficult. This is because synchronization is more qualitative
than quantitative.
5.14 OPERATIONAL DEFINITION OF CONCEPTS
SYNCHRONIZATION – Here in this research synchronization refers to coordinating
the training activity and the employees learning in the organization
TRAINING ACTIVITY – Training activity refers to an attempt by the organization to
improve the employees’ performance on the current job or prepare them for an intended
job.
LEARNING - Learning is “any relatively permanent change in the behavior that occurs
as a result of experience”

CCHHAAPPTTEERR VVII
DDDAAATTTAAA AAANNNAAALLLYYYSSSIIISSS AAANNNDDD
IIINNNTTTEEERRRPPPRRREEETTTAAATTTIIIOOONNN
DATA ANALYSIS AND INTERPRETATION OF PERSONAL
INFORMATION OF THE RESPONDENTS
PART A
TABLE No.1 - NAME PROFILE
(Name indicates the open atmosphere in the company to provide information)

Options Number of Respondents Percentage
Name given 32 100
Name not given Nil Nil
TOTAL 32 100
It can be known from the above table that all the respondents have given their names.
INFERENCE – In ABB, the employees are free to give their opinions regarding the
activities in the company.
TABLE No. 2 – AGE PROFILE
(Age indicates mental maturity to understand the importance of the project subject)
20 –30 13 41
31 – 40 10 31
41 – 50 7 22
51 &
above
2 6
TOTAL 32 100
INFERENCE – The respondents are mostly young and continuing to the age maturity,
hence have to be exposed for more training, as their learning desire will be high.

TABLE No.3 – SEX PROFILE
(Sex indicates the ratio of participation of men and women in this industry)
Men 29 90
Women 3 10
TOTAL 32 100
INFERENCE - Currently, the concentration of men are more than women and the
training and learning aspects are to be designed in such a way that it suits male
psychological factor. This may not hold good for future when the male female ratio may
change.
TABLE No. 4 – QUALIFICATION PROFILE
(Qualification profile shows the rational thinking and knowledge level of the participants)
Options Number of respondents Percentage
Graduates (general) 1 3
Technical graduates 21 66
Post graduates 9 28
Not answered 1 3
TOTAL 32 100
INFERENCE – Considering the above data, it is confirmed that respondents are
technically and professionally qualified and their learning attitude is more towards
advanced technology.

TABLE No. 5 – DEPARTMENT PROFILE
(Department is an indication of the type of functions carried out by respondents)
INFERENCE – The majority of respondents are drawn from both technical functions as
well as general management functions. Hr is the least represented in terms of samples.
TABLE No.6 – DESIGNATION PROFILE
(Designation shows the nature of functions, authority, responsibility and accountability of
the respondents.)
Designations Number of respondents
Head – Supply management 1
Design Engineers 9
Project Managers 9
Senior executive HR 1
Manager Marketing 9
AVP Marketing 1
Controller Finance 1
Manager Finance 1
TOTAL 32
INFERENCE - The respondents are mainly engaged in design activities and general
management activities for various projects of the company.
Project management 10 31
Marketing management 8 25
Design and Engineering 9 29
Supply management 2 6
Finance 2 6
Human resources 1 3
TOTAL 32 100

TABLE No. 7 – EXPERIENCE PROFILE
(Experience shows the awareness of the functional aspects and the related training need
of the organization.)
< 1 year 3 9
1 – 10 years 13 41
11 – 20 years 13 41
21 – 30 years 2 6
31 & above 1 3
TOTAL 32 100
INFERENCE – The experience profile of the respondents is balanced. There are equal
numbers of respondents who are less experienced and more experienced. Hence a
balanced training program with advanced training would definitely create high learning
among the respondents.
TABLE No. 8 – NUMBER OF TRAINING PROGRAM ATTENDED BEFORE
JOINING ABB
1 – 10 23 72
11- 20 4 13
21& above 2 6
Not answered 3 9
TOTAL 32 100
INFERENCE – 91% of the respondents have attended training programs in other
organizations before joining ABB and 9 % of them have not attended any training
programs and have joined ABB directly.

