bba final research

A
Study on
Effectiveness of Training
At Kemrock Industries and Exports Ltd.
A DISSERTATION SUBMITTTED
TO
FACULTY OF COMMERCE
THE MAHARAJA SAYAJIRAO UNIVERSITY OF BARODA
IN THE PARTIAL FULFILLMENT OF REQUIREMENT FOR THE BACHELOR’S
IN BUSINESS ADMINISTRATION
RESERACH GUIDE SUBMITTED BY
SMIT PANDYA KINJAL DESAI
MAY 2013
VADODARA

2
GUIDE’S CERTIFICATE
This is to certify that this project report entitled “A study to evaluate the effectiveness of
training at Kemrock industries and exports ltd” which is to be submitted to the B.B.A
Programme, Faculty of Commerce, The Maharaja Sayajirao University of Baroda has been
prepared by undersigned Miss Kinjal Desai (Roll no. H-8) studying in T.Y.B.B.A, 6th
semester, specialization in Human Resource Management for the academic year 2012-13 for
evaluation in the lieu of Annual Examination held in April-May,2013.
This is to certify that Miss Kinjal Desai has carried out this work under the supervision and
guidance. This report is original and has not been submitted earlier to this University or to
any other Institute/ Organization for fulfilment of a course or for award of any
Degree/Diploma/Certificate. All the sources of information used in this project report have
been duly acknowledged in it.
Mr. Smit Pandya Kinjal Desai
(Guide) (student)

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PREFACE
Training is the acquisition of knowledge, skills, and competencies as a result of the teaching
of vocational or practical skills and knowledge that relate to specific useful competencies.
Training has specific goals of improving one's capability, capacity, and performance. It forms
the core of apprenticeships and provides the backbone of content at institutes of
technology (also known as technical colleges or polytechnics). In addition to the basic
training required for a trade, occupation or profession, observers of the labour-market
recognize as of 2008 the need to continue training beyond initial qualifications: to maintain,
upgrade and update skills throughout working life. People within many professions and
occupations may refer to this sort of training as professional development.

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ACKNOWLEGEMENT
I would like to extend my gratitude towards my project guide Mr. Smit Pandya. I am thankful
to sir for his constant guidance and support as well as his commitment to guide me through
this research report. I appreciate his patience and criticism without which this report was not
possible.
I would like to extend my gratitude towards all the respondents for their valuable responses to
make my research accurate as much as possible.
I would like to extend my gratitude towards Mr. Rishi shah, HR officer in Kemrock
industries and exports ltd. who allowed me to conduct this research.
I would like to extend my gratitude towards Mr. Parimal Vyas, Dean, Faculty of commerce,
to include this research project as a part of the curriculum in BBA Programme and giving me
an opportunity to learn more.
I would like to extend my gratitude towards the librarians, Mr. Dilip Gandhi and Mrs. Rupal
shah of Faculty of Social Work who allowed me to refer past reports and reference books to
make my research more authentic.

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CONTENTS
SR NO. TITLE
PAGE
NO.
1 Preface
4
2 acknowledgement
5
3 Table of contents
6
4 Chapter- 1 Introduction
10
5 Chapter- 2 Review of Literature
41
6 Chapter- 3 data analysis and Interpretation
48
7 Chapter- 4 Findings and conclusion
83
8 Chapter- 5 suggestions and recommendations
88
9 Annexure 90
10 Bibliography 93

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Sr. No. Topic Page no.
1 Table showing age of respondents 49
2 Table showing gender of respondents 50
3 Table showing educational qualifications of respondents 51
4 Table showing the number of years of experience of the employee 52
5 Table showing the response of the respondents that adequate
importance is given to induction in their organization
53
6 Table showing response of the respondents regarding the well planning
or induction policy
54
7 Table showing response of the respondents regarding the clarity
explanation of norms and values of the organization to the new
employees during induction
55
8 Table showing response of the respondents that employees are helped
to acquire techniques, knowledge and skill through training
56
9 Table showing response of respondents about the due importance
given to training by their organization
57
10 Table showing response of the respondents about the practice of
organization of sponsoring employees for training programmes on the
basis of careful identification of developmental needs
58
11 Table showing response of the respondents about the well designed
and widely shared training policy of the organization
59
12 Table showing response of the respondents regarding the improvement
of training effectiveness by departments through constant review
60
13 Table showing response of the respondents about the help training
provides to the trainees to see the benefits he/she may achieve by
completing the training
61
14 Table showing response of respondents towards the assistance by
training to the employee when he encounters obstacles at work
62
15 Table showing response of the respondents towards the help training
would give the employees to overcome his/her weakness and improve
his strengths, thus enabling him to function effectively on the job
63

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16 Table showing response of respondents towards the contribution of
training in facilitating job satisfaction
64
17 Table showing response of respondents towards contribution of
training in increasing employee efficiency
65
18 Table showing response of respondents towards contribution of
training in increasing employee efficiency
66
19 Table showing response of respondents towards the opportunity of
equal participation in training
67
20 Table showing response of respondents towards the excellent quality
of training programmes in the organization
68
21 Table showing response of the respondents towards the practice in the
organization of talking to the participants returned from external
training to assess the effect of the programme
69
22 Table showing response of respondents towards the high satisfaction
experienced in the training programmes
70
23 Table showing response of the respondents toward the training session
being boring
71
24 Table showing response of the respondents towards the failure of the
trainer to answer all the questions asked
72
25 Table showing response of the respondents towards the no difference
made by the training session
73
26 Table showing response of the respondents towards the provision of
good manuals and booklets in the training sessions
74
27 Table showing response of the respondents towards the increase of his
confidence about his ability to do his/her job
75
28 Table showing response of the respondents towards the success of
training session in providing the trainee some information which he
would have not known otherwise
76
29 Table showing response of the respondents regarding their attendance
of all the training programmes scheduled for him/her
77
30 Table showing response of the respondents towards the contribution of
training in getting awareness of the latest technology in her/her field
78
31 Table showing response of respondents towards the assistance of 79

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training in receiving rewards in the future
32 Table showing response of respondents towards the similarity in nature
of the actual procedure and the training
80
33 Table showing response of respondents towards the high knowledge
about the trainer about the subject
81
34 Table showing response of the respondents towards timely feedback
given after the training programme
82

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Introduction
Training is required at every stage of work and for every person at work. To keep one
updated with the fast changing technologies, concepts, values and environment, training plays
a vital role. Training programmes are also necessary in any organisation for improving the
quality of work of the employees at all levels. It is also required when a person is moved
from one assignment to another of a different nature. Taking into account this context, this
unit aims at providing insight into the concept, need and methods of training, also areas of
evaluation of training, retraining and dimensions of organisational learning.
Training is a process of learning a sequence of programmed behaviour. It is the application of
knowledge & gives people an awareness of rules & procedures to guide their behaviour. It
helps in bringing about positive change in the knowledge, skills & attitudes of employees.
Training is investment in getting more and better quality work from your talent.
Thus, training is a process that tries to improve skills or add to the existing level of
knowledge so that the employee is better equipped to do his present job or to mould him to be
fit for a higher job involving higher responsibilities. It bridges the gap between what the
employee has & what the job demands.
Since training involves time, effort & money by an organization, so an organization should to
be very careful while designing a training program. The objectives & need for training should
be clearly identified & the method or type of training should be chosen according to the needs
& objectives established. Once this is done accurately, an organization should take a
feedback on the training program from the trainees in the form of a structured questionnaire
so as to know whether the amount & time invested on training has turned into an investment
or it was a total expenditure for an organization.
Recurrent training is training that is scheduled at periodic intervals in order to keep employee
skill abilities at a maximum level. Recurrent training often occurs in certain industries, like
health care and aviation where human safety is involved. Recurrent training can be
outsourced, provided by a visiting instructor, or performed by instructors from a corporate
training department

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Definition of Training by Various Authors
According to Edwin Flippo, “Training is the act of increasing the knowledge and skill of an
employee for doing a particular job.”
According to Dale Yoder, "Training is the process by which manpower is filled for the
particular jobs it is to perform."
According to Beach, "Training is the organised procedure by which people learn knowledge
and skills for definite purpose."
According to Michael J. Jucius, "Training is a process by which the aptitudes, skills and
abilities of employees to perform specific jobs are increased."
According to Patrick, "The acquisition of skills, concepts or attitudes that result in improved
performance in an on-job situation."

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Recent Scenario of Training
Organizations continue to grapple with a constantly changing marketplace and internal
restructures. In this mix, training managers and practitioners are being increasingly expected
to deliver more with less. They are expected to produce real organizational benefits from
their employee training programs within shorter time frames and often with smaller training
budgets. How are they meeting this challenge?
In an effort to leverage technology, larger organizations are adopting ever more
comprehensive enterprise-wide Learning Management Systems (LMS) to deliver, track and
report training programs and expenditure. Small- to medium-sized organizations on more
limited budgets are also finding ways to identify, track and report employee skills. Many of
these smaller organizations as well as single business units are turning to our nimble training
tracking software to help them meet a tight training budget.
The bold prediction that face-to-face classroom training will largely disappear with the rise
and rise of e-learning has proved to be largely a chimera. Webinars and other collaborative
electronic tools are seeing increased use as the costs of travel and accommodation continue to
rise. This development is a bonus for organizations watching their training spends. However,
even here, the role of the trainer/facilitator remains centre stage. The job of trainer is assured
for some time to come.

