1CR13MBA39_HR

Internship Report on
Study of effectiveness and organizational alignment of the training and
development programs conducted by the Learning and Education Group
at Larsen & Toubro Infotech, Bangalore
By,
Roshanjit Kar Bhowmik
1CR13MBA39
Submitted to
VISVESVARAYA TECHNOLOGICAL UNIVERSITY, BELAGAVI
In partial fulfillment of the requirements for the award of the degree of
MASTER OF BUSINESS ADMINISTRATION
Under the Guidance of
Internal Guide External Guide
Prof. Priyameet Kaur Keer Ms Uma Seshadri
Faculty, Department of
Management Studies, CMR
Institute of Technology
Head, Learning Academy L&T
Infotech Ltd
CMR INSTITUTE OF TECHNOLOGY
Department of Management Studies and Research Center
132, AECS Layout, ITPL Main Road, Kundalahalli, Bangalore – 560037.
2013-2015

CMR INSTITUTE OF TECHNOLOGY
Department of Management Studies and Research Center
132, AECS Layout, ITPL Main Road, Kundalahalli, Bangalore – 560037
DECLARATION
I, Roshanjit Kar Bhowmik(1CR13MBA39), IV Semester student of Department of MBA in
CMR Institute of Technology, hereby declare that the Internship report entitled “A Study of
effectiveness and organizational alignment of the training and development programs
conducted by the Learning and Education Group” with reference to “Larsen & Toubro
Infotech, Bangalore.” prepared by me under the guidance of Prof. Priyameet Kaur Keer,
Faculty, Department of Management Studies and Research Center, CMR Institute of
Technology and external assistance by Ms. Uma Seshadri, Head, Learning Academy
L&T Infotech Ltd.
I also declare that this Internship work is towards the partial fulfillment of the university
regulations for the award of degree of Master of Business Administration by Visvesvaraya
Technological University, Belagavi.
I have undergone a summer project for a period of Ten weeks. I further declare that this project
is based on the original study undertaken by me and has not been submitted for the award of
any degree/diploma from any other University/Institution.
Place: Bangalore
Date: 6th
April, 2015 Signature of the Student

Acknowledgement
I wish to acknowledge the effort of the following people for the valuable assistance and support
provided by them, without which, this project would remain incomplete.
I take this opportunity to thank Dr. Sanjay Chitnis, Principal, CMR Institute of Technology,
for his valuable suggestions.
I also take this opportunity to thank Dr. C.M. Bhaskar Reddy, Director, Department of
Management Studies, CMR Institute of Technology for giving me the opportunity to be a
student in this wonderful institution.
I would also to express my heartfelt gratitude to Dr Girish C, Head of the Department,
Department of Management Studies, CMR Institute of Technology and Prof. Priyameet
Kaur Keer Anand, Internal project guide for her valuable guidance suggestions during the
project.
I sincerely express my gratitude to Ms. Uma Seshadri, Ms Swantika Saha, Ms. Sushma
Achappa and the entire Learning and Education Group, the Campus Spring Board Team
and the Management and Employees of Larsen & Toubro Infotech for the amazing
opportunity provided by them to complete a wonderful internship with them and for allowing
me to pursue my project with such a reputed company
I also take this opportunity to thank Mr. Rahul Ramesh, Mr. Vishnu Ajith Kumar, my
friends, colleagues and family, for their help in my successful completion of this project.
Roshanjit Kar Bhowmik

TABLE OF CONTENTS
Serial
No.
Executive Summary
Page
No.
1 Chapter 1. Introduction 1
2 Chapter 2. Industry and Company profile 11
3 Chapter 3. Theoretical Background of the Study 22
4 Chapter 4. Data Analysis and interpretation 29
5
Chapter 5. Summary of Findings, Recommendations & Suggestions and
Conclusion
57

List of Tables
Chart No Particulars Page Numbers
4.1.1.1 Ranking of need drivers 31
4.1.1.2 Assistance to trainees in identification of training needs 33
4.1.2.1 Alignment of training programs with employees
development plan
34
4.1.2.2 Analysis of people managers’ response about identification
of individual employees training needs
35
4.1.3.1 Investments in innovation in training delivery and
methodology
36
4.1.4.1 Testing of hypothesis- alignment of learning & development
programs to organizational objectives across various
stakeholders
38
4.2.1.1 Effectiveness of the training programs 41
4.2.1.2 Increased confidence 42
4.2.2.1 Views on effectiveness of the training 43
4.2.3.1 Performance measurement at different phases of training 44
4.2.3.2 Feedback measurement 45

4.2.3.3 Effectiveness of hands-on training over classroom trainings 46
4.2.3.4 Needed duration of the training programs 47
4.2.4.1 Relevance of training content 49
4.2.4.2 Involvement of subject matter experts in creating training
contents
50
4.2.4.3 Appropriateness of the content to the profile of trainees 51
4.2.4.4 Inclusion of adequate amount of both theoretical and
practical sessions
52
4.2.4.5 Structure of the content and ease of following 53
4.2.5.1 Quality of trainers 54
4.2.6 Testing of hypothesis - alignment of learning &
development programs across various stakeholders
55

List of Figures & Charts
Chart No Particulars Page Numbers
4.1.1.1 Ranking of need drivers 32
4.1.1.2 Assistance to trainees in identification of training needs 33
4.1.2.1 Alignment of training programs with employees
development plan
34
4.1.2.2 Analysis of people managers’ response about identification
of individual employees training needs
35
4.1.3.1 Investments in innovation in training delivery and
methodology
37
4.2.1.1 Effectiveness of the training programs 41
4.2.1.2 Increased confidence 42
4.2.2.1 Views on effectiveness of the training 43
4.2.3.1 Performance measurement at different phases of training 44
4.2.3.2 Feedback measurement 45

4.2.3.3 Effectiveness of hands-on training over classroom trainings 46
4.2.4.1 Relevance of training content 49
4.2.4.2 Involvement of subject matter experts in creating training
contents
50
4.2.4.3 Appropriateness of the content to the profile of trainees 51
4.2.4.4 Inclusion of adequate amount of both theoretical and
practical sessions
52
4.2.4.5 Structure of the content and ease of following 53
4.2.5.1 Quality of trainers 54