TABLE No. 9 - NUMBER OF TRAINING PROGRAMS ATTENTED IN ABB
1 – 5 23 72
6 – 10 5 16
11 & above 4 12
TOTAL 32 100
INFERENCE – 88% of respondents have attended 5 – 10 training programs in ABB.

DATA ANALYSIS AND INTERPRETATION OF RESEARCH DATA
PART B
QUESTION 1: IN OUR COMPANY THERE IS ATMOSPHERE CONDUCIVE
FOR LEARNING
(Without a conducive learning atmosphere, training does not create a learning curve)
Table 1: SHOWING CONDUCIVE ATMOSPHERE AT ABB
Totally agree 20 63
Partially agree 10 31
Totally disagree 1 3
Partially disagree 1 3
TOTAL 32 100
Graph 1: SHOWING CONDUCIVE ATMOSPHERE AT ABB
63%
31%
3% 3%
Totally agree Partially agree
Totally disagree Partially disagree
INFERENCE – There is a very high conducive atmosphere at ABB for learning.

QUESTION 2: THE TOP MANAGEMENT IS TOTALLY COMMITTED TO
TRAINING ACTIVITY
(Until the top management is committed totally by liberal training budget and training
monitoring, the training activity will not be effective)
Table 2: SHOWING THE COMMITMENT OF MANAGEMENT TO TRAINING
ACTIVITY
Totally agree 18 56
Totally disagree - -
TOTAL 32 100
Graph 2: SHOWING THE COMMITMENT OF MANAGEMENT TO TRAINING
ACTIVITY
56%
41%
3%0%
INFERENCE – The top management of ABB is fairly committed to training programs.

Question 3 – THERE IS A SEPARATE TRAINING CELL IN OUR COMPANY,
WHICH BOOSTS OUR LEARNING.
(A separate training unit with all infrastructure would naturally create higher learning
atmosphere.)
Table 3: SHOWING THE EXISTENCE OF TRAINING CELL IN THE
COMPANY THAT BOOSTS LEARNING
Yes 24 75
No 6 19
Not answered 2 6
TOTAL 32 100
Graph 3: SHOWING THE EXISTENCE OF TRAINING CELL IN THE
COMPANY THAT BOOSTS LEARNING
0
5
10
15
20
25
30
Yes No Not answered
INFERENCE - The Company has created a separate training unit, which boosts the
learning among the employees.

Question 4 – IF THE ANSWER IS YES, THE TRAINING CELL HAS CREATED
CONGENIAL LEARNING ATMOSPHERE.
(This helps to know the extent to which the employees agree that the cell has created
congenial learning atmosphere.)
Table 4: SHOWING THE CONGENIAL LEARNING ENVIRONMENT
CREATED BY TRAINING CELL
Totally agree 7 22
Not answered 7 22
TOTAL 32 100
Graph 4: SHOWING THE CONGENIAL LEARNING ENVIRONMENT
CREATED BY TRAINING CELL
22%
47%
6%
3%
22%
Not answered
INFERENCE - With the data available it can be said that the training cell in the
company has created high learning atmosphere for the employees since 69% of total
respondents agree to it.

Question 5: THE TRAINING ENVIRONMENT HAS INCREASED OUR
INTEREST IN LEARNING.
(The training environment of the company must be able to create and increase the interest
in learning among the employees)
Table 5: SHOWING PRESENCE OF APPROPRIATE TRAINING
ENVIRONMENT
Totally agree 12 38
Partially disagree - -
Not answered 1 3
TOTAL 32 100
Graph 5: SHOWING PRESENCE OF APPROPRIATE TRAINING
ENVIRONMENT
0
5
10
15
20
Totally
agree
Partially
agree
Totally
disagree
Partially
disagree
Not
answered
INFERENCE - The training environment in ABB increases the learning potential among
the employees.

Question 6: IN OUR COMPANY AGE IS NO BAR TO UNDERGO TRAINING.
(The company should encourage learning among employees at all stages irrespective of
age which shows that learning happens at all stages of employees career.)
Table 6: SHOWING OPPORTUNITY FOR EMPLOYEES’ TO LEARN
IRRESPECTIVE AGE.
Totally agree 30 94
Partially agree 2 6
Totally disagree -- --
Partially disagree -- --
TOTAL 32 100
Graph 6: SHOWING OPPORTUNITY FOR EMPLOYEES’ TO LEARN
IRRESPECTIVE AGE.
30
2 0 0
0
5
10
15
20
25
30
35
Totally
agree
Partially
agree
Totally
disagree
Partially
disagree
INFERENCE – There is always scope in the company for employees to get
opportunities for learning.