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The objectives of training
1. To impart basic knowledge and skill to new entrants required for intelligent
performance of definite task in order to induct them without much loss of time.
2. To assist employees to function more effectively by exposure of latest concepts
information and techniques and development of skills required in specific fields
including production, purchase, marketing, logistics, information technology etc.
3. To broaden minds of supervisors. Sometimes, narrowness of outlook may arise in
supervisors because of specialization. In order to correct this narrowness they are
provided with opportunities and interchange of experience.
4. To build second line of competent employees and enable them to occupy more
responsible positions as situation emerge.
5. To prepare employees to undertake different jobs in order to enable redeployment and
maintain flexibility in workforce so that ever changing environment of market can be
met and downturns can be managed without losing experienced employees.
6. To provide employees job satisfaction, training enables an employee to use their skill,
knowledge and ability to fullest extent and thus experience job satisfaction and gain
monetary benefits from enhanced productivity.
7. To improve knowledge, skills, efficiency of employees to obtain maximum individual
development.
8. Training and development programmes can help in improving the quality of work
produced by workforce of organization. Mostly, training is given in a specific area
like finance, marketing or HR, which helps in improving the quality of work in that
particular area.
9. It helps organizations to easily achieve their targets and goals what they actually
planned for. Employees know their job better and they deliver the quality
performance according to needs of top management. That’s why organizations can
easily implement their plans.

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10. A Training and development programme clearly identifies and teaches employees
about different risk involved in their job, the different problems that arise and how to
prevent such problems. This helps to improve the health and safety measures in the
company.

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Importance of training
1. Training can develop high morale in employee.
Training builds high morale in an employee by developing positive attitude,
job satisfaction, enhanced earnings, and job security. Training also reduces
employee grievances by providing opportunities for internal promotion.
2. Training leads to higher productivity.
Training helps employees to build skills which leads to perform their job
efficiently. Employees learn new skills and use better methods to perform their
tasks.
3. Better quality of work
Formal training improves quality of work as standard methods are taught to
employees. Uniform work methods and procedures improve the quality of
product or services.
4. Reduction in cost
Training leads to optimum use of resources and zero waste which increases
productivity and helps to minimize cost of operations per unit. Training leads
to economic use of materials and machinery.
5. Reduced learning period
An efficient training program does not wastes time and efforts in learning
through trial and error, it also reduces time and cost involved in learning.
6. Reduced supervision and low accident rates
Training develops self reliant and well motivated employees, they need less
guidance and control therefore burden on supervisors is reduced. By adopting
right work methods and making use of prescribed safety devices employees
reduce accident rate.
7. Addressing Weaknesses
Most employees have some weaknesses in their workplace skills. A training
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. This helps reduce any weak links
within the company who rely heavily on others to complete basic work tasks.
Providing the necessary training creates an overall knowledgeable staff with
employees who can take over for one another as needed, work on teams or
work independently without constant help and supervision from others.
8. Consistency
A structured training 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.
Putting all employees through regular training in these areas ensures that all
staff members at least have exposure to the information.

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9. Optimum Utilization of Human Resources
Training and Development helps in optimizing the utilization of human
resource that further helps the employee to achieve the organizational goals as
well as their individual goals
10. Team spirit
Training and Development helps in inculcating the sense of team work, team
spirit, and inter-team collaborations. It helps in inculcating the zeal to learn
within the employees.
11. Organization Culture
Training and Development helps to develop and improve the organizational
health culture and effectiveness. It helps in creating the learning culture within
the organization.
12. Organization Climate
Training and Development helps building the positive perception and feeling
about the organization. The employees get these feelings from leaders,
subordinates, and peers.

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Limitations to effective training
1. Cost
One of the biggest potential problems with employee training is the cost of the process. If
you handle the training internally, it costs money because you have to pay one of your
employees for training instead of doing productive work. If you use an outside trainer,
you have to pay him for his time. You could send your employees to a seminar or training
conference in another location, which also can represent a substantial cost for the
company.
2. Qualifications
If an employee is very talented at her job, you might think that she would make a good
trainer for new employees. Unfortunately, this is not the case for many employees. Being
able to train employees is a special skill and not everyone has this ability. When it comes
to using an employee to train other employees, you might move someone out of her
comfort zone and she may be unable to train the new employees as you need them to be
trained.
3. Time Requirements
Another potential problem with training employees is that you may not have enough time
to do so adequately. Many companies only devote a small amount time to training new
employees, and it could result in the employees not knowing everything they need to
know to be successful. The trainer may have to rush through the important parts of the job
and skip over some of the other tasks that also need to be understood by the employee.
4. Control of the Training
When you delegate the training of new employees to a particular employee or trainer, you
have to be very careful with regard to what the new employees are learning. If the trainer
does not do the job as you want it to be done, your new employees might end up picking
up some bad habits along the way. This could make your entire business perform at a
level that is less than acceptable from your point of view, but the employees would not
know it.

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Principles of Training
Providing training in the knowledge of different skills is a complex process. A
number of principles have been evolved which can be followed as guide lines by the
trainees. Some of them are as follows:
1. Motivation
As the effectiveness of an employee depends on how well he is motivated by
management, the effectiveness of learning also depends on motivation. In
other words, the trainee will acquire the new skill or knowledge thoroughly
and quickly if he/she is highly motivated. Thus, the training must be related to
the desires of the trainee such as more wages or better job, recognition, status,
promotion etc. the trainer should find out the proper ways to motivate
experienced employees who are already enjoying better facilities in the case of
re-training.
2. Progress Information
It has been found by various research studies that there is a relation between
learning rapidly and providing right information specifically, and as such the
trainer should not give excessive information or information that can be
misinterpreted. The trainee also wants to learn new skill without much
difficulty and without handling too much or receiving excessive information
or wrong type of progressive information. So, the trainer has to provide only
the required amount of progressive information specifically to the trainee.
3. Reinforcement
The effectiveness of the trainee in learning new skills or acquiring new
knowledge should be reinforced by the means of rewards and punishments.
Examples of positive reinforcement are promotions, rise in pay, praise etc.
punishments are also called negative reinforcements. Management should take
care to award the successful trainees.
The management can punish the trainees whose behaviour is undesirable. But
the consequences of such punishments have their long run ill effect on the
trainer as well as on the management. Hence, the management should take
much care in case of negative reinforcements.
4. Practice
A trainee should actively participate in the training programmes in order to
make the learning programme an effective one. Continuous and long practice
is highly essential for effective learning. Jobs are broken down into elements
which the fundamental physical, sensory and mental skills are extracted.
Training exercises should be provided for each skill
5. Full Vs Part
It is not clear whether it is best to teach the complete job at a stretch or
dividing the job into parts and teaching each part at a time. If the job is
complex and requires a little too long to learn, it is better to teach part of the
job separately and then put the parts together into an effective complete job.
Generally the training process should start from the known and proceed to the
unknown and from the easy to difficult when parts are taught. However, the

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trainer has to teach the trainees based on his judgement on their motivation
and continence.
6. Individual Differences
Individual training is costly, and group training is economically viable and
advantageous to the organization. But the individuals vary in intelligence and
aptitude from person to person. So the trainer has to adjust the training
programme to the individual abilities and aptitudes. In addition, individual
teaching machines and adjustment of differences should also be provided.

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Training content for different categories of employees
Training methods and content may not be the same for different categories of employees. As
such management has to train the employees of different categories in different areas and
through different methods based on the job analysis. Training methods and content for a few
jobs are:
1. Supervisory training
Supervisors mostly learn to supervise under the guidance of a manager. Hence, the
emphasis should be on the on-the-job training methods. These methods can be
supplemented by various off-the-job training methods. Course content of training to
this category include: production control, organization methods, work/activity control,
method study, time study, job evaluation, company policies and practices, personnel
policies, procedures, communication, effective instruction, report writing,
performance appraisal, personnel records, dealing with absenteeism, labour turn-over,
industrial and labour laws, leadership qualities etc.
2. Sales training
Emphasis should be towards on-the-job as well as well as off-the-job training methods
in training the sales personnel. Course content include job knowledge, organizational
knowledge, knowledge about the company products, customers, competitors, sales
administration procedures, law concerning sales, special skills like prospecting,
making presentations, handling, objectives, closing the sales etc., employee attitudes
such as loyalty to the company and trust in the company products, understanding and
tolerance with regard to potential and existing customers.
3. Clerical training
Emphasis may be given on the off-the-job training in training the clerical personnel.
The training content include organization and methods, company policies, procedures
and programmes, background knowledge of the company, forms, reports, written
communication, clerical aptitude, maintaining ledgers, records etc.
4. Learning and training
The training programme will not be effective if the trainer is poorly qualified or ill-
equipped with the technical aspects of the content or if he lacks the aptitude for
teaching and teaching skills. Training comprises of mainly learning and teaching.
Training principles can be studied through the principles of learning and principles of
teaching.