Executive Summary
Today, addressing the reality of skills shortages is a priority for organizations. Many managers
know that innovation of the company’s products or services can suffer if there is a lack of talent
possessing key skills. Talent acquisition can only be part of the solution. Many of the people
the organization needs simply aren’t there. Learning and Education within the organization
help employees stay updated with the latest skills and knowledge as required by the industry
Learning presents a prime opportunity to expand the knowledge base of all employees, but
many employers find the development opportunities expensive. Employees also miss out on
work time while attending Learning & Development sessions, which may delay the completion
of projects. Despite the potential drawbacks, Learning & Development and development
provides both the company as a whole and the individual employees with benefits that make
the cost and time a worthwhile investment.
L&T Infotech is a global IT services and solutions provider, that provides the winning edge to
their clients by leveraging Business-to-IT Connect and deeply committed people. Clients
include industry leaders like Chevron, Freescale, Hitachi, Sanyo and Lafarge, among others.
In the company, they have found a right-size partner who combines scale, stability and
customer-centricity
The parent company is Larsen & Toubro Ltd. (L&T), a technology, engineering, manufacturing
and construction conglomerate, with global operations. This rich corporate heritage has given
L&T Infotech many inherent advantages that translate into tangible benefits for their clients.
The project title “A Study of effectiveness and organizational alignment of the training and
development programs conducted by the Learning and Education Group.” This study will
be beneficial to the organisation in understanding the strengths and weaknesses of the training
processes and the course of action required to put in place a process that can efficiently and
effectively cater to the training related needs of the individuals and the organisation.
To efficiently collect data a well-structured questionnaire will be used to get the response from
the employees directly. For the study a sample size of 100 respondents who are the main
stakeholders of the training programs will be considered

Analysis and interpretation of the responses was done using Microsoft Excel which was used
to tabulate and interpret the data via charts, questionnaires and statistical analysis with the help
of a hypothesis.
From, the research, it could be concluded that training is a critical part of ITes organizations
such as L&T Infotech. These programs enable employees to be profitable by being productive
and generating revenue from the company

A Study of effectiveness and organizational alignment of the
training and development programs conducted by the Learning
and Education Group at Larsen & Toubro Infotech, Bangalore
1
CMR Institute of Technology – Department of Management Studies
CHAPTER 1
INTRODUCTION

2
1.1 INTRODUCTION ABOUT THE INTERNSHIP.
The internship at Larsen & Toubro Infotech is scheduled for a period of 10 weeks with the
Technical Training department. The internship included orientation to the training functions of
the organization with a focus on learning and developing new skills related to methodology,
delivery and infrastructural requirements of conducting training programs in a large
knowledge-based industry. This internship will help in understanding of the operations of the
training and development functions, role of training and development in the context of strategic
objectives of the organization and exposure to the best practices. The internship will also help
in gaining a first-hand experience of working in the HR function in industry. The opportunity
to work in my area of specialization and the experience will be of immense help in my
professional career
The internship is a part of academic curriculum of VTU (MBA Program). The purpose of
internship is to bridge the gap between knowledge and its application through a series of
interventions that will help the students of VTU (MBA Program) to gain insights and exposure
to the industry.
The internship includes a study of project related to effectiveness of the training environment
and factors affecting the performance of the training system for the Technical Training Team
at Larsen & Toubro Infotech Bangalore.
The internship serves the purpose of providing critical business insights and helps to discover
skills and capabilities, to manage organization resources and work under deadlines as well as
to understand the corporate culture and application of the theoretical knowledge learned in real
life situations at the work place.

3
1.2 TOPIC CHOSEN FOR STUDY:
Study of effectiveness and organizational alignment of the training and development
programs conducted by the Learning and Education Group at Larsen & Toubro Infotech,
Bangalore.
The technical training team conducts training programs to enable employees to meet the needs
of the organization as well as individual development needs. This study was carried out to get
an in-depth insight of the processes and to measure the success of various process parameters
based on response to a survey from the Training Team, Trainers, People Managers and trainees,
all of whom are stake-holders of the training and development process in L&T Infotech.
1.3 NEED FOR THE STUDY:
In the Information Technology & Information Technology Enabled Services Industry, the
importance of skilled talent in is of paramount importance. Being a knowledge-based industry,
skill and knowledge of employees are key influencers for driving accelerated growth and
financial success.
Learning & development is a process by which employees are enabled to acquire the
capabilities to perform their jobs and contribute to the success of the organization. An effective
training program is linked to skills development, improved performance, employee motivation
and retention. On the other hand, a poorly trained work force will lead the organisation to poor
performance and will result in costly mistakes and erosion of brand value and market share.
This study will be beneficial to the organisation in understanding the strengths and weaknesses
of the training processes and the course of action required to put in place a process that can
efficiently and effectively cater to the training related needs of the individuals and the
organisation.

4
1.4 OBJECTIVES OF THE STUDY:
 To understand the relevance of training in the IT Industry.
 To understand alignment of learning and development programs to organizational
objectives by measuring the following dimensions:
o Assessment and identification of drivers for training needs
o Alignment of training programs with employees development plan
o Investments in innovation in training delivery and methodology
 To understand alignment effectiveness of the learning and development programs by
measuring the following dimensions:
o Alignment to career goals
o Impact on skills improvement
o Quality of program design
o Quality of content
o Quality of trainers
 Statistical analysis to determine the significance among different stakeholders on
alignment of learning & development programs and organizational objectives
 Statistical analysis to determine the significance among different stakeholders on
effectiveness of the learning and development programs
1.5 SCOPE OF THE STUDY:
The Study was conducted with specific reference to the employees of L&T Infotech at the
Bangalore Delivery Centre based on responses to a survey from four groups
 Members of the Learning & Education Group
 People Managers
 Trainers
 Trainees

5
1.6 RESEARCH METHODOLOGY
‘Research methodology’ details the methodology and approach used to systematically outline
the approach that will be used to solve the research problem. It contains the following sub
components:
 Research Design
 Data Collection
 Data Analysis
1.6.1 RESEARCH DESIGN
Given the nature of the research, Descriptive Research Methodology is used. This type of
research is a grouping of many research methodologies and procedures, such as observations,
surveys and reports
1.6.2 SAMPLING SIZE
The sampling size for the study was cumulative 100 employees from various verticals,
horizontals and organizational roles – namely Members of the Learning & Education Group,
People Managers, Trainers and Trainees
1.6.3 SAMPLING METHOD
The sampling technique used is Stratified Random sampling. A sampling method that uses the
concept of division of a population into smaller sub - populations known as strata. In this type
of sampling, the strata are formed based on the shared attributes or characteristics of the
members of its population. A random sample size from each stratum is decided based on a
quantity that is proportional to the strata’s overall size when compared to the total population.
These subsets of the strata are then pooled to form a random sample.

6
1.6.4
QUESTIONNAIRE DESIGN
A structured questionnaire will be used because it would be inexpensive, convenient and an
efficient way of gathering response from the target audience. In certain cases internet survey
and telephonic interviews will also be used.
 A structured questionnaire will be used to interview a respondents belonging to different
group of stakeholders – namely Members of the Learning & Education Group, People
Managers, Trainers and Trainees
 Where responses are expected to have clear options a yes-no option will be provided to the
respondents.
 In case some amount of ambiguity is expected in the responses, 3 response options e.g. yes-
maybe-no-will be provided to the respondents
 In case there could be substantial difference in view of the respondents a 5-response options
e.g. strongly agree-agree-neutral-disagree-strongly disagree will be provided
1.6.5 METHOD OF DATA COLLECTION
The source of information is generally divided into primary and secondary sources.