Question 7: WE ARE ALWAYS EAGER TO BE EXPOSED TO VARIOUS
TRAINING PROGRAMS.
(To know the eagerness of employees towards learning)
Table No.7: SHOWING THE INTEREST OF EMPLOYEES TOWARDS
LEARNING
Totally agree 19 59
Totally disagree 0 --
Partially disagree 0 --
TOTAL 32 100
Graph No.7: SHOWING THE INTEREST OF EMPLOYEES TOWARDS
LEARNING
19
13
0 0
0
5
10
15
20
Totally agree Partially
agree
Totally
disagree
Partially
disagree
INFERENCE – The employees of ABB are highly exposed to learning.

Question 8: OUR LEARNING ATTITUDE INCREASES WITH FUNCTIONAL
TRAINING
(The attitude of employees towards the functional training)
Table No.8: SHOWING THE EFFECTIVENESS OF FUNCTIONAL TRAINING
Totally agree 21 66
TOTAL 32 100
Graph No.8: SHOWING THE EFFECTIVENESS OF FUNCTIONAL TRAINING
21
9
1 1
0
5
10
15
20
25
Totally
agree
Partially
agree
Totally
disagree
Partially
disagree
INFERENCE – The functional training program conducted at ABB has increased the
learning aspirations among employees.

Question No.9: WE ARE HAPPY TO LEARN THE ASPECTS BEHAVIORAL
TRAINING.
(To know the attitude of employees towards behavioral learning)
Table No. 9: SHOWING THE INTEREST OF EMPLOYEES IN BEHAVIORAL
LEARNING.
Totally agree 21 66
TOTAL 32 100
Graph No. 9: SHOWING THE INTEREST OF EMPLOYEES IN BEHAVIORAL
LEARNING.
21
11
0 0
0
5
10
15
20
25
Totally
agree
Partially
agree
Totally
disagree
Partially
disagree
INFERENCE – All the employees are very much interested in behavioral training.

Question 10: THE SUBJECTS COVERED IN EACH TYPE OF TRAINING ARE WELL
DESIGNED AND HENCE WE ARE EAGER TO LEARN.
(To know the appropriateness of the subjects for the particular training programs.)
Table No.10: SHOWING THE ROLE OF TRAINING CONTENTS IN
INCREASING THE LEARNING INTERESTS
Totally agree 13 41
TOTAL 32 100
Graph No.10: SHOWING THE ROLE OF TRAINING CONTENTS IN
INCREASING THE LEARNING INTERESTS
13
17
1 1
0
5
10
15
20
Totally
agree
Partially
agree
Totally
disagree
Partially
disagree
INFERENCE - The training contents are well planned and the contents help in
increasing the learning curve of employees.

Question 11: THE TRAINERS IN THE COMPANY POSSESS ABUNDANT
KNOWLEDGE RESOURCES (DOMAIN COMPETENCIES)
(To know the trainers’ competencies that is essential for increasing the learning curve of
employees)
Table No. 11: SHOWING THE DEGREE OF TRAINERS’ COMPETENCIES
Totally agree 13 41
TOTAL 32 100
Graph No. 11: SHOWING THE DEGREE OF TRAINERS’ COMPETENCIES
13
17
1
1
0 5 10 15 20
Totally agree
Partially agree
Totally disagree
Partially disagree
INFERENCE – Trainers posses’ sufficient knowledge and not abundant knowledge in
their domain.