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Areas of training
Organization provides training to their employees in the following areas:
1. Company policies and procedures
This area of training is to be provided with a view to acquainting the
employees with the company rules, practices, procedures, tradition,
management, organization structure, environment product/services offered
by the company etc.
This acquaintance enables the new employ to adjust him with the changing
situation. Information regarding company rules and policies creates
favourable attitudes of confidence in the minds of new employees about
the company and its products/services, as well as it develops in him a
sense of respect for existing employees of the company and the like. The
company also provides first hand information to the employee about the
skills needed by the company, its development programmes, quality of
products/services and the like. This enables the new employees to know
his share of contribution to the organization’s growth and development.
2. Specific skills
This area of training is to enable the employee to be more effective on the
job. The trainer trains the employees regarding various skills necessary to
do the actual job. For example, the clerk in the bank should be trained in
the skills of making entries correctly in the edge, skills and arithmetical
calculations, quick comparison of figures, entries and the like. Similarly,
the technical officers are to be trained in the skills of project appraisal,
supervision, follow-up and the like.
3. Human relations
Human relation training assumes greater significance in organizations as
employees have to maintain human relations not only with others
employees but also with their customers. Employees are to be trained in
the areas of self learning, interpersonal competence, group dynamics,
perception, leadership styles, motivation, grievance redressal, disciplinary
procedure etc. this training enables the employees to better work, which
leads to improved efficiency and productivity of the organization.
4. Problem solving
Most of the organizational problems are common to the employees dealing
with the same activity at different levels of the organization. Further some
of the problems of different managers have the same root cause. Hence,
management may call together all managerial personnel to discuss
common problems and arrive at effective solutions across the table. This
not only helps in solving the problem but also serves as a forum for the
exchange of ideas and information that could be utilised. The trainer has to
organise such meetings, train and encourage the trainees to participate
actively in such meetings

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5. Managerial and supervisory skills
Even the non-managers sometimes perform managerial and supervisor
functions like planning, decision making, organising, maintaining inter-
personal relations, directing and controlling. Hence, manager has to train
the employees in managerial and supervisory skills.
6. Apprentice training
The Apprentice Act,1961 requires the industrial units of specified
industries to provide training in basic skills and knowledge in specified
trades to educated apprentices with a view to improve their employment
opportunities or enable them to start their own industry. This type of
training generally ranges from one year to four years. This training is
generally used for providing technical knowledge in the areas like trades,
crafts etc.

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Need for training
Every organization big or small, productive or non-productive, economic or social, old or
newly established should provide training to all employees irrespective of their qualifications,
skill, suitability for the job etc. Thus no organization can choose whether or not to train
employees.
Training is not something that is done once to new employees; it is used continuously in
every well run establishment. Further technological changes, automation, require updating
the skills and knowledge. As such an organization has to retrain the old employees.
Specifically, the need for training arises due to the following reasons:
1. To match the employee specifications with the job requirements and
organizational needs
An employee’s specification may not exactly suit to the requirements of the job and
the organization irrespective of his past experience, qualifications, skills, knowledge
etc. Thus, every management finds deviations between employee’s present
specifications and the job requirements and organizational needs. Training is needed
to fill these gaps by developing and moulding the employee’s skill, knowledge,
attitude, behaviour etc. to the tune of the job requirements and the organizational
needs.
2. Organizational viability and the transformation process
The primary goal of the most of the organizations is their viability is continuously
influenced by environmental pressure. If the organization does not adapt itself to the
changing factors in the environment, it will lose its market share. If the organization
desires to adapt these changes, first it has to train the employees to impart specific
skills and knowledge in order to enable them to contribute to the organizational
efficiency and to cope with the changing environment. In addition, it provides
continuity to the organization process and development. The productivity of the
organization can be improved by developing the efficiency of transformation process
which in turn depends on enhancement of the existing level of skills and knowledge
of the employees. The achievement of these objectives mostly depends on the
effectiveness of the human resources that the organization possesses. Employee
effectiveness can be secured by proper training.
3. Technological advances
Every organization in order to survive and to be effective should adopt the latest
technology that is mechanisation, computerisation and automation. Adoption of latest
technological means and methods will not be complete until they are manned by
employees possessing skill to operate them. So, organization should train the
employees to enrich them in the in the areas of changing technical skills and
knowledge from time to time.
4. Organizational complexity
With the emergence of increased mechanisation and automation, manufacturing of
multiple products and by-products or dealing in services or diversified lines, extension
of operations to various regions of the country or in overseas countries, organization

25
of most of companies have become complex. This leads to growth in number and kind
of employees and layers in the organization hierarchy. This creates the complex
problems of co-ordination and integration of activities adaptable for and adaptable to
the expanding and diversifying situations. This situation calls for training in the skills
of co-ordination, integration and adaptability to the requirements of growth,
diversification and expansion. Companies constantly search for opportunities to
improve organizational effectiveness. Training is responsible for much of the planned
change and effectiveness in an organization as it prepares the people to be the change
agents and to implement the programmes of effectiveness. Thus, training solves the
problem of organizational complexity.
5. Human relation
Trends in approach towards personnel managements have changed from the
commodity approach to partnership approach, crossing the human relations approach.
So today, managements of most of the organizations has to maintain human relations
besides maintaining sound industrial relations although hitherto the managers are not
accustomed to deal with workers accordingly. So training in human relations is
necessary to deal with human problems and to maintain human relations.
6. Change in job assignment
Training is also necessary when the existing employee is promoted to the higher level
in the organization and when there is some new job or occupation due to transfer.
Training is also necessary to equip the old employees with the advanced disciplines,
techniques or technology.

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Assessment of Training Needs
Training needs are identified on the basis of organizational analysis and man analysis.
Training programme, training method and course content are to be planned on the basis of
training needs. Training needs are those aspects necessary to perform the job in an
organization in which employee is lacking attitude/aptitude, knowledge and skill
Training needs can be identified through identifying the organizational needs based on:
1. Organizational analysis
This includes analysis of objectives, resource utilization, environment scanning and
organizational climate: organizational strengths and weaknesses in different areas like
accidents, excessive scrap, frequent breakage of machinery, excessive labour
turnover, market share, and other marketing areas, quality and quantity of the output,
production schedule, raw materials and other production areas, personnel, finance etc.
2. Departmental analysis
Departmental strength and weakness including special problems of the department or
common problem of a group of employees like acquiring skills and knowledge in
operating computer by accounting personnel.
3. Job/Role analysis
This includes study of job/roles, design of jobs due to changes, job enlargement, and
job enrichment etc.
4. Manpower analysis
Individual strengths and weaknesses in the areas of job knowledge, skills etc.
Assessment methods
The following methods are used to assess the training needs:
1. Organizational requirement/weakness
2. Departmental requirements/weaknesses
3. Job specifications and employee specifications
4. Identifying specific problems
5. Anticipating future problems
6. Management’s request
7. Observation
8. Interviews
9. Group conferences
10. Questionnaire surveys
11. Test or examinations
12. Check lists
13. Performance appraisal

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Training procedure
1. Determining training needs of employee
In the very first step of training procedure, the HR department, identifies the number
of people requiring training, specific area in which they need training, the age group
of employee, the level in organization etc. in some cases the employee may be totally
new to the organization. Here the general introduction training is required. Some
employees may have problems in specific areas; here the training must be specific.
This entire information is collected by the HR department.
2. Selecting target group
Based on the information collected in step 1 the HR department divides employee into
groups based on the following:
a) The area of training
b) Level in the organization
c) The intensity of training
3. Preparing trainers
Once the employees have been divided into groups, the HR department arranges for
trainers. Trainers can be in-house trainers or specialised trainers from outside. The
trainers are given details by HR department, like number of people in group, their age,
their level in organization, the result desired at the end of training, the area of training,
the number of days of training, the training budget, facilities available etc.
4. Preparing training packages
Based on the information provided by trainers, he prepares entire training schedule
i.e. number of days, number of sessions each day, topics to be handled in each day,
depth of which subject should be covered, the methodology of each session, the test to
be given for each session, handout/printed material to be given in each session.
5. Presentation
One the first day of the training programme the trainer introduces himself and
specifies the need and objective of the programme and then actually starts the
programme. The performance of each employee is tracked by the trainee and
necessary feedback is provided.
6. Performance
At the end of the training programme the participants’ reports back to their office or
branches. They prepare report on the entire training programme and what they have
learned. They start using whatever they have learned during their training. Their
progress and performance is constantly tracked and suitable incentives are given if the
participant is able to use whatever he has learned in training.

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7. Follow up
At the end of the training program the participants report back to their offices or
branches. They prepare report on their entire training and what they have learned.
They start using whatever they have learned during their training. Their progress and
performance is constantly tracked and suitable incentives are given if the participant is
able to use whatever he has learned in training.

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Evaluation of Training Programme
The specification of values forms a basis for evaluation. The basis of evaluation and the mode
of collection of information necessary for evaluation should be determined at the planning
stage. The process of training evaluation has been defined as “any attempt to obtain
information on the effects of training performance, and to assess the value of training in light
of that information.”
Evaluation leads to controlling and collecting the training programme. Hamblin suggested
five levels at which evaluation of training take place, namely, reactions, learning, job
behaviour, organization and ultimate reaction.
1. Reactions
Training programme is evaluated on the basis of trainee’s reactions to the usefulness
of coverage of the matter, depth of the course content, method of presentation,
teaching methods etc.
2. Learning
Training programme, trainer’s ability and trainee’s ability are evaluated on the basis
of quantity of content learned and time in which it is learnt and learner’s ability to use
or apply, the content he learned.
3. Job Behaviour
This evaluation includes the manner and the extent to which the trainee has applied
his learning to his job.
4. Organization
This evaluation measures the use of training, learning and change in the job behaviour
of the department/organization in the form of increased productivity, quality, morale,
sales turnover and the like.
5. Ultimate Value
It is the measurement of ultimate result of the contributions of the training programme
to the company goals like survival, growth, profitability etc. and to the individual
goals like development of personality and social goals like maximizing social benefit.