7
1.6.5.1 PRIMARY DATA
The questionnaire will be handed over to the respondents with an explanation of the questions
and method of response. In case of non-availability of a respondent, the questionnaire will be
sent to them via email or telephonic interview will be conducted.
Questionnaires for various categories of respondents will also be used to gain insight on the
following aspects:
1. Program effectiveness
 Alignment to career goals
 Quality of training/program
 Quality of content
 Quality of trainers
2. Organizational focus on Learning & Development
 Involvement of line of business managers in designing training curriculum
 Alignment of training programs with organizational goals and objectives
 Alignment of training programs with employees development plan
 Investments in innovation in training delivery and methodology
1.6.5.2 SECONDARY DATA
Secondary research will be carried out to understand the nature of the industry and to gather
details about Learning & Education and the best practices in context to the IT & ITes industry.
The insight from secondary research was useful to build the framework and the structure of the
questionnaire.
The secondary data collected includes:
 Company Website
 Industry White Papers
 Blogs and Forums
 Business Magazines
 Annual Reports

8
1.7 DATA ANALYSIS TECHNIQUE:
 The number of respondents will be tabulated in an excel file and the excel functionality will
be used to generate the charts and visual reports. The responses will be collected, analysed
and represented visually using bar charts, column charts and pie-charts
 Based on responses received, analysis will be carried out to measure Program effectiveness
and Organizational focus on Learning & Development
 A statistical hypothesis will be carried out using the testing of hypothesis method to analyse
significance among the views of different groups of stakeholders on alignment of learning
and development programs to organizational effectiveness and effectiveness of the
programs. The statistical test used was chi-square test.
Chi-Square Test: Formulae:
O = Observed frequency and
E = Expected frequency.
Based on the relationship between calculated value and table value x2
we either accept or reject
our original hypothesis

9
1.8 LITERATURE REVIEW:
According to the Michel Armstrong, “Training is systematic development of the knowledge,
skills and attitudes required by an individual to perform adequately a given task or job”.
(Source: A Handbook of Human Resource Management Practice, Kogan Page, 8th
Ed., 2001)
According to Bill & Yates (2010) Usefulness of training programme is possible only when the
trainee is able to practise the theoretical aspects learned in training programme in actual work
environment. They highlighted the use of role playing, cases, simulation, mediated exercises,
and computer based learning to provide exposure to a current and relevant body of knowledge
and real world situations.
The principal objective of training is to make sure the availability of a skilled and willing
workforce to the organization. In addition to that, there are four other objectives: Individual,
Organizational, Functional, and Social.
According to the Edwin B Flippo, “Training is the act of increasing knowledge and skills of an
employee for doing a particular job.” (Source: Personnel Management, McGraw Hill;
6thEdition, 1984)
The term ‘training’ indicates the process involved in improving the aptitudes, skills and abilities
of the employees to perform specific jobs. Training helps in updating old talents and developing
new ones. ‘Successful candidates placed on the jobs need training to perform their duties
effectively’. (Source: Aswathappa, K. Human resource and Personnel Management, New
Delhi: Tata Mcgraw-Hill Publishing Company Limited, 2000, p.189)
According to Casse and Banahan (2007), the different approaches to training and development
need to be explored. It has come to their attention by their own preferred model and through
experience with large Organisations. The current traditional training continuously facing the
challenges in the selection of the employees, in maintaining the uncertainty related to the
purpose and in introducing new tactics for the environment of work and by recognizing this,
they advising on all the problems, which reiterates the requirement for flexible approach.
Usually the managers have the choice to select the best training and development program for
their staff but they always have to bear in mind that to increase their chances of achieve the
target they must follow the five
points highlighted by Miller and Desmarais (2007). According to Davenport (2006), mentioned
in his recent studies that it’s easy to implement strategy with new internet supported software.

10
1.8 LIMITATIONS OF THE STUDY
 The study was conducted within a limited geographical area; a larger sample size would
have made the study more inclusive.
 The study was also conducted within a limited time frame and with limited resources.
More time and resources would have made the data more comprehensive.
 The main limitation of the study is the slow response rate. It is a challenge to get all the
employees of the organization to answer the questionnaire on time.
 Another major limitation is the bias of the responses given.
 Limitations to reach out to stake holders at random due to lack of access
 Lack of interest and seriousness in answering the questionnaire.

11
CHAPTER 2
INDUSTRY &
COMPANY Profile

12
2.1 INDUSTRY PROFILE:
Information Technology (IT) has made possible information access at gigabit speeds. It has
created a level playing field among nations and has a positive impact on the lives of millions.
Today, a country's IT potential is paramount for its march towards global competitiveness,
healthy gross domestic product (GDP) and meeting up energy and environmental challenges.
The Indian IT and Information Technology enabled Services (ITeS) sectors go hand-in-hand in
every aspect. The industry has not only transformed India's image on the global platform, but
also fuelled economic growth by energising the higher education sector (especially in
engineering and computer science). The industry has employed almost 10 million Indians and,
hence, has contributed significantly to social transformation in the country.
India is one of the fastest-growing IT services markets in the world. It is also the world's largest
sourcing destination, accounting for approximately 52 per cent of the US$ 124-130 billion
market. The country's cost competitiveness in providing IT services continues to be its USP in
the global sourcing market.
India has the potential to build a US$ 100 billion software product industry by 2025, according
to Indian Software Product Industry Roundtable (iSPIRT). The software products market in
India, which includes accounting software and cloud computing-based telephony services, is
expected to grow at 14 per cent in 2014.

13
2.1.1 HISTORY OF IT INDUSTRY IN INDIA
In 1965, immigration laws in USA were modified and the restrictions on immigrants were
reduced considerably. As a result a lot of Indian professionals migrated for research
opportunities in USA. The IT revolution in USA and the much fancied Silicon Valley in the
US during the 80s and 90s could not have been possible without the work of these migrated
Indians. What this migration did for the Indian IT industry was creating innumerable
opportunities in the USA in the IT sector. Due to the fast growing IT sector in USA, there was
a need for IT professionals outside USA. India had a huge number of educated people and the
education in India being in English, there was a large population of English speaking
technically strong people in India. Hence outsourcing of work started gaining momentum and
this led to the huge boom in the IT sector in India, whose most of the work is exporting software
and software services to the US and other overseas clients.
The Indian economy during this period was completely controlled by the Indian Government
and there were strict restrictions and regulations for private business entities in India. Hence
there was no major growth in the IT sector in India till 1991.