Question 12: THE MANAGEMENT SHOWS KEEN INTEREST IN ASSESSING THE
EFFECTIVENESS OF TRAINING PROGRAM.
(To know the interests of management in assessing the learning of employees)
Table No.12: SHOWING THE INTEREST OF MANAGEMENT IN ASSESSING
EMPLOYEE LEARNING
Totally agree 16 50
TOTAL 32 100
Graph No.12: SHOWING THE INTEREST OF MANAGEMENT IN ASSESSING
EMPLOYEE LEARNING
10
4
2
16
0
2
4
6
8
10
12
14
16
18
Totally agree Partially agree Totally
disagree
Partially
disagree
INFERENCE – The management shows considerable interest in assessing the learning
of employees.

Question No.13: EMPLOYEES WHO HAVE ATTENDED TRAINING
PROGRAM ON A NEW CONCEPT/ TECHNOLOGY TEND TO APPLY IT ON
REAL-LIFE JOB SITUATION.
(To know the extent of application of learning at the training programs in actual job
situation.)
Table No.13: SHOWING APPLICATION OF LEARNING AT JOB
Totally agree 10 31
TOTAL 32 100
Graph No.13: SHOWING APPLICATION OF LEARNING AT JOB
10
20
0 2
0
5
10
15
20
25
agree
Totally
disagree
Partially
disagree
INFERENCE – Learning is applied to a great extent in real job situation.

Question No.14: SINCE THE COMPANY ENCOURAGES US TO IMPLEMENT
THE NEW LEARNING ON JOB, OUR LEARNING CURVE IS ALWAYS ON
HIGHER SIDE.
(Knowing whether the encouragement given by the company helps in increasing the
learning curve of employees.)
Table No.14: SHOWING THE OPPORTUNITY OF EMPLOYEES TO IMPROVE
THEIR LEARNING CURVE
Totally agree 16 50
TOTAL 32 100
Graph No.14: SHOWING THE OPPORTUNITY OF EMPLOYEES TO
IMPROVE THEIR LEARNING CURVE
51%
34%
6%
9%
INFERENCE – The Company encourages application of new learning but there are not
sufficient opportunities to apply the new learning.

Question 15: WE HAVE ALWAYS FELT THAT THE TRAINING ACTIVITIES
ORGANIZED BY THE COMPANY HAS IMPROVED THE JOB KNOWLEDGE
(To know whether the training helps in increasing the learning curve of employees in
respect to knowledge of their job)
Table No.15: SHOWING THE EXTENT OF SUPPORT PROVIDED BY
TRAINING PROGRAMS IN IMPROVING THE JOB KNOWLEDGE
Totally agree 20 63
TOTAL 32 100
Graph No.15: SHOWING THE EXTENT OF SUPPORT PROVIDED BY
TRAINING PROGRAMS IN IMPROVING THE JOB KNOWLEDGE
20
11
1 0
0
5
10
15
20
25
agree
Totally
disagree
Partially
disagree
INFERENCE – The training programs provided by the company help to increase the job
knowledge of employees to a considerable extent.

Question No.16: WE ARE ALWAYS EAGER TO INNOVATE AND CREATE
NEW SYSTEMS AND THEREFORE WE LEARN ATTENTIVELY IN ALL
TRAINING PROGRAMS
(It helps to know the interest of employees for innovation and creativity which depends
on their effective learning)
Table No.16: SHOWING THE INTEREST OF EMPLOYEES IN LEARNING AT
TRAINING PROGRAM.
Totally agree 18 57
TOTAL 32 100
Graph No.16: SHOWING THE INTEREST OF EMPLOYEES IN LEARNING AT
TRAINING PROGRAM.
57%
34%
6%
3%
INFERENCE – Since the majority of employees want to be innovative and creative,
they find it necessary to be attentive in the training programs.

Question 17: SOMETIMES OUR LEARNING INTERESTS HAVE DECREASED
BECAUSE
(To know where the learning curve of employees tend to fall during the training program)
17 a) THE TRAINERS HAVE NOT BEEN ABLE TO PRESENT THE NEW
CONCEPTS EFFECTIVELY
Totally agree 9 27
TOTAL 32 100
INFERENCE – The trainers have not been always successful in imparting the
knowledge such that it increases the learning curve always
17 b) TRAINERS HAVE DRAGGED THE SUBJECTS TOO LONG
Totally agree 8 25
TOTAL 32 100
INFERENCE – The contents of the training are stretched resulting in declining the
learning curve.