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On-the-Job methods of Training
1. Job Rotation
This type of training involves the movement of the trainee from one job to another.
The trainee receives job knowledge and gains experience from his supervisor or
trainer in each of the different job assignments. Though this method of training is
common in training managers for general management positions, trainees can also be
rotated from job to job in workshop jobs. This method gives an opportunity to the
trainee to understand the problems of employees on other jobs and respect them. Job
rotation method has been using in the Indian banking sector mainly by State bank
group for the probationary officers for the period of approximately 2 years to finally
post them as assistant bank manager. Under this method of training candidates are
placed in each and every job starts from clerical job, assistant, cashier and managerial
job for the purpose of knowing importance in nature of every job before handling Asst
bank manager position.
2. Coaching
The trainee is placed under a particular supervisor who functions as a coach in
training the individual. The supervisor provides feedback to the trainee on his
performance and offers him some suggestions for improvement. Often the trainee
shares some of the duties and responsibilities of the coach and relieves him of his
burden. A limitation of this method of training is that the trainee may not have the
freedom or opportunity to express his own ideas.
3. Job Instruction
This method is also known as training through step by step. Under this method,
trainer explains the trainee the way of doing the jobs, job knowledge and skills and
allows him to do the job. The trainer appraises the performance of the trainee,
provides feedback information and corrects the trainee.
4. Committee assignments
Under the committee assignment, group of trainees are given and asked to solve an
actual organisational problem. The trainees solve the problem jointly. It develops
team work.
5. Apprenticeship
Apprenticeship is a formalized method of training curriculum program that combines
classroom education with on-the-job work under close supervision. The training
curriculum is planned in advance and conducted in careful steps from day to day.
Most trade apprenticeship programs have duration of three to four years before an
apprentice is considered completely accomplished in that trade or profession. This
method is appropriate for training in crafts, trades and technical areas, especially
when proficiency in a job is the result of a relatively long training or apprenticeship
period, e.g., job of a craftsman, a machinist, a printer, a tool maker, a pattern designer,
a mechanic, etc.
6. Internship
Internship is one of the on-the-job training methods. Individuals entering industry in
skilled trades like machinist, electrician and laboratory technician are provided with
thorough instruction though theoretical and practical aspects. For example, TISCO,

31
TELCO and BHEL select the candidates from polytechnics, engineering colleges and
management institutions and provide apprenticeship training. Apprenticeship training
programmes are jointly sponsored by colleges, universities and industrial
organisations to provide the opportunity to the students to gain real-life experience as
well as employment. Exhibit presents the benefits of apprenticeship training.
Most of the Universities and Colleges encourage students for internship as part of the
curriculum as it is beneficial to all concerned.
Advantages of On-the-Job Training:
 It is directly in the context of job
 It is often informal
 It is most effective because it is learning by experience
 It is least expensive
 Trainees are highly motivated
 It is free from artificial classroom situations
Disadvantages of On-the-Job Training:
 Trainer may not be experienced enough to train or he may not be so inclined.
 It is not systematically organized
 Poorly conducted programmes may create safety hazards.

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Off-the-Job methods of Training
1. Classroom lectures
Under the off the job methods of training, classroom method or lecture method is
well-known to train white collar or managerial level employees in the organisation.
Under this method employees are called to the room like that of classroom to give
training by trainer in the form of lectures. This method is effectively used for the
purpose of teaching administrative aspects or on management subject to make aware
of procedures and to give instructions on particular topic.
Advantage – It can be used for large groups. Cost per trainee is low.
Disadvantages – Low interest of employees. It is not learning by practice. It is One-
way communication. No authentic feedback mechanism. It is likely to lead to
boredom of employees.
2. Audio-visual
Training provided by the way of using Films, Televisions, Video, and Presentations
etc. This method of training has been using successfully in education institutions to
train their students in subjects to understand and assimilate easily and help them to
remember forever. New companies have come up for providing audio visual material
for students in their concern subjects. In the corporate sector, mainly in customer care
centres employers are giving training to their employees by using audio visuals
material to teach how to receive, talk and behaviour with the customer.
Advantages – Wide range of realistic examples, quality control possible.
Disadvantages – One-way communication, No feedback mechanism. No flexibility
for different audience.
3. Simulation
The simulation Method of training is most famous and core among all of the job
training methods. In the simulation training method, trainee will be trained on the
especially designed equipment or machine seems to be really used in the field or job.
But, those equipment or machines are specifically designed for training trainees were
making them ready to handle them in the real field or job. This method of planning is
mostly used where very expensive machinery or equipment used for performing Job
or to handle that job.
Example: The simulation method has been using widely for the purpose of training
aeroplane pilots on aeroplane simulator to make them ready to handle an fly
aeroplane. Especially in Air force fighter pilots are getting trained on the jet fighters
simulator. Because the cost of aeroplane or jet fighter will be very expensive, hence
employer may not allow directly to get trained on real equipment to avoid damage to
equipment or machine or in sometimes may cause loss of trainee life. To avoid all
such risks by the employer giving training on simulator is safe. (Normally simulators
for the purpose of training would be provided by the manufacturer of original
equipment).
4. Vestibule training
Mostly this method of training will be used to train technical staff, office staff and
employees who deal with tools and machines. Employees learn their jobs on the
equipment they will be using, but the training is conducted away from the actual work
floor by bringing equipments or tools to certain place where training is provided, but
not work place. Vestibule training allows employees to get a full feel for doing task

33
without real world pressures. Additionally, it minimizes the problem of transferring
learning to the job.
Vestibule training is provided to employees when new or advanced equipment or
tools introduced in to the organisation to do a particular job by using them. For
this purpose such equipment is brought to a separate place to give demonstration and
train how to use and that handle it by employees safely.
5. Case studies
It is a written description of an actual situation in the past in same organisation or
somewhere else and trainees are supposed to analyze and give their conclusions in
writing. This is another excellent method to ensure full and whole hearted
participation of employees and generates good interest among them. Case is later
discussed by instructor with all the pros and cons of each option. It is an ideal method
to promote decision-making abilities within the constraints of limited data.
6. Role playing
During a role play, the trainees assume roles and act out situations connected to the
learning concepts. It is good for customer service and training. This method is also
called ‘role-reversal’, ‘socio-drama’ or ‘psycho-drama’. Here trainees act out a given
role as they would in a stage play. Two or more trainees are assigned roles in a given
situation, which is explained to the group. There are no written lines to be said and,
naturally, no rehearsals. The role players have to quickly respond to the situation that
is ever changing and to react to it as they would in the real one. It is a method of
human interaction which involves realistic behaviour in an imaginary or hypothetical
situation. Role playing primarily involves employee-employer relationships, hiring,
firing, discussing a grievance problem, conducting a post appraisal interview,
disciplining a subordinate, or a salesman making presentation to a customer.
7. Programmed instructions
This involves two essential elements: (a) a step-by-step series of bits of knowledge,
each building upon what has gone before, and (b) a mechanism for presenting the
series and checking on the trainee’s knowledge. Questions are asked in proper
sequence and indication given promptly whether the answers are correct.
This programme may be carried out with a book, a manual or a teaching machine. It is
primarily used for teaching factual knowledge such as Mathematics, Physics, etc.
8. Management Games With computerized management games
Trainees divide into five- or six-person groups, each of which competes with the
others in a simulated marketplace. Each group typically must decide, for example.
a) How much to spend on advertising.
b) How much to produce.
c) How much inventory to maintain, and
d) How many of which product to produce.
Usually, the game itself compresses a two- or three-year period into days, weeks, or
months. As in the real world, each company team usually can't see what decisions
(such as to boost advertising) the other firms have made, although these decisions do
affect their own sales.

34
Management games can be effective. People learn best by being involved, and the
games can gain such involvement. They help trainees develop their problem-solving
skills, as well as to focus attention on planning rather than just putting out fires. The
groups also usually elect their own officers and organize themselves. This can
develop leadership skills and foster cooperation and teamwork.
9. Conferences or Discussion
It is a method of training the clerical, professional and supervisory personnel. This
method involves a group of people who pose ideas, examine and share facts, ideas and
data, test assumptions, and draw conclusions, all of which contribute to the
improvement of job performance. Discussion has a distinct advantage over the lecture
method in that the discussion involves two-way communication and hence feedback is
provided. The participants feel free to speak in small groups. The success of this
method depends on the leadership qualities of the person who leads the groups.
Advantages of Off-the-Job Training
 Trainers are usually experienced enough to train
 It is systematically organized
 Efficiently created programs may add lot of value
Disadvantages of Off-the-Job Training:
 It is not directly in the context of job
 It is often formal
 It may not be based on experience.
 It is expensive.
 Trainees may not be much motivated
 It is artificial in nature.