14
2.1.2 FUTURE OUTLOOK
Globalization has had a profound impact in shaping the Indian Information Technology
industry. Over the years, verticals like manufacturing, telecom, insurance, banking, finance and
lately the retail, have been the growth drivers for this sector. But it is very fast getting clear that
the future growth of IT and IT enabled services will be fuelled by the verticals of climate
change, mobile applications, healthcare, energy efficiency and sustainable energy. The near
future of Indian IT industry sees a significant rise in share of technology spend as more and
more service providers both Indian and global target new segments and provide low cost,
flexible solutions to customers. By 2015, IT sector is expected to generate revenues of USD
130 billion (NASSCOM) which will create a transformational impact on the overall economy.
IT spending is expected to significantly increase in verticals like automotive and healthcare
while the government, with its focus on e-governance, will continue to be a major spender.
However, to achieve this growth, the sector has to continue to re-invent itself and strive for that
extra mile, through new business models, global delivery, partnerships and transformation. A
collaborative effort from all stakeholders will be needed to ensure future growth of India’s IT-
ITeS sector. We will need to rise up to the new challenges and put in dedicated efforts toward
providing more and more of end-to-end solutions to the clients to keep the momentum going.

15
2.1.3 PORTERS FIVE FORCE ANALYSIS
The five force model is used to understand in depth the position of the Indian IT
industry:
Threat of New Entrants: This is the threat of new competitors entering the market and
stealing away market share of the company.
Threat of Substitute Products: This is the threat of substitute products being launched
that can result in a loss of customer base.
Bargaining Power of Suppliers: This is the power of a supplier to bargain and negotiate
on the raw materials, thus impacting a lot of factors.
Bargaining Power of Customer: This is the power of the customer to bargain and to
have a say in the price of a product, thus impacting its performance.
Competitive Rivalry: This is rivalry between a set of similar competitors to get to the
same customer.
Application of the model in the Indian IT market
Porter’s Five force Analysis of the Indian IT Industry

16
2.2 COMPANY PROFILE
2.2.1 OVERVIEW:
L&T Infotech is a global IT services and solutions provider, that provides the winning edge to
their clients by leveraging Business-to-IT Connect and deeply committed people. Clients
include industry leaders like Chevron, Freescale, Hitachi, Sanyo and Lafarge, among others. In
the company, they have found a right-size partner who combines scale, stability and customer-
centricity
The parent company is Larsen & Toubro Ltd. (L&T), a technology, engineering, manufacturing
and construction conglomerate, with global operations. This rich corporate heritage has given
L&T Infotech many inherent advantages that translate into tangible benefits for their clients.
L&T Infotech, is a global IT services company based in Mumbai, India. L&T Infotech is ranked
number 8 in Indian IT companies in 2012-2013. The company has 39 registered offices in 22
countries. It employs standards of the Software Engineering Institute's (SEI) Capability
Maturity Model (CMM) and is a certified Level 5 organisation business-to-IT Connect. L&T
Infotech’s IT solutions, driven by business context and rooted in domain knowledge, deliver
new efficiencies and advantages to our clients.

17
2.2.2 History of L&T Infotech
Originally founded as L&T Information Technology Ltd (Read as L&T-IT), a completely
owned subsidiary of Larsen & Toubro Ltd (L&T). The company changed its name to L&T
Infotech on 1 April 1997. In December 2006, L&T Infotech acquired GDA Technologies (a
privately held electronic design firm based in California, USA) and all of its design centres in
India and USA.

18
2.2.4 Lines of Business
L&T Infotech provides end-to-end solutions and services in the following verticals:
 Hi-tech & Consumer Electronics
 Auto & Aerospace
 Consumer Packaged Goods & Retail;
 Life Sciences
 Banking & Financial Services
 Insurance; Healthcare; Energy &
 Process
 Utilities, Engineering & Construction
 Plant Equipment & Industrial
 Products; Travel & Logistics; Media & Entertainment.
L&T Infotech also delivers business solutions to its clients in the following
horizontals/service lines:
 Testing, Mobility,
 Infrastructure Management Services,
 Business Intelligence/Data Warehousing,
 SAP Oracle and Microsoft, Enterprise
 Integration and Manufacturing Execution Systems

19
2.2.6 Areas of Operation
The areas of operation of Larsen & Toubro Infotech are in the following regions:
 India: Mumbai (Powai), Navi Mumbai (Airoli, Mahape), Pune (Shivaji Nagar,
Hinjewadi), Bangalore/Bengaluru (Whitefield), Chennai (Manapakkam), Mysore,
Nagpur
 North America: USA & Canada
 Europe: United Kingdom, Germany, Denmark, France, Sweden, Norway, Finland
 Asia Pacific: Japan, Singapore, Korea
 Africa: South Africa
 Middle East: Kuwait, United Arab Emirates, Saudi Arabia, Qatar, Oman
 Australia & New Zealand
 South America: Costa Rica

20
2.2.7 FINANCIAL RESULTS

21
2.2.8 L&T INFOTECH BALANCE SHEET

22
CHAPTER 3
Theoretical
Background of study

23
THEORETICAL BACKGROUND OF THE STUDY
3.1 GENERAL INTRODUCTION:
Today, addressing the reality of skills shortages is a priority for organizations. Many managers
know that innovation of the company’s products or services can suffer if there is a lack of talent
possessing key skills. Talent acquisition can only be part of the solution. Many of the people
the organization needs simply aren’t there. CEOs seem to understand this. Two-thirds of them
are of the opinion that over the next three years it’s more likely that talent will come from
promotions within their companies. Hence, developing talent internally over the long term will
be most of the solution. A few timely steps can help an HR leader to start filling the skills gaps
in the organization.
Financial performance of a knowledge-based industry is largely dependent on various aspects
of talent management, across the following areas
Recruitment Development Retention

24
3.2 RATIONALIZING L&D SPENDING
Fuelled by the gaps in capabilities at all levels, corporate L&D spending grew by more than 11
percent last year to more than $130 billion worldwide—despite the recession. But is this money
being used effectively? Is it building the capabilities that our organizations need? Not nearly
well enough. Our research and conversations with clients show a surprising lack of discipline
and structure within the training function. Only 49 percent of organizations have a senior leader
running the training function (66 percent of “high-impact “organizations do) and fewer than
45 percent have a written business plan for learning. It was found that many companies do not
really know where all of their L&D money is going—and they need to rationalize and improve
the effectiveness of this critical investment.
Need for investment in Learning & Development programs
Impact of Traditional training vis-a-vis Continuous learning in Skills development

25
3.3 EXTENDING THE LEARNING ARCHITECTURE
In recent years, organizations have to focus on extending their learning architecture. “Learning
architecture” is defined as a group of integrated technologies that brings together content,
collaboration, and programs into an easy-to-understand set of offerings to help people to learn,
share information, and locate and share expertise.
In today’s content rich environment, the integrated learning architecture is increasingly
important. One of our clients built a “content aggregation portal” that sits in front of its various
learning content systems, and which provides search, recommendations, ratings, and the ability
to find content by looking at what other experts are viewing. This type of interface lets the
company integrate new content from MOOCs and expert-authored content, and provides
mobile access as well. Another forward-thinking company developed its “millennial learner
lab” for its call-center employees. This is a technology-rich platform that is available in the
company’s large call centers to allow employees to leave their posts and go to the lab to learn.
Call-center employees learn through a variety of content, tools, and systems; in 2014, the
“learning lab” will soon be extended for use at home.
Example of a Learning & Development platform