17 c) LONGER DURATION OF SESSIONS
Totally agree 9 28
TOTAL 32 100
INFERENCE - The training durations are sometimes longer which makes the learning
curve fall.

Question 18: INDIVIDUAL ATTENTION IS GIVEN IN THE TRAINING
ACTIVITY THAT INCREASES THE LEARNING APTITUDE
(It helps to know whether the employees get individual attention in the training activity)
Table No.18: SHOWING THE DEGREE OF INDIVIDUAL ATTENTION
RECEIVED BY EMPLOYEES
Totally agree 13 40
TOTAL 32 100
Graph No.17: SHOWING THE DEGREE OF INDIVIDUAL ATTENTION
RECEIVED BY EMPLOYEES
0
2
4
6
8
10
12
14
Totally
agree
Partially
agree
Totally
disagree
Partially
disagree
INFERENCE – Individual attention is given to all employees in all training programs.

Question 19: SOME OF THE EMPLOYEES ARE SENT ABROAD FOR
TRAINING, WHICH HAS INCREASED OUR DESIRE FOR LEARNING
LEADING TO ACQUIRE AN OPPORTUNITY FOR TRAINING ABROAD
(This helps in knowing whether providing opportunities for training abroad can boost the
learning interests among the employees)
Table No.19: SHOWING THE OPPORTUNITY FOR TRAINING ABROAD AS A
FACTOR FOR BOOSTING LEARNING
Totally agree 15 48
Not answered 3 9
TOTAL 32 100
Graph No.18: SHOWING THE OPPORTUNITY FOR TRAINING ABROAD AS A
FACTOR FOR BOOSTING LEARNING
48%
31%
6%
6%
9%
Totally agree Partially agree Totally disagree
Partially disagree Not answered
INFERENCE – Opportunities for training abroad increase the learning curve of
employees.

Question No.20: THE FOLLOWING TRAINING METHODS HAVE NOT
INTERESTED US AND HAVE REDUCED THE LEARNING ATTITUDE
(It is necessary to know the method of training, which makes the learning curve of the
employees to either increase or decrease)
20(a): LECTURE METHOD
Table No.20 (a): SHOWING THE EFFECTIVENESS OF LECTURE METHOD
OF TRAINING
Totally agree 3 10
Not answered 1 3
TOTAL 32 100
INFERENCE – The lecture method is not a very effective training technique.
20(b): CASE STUDY METHOD
Table 20(b): SHOWING THE EFFECTIVENESS OF CASE STUDY METHOD OF
TRAINING
Totally agree 2 6
TOTAL 32 100
INFERENCE – Case study method improves the learning curve of employees and is
hence an effective method used in the training program.

20(c): COMPUTERIZED PROGRAM INSTRUCTIONS
Table20(c): SHOWING THE EFFECTIVENESS OF COMPUTERIZED
TRAINING PROGRAM
Totally agree 2 6
TOTAL 32 100
INFERENCE - The computerized program is effective in increasing the employee
interest since only 6% of respondents actually feel that this method disinterests them.
20 (d): BUSINESS GAMES AND ROLE-PLAY METHOD
Table 20 (d): SHOWING THE EFFECTIVENESS OF BUSINESS GAMES AND
ROLE PLAY METHOD
Totally agree 4 13
Not answered 1 3
TOTAL 32 100
INFERENCE – Since greater percentage of respondents either totally or partially
disagree that this method of training disinterests them hence it is an effective method.

Question No.21: OUR COMPANY PROVIDES E-LEARNING COURSES,
FOUNDATIONS IN QUALITY LEARNING SERIES, SELF-DIRECTED LEARNING CD
ROMS AND SIX SIGMA COURSES WHICH HAVE HELPED IN INCREASING THE
LEARNING ATTITUDE
(It is necessary for the company to make use of new techniques to keep the learning
curves of employees increasing and attract the employees to the training programme)
Table No.21: SHOWING THE EXTENT TO WHICH MODERN TECHNIQUES
HELPS INCREASING THE LEARNING ATTITUDE
Totally agree 9 28
TOTAL 32 100
Graph No.19: SHOWING THE EXTENT TO WHICH MODERN TECHNIQUES
HELPS INCREASING THE LEARNING ATTITUDE
28
44
22
6
0
5
10
15
20
25
30
35
40
45
Totally
agree
Partially
agree
Totally
disagree
Partially
disagree
INFERENCE – Modern techniques used by the company help in increasing the learning
curve of the employees to a considerable extent.