35
Company Profile
Kemrock Industries & Exports Ltd. manufactures and exports FRP/GRP (Composite)
Products for major industrial sectors such as aerospace, defence, renewable energy, wind
energy, railways, chemical processing, oil and gas, water and waste water management,
infrastructure, construction, electrical and electronics, marine, telecommunications and many
more...
A leader in the field of composites in India, the company delivers standard as well as
customized solutions that are ideal replacements for conventional materials. The State-of the-
Art facility, located close to Vadodara in the western part of India, provides high-quality
engineered advanced composite solutions and reliable services, complying with customer
specifications as well as national and international standards. The company operates using
principles of Total Integrated Management (TIM), ensuring complete customer satisfaction.
An end-to-end solution provider, it encompasses conceptual design, prototype development,
testing, manufacturing, logistic support, installation and comprehensive after sales service.
Kemrock has the unique distinction of commissioning India's first Carbon Fibre
Manufacturing facility to cater to Defence, Aerospace & Infrastructure Sectors.
Kemrock’s composite product range:
 Carbon Fibre
 Railway Interiors & Exteriors
 Rotor Blades, Nacelle Covers & Nose Cones
 GRP Pipe Systems & Solutions
 Cooling Tower Solutions
 Industrial Cable Management System
 Moulded & Pultruded Gratings
 Pultruded Structural Profiles
 Lighting / Utility Poles & Flag Masts
 Access System – Easy Reach
 Handrails & Ladders
 Thermosetting Resins: Epoxy, Phenolic & Unsaturated Polyester Resins
 Technical Fabrics

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Kemrock serves major industrial sectors such as:
 Aerospace
 Defence
 Renewable Energy
 Wind energy
 Railways
 Chemical processing
 Oil and gas
 Water and waste water treatment
 Infrastructure
 Construction
 Electrical and electronics
 Marine
 Telecommunications
Kemrock has established a reputation as a major supplier to key industries by manufacturing
first quality material, consistently. In order to do that, a full and wide ranging Quality
Assurance Team oversees the manufacture of products at Kemrock, ensuring complete
traceability. The Integrated management system is certified under ISO 9001:2008, ISO
14001: 2004 and OSHAS 18001:2007. Kemrock is also proud to be India’s First and only
IRIS Certified Company (IRIS - International Railway Industry Standard).
Kemrock's state-of-the-art design studio for design and development is endowed with the
most talented and experienced team of design engineers who are proficient in the application
of advanced software packages for industrial design. Kemrock also boasts of a fully equipped
test centre, supporting the needs of its customers and associates. Mechanical Testing and
Product Performance Testing Capabilities are supplemented with the most sophisticated
material analysis equipment.
Kemrock is listed on Bombay Stock Exchange (Scrip Code 526015 and Scrip ID KEMIE)
and National Stock Exchange of India (ISIN Code INE99B01012) and has been the proud
recipient of many awards along with the prestigious Export Award from The Plastic Export
Promotion Council for the years 2003-04 to 2008-09.

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History of the company
1981
 Kemrock Industries and Exports Limited established.
1995
 Manufactured Wind Mill Nacelle Covers for Suzlon Energy Ltd.
1996
 Kemrock signs a license agreement with Creative Pultrusions, Inc to produce
pultruded structural shapes under license.
2002
 KIEL manufactured the cable racking on behalf of Fibergrate Inc., thereby beginning
their relationship.
 2003 - Kemrock Industries and Exports Ltd moved from its limiting city location to a
new site at Asoj village, north east of Baroda.
 KIEL entered into a strategic alliance with Stoncor Group, Inc for the licensed
manufacture and supply of moulded & pultruded grating along with pultruded
standard structural shapes to Fibergrate, Inc.
2004
 Obtained ISO 9001-2000 certification
 KIEL licensed the Production of Phenolic Resins from Georgia Pacific Resins, Inc.
This enabled KIEL to become the first manufacturer outside of North America to gain
US Coast Guard approval for its grating products.
2005
 KIEL began Production of Unsaturated Polyester and Vinylesters
 Commenced Production and Sale of all types of resins
 Established a joint venture with Top Glass s.p.a. for manufacture of high end
pultruded products and lighting Poles

38
2006
 Georgia Pacific & KIEL formed Georgia Pacific Kemrock international private
limited to manufacture & supply thermosetting resins to the Indian sub-continent &
the GCC countries of the Middle East.
 KIEL invested in the world’s most advanced multi-axial fabric machine.
 Technical Fabric Production commences
 KIEL signed a license agreement with Top Glass s.p.a in Italy to manufacture
centrifugally cast composite poles.
 KIEL bought a state of the art machine for the manufacture of Sheet Moulding
Compounds (SMC).
 National Aerospace Laboratories (NAL), a constituent of Council of Scientific and
Industrial Research (CSIR), is India's pre-eminent civil R&D establishment in
aeronautics and allied disciplines
2007
 Commercial production of filament wound pipe, up to 1.5 metres in diameter.
 In April 2007, in the face of severe competition from Indian based multi-nationals,
KIEL was awarded by the Indian Government, a contract to manufacture carbon fibre
under license, and in collaboration with the National Aerospace Laboratory (NAL).
2008
 Continuing expansion to establish one of the largest and most integrated GRP
composite manufacturing facilities in the World.
 Kemrock signs an MOU to Purchase the majority stock in Top Glass SpA
 Kemrock establishes the Wind Energy Division
 Resin Plant expansion.
2009
 Kemrock establishes a GLOBAL COMPOSITE VILLAGE at its Vadodara facility
 New Mass Transportation Division Plant established
2010
 Former President of India Dr APJ Abdul Kalam inaugurated, India's first Carbon
Fiber Plant, on 9th May 2010.
 SAERTEX-KEMROCK India Limited is established as a JV with SAERTEX,
GERMANY to serve the Aerospace Market.
2011
 Kemrock launches first indigenous industrial grade carbon fibre under the brand name
“JAITEC”.
 Kemrock & DSM sign MOU for Manufacturing of Specialty Resins in India

39
Research methodology
Title of the study
“A study to evaluate the effectiveness of training at Kemrock Industries and Exports Ltd.”
Significance of the study
In today’s competitive corporate world organizations are more. India has a reputation as the
reservoir of world’s most talented and skilled human resources. This is most often considered
as country competitive advantage. Today more and more organizations are recognizing the
importance of human resources and viewing investment in human assets in the same way as
investment in capital assets. There is an increasing awareness that human resource is the most
important resource in the organization. The study aims at understanding the various aspects
of training and cites its importance in industries. With the organization moving from tutor-
centered model of training to flexible learner centered and technique savvy model. It is time
for trainers to re-orient themselves.
Objectives of the study
 To evaluate the effectiveness of training and to evaluate its impact on the trainees at
Kemrock industries.
 To study the training aspects of the organization.
 To study the problems faced by the employees in the training programmes.
 To understand internal as well as external forces that will tend to play a role in the
training programmes.
 To assess the approach of employee towards training.
Researchdesign
The study design is explorative in nature, which makes efforts to know the impact of training
activities implemented in Kemrock industries.
Universe
The universe of the study is confined to the employees of Kemrock industries and export ltd.
(Vadodara). To whom all training practices is provided by the company.
Sample size
 The sample size was 40 employees.

40
Data collection
 Interview schedules were used as a tool of data collection.
Limitations of the study
 Time constraint was the biggest limitation. The respondents did not have enough time
to read and fill up the questionnaires.
 The numbers of respondents were more hence, the study was time consuming.
 The response the respondents was hampered due to the guidelines of the company
policy.

41
Chapter II
Review of Literature

42
Review of Literature
Evaluation of training & development programmes is normally used in a broad sense to mean
any attempt to obtain information (feedback) on the effects of a training programme, and to
assess the value of the training in the light of that information. According to some experts on
the evaluation of training, a distinction is made between validation (the assessment of
whether the training has achieved its laid-down objectives) and evaluation (the measurement
of the total effects of the training programme). In practice, however, this distinction is not
always meaningful, since it may be almost impossible to obtain information on the total
effects of training (which may be extremely complex).
The process of evaluating training and development has been defined by Hamblin
(1974) as: “any attempt to obtain information (feedback) on the effects of a training
programme and to assess the value of the training in the light of that information”. Warr
(1969) defined evaluation as “the systematic collection and assessment of information for
deciding how best to utilise available training resources in order to achieve organisational
goals”. From these definitions it follows that evaluation leads to control which means
deciding whether or not the training and development was worthwhile (preferably in cost-
benefit terms) and what improvements are required to make it even more efficient and
effective.
Evaluation, in its crudest form, is the comparison of objectives (criterion behaviour)
with effects (terminal behaviour) to answer the question of how far the training &
development programmes has achieved its purpose. The setting of objectives and the
establishment of methods of measuring results are, or should be, an essential part of the
planning stage of any training and development programme. Evaluation can be difficult
because it is often hard to set measurable objectives and even harder to collect the
information on the results or to decide on the level at which the evaluation should be made.
While there is a growing body of conceptual work on how employees really learn, and
a burgeoning body of case studies of innovative corporate initiatives, there has been little
synthesis of these bodies of literature.
Not surprisingly, the yield from training and development initiatives will be
maximised when employees perceive that desirable outcomes (or avoidance of undesirable
outcomes) are attained as a result of their full commitment to a training and development
program.