26
3.4 ROLE OF LEARNING IN TALENT DEVELOPMENT
Learning presents a prime opportunity to expand the knowledge base of all employees, but
many employers find the development opportunities expensive. Employees also miss out on
work time while attending Learning & Development sessions, which may delay the completion
of projects. Despite the potential drawbacks, Learning & Development and development
provides both the company as a whole and the individual employees with benefits that make
the cost and time a worthwhile investment.
1. Overcoming Weaknesses
Most employees have some weaknesses in their workplace skills. A Learning & Development
program allows you to strengthen those skills that each employee needs to improve. A
development program brings all employees to a higher level so they all have similar skills and
knowledge.
2. Employee Performance Improvement
An employee who receives the necessary Learning & Development is better able to perform
her job. They become more aware of safety practices and proper procedures for basic tasks.
The Learning & Development may also build the employee's confidence because now, the
associate has a stronger understanding of the industry and the responsibilities of her job.
3. Consistency
A structured Learning & Development and development program ensures that employees have
a consistent experience and background knowledge. The consistency is particularly relevant for
the company's basic policies and procedures. All employees need to be aware of the
expectations and procedures within the company. This includes safety, discrimination and
administrative tasks.
4. Job Satisfaction
Employees with access to Learning & Development and development programs have the
advantage over employees in other companies who are left to seek out Learning &
Development opportunities on their own. The investment in Learning & Development that a
company makes shows the employees they are valued. The Learning & Development creates a
supportive workplace. Employees may gain access to Learning & Development they wouldn't

27
have otherwise known about or sought out themselves. Employees who feel appreciated and
challenged through Learning & Development opportunities may feel more satisfaction toward
their jobs. Learning & Development programs increases communication between different
levels of an organization. Any deficiency in processes and jobs are eliminated and those close
to production processes become involve in the management. Staff empowerment is a recent
trend in management; such empowerment will only be successful when proper Learning &
Development is provided to those empowered.
Thus, Learning & Development are very vital in any company or organization that aims at
progressing. Learning & Development simply refers to the process of acquiring the essential
skills required for a certain job. It targets specific goals, for instance understanding a process
and operating a certain machine or system. Career development, on the other side, puts
emphasis on broader skills, which are applicable in a wide range of situations. This includes
decision making, thinking creatively and managing people.
5. The role of the line manager in learning and development:
The importance of line managers in all aspects of people management, including learning and
development, came to the fore in earlier research undertaken on behalf of the CIPD (Purcell
and Hutchinson 2003). This research, based on employee responses, shows that the way line
managers deliver HR practices and provides leadership can strongly influence employee
experiences and thus their attitudes and behaviour. In particular, significant relationships exist
between the effective provision of mentoring and guidance by the line manager and levels of
employee satisfaction, commitment and motivation.

28
6. Integrating learning and development into wider organisational strategy:
As organisations accommodate new ways of working, the main challenge as learning
professionals is to adapt structures, strategies and activities, not just to keep pace but to work
as agents of change and help the organisations move forward. A large and growing body of
research continues to reinforce the fact that, as societies move from production-based
economies to knowledge-based economies, the importance of a flexible, skilled and highly
motivated workforce increases exponentially. Unless organisations can develop employees
who are capable and motivated, with the ability to deal with ambiguity and make effective
decisions, they won’t be able to remain competitive and continue to meet their customers’
expectations. Thus, learning and development function is a critical cog in building a workforce
that can continuously learn, unlearn and relearn.
.

29
Chapter 4
Data Analysis

30
PART A: Organizational Alignment of Learning & Development Programs
Objective:
To understand alignment of learning and development programs to organizational
objectives by measuring the following dimensions:
 Assessment and identification of drivers for training needs
 Alignment of training programs with employees development plan
 Investments in innovation in training delivery and methodology
Each dimension was associated with a set of measures mapped through the responses to a
question.
To test a statistical hypothesis test to determine the significance among different
stakeholders on alignment of learning & development programs and organizational
objectives

31
4.1.1 Assessment & identification of drivers for training needs
4.1.1.1 Ranking of need drivers
Table 4.1.1.1
Interpretation:
The training team, people managers and trainers were asked to rank the following key drivers
of training needs in terms of priority.
 Project assignments
 Employee development plan
 Job redesign
 Reorganization
 Promotions/Transfer
The ranks were added up and averaged to assess the priority of the key drivers
Prioritization of drivers Sum of ranksNo. of Respondents Mean Rank
Project Assignment 140 4.0
Employee Development Plan 135 3.9
Job Redesign 110 3.1
Promotions/ Transfers 80 2.3
Reorganization 50 1.4
35

32
Chart 4.1.1.1
Inference
The chart reveals that all key drivers e.g. short-term job requirement, employee development
programs as well as situational factors e.g. job rotation or promotion/transfers get almost equal
amount of importance.
The most important drivers of a training program are Project Assignments and Employee
development programs followed by situational factors like Job rotation Promotion/Transfers.
The close distribution of the scores reveals that
 The training requirements are driven almost in equal measure by short-term
requirements, employee development plan and situational factors.
 The training department is able to identify the training needs arising from different
organizational needs without a bias towards any particular aspect.

33
4.1.1.2 Assistance to trainees in identification of training needs
Table 4.1.1.2
In another analysis, the trainees were asked to assess their awareness about the drivers of their
individual training needs
 The responses in terms of yes and no, were plotted in a pie-chart
Chart 4.1.1.2
Inference
More than 50% of the trainees are not aware what are the factors that drive the training
programs they attend suggesting that the trainees need to be educated about need for learning
and development instead of a top-down approach of assigning training programs

34
4.1.2 Alignment of training programs with employees development plan
4.1.2.1
 Measure alignment of training programs with employee development
No. of
Respondents
Percentage
Yes 17 73.91
Maybe 4 17.39
No 2 8.70
Table 4.1.2.1
Analysis
This analysis was done to measure alignment of training programs with employee development
plant based on response against the following dimensions:
 Involvement of line of business managers in devising training plan
 Identification of individual training needs by people managers
In the 1st
analysis, view of the training team and people managers about involvement of line of
business managers were captured in a 3-point scale
Chart 4.1.2.1
Inference
Most respondents confirmed involvement of business managers in devising training plan

35
4.1.2.2
 Identification of individual employees training needs
Analysis
Table 4.1.2.2
In the 2nd
analysis, people managers’ response about identification of individual employees
training needs were captured in a 3-point scale
Chart 4.1.2.2
Inference
All responses were affirmative confirming that people managers assess individual training
needs of their team members