Question No.22: DO YOU AGREE THAT SHORT TERM TRAINING COURSES
CREATE HIGH RATE OF LEARNING THAN LONG TERM COURSES?
(This is essential to know whether the duration of program scheduled helps in increasing
the learning interests of the employees)
Table No.22: SHOWING THE EFFECT OF DURATION ON THE LEARNING
INTERESTS
Totally agree 20 63
TOTAL 32 100
Graph No.20: SHOWING THE EFFECT OF DURATION ON THE LEARNING
INTERESTS
0
5
10
15
20
25
Totally agree Pratially
agree
Totally
disagree
Partially
disagree
INFERENCE – Employees prefer short duration training programs to long duration
programs.

Question No. 23: EMPLOYEES ARE HIGHLY COMMITTED TO COMPANY IN VIEW
OF EFFECTIVE LEARNING.
(This shows the commitment of employees towards learning and attaining self as well ad
organizational goals)
Table No.23: SHOWING THE COMMITMENT OF EMPLOYEES TOWARDS
LEARNING
Totally agree 15 46
TOTAL 32 100
Graph No.21: SHOWING THE COMMITMENT OF EMPLOYEES TOWARDS
LEARNING
48%
34%
9%
9%
INFERENCE – Most of the employees are highly committed to company in view of
learning.

Question No. 24: THE TRAINING PROGRAMME ORGANIZED BY THE
COMPANY HELPS US IN CAREER DEVELOPMENT AND THEREFORE THE
LEARNING ASPIRATIONS NEVER FALL
(It is necessary to know whether the training provided by the company helps in career
development, which in turn keeps the learning curve on increasing trend.)
Table No.24: SHOWING TRAINING PROGRAMS CONTRIBUTION TO
CAREER DEVELOPMENT
Totally agree 18 56
TOTAL 32 100
Graph No.22: SHOWING TRAINING PROGRAMS CONTRIBUTION TO
CAREER DEVELOPMENT
18
13
0
1
0
2
4
6
8
10
12
14
16
18
20
agree
Totally
disagree
Partially
disagree
INFERENCE – The training programs area path for the employees’ career development.

CCHHAAPPTTEERR VVIIII
LLLIIISSSTTT OOOFFF FFFIIINNNDDDIIINNNGGGSSS

 There is a conducive atmosphere at ABB for learning.
 The top management of ABB is fairly committed to training programs in ABB.
 The company has created a separate training unit, which boosts the learning
among the employees.
 Training cell has created a high learning atmosphere.
 There is always scope in the company for employees to get opportunities for
learning.
 Employees are highly exposed to learning.
 The functional and behavioral training programs have increased the learning
aspirations of employees.
 The training contents are well planned and help in increasing the learning curve.
 Trainers’ possess sufficient knowledge in their domain.
 The management shows considerable interest in assessing the employee learning.
 The learning is applied to a great extent in real job situation.
 The company encourages application of new learning on the job but there are not
sufficient opportunities.
 Some times the learning aspirations of employees decrease because of stretched
contents, long duration of training program and inability of trainers’ in imparting
knowledge successfully.
 Individual attention is given to all employees in the training program.
 Opportunities for training abroad increase the learning curve of employees.
 Other than the lecture method the other methods (computerized programs, business
games and role – play, case study) interests employees in training activity.
 ABB uses modern techniques to a considerable extent in training employees.
 Employees prefer short duration to long duration training program.
 Most of the employees are highly committed to company in view of learning.
 The training programs are a path to employees’ career development.
 Training programs include sending managers for higher-level training to IIM’s for
advanced training.
 The company has a tie up with IBM for providing SAP training to its employees.