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Mort (2004)
Mort opined that training plays an important role in employee motivation and retention and
helps to build loyalty and commitment.
Ogunu (2002)
Ogunu in his study titled “Evaluation of Management Training and Development Programme
of Guinness Nigeria PLC” examined the management training and development programme
of Guinness Nigeria PLC, Benin City with a view to ascertaining its relevance, adequacy, and
effectiveness. A convenience sampling design was adopted, whereby the researcher used all
the 50 management staff of the company’s Benin Brewery as subjects for the study. Data
were collected by administering a questionnaire titled ‘Management training and
development questionnaire’ (MTDQ) developed by the researcher. Hypotheses testing in the
study revealed that facilities for staff training were adequate for effective training of
management staff, training programmes for management staff were relevant to the jobs they
performed, and the training programmes undergone by staff did indeed improve their
performance and effectiveness at works.
Srivastava (2001)
Srivastava evaluated the effectiveness of various training programmes offered by the in-
house training centre of Tata Steel, Shavak Nanavati Training Institute (SNTI), India.
Effectiveness of training was measured in terms of various outcomes such as satisfaction
level; reaction and feedback of participants; and change in performance and behaviour as
perceived by participants, their immediate supervisors, and departmental heads. The sample
consisted of sixty departmental heads, fourteen hundred participants and thirteen hundred
immediate supervisors from various departments. The data were collected through structured
interview schedule. It was found that the satisfaction levels of participants, their superiors,
and divisional heads were above average for all types of programmes. The participants were
benefited from the programmes, but transfer of learning was not as expected from their
supervisors. There were changes in the post-training performance ranging from 10 to 37 per
cent. Training programmes could meet the objectives only to a limited extent.
Yadapadithaya (2001)
Yadapadithaya studied the current practices of evaluating training and development
programmes in the Indian corporate sector on the basis of data collected from written
questionnaires mailed to 252 respondent companies – 127 private, 99 public, and 26
multinational corporations (MNCs). The major findings of his study include the following:
 High pressure for increased quality, innovation, and productivity acts as a major
driving force for the Indian corporate training and development programmes.

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 Most of the key result areas of training and development function are related to the
measurement and evaluation of training effectiveness.
 Nearly 86 per cent of the private sector, 81 per cent of the public sector, and all the
MNCs evaluate the effectiveness of training in one way or the other.
 The major purpose of evaluation is to determine the effectiveness of the various
components of a training and development programme.
 Organisations rely mostly on the participants’ reactions to monitor the effectiveness
of training.
 An overwhelming majority of the organisations use “questionnaires” as an instrument
to gather relevant data for evaluation.
 In most of the cases, evaluation was done immediately after the training.
 Majority of the private and public sector organisations use one-shot programme
design and more than half of the MNCs also use single group, pre-test and post-test
design for evaluating the effectiveness of training and development programmes.
 Absence of transfer of learning from the place of training to the workplace has been a
major perceived deficiency of the corporate training and development system.
 Indian corporate sector is currently facing the challenge of designing and developing
more valid, reliable and operational measures to evaluate the effectiveness of training
and development.
Blanchard (2000)
Blanchard studied training evaluation practices at both management and non-management
level in Canada through a survey of 202 organisations, employing a total of over 4,70,000
employees, thus representing a significant portion of the Canadian workforce. The survey
data indicated that only one-fifth of the Canadian organisations evaluated their training as
suggested by academic standards. The researchers presented practitioner perspective as a
supporting rationale for the survey results.
Campbell (1998)
Campbell suggested evaluation can provide a sense of satisfaction and accomplishment to the
personnel associated with a course or programme. Everyone needs feedback on how they are
doing, and evidence that training is worthwhile is a source of pride. Apart from this, periodic
evaluations are necessary to assure optimum training relevance, effectiveness, and cost
efficiency.
Saxena (1997)
Saxena cited a study conducted by American Society of Training and Development (ASTD)
on the practice of evaluation. It was reported that the actual practice of evaluation did not
often follow the strict recommendations of evaluation literature. This was largely explained
by the fact that many training practitioners had not found the literature’s advice applicable or
useful for their organisation. Most of the training managers who participated in ASTD’s
research effort believed that there was value in a concerted effort to increase the practice of
employee training evaluation.

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Mann and Robertson (1996)
Mann and Robertson conducted a study in Europe to answer the question ‘What should
training evaluations evaluate?’ They selected 29 subjects (10 female and 19 male) from a
three-day training seminar for European nationals run in Geneva. The results showed that the
trainees did learn from the training sessions and, although they did not retain all they learned,
they did know more one month after training than they did before training. They
recommended that an effective way for practitioners to evaluate training is to measure self-
efficacy regarding the trained tasks, immediately after training.
Pearce (1995)
Pearce Evaluation tends to be a neglected part of training. If it is considered at all, it is
usually at a last stage in the training process. The absence of at least some evaluation can lead
to an enormous waste of resources.
Lewis and Thornhill (1994)
Lewis and Thornhill examined the relationship between training evaluation, organisational
objectives, and organisational culture. Explicit recognition of organisational objectives linked
to an integrated approach to training evaluation will certainly improve the effectiveness of
evaluation. The absence of or ineffective practice of training evaluation within so many
organisational is directly related to the nature of organisational culture.
Kraiger (1993)
Kraiger proposed cognitive, skill-based and affective learning outcomes (relevant to training)
and recommended potential evaluation measures. They integrated theory and research from a
number of diverse disciplines and have provided a multidimensional perspective to learning
outcomes and advanced the theory of training evaluation by providing a conceptually based
scheme of learning constructs, measurement foci, and measurement techniques.
Sackett and Mullen (1993)
Sackett and Mullen suggested a broader perspective on a variety of aspects of training
process. The purpose of evaluation is to help organisations make decision about future
training activities, and provide tools needed to assess the type of evaluation possible in a
given situation, to conduct the most informative evaluation possible given the constraints of
the situation, and to communicate to organisational decision makers both the strengths and
the limitations of whatever evaluation data is obtained.
Fuchsberg (1993)
Fuchsberg observed that many organisations base their training and development budgets on
annual projections for new initiatives that link, optimistically, with business requirements.

46
Now, the need to rigorously evaluate training and development initiatives in economic terms
is becoming more apparent. As the training and development efforts in many organisations
continue to expand and grow, many new competing programmes will be proposed and senior
management and board members will continue to ask hard questions about the projected
value or likely financial impact of training and development investments. Evaluation of
the economic and non-economic benefits, and the investments associated with the training
and development programmes is absolutely critical to determining how training and
development initiatives contribute to corporate performance. Many are currently struggling
to evolve a valid, reliable and operationally viable model to measure and evaluate the
effectiveness of training and development programmes.
Bramely (1992)
Bramely believes that behavioural change is introduced through training evaluation presents
a, three part approach:
 Evaluation of training as a process
 Evaluation of changes in knowledge, skills, attitudes and levels of effectiveness
 Various approaches to evaluation such as interviews, surveys, various methods of
observing behaviour and testing.
Grider (1990)
Grider Conducted a study to determine which training evaluation method were perceived to
be the most effective by training professionals, and which methods were most frequently
used . For this purpose they selected members of American Society for Training &
Development (ASTD). The findings of the study suggested:
 Integrate T&D into the strategic plan of the firm.
 Provide necessary resources to evaluate the training activity effectiveness.
 Establish an information network to facilitate access to necessary data for before and
after measurement
 The most important benefit to be gained from successful evaluation will be
improvement in organisational performance and increased employee satisfaction.
Mumford (1988)
Mumford observes that prior to participating in any training and development experience;
participants implicitly ask themselves a variety of questions: Do I believe this training and
development will help me or my subordinates? Are there risks for me if I perform poorly?
How does this experience relate to my job performance? Not surprisingly, the yield from
training and development initiatives will be maximised when employees perceive that
desirable outcomes (or avoidance of undesirable outcomes) are attained as a result of their
full commitment to a training and development programme.

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Wexley and Baldwin (1986)
Wexley and Baldwin criticised the traditional training and development for its lack of
accountability. The lack of accountability and rigorous evaluation may be attributable in part
to an unfounded belief that “training and development is good for the employees and the
organisation; so let there be training budget and training programmes”. This target-based
(e.g., a specific number of employees to be trained during a given year) or budget-driven
(influenced by the availability of time, energy, and resources) training and development
efforts will ultimately lead to the result that “training is only a paid perquisite or free time for
the employees devoid of daily stressors and distractions of the workplace on the one hand,
and a wasteful expenditure for the management on the other”.
Kirkpatrick’s (1971)
Kirkpatrick first level of measurement, reaction, is defined as how well the trainees liked the
training program. The second measurement level, learning, is designated as the determination
of what knowledge, attitudes, and skills were learned in the training. The third measurement
level is defined as behaviour. Behaviour outlines a relationship of learning (the previous
measurement level) to the actualization of doing. Kirkpatrick recognized a big difference
between knowing principles and techniques and using those principles and techniques on the
job. The fourth measurement level, results, is the expected outcomes of most educational
training programs such as reduced costs, reduced turnover and absenteeism, reduced
grievances, improved profits or morale, and increased quality and quantity of production.
Argyris (1971)
Argyris has suggested that organization effectiveness depends on its ability to achieve its
goals and maintain itself internally, and to adapt to its environment continuous training would
help the employees to cope with the changes and retain organizational ability as well.
Hasseling P (1971)
Hasseling defines training as a “sequence of experience or opportunities designed to modify
behaviour in order to attain a specific objective.”