36
4.1.3 Investments in innovation in training delivery and methodology
4.1.3.1
 Digital repository of training content
 Availability of training content on mobile devices
 Deployment of a social platform to facilitate collaborative learning
Analysis
Table 4.1.3.1
 This analysis was done to assess investments made by the organization in deploying
evolving technologies like mobility, social learning, analytics in pursuit of excellence in
training delivery and methodology.
 Adoption of the following innovations in technology was assessed
YES NO MAYBE
Digital Repository 54 16 5
Mobile Access 45 20 10
Social Learning 25 41 9

37
Chart 4.1.3.1
Inference
 Most of the respondents confirmed availability of a digital repository and mobile access
to content.
 Some respondents were not aware of availability of content on mobile device
 Only 1/3rd
of the respondents confirmed availability of a collaborative social learning
platform whereas more than 50 % answered in negative.
 Some of the respondents were not aware about availability of a social platform
 Summarizing the findings, the inference is that though the organization made
investments in latest innovations to improve the quality of learning experience, the roll-
out of the technology platforms are yet to percolate across all employees

38
4.1.4 Testing of hypothesis- alignment of learning & development programs to organizational
objectives across various stakeholders
INFERENCE:
From the above data, it can be noted, that a sizeable percentage of respondents strongly agreed
with this and some respondents agree with the point. However, certain respondents chose to
remain neutral while the rest of the respondents either disagreed or strongly disagreed with this
point
ORGANIZATIONAL ALIGNMENT OF OBJECTIVES
Hypothesis Assumption
Null Hypothesis(H0)
There is no significance between Stake Holder Opinion and
Organizational Objectives
Alternate Hypothesis(H1)
There is significance between Stake Holder Opinion and
Organizational Objectives
Table: Respondent Spread
Row Labels
Strongly
Agree Agree Neutral Disagree
Highly
Disagree
Grand
Total
Trainer 2 6 1 1 0 10
Trainee 15 39 12 8 1 75
Manager 4 12 2 0 0 18
Training Team 1 5 1 0 0 7
Grand Total 22 62 16 9 1 110

39
Calculation:
Tabulated values:
S.NO Oi Ei Oi - Ei (Oi - Ei)2 (Oi-Ei)^2/Ei
1 0 2 4.4 (2.40) 5.76 1.31
1 1 6 12.4 (6.40) 40.96 3.30
1 2 1 3.2 (2.20) 4.84 1.51
1 3 1 1.8 (0.80) 0.64 0.36
1 4 0 0.2 (0.20) 0.04 0.20
2 0 15 33 (18.00) 324.00 9.82
2 1 39 93 (54.00) 2,916.00 31.35
2 2 12 24 (12.00) 144.00 6.00
2 3 8 13.5 (5.50) 30.25 2.24
2 4 1 1.5 (0.50) 0.25 0.17
3 0 4 7.92 (3.92) 15.37 1.94
3 1 12 22.32 (10.32) 106.50 4.77
3 2 2 5.76 (3.76) 14.14 2.45
3 3 0 3.24 (3.24) 10.50 3.24
3 4 0 0.36 (0.36) 0.13 0.36
4 0 1 3.08 (2.08) 4.33 1.40
4 1 5 8.68 (3.68) 13.54 1.56
4 2 1 2.24 (1.24) 1.54 0.69
4 3 0 1.26 (1.26) 1.59 1.26
4 4 0 0.14 (0.14) 0.02 0.14
74.08
Inference: There is significance between Stake Holder Opinion and Organizational Objectives.
Degree of Freedom 12
Level of significance 5%
Calc Value 74.08
Chi Square Table Value 21.026
Result Reject H0

40
PART B: Program effectiveness
Objective
To understand alignment effectiveness of the learning and development programs by
measuring the following dimensions:
 Alignment to career goals
 Impact on skills improvement
 Quality of program design
 Quality of content
 Quality of trainers
Each dimension was associated with a set of measures mapped through the responses to a
question
To test a statistical hypothesis test to determine the significance among different
stakeholders on effectiveness of the learning and development programs

41
4.2.1 Alignment to career goals
4.2.1.1
 Effectiveness of the training programs to meet their career goals
Analysis
Table 4.2.1.1
The respondents were asked to share their views on the following:
Chart 4.2.1.1
Inference
 Most of the respondents believed that the training programs are effective to meet
their career goals. However, some of the respondents were neutral and a minority
of respondents disagreed to the suggestion.
Strongly Agree Agree Neutral Disagree Strongly Disagree
15 45 11 3 1
15
45
11
3
1
0
5
10
15
20
25
30
35
40
45
50

42
4.2.1.2
 Increased confidence post completion of the training programs
Analysis
Table 4.2.1.2
The respondents were asked to share their views on the following:
Chart 4.2.1.2
Inference
Some of the respondents didn’t find an increase in their confidence level, while some 5 of
the respondents were non-committal. This was corroborated by the increased level of
confidence on completion of training as responded by majority of the respondents.
Together the findings suggest that the training programs meet the need of most of the
respondents in meeting the needs of their career goal and resulted in a greater level of
confidence, there are still quite a few respondents who are either unaware or neutral or
disagree to the impact of the training programs in meeting their career needs or in the level
of confidence
YES MAYBE NO
42 26 7

43
4.2.2 Impact on skills improvement
4.2.2.1
 Adequacy of the training programs in developing intended skills
Analysis
Table 4.2.2.1
People managers were asked to submit their views on effectiveness of the training programs in
employee skill development across the following parameters
Chart 4.2.2.1
Inference
The chart reflects that the training programs are adequate in building up and developing
adequate skill sets; however a sizeable amount of people managers felt that trainings alone are
not sufficient in developing the intended skill sets in their employees.
Agree Disagree
11 7

44
4.2.3 Quality of program design
4.2.3.1
 Performance measurement at different phases of training
Analysis
Table 4.2.3.1
Responses were sought from the trainees, trainers and people managers and trainees to
understand the quality of the program design across the following parameters
Chart 4.2.3.1
Inference
Assessment of the training program across different dimensions returned the following insight
 Most respondents believe that performance is measured at different phases of the
sessions whereas an equal number of respondents were not sure. Some of the
respondent of the people managers believe that hands-on-training is more effective
than the classroom training
YES MAYBE NO
4 4 2

45
4.2.3.2
 Feedback mechanism to trainees on performance
Analysis
Table 4.2.3.2
Chart 4.2.3.2
Inference
 Majority of the respondents believe that a feedback mechanism to trainees exists where
as some of the respondents were either not sure or believed that a feedback mechanism
doesn’t exist.
YES MAYBE NO
7 1 2
70%
10%
20%
YES MAYBE NO

46
4.2.3.3
 Effectiveness of hands-on training over classroom trainings
Analysis
Table 4.2.3.3
Chart 4.2.3.3
Inference
Assessment of the training program across different dimensions returned the following insight:
Many of the respondents felt that the training programs could have been substituted with
Hands-On learning methodology. However some of the respondents felt that training was
required while other respondents were neutral to the topic.
2 7 5 2 2