CCHHAAPPTTEERR VVIIIIII
CCCOOONNNCCCLLLUUUSSSIIIOOONNNSSS
1. It was found that the learning capabilities of employees at middle level
management ABB Bangalore, are praise worthy
2. It was found that training activity is planned on a scientific basis including the
preparation of training calendar for ABB.
3. It was found that the learning capabilities of employees synchronize to a great
extent with the training activity conducted at ABB Bangalore.

Therefore, according to this research
H0 stands ACCEPTED
H1 stands REJECTED
CCHHAAPPTTEERR IIXX

RRREEECCCOOOMMMMMMEEENNNDDDAAATTTIIIOOONNNSSS
 Sufficient opportunities are given to employees for applying what is learned to the
job situation. But the research recommends even more opportunities be given
keeping in view the highly competitive nature of the industry.
 Training contents have to be delivered more scientifically, duration should be
reduced for certain programs and trainer’s themselves must be trained
proficiently.
 As the lecture method is not very popular with the employees it can be resorted to
less and less.
Highly experienced professionals from the automation industry have to be
brought in for training programs so that employees are exposed to the indepth
knowledge and expertise

CCHHAAPPTTEERR XX
AAANNNNNNEEEXXXUUURRREEE

10.1 UNFILLED COPY OF QUESTIONNAIRE
M P BIRLA INSTITUTE OF MANAGEMENT
(ASSOCIATE BHARATIYA VIDYA BHAVAN)
BANGALORE
I am a student of MP Birla Institute of Management, Bangalore
pursuing MBA Program. As a part of the MBA curriculum, I have taken
up a research project on "Evaluation of degree of synchronization
between the employee learning capabilities and training activities". In this
connection, I need some information from you. Below is the
questionnaire. Kindly give your responses to the questions in the
questionnaire. I sincerely assure you that your responses will be kept
strictly confidential and shall only be used for academic purpose. I shall
greatly appreciate your cooperation in completing my research project
Ms. Varsha Ramesh
EVALUATION OF DEGREE OF SYNCHRONIZATION BETWEEN THE
EMPLOYEE LEARNING CAPABILITIES AND TRAINING ACTIVITIES
QUESTIONNAIRE
PART A – PERSONAL DATA
Name:
Age:
Sex:
Qualifications:
Department:
Designation:
Experience:

No of training programmes undergone before joining ABB:
No of training programs undergone at ABB
PART B – RESEARCH DATA
1. In our company there is an atmosphere conducive for learning:
a. Totally agree
b. Partially agree
c. Totally disagree
d. Partially disagree
2. The top management is totally committed to training activity:
a. Totally agree
b. Partially agree
c. Totally disagree
3. There is a separate training cell in our company which boosts our learning
enthusiasm:
a. Yes
b. No
4. If the answer is yes, the training cell has created congenial learning
atmosphere:
a. Totally agree
b. Partially agree
c. Totally disagree
5. The training environment has increased our interest in learning:
a. Totally agree
b. Partially agree
c. Totally disagree
6. In our company age is no bar to undergo training:
a. Totally agree
b. Partially agree

c. Totally disagree

7. We are always eager to be exposed to various training programmes:
a. Totally agree
b. Partially agree
c. Totally disagree
8. Our learning attitude increases with functional training:
a. Totally agree
b. Partially agree
c. Totally disagree
9. We are happy to learn aspects of behavioral training:
a. Totally agree
b. Partially agree
c. Totally disagree
10. The subjects covered in each type of training are well designed and hence
We are eager to learn:
a. Totally agree
b. Partially agree
c. Totally disagree
11. The trainers in the company possess abundant knowledge resources
(Domain Competencies):
a. Totally agree
b. Partially agree
c. Totally disagree
12. The management shows keen interest in assessing the effectiveness of
training programs:
a. Totally agree
b. Partially agree
c. Totally disagree