48
Chapter III
Data analysis and
interpretations

49
1. Age of the respondents
The above graph reveals that 15% of the employees belong to the age of 20to 25 years, 25%
of employees belong to 26 to 30 years. 22.5% of employees belong to 31 to 35 years, 27.5 %
of employees belong to 36 to 40 years and 10% of employees are above 40.
6
10
9
11
4
15
25
22.5
27.5
10
0
5
10
15
20
25
30
20-25 26-30 31-35 36-40 40 and
above
Frequency
%
Age Frequency %
20-25 6 15
26-30 10 25
31-35 9 22.5
36-40 11 27.5
40 and above 4 10

50
2. Gender of the respondents
Gender Frequency %
Male 33 82.2
Female 7 17.5
The above graph reveals that there are 17.5% female and 82.2% males working in the
organization.
33
82.2
7
17.5
0
10
20
30
40
50
60
70
80
90
Frequency %
Male
Female

51
3. Educational Qualifications of respondents
Qualifications Frequency %
SSC 6 15
HSC 9 22.5
Graduate 15 37.5
Post Graduate 7 17.5
Diploma 3 7.5
The above graph reveals that 15% of employees have passed SSC, 22.5% have passed HSC,
37.5% of the employees are graduates. 17.5% of employees are post graduates and 7.5%
employees have obtained diploma degree.
6
9
15
7
3
15
22.5
37.5
17.5
7.5
0
5
10
15
20
25
30
35
40
SSC HSC Graduate Post
Graduate
Diploma
Frequency
%

52
4. Number of years of experience of respondents
Years of work
experience Frequency %
0 to 5 8 20
6 to 10 9 22.5
11 to 15 12 30
15 to 20 7 17.5
21 or more 4 10
The above graph reveals that 20% employees have 0 to 5 years of experience, 22.5 % have 6
to 10 years of experience, 30% employees have 11 to 15 years of experience, 17.5 %
employees have 15 to 20 years of experience and 10% employees have more than 20 years of
work experience.
8
9
12
7
4
20
22.5
30
17.5
10
0
5
10
15
20
25
30
35
0 to 5 6 to 10 11 to 15 15 to 20 21 or more
Frequency
%

53
5. The response of the respondents that adequate importance is given to induction in
their organization.
Responses Frequency %
Strongly Agree 11 27.5
Agree 18 45
Disagree 9 22.5
Strongly Disagree 2 5
The above graph reveals that 45% employees agree and 27.5% employees strongly agree that
induction training is given due importance in their organization.
11
18
9
2
27.5
45
22.5
5
0
5
10
15
20
25
30
35
40
45
50
Strongly Agree Agree Disagree Srongly
Disagree
Frequency
%

54
6. Response of the respondents regarding the well planning or induction policy.
Agree 18 45
Disagree 7 17.5
The above graph reveals that 45% of employees and 32.5% employees strongly agree that
induction training is well planned in their company.
13
18
7
2
32.5
45
17.5
5
0
5
10
15
20
25
30
35
40
45
50
Strongly Agree Agree Disagree Strongly
Disagree
Frequency
%

55
7. Response of the respondents regarding the clarity explanation of norms and values of
the organization to the new employees during induction.
Strongly Agree 12 30
Agree 13 32.5
Disagree 10 25
Strongly Disagree 5 12.5
The above graph reveals that 32.5% agree that norms and values of the organization are
clearly explained to new employees during induction. 25% of employees disagree to this.
12 13
10
5
30
32.5
25
12.5
0
5
10
15
20
25
30
35
Disagree
Frequency
%

56
8. Response of the respondents that employees are helped to acquire techniques,
knowledge and skill through training.
Agree 20 50
Disagree 7 17.5
The graph reveals that 50% of employees agree and 22.5% employees strongly agree that
employees are helped to acquire techniques, knowledge and skill through training.
9
20
7
4
22.5
50
17.5
10
0
10
20
30
40
50
60
Disagree
Frequency
%

57
9. Response of respondents about the due importance given to training by their
organization.
Agree 18 45
Disagree 4 10
The above graph reveals that 35% employees strongly agree and 45% of employees agree
that training of workers is given due importance in their organization.
14
18
4 4
35
45
10 10
0
5
10
15
20
25
30
35
40
45
50
Disagree
Frequency
%

58
10. Response of the respondents about the practice of organization of sponsoring
employees for training programmes on the basis of careful identification of
developmental needs.
Strongly Agree 8 20
Agree 16 40
Disagree 14 35
The above graph reveals that 40% of employees agree that employees are sponsored for
training programmes on the basis of careful identification of developmental needs. 35 % of
employees disagree to this.
8
16
14
2
20
40
35
5
0
5
10
15
20
25
30
35
40
45
Disagree
Frequency
%

59
11. Response of the respondents about the well designed and widely shared training
policy of the organization.
Agree 14 35
Disagree 13 32.5
The above graph reveals 35% of employees agree that the training policy of the organization
is well designed and widely shared. 32.5% of employees disagree to the same.
7
14 13
6
17.5
35
32.5
15
0
5
10
15
20
25
30
35
40
Disagree
Frequency
%

60
12. Response of the respondents regarding the improvement of training effectiveness by
departments through constant review.
Strongly Agree 8 20
Agree 16 40
Disagree 9 22.5
The above graph reveals that 40% of the employees agree that their department improves its
effectiveness through constant review.
8
16
9
7
20
40
22.5
17.5
0
5
10
15
20
25
30
35
40
45
Disagree
Frequency
%

61
13. Response of the respondents about the help training provides to the trainees to see the
benefits he/she may achieve by completing the training.
Agree 22 55
Disagree 5 12.5
The above graph reveals that 55% of the employees agree that training helps the trainees to
see the benefits he/she may achieve by completing the training. While 12.5 % of employees
do disagree.
9
22
5 4
22.5
55
12.5
10
0
10
20
30
40
50
60
Disagree
Frequency
%

62
14. Response of respondents towards the assistance by training to the employee when he
encounters obstacles at work.
Agree 22 55
Disagree 3 7.5
The above graph reveals that 37.5% employees strongly agree and 55% respondents agree
that training provides assistance to the worker when he encounters obstacles at work.
15
22
3
0
37.5
55
7.5
0
0
10
20
30
40
50
60
Disagree
Frequency
%

63
15. Response of the respondents towards the help training would give the employees to
overcome his/her weakness and improve his strengths, thus enabling him to function
effectively on the job.
Agree 19 47.5
Disagree 8 20
The above graph reveals that 47.5% of the employees agree that training would help the
employees to overcome his/her weakness and to improve his strengths, thus enabling him to
function effectively on the job.
10
19
8
3
25
47.5
20
7.5
0
5
10
15
20
25
30
35
40
45
50
Disagree
Frequency
%

64
16. Response of respondents towards the contribution of training in facilitating job
satisfaction.
Agree 13 32.5
Disagree 14 35
The above graph reveals that 32.5% of respondents agree that training programmes facilitate
job satisfaction. 35% disagree to the same.
5
13 14
8
12.5
32.5
35
20
0
5
10
15
20
25
30
35
40
Disagree
Frequency
%

65
17. Response of respondents towards contribution of training in increasing employee
efficiency.
Agree 20 50
Disagree 6 15
The above graph reveals that 50% of the employees agreed that training programmes
contributed to increase the efficiency of the employees.
9
20
6 5
22.5
50
15
12.5
0
10
20
30
40
50
60
Disagree
Frequency
%

66
18. Response of respondents towards contribution of training in increasing employee
efficiency.
Agree 21 52.5
Disagree 5 12.5
The above graph reveals that 52.5% of the respondents agree that training helped to increase
employee productivity.12.5 % employees disagree that training helped to increase employee
productivity.
10
21
5 4
25
52.5
12.5
10
0
10
20
30
40
50
60
Disagree
Frequency
%

67
19. Response of respondents towards the opportunity of equal participation in training.
Strongly Agree 6 15
Agree 10 25
Disagree 17 42.5
The above table reveals that only 25% employees agree that training allows equal
participation of all members. 42.5% employees disagree that training allows equal
participation to all.
6
10
17
7
15
25
42.5
17.5
0
5
10
15
20
25
30
35
40
45
Disagree
Frequency
%

68
20. Response of respondents towards the excellent quality of training programmes in the
organization.
Agree 20 50
Disagree 8 20
The above graph reveals that 50% of employees strongly agree and 27.5 % of respondents
strongly agree that the quality of training programmes in the organization is excellent.
11
20
8
1
27.5
50
20
2.5
0
10
20
30
40
50
60
Disagree
Frequency
%

69
21. Response of the respondents towards the practice in the organization of talking to the
participants returned from external training to assess the effect of the programme.
Strongly Agree 4 10
Agree 10 25
Disagree 14 35
The above graph reveals that 35% employees disagree and 30% employees strongly disagree
that the organization talks to participants returned from external training to assess the effect
of training.
4
10
14
12
10
25
35
30
0
5
10
15
20
25
30
35
40
Disagree
Frequency
%

70
22. Response of respondents towards the high satisfaction experienced in the training
programmes.
Strongly Agree 8 20
Agree 22 55
Disagree 8 20
The above graph reveals that 55% employees agree that the experience high satisfaction from
the training faculty. 20% of employees disagree to the same.
8
22
8
2
20
55
20
5
0
10
20
30
40
50
60
Disagree
Frequency
%

71
23. Response of the respondents toward the training session being boring.
Strongly Agree 2 5
Agree 14 35
Disagree 18 45
The above graph reveals that 45% of respondents disagree that the training session is boring.
35% of employees agree to the same.
2
14
18
65
35
45
15
0
5
10
15
20
25
30
35
40
45
50
Disagree
Frequency
%