47
4.2.3.4
 Needed duration of the training programs
Analysis
Table 4.2.3.4
Chart 4.2.3.4
Inference
 Divided opinion about needed duration of the training programs. About 50% believe
that the duration is right whereas others either thought that the duration was not
adequate or were not sure about it
YES MAYBE NO
38 27 10

48
4.2.3.5
 Needed duration of the training programs
Analysis
Table 4.2.3.5
Chart 4.2.3.5
Inference
 Respondents experienced interruptions in availability of the training systems. 1/3rd
of
the respondents confirmed uninterrupted availability of the training systems where as
an equal number of respondents did not think so. The rest were not sure
YES NO OCCASIONALLY
58 8 9

49
4.2.4 Quality of content
4.2.4.1
 Relevance of training content
Analysis
Table 4.2.4.1
Responses were sought from the trainers and trainees about the quality of training content
measured across the following parameters
Chart 4.2.4.1
Inference
Assessment of the training content across different dimensions returned the following insight
 Majority of the respondents believed that the training content was up-to-date with few
disagreements and neutral response
3 5 1 1

50
4.2.4.2
 Involvement of subject matter experts in creating training contents
Analysis
Table 4.2.4.2
Chart 4.2.4.2
Inference
 Majority agreed that subject matter experts were involved in devising the training
content though some were neutral
2 5 3

51
4.2.4.3
 Appropriateness of the content to the profile of trainees
Analysis
Table 4.2.4.3
Chart 4.2.4.3
Inference
 Majority believed that the content matched the profile of the trainees while some
respondents chose to remain neutral.
2 6 2

52
Quality of content
4.2.4.4
 Inclusion of adequate amount of both theoretical and practical sessions
Analysis
Table 4.2.4.4
Chart 4.2.4.4
Inference
 About 2/3rd of the respondents found that the theoretical part of the program was
adequate but the practical wasn’t.
 1/3rd
of the respondents believed that the practical component was adequate but the
theoretical component wasn’t.
Practical Theory
Insufficient 6 1
Sufficient 4 9
6
1
4
9
0
1
2
3
4
5
6
7
8
9
10
Practical Theory
Insufficient Sufficient

53
Quality of content
4.2.4.5
 Structure of the content and ease of following
Analysis
Chart 4.2.4.5
Chart 4.2.4.5
Inference
 Majority found the content well-structured and easy to follow whereas 13% did not
find it structured.
Respondents Percentage
Yes 65 86.67
No 10 13.83

54
4.2.5 Quality of trainers
4.2.5.1
 People managers’ perception about required hands-on experience of trainers
 Trainees assessment about knowledge of the trainers on the topics
 Trainees assessment about communication skill of the trainers
Analysis
Table 4.2.5.1
Responses were sought from the people managers and trainees on their perception about
the effectiveness of the trainers measured across the following parameters:
 People managers’ perception about required hands-on experience of trainers
 Trainees assessment about knowledge of the trainers on the topics
 Trainees assessment about communication skill of the trainers
Chart 4.2.5.1
Inference
 1/3rd of the people managers were of the view that the trainers possess required hands-
on experience whereas 1/3rd
didn’t believe so. 1/3rd
of the people managers weren’t
sure
 Some found that the trainers possess effective communication skills required for
conducting a training whereas a few were not sure
 Most believed that the trainers have adequate knowledge on the topics being taught
Good Mediocre Bad
Knowledge Level of Trainer 58 4 13
Communication Skill 46 27 2
Trainer Practical Exposure 11 5 2

55
4.2.6 Testing of hypothesis - alignment of learning & development programs across
various stakeholders
Program Effectiveness
Hypothesis Assumption
Null
Hypothesis(H0)
There is no significance between Stake Holder Opinion and Program
Effectiveness
Alternate
Hypothesis(H1)
There is significance between Stake Holder Opinion and Program
Effectiveness
Table: Respondent Spread
Calculation:
Row Labels Highly Effective Effective Neutral Uneffective Highly Uneffective Grand Total
Trainer 2 4 2 1 1 10
Trainee 28 45 2 0 0 75
Resouce Pool Managers 5 7 2 3 1 18
Training Team 1 5 1 0 0 7
Grand Total 36 61 7 4 2 110
Degree of Freedom 12
Level of significance 5%
Calc Value 27.08
Chi Square Table Value 21.026
Result Reject H0

56
Tabulated values:
Inference: There is significance between Stake Holder Opinion and Program Effectiveness
S.NO Oi Ei Oi - Ei (Oi - Ei)2 (Oi-Ei)^2/Ei
1 0 2 3.6 (1.60) 2.56 0.71
1 1 4 6.1 (2.10) 4.41 0.72
1 2 2 0.7 1.30 1.69 2.41
1 3 1 0.4 0.60 0.36 0.90
1 4 1 0.2 0.80 0.64 3.20
2 0 28 27 1.00 1.00 0.04
2 1 45 45.75 (0.75) 0.56 0.01
2 2 2 5.25 (3.25) 10.56 2.01
2 3 0 3 (3.00) 9.00 3.00
2 4 0 1.5 (1.50) 2.25 1.50
3 0 5 6.48 (1.48) 2.19 0.34
3 1 7 10.98 (3.98) 15.84 1.44
3 2 2 1.26 0.74 0.55 0.43
3 3 3 0.72 2.28 5.20 7.22
3 4 1 0.36 0.64 0.41 1.14
4 0 1 2.52 (1.52) 2.31 0.92
4 1 5 4.27 0.73 0.53 0.12
4 2 1 0.49 0.51 0.26 0.53
4 3 0 0.28 (0.28) 0.08 0.28
4 4 0 0.14 (0.14) 0.02 0.14
27.08

57
Chapter 5
Summary of Findings,
Recommendations &
Suggestions and
Conclusion

58
5.1 SUMMARY OF FINDINGS
 More than majority of the trainees are not aware about the reasons why training
programs are conducted. Only 1/3rd of the people managers believe that trainees are
assisted in identifying their individual training needs. Lack of awareness may lead the
training and development programs to be seen as being top-driven. Building awareness
of the need of training and development programs among employees will result in a
more favorable perception about training programs
 Identification of individual training needs by managers and alignment of individual
learning route to organizational objectives are processes in place and together constitute
a well-structured learning and education framework shaping organizational objectives
with the granularity of individual training requirements.
 There seem to be a lack of awareness about the investments made in new technologies
in training delivery and methodology as many respondents are not aware of availability
digital repository of training content, mobile access to content or a social collaboration
platform that exist today
 A programmatic roll-out of the innovation initiatives will increase awareness and
adoptions of new technologies related to learning, lower costs of refresher courses and
ensure proper usage of the investments made.
 Most participants found the training programs to be effective in meeting their career
goals, close to one-half of the participants were not sure or didn’t find that the training
programs increased their confidence.
 Infusing methods in training delivery which involve higher level of participation by the
trainees e.g. click-through navigation , case study, simulation of real-life situations will
result in a higher level of confidence in the participants

59
 The people managers are one of the most important stake holders. The study shows lack
of conviction in people managers in certain aspects. Many people managers believed
that the training programs were not adequate in developing intended skills.
 A large number of people managers believed that hands-on-training is more likely to be
more effective than classroom training. On the question of hands-on experience of
trainers, most people managers were non-committal or had a negative response.
In order to ensure complete alignment among various stakeholders, it is necessary to arrive and
agree on a common set of standards on the expectations of the people managers and deliverables
by the Learning & Education Group which can be achieved through formal and informal
discussions, workshops and understanding of points of view and objectives of one group of
stakeholders by the other.