13. Employees who have attended training program on a new concept/
Technology tends to apply it in real-life job situation:
a. Totally agree
b. Partially agree
c. Totally disagree
14. Since our company encourages us to implement the new learning on the job,
our learning curve is always on higher side:
a. Totally agree
b. Partially agree
c. Totally disagree
15. We have always felt that the training activities organized by the company
Has improved the job knowledge:
a. Totally agree
b. Partially agree
c. Totally disagree
16. We are always eager to innovate and create new systems and therefore we
Learn attentively in all training programs:
a. Totally agree
b. Partially agree
c. Totally disagree
17. Sometimes our learning interests have decreased because:
a. The trainers have not been able to present the new concepts
effectively
a. Totally agree
b. Partially agree
c. Totally disagree
b. Trainers have dragged the subjects too long
a. Totally agree
b. Partially agree
c. Totally disagree

c. Longer duration of sessions
a. Totally agree
b. Partially agree
c. Totally disagree
18. Individual attention is given in the training activity which increases the
learning aptitude:
a. Totally agree
b. Partially agree
c. Totally disagree
19. Some of the employees are sent abroad for training which has increased
our desire for learning leading to an opportunity for training abroad:
a. Totally agree
b. Partially agree
c. Totally disagree
20. The following training methods have not interested us and have reduced the
learning attitude:
1. Lecture method
a. Totally agree
b. Partially agree
c. Totally disagree
2. Case study method
a. Totally agree
b. Partially agree
c. Totally disagree
3. Computerized program instructions
a. Totally agree
b. Partially agree
c. Totally disagree
4. Business games and role play method
a. Totally agree
b. Partially agree
c. Totally disagree

21. Our company provides e-learning courses, Foundations in Quality
learning Series, Self-Directed Learning ,CD ROMS and Six Sigma Courses
which have helped in increasing the learning attitude?
a. Totally agree
b. Partially agree
c. Totally disagree
22. Do you agree that short term training courses create high rate of learning
than long term courses?
a. Totally agree
b. Partially agree
c. Totally disagree
e. Partially disagree
23. Employees are highly committed to company in view of effective training:
a. Totally agree
b. Partially agree
c. Totally disagree
24. The training program organized by our company helps us in career
Development and therefore the learning interests never fall:
a. Totally agree
b. Partially agree
c. Totally disagree
THANK YOU FOR SPARING YOUR VALUABLE TIME FOR GIVING
RESPONSES TO THE QUESTIONS IN THE QUESTIONNAIRE

10.2 BIBLIOGRAPHY
1. "TRAINING AND DEVELOPMENT" EDITED BY V.V.RAMANI, ICFAI
PUBLICATIONS, 2005.
2. “TRAINING IN ORGANIZATIONS” FOURTH EDITION.
BY IRWIN L. GOLDSTAIN, J. KEVIN FORD, WADSWORTH GROUP, 2005
3. “HAND BOOK OF TRAINING EVALUATION & MEASUREMENT
METHODS”
BY JACK J. PHILLIPS, GULF PUBLICATION CO. THIRD EDITION, 2005.
4. “TRAINING FOR DEVELOPMENT” BY ROLF PLYNTON, UDAI PAREEK,
VISTAR PUBLICATION, SECOND EDITION, 2002.
5. “HUMAN RESOURCE MANAGEMENT”
BY JOHAR IVANCEVICH, TATA Mc GRAW HILL, NINTH EDITION,
2003JOURNALS
JOURNALS
1. HUMAN CAPITAL
2. TRAINING AND DEVELOPMENT
3. EXECUTIVE EXCELLENCE
4. MANAGEMENT NEXT
5. SOUTH ASIAN JOURNAL OF MANAGEMENT

6. ICFAI HRM REVIEW
BUSINESS MAGAZINES
1. BUSINESS TODAY
2. BUSINESS WORLD
3. BUSINESS STANDARD
4. BUSINESS LINE
5. ICFAI EFFECTIVE EXECUTIVE
WEBSITES
1. www.abb.co.in
2. www.gesl.com
3. www.geslsparsha1.com
4. www.hbsedu.com
5. www.hr.com
6. www.google.com
7. www.trainingcontent.com

Evaluation of degree of synchronization between the employee learning capabilities and training a

Evaluation of degree of synchronization between the employee learning capabilities and training a

Recommended

Recommended

More Related Content

What's hot

What's hot (8)

Similar to Evaluation of degree of synchronization between the employee learning capabilities and training a

Similar to Evaluation of degree of synchronization between the employee learning capabilities and training a (20)

Recently uploaded

Recently uploaded (20)

Evaluation of degree of synchronization between the employee learning capabilities and training a