72
24. Response of the respondents towards the failure of the to answer all the questions
asked.
Agree 7 17.5
Disagree 21 52.5
The above graph reveals that 52.5% employees disagree that the trainer could not answer all
the questions asked.
3
7
21
97.5
17.5
52.5
22.5
0
10
20
30
40
50
60
Disagree
Frequency
%

73
25. Response of the respondents towards the no difference made by the training session.
Strongly Agree 0 0
Agree 6 15
Disagree 14 35
The above graph reveals that only 15% of respondents agreed that training experience made
no difference in my performance.
0
6
14
20
0
15
35
50
0
10
20
30
40
50
60
Disagree
Frequency
%

74
26. Response of the respondents towards the provision of good manuals and booklets in
the training sessions.
Strongly Agree 8 20
Agree 14 35
Disagree 11 27.5
The above graph reveals that 35% of employees agree that good manuals and booklets are
provided to them during the training sessions. 27.5% of employees disagree to this.
8
14
11
7
20
35
27.5
17.5
0
5
10
15
20
25
30
35
40
Disagree
Frequency
%

75
27. Response of the respondents towards the increase of his confidence about his ability
to do his/her job.
Agree 18 45
Disagree 7 17.5
The above graph reveals that 45% of employees agree and 27.5% employees strongly agree
that after attending training they were more confident in their ability to do work.
11
18
7
4
27.5
45
17.5
10
0
5
10
15
20
25
30
35
40
45
50
Disagree
Frequency
%

76
28. Response of the respondents towards the success of training session in providing the
trainee some information which he would have not known otherwise.
Agree 16 40
Disagree 6 15
The above graph reveals that 40% of employees agree that training session gives them
information which they would have not known otherwise.15% of employees disagree to the
same.
14
16
6
4
35
40
15
10
0
5
10
15
20
25
30
35
40
45
Disagree
Frequency
%

77
29. Response of the respondents regarding their attendance of all the training programmes
scheduled for him/her.
Agree 15 37.5
Disagree 4 10
The above table reveals that 52.5% of employees strongly agree and 37.5% of employees
agree that they attended all training programmes scheduled for them.
21
15
4
0
52.5
37.5
10
0
0
10
20
30
40
50
60
Disagree
Frequency
%

78
30. Response of the respondents towards the contribution of training in getting awareness
of the latest technology in her/her field.
Agree 16 40
Disagree 7 17.5
The above graph reveals that 40% of employees agree that training helped them in getting
information about the latest technology in their felid. 17.5% of employees disagree with the
same.
13
16
7
4
32.5
40
17.5
10
0
5
10
15
20
25
30
35
40
45
Disagree
Frequency
%

79
31. Response of respondents towards the assistance of training in receiving rewards in the
future.
Agree 18 45
Disagree 6 15
The above graph reveals that 45% of employees agree and 30% employees strongly agree
that training provides benefits in the future. 15% of the employees disagree to the same.
12
18
6
4
30
45
15
10
0
5
10
15
20
25
30
35
40
45
50
Disagree
Frequency
%

80
32. Response of respondents towards the similarity in nature of the actual procedure and
the training.
Agree 15 37.5
Disagree 8 20
The above graph reveals that 37.5% that the training is similar with the actual procedure.
20% of the employees disagree with the same.
12
15
8
5
30
37.5
20
12.5
0
5
10
15
20
25
30
35
40
Disagree
Frequency
%

81
33. Response of respondents towards the high knowledge about the trainer about the
subject.
Agree 17 42.5
Disagree 8 20
The above graph reveals 42.5% that the trainer has high knowledge about the subject. 20% of
employees disagree to the same.
15
17
8
0
37.5
42.5
20
0
0
5
10
15
20
25
30
35
40
45
Disagree
Frequency
%

82
34. Response of the respondents towards timely feedback given after the training
programme.
Strongly Agree 6 15
Agree 12 30
Disagree 13 32.5
The above graph reveals that 30% of employees agree that the employees are given detail
feedback after the training programme. 32.5% of employees disagree to the same.
6
12 13
9
15
30
32.5
22.5
0
5
10
15
20
25
30
35
Disagree
Frequency
%

83
Chapter IV
Findings and
Conclusions

84
Findings and Conclusions
1. It was found that the organization has employees from all age groups starting from 20
to 60.
So it can be concluded that judicious mix for fresh talent as well as experienced
employees.
2. About 80% of the employees in the organization were males.
So it can be concluded that there were a large number of males when compared to the
number of females in the organization.
3. Over 35% of the employees of the organization were graduates. While some
candidates had just passed their SSC or HSC.
4. 30% of employees had 11 to 15 years of work experience. Some employees had just
started their career with their first job in the organization.
So it can be concluded that employees were fresher’s as well as experienced
5. About 70% of the employees thought that induction training in the organization was
given adequate importance.
So it can be concluded that the organization lays importance on induction training.
6. About 70% of the employees agreed that induction training was well planned.
7. Over 60% of the employees agreed that norms and values of the organization are
clearly explained to new employees during induction.
So it can be concluded that the new employees obtained clarity of norms and values
of the organization in induction.
8. About 70% of the employees agreed that employees are helped to acquire techniques,
knowledge and skill through training.
So it can be concluded that the employee’s continuous growth was possible due to
training.
9. About 80% of employees agreed that due importance was given to training in their
organization.
So it can be concluded that the organization has realised the importance of training
and the employee knows the same.

85
10. 60% of employees agree that employees are sponsored for training programme
through careful evaluation of developmental needs.
It can be concluded that there is a scope of the company to improve its evaluation
technique for training needs.
11. About 45% the employees agree that the training policy of the company is well
designed and widely shared.
It can be concluded that there is absence of clarity of training policy in the
organization.
12. 60% of the respondents agree that the department makes efforts to improve
effectiveness of training through constant review.
13. About 70% of the employees agree that training helps the trainees to see the benefits
he/she will achieve by completing the training.
It can be concluded that training has proved to be effective.
14. More than 90% of employees agree that training helps them to overcome obstacles
they encounter.
15. More than 70% of the employees agreed that training would help the employees
overcome his/her weakness and improve his strengths, thus enabling him to function
effectively on job.
It can be concluded that the employees have become aware of the benefits they
receive through training.
16. About 50% of the employees agreed that training programmes helped to facilitate job
satisfaction.
It can be concluded that the organization and employees have failed to link training
programmes and job satisfaction.
17. About 70% of the employees agreed that training programmes helped to increase
employee efficiency.
It can be concluded that training helps improve employee efficiency.
18. About 75% of the employees agreed that training programmes helped to increase
employee productivity.
It can be concluded that workers agree that training helps increase their productivity.
19. Only 40% of employees agree that training allowed participants for equal
participation.

86
20. About 75% of the employees agreed that the quality of training programmes in the
organization is excellent.
It can be concluded that the worker is satisfied with the design of the training
programme.
21. Only about 35% of the employees agree the organization talked to people who
returned from external training to assess the effect of the programme.
It can be concluded that the employees are dissatisfied with the approach of
management towards external training.
22. 75% of the employees agreed that they experienced high satisfaction from faculty in
the training programme.
It can be concluded that the trainer must be good.
23. 40% employees agreed that the training sessions are boring.
24. Only 25% of the respondents said that the trainer could not answer all the questions
asked.
It can be concluded that most of them were satisfied with the trainer.
25. Only 15% employees said that training experience made no difference to their
performance.
It can be concluded that all the other employees realised the benefits through training.
26. More than 60% of employees agreed that they were given good manuals and booklets
in the training sessions.
It can be concluded that employees were satisfied with the resources provided by the
organization.
27. About 70% of the respondents agreed that they were more confident in their ability of
doing work after attending the training programme.
It can be concluded that training contributed in boosting the confidence of the
employees.
28. 75% of the respondents agreed that training session gave them some information that
they would have not known otherwise.
It can be concluded that the training session were designed to be interesting and
informative.

87
29. 90% of the employees agreed that they attended all the training programmes
scheduled for them
It can be concluded that the employees take the training schedules seriously.
30. About 70% of employees agreed that training gave information about latest
technology in their field.
It can be concluded that training helped to keep the employee up-to-date.
31. 75% employees agreed that training provide rewards in the future.
It can be concluded that employees get the benefits of training.
32. About 65% of the employees agreed that training was similar to the actual procedure.
It can be concluded that as the training is similar it prepares the employee thoroughly
to face the challenges of the job.
33. Over 60% of the respondents agreed that the knowledge of the trainer about the
subject was good.
It can be concluded that the employees were satisfied with the trainer’s knowledge.
34. About 45% of the employees agreed that after training the employees are given proper
feedback.
It can be concluded that not all employees are satisfied with the current feedback
system.

88
Chapter V
Suggestions and
Recommendations

89
Suggestions and Recommendations
 The number of female employees in the organization are very less when compared to
the number of males, the organization should make efforts to balance the male female
ratio.
 It would be suggested that the organization should provide timely feedback to the
employees immediately after they attend a training programme.
 The organization should make more efforts to align the actual procedure and training
sessions and should provide the employees to apply what they have learnt.
 The organization should make greater efforts to talk to the employees returned from
external training programmes.
 The organization should use various methods of training to reduce the boredom.
 Interactive training methods should be adopted.
 Employees should be given knowledge to link job satisfaction and high performance
achieved through training.
 All the employees should be given equal opportunities for participation in the training
programmes.

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