60
5.2 SUGGESTIONS & RECCOMENDATIONS:
After having analyzed the data, it was observed that there were some problem areas the learning
& education group. The suggestions and recommendations made to the team will help
strengthen the process of training
 Building awareness of the need of training and development programs among
employees will result in a more favorable perception about training programs
 The adaptation and use of new technology should be promoted for better results driven
training
 Educating the employees about the benefits of such learning program will benefit the
learners as well as the training team
 The People Managers need to be educated about the benefits of continuous learning
programs.
 The inclusion of more hands on sessions to back up the theory sessions will also be
more beneficial to the learners.
 Training Infrastructure such as Labs and computers are critical to the success of the
training and must be in perfect working condition. Better coordination between the
various teams coordinating this infrastructure must exist.

61
5.3 CONCLUSION
From, the research, it could be concluded that training is a critical part of ITes organizations
such as L&T Infotech. These programs enable employees to be profitable by being productive
and generating revenue from the company.
The research brought to light, some of the problems that are associated with L&T Infotech’s
training process from various perspectives. Statistical data has thrown light on the problems
and has been used to generate suggestions that the company should adopt to rid the training
process of errors.
The overall study, has shown that L&T Infotech as an organization is growing and training
continuously proves to be a large factor in this growth. The Learning and Education Group is
constantly involved in bettering the Technical Training process by setting benchmarks and
standards for perfection.
Awareness about the various problems from this report will in problem solving for a better
Training process.

Chapter 6
Appendices &
Annexure

Questionnaire
Dear Sir/Madam,
I, Roshanjit Kar Bhowmik, am pursuing my final year MBA at CMR Institute of Technology
(AECS LAYOUT, Bangalore-37). I am doing a project as a part of my curriculum and as per
the requirements of VISVESVARAYA TECHNOLOGICAL UNIVERSITY, BELGAUM
university for the fulfilment of my degree. I am conducting a survey to “To study the
effectiveness of the training environment and factors affecting the performance of the training
system for the Technical Training Team at Larsen & Toubro Infotech Bangalore.”
In this regard, I request you to kindly spend a few minutes of your valuable time to provide
your valuable insights via this questionnaire.
The secrecy of you and your data will be maintained and will not be disclosed to anyone.
Yours Sincerely,
Roshanjit Kar Bhowmik.

Questionnaire – Resource Pool Managers/Delivery Managers/Team
Managers/BU Leads & BU HR
1. Do you find that the training program could have been substituted by on-the-job training?
2. Do you find the training programs translate into improvement of employee skills?
3. Do managers understand the need for conducting specific training program for their subordinates?
Yes No Not Sure
4. Training participants are helped in diagnosing their own training needs?
Yes Maybe No
5. You feel that most trainers have hands on experience in the subject matters they are teaching.
Yes Maybe No
6. Training needs are based on short-term (less than a year) requirements related to assignments
Yes No Not Sure/Not Aware
7. Do you find the training programs meet the need of employees adequately?
Yes No
8. In which way the training program can be improved for better employee skill building?

9. In which way the training program can be improved for better organization alignment?
10. Do you find that the training programs are successful?
11. Do you find that the training programs meet organizational needs?
12. What are the drivers for training needs?
Project assignments
Employee development plan
Job redesign
Reorganization
Promotions/Inter-dept. transfer

Questionnaire – Learning & Education Group
1. Do you feel training programs are designed in consultation with the line of business
management?
Yes Maybe No
2. Do you feel learning objectives are aligned with the organizational objectives?
Yes Maybe No
3. Are training programs are designed in line with employees development plan?
Yes Maybe No
Project assignments
Job redesign
Reorganization
5. Do you encourage collaborative learning by integrating the content with a corporate social
learning platform?
Yes No
6. Do you encourage collaborative learning by integrating the content with a corporate social
learning platform?
Yes No
7. Do you use learning analytics to refine your training programs?
Yes No

Questionnaire – Trainers
1. Is the training content updated regularly and repository up-to-date?
2. Is the content is created by subject matter experts?
3. Is the coverage and depth of the course appropriate for the profile of the learners?
4. Is the trainees' performance is measured before, during and after a training program?
Yes Maybe No
5. Are training objectives are clear in your mind while conducting training sessions?
Fully Clear Partially Clear Not Clear
6. Is appropriate feedback provided to trainees based on their evaluation results?
Yes Maybe No
7. Are you briefed about the profile of the trainees before the training?
Yes No
8. Does the content included in training programs contain sufficient amount of both theoretical
and practical content?
Practical
Theory

Project assignments
Job redesign
Reorganization

Questionnaire – Trainees
1. Do you feel that the training programs allow you to grow professionally and reach your
future career expectations?
2. The content is created by subject matter experts?
Yes Maybe No
3. Do you feel more confident on the job, post completion of training?
Yes Maybe No
4. Do you feel the duration and iterations of the programs offered are sufficient?
Yes Maybe No
5. Do you feel the trainers have sufficient content knowledge?
Yes Maybe No
6. Do you think the trainers have the right skill to communicate effectively with the class?
Yes Maybe No
7. There is enough opportunity to revisit the training content from a content repository
Yes No Not Aware
8. There is enough opportunity to revisit the training content even when you are not in office
e.g. on your mobile device or in a social platform
Yes No Not Aware

9. Do you think the trainers were knowledgeable enough to conduct the training program?
Yes No
10. There is enough opportunity for cross-learning by exchanging information with other
colleagues and subject matter experts
Yes No
11. The manuals and hand-outs were adequate to follow the training and as post-training
reference?
Yes No
12. The training systems and applications were always available during the training program
Yes No Occasionally
13. Were the course content well-structured and easy to follow?
Yes No
14. Are you assisted in identifying your own training needs?
Yes No
15. Does the content included in training programs contain sufficient amount of both theoretical
and practical content?
Practical
Theory

Bibilography
a. www.lntinfotech.com/
b. http://www.ibef.org/industry/information-technology-india.aspx
c. http://www.ibef.org/industry/indian-iT-and-iTeS-industry-analysis-presentation
d. www.wikipedia.org
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